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ERHARD SCIENCE COLLEGE
Dr. Guizano Sr. St. Capihan, San Rafael, Bulacan

COLLEGE OF CRIMINAL JUSTICE EDUCATION
THE EFFECTS OF PANDEMIC TO ACADAMIC SETTING IN SELECT
CRIMINOLOGY STUDENTS OF ERHARD SCIENCE COLLEGE S.Y 2019-2021
A Thesis
Presented to the
Criminology Department
In Fulfillment of the
Requirement for the Degree
Bachelor of Science in Criminology
By:
SANTOS JOHN RODNEY C.
DE LEON AARON KERBY V.
DE VERA RENARD G.
TUGANO MARY JOICE G.
March 2023
i
RECOMMENDATION FOR FINAL DEFENSE
This undergraduate thesis hereto attached entitled “THE EFFECTS OF PANDEMIC
TO ACADAMIC SETTING IN SELECT CRIMINOLOGY STUDENTS OF ERHARD
SCIENCE COLLEGE S.Y 2019-2021” prepared and submitted by JOHN RODNEY
SANTOS, AARON DE LEON, MARY JOICE TUGANO & RENARD DE VERA in
fulfillment of the requirements for the degree Bachelor of Science in Criminology is hereby
READY for FINAL DEFENSE.
ROSANA M. SULIT, EdH
Thesis Adviser
Recommending Approval
KARRIZZA D. VIBAR
Subject Professor
ii
CERTIFICATE OF PROOFREADING
This document certifies that the thesis listed below was reviewed and edited for
proper English language, grammar, punctuation, spelling, as well the accurate computation
and tabulation of data collected and overall style by the undersigned. Neither the research
content nor the authors intentions were altered in any way during the editing process.
THESIS TITLE
THE EFFECTS OF PANDEMIC TO ACADAMIC SETTING IN SELECT
CRIMINOLOGY STUDENTS OF ERHARD SCIENCE COLLEGE S.Y 2019-2021
AUTHORS
Santos, John Rodney C.
De Leon, Aaron Kerby V.
De Vera, Renard G.
Tugano, Mary Joice G.
ROSANA M. SULIT, EdH
iii
ACKNOWLEDGEMENT
The completion of this research it will could not possible without the assistance and
participation of the members and people whose supporting this research. Their contributions
are sincerely appreciated and gratefully acknowledged. We express enough thanks to our
research adviser for her support and encouragement: Professor Rosana M. Sulit.
Dean of Criminology department Dean Karrizza Vibar. We offer our sincere
appreciation for the learning opportunities provided by our respective research instructor.
Moreover, we would like to take this opportunity to thank all friends, classmates, family, and
others who shared their support, either morally, physically, and financially, thank you.
Above all, we would like to praise and Thank to our almighty God, who has granted
our group members a strength in doing this research paper, and also gives us knowledge,
opportunities to the researchers, so that we have been finally able to accomplish the research.
We would not be at this point without your help so that we can finish this research, we
are grateful to all of you because you did not hesitate to help us to finish this research.
SANTOS, JOHN RODNEY C.
DE LEON, AARON KERBY V.
DE VERA, RENARD G.
TUGANO, MARY JOICE G.
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DEDICATION
To my family, I would want to dedicate this effort. A particular sense of thankfulness
to my devoted parents. Also, I'd want to dedicate this work to all of my friends who have
helped me during the duration of my research. Thank you for always motivating me to do my
objectives, my favorite person . appreciate you patient with me when I rant about being
exhausted and worn out. When I need someone to talk to, you are always accessible. One of
the factors that made this study successful is you.
J.R.S
I would like to dedicate this study to my parents, who supported and motivated me
during this research. Over the course of this research, they never once left my side. Every
time I felt like giving up, they offered me courage and hope. They gave me a great sense of
passion and determination. Without their support and affection, this study would not have
been accomplished.
K.A.D
To my friends and family, I dedicate this research project whom I must thank for
their assistance during this research study. They did so much to assist me with my project,
and I will always be grateful. thankfulness for my parents in particular.
