Professional Documents
Culture Documents
Student Researchers:
Baco, Sherlyn
Ramos, Albert
Valdeztamon, Rogelyn
Adviser:
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Chapter 1
INTRODUCTION
In early December 2019, an outbreak of coronavirus disease 2019 ( COVID- 19), caused
by a novel severe acute respiratory syndrome coronavirus 2 ( SARS- CoV- 2), occurred in
Wuhan City, Hubei Province, China. On January 30, 2020, the World Health Organization
14, 2020, 49, 053 laboratory confirmed and 1, 381 deaths have been reported globally. Perceived
risk of acquiring disease has led many governments to institute a variety of control measures
(Harapan, Naoya Hoh, Mudatsir). Covid- 19 has dramatically reshaped the way global education
is delivered. Millions of learners were affected by educational institution closures due to the
pandemic, which resulted in the largest online movement in the history of education. With this
sudden shift away from classrooms in many parts of the globe, universities had to rapidly shift to
virtual and digital strategies. The online learning, distance and continuing education have
become a panacea for this unprecedented global pandemic, despite the challenges posed to both
educators and the learners. Transitioning from traditional face- to- face learning to online
learning can be an entirely different experience for the learners and educators. The education
system and the educators have adopted " Education in Emergency" through various online
platforms and are compelled to adopt a system that they are not prepared for ( Sumitra Pokhrel,
The country which is the Philippines continue to confront the issues brought by the
through the learning continuity plan (LCP), which is effective by the time of school year 2020-
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2021 opens on august 24, 2020. The LCP is the DepEd response and commitment in ensuring the
health, safety, and well being of the learners, teachers and personnel in the time of COVID 19
while finding ways for education to continue amidst the crisis for the upcoming school year.
They have repeatedly consulted and collaborated with its partner institutions and organizations in
crafting the LCP, which includes key features on K-12 curriculum adjustments; alignment of
learning materials; various modalities of delivery; and corresponding teacher and parent/guardian
training for homeschooling. These modifications on certain policies and practices were necessary
steps in adapting to the “new normal” while still remaining true to the framework of Sulong
Due to the effort of our government trying to address this to the students there are still
advantages and disadvantages of this new normal way of learning. As we all know learners are
the center of the class, everyone strives for their performance in school. However, learners don’t
have an equal ability to learn because learner is unique and has different way of learning. Some
students can cope fast with the lesson and some can find it difficult. Some students love the
lessons while some find it boring. Briana Flavin concluded that there are four main categories of
learners and those are visual learners, auditory learners, kinesthetic learners and reading and
writing learners and Howard Gardner’s Theory of Multiple Intelligences suggests that there’s
more to being intelligent than simply being good at math and English or learning a second
language.
Since the beginning of the pandemic, the Quezon National High School (QNHS) is one
of the schools in Quezon, Palawan that delivers a module learning modality to the learners.
QNHS is located in Quezon, Palawan where internet connections are weak and people have a
low familiarity with gadgets, numerous students can’t afford buying gadgets due to poverty, and
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lastly, most of the students enrolled are living in barrios where there is no total access to internet
connection. This affects the learning experiences of the students shifted from face- to- face to
modular since most of the students rely their learning from the teachers.
The students' learning experiences are always the reason why they learn differently
during pandemic. Especially that they have to do it on their own, from the instructions, to
understand the entire module, to many activities they have to do. They have to do it on their own
with minimal help from the teacher because students are always in their house and not in school,
they can ask questions of their teacher but not all the time teachers can answer their questions
right away. And because of that, students give all their efforts, knowledge, and time to learn
despite the struggle. They do research, participate in the discussions, group activities such as
reporting, role playing, projects and with those activities students learn new information, ideas,
new skills and creativity unlocked, confidence level up. And then the factors have a powerful
impact on student learning because through these different factors the learning experiences of
The researchers would like to conduct a study, regarding the various factors affecting the
learning experiences of the learners of the grade 12 students of Quezon National High School,
the researcher wants to know how each learners keep up with online classes and how it affect
their learning.
This study wants to find out the factors that affect the learning experiences of the grade
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1. What are the factors affecting the grade 12 learner learning experiences?
This study aimed to provide important information regarding the factors affecting the
learning experiences of the grade 12 student. Moreover, the results of this carry out practical
To the respondents. The direct recipients of this study are grade 12 students of Quezon
National High School who are currently enrolled in GAS S.Y. 2022-2023. This study will help
the respondents evaluate themselves about the factors that affect their learning experience. This
study will make them realize how these factors influence their overall academic performance
To the learners. This study may provide awareness for the student regarding what lies
behind their learning experiences and help them improve and handle those factors.
To the parents. This study will be beneficial to the parents. See the students since it will
make them be aware of the factors that affect their children so that they will provide appropriate
support to them.
To the teachers. This study will also benefit the teachers. This will provide them
knowledge about the factors that affect the learning experience of their students. With this,
teachers can develop teaching strategies so that students will have a better learning experience.
