Chapter 1

The Problem

Introduction

           During the years of the pandemic, numerous institutions have been ultimately

affected by this devastation. One of which is education, when all of the students are

forced to continue learning indoors with alternative education such as modular and online

learning. Through the years, Vaccines were created and played a significant role in

minimizing the spread of the virus. It got to the point that early this year, President

Rodrigo Duterte approved the execution of limited face-to-face classes in areas that are

deemed to be low risk for covid-19. (De Guzman,2022)

            As educational systems begin to resume operations amid and after the

Coronavirus Disease 2019 (COVID-19) crisis, there is a complicated imagination of how

learning will occur in what kind of space. Drawing ideas from the experiences of selected

countries and relevant theory, this article attempts to reconceptualize learning space as

schools reopen in this new age. The discussion shows that physical distancing measures

and emergency remote teaching are the two powerful forces that reconceptualize the

learning space. The theory of transactional distance, with its three factors of dialogue,

structure, and autonomy, further provides a better understanding. This paper recommends

that shared efforts among governments, educational systems, and researchers be placed to

fully realize the benefits of education in this new age as far as reconceptualized learning

space is concerned (Michael B.C,2020).

According to Jeremy (2020) that few issues in the policy response to the coronavirus

disease 2019 (COVID-19) pandemic have sparked vigorous debate as school re-opens.
There is broad agreement that school closures involve heavy burdens on students,

parents, and the economy, with profound equity implications that cannot eliminate the

risk of outbreaks even in a partial reopening scenario with in-school precautions.

Consensus essentially ends there, however: the approaches states and localities have

taken to integrating these concerns into school reopening plans are highly variable.

           Education is one of the severely affected sectors all over the world due to the

Covid-19 outbreak. Almost all schools and colleges worldwide had to stop face-to-face

education and more than two billion students were forced to continue their education

online. Most the countries were neither prepared for this crisis nor ready for effective

online teaching. The pandemic changed the traditional structure of the higher education

system all over the globe. The research work was also hampered badly. The closure of

universities and colleges, not only affected students, teachers, and their families but also

created social and economic problems all over the world. Physical distance, food safety,

digital learning, and social issues have limited to the home environment only. It was

necessary to shut down the educational institutions because these are the places having

suitable environments for the spread of COVID-19. (Rakesh C. Ramola, 2021)

         The Researchers conducted this research to explore the different opinions and

insights of certain people involved in the study, such as the students. By creating this

piece, they could develop some form of information and knowledge that can benefit

everyone since it is one of the most anticipated issues up to this date.

Perceptive of the Research

        The researchers were very interested in the approved implementation of face-to-face

classes which led them to scope more information about the student's experiences during
this type of phenomenon. The researchers were senior High School students of Aurora

National High School (ANHS); they aimed to unravel the Advantages and disadvantages

that the Juan Lumosad Memorial National High School students have experienced since

the Reopening of their School.

      Challenges

   

  Conceptual Framework

Challenges

Reopening of
Schools
Opportunities

Figure 1. Conceptual Framework of the Study

Statement of the Problem

     

 This study aims to examine and discuss the challenges faced by the primary

education institutions in the Philippines, especially in Juan Lumosad Memorial High

School, as an effect of the Covid-19 pandemic. 

          Considering all these statements at issue, the following questions devised for this

research aimed to be answered throughout the entire study.

          1. What are the disadvantages and disadvantages encountered by students since the

reopening of schools?

          2. Do Learners find Face to face Classes to be advantageous or disadvantageous?

Scope and Limitation of the Study

      

 The scope and limitation of the study involve the following limited areas.

           Subject Matter. This research study explores the challenges and opportunities of

the Juan Lumosad Memorial National High School teacher, students, and parents.

           Research Environment and Timeline. This study was conducted at Juan Lumosad

Memorial National High School. 

           Research Participants. There are 20 participants in this research. Students from

Juan Lumosad Memorial National High School between the ages of 15 to 17.

           Research Design. This study used stratified random sampling to survey and

interview the participants for the researchers to gather data. 

           Research method. This study used a descriptive research method. The researchers

conduct surveys and interviews guide to the participants to understand the study deeper.

