1

Remote Learning: A Qualitative Study on the Challenges of Online

Education Encountered by STEM Students

A Thesis Proposal
Presented to the
Fidelis Senior High School
FAITH Colleges

In Partial Fulfillment
Of the Requirements of the Course
RESEARCH1 – Qualitative Research

By:

Caraig, Quincy Margarett E.

Cepillo, Ladylyn P.
De Leon, Althea Rose R.
Del Rosario, Reigne Dominique M.
Lat, Joachim Morri Seth M.
Mampao, Sahanie
Mendoza, Althea R.

October - December 2021

 2

TABLE OF CONTENTS

Title Page……………………………………………………………………….1

Table of Contents………………………………………………………………2

Abstract………………………………………………………………………...4

II. The Problem Rationale……………………………………………………….. 5

Introduction ……………………………………………………………………………………………………………..5

Rationale ………………………………………………………………………………………………………………….7

Significance of the Study ……………………………………………………………………………………….8

Research Impediments …………………………………………………………………………………………..9

III. Research Questions………………………………………………………….. 10

Review of Related Literature ……………………………………………………………………………….10

Research Gap …………………………………………………………………………………………………………16

Theoretical Framework …………………………………………………………………………………………19

Conceptual Framework …………………………………………………………………………………………23

Research Questions ……………………………………………………………………………………………….26

Research Objectives ………………………………………………………………………………………………26

IV. The Research Methods………………………………………………………..27

Research Design …………………………………………………………………………………………………….27

Participants …………………………………………………………………………………………………………….27

Ethical Considerations ………………………………………………………………………………………….29

Research Locale …………………………………………………………………………………………………….31

Research Instrument .…………………………………………………………………………………………….31

Data Gathering Procedure ……………………………………………………………………………………32

 3

Data Analysis Procedure ……………………………………………………………………………………..33

V. The Results and Discussion …………………………………………………………………………….34

SOP 1: Students’ Experiences in New Learning Modality…………….34

Students’ Positive Experiences in New Learning Modality ………………..34

Students’ Negative Experiences in New Learning Modality ……………….43

SOP 2: Students Learning Styles……………………………………51

Coping Mechanisms of Students to Survive Online Class …………………..51

SOP 3: Students Mental Health Due to Academic Workloads…….57

Positive Emotional Experiences of the Students …………………………………..58

Negative Emotional Experiences of the Students …………………………………64

VI. Summary of Findings, Conclusions, and Recommendations……………………..69

Introduction …………………………………………………………………………………………………………..69

Summary of Findings …………………………………………………………………………………………..70

Conclusions …………………………………………………………………………………………………………..75

Recommendations ………………………………………………………………………………………………..76

VII. References ………………………………………………………………………………………………………..78

VIII. Appendices ……………………………………………………………………………………………………….82

 4

Abstract

This study focuses on knowing the challenges of online classes encountered by STEM

students, and to identify and present the relevant topics regarding the implementation of Online

classes that started back in 2020, this includes all the experiences, problems and insights of the

participants. The study aims to learn, understand and comprehend about students' experiences and

struggles with online learning, which could provide firsthand information that can be useful in

establishing appropriate solutions to meet students' academic goals. The researchers used Quota

Sampling technique to choose the required qualities of the respondents, to greatly increase the

chances of accurate and relevant response. Researchers chose 8 participants and from 2 different

schools in Tanauan: 4 students from La Consolacion College, and 4 students from FAITH-Fidelis

Senior High School. Analysis of data reveals that 6 out of 8 respondents had the same answers in

a specific question about their challenges and coping strategies during online classes which proves

that the majority of the students are facing the same exact problem that the online learning

environment poses. Moreover, it further showed the impact of the changes brought by the sudden

change in the learning environment not only on STEM Students but also to the majority of Filipino

learners, as well as the insights of the respondents regarding their experiences.

 5

CHAPTER I
THE PROBLEM RATIONALE

INTRODUCTION

On the continued prevalence of the coronavirus worldwide, many countries were

affected, including the Philippines. It is difficult since people are in a pandemic right now. Many

scientists assume the new coronavirus strain originated in bats or pangolins. The first human

transmission took place in Wuhan, China. Since then, the virus has been largely spread through

direct contact between people.

According to Maron (2020), most people had never heard of the term "wet market" until

the coronavirus epidemic pushed it into the spotlight in early 2020. The Huanan Seafood

Wholesale Market, a wet market in Wuhan, China, is thought to be the source of coronavirus

(COVID-19). On the contrary, according to a new investigation by a group of Chinese experts

(Huifeng 2020), the unique coronavirus that has killed over 2,400 people did not originate at a

seafood market in Wuhan, central China, as previously thought. Despite online conspiracy rumors,

coronavirus was unmistakably originated in Wuhan, China, but nothing has been confirmed as to

what it was made of or where it came from.

Moreover, since the Philippines was currently experiencing this kind of pandemic,

technology, gadgets were the usual medium for every student to cope and continue their education.

The Department of Education (DepEd) was trying to improve the quality of education amid the

pandemic. The education sector had consistently sought new ways to deliver education to learners

in difficult conditions, such as settling on online distance learning and limited face-to-face classes.
 6

Education was critical to the success of a country. It was not only necessary for one's

growth and development, but also the survival of society. Since the pandemic started and with the

kind of setup that people had now, their way of gaining knowledge, socialization, psychological

behavior, and time management had been affected. An individual's mental health can be ruined by

taking a series of online lessons. They may have modified their sleeping habits as a result of the

adjustment they were going through because it was an online program. With this online learning

setup, improvement in academics was one of the positive impacts that an individual may

experience, while procrastination in completing activities was one of the bad consequences that an

individual may experience.

According to Barrot, Llenares, and Del Rosario (2021), the education system had been

rocked by a historic health disaster (the COVID-19 epidemic), which had shattered its base. As a

result, governments all around the world had initiated a crisis response to offset the pandemic's

negative impact on education. Elaish, et al., (2019); Garcia, et al., (2018) stated that they started

to see schools, instructors, and students adopting e-learning tools that allow teachers to conduct

interactive instruction, effortlessly exchange resources, and enhance student collaboration and

involvement. Given the current state of affairs, it's critical to acquire a more detailed knowledge

of students' online learning experiences during the coronavirus pandemic.

These issues and challenges could affect the teachers’ expectations, students’ preparedness,

identity, and engagement in classes, as well as time management. To address these challenges in

the new educational environment, higher education institutions offered professional development

to assist teachers in training the students, and to provide a stable and consistent learning curriculum
 7

during a pandemic by utilizing the modern resources efficiently without the need of endangering

the student's health from Coronavirus.

As a way to dive deeper into the situation regarding the online classes, the researchers felt

the need for this study entitled, “The Remote Learning: A Qualitative Study of the Challenges

in Online Education Encountered by STEM Students” to know the possible difficulties and

solutions to solve the problem. This research also intends to open people's minds, particularly

educators, students, parents, and future researchers, and the Department of Education (DepEd) to

better understand the obstacles faced by Senior High School STEM students.

Rationale

In 2020 after the outbreak of the pandemic, it had affected the lives of the Filipinos as well

as the learning curriculum in the Philippines. The Department of Education (DepED) had

postponed the face-to-face curriculum in response to the safety of the students. With the Online

Learning method replacing the older norms, many students throughout the country had been

struggling to cope up with the new curriculum. The fundamentals of this research are to gather

further information and details about Senior High STEM Students' experience in Online Learning.

This study was also pursued to dive deeper into the impact of Online Learning with the changes it

brought. It may differentiate and compare the different experiences of the students but it was also

giving a grasp of understanding to the people involved and experiencing this medium of education.

As a study that tackles the struggles in Online Learning, this would pose as significant and relevant

data towards emphasizing and distributing knowledge about the different measures of Online

Learning.
 8

Significance of the Study

This study aimed to describe the difficulties in remote learning for Senior High School

STEM students in the wake of the COVID-19 crisis. Specifically, the findings of this research are

meritorious to the following:

Students - This study would be beneficial to the students by giving them stronger

aspiration and motivation, as well as higher self-esteem and self-discipline.

Educators - The result of the study would help the educators to think of ideas that would

give proper guidance to the students. This may also increase their competency, and improve their

communication and relationship between teachers, students, and parents.

Parents – This study would be beneficial to the parents in making them more confident in

understanding and appreciating their children in terms of schooling and household. Parents would

have greater awareness and in-depth understanding of the current situation that the students are

facing.

DepEd - Governing bodies in the educational sector could use this research as a reference

to identify the primary issues and defects in establishing online classes, as well as to gain insight

into how they could better perform their role in remote learning.

Future Researchers - The findings of the study would serve as reference material and a

guide for future researchers who wish to conduct the same experimental study or any study related

to the challenges in online education.

 9

Research Impediments (Limitations and Delimitations)

This study is a qualitative research design that took place in First Asia Institute of

Technology and Humanities - FIDELIS Senior High School and La Consolacion College in

Tanauan, Batangas. The primary focus of this study was the Online Learning Challenges of Senior

High School STEM Students. Eight (8) students were chosen as responders for the study out of a

total of enrolled STEM students. Each school has four (4), different participants, to be a part of the

interview. The number of participants chosen was the smallest sample size necessary to achieve

data saturation and avoid redundancy. One of the variables to examine when selecting participants

for STEM 12 is that (1) they must have a problem with their online learning, (2) they must be

enrolled in an online program, and (3) they must be simple to reach or ask questions about.

The researchers aimed to distinguish and compare the various experiences of the students

as well as to provide a grasp of understanding in terms of students learning styles, academic

performances, mental health, and the ability for coping in the new educational environment to

those who are involved and experiencing this medium of education. Researchers relied on online

interviews and research questions as to their primary research instrument for the entire study.
 10

CHAPTER II
RESEARCH QUESTIONS

Review of Related Literature

This chapter contains the premises, the entire thesis, any generalizations or conclusions, as

well as any supplemental material. The information in this chapter would assist readers to get better

familiar with the current study's pertinent and connected facts.

Coronavirus Disease (COVID-19)

Coronavirus disease (COVID-19) is an infectious disease caused by the SARS-CoV-2

virus. According to The World Health Organization, most people infected with the virus would

experience mild to moderate respiratory illness and recover without requiring special treatment.

However, some would become seriously ill and require medical attention. Older people and those

with underlying medical conditions like cardiovascular disease, diabetes, chronic respiratory

disease, or cancer are more likely to develop serious illnesses. People infected with Coronavirus

disease (COVID-19) become seriously ill or die at any age. This virus can spread from an infected

person’s mouth or nose in small liquid particles when they cough, sneeze, speak, sing or breathe.

These particles range from larger respiratory droplets to smaller aerosols. Most of the people were

frightened because of Coronavirus disease (COVID-19) where most of the people decided to stay

at home. Due to the rise of COVID-19 cases in the Philippines, the Department of Education

(DepEd) has decided to implement distance learning.

The implementation of distance education in the Philippines

Distance learning is a learning method where the teacher and student are separated

geographically (Philippines Education et al., 2020). There’s no interaction between students and
 11

little face-to-face interaction between students and their teachers. During the pandemic, distance

learning has grown increasingly beneficial, with teachers adapting curriculum and exams to make

them more distance learning-friendly. Students, on the other hand, make every effort to continue

their education even in the face of adversity. In a distance learning setup, students may get their

learning materials via e-mail or the internet. Learning assessments can be in the form of written

exams or assignments, performance tasks, or portfolios. Students can also ask for support through

the telephone, e-mail, or instant messaging applications used by their teachers.

According to Education Secretary Briones, L., 2020 “We declare our victory over COVID-

19, the destroyer of our lives, the destroyer of our economy and of our way of life and society. But

we would not allow COVID-19 to destroy our children’s education and their future,” she

emphasized during the School Opening Day National Program anchored on the theme “Handang

Isip, Handa Bukas!” According to the Department of Education, 2020, in a nationally televised

speech, Sec. Briones declared the opening of classes to 24.7 million enrolled learners and 866,512

teachers in basic education across the country on October 5, 2020, which coincided with the

celebration of World Teachers’ Day.

Difficulties in Remote Learning in the Wake of COVID-19 Crisis

The coronavirus disease crisis has impacted not only the economic, psychological, and

social aspects of the world but also particularly, the educational sector to a great extent. The virus,

which initially appeared in December 2019, quickly spread into a pandemic, forcing school

closures and, finally, migration to remote learning by all levels of educational institutions in the

new normal education. As a preventative step against the spread of coronavirus disease (COVID-

19), the traditional delivery of education instruction had transformed, and learning spaces had been

restructured. This phenomenon is causing a lot of difficulties especially as expressed by students

 12

in the context of developing countries. According to Rotas, E., & Cahapay, M., 2020, the

difficulties in remote learning include unstable internet connectivity; inadequate learning

resources; electric power interruptions; vague learning contents; overloaded lesson activities;

limited teacher scaffolds; poor peer communication; conflict with home responsibilities; poor

learning environment; financial related problems; physical health compromises; and mental health

struggles.

Students' challenges with online classes

However, "increasing the pupils' homework increases their hardship and contradicts the

aim of the lockdown, which is to assist their families in preparing for and adapting to the current

crisis." Finally, there is a problem with the "lack of appropriate learning conditions at home and

the effectiveness of online courses." (Bagayas, 2020). Furthermore, No Student Left Behind, End

Online Classes, and NoToOnlineClasses are some of the prominent hashtags used by people on

the internet. The situation is entirely understandable that some of the repercussions of the pandemic

are due to the stress brought on by the disease. Those who are knowledgeable in the field of

distance education, on the other hand, had already expressed their concerns.

Virtual and classroom education had mixed results. Students with language difficulties may

be disadvantaged in a text-heavy online environment, and subjects like music, PE, and foreign

language may be impractical. As a starting point, there's the question of social integration and peer

culture, and then there's the question of whether or not values can be transmitted in a "virtual"

classroom. Students may learn less in this setting than they would in a traditional classroom setting

due to the lack of human interaction during the learning process (Gamage et al., 2020). Second,

there was a concern about the unnaturalness of online learning as well as its outcomes, because it

was in direct opposition to how natural teaching and learning are supposed to occur (Adnan and
 13

Anwar, 2020). The absence of face-to-face human interaction in the online learning environment

and process appears to be disconcerting to both educators and students.

Factors influencing students’ learning outcomes during COVID-19 pandemic

Recently, advances in modern computer and network technology have driven the

development of distance education (Li, L. et al., 2014). Educational institutions are increasingly

adopting and implementing online learning. Online learning platforms are designed for knowledge

sharing and learning. Today, as we live in a globalized world, using technology to obtain

knowledge, acquire information, and learn has become a daily need. Despite the global pandemic

that is obstructing education, online learning based on Internet services has grown accessible and

universal, making the learning process easier. Schools and institutions employ software products

like Zoom, Google Meet, and Microsoft Teams to continue their educational journey online.

According to Habes, M. 2019, improved communication technologies enable easy learning

systems since access to social media was a beneficial source of information and communication.

Online technology was seen as an active element of both students’ and lecturers’ learning systems.

However, many argue that online learning is an education crisis today. Most learners are not

interested in online learning due to limited interactions, unstable sound and visual quality due to

dependence on Internet quality, and technological equipment not meeting demand. The impact of

the factors on students’ online learning outcomes from strong to weak is as follows: learner

characteristics, perceived usefulness, course content, course design, ease of use, and facult\y

capacity (Thi Tinh Thuong Pham et al., 2021).

Lack of adaptability in online class

 14

According to a study by Escalona, M.C., & Fiscal, R.R. (2020), Participants responded in

thousands. The researchers narrowed their responses to the STEM students' research challenges.

These challenges fall into four categories: Papers, Research Partners, Adviser-to-Adviser, and

Personal Issues. STEM students struggled to find relevant information for literature reviews.

STEM students struggle because they can't access online journals for research. They can't find

information to support their research or study. They had trouble finding information for the Review

of Related Literature because they lacked technological resources. They both lack a laptop and

internet access. Other studies had shown that students struggled due to limited access to online

journals, articles, and other resources. This was due to the topic being narrowed for this research.

One of the researchers said that most of her students have similar issues. They couldn't find enough

data for their study. Several issues arose from a lack of science teaching infrastructure and

resources. There were also issues with learners' backgrounds, instruction language, and parental

support. Learning is hampered by these issues, which must be addressed immediately.

Zidiaghe, (2018) asserts that student academic efficiency and resource accessibility were

intertwined. Inadequate resources may cause learners to be unproductive. Religious and political

opposition to cutting-edge science instruction, the requirement to meet standards and to prepare

students for standardized examinations were listed as some of the challenges in science education

by (Anderman and Sinatra 2016). Given these and other issues, it was critical to understand,

recognize, and develop adolescent learners' abilities while also tailoring instruction to address their

unique challenges.

The importance of these subjects in school curricula was due to their role in scientific and

technological development, as a condition or requirement in national building. That said if STEM

students were learning only through online classes. Problems with teaching these relevant subjects
 15

include inadequate and substandard learning materials, culture/belief, class size, students' general

attitudes, and poor reading habits.

The consequences of the Covid 19 epidemic on student learning

COVID-19 has morphed into a worldwide public health emergency of unprecedented

proportions. Nearly 36 million people have been infected, with over one million people dying as

of October 6, 2020. Approximately 325,000 people were infected and 6,000 people died in the

Philippines as a result of this epidemic (Worldometer, 2020). Most governments had chosen to

implement quarantine protocols and to temporarily close their educational institutions to contain

the spread of the COVID-19 virus. As a result, more than a billion students around the world have

been impacted. Over 28 million Filipino learners across all academic levels were included in this

figure, and they were required to remain at home and adhere to the Philippine government's

quarantine regulations (UNESCO 2020). For the 3.5 million tertiary students enrolled in 2,400

HEIs, some had implemented coordination and implementation for the continuation of education

despite the closure. These policies include modified forms of online learning to help students learn.