M.J.T
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I dedicate my research project to my friends and family. who have helped me during
this research's process. I will always be grateful for everything they did to assist me with my
research. a particular sense of thankfulness for my parents. To my colleagues. My ears
remain ring with Rodney's and his friends' words of inspiration and calls for persistence. and
particularly to our All-Powerful God.
R.D.V
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ABSTRACT
Students' responses suggest that their online learning challenges and strategies were
mediated by the resources available to them, their interaction with teachers and peers, and
their school's existing policies and guidelines for online learning. Student responses indicated
that resources available to them and their interactions with teachers and peers were key
factors in how they addressed online learning challenges. The anxiety that students
experienced does not only come from the threats of COVID-19 itself but also from social and
physical restrictions, unfamiliarity with new learning platforms, technical issues, and
concerns about financial resources. Student strategies for addressing online learning
challenges included making use of available resources, developing self-discipline, creating
support networks with peers and teachers, and managing time effectively. This data
highlights the need to provide serious attention to the mediating effects of mental health,
restrictions in mobility, and preparedness in delivering online learning. The findings suggest
that students have tried to take advantage of the resources available to them and interact with
teachers and peers in order to cope with the difficulties of online learning. This study
highlights the importance of emergency response capability and readiness of higher education
institutions in case another crisis strikes again. Furthermore, in order to foster a resilient
educational system and to ensure that online learning can be implemented properly and
effectively during times of crisis, universities must build comprehensive plans that are
tailored to the individual needs of students. Critical areas that need utmost attention include
(but not limited to) national and institutional policies, protocol and guidelines. Findings
provided us a nuanced understanding of learning tools, learners, and learning outcomes
within an online learning environment.
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TABLE OF CONTENTS
Pages
Title pages……………………………………………………………………………… i
Certificate of Recommendation………………………………………………………… ii
Certificate of Proofreading……………………………………………………………… iii
Acknowledgement………………………………………………………………………. iv
Dedication………………………………………………………………………………. v
Abstract………………………………………………………………………………….. vii
Table of Contents………………………………………………………………………... viii
CHAPTER I. The Problem and Its Background
Introduction…………………………………………………………….… 1
Background of the Study…………………………………………………. 3
Conceptual Framework…………………………………………………… 5
Theoretical Framework…………………………………………………… 7
Statement of the Problem…………………………………………………. 11
Hypothesis………………………………………………………………… 12
The Scope and Delimitations……………………………………………… 13
Significance of the Study…………………………………………………. 14
Definitions of Terms………………………………………………………. 15
CHAPTER II. REVIEW OF RELATED LITERATURE AND STUDIES
Local Literature and Studies………………………………………………. 16
Foreign Literature and Studies……………………………………………. 19
Local Literature and Studies………………………………………………. 21
Foreign Literature and Studies……………………………………………. 22
viii
Local Literature and Studies…………………………………………….… 27
Synthesis…………………………………………………………………... 30
CHAPTER III. RESEARCH METHODOLOGY
Research Design…………………………………………………………... 31
Research Locale…………………………………………………………... 32
Objective of the Study……………………………………………………. 33
Research Instrument………………………………………………………. 34
Data Gathering Procedure………………………………………………… 35
Statistical Tool……………………………………………………………. 36
Ethical Consideration……………………………………………………... 37
Participants of the Study…………………………………………………... 37
CHAPTER IV. RESULTS AND DISCUSSION
Profile of the respondents…………………………………………………. 38
Sex Distribution…………………………………………………………… 39
Age Distribution…………………………………………………………... 40
Year Level…………….…………………………………………………... 41
Learning Platform Used…………………………………………………… 42
Responses of the Respondents…………………………………………….. 43
General Weighted Mean…………………………………………………… 44
CHAPTER V. SUMMARY, CONCLUSION AND RECOMMENDATION
Summary of Findings……………………………………………………………… 48
Conclusion…………………………………………………………………………. 49
Recommendations…………………………………………………………………. 50
