Online Classes During the Pandemic: Learning or Survival by

Grade11 GAS-TAYLOR Students in STAND ALONE SENIOR

HIGHSCHOOL

A Research Paper
presented to
PRACTICAL RESEARCH
In Partial Fulfillment
of the Requirements
of Senior High School Department

Jhonraymart Borreros

MAY 2022

i
 Acknowledgement

For all, we all thankyou to God to give us strength to us by completing a

research, give some blessing, Strong ability and Mental Health to do a research good.

To our research project teacher, Mrs.Juliet ,I Sato for her concern to the subject and the

direction of the research paper of all group, Motivation and support to us, her discussion

has stretched patience, constructive suggestion and kind of values, the research is very

challenging. For the students of Arellano who respond to our online survey

questionnaire using google forms and cooperation and time.

ABSTRACT

This study examines the effectiveness of Online Classes During the Pandemic:

Learning or Survival to the SHS in Stand Alone Senior Highschool on the year of 2021-

2022.the purpose of this research is to address the students in how them faced the new

flatform of learning which is Online Class and if can help this kind of learning. The

literature review serves as foundation from which to asses’ current findings and offer

recommendation to the field for future research on online classes during the pandemic

ii
 Dedication

To god, thank you for give us strength to us and guiding us through challenging times to

achieve our goals

To Family, thank you for guiding, trusting me for the very first day and I promise I will

make you happy and I will make my dreams come true.

To Friends, thank you for supporting and helping me for giving a survey questionnaire,

give some advice to not give up, you give inspirational to me.

R.D.T

I offer my dedication to my family because they are the ones who encourage me to

pursue my dream, and they are the ones who always support me when I have a

problem

M.I.G

To my family, who teach me not to give up to any problem I encountered, who

supported me all through out.

To me, who never gave up, who work hard despite the situation, who pushed the

boundary of being weak to being strong,

C.C.L

to my family I am grateful because they are there to guide me to achieve my dream and

support everything I want, for my family I will fight for my dream so that I can prove that

you do not blame me for supporting my dream.

iii
to my god I thank you because you gave me the strength to fight my trials I faced in my

life, I also thank god because this school year you helped me pass all my subjects a lot

thank you.

to my friends who helped me don't worry I will achieve my dream one day I can help you

too.

R.D.V

To my family, thank you for trusting me and guide me in my journey thank you for giving

me strength to catch my dreams.

To my friends, thank you for supporting me help me when I have difficulty with my

activity or assignment.

For our leaders and member thank you for trusting and I hope I helped in our group

A.R

To myself, thank you for being there for me when I need help and always by my side

To god, thank you for all your support and guiding us.

A.L.R

I dedicate my dissertation work to my family and many friends., my caring parents,

whose words of encouragement and drive for tenacity echo in my ears, deserve special

thanks.

W.S

iv
 TABLE OF CONTENTS
Preliminaries Page
Title Page...........................................................................................................................i
Acknowledgement.............................................................................................................ii
Abstract............................................................................................................................ii
Dedication........................................................................................................................iii
Table of Contents............................................................................................................v
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND Page
Introduction.......................................................................................................................1
Background of the Study..................................................................................................1
Theoretical Framework.....................................................................................................4
Conceptual Framework.....................................................................................................5
Statement of the Problem.................................................................................................5
Significance of the Study..................................................................................................6
Scope and Delimitation.....................................................................................................6
Definitions of Terms..........................................................................................................7
CHAPTER 2
THE REVIEW OF RELATED LITERATURE AND STUDIES Page
Local Literature...............................................................................................................8
Foreign Literature...........................................................................................................10
Local Studies..................................................................................................................12
Foreign Studies...............................................................................................................12
Synthesis........................................................................................................................13
CHAPTER 3 METHODOLOGY Page
Research Method...........................................................................................................15
Respondents of the study.............................................................................................15
Sampling technique......................................................................................................15
Research instrument……………………………….……………………..…………………..15
Data Gathering Procedure..............................................................................................16

v
vi
 CHAPTER 1

Introduction

COVID-19 has become a global health crisis. As of January 25, 2021, there have been

almost 100 million cases of coronavirus (COVID-19) worldwide (Statista, 2021). In the

Philippines, this translates into 514,996 infected and 10,292 deaths (CNN Philippines, 2021).

