CHALLENGES OF SENIOR HIGH SCHOOL STUDENTS UNDER

MODULAR DISTANCE LEARNING

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CHAPTER I

THE PROBLEM

Introduction

The combination of distance learning and new computer

technology has brought several benefits to the area of education. In

practice, however, the combination frequently falls short of its goals.

Some of the flaws are due to technological issues; others are due to

issues with management, educational techniques, or students.

The purpose of this study is to determine the challenges of senior

high school students in distance learning. It focuses at the most recent

studies and ideas about the benefits, drawbacks, and future potential of

modern distant learning, particularly that which is offered by electronic

means.

Reduced isolation can enhance the student learning experience on

a non-campus-based program if there is no course cohort. Students'

isolation was highlighted as an issue in this study, with both direct and

indirect effects on their learning experience. The complexity of

producing and maintaining distant learning courses was cited as

another barrier and problem N. Croft et. al. (December 2015). It's not
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uncommon for researchers to have trouble making relevant cross-study

comparisons for their research. Distance learning research is much

more challenging to employ because there are so many distinct

environments with so many different characteristics. As stated by J L.

Moore et. al (March 2011) that different learning environment labels,

such as remote learning, e-learning, and online learning, have varied

expectations and views. As a result, much of the discussion here will

focus on the technology's benefits and its drawbacks.

Objectives of the Study

The main objective of this study is simply defining how senior high

school students cope with the challenges that are being experienced

regarding distance learning. Specifically, it aims to:

1. Determine the quality of instruction given through distance learning

programs.

1.1. Using technology correctly can help you improve.

1.2. The attitude of the administration and the instructor play a big

role in the quality of training.

1.3. Design and delivery of courses.

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1.4. Preparation of Instructor's knowledge of the students' needs,

and knowledge of the target demographic.

2. Regulate the cost effectiveness of distance learning.

2.1. Associated with training technicians and instructors that

should not be overlooked.

2.2. The staff delivering the instruction should be well trained in

order for the effective distance education to take place.

2.3. To get at a genuine cost, beginning costs, maintenance costs,

and staff costs should all be considered.

2.4. One instructor and two technicians, one at each site.

3. Determine the misuse of technology and the possibilities of not

utilizing all its potential.

3.1. Lack of training and instructor’s attitudes about using the

technology and hardware problems.

3.2. Instructors should be trained to maximize both experience and

ability to adapt that experience to the new distance learning

setting.

3.3. Instructors must be trained not merely to use technology, but

also to change the way they organize and deliver material.

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4. Asses the roles of instructors, students and administrators and how

it will change in education towards distance learning.

4.1. The educator must adjust to the learning environment.

4.2. Adapt to the presence of another person in the room who can

assist or obstruct the delivery of the lesson.

4.3. Much of the outcome is determined by the instructor's attitude.

Pedagogical Implications

Nowadays, nationwide were experiencing pandemic leads to to

have these new normal including these new system especially to those

student who's struggling in adopting of these new educational system .

These modular distance learning has it's importance especially in the

field of teaching where it provides an exceptional learning opportunity

as it allows for flexibility in learning methods and materials, schedules,

and physical location. Like all learning models, distance learning does

have some inherent problems, especially in the areas of isolation,

support, technology and discipline. We break down some of the most

common challenges of distance education, as well as ideas for

improving the learning experience for every student. These new normal
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system in Distance education has its share of challenges, but students

can succeed with the right tools. Modular Distance Learning features

individualized instruction that allows learners to use self-learning

modules (SLMs) in print or digital format/electronic copy, whichever is

applicable to the learner. Usually, teachers will have to deliver

appropriate learning materials.

Despite of the having these advantages, Modular Distance

Learning also have common problem and challenges. The physical

absence of the instructor during asynchronous learning (independent

learning) means that they may not be available to guide or support the

student when they need it most. This means the student may need to

wait for the next synchronous learning (live instruction/class time)

period to get support or will have to reach out to the teacher via email or

other communication channels. Oftentimes, getting support relies on

the student formulating questions and asking for help; something some

students may find difficult. Also, if the student has misunderstood a

concept or is missing vital building blocks in their knowledge, they may

not be aware that they are on the wrong track. Working one-to-one with

a tutor will ensure your student gets the support they need and help

them build back any educational foundations they may be missing due
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to distance learning. The main challenges that the students have

encountered are self-studying, poor internet connection, lack of sleep

and time to answer all the modules due to the great number of

activities, distractions, and lack of focus.