Online lectures and assessments can be synchronous or asynchronous, such as pre-recorded video

lectures and time-independent assessments (Oztok et al., 2013). It was almost the end of the school

year for K-12 students, so teachers used the Learners' Information System (LIS) online to finish

classes and submit students' last quarter grades. The end of the school year and semester in the

ECQ prompted basic education schools and universities to adopt distance learning.

Research Gap

The related literature pertains to the topic of Online Classes amidst the COVID19

Pandemic, a lot of journals have been referenced and researched to gather a significant amount of
 16

validity on the research. However, there was also a minuscule number of statements that were

lacking in proper reasons and research behind it. This part of the paper would intend to address all

the research gaps that are found within the area of studies that are needed for this research:

Students with low efficiency also struggle to cooperate with others during online discussion

and the main factors of losing motivation to participate

While this particular problem had been present even before Online Classes, it also posed a

significant problem as it became a common problem for the students. There were several possible

reasons: The students may lack interest or see little value in the course or its content. Regardless

of the objective value of an activity or topic, if students do not recognize its value, they may not

be motivated to expend effort. That was only one of the possible reasons, and this research also

intends to clarify all the other possibilities to address the solutions.

The absence of face-to-face human interaction in the online learning environment and

process appears to be disconcerting to both educators and students

The lack of capability for more interactive learning that provides more social interaction

between students, although the limited face-to-face class can solve this problem, there were a lot

more problems in regards to the online learning side of the case. Students can see each other with

face cams, they can talk to each other using their mics or chat, but it was still an insufficient amount

of interaction, this was evident because some students still don't know each other even after the

school year had ended. This was also significant to the educators and teachers; they need to take

much effort into interacting and getting to know their students to teach and guide them better in

every way but the said lack of face-to-face interaction in the online learning environment takes
 17

that opportunity away from them. In this research, a solution for a more interactive and efficient

way of interaction should be conducted.

Students claim more work for students means more stress for them, which goes against the

purpose of a lockdown

This problem gap pertains to the anxiety and stress that was being dealt with by the student

during a lockdown, it was either because of the school works or their problems, either way, both

factors affect their performance and motivation during online learning, but lockdown allows them

to have all the time they needed and it was already enough for their school works. This study

intends to know all the factors of having time management problems, the students struggle

sometimes because they are getting buried by a lot of chores and school work at the same time.

Do STEM students learn enough through online classes?

While this problem had been stated already in various journals relating to this study, there

had never been a clarification for it. It was only the second year since Online Classes and not all

students had applied their knowledge yet in college. This research would attempt to differentiate

and compare how much student efficiency had changed over the course of 2 years within the

Online Class curriculum.

Students struggled due to limited access to online journals, articles, and other resources

While many resources are available on the internet to use for references, some are not

accessible. There are many factors on why students were lacking the capability to access some of

the resources online and this poses a major problem when it comes to research studies and

conducting, while some were affected by technical problems themselves. This research intends to

clarify all the possible factors that affect the gathering of online resources and articles.
 18

Students with language difficulties may be disadvantaged in a text-heavy online environment

Some students were not very good at writing complex and grammatically correct sentences

and paragraphs; this might pose a new challenge in maintaining good grades. Grade 11 and Grade

12 classes had subjects that contain writing heavy texts like Research subjects and English for

Academic Purposes Program (EAPP). Students that are not yet fluid in writing English will

struggle a lot. While there were low numbers of Senior High School students that are still

struggling in English, knowing the factors of having language difficulties is significant in Online

class problems.

Lack of social integration and peer culture

Because of the online class, students became more apart from each other, the amount of

social interaction that was happening in an online class continues to decrease over time, students

do not get to know each other well enough for them to participate in a particular peer group, while

the lack of social integration and interaction was one of the main factors, there are several possible

reasons why students were struggling when it comes to online class interactions.

The question of whether or not values can be transmitted in a "virtual" classroom

The online class environment had also affected the way teachers approach their students,

it takes their ability to watch over them directly, back in face-to-face classes, teachers can directly

preach to students anytime about values and morals, same with online classes but it had less impact,

teachers also had to manage their time efficiently because of the modified schedule of an online.

In a "Virtual" classroom, this study intends whether values can be taught as effectively as back in

face-to-face classes or not.

Theoretical Framework
 19

As a response to the COVID-19 crisis, many countries around the world closed schools,

colleges, and universities to halt the spread of the virus. According to data from UNESCO, the

peak in school closures was registered at the beginning of April 2020, when around 1.6 billion

learners were affected across 194 countries, accounting for more than 90% of total enrolled

learners. Most governments around the world had temporarily closed universities and schools in

an attempt to contain the spread of the virus (Zhang et al., 2020). All academic activities had been

switched to remote delivery, even in institutions in which online learning was not widely used

(Sangster et al., 2020), and on computers in teaching (e.g., the PLATO system). The studies

confirm that this situation was extraordinary not only for educators employed by higher education

institutions but also for students. Creating an effective online learning solution to continue the

proper education of an individual was not that easy, not to mention the COVID-19 pandemic

situation.

According to O'Neil, et al., (pp. 17-20), the majority of learning theories were taken from

psychology. The educational theory defines how people learn, whereas psychology describes how

individuals act. A grasp of educational theories helps the researchers create and operate a

successful online learning environment. The following are three popular theories:

Cognitive Learning Theory. Web-based learning settings were becoming more similar to

classroom experiences with the help of new technologies. Students learn a lot through social

interaction in a web-based environment, just like they do in a classroom. However, in an online

context, persuading students to interact and work on group assignments is a difficult undertaking.

Students who had a higher level of self-efficacy and motivation naturally performed better than

those who had a low level of self-efficacy. In an online setting, it was up to the instructor to actively

engage all students and motivate those who are not actively participating in the learning sessions.
 20

Teachers must recognize such pupils and reach out to them to assist them in achieving their

objectives (Sattar, 2017).

Behaviorism. The behavioral learning theory, sometimes known as behaviorism, was a

popular notion that focuses on how students learn. All behaviors are taught through interaction

with the environment, according to behaviorism. According to this learning theory, behaviors were

acquired from their environment, and intrinsic or inherited characteristics had very little influence

on behavior (Western Governors University, 2020). According to Karageorgakis (2018),

Constructivism and Behaviorism in Designing Online Learning Programs Article, all of the goals

are set in stone, and the student's job was to absorb the information so that, in the end, he or she

can demonstrate the desired and predefined learning outcomes. If the student's behaviors and

performances can demonstrate that he had gained new knowledge according to the standards given

by the teacher, he was individually tested and monitored.

Constructivism. According to the constructivist theory of Kurt (2021), learners were

active participants in their learning journeys, and knowledge was constructed via experiences. As

events unfold, each individual reflects on their own experience and integrates new concepts into

their existing knowledge. Learners create schemas to arrange their newly acquired information.

This model was established in learning theories by Dewey, Piaget, Vygotsky, Gagne, and Bruner.

Constructivism is based on the premise that students actively construct knowledge. Students

enhance or build their new experiences on top of their existing knowledge base. "Learning is active

mental labor, not a passive acceptance of education," transcribes Woolfolk (1993).

The impact of the health crisis on the country has been significant. One of the most likely

to be affected was the education system which had been shaped and forced individuals, especially

the government and educational organizations to use e-learning modalities. Not only higher
 21

education was tested by new learning modalities as well as other students. Many young people

were experiencing such difficulties in online learning. Some of the students were deprived of

technical equipment, support, and specialized expertise as a result of the new educational system.

To better understand the challenges of every individual in distance learning, educators, learners,

parents, DepEd were to be aware and had interaction between the said parties to have a better

outcome of these educational modalities.

In correlation with this study, a theory that focuses on the understanding of the needs,

thoughts, behavior, and how experiences are processed by an individual is driven by students’

actions and activity, especially in a new learning environment. It was relevant to remote learning

because this type of learning was new to students. Thus, discoveries would be classified on how

these discoveries will guide students, parents, and teachers for better learning and teaching

strategies. During this kind of pandemic, youths, and teenagers, specifically, students were prone

to psychological and physiological issues, especially when they were admitted to school using

different technologies. Students who can overcome difficulties on their own (self-efficacy) were a

better outcome to better perform in the class. However, for those learners who still had not

developed their high ability in self-efficacy, teachers must recognize and help them achieve their

goals.

In a classroom setting, teachers were the foundation of students' knowledge, so to know

that learners were participating both individuals needed to have interaction. In educator-students

interaction, teachers' attitudes would reflect on student behavior during class. Interactivity was

how conditioning takes place. Activities were attained by the responses to external stimuli of the

students regardless of interior mental processes, conduct may be investigated in a systematic and

observable manner. Thus, this research needs the three theoretical studies which are cognitive,
 22

behaviorism, and constructivism to support the entire phenomena. This would also be the backbone

and the foundation of the topic to be studied.

Conceptual Framework

Synchronous Classes Asynchronous Classes

Behaviorism Learning Theory

Constructivism Learning Theory
Cognitive Learning Theory

Remote Learning Difficulties

Results of the study could be a basis for an academic consultation program for SHS students.

Figure 2. Conceptual Paradigm of the Study

The researchers aimed to identify the remote learning difficulties of the SHS students,

specifical students from the STEM strand. Figure 2 illustrates the conceptual framework of the
 23

study and shows the remote learning difficulties of STEM students. Whereas remote learning is

classified into two types of remote learning modality, which were synchronous and asynchronous

classes. As we all know, some students were experiencing difficulties in the new way of learning.

The asynchronous classes were where students complete their tasks on their own, while the

synchronous classes were where students and teachers had interactions regarding their topics with

the help of technologies such as laptops, cellular phones, etc. To better understand the challenges

of every individual in distance learning, students must prioritize their tasks and should know the

importance of time management to not procrastinate and to finish their responsibilities. Teachers

must prioritize those students who are having a hard time adjusting to the new way of learning,

those students who are having a hard time participating in class, and most importantly, the mental

health of those students.

Moreover, this study was guided by three theories, which were: behaviorism,

constructivism, and cognitive learning theory. Behaviorism explains the interaction of individuals

with the environment that could influence them. It had been hard for the students in today's set-up

since students were forced to use e-learning to continue the studies of the learners. Since the

pandemic happened, most learners are using online education and are stuck at home. The behavior

of students nowadays was different from before, when some changed their behaviors and others

were still not changing their behaviors, but they still had a chance to change them. This focuses on

the behavior of an individual, mostly students. According to John B. Watson, the founder of the

Behaviorism Learning Theory, it was believed that behavior was an outcome of the experience.

With that, instructors and parents might have enough ideas about how it affects the behavioral

manner of the environment for their children and students. Along with that was constructivism,

which explains that students construct their knowledge rather than just passively taking
 24

information about what they want to know. As the individual knows, there were a lot of changes

that had happened today that were different from before. Along with that, the mindset of the

individuals had changed. The traumas that had caused them to change may be the reason why

everything today had been different. Their own life experiences served as a new concept for how

they would adapt existing knowledge. According to the father of constructivism, Jean Piaget, it

focuses on the cognitive development of learners. Lastly, the cognitive learning theory was based

on human behavior, which students can adapt to in today's new way of learning. According to Jean

Piaget, it was a progressive reorganization of mental processes because of the biological

maturation and environmental experience of the individuals. The needs of an individual that could

be used in the new world of online learning. These three (3) theories that were presented will help

individuals in today's online learning setup. It had been difficult for the students to adapt to this

new way of learning, especially for those students who were experiencing the difficult adjustment.

Sometimes they lack motivation and that could affect their performance in the class. With this, to

achieve the certain needs of an individual, one needs to focus on the behavior of an individual to

have motivation in every aspect of their lives. The teacher must engage all students in doing their

tasks and motivate those who were not actively participating in the learning sessions. It develops

and provides the students' social skills, emotions, motivation, intelligence, artistic abilities,

practical skills, and more to better perform in an online learning environment.

Research Questions
 25

This study determined the challenges of online education as seen by Senior High STEM

students, Specifically, this study would be designed to answer the following question:

1. What were the problems encountered by the students in terms of attending online classes

amid a pandemic?

2. How could students enhance their learning styles during a pandemic?

3. How do learners manage their mental health due to academic workload?

Research Objectives

In line with the research questions, this study had the following objectives:

1. Evaluated difficulties of learners on online education amid the pandemic;

2. Determined learning style of students during the pandemic and

3. Explored learners’ coping mechanisms to maintain good psychological condition due to

academic workload.
 26

CHAPTER III

THE RESEARCH METHODS

Research Design

The Phenomenological Method or originally known as the Descriptive Method was utilized

in the study to obtain the data and other necessary information. The Descriptive method according

to McCombes (2020), aimed to accurately and systematically describe a population, situation, or

phenomenon. It could answer what, where, when, and how questions, but not why questions. Also,

this descriptive technique was to tell, "what exists", and "what is happening". Using this approach,

researchers would be able to identify, understand, and explore the STEM students' experiences in

online learning amid pandemic This design was useful when the researcher aspires to perceive or

captivate the process that explicates the characteristics and behavior of a person, group, or

institution under investigation. The researchers deemed it proper to use the descriptive method

because the study was concerned with the challenges of online education encountered by senior

high STEM students of FAITH - Fidelis and La Consolacion College of Tanauan Senior High

Students.

Participants

To gather substantial and accurate findings, researchers chose eight (8) Grade 12 students

from selected Senior High Schools in Tanauan City, particularly from FAITH – Fidelis Senior

High School, and La Consolacion College of Tanauan. Every school was expected to have four

respondents to ensure that the number of student respondents was balanced. According to Fugard

and Potts (2015), the main goal was to ensure that the sample size was both small enough to

manage the material and large enough to provide a new and richly textured understanding of
 27

experience (p. 183), and this was always a matter of subjective judgment, guided by researcher

experience and evaluating the data as it was analyzed about the research goals.

The researchers chose STEM students since educators had taken notice and employed a

variety of eLearning tactics to promote student engagement, improve access to high-quality STEM

education, and better communicate knowledge in ways that students comprehend. Educators were

embracing eLearning tools to ensure that all students had access to high-quality STEM education,

regardless of their location or financial constraints (Farmer, 2018). "Online education platforms

have a big potential to expand access to quality STEM education worldwide," said Igor Chirikov

in Science Daily (2020).

This study employed a quota sampling technique to choose the required number of

respondents. Quota sampling defined the respondents based on their specific characteristics and

traits, in which they were divided into subsets. This sampling technique identifies the respondents

that were required for the study. As a result, the researchers established inclusion criteria that they

would take into account when selecting individuals.

Inclusion criteria for grade 12 STEM students were: (1) Participants must enroll in a private

school and currently studying under STEM Strand. (2) Students must be attending online classes

and not modular classes since the scope of this study was about remote learning difficulties during

a pandemic, and (3) respondents should at least be 17-18 years old and had 1-year experience in

an online class to better the students' difficulty in new learning modality.

In addition, the exclusion criteria include the admission criteria. These three circumstances

acted as various interview references. The researchers, on the other hand, present the following

criteria that disqualify persons from participating in the study. These were (1) students who were
 28

unable to attend an online class (2) students who lack technology resources and had no prior

experience with online classes (3) and, last but not least, students who lack communication skills

improvement.

Participants who were chosen and met the required standard to participate in the study were

able to provide detailed descriptions and precise responses of their experiences of their eLearning

activities amid the pandemic.

Ethical Consideration
This research intends to respect all moral values and principles that was necessary when

conducting data gathering among the target participants. Any inappropriate and wrong decision

towards disclosing any info about the participants are considered as a violation of their rights and

it may endanger their status as a whole, as this research had no intention of making the target

participants been subjected to harm in any way or whatsoever. The inclusion of proper ethical

consideration focuses on the proper measures in taking the full consent of the target participants

respectfully, gaining their respect and trusted was always an appropriate stepped before the

surveyed took placed and any mishandling on that stepped would only caused harm both to the

researchers and the participants, so taking consents are taken seriously and with proper and

respectful manners

Informed Consents

Before taking consent, several conditions are considered, first, the participants were aware

and have background knowledge about the intent of the research, second, each consent was given

voluntarily. Taking consideration for the dignity of the participants were also prioritized, no

forceful data gathering took place and if the participants refused then their decisions were
 29

respected. Consents were not limited to the student participants, but the student’s parents were

also considered as the full consent of the guardians was also very important and valuable as it

poses both as a general approval and an additional validity on the conducted data. Moreover,

verbal consent was required and applied before proceeding to data gathering or interview guide

questions to secure the safety information of the respondents.

Anonymity and Confidentiality

Upon taking the participant's consent adequately, confidentiality might be gained and

secured. Participant anonymity within each individual remained to avoid any external conflict or

privacy problems. The gathering of personal details within the participants were avoided to further

secure confidentiality. Researchers used the code names of the said participants instead of their

real names. In addition to their privacy, no personal accounts among the chosen participants are

being used, they used their student/institution accounts which were protected, or a new fresh

account that was dedicated to this survey.

Data Protection and Disposal

The confidentiality of each data was maintained, careful consideration and measures were

taken by the researchers to preserve the privacy of the data gathered from the participants. Each

data was stored in a safe file manager, so the participants won’t develop any anxiety about the

possible data leaks that might endanger their anonymity as a whole. Furthermore, after the research

had been presented and graded, there would be no reason to store all the data that were gathered

during the survey and any remaining data should be deleted permanently by the researchers with

no evidence to ensure and respect their privacy.