To limit the spread of COVID-19, many governments have decided to employ quarantine

measures to shut down their educational institutions for a period of time. As a consequence,

more than a billion learners have been affected worldwide. Among this number are over 28

million Filipino learners across academic levels who must stay at home and comply with the

Philippine government’s quarantine measures (UNESCO, 2020). To address the needs of

students, the country has adopted constructive measures to ensure that education continues

despite the closure. Modified methods of online learning are included in these policies, with the

goal of facilitating student learning activities. Asynchronous, delayed-time activities, such as

pre-recorded video lectures and time-independent tests, are examples of online learning. A

recent study (Alipio, 2020) shows that majority of the respondents are not ready yet for e-

learning. The study reveals that most of the respondents had no access to computers with an

internet connection and adequate software (e.g., Microsoft Word, Adobe Acrobat). Generally,

they believe they do not possess basic skills to operate a computer (e.g., saving files, creating

folders) and for founding ways around the internet (e.g., using search engines, entering

passwords). The study's calculation shows that nearly 60% of the evaluated millennials have

low technology skills. While efforts are being made to improve the quality of online learning,

the government is reluctant to provide the needs of the students. The approach presented

here is a radical one, but commensurate with the issue.

Background of the Study

It all started in a virus came from the Wuhan china, covid-19 that made the whole world

into lockdown and quarantine. All the school dismissed earlier than its original time. Instead of

academic freeze, they prepare an online class for all the school year of batch 2020-2021, it is

1
reserved by law that the start of a class is always by first Monday of June. But it must be

postponed due to the said pandemic. The private schools started the class by the month of

august while the government ordered the public school to start by the month of October. The

class shall start at any way it’s possible, so the idea of online class started because it is

dangerous to conduct a face to face learning when there is a disease that’s been roaming

around in the whole world. This actively demonstrate that all of the schools must have an

online class which is might affect the student current situation. Not all the students can afford

online class due to quarantine conducted by the government, the incomes of every individual

diminish during the pandemic. And also its clearly that online class is hard for students to full

out because of lack of formal interaction like what students have at school. The use of virtual

courses among K-12 students has grown rapidly in recent years. Online learning can take a

number of different forms. Often people think of Massive Open Online Courses, or MOOCs,

where thousands of students watch a video online and fill out questionnaires or take exams

based on those lectures. Most online courses, however, particularly those serving K-12

students, have a format much more similar to in-person courses. The teacher helps to run

virtual discussion among the students, assigns homework, and follows up with individual

students. In both cases, the teacher is supposed to provide opportunities for students to

engage thoughtfully with subject matter, and students, in most cases, are required to interact

with each other virtually.

Theoretical Framework

The authors’ goal in presenting the framework is to support those designing and

facilitating online learning to structure their communication to engage students, particularly

disengaged learners. Conceived as a supportive and encouraging mechanism to encourage

students to enact their agency, the framework is research-informed, simple and accessible for

flexible usage. It is anticipated it will be useful for a number of audiences including academics
2
and educational designers to inform planning and practice, and for researchers, possibly as a

conceptual framework for data analysis.

Figure 3 focuses on three key concepts making up a sequential process, aligned with

relevant literature, to decode the explicit aspects of communication to enhance student

learning and engagement (Clark & Mayer, 2016). These concepts include: (i) expectation

management; (ii) engagement; (iii) and nudging. The next sections present the Conceptual

Framework to Enhance Student Online Learning and Engagement and discuss the three

concepts in terms of the strategies (what to do) and practices (how to do it)

Two theoretical perspectives were selected to inform how universities can better

address limited online engagement and resulting attrition. First, critical literacy can help identify

the assumptions underlying traditional institutional responses to increasing student diversity

and evolving technological disruption. It involves a shift from traditional assumptions where

students are perceived as being ‘deficit’ if they are unable to effectively negotiate university

environments. Critical Discourse Theory recasts students’ experiences to one of ‘unfamiliarity’,

which recognizes that students bring beliefs, values, and experiences that may, or may not, be

aligned with those of the university. Second, Communication Theory, in conjunction with

Critical Discourse, substantiates the idea that learning and teaching essentially is a

communication process relying on academics being explicit about their expectations to ensure

effective communication with students, thus assisting with engagement and mastering

unfamiliar literacies and practices.