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LIST OF TABLES AND FIGURES
List of Tables
Table 1.0……………………………………………………………….….. 37
Table 2.0……………………………………………………………….….. 43
Table 3.0……………………………………………………………….….. 44
List of Figures
Figure 1.0………………………………………………………………….. 5
Figure 2.0………………………………………………………………….. 32
Figure 3.0………………………………………………………………….. 38
Figure 4.0………………………………………………………………….. 39
Figure 5.0………………………………………………………………….. 40
Figure 6.0………………………………………………………………….. 41
Figure 7.0………………………………………………………………….. 42
BIBLIOGRAPHY
References…………………………………………………………………………. 52
Authors’ Curriculum Vitae……………………………………………………….... 60
x
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
The COVID-19 pandemic is a shared global experience, inescapable on every continent
and affecting all members of society. However, its impact, both in terms of the actual illness
and public health measures put in place to curb its spread, has affected individuals, groups, and
communities to varying degrees (Bascaramurty and Alphonso 2020; Choi et al. 2020; Craig
et al. 2021). “As with most systemic challenges, those who are most impacted by crises are
those who are already the most vulnerable” (Wilke et al. 2020, p. 2). Children and youth
positioned as vulnerable are likely to be particularly affected by global events that cause
significant upheaval in daily life.
The changes imposed by COVID-19, such as physical distancing, self-isolation, school
closures, and in some cases, termination of community-based services, all have the potential to
weaken the systems of support necessary for children to develop and flourish (Clinton 2020).
In this chapter, we examine what is known to date regarding the impact of COVID-19 on
vulnerable children and youth. Given the recency of the pandemic, we draw on empirical
research where possible, while considering reports from media, government, and school-
related associations as complementary sources of insight. We conclude with recommendations
that emerge from our examination to guide those engaged in developing supportive post
pandemic plans for vulnerable children and youth.
1
The World Health Organization declared the COVID-19 pandemic, which has afflicted
numerous nations and stopped daily life. The strict quarantine precautions in the Philippines
have moved the conventional college courses online. Due to their ongoing isolation and lack
of interaction with lecturers and other students, college students may experience psychological
repercussions from the abrupt switch to online classrooms. Our study intends to evaluate the
mental health of Filipino college students and to predict how the COVID-19 epidemic, the
move to online learning, and social media use will affect mental health.
Additionally, factors or pressures that affected college students' mental health during the
COVID-19 outbreak, the ensuing quarantine, and the transition to online learning will be
looked into.
The Coronavirus 2019 (COVID-19) epidemic has been deemed a global pandemic by
the World Health Organization (WHO), and the Philippines is one of the 213 nations that are
impacted. On March 16, 2020, the President imposed an expanded community quarantine in
Luzon, the nation's northernmost and most populous island. Curfews, checkpoints, travel bans,
and the suspension of economic and educational operations were some of the manifestations
of this lockdown. Nevertheless, different quarantine limitations are put in place around the
nation because the infection has not yet been contained. In addition, despite worries over
finances and mental health, schools have turned to online education.
Researchers from all over the world have been producing studies on the psychological
impacts of the COVID-19 pandemic on various populations. The indirect impacts of COVID-
19, such as quarantine restrictions, family and friend infections, and the loss of loved ones,
could have a negative impact on people's general mental health.
2
BACKGROUND OF THE STUDY
Coronavirus disease 2019 (COVID-19) is firstly identified in Wuhan city, Hubei
Province, China in December 2019 as a pneumonia of unknown origin. Later, the international
committee on taxonomy of viruses (ICTV) identifies the causative agent of COVID-19 as a
novel coronavirus, severe acute respiratory syndrome coronavirus−2 (SARS–CoV−2).
COVID-19 outbreak spreads rapidly not only in China, but also worldwide, therefore, the
World Health Organization (WHO) has announced it as pandemic on March 12, 2020. The
total number of confirmed cases and mortalities are 23,491,520 and 809,970, respectively, in
216 countries as of August 25, 2020.
