In March 2020, the WHO (World Health Organization) declared the Corona Virus outbreak

as a pandemic, and the first recorded death from the said virus outside China was in the
Philippines on February 20, 2020 (Baloran, 2020).
The fight against the threats to COVID-19 pandemic has made a great impact on almost all
sectors in the human race such as the economic, political and cultural landscapes of
societies in the whole world. Due to this pandemic, it has resulted in the widespread
disruption such as travel restrictions (Chinazzi et al., 2020), closure of educational
institutions (Viner et al., 2020), global economic recession (Fernandes, 2020), political
conflicts (Barrios & Hochberg, 2020) and racism (Habibi et al., 2020). The most affected
sector is the educational institutions, where they are forced to stop face-to-face learning to
ensure the safety of everyone.
As what we’ve experienced nowadays, learning became at risk. Students and teachers
were distracted and interrupted in coping up with this new learning modality. The
occurrence of the virus was rampant - unwelcomed and unexpected, nobody is ready with
the sudden changes. It also caused adjustments such as students and teachers are
required to access electronic devices, reliable Internet connections and learning
management systems such as zoom, skype, canva and such.
In some instances, these arrangements became unsustainable and some universities had
to suspend remote or online classes because the uneven socioeconomic status of students
affect the access to these modalities of learning.
From the initial data, around 6.9 million Filipino underprivileged learners experience
unstable mobile and internet connections, while 6.8 million students have no gadget at all
(Mateo, 2020). Students become lost out, many do not know any way to cope up with the
new learning modality, and their academic performances are deteriorated together with
their developmental skills to process the knowledge. According to Ms. Cagula on year
2020, students experienced severe breakdowns ever since the online class. This means
the mental health and confidence of everyone are stagnated.
Our country is lacking and not prepared to sustain effective teaching and learning during
the shutdown and to provide the safety net support that many children receive in school.
The new normal modality-based learning is not something the majority can assume that the
learners can cope up easily just like in the learning they experienced before (Garcia &
Weiss, 2020).
With all these in mind, we will be conducting a descriptive study of effective learning
strategies as coping mechanisms for online class modality of Grade 11 students in Rosario
Institute. This study aims to determine different learning strategies that have the most
effectivity and help to the study habits and academic performance of students. Information
will be gathered to the students about their experiences to the new normal modality of
learning, and which among different learning strategies helped them to cope up to these
said experiences. As per results, this study could give improvements to the study habits of
students of Rosario Institute Senior High School, and improve their academic performance
for the school year.
Statistical Treatment of Data
For the questions in the survey questionnaire, the weighted mean formula was
employed to calculate the mean of each question in the effective and efficient
learning strategies that the student used to cope up in this school year.
The mean scores of responses for each survey question were processed through
calculations. The table 2 below shows the numerical value in percentage form as
well as the descriptive equivalent of the mean average of the responses for each
question

RESULTS
Here are the gathered result about the effective learning strategies used by the
Grade 11 students.

The figure 3 shows the Summary of responses in Likert Scale questions

about Effective Learning Strategies that the G11 student in RI used as a
coping mechanism for online class modality.
For better understanding, this table shows the learning strategies as well
as their percentage and its interpretation.

Among the indicators, “Rereading and summarizing to identify and understand

important parts” was rated the highest percentage of 78%
While “Using educational apps such as Khan Academy to attain a reliable and highly
useful source of academic learning” was rated the lowest percentage with 49%
indicating to a minor extent effectiveness.
Here are the gathered result about the effective learning strategies used by the
Grade 11 students.