Significance of the Study

                      This study is deemed significant, especially to the following people:

           Students. This will help them learn better and lessen their burden in answering

modules that aren't even discussed.

           Parents. their time cannot be divided between teaching their children and at the

same time doing household chores.

           Teachers. They will no longer suffer from printing and checking modules. They

can finally teach students and provide a better discussion and an opportunity to connect

and bond with their students like what they're supposed to do.

Definition of Terms

           Covid-19. Is it an infectious disease caused by the SARS-CoV-2 virus that is still

present up to now? 

            Pandemic. An epidemic of an infectious disease that has spread across a large

region, for instance, multiple continents or worldwide, affects many individuals.

           Students. A person who is studying at a school or college.

            Teacher. A teacher can explain and demonstrate concepts in various ways for

various learners and learning styles.

           Juan Lumosad Memorial National High School (JLMHS). It is the school where

we interviewed several students along with their teachers and parents about the

Reopening of School amidst the Covid-19 pandemic.

            Parents.  is a caregiver of the offspring of their species. In humans, a parent is the

caretaker of a child.

            Education.   A field of study that deals mainly with teaching and learning

methods in schools.
Chapter 2

Review of Related Literature

                      The chapter presents the related literature and studies by which this current

paper finds insights and by which it is conceptualized and developed. These documents

were either published in local, national, or international publications.

Covid-19’s Effect on Education

           Schooling is one of the most affected aspects of human life due to the COVID-19

pandemic. In a recent correspondence published, the authors reminded every country of

their responsibility to safely develop strategies to reopen schools. This paper reiterates

the adherence to school health protocols as significant in the delivery of face-to-face

classes following national and international guidelines in mitigating the effects of the

COVID-19 pandemic as a public health crisis. (Alex, R 2021)

        According to Ruth S. (2019), The COVID-19 pandemic has wreaked havoc on

education systems worldwide, affecting approximately 1.6 billion students in over 200

nations. More than 94 percent of the world's student population has been touched by

school, institution, and other learning facility closures. This has resulted in significant
changes in every part of our life. Social alienation and limited movement policies have

considerably disrupted traditional educational techniques. Once the restrictions have been

lifted, the Reopening of schools is another challenge, as many new standard operating

procedures have been implemented.

           Many researchers have shared their work on teaching and learning in various ways

after the COVID-19 outbreak. Face-to-face instruction has been phased out at several

schools, colleges, and universities. There is concern that the 2020 academic year, or

maybe more in the future, would be lost. Innovation and implementation of alternative

educational systems and assessment methodologies are urgently needed. The COVID-19

pandemic has allowed us to lay the groundwork for digital learning. This research aims to

provide a comprehensive assessment of the COVID-19 pandemic's impact on school

reopening, including difficulties and opportunities and a plan of action. (Michelle N.

2019)

           The global outbreak of the COVID-19 pandemic has spread worldwide, affecting

almost all countries and territories. The explosion was first identified in December 2019

in Wuhan, China. Governments around the world cautioned the public to take responsive

care. The public care strategies have included handwashing, wearing face masks, physical

distancing, and avoiding mass gatherings and assemblies. Lockdown and staying home

strategies have been put in place as the needed action to flatten the curve and control the

transmission of the disease. (Jose B. 2019)

           Bhutan first declared the closing of schools and institutions and the reduction of

business hours during the second week of March 2020 and implemented the complete

nationwide lockdown on August 1, 2020. In between, movements were allowed, offices

began functioning, schools and college reopened for selected levels, and continued with

online classes were for others. Today, the school closure affects more than 170,000

children in Bhutan from classes PP–XII. The impact is far-reaching and has involved

learning during this academic year or even more in the coming days. Several schools,

colleges, and universities have discontinued face-to-face teaching. There is a pressing

need to innovate and implement alternative educational and assessment strategies. The

COVID-19 pandemic has provided us with an opportunity to pave the way for

introducing digital learning.