Several governmental measures have been taken to counteract the risk of disease
spreading. These measures include travel restrictions, mandatory quarantines for travelers,
social distancing, bans on public gatherings, schools and universities closure, business
closures, self-isolation, asking people to work at home, curfews, and lockdown. Authorities in
several countries worldwide have declared either lockdown or curfew as a measure to break
the fast spread of virus infection. These measures have a negative worldwide effect on the
business, education, health, and tourism.
COVID-19 pandemic has affected all levels of the education system. Educational
institutions around the world (in 192 countries) have either temporarily closed or implemented
localized closures affecting about 1.7 billion of student population worldwide. Many
universities around the world either postponed or canceled all campus activities to minimize
gatherings and hence decrease the transmission of virus. However, these measures lead to
higher economical, medical, and social implications on both undergraduate and postgraduate
communities.
3
Due to the suspension of classroom teaching in many colleges and universities, a switch
to the online teaching for undergraduate and graduate students becomes effective. This form of
learning provides an alternative way to minimize either the contact between students
themselves or between the students and lecturers. However, many students have no access to
the online teaching due to lack of either the means or the instruments due to economical and
digital divide.
Few studies highlighted COVID-19 in relation to educational studies. COVID-19 has a
profound impact on medical students, dental medical students, and radiology trainee. Recently,
the American Veterinary Medical Association (AVMA) showed that COVID-19 adversely
impacted veterinary practices based on a large survey including about 2,000 responses.
However, there is no studies investigated the effect of COVID-19 on students in veterinary
medical field. Therefore, the current study was conducted to analyze the impact of COVID-19
pandemic on the academic performance of veterinary medical students and researchers during
the lockdown.
Many universities and colleges worldwide suspended classroom teaching due to the
novel coronavirus pandemic and switched to online teaching. The current cross-sectional study
was carried out to analyze the impact of COVID-19 lockdown on the academic performance
of veterinary medical students and researchers. Veterinary medical students and researchers
were invited to answer an online google form questionnaire. A total of 1,392 participants were
from 92 different countries answered the questionnaire with response rate of 94.1%. The data
showed that COVID-19 pandemic lockdown affected the academic performance of most
participants (96.7%) with varying degrees. The mean evaluation score for the online education
in general was 5.1 ± 2.4 while that for the practical parts was 3.6 ± 2.6.
4
CONCEPTUAL FRAMEWORK
INPUT PROCESS OUTPUT
1. Get the
endorsement of the
Researcher’s
1. Demographic Profile of Adviser to seek
the Respondent permission to the
a. Age Erhard Science
b. Gender; College
c. Educational administration.
Attainment; and 2. Seek permission
from the Erhard
d. Academic,
Science College
Performance
Admin to allow the
Researchers to
2. Challenge Affecting the administer
Academic Performance Retooling
questioners in
challenges. Erhard Science Erhard Science College
a. Self - regulation College- Bulacan.
b. Technological literacy 3. Distribute Students in
and competency personally the Breaking the
c. Student isolation questioners to the
d. Technological Erhard Science Academic
sufficiency College Students.
Challenges
e. Learning resource 4. Retrieve the
f. Learning environment questioners from
challenges the Erhard Science
College students.
3. Stress in Mental Health 5. Plot the collected
and Stability data in matrix form
-Anxiety
for statistical
analysis and
-Depression
interpretations.
6. Derive conclusion
4. Academic Performance
and
recommendation
from the result of
the study.
Figure 1.0
5
Figure 1.0 represents the necessary information needed in order to determine the effects
of pandemic to academic performance of criminology students in Erhard Science College
specifically their Demographic Profile: age; gender; educational attainment, the challenges
affecting their academic performance: self-regulation check; technological literacy and
competency; student isolation; technological sufficiency; learning resources; and learning
environment, the stress in their mental health and stability; internal influences; depression; and
anxiety; and external influences; environment and interaction with others, finally the impact to
their academic performance.