Research Locale
 30

The study was conducted within the vicinity of Talisay, Sto. Tomas, and Tanauan City

in the province of Batangas. Respondents were also enrolled in the academic year 2021-2022 at

the First Asia Institution of Technology and Humanities, Fidelis Senior High School, and

La Consolacion College of Tanauan. The respondents were grade 12 STEM students in demand to

determine their experience in online learning.

Four (4) representatives from the said schools were selected to answer the interview guide

questions. They both stated schools were a higher school network, which covers all courses and

strands. Moreover, these schools were capable of online learning and met the research standard

to take part in this study. These locations are sufficient for conducting the research, which would

allow every individual to take their part.

Research Instrument
The qualitative research approach was applied to this study, specifically the

phenomenological approach. One of the instruments typically employed in this design was the

interview, the researchers conducted online interviews using the google meet application to extract

the information needed for this study. Researchers used this application to gather data for their

studies by asking questions that they created. Researchers used this application because most of

the students were exposed to online learning in which google meet was the most used platform.

All of the interviews were recorded since the researchers wanted to capture the data precisely.

Furthermore, the virtual interviews are semi-structured in nature and guided by researcher-

made interview guide questions which were validated by one (1) registered psychologist and two

(2) psychometricians with 1-2 years of experience in their field of expertise.

 31

Aside from that, the researchers would be provided with further material and a more in-

depth look at the subject. All participants would also sign an informed consent confirming their

written consent to participate in the study.

Data Gathering Procedure

The researchers created a set of interview questions that they would use as a guide during

the interview. After the panelist or research instructor examined and approved the proposal and

questionnaire of this study, the researchers sent an approval letter to the two (2) possible experts

or professionals, specifically registered psychologists and psychometricians to validate the

researcher's interview guide questions. The researcher finally conducts an online interview via

google meet and throws questions regarding the said topic. During the interview, the researchers

pay close attention to the respondents' behavior and their attitude while responding to the

questions.

Data Analysis Procedure

The researchers employed the Interpretative phenomenological analysis (IPA) to analyze

and interpret the gathered data. This type of analysis was a qualitative approach aimed to provide

detailed examinations of personal lived experiences (Smith and Osborn, 2015). It produces an

account of lived experience in its terms rather than one prescribed by pre-existing theoretical

beliefs. It acknowledges that this was an interpretative endeavor as humans are sense-making

organisms. It was explicitly idiographic in its commitment and examined the detailed experience

of each case in turn before the move to more general claims. The researchers chose this method of
 32

analyzing the data for it is relevant and beneficial to the study. This method helped the researchers

determine the difficulties of online education encountered by Senior High School STEM Students.

This analysis is guided by the steps below:

1. The researchers prepared and organized by printing out transcripts, gathering notes,

documents, and other materials. All information, sources, and demographics collected

are marked to help analyze the data.

2. The researchers reviewed and explored the data. This requires reading and re-reading

the data several times to get familiar with the gathered information.

3. The researchers created initial codes by highlighting key information, making concept

maps, or anything else that would help connect with the data.

4. The researchers reviewed the codes and revised or combined them into themes.

Recurring themes, language, opinions, and beliefs would also be identified.

5. The researchers cohesively presented themes. They considered the audience, the

purpose of the study, and what content included to be told the content of the data.

CHAPTER IV
RESULTS AND DISCUSSION

SOP 1: Students’ Experiences in New Learning Modality

All the participants described their own perspectives and lived experiences on online

education. They discussed their positive and negative experiences as students learning in the new

educational system.

Table 1 shows the Students’ Positive Experiences in New Learning Modality

 33

A. Students’ Positive Experiences in New Learning Modality

Themes Definition Verbatim Responses

1.1 Self-motivation and Motivating and encouraging “I always motivate myself to..
Encouragement themselves to overcome the thingking [of] my parents’
difficulties they encounter. situations, kung nahihirapan
sila sa ginagawa nila,
kumbaga icocompare sa
ginawa ko parang ang babaw
pa nung skin.” – Clarence

1.2 Practicing Time Students practice to have time “Uhm… ano lang, proper time
Management to Accomplish the management to accomplish management kase kailangan
Tasks. their tasks on time. nating double time and double
yung efforts and hardwork at
iniiwasan ko din yung mag
procrastinate, especially sa
mga bagay na hindi naman
importante.” – Arabelah

1.3 Having a Specific and Finding a comfort zone to “Uhm, I always find a place
Decent Place to Learn. absorb all the knowledge and where it is quiet and I find it
lessons that the teachers useful.” - Johann
tackled.

1.4 Seeking Comfort from Your Communicating and relating "Another pa na nakakatulong
Own Support System. experiences with friends helps sakin to overcome those
a student to overcome those challenges is siguro yung
difficulties. parang comfort na nakukuha
ko sa mga kaibigan ko." – Joan

1.5 Learning Acceptance in Students have no other choice “Siguro po uhmm. Just accept
Current and Complicated but to accept the given it po and wag ka na lang
Situations. circumstances since they magreklamo kung
believe that it is one way to magrereklamo ka pa kase
adapt and to learn. parang madadagdagan lang ng
madadagdagan yung oras na
nasasayang. Kung gagawin mo
sya ng agada gad edi mas
okay…mas matatapos mo sya
agad. So acceptance lang po
 34

yung kailangan natin.” -

Charmaine

1.1 Self-motivation and Encouragement

Majority of the participants overcome the difficulties they encounter by motivating and

encouraging themselves. Some of the difficulties they encounter include internet connectivity, lack

of focus, tardiness, and time management. They get through these difficulties by thinking of ways

to be more productive, to resolve issues efficiently, and to do things that satisfy them. According

to the respondents:

“I always find a place where it is quiet and I find it useful, and I pm my teachers when I

am having a difficulty in terms of connection.” – Johann

“I motivate myself when studying, doing activities, and taking quizzes. I just listen to music

to go through it.” – Denz

“Proper time management kase kailangan nating double time and double yung efforts and

hardwork at iniiwasan ko din yung mag procrastinate, especially sa mga bagay na hindi naman

importante.” – Arabelah

“kinocompare ko yung sarili ko sakanila, and kukumparahin ko yung workload nila sa

workload ko, parang wala pa sa kalingkingan ng kanilang mga ginagawa, so I need to always

talagang kailangan ko imotivate at icompare para po maabot ko yung talagang goal ko po na on

the top po.” – Clarence

 35

According to Clarence, comparing himself to others, comparing all his workloads and

activities from his peers and classmates made him more motivated. It gives him courage and pushes

him to do his tasks to pass it on time.

The respondents utilize their time by resolving difficulties promptly and efficiently.

Constructivism was established in learning theories by Dewey, Piaget, Vygotsky, Gagne, and

Bruner. This is based on the premise that students actively construct knowledge. Students enhance

or build their new experiences on top of their existing knowledge base. As events unfold, each

individual reflects on their own experience and integrates new concepts into their existing

knowledge. Learners create schemas to arrange their newly acquired information.

1.2 Practicing Time Management to Accomplish the Tasks.

Most students had the basic knowledge that time management should be your companion

when you had academic and non-academic workload, such as: making performance tasks and

activities, doing household chores, and maintaining their mental health. They successfully finish

their tasks on time with the help of time management. According to respondents:

“Siguro pagkakaroon ng time management. Kase nung nag online class, ‘di lang study

yung priority, kase nasa bahay ka and may mga gawaen ka din dito, diba. So ‘yon, time

management.” –Edgar

“I think one of the most valuable lesson that I have learned during online class is using

my.. time management, and being like, wise in online class, that is all.” –Johann
 36

“Uhm yun nga, parang mas inuuna ko muna yung isa na.. parang inuuna ko muna yung

personal problems ko before ako gumawa ng mga school deadlines.. vice versa, parang ganun.”

–Johann

“Siguro po, uhm, just like what I’m doing right now po. I’m practicing time management

din po para po mas maging maayos po yung takbo ng araw ko. Yun po.” –Charmaine

“Uhm… ano lang, proper time management kase kailangan nating double time and double

yung efforts and hardwork at iniiwasan ko din yung mag procrastinate, especially sa mga bagay

na hindi naman importante” –Arabelah

“Ano, I make sure din na ano… balance lang, aside sa mga personal problems ko… di ko

pa rin nalilimutan na may need akong iaccomplish when it comes to schoolworks o-or deadlines.

Or huwag nating ilugmok yung self natin dahil lang sa problems na yun, dapat we must learn to

be balance in terms of problems and schoolworks” – Arabelah

All of the participants said that time management was the most significant practice you

could do in a new learning set up, whereas students must maintain and balance their time. Learners

should have plans doing their tasks in school, household chores, and their other agendas in a day.

1.3 Having a Specific and Decent Place to Learn.

A certain ideal place to learn was also a necessity in learning for the reason that a student’s

environment makes a big impact on how or how much they would hear or understand the lessons

at their respective synchronous classes. As the pandemic continues, students continuously compare

the efficacy of face-to-face classes and online classes as they have a huge difference when it comes

to the environment that affects their studies. Because in face-to-face classes, you were physically
 37

in touch with students and teachers. While in online classes, you can only see them on your screen

while having distractions— irrelevant noises. According to respondents:

“Distraction. Nakaka distract. Nakakawala ng pokus [kapag nasa bahay] kase minsan

maingay, hindi mo na maintindihan yung sinasabi ng prof or ng teacher.” –Edgar

“I think that it [the environment] will affect us students.. in focusing (in our) in learning in

online class and it is a good way to have motivation po, that is all.” –Johann

“Kunyari dahil pag nasa positive learning environment ka mas nagiging diterminado or

motivate ka na mas magaral ng mabuti ganon.” –Dominic

“Para sakin mas madaling matuto sa face-to-face dahil sa online class masyadong

madaming distraction katulad ng mga social media o mga personal problems ganon.” – Dominic

“I’d say face-to-face classes is better than online because face to face has less distraction

and focus and learned more in face-to-face classes.” –Denz

“Sa tingin ko po uhhhm.. kapagka face-to-face classes mas ma magiging/matututo ng

Mabuti yung mga istudyante kase po yung ngayong online class nga po andami po’ng uhhm….

Andaming pedeng humadlang sa kanila or parang andaming pwedeng mangyare sa bahay eh.

Then kapagka sa face-to-face classes kase parang dun lang yung focus mo parang hindi ka… hindi

ka madi distract ganon po.” –Charmaine

According to Dominic, Denz, and Charmaine’s response, face-to-face classes were much

better than distance learning. In traditional learning, each student had their specific and designated

classroom according to their chosen tracks and strands in what some educators call it as a learner’s

second home. Learning in a legitimate classroom setting helps students to be more competent,
 38

focus, concentrate, and dedication to finish their task. It gives them hope to continue to learn to

have a better future.

“Hindi naman lahat tayo were like born with the burdens na parang you have a

comfortable space na mapag-iistayan kung saan comfortable ka habang nag oonline class, tapos

some of us were like nasa gilid lang ng kwarto tapos parang naghahanap pa ng maayos na space

kung saan hindi maingay and I think that is one of the reasons yun parang, isa ding distractions

lang para sa environment gaya nung pagtahol ng aso, pagsisigawan ng kapitbahay, yung

pagtatalo ng mga magulang mo, imbis na hindi naman nakikinig dapat sa online class eh nakikinig

pa, so parang nakaka apekto siya sa focus ng isang estudyante to actually focus on a particular

lesson that has been taking on with online classes.” –Joan

“Ahh yung place po is one of the important aspects in learning po. Dapat meron po tayong

corner… corner or permanent place kung saan stable po yung internet connection at may

magagamit po tayong gadgets, and then we must have peace po and quiet place to learn as well,

syempre po kapag maingay yung paligid natin or kung ano anong noise ang naririnig natin may

possibility na hindi po tayo makapag-focus.” -Arabelah

Joan and Arabelah stated that not all students had the privilege to study at home, and had

a good environment to learn. Learners should and must have a decent place or a corner that they

were comfortable to learn.

As a result, students were encouraged to keep all electronic devices out of sight while

working. When it comes to online learning, background noises could be a major impediment.

Outside noises such as children playing in the street and loud cars could divert attention away from

school. A pair of headphones can help students stay focused by reducing noise. To summarize, the
 39

constructivism theory was established in this learning. Respondents' responses show self-guided

learning based on personal experience.

1.4 Seeking Comfort from Your Own Support System.

Having a support system makes a tremendous difference, because you had someone whom

you could share both your joys and burdens with, someone who would accompany you to reach

your destination, and someone who you could adjust with; considering the transition students had,

jumping from face-to-face classes to virtual classes. According to respondents:

“Kunyari dahil pag nasa positive learning environment ka mas nagiging diterminado or

motivate ka na mas magaral ng mabuti ganon.”

“If uhm.. person has good people surrounding him and supports him, it will push him to

keep moving forward to pursue his dream. Ang opposite po nun ih ang ano kung ganon po ang

kayang situation sa kanyang environment edi magiging negative po ang impact ng sa person.” –

Denz

“Siguro another pa na nakakatulong sakin to overcome those challenges is siguro yung

parang comfort na nakukuha ko sa mga kaibigan ko, sa mga kaklase ko.” -Joan

According to Joan and Denz, being surrounded by positive people was one of the

environmental factors students should have. Having positive peer pressure, a good circle of friends,

and decent family helps learners to feel at ease. Surrounded by these people gives students courage

to do better. These people give them peace, calm, and good mental condition to cope up with

learners' tasks and to conquer all their responsibilities as a student.

 40

1.5 Learning Acceptance in Current and Complicated Situations

Before you could move forward, you must first accept and digest the situation you were in.

As Charles Kettering once said, “Knowing the problem is solving half of it.” Hence, the only next

thing you need to do is act on it and physically do the given tasks. Acceptance may seem

insignificant but it really makes a difference that it can make you go forward. According to

respondents:

“You have to be patient nalang talaga kasi wala ka namang choice kungdi gawin nga yung

mga pinapagawa nila tapos, be adapted or kumbaga learn to adapt kasi diba lahat naman tayo na

shocked nung nangyari yung pandemic and then ganyan this is the only alternative for us to

continue learning so kung hindi ka mag aadapt sa environment ng online learning, paano ka

makakasabay, kumbaga paano ka matututo kung hindi ka marunong makibagay sa mga

nangyayari sa changes sa buhay or sa environment mo.” – Joan”

“Just accept it po and wag ka na lang magreklamo. Kung magrereklamo ka pa kase parang

madadagdagan lang nang madadagdagan yung oras na nasasayang. Kung gagawin mo sya nangg

agada ‘gad, edi mas okay…mas matatapos mo sya agad. So, acceptance lang po yung kailangan

natin.” –Charmaine

“Pag ganun.. wag na wag.. hinding-hindi ko po gugustuhing magreklamo kasi in the first

place ay teachers have tight schedules too. So, bali ang gagawin ko nalang po.. intindihin nalang

din po yung kanilang posisyon kasi sila din naman po yung nagtuturo satin kung pano gawin yung

mga bagay bagay. Kailangan ko po ikalma yung sarili ko even though it’s a rushed activity. When
 41

calm, mas nagiging confident tayo, magiging knowledgeable. And if we perform calmness, we can

do anything in the educational process po na inatas po sa’tin.” -Clarence

Patient. It was crucial to be handled by the person who had a higher level of temper. For

all those struggles, challenges of the students’ experience in this learning modality, learners were

open and found a way to understand each and every one who had been part of this phenomena.

Students learn to be patient with their teachers because they believe that not only them but also the

educators were also affected in this kind of situation. So, even that, both parties, educators and

learners should accept and be considerate in this kind of condition.

Table 2 shows the Students’ Negative Experiences in New Learning Modality

B. Students’ Negative Experiences in New Learning Modality

Themes Definition Verbatim Responses

2.1 Unstable Internet It can be defined as having “Since online class po tayo
Connection problems with their internet ngayon uhm parang nagiging
connection, which is mahirap po kapag po
interfering with their studies in nawawalan bigla ng internet
online classes. or bilang may mag iinagy po
sa paligi.Parang nakakawala
po yun ng pokus.”- Charmaine

2.2 Unable to Focus and Participants are unable to “Uhm kung magkakameron
Being Distructed Due to think correctly, feel pressured, man po ako ng personal
Personal Problems. and it affects their problems sa..
concentration in class. nagkakaproblema po ako
when it comes to
concentration, ‘di po ako
maka-focus ‘yun po yung
mismong nakaka-affect sa’kin,
and it may affect my grades po
so.. yun po.” - Clarence
 42

2.3 Social Media Distractions Devoting their entire time to “Siguro po kase, dahil online
social media, which can lead class po tayo ngayon
to destruction. parang…uhm nakaka…
parang tempt gumamit ng
social media, So parang kapag
ka online katas biglang may
nag notification bigla sa sa
phone mo or sa gadget
mobigla ka na lang
mapapapindot don then
dun,yu, ka na lang
makakapagfocus, mawawalan
ka na ng focus sa ginagawa
mo. So ayun, feeling ko po
nakakahadlang din po yung
social media.” – Charmaine

2.4 Students Capacity to A lack of information can “yung capacity ng isang

Understand the Lesson
cause someone to be unable to student na maintindihan yung
follow the study system. schoolworks. May cases na
baka hindi sila makasabay sa
lecture or baka hindi nila
maintindihan yung napag-
aralan kaya nahuhuli sila
mag-submit ng task on time.”
- Arabelah

2.5 Limited Connection and Restricted face to face “naeexperience namin na mas
Interaction with Peers and communication with peers and iba yung uh.. energy ng face-
Classmates introvert people make other to-face classes sa online
students suffer classes because hindi tayo
nagkaka-interact sa isa’t isa..
may mga undefined na mga
tao na, for example groupings,
merong mga introvert, mga
talagang kabado kaya hindi
nila naeexpress ‘yung
kanilang full potential. So..
and also sa mga prof sa mga
subject teacher po natin,
minsan po is sila po is
nagkakandarapa na po
minsan pero yun po.” -
Clarence
 43

2.6 Cramming and Educators providing different “Submission and deadline sa

Procrastination Due to Bunch performance task in each schoolworks, minsan sa
of School Works major and minor subject sobrang dami nagccram na
ako. Di ko na alam kung
anong uunahin, ganun.” -
Arabelah

2.1 Unstable Internet Connection

The majority of participants report that their internet connection was unstable, interfering

with their classes. As a result, some of the participants stated that having an unstable internet

connection affects their performance in school, primarily by doing activities, but when there was

a problem with the internet connection, they had no idea how well they completed their activities.