Conceptual Framework

3
 FIGURE 3
KEY CONCEPTS TO ENHANCE ONLINE LEARNING AND ENGAGEMENT.

Statement of the Problem

1. Students will know how to handle the situation in dealing online class?

2. It will help them to know the strategies to cope up with the struggles in online

class

3.What are the changes that students have notice in the new learning system

(online class)

4. Is there a significant relation between the academic performance of the

students and their (Learning or Survival) dealing with online class?

Significance of the Study

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 The result of the study makes a big contribution to live and also to society it will bring

benefits and awareness that we can survive in today's era with pandemic and can help in

particular the following.

to the students: the study of is significant to the students because it enlightens their

minds to further expand their knowledge of various things and improve themselves

academically which can also change their lives and improve their eagerness to learn in time of

study. this study is also a guide for success in the future, but for now we need to survive the

pandemic first so that we can continue our studies even more so we can postpone the study

now for the safety of the students want to be able to finish school.

to the teacher: the study is significant to the teacher because it may serve as a guide

to successfully convince students that they can finish their studies but nowadays most people

need enough financial because of the pandemic. to the parents: the study is significant to the

parents because nowadays many children stop because of the pandemic that many students

now suffer so that other parents will be forced to stop their child from studying because of the

lack of financial

To my family: it’s important to have a parents or family because they are always to

guide me to get my dream and support everything I want, for their I will fight for my dream so

that I can prove that you do not blame me for supporting my dream.

To future researchers: the researchers have advice that you have always ready to the

challenge and always think positive be cooperate to your group and important trust yourself

and of course to your member/leader.

Scope and Delimitations

This study focused on the effects of online classes during pandemic, the research data

was based on all the students experiencing online classes during this pandemic. E-learning is

defined as learning that makes use of (GAS). Blended learning is mainly defined as the

integration of classroom and distance learning to facilitate an independent, interactive and

collaborative learning among students. However, to understand it in a more general

5
perspective, blended learning approach redesign courses that are developed, scheduled and

implemented through a combination of physical and virtual learning activities. It was previously

reported that blended learning provides better student’s satisfaction, motivation, student

engagement and performance

Definition of Terms

eLearning - Understanding eLearning is simple. eLearning is learning utilizing electronic

technologies to access educational curriculum outside of a traditional classroom. In most

cases, it refers to a course, program or degree delivered completely online.

Communicating - to impart knowledge of; make known.

Curriculum - the subjects comprising a course of study in a school or college

Survive - this term refers to human life and God

Pandemic - this term refers to a tragic and beliefs

Adobe - this term refers to metal and strongness

CHAPTER 2
6
 Review of Related Literature and Studies

This chapter includes all the necessary local and foreign literature and studies that will

scaffold the research, Online Classes During the Pandemic: Learning or Survival by Grade 11

GAS Students. The readings included will give relevance to the study as the basis of

interpretation and data gathering.

Local Literature

(Rossett & Chan, 2008). In the emerging knowledge society, online learning is

considered as of one of the important alternatives to traditional face-to-face, instructor-led

education. It enables us to deliver both learning and information at will, dynamically and

immediately.

The literature is closely related to the present study as it addresses 1. How online

class be attractive or interesting for all students, how it can be effective in the teaching the

students

(Jose A Fadul, 2014). This exploratory study investigates the use of a computational

knowledge engine (WolframAlpha) and social networking sites (Gmail, Yahoo and Facebook)

by 200 students at De La Salle-College of Saint Bended, their “friends” and their “friends of

friends” during the 2009 through 2013 school years, and how this appears to have added

value in knowledge generation. The primary aim is to identify what enhances productiveness

in knowledge generation in Philippine Tertiary Education. The phenomenological approach is

used, therefore there are no specific research questions or hypotheses proposed in this paper.