           Research highlights particular shortages such as the weakness of online teaching

infrastructure, the limited exposure of teachers to online teaching, the information gap,

the non-conducive environment for learning at home, equity, and academic excellence in

terms of higher education. This article evaluates the impact of the COVID-19 pandemic

on the teaching and learning process across the world. The challenges and opportunities

of online and continuing education during the COVID-19 pandemic is summarized, and a

way forward is suggested. (Rose L. 2020)

Pedagogy for Continuing Education Through Online

           Lockdown and social distancing measures due to the COVID-19 pandemic have

closed schools, training institutes, and higher education facilities. There is a paradigm

shift in the way educators deliver quality education—through various online platforms.

Online learning, distance, and continuing education have become a panacea for this

unprecedented global pandemic, despite the challenges posed to educators and learners.

Transitioning from traditional face-to-face learning to online learning can be an entirely

different experience for the learners and the educators, which they must adapt to with
little or no other alternatives available. The education system and the educators have

adopted "Education in Emergency" through various online platforms and are compelled

to adopt an approach they are not prepared for. (Fey N. 2020)

           E-learning tools have played a crucial role during this pandemic, helping schools

and universities facilitate student learning during the closure of universities and schools.

While adapting to the new changes, staff and student readiness needs to be gauged and

supported accordingly. The learners with a fixed mindset find it challenging to adapt and

adjust, whereas the learners with a growth mindset quickly adjust to a new learning

environment. For online learning, there is no one-size-fits-all methodology. There are

numerous subjects with various requirements. Different ways of online learning are

required for other topics and age groups. Online learning also allows physically

challenged students with more freedom to participate in learning in the virtual

environment, requiring limited movement. (Anne S. 2020)

           As schools have been closed to cope with the global pandemic, students, parents,

and educators around the globe have felt the unexpected ripple effect of the COVID-19

pandemic. While governments, frontline workers, and health officials are doing their best

to slow down the outbreak, education systems are trying to continue imparting quality

education to all during these difficult times. Many students at home/living space have

undergone psychological and emotional distress and have been unable to engage

productively. The best practices for online homeschooling are yet to be explored.

(Michael B. 2021)

           According to (Antoinette D. 2020)The use of appropriate and relevant pedagogy

for online education may depend on the expertise and exposure to information and
communications technology (ICT) of both educators and learners. The online platforms

used include unified communication and collaboration platforms such as Microsoft

Teams, Google Classroom, Canvas, and Blackboard, allowing teachers to create

educational courses, training, and skill development programs. They include options of

workplace chat, video meeting, and file storage that keep classes organized and easy to

work. They usually support sharing various content like Word, PDF, Excel files, audio,

videos, etc. These also allow the tracking of student learning and assessment by using

quizzes and the rubric-based review of submitted assignments.

           The flipped classroom is a simple strategy for providing learning resources such as

articles, pre-recorded videos, and YouTube links before the class. The online classroom

time is then used to deepen understanding through discussion with faculty and peers. This

is a very effective way of encouraging skills such as problem-solving, critical thinking,

and self-directed learning. Virtual classroom platforms like videoconferencing (Google

Hangouts Meet, Zoom, Slack, Cisco, WebEx) and customizable cloud-based learning

management platforms such as Elias, Moodle, BigBlueButton, and Skype are

increasingly being used. (Arnold, 2020)

Disadvantages of Face-to-Face Classes to Learners

           With the availability of a sea of platforms and online educational tools, the users—

both educators and learners—face frequent hiccups while using or referring to these

tools. Some of the challenges identified and highlighted by many researchers are

summarized as follows:

Broadly identified challenges with e-learning are accessibility, affordability, flexibility,

learning pedagogy, lifelong learning, and educational policy. Many countries have
substantial issues with a reliable Internet connection and access to digital devices. While,

in many developing countries, economically backward children are unable to afford

online learning devices, online education poses a risk of exposure to increased screen

time for the learner. Therefore, it has become essential for students to engage in offline

activities and self-exploratory learning. Lack of parental guidance, especially for young

learners, is another challenge, as both parents are working. There are practical issues

around physical workspaces conducive to different ways of learning. (Sarah, 2020).

           The innately motivated learners are relatively unaffected in their learning as they

need minimum supervision and guidance, while the vulnerable group consists of weak

learning students who face difficulties. Some academically competent learners from

economically disadvantaged backgrounds cannot access and afford online learning.