In addition, participating in a virtual class also affects it. According to the respondents:

“Hindi talaga stable ang internet and hindi sya maiiwasan tapos parang nagkakataon pa

na in regards pa sa mawawalan ka ng connection sa online classes tapos halimbawang hindi ka

kasi naka attend in a certain class or online learning parang ang hirap sumabay kasi diba dun

may recording naman kaso nakaka tamad umulit or like manood ng recording ulit para balikan

sya tapos yun, that’s one of the challenges din.” – Joan

“Uhm, siguro unstable connection at yung hindi agad maka-pagtanong sa iba kapag may

kailangang gawin ganon.”- Dominic

“Mmm ano rennn internet connection den.. ‘di ako makapagpasa agad ng activities ganon

nal-late minsan peroo abot naman sa oras.. ng deadline. - Edgar

As a result, researchers ended up relating their responses to Dewey, Piaget, Vygotsky,

Gagne, and Bruner's constructivist theory. This was based on the assumption that students actively

create knowledge. Students add to or build on their existing knowledge base as they gain new
 44

experiences. Furthermore, according to constructivism theory, it refers to self-guided learning

based on personal experiences. To summarize, these themes were linked in this theory.

2.2 Unable to focus and being distracted due to personal problems

Personal problems could sometimes affect someone’s mental health and performance

academically. Individual students may be dealing with physical, mental, or other personal issues

that are interfering with their motivation. To several students, their personal problems and both

physical and mental state could both affect them in terms of school. Individual students' motivation

to put out effort in a course could be hindered by mental or physical health issues, and other

personal issues. According to our respondents:

“Siguro there are times na parang nakaka apekto nga maybe siguro nga sa focus, nakaka

apekto yung personal problems sa focus ko sa klase, minsan parang lutang ako ganyan kasi

parang, instead na nakikinig ako sa particular class, ang naiisip ko ay yung problema ko ganun”.

– Joan

“Hindi makapag isip ng tino or diretso tas laging may bumubulabog sa isip.” – Dominic

“Yung personal po parang nakakawala po sya ng focus sa school activities po like, parang sa

klase, magiging luting ka na lang bigla kase nga naalala mo yung mga problema mot as parang

mamemental block ka palagi kase yun yung iniisip mo kahit time naman ng klase”. – Charmaine

Students tend to lose focus as they lack concentration and the motivation to learn. They

end up thinking about their personal problems instead of focusing in class because it bothers them.

2.3 Social Media Distractions

One of the most common problems that young students face nowadays is the destruction

caused by social media use. This could create barriers while participating in activities, as most of
 45

our respondents stated. Instead of wasting time scrolling through social media, time was another

factor that will influence someone's study system. Our survey respondents stated:

“Siguro po kase, dahil online class po tayo ngayon parang…uhm nakaka… parang tempt
gumamit ng social media, So parang kapag ka online katas biglang may nag notification bigla sa
sa phone mo or sa gadget mobigla ka na lang mapapapindot don then dun,yu, ka na lang
makakapagfocus, mawawalan ka na ng focus sa ginagawa mo. So ayun, feeling ko po
nakakahadlang din po yung social media.” – Charmaine

“Yung siguro, parang mga, parang yung may nakakaumang nakikita ka sa social media
ganon, yung alam mong nakakaistorbo sayo ganon.” – Dominic

To conclude everything, Schoolwork had for some time been a wellspring of conflict

among instructors. Some contend that school work permits understudies to keep learning while

they are at home and sets them up for the afflictions of school. For families, not having web access

could mean passing up data or losing contact with schools and instructors. This may assist students

in reducing their time spent scrolling on social media as a means of destruction. This learning also

established the constructivism theory. The responses of the respondents demonstrate self-directed

learning based on personal experience.

2.5 Students’ Capacity to Understand the Lesson

A few students' capacities were not quite so wide as those of others. Consolidate

inspirational systems into your way to deal with helping students. The best inspirational technique

was one that thinks about students' entrance qualities, adjusts guidance, likewise, exhibits

significance of the substance, gives freedom to progress, and prompts positive execution

fulfillment. Thus, a portion of the respondents expressed and deals under the capacity to

understand the lessons:

 46

"In today’s new learning system students faced many distractions around themselves and

can see to focus on their activities.” – Denz

“Yung personal po parang nakakawala po sya ng focus sa school activities po like, parang

sa klase, magiging luting ka na lang bigla kase nga naalala mo yung mga problema mot as parang

mamemental block ka palagi kase yun yung iniisip mo kahit time naman ng klase.Parang ganun.

Yun po.” – Charmaine

“Hindi lahat tayo as a student.. kanya, or parang hindi tayo pare-parehas kasi ng learning

capabilities kumbaga sa iba natutunan nila agad samantalang sa iba hindi, that’s like one of the

struggles talaga na patuloy ko pa din kinakalat most especially like math, especially sa mga

subjects na physics, chem.” – Joan

In conclusion, without the contribution of guardians, educators and understudies would be

unable to give great instruction. Indeed, even in the most essential ways, guardians' essential

objectives were to screen, inspire, and guide their kids. Everybody should play a part to play and

should approach their obligations in a serious way. Besides, as per constructivism hypothesis, it

alludes to independent learning dependent on close to home encounters. To sum up, these subjects

were connected in this hypothesis.

2.7 Limited Connection and Interaction with Peers and Classmates

Limited connection and interaction with peers and classmates were one of the most

challenges that students experience in a distance learning environment. In a senior high school

population, learners have different kinds of personality, some were extrovert, most were introvert,

and lastly there were both extrovert and introvert people classified as ambivert. Due to their

different personalities, some of the students are having a hard time communicating with other
 47

people, especially to the introvert person. Moreover, introvert learners cannot showcase their real

and hidden talents behind their respective screens. See the respondent’s response below:

“naeexperience namin na mas iba yung uh.. energy ng face-to-face classes sa online

classes because hindi tayo nagkaka-interact sa isa’t isa.. may mga undefined na mga tao na, for

example groupings, merong mga introvert, mga talagang kabado kaya hindi nila naeexpress ‘yung

kanilang full potential. So.. and also sa mga prof sa mga subject teacher po natin, minsan po is

sila po is nagkakandarapa na po minsan pero yun po.” – Clarence

According to Clarence's response to the question “What are the reasons why students

experience difficulty accomplishing tasks on time?” The energy in face-to-face classes was far

different in online classes. It was hard to build closeness and relationship in an environment they

don't know very well. Also, even behind their cameras, students show their nervous self in front

of their class that’s why they cannot fully develop their potential.

2.8 Bunch of School Works

Providing school work was a lot different in terms of distance and face-to-face classes.

Most of the learners said that activities in distance learning were more difficult than in direct

classes. However, there were also more cases where face-to-face classes are more enjoyable

because they could personally interact with other people. While in distance learning, there were

many tasks that were required to be done at the same time of deadline and further difficult because

students only rely on themselves to finish their errands. Below were the participants verbatim:

“Uhm, Lack of motivation, procrastination, at laziness.” – Denz

“Submission and deadline sa schoolworks, minsan sa sobrang dami nagccram na ako. Di

ko na alam kung anong uunahin, ganun.” – Arabelah

 48

“Siguro laziness lang din, pure laziness kasi hindi naman mawawala sa ating mga

estudyante yun, kasi with this setup nga” – Joan

Based on what Denz, Arabelah, and Joan said, a bunch of school work and rush deadlines

gave them courage to cram, procrastinate. Due to this new learning set up, most of the students do

not have the courage to do their school errands, especially because they are always at home and

feel lazy. They always wanted to lay in bed and do nothing that could result in late submission of

their tasks.

SOP 2: Students Learning Styles

Several students were grateful for opportunities that online learning was presented, some

people may think that the online class was easy and could help students to develop themselves

however according to this study, the results of the interview that most of the students was

experiencing difficulties that could impact students’ mentality and feels lack of education because

individuals knew that people have different level understanding there were late bloomers.

Different Coping Mechanisms of Students to Survive Online Class

Table 3 shows the Coping Mechanisms of Students to Survive Online Class

A. Coping Mechanisms of Students to Survive Online Class
Themes Definition Response
3.1 Future Success as a Make the best of your efforts for "Kung hindi ako magsisikap sa
Motivation your future. pag-aaral ngayon then ano
nalang mangyayari sa future ko.

3.2 Adapting to Different Learn to adapt to succeed in "This is the only alternative for
Learning Environments
3.3 Self-reliance and Valuing Learners learn to be independent “I learned to be independent,
Online Class
3.4 Competitiveness
3.5 Difference in Accuracy
49
So that's something that really
motivates me." - Joan
learning. us to continue learning so kung
hindi ka mag aadapt sa
environment ng online learning,
paano ka makakasabay,
kumbaga paano ka matututo
kung hindi ka marunong
makibagay sa mga nangyayari
sa changes sa buhay or sa
environment mo." – Joan
in terms of understanding and especially in learning kung saan
coping with lessons. Also, kaya nating matuto in the
giving importance to the process of online learning
education that they continuously system… na kaharap lang natin
receive in this kind of pandemic. is yung gadgets natin.” -
Arabelah
Do not be competitive just to “Hindi mo na kailangan pa'ng
surpass others. pilitin yung sarili mo na
mas..higitan yung ibapa'ng tao
na parang gugustuhin mo na
mas lamangan sila. Hindi yung
ganon yung dapat maging goal
mo lang ngayon na online class
dapat matuto ka kase yun nga
yung pinaka mahirap ngayon na
mangyare.” - Charmaine
Accuracy when it comes to “Uhm, I think that face-to-face
teaching lessons in a face-to- classes is more accurate than
face learning environment is online learning, but in terms of
higher than online learning. knowledge I think that both gives
me the knowledge and the
experience a class should have,
'yun lang po.” – Johann
 50

The participants also described their experiences and coping mechanisms when it comes

to online learning, they also stated their motivations and other experiences that helped them

improve their learning styles during the pandemic.

3.1 Future Success as Motivation

Self-motivation was one of the coping mechanisms of the participants so that they could

push through the challenges of online learning setup. The participants used their motivation as a

tool for them to achieve their goals.

“So, mapapanatili ko po'ng motivated ang sarili ko uhm... sapamamagitan ng pag iisip po

nauhm... yung iniisip ko yung future ko, yung future ng family ko and kung ano ba yung gusto

ko'ng marating talaga so, dahil don. Parang naiinspire ako kahit na sobrang stressful ng araw

ko.” – Charmaine

“Ano po,. uhmm...isipin mo lang na that is... nalang na that the road led you to success

kahit maraming struggle at very challenging to learn. Lagi mo lang isipin na go lang at fight for

your dreams and be motivated” – Arabelah

“Uhm,, I think of my goals, I think of my dream and I used the expectation from everyone

to motivate myself.” – Denz

Motivating yourself was also important because it does not let us depend on others,

compared to a face-to-face environment where it was easier to find a classmate that could help us

in a certain task. In an online learning setup, a student was more likely to work by themselves and

sometimes be completely independent.

3.2 Adapting to Different Learning Environments

 51

Adapting to different environments and situations was one of the factors that make a person

successful in doing their job or achieving their goals. The same goes for education, since the

pandemic started, students need to adapt to their new learning environment such as modular and

online learning. Below was the statement of the respondent:

"This is the only alternative for us to continue learning so kung hindi ka mag aadapt sa

environment ng online learning, paano ka makakasabay, kumbaga paano ka matututo kung hindi

ka marunong makibagay sa mga nangyayari sa changes sa buhay or sa environment mo." – Joan

Joan also stated that one of the valuable lessons that she learned during online classes was

to quickly adapt to it. If you let yourself be left behind, then having to cope up with the changes

of your environment will not help you to succeed in your education.

Joan’s mindset was correlated to Constructivism Theory where a person learns to construct

effective knowledge rather than just passively consuming them. It also helps the learner to reflect

upon those knowledge and experience

3.3 Self-reliance and Valuing Online Class

In today’s modern society, youths learn to be independent in such a positive way especially

when this pandemic happened. Self-reliance belonged to the pandemic trend in Facebook, it was

not only about personal and mental problems but most especially in the new educational system.

Since online classes were being implemented everywhere in the country, students were having a

hard time understanding the lessons, so that their way to cope up with was to self-study, and their

learning does not depend on others. Moreover, this experience drove students to value the

education they were having right now. Learners appreciate the essence of this education even

though there are a lot of conspiracies spreading to stop this modality. According to the participants:
 52

“Even though we’re on a new normal class like this, kailangan po natin seryosohin pa din

kasi pagaaral po pa rin ito, and this is an important step that we can attain our dreams for our

courses we want to take, so kahit po hindi face-to-face kailangan pa din po natin seryosohin.” –

Clarence

Clarence said that even though they were on a new learning set up, students must realize

the value of education that the organizations are giving them. Learners should be serious about

their education so that no time is wasted. By appreciating the value of education, it was their way

to attain their dreams for their courses they want to take in the near future.

3.4 Competitiveness

Competition was not always a great thing, especially when it comes to a learning

environment. There were many competitive students that always tried their hardest to be the

highest in their class, which was a good thing for themselves but there was always a drawback,

sometimes it causes stress on the student. They always commit themselves to an unhealthy

schedule just to study so hard.

“There is no competition kapag walang nangyayareng competition so ano hindi mo

kailangang patunayan yung sarili mo sa ibakailangan mo lang na kung ano yung kaya mo'ng

gawin yun na lang yung gagawin mo.” – Charmaine

Charmaine also said that, never participate in an unnecessary competition, because for her,

it was important to make efficient use of all your time when it comes to online learning, never do

unnecessary things so you don’t get distracted, which was a healthy mindset towards improving

one’s learning styles.

3.5 Difference in Accuracy

 53

Students also always compare the learning capabilities in an eLearning setup and a face-

to-face class. According to participants, although it was easier to learn in an online class

environment, learning in a face-to-face class was still much better because it gives them more

experiences. Johann also said that they learn more face to face because for her, the lessons were

more accurate and easier to understand.

“As an individual na naka-experience ng both systematic classes uhm compared po sa

face-to-face classes, naituturo po sa'tin physical, uhm.. ano po, through physical demonstration

mas matututunan po natin yun compared sa mga ano po, tulad po nun. mga online virtual, para

pong ano.. nakaka-unmotivate, ganun po.” – Clarence

“Sa face to face, you really have to review for your exams, kasi bawal ang notes, bawal

ang libro hindi ka bigla biglang makaka access sa internet pag belimbawang face to face na but

with the experience kasi, kung pagbabasihan lang din naman ang efficiency, syempre dun ka sa

face-to-face kasi mas magandang natututunan ang bagay bagay kung ikaw mismo nandun ka.

kung ikaw mismo ang nagpeperform sa mga gawain or sa mga task na you, whereas pag virtual

class, oo tinuturo nga sya on screen pero parang it also just lacks with environment then siguro,

at the same time hindi ka naman on the spot makikita ng mga teacher mo na ginagawa mo din

yon.” – Joan

The overall experience of the students was one of the factors that are used when comparing

the efficiency of face to face and online classes. Joan said that being face to face was really better

because of the physical and easier interaction with the fellow classmates, being in there in the class

itself also helps with the student’s actual experience.

 54

SOP 3: Students Mental Health Due to Academic Workloads

There were three reasons for examining emotions in education, according to Goetz et al.

(2003): their impact on learning quality, students' well-being such as physical and mental status,

and their involvement in socializing with peers and teachers. Emotions were thought to influence

students' internal desire to learn, which was based on their enthusiasm and curiosity in learning, as

well as their external motivation, which was linked to achieving positive results or avoiding bad

consequences. Positive emotions like pleasure, confidence, and self-importance were thought to

help with both internal and external motivation, as well as flexible learning strategies and self-

regulation (Dewaele & Alfawzan, 2018). Thus, they have a good impact on academic achievement.

Negative emotions, such as hopelessness and boredom, on the other hand, are known to lower

motivation and facilitate information processing, implying a negative impact on performance.

The researchers discovered various positive and negative emotional experiences of the

grade 12 students taking STEM strand such as lack of confidence in handling academic

assignments, rants, lack of ability to handle school work due to discomfort, proud to be a virtuous

student, having separate and balance time in handling personal problems and school deadlines,

avoiding to complaint, acceptance, and controlling oneself, and students submit their task on time.