Considering that knowledge generation is a complex phenomenon, a stochastic modelling

approach is also used for the investigation that was developed specifically to study un-

deterministic complex systems. A list of salient features for knowledge generation is presented

as a result. In addition to these features, various problem types are identified from literature.

These are then integrated to provide a proposed framework of inclusive (friendly) and

innovative social networks, for knowledge generation in Philippine tertiary education.

7
 According to Roy martin simamora (2020), The impact of pandemic COVID-19 is

observed in every sector around the world. The education sectors of India as well as world are

badly affected by this. It has enforced the world-wide lock down creating very bad effect on the

students’ life. Around 32 crore learners stopped to move schools/colleges and all educational

activities halted in India. The outbreak of COVID-19 has taught us that change is inevitable. It

has worked as a catalyst for the educational institutions to grow and opt for platforms with

technologies, which have not been used before. The education sector has been fighting to

survive the crises with a different approach and digitizing the challenges to wash away the

threat of the pandemic. This paper highlights some measures taken by Govt. of India to

provide seamless education in the country. Both the positive and negative impacts of COVID-

19 on education are discussed and some fruitful suggestions are also pointed to carry out

educational activities during the pandemic situation.

COVID-19 pandemic has changed the way of learning in higher education. Teaching, and

learning activities that are usually carried out with face-to-face meetings have turned into

virtual meetings in various online learning applications. This paper aims to analyze student

essays in the form of perspectives or responses about the challenges of online learning during

the COVID-19 pandemic. This paper collected fifteen students as samples in the

Fundamentals of Education I course who were actively involved in online learning activities.

Online learning provides various instructions led by the lecturer. Instructions can be

synchronous (communication where participants interact in the same time space as video

conferencing, zoom, google meet, and WebEx) or asynchronous (time-separated

communication such as e-mail, google form, streaming video content, posting lecture notes

and social media platforms). This study used a qualitative approach. The researcher then

collecting, reading and highlights each student's response that is considered relevant for

analysis.

8
Foreign Literature

According to International Journal of Educational (2020) The intended purpose of this paper

seeks to address the required essentialities of online teaching-learning in education amid the

COVID-19 pandemic and how can existing resources of educational institutions effectively

transform formal education into online education with the help of virtual classes and other

pivotal online tools in this continually shifting educational landscape. The paper employs both

quantitative and qualitative approach to study the perceptions of teachers and students on

online teaching-learning modes and also highlighted the implementation process of online

teaching-learning modes. The value of this paper is to draw a holistic picture of ongoing online

teaching-learning activities during the lockdown period including establishing the linkage

between change management process and online teaching-learning process in education

system amid the COVID-19 outbreak so as to overcome the persisting academic disturbance

and consequently ensure the resumption of educational activities and discourses as a normal

course of procedure in the education system.

According to the aiming at assessing distance education during the period of COVID-

19 in multiple countries have been recently conducted [5–7]. Most of them have shown that

the school closures have provided clarity on different issues regarding access to education, as

well as more socioeconomic problems that affect people across communities, but their impact

is more severe specifically on low-income families [1]. In such a situation, moving from

traditional to online education would be the right option. However, the availability of information

technology equipment and Internet coverage and speed are essential [4]. As almost all of the

studies were undertaken during the first weeks of the outbreak, it appears that making a

conclusion on the quality of online learning needs future studies, as the main goal was to

continue the education in any possible way [4]. They conclude that online education would be

useful in the future. Therefore, learners will work more independently, which will have the

benefit of getting new skills, especially in the case of students with special needs. In the same

way, the qualification of the teachers was affected positively by moving their assignment to the
9
new way of the lessons and becoming more learning facilitators [4, 8]. To get more

effectiveness in open learning, the authors show that the success of these changes depends

strongly on the development of information and communication technologies [8]. A study on a

strategy for engaging remote learners was undertaken in Indian medicinal schools [9]. They

have shown that good teaching or a teacher cannot be substituted by technology; it can only

be used in special circumstances like COVID-19. The knowledge needed for the adoption of

digital technology during the pandemic period is also studied [10]. The work is focusing on the

gateway for digital learning in mathematics education during the COVID-19 period. Authors

have shown that the adoption of digital learning would stimulate the growth of digital learning

in mathematics and could be a positive response to such a situation.