(Dominic, 2021)

           The student's academic performance level is likely to drop for the classes held for

both year-end examination and internal examination due to reduced contact hours for

learners and lack of consultation with teachers when facing difficulties in

learning/understanding. (Rezzel, 2020)

         According to Junna Fe, (2020) Student assessments are carried out online, with trial

and error, uncertainty, and confusion among the teachers, students, and parents. The

method used to conduct online exams differs depending on the educators' convenience

and expertise and the learners' compatibility. Many schools and institutions have yet to

implement appropriate measures to check plagiarism, mainly due to a large student

population. The lockdown of schools and colleges has affected internal assessments and

examinations for the primary public qualifications like the General Certificate of
Secondary Education (GCSE). Still, A levels have also been canceled for the entire

cohort in the UK. Depending on the duration of the lockdown, postponement or

cancellation of the whole examination assessment might be a grim possibility. Various

state-level board exams, recruitment exams, university-level exams, and entrance exams

have been postponed across India due to the COVID-19 outbreak and national lockdown.

Various entrance examinations (such as BITSAT 2020, NATA 2020, CLAT 2020, MAT

2020, and ATMA 2020) have been postponed/rescheduled. The education system in

schools, colleges, and universities across the country has been severely impacted due to

the ongoing situation.

           It is also possible that some students' careers might benefit from the interruptions.

For example, in Norway, it has been decided that all 10th-grade students will be awarded

a high-school degree. A study carried out in France shows that the 1968 abandoning of

the regular examination procedures in France following the student riots led to positive

long-term labor market consequences for the affected cohort. (Jeff, 2021)

           Besides being fun for the children, school time also raises social skills and

awareness. There are economic, social, and psychological repercussions on the life of

students while they are away from the regular school schedule. Many of these students

have now taken online classes, spending additional time on virtual platforms, which have

left children vulnerable to online exploitation. Increased and unstructured time spent on

online learning has exposed children to potentially harmful and violent content and a

greater risk of cyberbullying. School closures and strict containment measures mean

more families rely on technology and digital solutions to keep children engaged in

learning, entertained, and connected to the outside world. Still, not all children have the
necessary knowledge, skills, and resources to keep themselves safe online. (Scarlette B.

2020)

           In the case of online learning in Bhutan, the majority of the learners are from rural

villages where parents are primarily illiterate farmers. Students are engaged in assisting

parents in farm activities such as agriculture, tending to cattle, and household chores.

Some students even requested to postpone exam time until the afternoon since they had to

work on the fields during morning hours. (Baron, 2020)

      Joan, (2020) states that some students expressed that they had to attend to their ailing

parents/grandparents/family members and take them to hospitals. By evening, when they

are back home, it becomes difficult for them to keep abreast with the lessons. Parents

whose children are in lower grades feel that it would be better to let the children repeat

the next academic year. The majority of students do not have access to smartphones or

TV at home and have poor Internet connectivity. There is no or less income for a huge

population due to the closure of businesses and offices. The data package (costs) is

comparatively high against the average revenue earned, and continuous access to the

Internet is a costly business for the farming community. Online, face-to-face classes

(video) are encouraged by most; however, some students (economically disadvantaged)

have expressed that the face-to-face online course consumes more data packages. The

teachers are in a dilemma about whom to listen to and which tools to adopt. Some think

pre-recorded videos could help; however, this would restrict interactions. It is challenging

to design a proper system to fit all students' learning needs and convenience.

Advantages of Face-to-face Classes to learners

           Although there have been overwhelming challenges for educators, schools,

institutes, and the government regarding online education from a different angle, there are

several opportunities created by the COVID-19 pandemic for the unprepared and the

distant plans to implement an e-learning system.

           It has forged a strong connection between teachers and parents than ever before.

Homeschooling requires parents to support the students' learning academically and

economically. Children with disabilities need additional and special support during this

ongoing emergency. (Amber, 2020)

           The use of online platforms such as Google Classroom, Zoom, virtual learning

environment, social media, and various group forums like Telegram, Messenger,

WhatsApp, and WeChat are explored and tried for teaching and learning for the first time

to continue education. This can be explored further even after face-to-face teaching

resumes, and these platforms can provide additional resources and coach the learners.