Emotional Experiences of the Students

Table 4 shows the Positive Emotional Experiences of the Students

 55

A. Positive Emotional Experiences of the Students

Themes Definition Verbatim Responses

4.1 Proud to be a Virtuous Student Not being ashamed of what “Mhmm. Siguro ako yung
kind of student he/she is. estudyanteng hindi magaling sa
lahat perooo handang gumawa,
makinig, at matuto para matupad
ang mga pangarap.” - Edgar
4.2 Having Separate and Balance Students make sure that they “Ano, I make sure din na ano…
Time in Handling Personal are capable of handling both balance lang, aside sa mga
Problems and School Deadlines of the problems while not personal problems ko… di ko pa
affecting the other. rin nalilimutan na may need
akong iaccomplish when it comes
to schoolworks o-or deadlines. Or
huwag nating ilugmok yung self
natin dahil lang sa problems na
yun, dapat we must learn to be
balance in terms of problems and
schoolworks.” - Arabelah

4.3 Avoiding to Complaint, Having a placid feeling in “Pag ganun.. wag na wag..
Acceptance, and Controlling controlling your own hinding-
Oneself problems to have better hindi ko po gugustuhing
progress in making school magreklamo kasi in the first place
works. ay teachers have tight schedules
too, so bali ang gagawin ko
nalang po.. intindihin nalang din
po yung kanilang posisyon kasi
sila din naman po yung nagtuturo
satin kung pano gawin yung mga
bagay bagay, kailangan ko po
ikalma yung sarili ko even though
it’s a rushed activity, when
calming mas nagiging confident
tayo, magiging knowledgeable,
and if we perform calmness, we
can do anything in the
educational process po na inatas
po sa’tin.” - Clarence
 56

4.4 Students Submit their Tasks on The participants are able to “Nakaka submit naman po ako
time meet the given and expected on timekase parang mahirap
deadlines. kapag hindi ka naka submit
parang grade conscious po kasi
ako. Ayokong mababa yung
grades ko so parang gusto ko po
na lagging nkaka submit ako on
time.” - Charmaine

4.1 Proud to be a Virtuous Student

Motivation was students’ energy and drive to learn, work hard, and achieve at school.

Achievement was one of the gifts that students can give to their parents, which is why being

motivated to study can lead to success. There were some things that some people may think that

they were just lucky enough with the skills they had in order to improve their self-efficacy.

(Motivation Orientation Scale—Nicholls, 1989). However, in order to achieve your desired goal,

you must face difficulties in achieving or finishing it. It was required to put effort into that specific

task in order to finish it without doubt.

Ipapakilala ko ang sarili ko bilang.. syempre para ma-motivate ako lagi, ako ang presidente

ng klase naming STEM A, so I need to always motivate myself kasi ako po yung pinagkukunan ng

energy ng aming klase so kailangan ko po maging, not only a student but a true leader to them,

ganun po. – Clarence

Clarence was a STEM 12A student. Despite the situation now that the online educational

system was way different from before, Clarence always made sure that he had good time

management skills in order to fix the priorities in his section and the responsibilities as a student.

“Siguro po uhm.. Hindi matalino pero masipag yun po yung pinaka ano ko ngayon yung

sa kahit sinasabi ng iba na matalino ka kase matataas grades mo feeling ko po uhm masipag lang
 57

ako yung parang gumagawa lang ako on time, nag aaral lang ako tapos nag rereview lang ako

yun nakakataas sa quizzes ganon po pero hindi ko po…” - Charmaine

From what Charmaine said, she said that she’s not intelligent enough; she was just a

hardworking student who passed all her activities on or before the deadline. Other students

compliment her for being intelligent, but for Charmaine, what she’s doing was just for the

responsibilities as a student.

In relation to the concept of the emotional experiences of the students, it was shown that

most of the respondents were in the phase of being responsible students. Responsibility was

literally "the ability to respond" to specific given tasks. Being in the stage of being a responsible

student is where you are productive and need to grow individually while being happy at the same

time. Alfie Kohn firmly believes that students need to be taught how to be responsible and

respectful. The goal of education was to help students realize that they can think, learn, act, and

change things. (Kohn 1997)

4.2 Having Separate and Balance Time in Handling Personal Problems and School Deadlines

In today's new way of learning, which is an online educational system, students learn while

trapped at home. All of your duties as a student and as a child were in the same environment. Being

a responsible student and a child is a big role for an individual since everyone was trapped at home,

unlike before. While students are learning, they encounter and express their own personal issues,

such as household chores, parents separating, anxiety and depression. These examples of mental

illness for students can lead them to struggle to meet task deadlines. Moreover, accomplishing

tasks on time is somehow hard to come up with, students tend to procrastinate and cram due to

their personal problems. Below is example they said:

 58

“Ano, I make sure din na ano… balance lang, aside sa mga personal problems ko… di ko

pa rin nalilimutan na may need akong iaccomplish when it comes to schoolworks o-or deadlines.

Or huwag nating ilugmok yung self natin dahil lang sa problems na yun, dapat we must learn to

be balance in terms of problems and schoolworks.” – Arabelah

“Sa tingin ko, okay naman po nababalance ko naman po ng maayos yung problems sa

school yung deadlines parang yun nga po time management lang po talaga ang kailangan.” –

Charmaine

According to Arabelah and Charmaine, they balanced their personal problems and

schoolwork nicely. They have a system of time management where their personal problems and

schoolwork are balanced enough not to affect their performance at school. They had not forgotten

their responsibilities as children and students. The only things that could give the students

problems when it comes to deadlines is that they haven’t understood the teacher’s instruction and

problems adjusting to classmates. However, having time management skills gives them a nice

relationship with the tasks given to them and their personal problems.

4.3 Avoiding to Complaint, Acceptance, and Controlling Oneself

Accepting reality includes everything that you’re feeling, just as in the tasks that are given

to a student. They were in a phase where they just accept what they give you, even if it’s heavy for

them to accept. They understand the busyness of every individual, most especially their teachers.

That was why the participants didn't complain. Instead, they just do what is given to them. One of

the respondents have said is that:

 59

“Pag ganun.. wag na wag.. hinding-hindi ko po gugustuhing magreklamo kasi in the first

place ay teachers have tight schedules too, so bali ang gagawin ko nalang po.. intindihin nalang

din po yung kanilang posisyon kasi sila din naman po yung nagtuturo satin kung pano gawin yung

mga bagay bagay, kailangan ko po ikalma yung sarili ko even though it’s a rushed activity, when

calming mas nagiging confident tayo, magiging knowledgeable, and if we perform calmness, we

can do anything in the educational process po na inatas po sa’tin.” – Clarence

In Clarence's case, he said that he had experienced a lot of struggles, including struggles

in completing the rush activities. But for him, in order to accomplish the tasks given to him, what

he did was just accept and understand the reality of being a student. People cannot deny the fact

that students experienced a mental breakdown because of the reason for having a lot of activities.

However, he did not complain about it, but instead he understood the situation why the teachers

gave the activities in a rush.

4.4 Students Submit their Tasks on Time.

Students had a responsibility where the teachers gave a task and the students were the

ones who take on responsibilities. Even before the pandemic happened, students were familiar

with it because they'd experienced it before face-to-face. The difference between before and today

was that students only submit their work via email or Google Classroom, whereas before, in face-

to-face classes, they pass their work personally. Starting an activity, students frequently rant or

complain about the activities that the teachers had given. Society cannot deny that most of us

engage in cramming and procrastination before completing tasks.

 60

“Nakaka submit naman po ako on time kase parang mahirap kapag hindi ka naka submit

parang grade conscious po kasi ako. Ayokong mababa yung grades ko so parang gusto ko po na

lagging nkaka submit ako on time.” – Charmaine

In Charmaine’s case, she was grade conscious. She was afraid of being late when

submitting an activity, therefore she submitted her work on or before the deadline to prevent having

troubles submitting it. She also mentioned here that in order to avoid receiving a worse grade, she

submitted her activities on time.

Table 5 shows the Negative Emotional Experiences of the Students

B. Negative Emotional Experiences of the Students

Themes Definition Verbatim Responses

5.1 Lack of Confidence in Inadequate to face many“I am not very confident with my
Handling Academic challenges and obstacles in capability in handling academic
Assignments. finishing their schoolwork. works but I make sure that I check
my works and activities so that it
would be more good and accurate
po.” - Johann

5.2 Rants A student’s saying “Magrarant na uli ako, now ano,

inappropriate phrases to release but personally yon magrarant
their temper due to unexpected talaga ako promise, though
and late announcing of gagawin ko din sya agad na
activities. parang habang nagrarant ako ay
ginagawa ko sya, though yung
parang focus nga wala don, kasi
naiinis kana, kasi sa dinami
daming time sa buong maghapon,
ngayon mo lang ibibigay ang
gawain na yon.” - Joan
5.3 Lack of Ability to Handle A student’s inability to handle “Parang hindi kona lang sya
School Work due to Discomfort their schoolwork while dealing papansin at magpokus na lang sa
from Personal Problems. klase o di kaya ay makinig na lang
 61

with discomfort and distress in sa music or mas gawin ng mas

their respective home. maaga para mas matapos na.” -
Dominic

4.2 Lack of Confidence in Handling Academic Assignments

Self-esteem could also have a significant impact on academic success. Lack of confidence

was one of the students' emotional responses or experiences. It was a common topic for everyone

because some were in situations that would trigger a student's emotional apathy. Students had a

lack of confidence in finishing their tasks. Because of this, students tend to feel lazy and

procrastinate as well. According to the participants:

Students with high academic confidence were likely to perform well in school, other than

those who had learning difficulties may experience a lack of confidence. Johann, who’s

experiencing a lack of confidence when it comes to doing their schoolwork, may have felt anxiety

as well, because he was too scared to submit his tasks because he always made sure that his work

was accurate and had no mistakes. This person feels that what he was doing was not right and he

feels like he is in the last.

“Honestly po, mababa po yung confidence ko so ayun po pero pinipilit ko na lang po na

taasan yung confidence ko kahit na sobrang nakakahiya na or sobrang parang hindi ko kaya

ginagawan ko na lang ng paraan na taasan yung confidence ko po…” – Charmaine

“If I were to rate siguro, mga 7.8 to 8 ganon kasi.. ayun nga sabi ko nga kanina, ayaw ko

kasi yung tipo ng estudyante na oo magrarant ako sa mga gawain ganyan, pero hindi ko naman

syempre dapat pabayaan yung mga responsibilities ko.” – Joan

 62

As Charmaine and Joan said, they both had low self-esteem compared to other respondents.

Charmaine faced her fear of speaking in front of her classmates due to her low self-confidence.

However, it was good for her to be more competent in academic activities. Ranting makes Joan

more confident even though she would do her tasks completely.

“Uhm sakto lang, may mga gawaing nagagawa, naipapasa ng mas maaga at may mga

gawain naman na late na naipapasa ganon.” – Dominic

In relation to Cognitive Theory of Satar (2017) to the concept, students who had a higher

level of self-efficacy and motivation naturally perform better than those who had a low level of

self-efficacy. On the other hand, Dr. Shore’s (2021) said that the student's drive to learn, her

capacity to focus, and her willingness to take chances could all be affected by low self-esteem.

4.3 Rants

Ranting is one of the most common expressions in all youths today. It is their way to

express their temper, emotions to something they didn't expect to happen, especially since most of

the students are experiencing new online education. Behaviorism in education is the study of how

pupils behave while learning. Behaviorism focuses on studying how students react to specific

stimuli that may be evaluated, quantified, and finally controlled for each individual when repeated.

According to this learning theory, behaviors are acquired from their environment, and intrinsic or

inherited characteristics have very little influence on behavior (Western Governors University,

2020). One of the participants answered the question "how do you handle yourself when you are

upset due to something that happened and expectedly especially in online classes?" honestly.

Below is the answer of the participant:

 63

“Magrarant na uli ako, now ano, but personally yon magrarant talaga ako promise,

though gagawin ko din sya agad na parang habang nagrarant ako ay ginagawa ko sya, though

yung parang focus nga wala don, kasi naiinis kana, kasi sa dinami daming time sa buong

maghapon, ngayon mo lang ibibigay ang gawain na yon” – Joan

“Na-oovercome ko sya [challenges] through the use of ranting siguro, inerereklamo ko

nalang at the same time syempre ginagawa ko rin syempre wala namang choice tapos siguro

another pa na nakakatulong sakin to overcome those challenges.” – Joan

She vents out as a way to cope with her personal problems and to speak of one’s thoughts

to something.

5.3 Lack of Ability to Handle School Work due to Discomfort.

In today’s generation, distance learning also known as online education shapes the

students. In this new normal educational system, most of the students experience and state their

own discomfort while learning due to their own and personal problems including the household

chores. Hindrances at their prospective home affects their academic performances in school.

Moreover, accomplishing tasks on time was somehow hard to come up with, students tend to

procrastinate and cram due to their distress. Below was example they said:

“Siguro, I would rate nalang siguro ano, mga 6 ganon, I would rate it as 6 kasi I’m a type

of person kasi I’m an overthinker kasi na parang if there’s a problem, personal man yan or even

problems sa school, now yan nga irerelate sa parang pag dedeadline ng klase, habang gagawa

siguro ako ng mga dapat gawin, iniisip ko yung mga problema ko, and I don’t know or like I don’t

have any idea kung habang iniisip ko yung problema kong yun ay naaapektuhan ang ginagawa

kong gawain, kumbaga siguro mag reresult nalang din pero siguro hindi kasi maiiwasan talaga
 64

na isipin ang mga ganong bagay eh kaya parang, napaka low ng rating ko for myself with that

pero despite of the problems naman with ny personal problems, I can still manage naman to put

up somehow a good work kahit papaano, pero hindi lang sya to the extent na parang isusurpass

yung mga expecations rather than doon sa before kong gawain if I’m not thinking about my

personal problems but I try my best to actually just separate the two kasi kung hahayaan mong

ioverpower ng mga problema mo ang mga kailangan mo pang gawin edi ano nalang mangyayari

sayo so yun.” – Joan

In the case of Joan, problems at home really affect her performance at school. It drives her

to think more in a negative instead of positive way. It loses her motivation to do and finish her

assigned task. Due to her discomfort, it also affects her work, she can’t think clearly, she can’t

manage to handle her problems while dealing with other activities. However, even though she

deals with her problem seriously, she always makes sure that the effort is still on even though she

knows that she can’t surpass her own limitations by herself.

 65

CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS,

AND RECOMMENDATIONS

This chapter initially discusses the research problems, respondents of the study and the

interview guide approach applied to the data of investigation. Then, it is also presented the

summary, findings, conclusions, and recommendations defined from the gathered data.

Introduction

The main objective of this study was to determine the challenges of online education

encountered by STEM students. Specifically, it seeks to find the following: (1) To evaluate the

difficulties of learners on online education amid the pandemic; (2) To determine the learning style

of students during the pandemic and (3) To explore learners’ coping mechanisms to maintain good

psychological condition due to academic workload.

The respondents were composed of eight (8) Grade 12 students from selected Senior High

Schools in Tanauan City, particularly from FAITH – Fidelis Senior High School, and La

Consolacion College of Tanauan. Every school was expected to have four respondents to ensure

that the number of student respondents was balanced.

 66

Summary of Findings

The researcher yielded the following findings:

1. Students’ Positive Experiences in New Learning Modality

According to the participants’ response, there was always a bright side despite all

the challenges they had experienced. Learners motivate and encourage themselves to

overcome the challenges they face. Self-motivation, time management, a decent place to

learn, comfort from their own support system, and problems acceptance were their way to

overcome those challenges. In a new learning environment, the most important thing that

students could do was time management, where students must maintain and balance their

time. Learners should make plans to complete their schoolwork, family duties, and other

daily activities. They believe that having a decent and specific corner in their house helps

them to focus, concentrate and cope up to the topic that their teacher teaches.

One of the environment variables that students should have was being surrounded

by positive individuals. Learners feel more at ease when they have favorable peer pressure,

a good circle of friends, and a great family. These people provide them with peace,

tranquility, and a healthy mental state, allowing them to cope with learners' tasks and fulfill

all of their responsibilities as students. Learners are open and find a way to comprehend

everyone who has been a part of this phenomenon, despite the hardships and challenges

that students face in this learning modality. Students learn to be patient with their teachers

because they believe that in such a situation, not only themselves but also the educators are

affected.
 67

However, if these said coping mechanisms and ways to overcome their challenges

were not being able to practice in a new learning environment, learners are believing and

possibly would have a hard time to adopt this new learning era.

2. Students’ Negative Experiences in New Learning Modality

Learners believe that the internet connectivity, lack of attention, tardiness, and time

management were some of the issues they face. They passed these challenges by

brainstorming methods to be more productive, solve problems quickly, and do things that

they enjoy. There were times that students were given a long period of time to finish their

numerous tasks. But then, given a short span of time to comply, they tend to procrastinate

since they had more time in their hands, thus, cramming. Students are still not used to the

new set-up of learning, hence, the comparison between face-to-face classes and online

classes are constant. With that, students are having adversities with groupworks since they

lack physical and social interaction.

Moreover, unstable internet connection causes inconvenience to students, since

they cannot listen attentively nor clarify confusions with the lecture or the instructions

because of slow internet connection that causes lag— one reason why some students cannot

keep up. Aside from academic responsibilities, students also have household chores to

manage and some of them are having a hard time in managing time or putting boundaries

to the said responsibilities. According to the discoveries from the interview, one out of

eight participants answered that ranting could help her to overcome those trials and some

were not. Learners had different learning capabilities, they believed that not all students in

this state of learning were applicable to all, especially to the learners who had a hard time

to absorb coming from the subjects that were tough to understand.

 68

These findings proved that there were a lot of negative experiences of the students

during this new learning set-up. Organizations, educators, students, and parents were

accountable and must need a lot of improvement in making all these challenges bearable.