According to Amit Joshi and Muddu Vinay (2020) In India, the COVID-19

outbreak has been declared an epidemic in all its states and union territories. To combat

COVID-19, lockdown was imposed on March 25, 2020 which has adversely affected the

education system in the country. It has changed the traditional education system to the

educational technologies (EdTechs) model, where teaching and assessments are conducted

online. This paper aims to identify the barriers faced by teachers during online teaching and

assessment in different home environment settings in India. The findings revealed four

categories of barriers that are faced by teachers during online teaching and assessments.

Under home environment settings, a lack of basic facilities, external distraction and family

interruption during teaching and conducting assessments were major issues reported.

Institutional support barriers such as the budget for purchasing advanced technologies, a lack

of training, a lack of technical support and a lack of clarity and direction were also reported.

Teachers also faced technical difficulties. The difficulties were grouped under a lack of

technical support, it included a lack of technical infrastructure, limited awareness of online

teaching platforms and security concerns. Teachers’ personal problems including a lack of

technical knowledge, negative attitude, course integration with technology and a lack of

motivation are identified as the fourth category to damper their engagement in online teaching

and assessments

10
Local Studies

In a study conducted by Academia(2021) entitled "Impact of E-learning during COVID-

19 pandemic among nursing students and teachers of Philippines", states that E-learning tools

are playing a crucial role during this pandemic but in developing countries. technological,

education/literacy background and socio-economic challenges exist. These challenges might

act as a hindrance to the E-learning process.

This study is relevant to the present study for the reason that it states the problems of

developing countries to cope with the pandemic in terms.

In relation to the study, the literature is relevant since it states the condition of the

students during the pandemic. It helps the reader to understand the student's material, mental,

and physical capability.

Foreign Studies

This studies Springer (2021) in an article about "Barriers to online learning in the time

of COVID-19: A national survey of medical students in the Philippines", it states that among

3670 medical students, 93% owned a smartphone and 83% had a laptop or desktop computer.

To access online resources, 79% had a postpaid internet subscription while 19% used prepaid

mobile data. Under prevailing conditions.

This study is relevant to Educational institutions (schools, colleges, and universities) in

India are currently based only on traditional methods of learning, that is, they follow the

traditional set up of face-to-face lectures in a classroom. Although many academic units have

also started blended learning, still a lot of them are stuck with old procedures.

11
 This study relation to (Singh & Thurman, 2019). The synchronous learning environment

is structured in the sense that students attend live lectures, there are real-time interactions

between educators and learners, and there is a possibility of instant feedback, whereas

asynchronous learning environments are not properly structured. In such a learning

environment, learning content is not available in the form of live lectures or classes; it is

available at different learning systems and forums.

Synthesis

The researchers learned the Online Classes During the Pandemic: Learning or Survival

based on both local and foreign literature and studies gathered. Online Classes Provider is the

ability of individuals and organizations to connect to the Internet using computer terminals,

computers, and other gadgets.

According to the researchers Online Classes is Online learning is education that takes

place over the Internet. It is often referred to as “e- learning” among other terms. However,

online learning is just one type of “distance learning” - the umbrella term for any learning that

takes place across distance and not in a traditional classroom. A key advantage to online

learning is that students can complete their training in their own time and according to their

own schedules. Recorded lessons, written content, webinars and collaborative online

learning software make it easy for anyone with an internet connection to access everything

they need.

This study is relevant to the present study for the reason that it states the problems of

developing countries to cope with the pandemic in terms. In relation to the study, the literature

is relevant since it states the condition of the students during the pandemic. It helps the reader

to understand the student's material, mental, and physical capability.

12
 The education sector has been fighting to survive the crises with a different approach

and digisting the challenges to wash away the threat of the pandemic. This paper highlights

some measures taken by Govt. of India to provide seamless education in the country. Both the

positive and negative impacts of COVID-19 on education are discussed and some fruitful

suggestions are also pointed to carry out educational activities during the pandemic situation.

The value of this paper is to draw a holistic picture of ongoing online teaching-learning

activities during the lockdown period including establishing the linkage between change

management process and online teaching-learning process in education system amid the

COVID-19 outbreak so as to overcome the persisting academic disturbance and consequently

ensure the resumption of educational activities and discourses as a normal course of

procedure in the education system.