(Ace R. 2021)

           Teachers are obliged to develop creative initiatives that assist in overcoming the

limitations of virtual teaching. Teachers actively collaborate at a local level to improve

online teaching methods. There are incomparable opportunities for cooperation, creative

solutions, and willingness to learn from others and try new tools as educators, parents,

and students share similar experiences. Many educational organizations offer their tools

and solutions for free to help and support teaching and learning in a more interactive and

engaging environment. Online learning has provided the opportunity to teach and learn in

innovative ways, unlike the teaching and learning experiences in the regular classroom

setting. (Albert C. 2020)

           As of July 2020, 98.6% of learners worldwide were affected by the pandemic,

representing 1.725 billion children and youth, from pre-primary to higher education, in

200 Countries (United Nations,2020). Therefore, making learning possible and available

from homeschooling has been the need of the hour.

           Pedagogy available and used for face-to-face learning is not feasible for online

learning. Though a range of pedagogy has been devised for online and distance learning,

technologically backward teachers require proper professional development and training

to orient themselves toward their students. (Aron F. H, 2020)

           Authentic assessments and timely feedback are essential components of learning.

A crucial part of online distance learning is the availability of helpful formative

assessments and timely feedback to the online learners. This is found to be challenging

for educators and the education system. It is more challenging in the Bhutanese context

due to more considerable class strength, lack of offline teaching infrastructure and

professional development, and the non-participative nature of the students. (Warlson,

2020)

          According to Philip B. (2020), Maslow before Bloom is the common phrase used

in education circles. This must be the mission for online learning to continue education

during the present pandemic. The term is typically used to ensure that our students are

safe and meet their basic needs before online learning. Domestic violence and child abuse

are on the rise as the perpetrators are often at home or in the neighborhood, which is a

mental distraction and threat to the learners. With students now experiencing

homeschooling during this COVID-19 pandemic, the conducive environment at home for

all standards and socio-economic conditions is not uniform. Studies should be carried out
to support the most brutal hit on economically disadvantaged groups. There are reports of

students dropping out or opting to discontinue schooling in Bhutan. This has occurred

due to the long break enforced by the school closure during the COVID-19 pandemic.

Although no studies are carried out to evaluate the direct impact of the pandemic on the

dropout rate, research in this area would bring out the factual details.

           There are varieties of online infrastructure that have been prepared by many

educational firms and made accessible for learning during this pandemic. The

affordability and accessibility of these online infrastructures for all learners of varied

economic backgrounds are still a challenge.

           Students with special needs having learning difficulties, such as hearing

impairment, visual impairment, and mobility disabilities, require additional training with

support and guidance. Many caregivers and parents at home cannot cater to such needs,

hindering the learning of this group of learners. Therefore, there is a need to invest time

and resources to explore and research the best alternatives for these learners' special

educational needs (Anton, 2020)

           As all students' assignments and examinations are carried out from home, it is

challenging for educators to find the authenticity of the work and the actual learning

taking place. Moreover, many parents guide and support their children during their

learning process, and the extent and degree of support vary greatly. Grading of students is

another area of study as no proper criteria are developed and effectively used. (Sandra C.

2020)

           The study on the impact of the COVID-19 pandemic on teaching and learning

across the world concludes that although various studies have been carried out, in the
case of developing countries, relevant pedagogy and platform for different class levels of

higher secondary, middle, and primary education need to be explored further. (Alexandra,

2021)

          According to Andrew R. (2020), Internet bandwidth is relatively low with lesser

access points, and data packages are costly in comparison to the income of the people in

many developing countries, thus making accessibility and affordability inadequate.

Policy-level intervention is required to improve this situation. Further exploration and

investigation of effective pedagogy for online teaching and learning are areas for

research. The need for developing tools for authentic assessments and timely feedback is

found to be another area of study. The creator of the educational tool could focus on

customization to address the challenge of affordability and accessibility for all learners

from various economic backgrounds. The policy level intervention is also vital.

Education system across the world, including Bhutan, needs to invest in the professional

development of teachers, especially in ICT and practical pedagogy, considering the

present scenario. Making online teaching creative, innovative, and interactive through

user-friendly tools is the other area of research and development. This would assist and

prepare the education system for such uncertainties in the future.