In order to achieve the above mentioned the researchers need to acquire approval from
the school’s administration to distribute survey questionnaires with the criminology students.
The proponent would provide a video presentation that is centered in Retooling Erhard Science
College Students in Breaking the Academic Challenges (RESBAC) to encourage them to
pursue their studies.
6
THEORETECAL FRAMEWORK
The studies on the effect of COVID-19-related school closures on student achievement
selected for our review reported mixed findings, with effects ranging from−0.37 SD to
+0.25 SD (Mdn = −0.08 SD). Most studies found negative effects of COVID-19 related school
closures on student achievement. Seven studies reported a negative effect on mathematics
(Clark et al., 2020; Kuhfeld et al., 2020b; Maldonado and De Witte, 2020; Tomasik et al.,
2020; Depping et al., 2021; Engzell et al., 2021; Schult et al., 2021), five studies on reading
(Clark et al., 2020; Maldonado and De Witte, 2020; Tomasik et al., 2020; Engzell et al.,
2021; Schult et al., 2021), and two studies on other subjects, such as science (Maldonado and
De Witte, 2020; Engzell et al., 2021). This is in line with expected learning losses due to
COVID-19 related school closures and the assumption that, in spring 2020, the ad hoc
implementation of online teaching gave students, teachers, schools, and parents little time to
prepare for or adapt to measures of remote learning.
Three studies reported positive effects of COVID-19 related school closures on student
achievement. Meeter (2021) and Spitzer and Musslick (2021) showed students to improve
their mathematics achievement when learning with an online-learning software during the
COVID-related school closures. Similarly, van der Velde et al. (2021) reported an increase in
correct solutions on open questions within a French learning program. Interestingly, these three
studies focused on online-learning software. Thus, the positive effects may be explained by the
students under investigation being familiar working with the corresponding online-learning
software prior to school closures. Hence, they did not have to adapt to a new learning
environment when in-person teaching was interrupted due to COVID-19. Moreover, students
increased the time using the online-learning software at home, were less distracted or
experienced less time pressure in a home-schooling rather than classroom setting, or were
7
presented with individualized assignments within the online program (see also Meeter,
2021; Spitzer and Musslick, 2021; van der Velde et al., 2021).
Additionally, two studies found positive effects on student achievement in mathematics
and reading (Gore et al., 2021), or in reading only (Depping et al., 2021). This result might be
accounted for by the achievement measurement being timed some months after school closures
in both studies and the possibility of effective compensatory measures being implemented by
teachers, schools, and local policy makers during this time to counteract learning losses, such
as offering learning groups during summer vacation in parts of Germany (Depping et al., 2021).
Even though the median for the effect on mathematics and reading is comparable when
averaging above all studies (d = −0.10 SD and−0.09 SD for mathematics and reading,
respectively), some included studies found different effects for different subjects. On the one
hand, reasons for finding larger learning losses in reading than in mathematics might be that
“mathematics is easier to teach in distance learning, as it is simple to provide exercises and
tests digitally or as worksheets” (Maldonado and De Witte, 2020, p. 13). As another
explanation, many students might not speak the language in which they are tested in at home,
hence, not benefitting much in their language skills during school closures (e.g., Maldonado
and De Witte, 2020). On the other hand, reasons for finding larger learning losses in
mathematics than in reading might be that students spent more time on reading during school
closures and that supporting children in their reading skills might have been easier to realize
for parents than supporting children in improving their competencies in mathematics
(e.g., Depping et al., 2021; Schult et al., 2021).