To the future researchers. The outcome of this will serve as basis or references for the
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Scope and Delimitation
This study will employ a qualitative research design to examine the different factors that
affect the learning experience of the grade 12 students enrolled at Quezon National High School
S.Y. 2022- 2023. This study limits its coverage only in grade 12 students within the QNHS.
Also, the study will be composed of 20 grade 12 students enrolled in GAS using Purposive
Sampling Technique. enrolled in GAS. This study will focus only on the factors that affect the
The main source of data will be gathered through an in-depth interview procedure. The
research instrument used will be semi-structured interview wherein each of the participants will
be asked by open ended questions. This study does not require an equal number of male and
female participants. However, the participants must be a grade 12 students GAS of QNHS, and
must have enrolled in S.Y. 2022-2023. The data gathering will be conducted for approximately
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Chapter 2
This part of the study includes the review of literatures, conceptual framework, the
Related Studies
Monda, Puja stated that there are seven important factors that may affect the learning
process, those are intellectual factors, learning factors, physical factors, mental factors, emotional
particularly attention and externalizing problems, mood and wellness behavior which were
caused by isolation, economic, wealth effects, and uncertainties (Fawa2 et al 2021). Students
raised their concerns on learning and evaluation methods, overwhelming task load, technical
difficulties, and confinement. To cope with these problems, students actively dealt with the
situation by seeking help from their teachers and relatives and engaging in recreational activities.
These active oriented coping mechanism of students were aligned with (Carter et al. 2020).
Kara, 2009 as cited by Abidin, 2012, that attitudes towards learning besides opinions and
beliefs have an obvious influence on students' behaviors and consequently on their performance.
Macdonald, et. al., detailed that skill competency and perceived competency are both
critical for students engagement and learning. When students believe that they have the skills to
participate successfully in an activity, they approach it with more interest and confidence, and
they are more willing to put effort into the task. Students are satisfied with the quality of their
subjects when the learning outcomes and expected standards were clear to them, when the
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teaching helped them to learn, when they developed valuable graduate attributes, when the
assessment allowed them to demonstrate what they have understood, when they could see the
relevance of their subject to their degree, when staff were responsive to feedback, when their
prior learning prepared them well, when they could understand their teacher, and when the
Students need opportunities for their increased active involvement in the study process
together with challenges to connect theory and practice. Special care has to be given to building
quality mutual relations and to organizing learning circumstances that facilitate confrontation of
Poon, 2013, In the mid- 1990s, larger student enrollments and more diverse students
populations has resulted in the greater emphasis on enhancing students' populations has resulted
in the greater emphasis on enhancing students learning experiences in higher education. The
approaches used for teaching and learning have been shown to both directly impact and
substantially enhance students learning experiences. Blended learning, which is usually viewed
as a combination of face- to- face and online delivery methods, can influence students'
perceptions of the learning environment and, subsequently, their study experiences, learning
outcomes, and ultimate academic achievement. Applying social cognitive theory in the
Bembenutt et. al., 2016, Self- regulated learning is an important feature of child
development and socialization process that has been found to be positively associated with self-
appraisal skills, growth of self- efficacy beliefs, and proactive behavioral and environmental
control. Despite strong theoretical and empirical evidence linking self regulatory competencies
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of learning experiences and self- efficacy beliefs, there is a need for the application of self-
Students need opportunities for their increased active involvement and responsibility in
the study process together with challenges to connect theory and practice (Barbara Steh & Jana
Kalin). Students who are struggling in school need rich, authentic learning experience just as
much as their on- grade- level and advanced peers, but they may require additional support().
Creating engaging learning experiences that are intrinsically interesting to students is a valuable
student interest, as well as appealing to students' sense of autonomy (Bryan et al., 2013;
Students’ experiences of their learning and the teaching in the subjects they are studying
are one of the more ubiquitous sources of information about the quality of teaching for
institutions and individual academics. The year of study of a subject, smaller class size and
coordinators’ professional development were all significantly correlated with higher student
satisfaction and better learning experiences ( Rafael Calvo, Lina Markauskaite, K Trigwell
January 2010).
(past, present, future); establish and respond to the learner’s existing level of knowledge; provide
adequate and appropriate practice over time (Laura Patsko). Any experience a student has in the
engagement in content and help them learn new skills (Sharon Linde).
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Students miss the social aspects of learning on campus, and it is possible that
synchronous learning helps to mitigate some feelings of isolation, students whose synchronous
classes include active- learning techniques ( which are inherently more social) report
Students are best served if they engage in learning spaces thoughtfully centered on
significant learning experiences (David Starr- Glass February 06, 2020). Students reported the
frequent use of two self- regulated learning strategies, i.e., environment structuring and goal
setting, and the less frequent use of task strategies (Jurisevic Mojca, 2021).