           The lesson learned from the COVID-19 pandemic is that teachers and

students/learners should be oriented to using different online educational tools. After the

COVID-19 pandemic, teachers and learners should be encouraged to continue using such

online tools to enhance teaching and learning when the regular classes resume. (Truce R.

2020)
 Chapter 3

Research Method

           This chapter discusses the research methods and procedures adhered to by the

researcher to answer the specific problems posed for investigation systematically.

Specifically, this chapter explained the research method, population and samples,

research instrument, data gathering procedure, and statistical treatment of the data used

for accurate data analysis and interpretation.

Research Design

           This study used a descriptive method which means to describe a characteristic or

phenomenon being studied. The researchers used surveys and interview guides to

question the students in regards to the advantages and disadvantages they experienced

since the Re-opening of their school amidst the covid-19 pandemic. This study explores

the struggles, problems, and benefits of face-to-face classes for learners which is a

significant and consequential matter up to this date.

Research Environment and Timeline 

           The locale of this study is Aurora National High School's main campus, which is

located in Barangay Bayside, Aurora, Zamboanga del Sur. The researchers conducted

surveys and interviews with students in Juan Lumosad Memorial National High School

(JLMNHS) which is located in Barangay Mahayahay, Aurora, Zamboanga del Sur.

Before interviewing the campus of JLMNHS, the researchers asked permission first from

the principal's office to conduct an interview. Gladly, they agreed.

   

    

  

  

  Figure 1. Aerial view of Juan Lumosad Memorial National High School

Research Participants

         The Participants for this research were selected randomly: Junior High school

students from Juan Lumosad Memorial National High School were chosen randomly

Specifically from Grade 9 and 10 Department and 13 were identified as females and 7

were identified as males with ages between 15 to 17.

  

Sampling Techniques
The Juan Lumosad Memorial High school is one of the schools that already implemented

limited face-to-face classes during this pandemic. There are approximately 156 students

that are currently enrolled in the school. We employed the purposive sampling scheme by

selecting at least 20 students from different grade levels for the survey. Each of the

participants was asked to answer a survey questionnaire that consists of 10 statements.

We also selected 6 participants from the group to answer an interview and we then

observed their insights and took notes about the Reopening of schools in which they

expressed their experiences with the challenges and opportunities.

Research Instrument

       The researchers employed a survey questionnaire. It consisted of 10 statements for

them to neither agree, disagrees, etc. that concern the subject to gather data and an

interview guide sample to collect a little bit of 

personal information from the respondents. The researchers aimed to consider a printed

survey questionnaire instead of an online one to provide an easy and more comfortable

method for the respondents to answer.

Data Gathering Procedure

      The researchers first conducted a couple of titles for the instructor to choose which

the researchers should work with. After choosing the right title for the researchers, the

teachers then discuss with the researchers what the study was about and how the

researchers will be able to manage it. The teachers then carefully chose a school that

implemented face-to-face classes to dig deeper into the researcher's study. After that, the

teachers approved the researcher's title which is Re-opening of schools Amidst the

Covid-19 Pandemic: Challenges and Opportunities.

      Furthermore, the researchers pressingly gather ideas and plans for immediate action.

Then a survey questionnaire was created to be answered by the respondents. 20 students

were aimed to be part of the research and urgently given a printed survey questionnaire

for them to answer we also selected 6 participants from the group to answer a separate

interview for us to collect a piece of more accurate information.      

Ethical Considerations in Research

      During the distribution of the survey questionnaires to the respondents, the

researchers specify an explanation to discuss what the idea was all about, by this, the

researchers can assure that the participants understand the complete purpose.

      The confidentiality of this study is the complete names of the participants and their

backgrounds to promote professionalism in our research. This approach can avoid

contretemps and possible arguments of intrusion of privacy. The use of codes helps the

researchers to classify the participant's identities and personal backgrounds.

       Lastly, the roles of the participants for this research are required and undoubtedly

significant thus the researchers are humbled to express their appreciation for the

participants who sincerely bestow a little part of their time and effort. Their participation

is considered a triumph for the researchers.