8
The studies selected for our review reported three main differential effects of COVID-
19-related school closures on student achievement in different groups of students. First, the
main finding was that younger children were more negatively affected in their learning than
older children were (-0.37 SD vs.−0.10 SD; Tomasik et al., 2020). Second, children from
families with a low socioeconomic status (SES) were more affected than children from families
with a high SES were (Maldonado and De Witte, 2020; Engzell et al., 2021). In this context,
one study reported an interaction between grade and SES, that is, for younger children from
schools with low school-level SES, learning losses of 0.16 SD were found, while younger
children from schools with medium school-level SES experienced learning gains of
0.15 SD (Gore et al., 2021). Third, low-performing students were more affected by COVID-
19-related school closures in mathematics, while high-performing students were more affected
by COVID-19-related school closures in reading (Schult et al., 2021). Finally, low-performing
students benefited more from systematic online-learning methods (Clark et al., 2020; Spitzer
and Musslick, 2021).
As the original studies were not designed to identify the reasons for these effects,
additional studies are required to explain the three main differential effects exhaustively. In the
following, we provide potential explanations as stated in the original studies. Regarding the
first main differential effect (younger students are more affected compared to older
students), Tomasik et al. (2020) state that the slower pace of students in primary school may
be due to younger children relying more on cognitive scaffolding during instruction, because
their capability for self-regulated learning might not be sufficiently developed. From a socio-
emotional perspective, younger children might have been more sensitive to stressors related to
the COVID-19 pandemic (Tomasik et al., 2020).
9
The reasons for students from low SES families being more affected relate to access to
remote learning, their learning behavior, and the support provided from families and schools.
Children from families with a low SES are less likely to have access to remote learning
(UNESCO, 2021), are less often provided with active learning assistance from their schools
(Tomasik et al., 2020), and spend less time on learning (Meeter, 2021) than children from
families with a high SES. Moreover, parents with a high SES are more likely to provide greater
psychological support for their children (OECD, 2019), which seems to be specifically relevant
in a situation such as the COVID-19 pandemic.
The differential effect on low-performing and high-performing students may be due to
high-performing students being capable of improving their performance regardless of the
learning environment, while low-performing students specifically benefit from systematic
online learning (Clark et al., 2020). Additionally, low-performing students might be less
distracted in comparison to learning in a classroom setting (Spitzer and Musslick, 2021).
Finally, with the possibility to adapt the assignments in online programs individually to the
students, low-performing children might have been addressed more thoroughly according to
their needs (Spitzer and Musslick, 2021).
10
STATEMENT OF THE PROBLEM
The study’s general objective is to assess the mental health status of Erhard Science College
students and determine the different factors that influenced them during the COVID-19
pandemic. Specifically, it aims to answer the following;
1. What is the demographic profile of the respondents in terms of:
1.1 Age;
1.2 Gender;
1.3 Educational attainment?
2. How does the respondent be described in facing the challenges in terms of:
2.1. Self-regulation Challenges;
2.2. Technological Literacy and Competency;
2.3. Student Isolation Challenges;
2.4. Technological Sufficiency Challenges;
2.5. Learning Resources Challenges; and
2.6. Learning Environment Challenges?
3. What is the level of stress among the respondents during the COVID-19 pandemic;
quarantine and subsequent shift to online learning in terms of:
3.1.1 Depression;
3.1.2 Anxiety?
4. What is the academic performance of the respondents?
11
HYPOTHESIS
This study was carried out to test the following:
1. The respondent’s profile has no significant relationship on the factors affecting academic
performance of students from Erhard Science College.
2. There are no significant factors indicated that is currently affecting the current situation of
the students.
3. There is no significant correlation noted on the various factors determined that affects the
academic performance of the students.
4. There is no noted solution to enhance the circumstances of the students.
12
THE SCOPE AND DELIMITATIONS
The research study aims to assess the performance of the select criminology students
of Erhard Science College Bulacan School Year 2019-2021. The researchers would like to
determine what influences the academic behavior of respondents during COVID-19 pandemic;
quarantine and subsequent shift to online learning.
Although this study is limited to the students of Erhard Science College Bulacan, the
researchers strongly believed that proposal of concep may be beneficiary for the future
respondents in facing a similar situation.
SUBJECT
This study will discuss certain factors that affected a student’s academic performance
due to the pandemic outbreak.