Therefore, the Senior High School student has experienced these

challenges in terms of learning. It can affect to their performance that

can lead to poor grades.

In conclusion, the teacher must seek to solve the problem and

challenges of their students. They should find the key to avoid these

challenges and problems. Moreover, teacher must consider the student

who has poor internet connection and student who submit their work/

activity late. It can also the perfect opportunity for the teachers to

contemplate and analyze the possible situation of the students so a

better judgement can be provided to the performance of the pupils.

Scope and Delimitations of the Study.

This study aims to deepen the knowledge on the challenges that

the senior high school students experiencing towards distance learning.

The researchers will be observing the said study to determine if the

challenges can be overcome by having the necessary tools and

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support, having the resources required to succeed, and the ability of the

instructors to help students adjust to this new reality when aware to

potential obstacles, work to ensure linkages, and use the various

resources available.

This study will only be limited to the students, instructors,

facilitators, support staff, and administrators that are all important

participants in distant education, and each has a distinct role to

perform.

CHAPTER II

REVIEW OF LITERATURE

This chapter part of the study includes the selections and

annotation of both published and unpublished related documents which

contain information, ideas, data and evidence related to the study. The
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researchers enumerate literature and studies that will serve as basis for

the study.

Literature Review

Despite the obvious benefits and promises of distant learning,

there are issues that must be addressed. The quality of learning, hidden

costs, technology usage, and instructor, student, and administration

attitudes are among the issues. Each of these factors has an impact on

the overall product quality of distant learning. Each of these concerns is

linked to the others in different ways. We'll look at each of these points

independently.

Lack of knowledge in literacy and competency.

Their largest issue was related to their learning environment at

home, whereas technical knowledge and proficiency was their least

significant challenge. The current study investigates the difficulties

students faced in an online learning environment, as well as how the

pandemic affected their online learning experience. J.S. Barrot et. al.

(May 2021) stated that the data demonstrated that students' online

learning problems varied in form and scope. Their largest issue was

related to their learning environment at home, whereas technical

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knowledge and proficiency was their least significant challenge.

Furthermore, this study added to past research and our knowledge of

students' online learning experiences by pinpointing the presence and

scope of online learning problems, as well as the precise tactics they

used to overcome them. Overall, the amount of the obstacles and

techniques differed from one student to the next. As a result, they

should be considered as the result of several elements interacting.

Students' replies show that the resources accessible to them, their

interactions with instructors and classmates, and the school's existing

regulations and procedures for online learning all influenced their online

learning problems and techniques.

Lack of mutual understanding.

According to M. S. Sarvestani PhD et. al (September 2019), The

second issue that students at the Virtual School of SUMS had to deal

with was organizational issues. These issues suggest a lack of attention

to organizational issues as one of the most important factors when

prioritizing the factors affecting e-learning. This necessitates attention in

the university's agenda, because failure to do so may keep the quality

of these programs below the optimal level, resulting in students being

frequently online due to professors' inexperience and lack of experience

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in handling offline files. Another factor is the conflict between class and

job hours, which could jeopardize the nature of virtual education and

admittance requirements. Because holding a job is one of the

requirements for admission to these programs, this disruption in their

schedule will hinder them from fully participating in online classes, and

even more so in off-line ones. It is impossible to study and work at the

same time. This type of obstacle, it was also believed, might overwhelm

technology acceptance and cause problems for e-learning programs.

Peer Communication Issues.

In a study comparing online and face-to-face learning, A. Horspool

and C. Lange (July 2012) stated that students choose to take online

classes to avoid having to travel to class and having to deal with

schedule issues. The majority of students in both face-to-face and

online classes had no technological concerns. Both groups agreed that

the instructor's communication was satisfactory. Students who took the

course online said the instructor was quick to respond to their inquiries.

Online students, on the other hand, thought peer communication

happened considerably less frequently. Both versions had similar levels

of student satisfaction. Students' motivations for taking online classes

included the capacity to meet work and family schedules, the

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opportunity to avoid driving to the institution, and the availability of more

online courses, according to responses to another survey about online

and traditional course formats as stated by Dobbs et al., (September

2017). Conventional courses were easier for both online and traditional

students, and they learnt more in that format. They also agreed that

online courses necessitated greater effort. Traditional students who had

never taken an online course felt that the quality of online courses was

worse, while experienced online students felt that the quality of their

courses was good.