Chapter 4

                    
This chapter analyzes and interprets the data collected on the Re-opening of schools

amidst the Covid-19 Pandemic through a survey questionnaire. The objective is to

understand better what affects the students learning in face-to-face classes during this

time of the pandemic. These include the challenges and opportunities they encountered.

This study would give them comprehension of the entire experience of students whether

it’s an advantage or a disadvantage 

Table1 Disadvantages of Face to Face Classes amidst the covid-19 pandemic to learners

  Statements

Means

Remarks

  1. The protocols such as wearing face masks and social distancing impact the student’s

learning capability.

4.55

Strong Agree

  2. Face-to-face classes started just early this year, The probability of students that are

still adjusting is very high.

4.75

Strongly Agree

  3. Health Safety is a significant matter, Some students are concerned about the

effectiveness of the vaccines.                       

4.25

Strongly Agree

  4. Time management is a struggle since the students are still adjusting, and most of them

arrive at the school late.

4.85

Strongly Agree

  5. Students experienced                                                   

  burdens and a lot of stress in face-to-face classes due to extra activities and events.

4.9

Strongly Agree

                     

             Overall

4.66

Strongly Agree

 Scale: 1.00-180=Strongly Disagree: 1.81-2.60= Disagree: 2.61-3.40= Neither Agree or

Disagree: 3.41-4.20= Agree: 4.21-5.00=Strongly Agree 

         Data revealed that Learner's Disadvantages of Face to Face amidst the covid-19

pandemic has an overall mean of 4.66 and is interpreted as Strongly Agree. The

following Participants also Seconded the result:

Student 1. “Dako gyud kaayu ug kausaban sa among pag eskwela karon nga adunay

pandemya, nagalisod gyud kami ug sabot sa maong pagtudlo sa maestra apan nay social

distancing ug laing mga protocols nga among sundon.”[It is really a significant change

for our learning in school since there is a pandemic, It is really difficult for us to

understand the lessons because of the social distancing and other given protocols that we

need to follow.]

Student 2 “Naglisod kaayu ko aning face to face gyud kay ni dag dag sa akong mga

responsibilidad naa pa pud koy trabaho gi apas. Maka depress ug samot kay gamay

nalang kog mahimo sa akong matag adlaw kay kailangan gyud nako mo skwela.” [I am

struggling with the face-to-face classes because it adds to my responsibilities and I have

other works that I need to do. It is really depressing since I only have little time for my

other works to do every day.]

Student 3 “Naglisod gyud gyapon ko ug adjust sa maong set up kay wa gyud ko

nagdahom nga mabalik ang face to face. Gina try gyud gyapon nako ug sayo muadto sa

skwelahan bisag nagkalisod ko.” [I am still struggling with the new set up since I never

imagined that face to face classes will be possible. I am still trying to go to school as

early as I could even if I am struggling to do so.]

The responses from the three participants claimed that the Re-opening of classes has its

disadvantages. Challenges that become a barrier for students to claim a quality education.

Table2. Advantages of Face to Face Classes amidst the Covid-19 pandemic to learners

  Statements

Means

Remarks
 

  1. Face to Face classes bring students more focus and concentration in learning.

4.55

Agree

  2.Covid-19 protocols are essential in maintaining the students eligible of face-to- face

classes

4.75

Strongly Agree

  3. Face-to-face classes allow connecting with, problem-solving, and networking with

other students from a wide range of backgrounds

4.6

Strongly Agree

  4. Students gain more knowledge because of the real-world examples that the students

can discuss or share.

4.45

Strongly Agree

  5. Interaction between students and teachers is precise and accurate. Can interact with

each other and ask direct questions from the teachers.

4.75
Strongly Agree

                      

  Overall

4.62

Strongly Agree

 Scale: 1.00-180=Strongly Disagree: 1.81-2.60= Disagree: 2.61-3.40= Neither Agree or

Disagree: 3.41-4.20= Agree: 4.21-5.00=Strongly Agree 

           Data Revealed that Learners' Advantages of Face to Face Classes amidst the

covid-19 pandemic have an overall mean of 4.62 and are interpreted as Strongly Agree.