3. Coping Mechanisms of Students to Survive Online Class

According to the discoveries and conversation in Chapter IV. As indicated by the

researchers, most of the respondents accept that the subsequent SOP has a positive effect.

In the interim, the interview disseminated by the researchers to the respondents yielded

positive outcomes. Moreover, it shows students' Positive Coping Mechanisms for

Surviving Online Class. A few students were thankful for the chances that internet learning

gave. While some might accept that internet-based classes are basic and can assist students

with creating themselves, as per our examination, the consequences of our meetings show

that most of students are encountering troubles that can affect students' attitude and feel an

absence of instruction since we as a whole realize that we as a whole have various degrees

of understanding and that there are delayed prodigies.

Then again, the members depicted their web-based learning encounters and

methods for dealing with stress, just as their inspirations and different encounters that

assisted them with further developing their learning styles during the pandemic. One of the

elements thought about when contrasting the adequacy of face-to-face and online classes

is the respondents' general insight.

4. Positive Emotional Experiences of the Students

The researchers discovered various positive emotional experiences of the grade 12

students taking STEM strand such as pride to be a virtuous student, having separate and
 69

balanced time in handling personal problems and school deadlines, and avoiding

complaint, acceptance, and controlling oneself and students submit their tasks on time.

It can be noted that the participants, specifically, grade 12 students are still

motivated, not that smart but hardworking, and willing to learn the step-by-step process of

education despite this pandemic. Students also believed that having separate and balanced

time in handling personal problems and school deadlines was a must. One of the good

things that students are focusing on today is that they know how to handle their personal

problems and school deadlines in one frame. Having a balanced time management helps

the participants to submit their tasks on time. The participants never forget their priority

and school responsibilities even though there were some personal challenges they faced.

Moreover, students are supposed to avoid complaints, accept, and control

themselves to be able to deliver their activities in a very nice way. Learners must accept

and understand both student-teacher positions in this kind of spectacle. They focus on the

positive of studying, which is that handling it and knowing the priorities is a good idea.

This means that even in this new learning environment, students find a way to know that

there is still a light despite the challenges they have experienced.

5. Negative Emotional Experiences of the Students

The study resulted in a negative emotional experience of the students that includes

lack of confidence in handling academic assignments, rants, and lack of ability to handle

school work due to discomfort from personal problems.

According to the participants, lack of confidence is one of the students' emotional

responses or experiences. Students had a lack of confidence in finishing their tasks.

Because of this, students tend to feel lazy and procrastinate as well. One out of eight
 70

participants thought that ranting is her way to release her eagerness to something she didn’t

expect to happen. She also said that she continuously rants even when she is doing her task

at the same time and later on she will feel at ease. Furthermore, most of the students

experience and state their own discomfort while learning due to their own and personal

problems including the household chores. Hindrances at their prospective home affects

their academic performances in school. Moreover, accomplishing tasks on time was

somehow hard to come up with, students tend to procrastinate and cram due to their

distress. Discomfort from personal problems causes a lack of ability to handle schoolwork.

Students who are dealing with personal problems and also dealing with depression and

stress that studying causes are the ones that we need to lay our eyes on.

The results show that the new learning modality pushes the students to feel

something negative about themselves and the surroundings. This also indicates that the

participants discovered their undesirable attitude that can affect their performance at

school.

Conclusion

The pandemic has affected the lives of many Filipinos including the learning curriculum

in the Philippines. Online learning has been a challenge for many students as they are struggling

to keep up with the new learning curriculum. Several students are greatly impacted with the

modifications the pandemic has brought us. Online setting is truly new to most students as they

are used to face-to-face classes and interaction.

Several studies showed that virtual and classroom education has mixed results for students.

Today, using technology to obtain knowledge, acquire information, and learn has become a daily

necessity. Despite the global pandemic that is obstructing education, online learning based on
 71

Internet services has grown accessible and universal, making the learning process easier. However,

because of the limited interactions, inconsistent sound and visual quality owing to reliance on

Internet quality, and technological equipment that does not fulfill demand, most learners are not

interested in online learning.

Moreover, online learning has both advantages and disadvantages and a number of legal

and ethical considerations surrounding its offering and provision. Results of this study shows that

despite the difficulties in online learning, such as internet connectivity, time management, lack of

attention, and tardiness students experience, they still find a way to have an optimistic point of

view towards online learning. With the help of self-motivation, time management, and positivity,

they are able to conquer the challenges of online education.

Recommendations

The following recommendations were made based on the study's findings:

1. Keeping Motivated

Considering that students may not be going to class at a set time on an actual ground,

tracking down the inspiration to start coursework can be testing. It may be hard to get into the

attitude of considering their home to be a work area when you don't view it as such yet assigning

various spaces of your home that are explicitly for work can assist them with finishing their work.

Besides, staying in contact with schoolmates, just as connecting with workforce or scholastic staff

on a case-by-case basis, can be spurring. The more elaborate you were in your distance education,

the more unmistakable it will be to you. Sign in consistently to see course updates and class

conversations. Interface with students and educators and offer your contemplations and questions.

This could be an answer for them to remain inspired consistently.

2. Communication with parents, teachers, and peers is encouraged.

 72

Subsequently, the majority of our participants put in so much time and effort while taking

an online class in the midst of a pandemic. Communication is essential for them. It might also be

beneficial to them if their parents, teachers, and peers make an effort to be open and give them the

attention they require. Meanwhile, it was highly recommended because they can assist them with

the difficulties that they are experiencing during online classes.

3. Acceptance and overcoming all the challenges are the key to success.

There are a lot of individuals that are not open minded in this kind of situation, especially

the students who are being able to face the new learning era. Life was full of challenges that could

somehow stop people from achieving their goals, some were dealing in their mental health, in

academic, family problems, etc. but the thing was, avoiding all those difficulties cannot drive the

individuals to success. Instead of giving up, why not just accept, face, and work out a way to

overcome these trials. In that way, learners and individuals will have more courage to reach their

desired dream for their family, most especially for themselves. That is why accepting and

overcoming hindrance is highly recommended.

4. For Future Researchers

There were a few proposals dependent on the discoveries of this review to serve future

analysts. There are as yet numerous themes that can be created and examined according to the

subject of this exploration. Although this theory was a long way from awesome, it can fill in as a

beginning stage for the following researchers. Different researchers can lead research on the

learning, inspiration, or conduct stages since this concentration is just centered around information

from execution. Moreover, this said topic could be also used in other research designs, future

researchers could use other data gathering methodologies depending on their capability in making

this kind of study.

73
 74

REFERENCES

Alea, L. A., Fabrea, M. F., Roldan, R. D. A., & Farooqi, A. Z. (2020). Teachers’ Covid-19
awareness, distance learning education experiences and perceptions towards institutional
readiness and challenges. International Journal of Learning, Teaching and Educational Research,
19(6), 127-144. Google Scholar. Retrieved from
https://scholar.google.com.ph/scholar?q=Teachers%E2%80%99+Covid-
19+awareness,+distance+learning+education+experiences+and+perceptions+towards+institution
al+readiness+and+challenges.&hl=en&as_sdt=0&as_vis=1&oi=scholart

Anderman and Sinatra (2016). The Challenges of Teaching and Learning about Science in the
21st Century: Exploring the Abilities and Constraints of Adolescent Learners. National
Academies. Retrieved from
https://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_072608.pdf

Andrew J.B. Fugard & Henry W.W. Potts (2015) Supporting thinking on sample sizes for
thematic analyses: a quantitative tool, International Journal of Social Research Methodology,
18:6, 669-684, DOI: 10.1080/13645579.2015.1005453. Taylor and Francis Online. Retrieved
from https://www.tandfonline.com/doi/full/10.1080/13645579.2015.1005453

Barrot, J. S., Llenares, I. I., & Del Rosario, L. S. (2021). Students' online learning challenges
during the pandemic and how they cope with them: The case of the Philippines. Education and
information technologies, 1–18. Advance online publication. National Center for Biotechnology
Information, US National Library of Medicine National Institutes of Health. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8162157/?fbclid=IwAR1wuuSrq4XXildKtMJ4
5-psGwNdYFl5RDXFiEQsVMrCxLiV4zyA1wA29lA

Cahapay, M. B., Rotas, E. E. (2020). Difficulties in Remote Learning: Voices of Philippine

University Students in the Wake of COVID-19 Crisis. Institute of Education Sciences. Retrieved
from https://files.eric.ed.gov/fulltext/EJ1285295.pdf

Campus Labs (2020). How to Analyze Qualitative Data. Retrieved from

https://baselinesupport.campuslabs.com/hc/en-us/articles/204305675-How-to-analyze-
qualitative-data

Cavanaugh, C., Gillan, K. J., Kromrey, J., Hess, M., & Blomeyer, R. (2004). The effects of
distance education on k-12 student outcomes: A meta-analysis. Learning Point Associates/North
Central Regional Educational Laboratory (NCREL). Institute of Education Sciences. Retrieved
from https://eric.ed.gov/?id=ED489533

Department of Education (DepEd) (2020, October 6). Briones welcomes 24.7M learners for SY
2020-2021, declares opening of classes a victory. Retrieved from
https://www.deped.gov.ph/2020/10/06/briones-welcomes-24-7m-learners-for-sy-2020-2021-
declares-opening-of-classes-a-victory/

Escalona, M. C. P., & Fiscal, R. R. (2020). Difficulties of Senior High School Science,
Technology, Mathematics and Engineering (STEM) Students in Research. Research Gate.
 75

Retrieved from
https://www.researchgate.net/publication/342303882_Difficulties_of_Senior_High_School_Scie
nce_Technology_Engineering_and_Mathematics_STEM_Students_in_Research

Farmer, J. (2018, June 15). Why eLearning is an Important Tool in STEM Education. Why
eLearning is an Important Tool in STEM Education. Solid Professor. Retrieved from
https://www.solidprofessor.com/blog/why-elearning-important-tool-stem-education/

Gamage, et. al., (2020). Online Delivery of Teaching and Laboratory Practices: Continuity of
University Programmes during COVID-19 Pandemic. MPDI. Retrieved from
https://www.mdpi.com/2227-7102/10/10/291

Habes, M., et. al., (2018). The role of modern media technology in improving collaborative
learning of students in Jordanian universities. 2. 71-82. Research Gate. Retrieved from
https://www.researchgate.net/publication/329933510_The_role_of_modern_media_technology_i
n_improving_collaborative_learning_of_students_in_Jordanian_universities

Huifeng (2020). Coronavirus did not originate in Wuhan seafood market, Chinese scientists say.
South China Morning Post. Retrieved from
https://www.scmp.com/news/china/science/article/3051981/coronavirus-did-not-originate-
wuhan-seafood-market-chinese

Ilina, M.S, Mustafina, R.F., Shcherbakova, I.A., (07 September 2020). Emotions and their Effect
on Learning. Retrieved from https://www.redalyc.org/journal/279/27964362035/html/

Joaquin, J. J. B., Biana, H. T., & Dacela, M. A. (2020, October). The Philippine higher education
sector in the time of COVID-19. In Frontiers in Education (Vol. 5, p. 208). Frontiers. Retrieved
from https://www.frontiersin.org/articles/10.3389/feduc.2020.576371/full

Jones, Steve. (2015) "PLATO". Encyclopedia Britannica. Retrieved from

https://www.britannica.com/topic/PLATO-education-system

Karageorgakis, T. (2018, May 27). Constructivism And Behaviorism in Designing Online

Learning Programs. eLearning Industry. Retrieved from https://elearningindustry.com/designing-
online-learning-programs-constructivism-behaviorism

Kurt, S. (2021, February 21). Constructivist Learning Theory. Educational Technology.

Retrieved from https://educationaltechnology.net/constructivist-learning-theory/

Li, L. (2014). Analysis of Psychological Factors Affecting the Quality of Online Learning.
Advanced Materials Research, 926–930, 4461–4464. Scientific Net. Retrieved from
https://www.scientific.net/AMR.926-930.4461

Malipot, M. H. (2021, February 27). DepEd's efforts to improve the quality of education amid
the pandemic receive support. Manila Bulletin. Retrieved from
https://mb.com.ph/2021/02/27/depeds-efforts-to-improve-quality-of-education-amid-the-
pandemic-receive-support/
 76

Maron, D. F. (2020, April 15). Wet markets likely launched the coronavirus. Here's what you
need to know. National Geographic. Retrieved from
https://www.nationalgeographic.com/animals/article/coronavirus-linked-to-chinese-wet-markets

Moneymax (2021, September 2). Distance Learning in the Philippines: Is It the Best Method for
Your Child? Retrieved from https://www.moneymax.ph/lifestyle/articles/distance-learning-
philippines

OECD, (2020, September 24). Strengthening online learning when schools are closed: The role
of families and teachers in supporting students during the COVID-19 crisis (2020). Retrieved
from https://www.oecd.org/coronavirus/policy-responses/strengthening-online-learning-when-
schools-are-closed-the-role-of-families-and-teachers-in-supporting-students-during-the-covid-
19-crisis-c4ecba6c/

Rodriguez Jr, R. L. (2021, June). New Normal Transition: Senior High School Teachers
Percipience on its Ways and Challenges. Research Gate. Retrieved from
https://www.researchgate.net/publication/354561512_New_Normal_Transition_Senior_High_Sc
hool_Teachers'_Percipience_on_Its_Ways_and_Challenges

Sadera, J. R. N., Torres, R. Y. S., & Rogayan Jr, D. V. (2020). Challenges Encountered by Junior
High School Students in Learning Science: Basis for Action Plan. Universal Journal of
Educational Research, 8(12A), 7405-7414. Research Gate. Retrieved from
https://www.researchgate.net/publication/346953213_Challenges_Encountered_by_Junior_High
_School_Students_in_Learning_Science_Basis_for_Action_Plan

Sangster A; Stoner G; Flood B. (2020). Insights into accounting education in a COVID-19

world. Taylor and Francis Online. Retrieved from
https://www.tandfonline.com/doi/full/10.1080/09639284.2020.1808487

Sattar, E. (2017, October 20). Cognitive Learning and Its Relationship with Online Education.
Association for Talent Development. Retrieved from https://www.td.org/insights/cognitive-
learning-and-its-relationship-with-online-education

Shore, K. (2021). The Student with Low Self-Esteem. Education World. Retrieved from
https://www.educationworld.com/a_curr/shore/shore059.shtml

Smith, J. A., & Osborn, M. (2015). The interpretative phenomenological analysis is a useful
methodology for research on the lived experience of pain. British journal of pain, 9(1), 41–42.
Sage Journals. Retrieved from https://doi.org/10.1177/2049463714541642

Pham, T. T. T., Le, H. A., Do, D. T. (2021, October 08). The Factors Affecting Students’ Online
Learning Outcomes during the COVID-19 Pandemic: A Bayesian Exploratory Factor Analysis.
Education Research International, vol. 2021, Article ID 2669098, 13 pages, 2021. Hindawi.
Retrieved from https://www.hindawi.com/journals/edri/2021/2669098/

Toquero, C. M. (2020). Challenges and opportunities for higher education amid the COVID-19
pandemic: The Philippine context. Pedagogical Research, 5(4). Institute of Education Sciences.
Retrieved from https://eric.ed.gov/?id=EJ1263557
 77

UNESCO. Education: From disruption to recovery. UNESCO. Retrieved from

https://en.unesco.org/covid19/educationresponse/

Western Governors University (2020, May 29). What is the Behavioral Learning Theory? WGU
website. Retrieved from https://www.wgu.edu/blog/what-behavioral-learning-
theory2005.html#close

World Health Organization (2021). Coronavirus Disease (COVID-19). Retrieved from

https://www.who.int/health-topics/coronavirus?fbclid=IwAR16bxz4cvrp08H-
RJgpvkIlrgw1DBamjwGrbfKY2XJ7_CUOLFpOaLXqH_I#tab=tab_1

Zhang, W.; Wang, Y.; Yang, L.; Wang, C. (2020). Suspending Classes Without Stopping
Learning: China’s Education Emergency Management Policy in the COVID-19 Outbreak. J.
Risk Financial Manag. (2020). MDPI. Retrieved from https://www.mdpi.com/1911-
8074/13/3/55
 78

APPENDICES
 79

Appendix A
Informed Consent to the Participants

Dear Participants,
In partial fulfillment of the requirements of the course Research 1. We, grade 12
students of Science Technology Engineering and Sciences from First Asia Institute of Technology
and Humanities (FAITH) – Fidelis are currently making a research study entitled “Remote
Learning: A Qualitative Study on the Challenges of Online Education Encountered by STEM
Students”. Our study needs a participation from STEM students who are enrolled and taking
distance learning modality (online classes) with 1 year of experience. In that reason, we are
encouraging you to join and be a part of this research.
We are humbly asking you a permission to be a part of our study, there will be 8 participants
in total to join this interview and the activity will be held via online with the used of google meet
platform. There are at least 2-3 researchers will enter the meet, each participant will come in to the
link provided when it is their turn of their interview. Also, each participant has only span of 30
minutes to answer the validated questions. The 2 researchers will throw a some of questions to
answer while the other 1 is going to observe your behavior for the entire meeting. Each participant
is allowed to open their microphones and cameras while the question and answer are being
conducted.
To have a better movement of the meeting, participants must choose and have their own
comfortable position while conducting the interview where there is no possible distraction outside
the meeting and your surroundings. Make sure that before you enter the meeting, you have no
work to do to avoid so much interruptions. This study aims to describe the difficulties in remote
learning to Senior High School STEM students in the wake of the COVID-19 crisis. Specifically,
the findings of our research are beneficiaries to parents, educators, DepEd, especially to students.
This study aims to distinguish and compare the various experiences of the students as well
as to provide a grasp of understanding in terms of students' learning styles, academic performance,
mental health, and ability to cope in the new educational environment to those who are involved
in and experiencing this medium of education. Moreover, it will be beneficial by giving students
stronger aspiration and motivation, as well as higher self-esteem and self-discipline.
If you decide to participate in the interview, all the personal information gathered from this
study will remain confidential and will not be disclosed without the knowledge and permission of
the person involved. Besides, to better protect your private life, all the information gathered will
be used only in this interview.
The results of the study will be shared with the professor and the panelists, as well as the
participants in the study. The grade twelve students who participate in the interview will also be
given a copy of the consent if they want to read and analyze the results of the study. We are also
 80

presenting the study for those students who want to read it, and there is also a chance that there
will be a lot of people who will be able to read the paper since it is relatable.
We hope that you have read and understood the consent. We are hoping for your good
cooperation, and we are thankful for the time that you have given us to read the consent. If you
have concerns and questions that you would like to ask, don’t hesitate to give us a message. Feel
free to contact us with this email: s2020101130@firstasia.edu.ph

Sincerely, Noted by:

Caraig, Quincy Margarett E. Ms. Diane Angelika Nicole Novicio
Cepillo, Ladylyn P. Research Adviser
De Leon, Althea Rose R.
Del Rosario, Reigne Dominique M.
Lat, Joachim Morri Seth M.
Mampao, Sahanie
Mendoza, Althea R.
Researchers

Research Participation Information Form

This certify that I am fully aware and understand the following conditions for my participation in
the study titled: “Remote Learning: A Qualitative Study on the Challenges of Online Education
Encountered by STEM Students” to be conducted by the aforementioned researchers for their
completion of their subject in Research I.