While the combination of distance learning and educational technology presents a timely
solution combating adverse consequences of school disruptions, there is a real risk of channeling
learning opportunities through already- existing forms of digital disparity, especially for
marginalized populations (Liu, Ji, December 2021). Most students faced many obstacles in a
home learning environment, such as lack of mastery of technology, high internet, lost and limited
interaction/ socialization between among students (Kapasia et al. 2020). Anxiety, depression,
poor internet services, and unfavorable home learning environment, which were aggravated
Conceptual Framework
In relation to the effect of this pandemic to the students that lead them to experience
learning positively and negatively, there are different factors that may affect them during this
health emergency period, these are the factors that researchers would like to find out. Due to this,
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the researchers tend to believe that the students’ learning experiences during covid-19 have
Moreover, the students’ personal factors have powerful influence over their behavior to
their learning experience. By this, awareness on the possible factors might also help them
Research Paradigm
The researchers outlined an original concept of factors affecting the Grade 12 students of
Definition of Terms
b. Factors - it refers to the reasons that affect the learning experiences of the Grade-12
students.
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c. Learning – the acquisition of knowledge during covid-19.
d. Learning Experiences – the positive and negative situation that the learners meet or face
e. Covid- 19 – the virus that can be transmitted from person to person that lead to the new
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Chapter 3
RESEARCH METHODOLOGY
The chapter explains the research methodology which includes research design, research
participants, research instrument, data collection procedure and data analysis that are relevant to
Research Design
This study will utilize a qualitative research design to figure out the factors that affect the
learning experiences of Grade-12 students of QNHS during covid-19. Qualitative method seeks
to understand a given research problem or topic from the perspectives of the local population it
involves (Qualitative Research Methods: A Data Collector’s Field Guide). Moreover, Qualitative
research is used to understand how people experience the world; this approach involves
collecting and analyzing non- numerical data (text, video, or audio) to understand concepts,
opinions, or experiences. It can be used to gather in- depth insights into a problem or generate
new ideas for research (Pritha Bhandari, June 19, 2020). This method is especially effective in
obtaining specific information about the factor affecting the learning experiences of the students.
The researchers will use a semi-structured interview as an instrument to gather data from
the participants. The researchers will be able to determine the details of this study based on the
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Research Participants
This study will use a Non-Probability Sampling Technique specifically the Purposive
Sampling on choosing the participants. Purposive sampling is a technique which relies on the
judgment of the researchers when it comes to selecting the participants that are to be studied
The researchers will select one track and strand and a grade 12 students in Quezon
Palawan Senior High School namely General Academic Strand with a total population of 177
students as of October, 2022 (QNHS Record/Registrar Office). Then, researchers will choose
twenty-one (20) students as the target sample size. Some studies have noted having a sample size
as little as 10 can be extremely fruitful, and still yield applicable results. The general
recommendation for in-depth interviews is to have a sample size of 20-30 (Sakshi Shetty, 2022).
The participants for this study will be selected based on the criteria given: [1] must be a
Grade 12 Senior High of QNHS, [2] must be a GAS student, [3] must be enrolled for the S.Y.
2022-2023, [4] must be willing to be the participants of the study. Using these given criteria for
purposive sampling, it narrowed down the participants who most fit the given criteria.
Research Instrument
The researchers will conduct a face to face interview considering the preventive measure
and minimum health protocols. It involves the use of a semi-structured questionnaire, which will
be used as an interview guide for the researchers. Questions will be prepared, so as for the
researcher to guide the interview for the satisfaction of research objectives, but additional
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The interview guide has three (3) parts. The first part will be about the basic information
of the participants like name, age, sex, year, track and strand. The second part will be about their
learning experiences during covid-19. The third part will be focused on the factors that affects
their learning experiences during covd-19. For further clarifications, follow up questions will be
The interview will be voice recorded and the researchers will jot down notes during the
questioning.
For the preliminary procedures, a letter of request will be submitted to the Principal and
Faculty of Grade 12 Senior High School to ask them permission for the said study and also to get
the information related to the students such their availability and the population of the class. The
data gathering will be conducted on November 2022. The interview will be done as follows: [1]
explain the informed consent, [2] confirm their participation in the study, [3] ask their permission
to have an audio – recordings while the interview is ongoing, and lastly [4] proceed to the actual
interview. The interview will be conducted for approximately one (1) hour per participant.
Data Analysis
The researchers will use KJ Analysis in this study which was invented by Kawakita Jiro.
It is also called the Affinity Diagram. The KJ Analysis is a tool for collecting and organizing
facts relevant to the problem. It is especially useful for facilitating group problem solving efforts
(K. Ulrich, 2003). This will help the researchers to sort the data into groups based on their
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natural relationships, help them discover the top priority parts of the problem or issue, and this
will also help them free from their biases towards the problem so they can pursue creative
thinking objectively without any constraint. This diagram will help the researchers to develop a
information about the certain experience which is why the Grade 12 students face the learning
this study; [1] The researchers will label the participants’ accounts on their learning experiences
and why they experience those learnings by noting the data gathered, [2] Next, the researchers
will group the labeled data about their learning experiences and the factors that affect them
according to their connection, [3] Then, the researchers will put name each group to describe the
data gathered in their natural relationships [4] Lastly, the researchers will create a chart for the
arrangement of the labeled groups. After all the responses of the participants regarding on their
learning experiences and factors that affect them will be categorized and grouped, the narrative
accounts from insights will be interpreted and the researchers will come up with themes and
relationships.
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