The researchers conducted this study to informed all students dealing with online learning

and for the reasons that they were fascinated on what is the Online Classes? Learning or

Survival?. This study work for approach all students what is your feeling with dealing online

Learning, And I will also conducted this work to know how Online Learning.

13
 CHAPTER 3

Methods and Procedure

This chapter presents the methods to be used in the study. It also describes the

subjects of the study, the instruments used, the procedure of data gathering, and the statistical

treatment of the data. This study will determine the effectiveness of Online learning to the

Grade11 GAS students of Stand Alone Senior HighSchool for the year 2021-2022.

Research Method

The researchers will use the descriptive method of researching this study. Descriptive

method because its serves to describe situation and the result of research, its main concern is

to get the holistic view of the students exposed to Online learning .The researchers want to

know how many students survive in this type of learning in the time of pandemic, and students

are effectively learning in this kind of new system of education and also the researchers want

to know what Online learning approach on them. Both quantitative and qualitative methods

shall be observed as the researchers will elicit opinions and numerical data from the

respondents through google forms survey questionnaire

Respondents of the study

The respondents of the study are the students who undergo online class(S. Y. 2021-

2022). The total number of participants for this study is 60 which came from different schools.

The data collection was gathered through online using google forms.

Sampling Technique

Simple Random Technique was used in a gathered data. The researchers selected the

respondents in the Stand Alone Senior Highschool by a google form I send it to group chat of

14
the class. Gathered survey is only focuses in with a student’s dealing with online classes

because their target was to aim information that online classes is "Learning or Survival".

Research Instrument

The researchers use a tool in gathering information to make this research more reliable,

they used "Google Forms" because of this situation of the Online Class. In Google Forms you

can see the tally sheets in every question. The tally sheet is already computed the number of

respondents who answered a certain question. There are 4 SOP and it has 5 points degree

namely: Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree.

DATA GATHERING PROCEDURE

Before conducting a survey, the researcher first checked the questionnaire if it is

appropriate to the informants and it must be connected to the topic. it also needed to be

validated by the research teacher and have the approval to undergo survey. The researcher

checked if it is a student of Stand Alone Senior HighSchool so that it is easy to trust if the

answer is accurate. The researcher sends out link that puts them on google form where the

questionnaires are. The data gathered by the researcher is computed and interpreted in

google form

Lastly, the data gathered must be finalized in chapter 4 through the use of matrix format

to make the data organized or well stated.

15
 The researcher studies the data from 60 respondents of students in Stand Alone Senior

HighSchool on how do they deal or handle online classes. The researcher provided some

answers for the respondents and see if the respondent strongly agrees, agree, disagree,

strongly disagree or neutral about the given answers. The researcher chooses the common

problem a student can get in online class. 16.7% of the respondents strongly believes that with

lack of internet access is one of the problems their dealing in online class while 43.3% agree

of the problem and 33.3% is neutral about the said problem, 1.7% disagree and 5% strongly
How do you deal or Strongly Agree Neutral Disagree Strongly
handle online classes? agree disagree

• With lack of internet 10 26 20 1 3

access (16.7%) (43.3%) (33.3%) (1.7%) (5%)
• With nearby noises 11 30 14 4 1
(18.3%) (50%) (23.3%) (6.7%) (1.7%)
• With House chores 10 27 18 3 2
(16.7%) (45%) (30%) (5%) (3.3%)
• Focusing in none other 6 22 21 9 2
than online class (10%) (36.7%) (35%) (15%) (3.3%)
disagree about the problem. 18.3% of the respondents strongly agree that with nearby noises

is a problem in online class 50% agree about the problem and 6.7% disagree, 1.7% strongly

disagree while 23.3% is neutral about the problem.16.7% strongly agree that their dealing

online class with house chores is involved 45% agrees in said problem, 5% disagrees, 3.3

strongly disagrees and 30% is neutral about the given problem. 10% of the respondents

strongly agree that they’re focusing only in online class, 36.7 agrees in the problem 15%

disagrees, 3.3% strongly disagree while 35% is neutral about the given problem.

16