______________________________ ______________________________
Name of Participant Signature of the Participant
 81

Appendix B
Inform Consent for the Participants’ Parents

Dear Parents,

Good day, we are students from Fidelis Senior High School, taking the Science, Technology,
Engineering and Mathematics as Grade 12 STEM students section E. As part of our requirement
for the subject Research I, we will be conducting a qualitative research study entitled: “Remote
Learning: A Qualitative Study on the Challenges of Online Education Encountered by STEM
Students”

This study aims to distinguish and compare the various experiences of the students as well as to
provide a grasp of understanding in terms of students' learning styles, academic performance,
mental health, and ability to cope in the new educational environment to those who are involved
in and experiencing this medium of education. Moreover, it will be beneficial by giving students
stronger aspiration and motivation, as well as higher self-esteem and self-discipline.

In this regard, we humbly ask permission for you to allow your child to participate in this study,
your child is chosen to participate in the study since she/he meets the criteria set by the researchers
and believed to provide accurate data that would be helpful in finishing this research. Your child
will undergo an interview with the use of Google Meet, the interview will be recorded through the
recorder provided by the online platforms mentioned for the purpose of transcribing and accurate
capture of data. Rest assured that the information that will be gathered will be used solely for the
completion of this study and will be treated with confidentiality. The identity of your child will
also be protected

Your permission to let your child participate in this study will be highly much
appreciated, if you have questions and concerns to clarify. Feel free to contact the researcher in
this email address: s2020101130@firstasia.edu.ph
 82

Sincerely, Noted by:

Caraig, Quincy Margarett E. Ms. Diane Angelika Nicole Novicio
Cepillo, Ladylyn P. Research Adviser
De Leon, Althea Rose R.
Del Rosario, Reigne Dominique M.
Lat, Joachim Morri Seth M.
Mampao, Sahanie
Mendoza, Althea R.
Researchers

Research Permission Information Form

This certify that I am allowing my child to participate in the study titled: “Remote Learning: A
Qualitative Study on the Challenges of Online Education Encountered by STEM Students” to be
conducted by the aforementioned researchers for their completion of their subject in Research I. I
am fully aware and understand the following conditions for the study

______________________________ ______________________________
Name of Parent Signature of the Parent
 83

Appendix C
Letter for Validation

November 2021
Ms. Gandia, Ms. Malabanan, and Ms. Novicio
Good Day!
We are students taking the Science, Technology, Engineering and Mathematics strand at
First Asia Institute of Technology and Humanities - Fidelis Senior High School, grade 12 students
of section E specialized in Allied Health. As part of our requirement for the subject Practical
Research I, we will conduct a qualitative research study entitled “Remote Learning: A Qualitative
Study on the Challenges of Online Education Encountered by STEM Students” that aims to know
what are the possible difficulties and solutions to solve the problem. This research also intends to
distinguish and compare the various experiences of the students as well as to provide a grasp of
understanding in terms of students learning styles, academic performances, mental health, and
ability for coping in the new educational environment to those who are involved and experiencing
this medium of education.
In connection with this, may we sincerely ask for your assistance with regard to the
validation of our questionnaires necessary for the study. Please feel free to write anything with the
item. You may accept essential items, reject unessential items, and comment and suggest on items
that needs improvement. We are open and glad to receive opinions and recommendations that
would support our study with respect to your expertise regarding the validation of our
questionnaires.
Your kind consideration and favorable action will be highly appreciated. Thank you very
much and God bless you.

Sincerely, Noted by:

Caraig, Quincy Margarett E. Ms. Diane Angelika Nicole Novicio
Cepillo, Ladylyn P. Research Adviser
De Leon, Althea Rose R.
Del Rosario, Reigne Dominique M.
Lat, Joachim Morri Seth M.
Mampao, Sahanie
Mendoza, Althea R.
Researchers
 84

Appendix D
Participants Profile

Instructions: Check (√) the following if it applies to you. Fill in the fields
based on the information it requires.

Name (optional):
Strand/Grade Level:
School Attended:
Learning Modality (online/modular):

Age:
( ) 15 years old ( ) 17 years old
( ) 16 years old ( ) 18 years old

Gender:
( ) Male ( ) Female

City living in:

( ) Sto. Tomas ( ) Tanauan
( ) Talisay
 85

Appendix E

INTERVIEW GUIDE VALIDATION SHEET

REMOTE LEARNING: A QUALITATIVE STUDY ON THE CHALLENGES OF

ONLINE EDUCATION ENCOUNTERED BY STEM STUDENTS

INTERVIEW GUIDE QUESTIONS VALIDATION SHEET

Name of Validator:
Educational Attainment:
Position Held:
Field of Specialization:
Signature:
____________________________
____________________________
____________________________
____________________________
____________________________

SOP 1 – Problems encountered by the students in terms of attending online classes.

What are the problems encountered by the students in terms of attending online classes amid a

pandemic?

Guide Questions Retain Revise Reject

1. What may be the reason that are

causing you to suffer in online classes?
Ano ang mga nagiging dahilan na
nagdudulot ng iyong paghihirap sa
online class?
2. Would you give and state the problems
that you encountered during your
synchronous and asynchronous classes?
Maaari ka bang magbigay ng mga
problema na iyong
naranasan/nararanasan habang nag-
online classes at gumagawa ng aktibiti?
3. How do you find a way to get through
those difficulties?
 86

Paano mo nagagawan ng paraan

malampasan ang mga iyong
paghihirap?
4. What subject did you think is hard for
you to cope up?
Anong subject ang sa tingin mo ay
mahirap para sa iyo na makayanan?
5. What subject do you think provide
bunch of activities?
Anong subject sa tingin mo ang
madaming magbigay ng aktibiti?
6. What kind of difficulties did you
experience at home to affect your
studies?
Anong uri ng mga paghihirap ang
naranasan/nararanasan mo sa bahay
upang makaapekto sa iyong pag-aaral
7. At times of studying and listening to
the class, are you able to focus? Why or
why not?
Sa oras ng pag-aaral at pakikinig sa
klase, nakakapag-focus ka ba? Bakit o
bakit hindi?
8. Are you able to finish your tasks on
time? Why and why not?
Nagagawa mo bang tapusin ang iyong
mga gawain sa oras? Bakit at bakit
hindi?
9. In what way do you learn? Using
visual, auditory, or direct interaction to
learn?
Sa paanong paraan ka natututo?
Paggamit ang biswal, pakikinig, o
direktang pakikipag-ugnayan para
matuto?
10. How does online classes affect your
academic performance?
Paano nakakaapekto ang mga online
na klase sa iyong academic
performance?
 87

SOP 2: Students Learning Styles

How could students enhance their learning styles during a pandemic?

Guide Questions Retain Revise Reject

1. When do you feel motivated to study

during online classes?
Kailan ka nakakaramdam ng motibasyon
na mag-aral sa mga online na klase?
2. What are the useful applications or
websites that helped you throughout the
online learning?
Ano ang mga kapaki-pakinabang na
application o website na nakatulong sa
iyo sa buong online na pag-aaral?
3. What do you think are the essential things
that a student should consider in an online
learning environment?
Ano sa palagay mo ang mga
mahahalagang bagay na dapat isaalang-
alang ng isang mag-aaral sa isang
kapaligiran sa online na pag-aaral?
4. How much have you improved on
studying in an online learning
environment?
Gaano kalaki ang iyong na-improved sa
pag-aaral sa isang online learning
environment?
5. What is the most valuable lesson that you
learned during online classes?
Ano ang pinakamahalagang aral na
natutunan mo sa mga online na klase?
6. How do you utilize your gadgets in online
learning?
Paano mo ginagamit ang iyong mga
gadget sa online na pag-aaral?
7. How does being in a comfortable
environment helped you in studying?
 88

Paano nakatulong ang pagiging

komportable sa iyong pag-aaral?
8. In what way do online classes boost your
knowledge?
Sa paanong paraan pinalalakas ng mga
online na klase ang iyong kaalaman?
9. What are the favorable situations for you
when it comes to online learning?
Ano ang mga paborableng sitwasyon para
sa iyo pagdating sa online na pag-aaral?
11. Does studying at home work the best for
you compared to the face-to-face classes
before? If so, how?
Ang pag-aaral ba sa bahay ay
pinakamainam para sa iyo kumpara sa
mga harapang klase noon? Kung gayon,
paano?

SOP 3– Mental health management due to academic workload.

How do learners manage their mental health due to academic workload?

Guide Questions Retain Revise Reject

1. How do you feel by participating in

online classes?
Ano ang pakiramdam mo sa pagsali sa
mga online na klase?
2. How are you as a student? (Are you
active in class? Do you pass your
schoolworks on time? Are you having a
hard time with it?)
Kumusta ka bilang isang mag-aaral?
Active ka ba sa klase? Napapasa mo ba
ang iyong mga gawain sa paaralan sa
oras? Nahihirapan ka ba dito?
3. Have you experienced a week or longer of
lower-than-usual interest in activities that
you usually enjoy?
 89

Nakaranas ka na ba mawalan ng interes

sa mga aktibidad na karaniwan mong
ginagawa at nagbibigay sa iyo ng
kasiyahan?
4. How confident have you been feeling with
your capabilities to handle your academic
workloads recently?
Gaanong tiwala ang nararamdaman mo
sa iyong sarili para mapanghawakan ang
akademikong gawain kamakailan lang?
5. How well do you handle yourself in terms
of handling personal problems and school
deadlines?
Gaano mo kahusay pinangangasiwaan
ang paghawak ng mga personal na
problema at mga deadline sa paaralan?
6. How do you handle yourself when you are
upset due to something that happened
unexpectedly, especially in online
classes?
Paano mo haharapin ang iyong sarili
kapag naiinis ka dahil sa isang bagay na
hindi inaasahan lalo na sa online classes?
7. How do you handle yourself when you
find that you can’t cope with the things
you need to do in school?
Paano mo napang-hahawakan ang iyong
sarili kapag nalaman mong hindi mo
makayanan ang mga bagay na kailangan
mong gawin sa paaralan?
8. How do you feel when you are unable to
control the academic stress you are
experiencing?
Ano ang pakiramdam mo kapag hindi mo
kayang kontrolin ang akademikong stress
na iyong nararanasan?
9. Would you give some instances that
makes you need help? What are the things
do you consider to seek help? When it
usually happened?
 90

Maaari ka bang magbigay ng ilang

pagkakataon na kailangan mo ng tulong?
Ano ang mga bagay na kino-consider mo
para humingi ng tulong? Kailan ito
karaniwang nangyayari?
10. Overall, how would you rate your mental
health?
Sa pangkalahatan, paano mo ire-rate ang
iyong kalusugang pangkaisipan?

Appendix F

INTERVIEW GUIDE VALIDATION SHEET

REMOTE LEARNING: A QUALITATIVE STUDY ON THE CHALLENGES OF

ONLINE EDUCATION ENCOUNTERED BY STEM STUDENTS

INTERVIEW GUIDE QUESTIONS VALIDATION SHEET

Name of Validator: _Danica M. Gandia., RPm
Educational Attainment: Post Graduate Degree(ongoing)
Position Held: Registered Psychometrician
Field of Specialization: Clinical Psychology
Signature: ____________________________

SOP 1 – Problems encountered by the students in terms of attending online classes.

What are the problems encountered by the students in terms of attending online classes amid a

pandemic?

Guide Questions Retain Revise Reject

 91

1. What may be the reason that are causing /

you to suffer in online classes?
Ano ang mga nagiging dahilan na
nagdudulot ng iyong paghihirap sa online
class?
2. Would you give and state the problems /
that you encountered during your
synchronous and asynchronous classes?
Maaari ka bang magbigay ng mga
problema na iyong
naranasan/nararanasan habang nag-
online classes at gumagawa ng aktibiti?
3. How do you find a way to get through /
those difficulties?
Paano mo nagagawan ng paraan
malampasan ang mga iyong paghihirap?
4. What subject did you think is hard for you /
to cope up?
Anong subject ang sa tingin mo ay
mahirap para sa iyo na makayanan?
5. What subject do you think provide bunch /
of activities?
Anong subject sa tingin mo ang madaming
magbigay ng aktibiti?
6. What kind of difficulties did you /
experience at home to affect your studies?
Anong uri ng mga paghihirap ang
naranasan/nararanasan mo sa bahay
upang makaapekto sa iyong pag-aaral
7. At times of studying and listening to the /
class, are you able to focus? Why or why
not?
Sa oras ng pag-aaral at pakikinig sa klase,
nakakapag-focus ka ba? Bakit o bakit
hindi?
8. Are you able to finish your tasks on time? /
Why and why not?
Nagagawa mo bang tapusin ang iyong
mga gawain sa oras? Bakit at bakit
hindi?
 92

9. In what way do you learn? Using visual, /

auditory, or direct interaction to learn?
Sa paanong paraan ka natututo?
Paggamit ang biswal, pakikinig, o
direktang pakikipag-ugnayan para
matuto?
10. How does online classes affect your /
academic performance?
Paano nakakaapekto ang mga online na
klase sa iyong academic performance?

SOP 2: Students Learning Styles

How could students enhance their learning styles during a pandemic?

Guide Questions Retain Revise Reject

1. When do you feel motivated to study /

during online classes?
Kailan ka nakakaramdam ng motibasyon
na mag-aral sa mga online na klase?
2. What are the useful applications or /
websites that helped you throughout the
online learning?
Ano ang mga kapaki-pakinabang na
application o website na nakatulong sa
iyo sa buong online na pag-aaral?
3. What do you think are the essential things /
that a student should consider in an online
learning environment?
Ano sa palagay mo ang mga
mahahalagang bagay na dapat isaalang-
alang ng isang mag-aaral sa isang
kapaligiran sa online na pag-aaral?
4. How much have you improved on /
studying in an online learning
environment?
 93

Gaano kalaki ang iyong na-improved sa

pag-aaral sa isang online learning
environment?
5. What is the most valuable lesson that you /
learned during online classes?
Ano ang pinakamahalagang aral na
natutunan mo sa mga online na klase?
6. How do you utilize your gadgets in online /
learning?
Paano mo ginagamit ang iyong mga
gadget sa online na pag-aaral?
7. How does being in a comfortable /
environment helped you in studying?
Paano nakatulong ang pagiging
komportable sa iyong pag-aaral?
8. In what way do online classes boost your /
knowledge?
Sa paanong paraan pinalalakas ng mga
online na klase ang iyong kaalaman?
9. What are the favorable situations for you /
when it comes to online learning?
Ano ang mga paborableng sitwasyon para
sa iyo pagdating sa online na pag-aaral?
11. Does studying at home work the best for /
you compared to the face-to-face classes
before? If so, how?
Ang pag-aaral ba sa bahay ay
pinakamainam para sa iyo kumpara sa
mga harapang klase noon? Kung gayon,
paano?

SOP 3– Mental health management due to academic workload.

How do learners manage their mental health due to academic workload?