The following participants also seconded the results:

Student 4 “Nakahatag pud ug benepisyo ang face to face classes sa mga estudyante kay

mas daghan mi ug nakat unan kay mismo na ang maestra ang nag discuss kumpara sa

module nga wa mi nasabtan.” [Face to face classes also has benefits for the students

because we learn a lot better since the teachers are the ones who personally discuss unlike

modules that are hard for us to understand.]

Student 5 “Mas daghan kog nakat unan sa face to face kay mas dali ra ko maka

pangutana sa akong mga classmate ug teacher. Dayon mas madali ra among mga

buhatonon kay maka tinabangay mi sa akong mga classmates.” [I learned a lot more

during face to face classes because I can easily ask questions to my classmates and

teachers. The tasks that are needed to be done should be a lot easy because we can help

each other personally.]

Student 6 “Ang ganahan gyud nako sa face to face kay maka bond mi sa among uban

classmates ug teachers. Mas mayo man gud ug naay closure nila sa personal kaysa sa

chats ra.” [What I like the most in the face-to-face classes is the bond and interaction with

our classmates and teachers. It is a lot better when there is closure with them in person

rather than in chats.]

           As these three participants responded to what opportunities they experienced since

the re-opening of their school, clearly shows that there are also advantages and benefits

for students who are eligible to face to face classes.

Furthermore, this study’s descriptive findings show that the Re-opening of schools has

both advantages and disadvantages for the students that completely impact their overall

education. 

Figure 7 illustrates the graphical representation of the summary of findings 

Figure 7 showed that the learners experienced slightly more disadvantages since the face-

to-face classes started.

                    

 
                                            Chapter 5

                  Summary of findings, Conclusion, and Recommendations

                This chapter presents the summary of findings, conclusion, and

recommendation of the study based on the presentation, analysis, and interpretation of the

data gathered.

Summary of Findings

             Based on the data gathered from the study, the following information was drawn

based on the research question.

1. What are the disadvantages and disadvantages encountered by students since the

reopening of schools?

        Regarding the researchers' survey and interviews assigned for the participants to

answer, most of the students were concerned with the extra stress and pressure they

experienced during face-to-face classes. Some of the students are also concerned about

the effectiveness of the vaccines, time management, and struggles in learning with

protocols that they need to follow that sets them apart from experiencing quality

education. While the opportunities they find in the reopening of their school is the idea of

a better environment for the students to learn exceptionally and concentrate. Students can

also interact and bond with their classmates and teachers more and teachers are more

convenient since they will personally discuss the lessons which is an excellent way for

them to be able to promote a better education rather than handing out modules to the

students to discuss themselves in able for them to answer. 

2. Do Learners find Face to face Classes to be advantageous or disadvantageous?

 
            After analyzing and interpreting the data in chapter 4, the overall result shows that

the students experienced more disadvantages during face-to-face classes with a mean

score of 4.66 rather than the advantages with 4.62. It is clear that the participants strongly

agree that they experienced more disadvantages.

       

          

Conclusion/s

              Analysis of the results simply means that the re-opening of school amidst the

covid-19 Pandemic has its advantages and disadvantages but the overall result specifies

that the participants are more experiencing the disadvantages of face-to-face classes. It is

crucial to provide a convenient action because it is affecting the learners overall learning

capability and can impact the teacher’s ability to promote quality education.

             Some individuals might see it as normal problems that can be taken lightly but

from our point of view, the learners are having a hard time experiencing burnout, stress,

and depression that should not be taken lightly hence why the researchers are conducting

interviews as well to collect more accurate information for the readers to ultimately

understand the participant's opinion and insight rather than just surveys that only collects

instant data that are more likely to be irrelevant.

 Recommendation  

The Researchers present the following recommendations:

A. The students, should be more aware and try increasing development for their school

responsibility for they are the ones who experienced these challenges hence why they

should have the ability to adjust for their benefit.

b. Teachers, may also help the students by reconsidering an adjustment for their problems

since some of their struggles revolves around the school. It would be an excellent idea for

the teachers to track and listen to every student's problem so they can take it into a

consideration.

c. The parents, may also inspire their children to take challenges as motivation since their

struggles are not major. It is their responsibility to connect and engage with their children

to know their problems and struggles.

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