Synthesis

By helping to conduct the study entitled The Challenges of Senior

High School Students in Distance Learning, the proposed study focuses

on the significance of the study.

The above collection of literature reviews discussed by J.S. Barrot

et. al., M. S. Sarvestani PhD et. al, Dobbs et al., A. Horspool and C.

Lange, have provided information as it sustains to visualize main ideas

to conduct the proposed study.

Theoretical Framework
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This part indicates the structure and the following theories that

support distance learning.

Figure 1. Theoretical Framework of problems in Distance Learning.

The figure indicates the theoretical framework of the challenges

experienced in distance learning. Students experience problems such

as the misuse of technology arise from lack of knowledge, problems

with equipment such lacking in some tools for the class, attitudes of the

instructors towards distance learning also affects the students and

become a challenge as well. Aside from the senior high school

students, the instructors face the challenges as well such as the misuse

of technology, problems with equipment, the students, attitudes towards

distance learning and the quality of instruction. Instructors worry about

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putting course materials online for the reason that once there, the

knowledge and course design skill in that material is out of their

possession.

Despite the need for development, distant learning appears to have a

promising future. The necessity for complete and intelligent evolution of

distance education if it is to become the educational model of the future

is highlighted by the growing number of students enrolling in distance

learning classes.

Conceptual Framework

This section of the chapter addresses role descriptions and includes the

design of interactions and procedures. It is the initial research step

which includes the intellectual process of developing a research

concept into a practical and suitable research framework.

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Figure 1. Conceptual Framework

Challenges relating to individual characteristics (both students and

teachers), technological challenges, course challenges (different

support functions, the course itself with its curriculum and activities),

and contextual challenges were identified in this study (the institutional

management and organization as well as the surrounding society with

its values and regulations). These data are summarized in Figure 1.

Hypothesis

Ho. There is a significant relationship between the challenges of

senior high school students in distance learning.

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CHAPTER III

RESEARCH METHOD AND PROCEDURE

This chapter provides a summary description of the research

methodology. It discusses the methods used for gathering data, as well

as the procedures and analysis of data.

Research Design

The researchers will use the indicated research design as a

guiding plan, construct and create the proposed study. The whole

mechanism will help the researchers to immediately identify the

problems and loopholes that can be an obstruction on conducting the

research study.

To provide a more direct view of each area of the study, this

research used a qualitative approach. To emphasize, the findings and

ideas of this study have limited applicability in other contexts, and so no

generally applicable hypotheses can be created. What this study does

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provide, however, are some appealing implications for future research,

particularly those that use qualitative designs as a framework for

developing insight and knowledge into distance education process

challenges.

Subjects of the Study

The researcher choose the grade 12 student as a respondent

specially 10 student of grade 12 HUMSS Thales . The researcher

believes that student particular grade 12 Humss Thales will be benefited

from the findings of this study since the study provide basics awareness

of the challenges encounter by the students in the modular distance

learning consequently this awareness also gives us a much deeper

understanding of their challenges considering themselves to develop and

adjust in this modality.

Data Gathering Instrument

A researcher-created questionnaire checklist was used to obtain

the relevant data for the respondent’s profile.A draft of the

questionnaire was created using the researcher’s previous studies,

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readings, published and unpublished theses relevant to the investigation,

as well as professional literature.

Throughout the development of the instrument, the conditions for

producing a good data collection instrument were considered. For

example, remarks outlining the scenario or pertinent issues were toned

down to match the respondents knowledge preparation. Open-ended

alternatives facilitate free – formatted viewpoints on themes or

circumstances

Data Gathering Procedure

The researchers will gather, measure, and analyze data using

established techniques in this approach. Validation of data through

hypothesis on the basis of obtained data is one of these standard

procedures. The researchers used a variety of methods to evaluate the

research questions.

Statistical Treatment of Data

In this chapter, we use simple questions in collecting data regarding

the challenges of senior high school students in the modular distance

learning. In collecting data, we discovered that most of their answer are the
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same on how they face all the challenges in modular distance learning with

the new normal in this time of pandemic.

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