Guide Questions Retain Revise Reject

 94

1. How do you feel by participating in /

online classes?
Ano ang pakiramdam mo sa pagsali sa
mga online na klase?
2. How are you as a student? (Are you /
active in class? Do you pass your
schoolworks on time? Are you having a
hard time with it?)
Kumusta ka bilang isang mag-aaral?
Active ka ba sa klase? Napapasa mo ba
ang iyong mga gawain sa paaralan sa
oras? Nahihirapan ka ba dito?
3. Have you experienced a week or longer of /
lower-than-usual interest in activities that
you usually enjoy?
Nakaranas ka na ba mawalan ng interes
sa mga aktibidad na karaniwan mong
ginagawa at nagbibigay sa iyo ng
kasiyahan?
4. How confident have you been feeling with ,/
your capabilities to handle your academic
workloads recently?
Gaanong tiwala ang nararamdaman mo
sa iyong sarili para mapanghawakan ang
akademikong gawain kamakailan lang?
5. How well do you handle yourself in terms /
of handling personal problems and school
deadlines?
Gaano mo kahusay pinangangasiwaan
ang paghawak ng mga personal na
problema at mga deadline sa paaralan?
6. How do you handle yourself when you are /
upset due to something that happened
unexpectedly, especially in online
classes?
Paano mo haharapin ang iyong sarili
kapag naiinis ka dahil sa isang bagay na
hindi inaasahan lalo na sa online classes?
 95

7. How do you handle yourself when you /

find that you can’t cope with the things
you need to do in school?
Paano mo napang-hahawakan ang iyong
sarili kapag nalaman mong hindi mo
makayanan ang mga bagay na kailangan
mong gawin sa paaralan?
8. How do you feel when you are unable to /
control the academic stress you are
experiencing?
Ano ang pakiramdam mo kapag hindi mo
kayang kontrolin ang akademikong stress
na iyong nararanasan?
9. Would you give some instances that /
makes you need help? What are the things
do you consider to seek help? When it
usually happened?
Maaari ka bang magbigay ng ilang
pagkakataon na kailangan mo ng tulong?
Ano ang mga bagay na kino-consider mo
para humingi ng tulong? Kailan ito
karaniwang nangyayari?
10. Overall, how would you rate your mental /
health?
Sa pangkalahatan, paano mo ire-rate ang
iyong kalusugang pangkaisipan?
 96

Appendix G
INTERVIEW GUIDE VALIDATION SHEET

REMOTE LEARNING: A QUALITATIVE STUDY ON THE CHALLENGES OF

ONLINE EDUCATION ENCOUNTERED BY STEM STUDENTS

INTERVIEW GUIDE QUESTIONS VALIDATION SHEET

Name of Validator:
Educational Attainment:
Position Held:
Field of Specialization:
Signature:
MEI EDELWEISSE V. MALABANAN,RPm
College Graduate(BS Psychology_) /
CAR -MA GUIDANCE AND COUNSELING
AO II/HRMO I_______________
Human Resource/ Personnel

SOP 1 – Problems encountered by the students in terms of attending online classes.

What are the problems encountered by the students in terms of attending online classes amid a

pandemic?

Guide Questions Retain Revise Reject

12. What may be the reason that are causing 𝑇𝑦𝑝𝑒 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 ℎ𝑒𝑟𝑒.
you to suffer in online classes?
Ano ang mga nagiging dahilan na
nagdudulot ng iyong paghihirap sa online
class?
13. Would you give and state the problems
that you encountered during your
synchronous and asynchronous classes?
Maaari ka bang magbigay ng mga
problema na iyong You can separate
naranasan/nararanasan habang nag- the question with
online classes at gumagawa ng aktibiti? synchronous and
asynchronous.
 97

14. How do you find a way to get through

those difficulties?
Paano mo nagagawan ng paraan
malampasan ang mga iyong paghihirap?

rephrase the

tagalog

translation.

15. What subject did you think is hard for you

to cope up?
Anong subject ang sa tingin mo ay
mahirap para sa iyo na makayanan?

16. What subject do you think provide bunch

of activities?
Anong subject sa tingin mo ang madaming
magbigay ng aktibiti?

Specific subject?

or give at least

three

17. What kind of difficulties did you

experience at home to affect your studies?
Anong uri ng mga paghihirap ang
naranasan/nararanasan mo sa bahay
upang makaapekto sa iyong pag-aaral
18. At times of studying and listening to the
class, are you able to focus? Why or why
not?
Sa oras ng pag-aaral at pakikinig sa klase,
nakakapag-focus ka ba? Bakit o bakit
hindi?
19. Are you able to finish your tasks on time?
Why and why not?
Nagagawa mo bang tapusin ang iyong
mga gawain sa oras? Bakit at bakit
hindi?
 98

20. In what way do you learn? Using visual,

auditory, or direct interaction to learn?
Sa paanong paraan ka natututo?
Paggamit ang biswal, pakikinig, o
direktang pakikipag-ugnayan para
matuto?
21. How does online classes affect your
academic performance?
Paano nakakaapekto ang mga online na
klase sa iyong academic performance?

SOP 2: Students Learning Styles

How could students enhance their learning styles during a pandemic?

Guide Questions Retain Revise Reject

10. When do you feel motivated to study

during online classes?
Kailan ka nakakaramdam ng motibasyon
na mag-aral sa mga online na klase?

11. What are the useful applications or

websites that helped you throughout the
online learning?
Ano ang mga kapaki-pakinabang na
application o website na nakatulong sa
iyo sa buong online na pag-aaral?
12. What do you think are the essential things
that a student should consider in an online
learning environment?
Ano sa palagay mo ang mga
mahahalagang bagay na dapat isaalang-
alang ng isang mag-aaral sa isang
kapaligiran sa online na pag-aaral?
 99

13. How much have you improved on

studying in an online learning
environment?
Gaano kalaki ang iyong na-improved sa
pag-aaral sa isang online learning
environment? improvement on

academic

performance,

time

management.

14. What is the most valuable lesson that you

learned during online classes?
Ano ang pinakamahalagang aral na
natutunan mo sa mga online na klase?

15. How do you utilize your gadgets in online

learning?
Paano mo ginagamit ang iyong mga
gadget sa online na pag-aaral?

16. How does being in a comfortable

environment helped you in studying?
Paano nakatulong ang pagiging
komportable sa iyong pag-aaral?

17. In what way do online classes boost your

knowledge?
Sa paanong paraan pinalalakas ng mga
online na klase ang iyong kaalaman?

18. What are the favorable situations for you

when it comes to online learning?
Ano ang mga paborableng sitwasyon para
sa iyo pagdating sa online na pag-aaral?

22. Does studying at home work the best for

you compared to the face-to-face classes
before? If so, how?
Ang pag-aaral ba sa bahay ay
pinakamainam para sa iyo kumpara sa
 100

mga harapang klase noon? Kung gayon,

paano?

SOP 3– Mental health management due to academic workload.

How do learners manage their mental health due to academic workload?

Guide Questions Retain Revise Reject

11. How do you feel by participating in

online classes?
Ano ang pakiramdam mo sa pagsali sa
mga online na klase?

12. How are you as a student? (Are you

active in class? Do you pass your
schoolworks on time? Are you having a
hard time with it?) You
Kumusta ka bilang isang mag-aaral? can separate each
Active ka ba sa klase? Napapasa mo ba question.
ang iyong mga gawain sa paaralan sa
oras? Nahihirapan ka ba dito?
13. Have you experienced a week or longer of
lower-than-usual interest in activities that
you usually enjoy?
Nakaranas ka na ba mawalan ng interes
sa mga aktibidad na karaniwan mong
ginagawa at nagbibigay sa iyo ng
kasiyahan?
14. How confident have you been feeling with
your capabilities to handle your academic
workloads recently?
Gaanong tiwala ang nararamdaman mo
sa iyong sarili para mapanghawakan ang
akademikong gawain kamakailan lang?
15. How well do you handle yourself in terms
of handling personal problems and school
deadlines?
 101

Gaano mo kahusay pinangangasiwaan

ang paghawak ng mga personal na
problema at mga deadline sa paaralan?
16. How do you handle yourself when you are
upset due to something that happened
unexpectedly, especially in online
classes?
Paano mo haharapin ang iyong sarili
kapag naiinis ka dahil sa isang bagay na
hindi inaasahan lalo na sa online classes?
17. How do you handle yourself when you
find that you can’t cope with the things
you need to do in school?
Paano mo napang-hahawakan ang iyong
sarili kapag nalaman mong hindi mo
makayanan ang mga bagay na kailangan
mong gawin sa paaralan?
18. How do you feel when you are unable to
control the academic stress you are
experiencing?
Ano ang pakiramdam mo kapag hindi mo
kayang kontrolin ang akademikong stress
na iyong nararanasan?
19. Would you give some instances that
makes you need help? What are the things
do you consider to seek help? When it
usually happened?
Maaari ka bang magbigay ng ilang
pagkakataon na kailangan mo ng tulong?
Ano ang mga bagay na kino-consider mo
para humingi ng tulong? Kailan ito
karaniwang nangyayari?
20. Overall, how would you rate your mental
health?
Sa pangkalahatan, paano mo ire-rate ang
iyong kalusugang pangkaisipan?
 102

Appendix H

INTERVIEW GUIDE VALIDATION

SHEET

REMOTE LEARNING: A QUALITATIVE STUDY ON THE CHALLENGES

OF ONLINE EDUCATION ENCOUNTERED BY STEM STUDENTS

INTERVIEW GUIDE QUESTIONS VALIDATION SHEET

Name of Validator: Diane Angelika Nicole D. Novicio

Educational Attainment: MA in Psychology Major in Clinical Psychology
Position Held: FAITH Faculty Member/Psychometrician
Field of Specialization: Clinical Psychology
Signature:

SOP 1 – Problems encountered by the students in terms of attending online classes.

What are the problems encountered by the students in terms of attending online classes amid a
pandemic?

Guide Questions Retain Revise Reject

1. What may be the reason that are √

causing you to suffer in online classes?
Ano ang mga nagiging dahilan na What do you
nagdudulot ng iyong paghihirap sa think are the
online class? factors why
students
struggle with
online classes?

2. Would you give and state the problems √

that you encountered during your
synchronous and asynchronous classes?
 103

Maaari ka bang magbigay ng mga

problema na iyong
naranasan/nararanasan habang nag-
online classes at gumagawa ng aktibiti?
3. How do you find a way to get through √
those difficulties?
Paano mo nagagawan ng paraan
malampasan ang mga iyong
paghihirap?
4. What subject did you think is hard for √
you to cope up?
Anong subject ang sa tingin mo ay
mahirap para sa iyo na makayanan?
5. What subject do you think provide bunch √
of activities?
Anong subject sa tingin mo ang
madaming magbigay ng aktibiti?
6. What kind of difficulties did you √
experience at home to affect your
studies? How does
Anong uri ng mga paghihirap ang your personal
naranasan/nararanasan mo sa bahay problems at
upang makaapekto sa iyong pag-aaral home affect
your
performance at
school?

7. At times of studying and listening to √

the class, are you able to focus? Why or
why not? What are the
Sa oras ng pag-aaral at pakikinig sa reasons why
klase, nakakapag-focus ka ba? Bakit o students find it
bakit hindi? hard to focus
 104

during online

classes?
8. Are you able to finish your tasks on √
time? Why and why not?
Nagagawa mo bang tapusin ang iyong What are the
mga gawain sa oras? Bakit at bakit reasons why
hindi? students
experience
difficulty
accomplishing
tasks on time?

9. In what way do you learn? Using √

visual, auditory, or direct interaction to
learn? What are the
Sa paanong paraan ka natututo? strategies you
Paggamit ang biswal, pakikinig, o are using to
direktang pakikipag-ugnayan para learn
matuto? effectively?

10. How does online classes affect your √

academic performance?
Paano nakakaapekto ang mga online
na klase sa iyong academic
performance?

SOP 2: Students Learning Styles

How could students enhance their learning styles during a pandemic?

Guide Questions Retaine Revised Reject

1. When do you feel motivated to study How do you
during online classes?
Kailan ka nakakaramdam ng keep yourself
motibasyon na mag-aral sa mga online
na klase? motivated

during

online classes?
 105

2. What are the useful applications or √

websites that helped you throughout
the online learning?
Ano ang mga kapaki-pakinabang na
application o website na nakatulong sa
iyo sa buong online na pag-aaral?
3. What do you think are the essential √
things that a student should consider in
an online learning environment?
Ano sa palagay mo ang mga
mahahalagang bagay na dapat
isaalang-alang ng isang mag-aaral sa
isang kapaligiran sa online na pag-
aaral?
4. How much have you improved on √
studying in an online learning
environment?
Gaano kalaki ang iyong na-improved
sa pag-aaral sa isang online learning
environment?
5. What is the most valuable lesson that √
you learned during online classes?
Ano ang pinakamahalagang aral na
natutunan mo sa mga online na
klase?
6. How do you utilize your gadgets in √
online learning?
Paano mo ginagamit ang iyong mga
gadget sa online na pag-aaral?
7. How does being in a comfortable √
environment helped you in studying?
Paano nakatulong ang pagiging How
komportable sa iyong pag-aaral?
do

es someone’s

environment

affect
someone’s
 106

motivation to

learn?

8. In what way do online classes boost √

your knowledge?
Sa paanong paraan pinalalakas ng
mga online na klase ang iyong
kaalaman?
9. What are the favorable situations for √
you when it comes to online learning?
Ano ang mga paborableng sitwasyon
para sa iyo pagdating sa online na
pag-aaral?
11. Does studying at home work the best √
for you compared to the face-to-face
classes before? If so, how?
Ang pag-aaral ba sa bahay ay - Avoid yes
pinakamainam para sa iyo kumpara
sa mga harapang klase noon? Kung or no
gayon, paano? questions,
pakirevise
na hindi
yes or no
yung
question

SOP 3– Mental health management due to academic workload.

How do learners manage their mental health due to academic workload?
Guide Questions Retain Revise Reject

1. How do you feel by participating in √

online classes?
 107

Ano ang pakiramdam mo sa pagsali sa

mga online na klase?
2. How are you as a student? (Are you √
active in class? Do you pass your
schoolworks on time? Are you having How would
a hard time with it?)
Kumusta ka bilang isang mag-aaral? you describe
Active ka ba sa klase? Napapasa mo
ba ang iyong mga gawain sa paaralan yourself as a
sa oras? Nahihirapan ka ba dito?
student?

3. Have you experienced a week or longer √

of lower-than-usual interest in activities
that you usually enjoy?
Nakaranas ka na ba mawalan ng interes
sa mga aktibidad na karaniwan mong
ginagawa at nagbibigay sa iyo ng
kasiyahan?
4. How confident have you been feeling √
with your capabilities to handle your
academic workloads recently?
Gaanong tiwala ang nararamdaman
mo sa iyong sarili para
mapanghawakan ang akademikong
gawain kamakailan lang?
5. How well do you handle yourself in terms √
of handling personal problems and
school deadlines?
Gaano mo kahusay pinangangasiwaan
ang paghawak ng mga personal na
problema at mga deadline sa paaralan?
6. How do you handle yourself when you √
are upset due to something that
happened unexpectedly, especially in
online classes?
Paano mo haharapin ang iyong sarili
kapag naiinis ka dahil sa isang bagay
na hindi inaasahan lalo na sa online
classes?
7. How do you handle yourself when you √
find that you can’t cope with the things
you need to do in school?
Paano mo napang-hahawakan ang
iyong sarili kapag nalaman mong hindi
 108

mo makayanan ang mga bagay na

kailangan mong gawin sa paaralan?
8. How do you feel when you are unable √
to control the academic stress you are
experiencing?
Ano ang pakiramdam mo kapag hindi
mo kayang kontrolin ang akademikong
stress na iyong nararanasan?
9. Would you give some instances that √
makes you need help? What are the
things do you consider to seek help?
When it usually happened?
Maaari ka bang magbigay ng ilang
pagkakataon na kailangan mo ng
tulong? Ano ang mga bagay na kino-
consider mo para humingi ng tulong?
Kailan ito karaniwang nangyayari?
10. Overall, how would you rate your √
mental health?
Sa pangkalahatan, paano mo ire-rate How does
ang iyong kalusugang pangkaisipan?
online classes

affect your

mental health?
 109

Appendix I

FINAL INTERVIEW GUIDE QUESTIONS

Remote Learning: A Qualitative Study on the Challenges of Online

Education Encountered by STEM Students

SOP 1 What are the problems encountered by the students in terms of attending online
classes amid a pandemic?

1. Would you give and state the problems that you encountered during your synchronous and
asynchronous classes?
Maaari ka bang magbigay ng mga problema na iyong naranasan/nararanasan habang
nag-online classes at gumagawa ng aktibiti?
2. How do you find a way to get through those difficulties?
Paano mo nagagawan ng paraan malampasan ang mga iyong problema?
3. How does your personal problems at home affect your performance at school?
Paano nakakaapekto ang personal mong problema sa performace mo sa school?
4. What are the reasons why students experience difficulty accomplishing tasks on time?
Ano ang mga rason ng estudyante kung bakit nahihirapan tapusin ang mga gawain sa
tamang oras?

SOP 2 How could students enhance their learning styles during a pandemic?
1. How do you keep yourself motivated during online classes?
Paano mo napapanatiling motivated ang iyong sarili sa online class?
2. What is the most valuable lesson that you learned during online classes?
Ano ang pinakamahalagang aral na natutunan mo sa mga online na klase?
3. How does someone’s environment affect someone’s motivation to learn?
Paano nakakaapekto ang kapaligiran ng isang tao sa motibasyon niyang matuto?
4. How will you compare online and face to face classes base on the knowledge and
experiences you gain?
 110

Paano mo maihahambing ang online class at face-to-face classes base sa nakuha mong
aral at karanasan?

SOP 3 How do learners manage their mental health due to academic workload?

1. How would you describe yourself as a student?

Paano mo ipapakilala ang iyong sarili bilang estudyante?
2. How confident have you been feeling with your capabilities to handle your academic
workloads recently?
Gaanong kumpiyansa ang nararamdaman mo sa iyong sarili para mapanghawakan ang
iyong akademikong gawain?
3. How well do you handle yourself in terms of handling personal problems and school
deadlines?
Gaano mo kahusay pinangangasiwaan na makayanan ang mga personal na problema at
mga deadline sa paaralan?

4. How do you handle yourself when you are upset due to something that happened
unexpectedly, especially in online classes?
Paano mo nagagawang kontrolin ang iyong sama ng loob dahil sa isang bagay na hindi
mo inaasahan lalo na sa online classes?