RESPONDENTS
The respondents of this study are students of Erhard Science College form school year
2019 to 2021.
TIME FRAME
The was data gathered at Erhard Science College, Capihan, San Rafael, Bulacan from
January 2023.
13
SIGNIFICANCE OF THE STUDY
The main focus of this study is to determine the effects that were brought along by
changes in daily routines, heightened levels of uncertainty and insecurity, financial struggles,
and social isolation, because of Covid-19 Pandemic.
The school may benefit to this study in strengthening the resiliency of the students in
any struggles they face without affecting their academic performance. Also, the community
may also be inspired to encourage the out of school youth to continue their study.
Moreover, the respondents will be the prime beneficiary of this research study. Since
this study also aims to equip the respondents in dealing with the academic challenge brought
by the Covid-19 Pandemic, the researchers believe that this will boost their morale.
14
DEFINITION OF TERMS
Anxiety – A feeling of worry, nervousness, or unease. Best example is “Overthinking”

COVID-19 Pandemic – a worldwide disease causing schools and universities to suspend
face-to-face classes.
Depression - Is a mood disorder that causes a persistent feeling of sadness and lost interest.
Hybrid Learning – Mixed learning both online and face to face class.
Learning Resource Challenges (LRC) - Availability of equipment such as gadgets,
financial, and internet allocation.
Online Class – A online learning platform. By using gadgets such as a cellphone, computer,
laptop.
Self-Regulation Challenge (SRC) - the ability of students to understand and manage your
own behavior and reactions.
Student Isolation Challenges (SIC) – Studying alone with no physical interactions with
other students.
Technological Complexity Challenges (TCC) – ability to cope and adjust to unfamiliar
technological platforms.
Technical Literacy and Competency Challenges - a lack of understanding to technological
platforms used in online learning.
15
CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
This study covers the related literatures and studies pertaining to the Effects of
pandemic to academic setting in select criminology students of Erhard Science College -SY
2019-2021
The COVID-19 pandemic has changed the world. Due to the nature of the virus,
particularly how it is transmitted, it has altered human behaviors, relations and lifestyles, and
had profound impacts on the economic, political and cultural landscapes of societies across the
world. It has likewise exacerbated poverty, discrimination and inequalities in many parts of the
world, not only through how COVID-19 appears to be affecting poorer communities more than
the rich, but also as a consequence of the measures taken by states to control the spread of the
virus, primarily by curtailing freedom of movement through the imposition of community
quarantine, lockdowns and curfews in many parts of the world.
After the DOH reported the first COVID-19 case in the country, acquired through local
transmission, the Philippine President Rodrigo R. Duterte signed Proclamation No. 922 on 8
March 2020, declaring the country under a state of public health emergency. This was to
prevent the further spread of the disease and mitigate its effects on communities. On 16 March,
the President declared a state of calamity throughout the Philippines for a period of six months,
and imposed an Enhanced Community Quarantine (ECQ) throughout the island of Luzon,
including Metro Manila. While originally set to last till 12 April 2020, the ECQ was later
extended to 15 May 2020.
16
The ECQ instructed all residents to stay at home, and the closure of all non-essential
business establishments, schools and universities, public transportation facilities, malls and
shopping centers, churches and other faith-based institutions. Checkpoints were set up in
various parts of Metro Manila and throughout Luzon as means to control movement of people
throughout the island. In essence, the ECQ meant the suspension of the freedom of movement.
With people confined to their homes for almost two months, the most vulnerable
residents, particularly the daily wage earners covered by the “no work, no pay” policy, and
those employed in the informal economy, have borne the brunt of these measures. The loss of
their income has forced these employees to rely on whatever assistance and social amelioration
programs that the national government, local government units and the private sector extend to
them.
(https://headfoundation.org/2020/06/04/covid-19-and-its-impact-on-higher-education-in-the-
philippines/)
17
The Impact of the Lockdown on Higher Education
Local Literature and Studies
Higher education institutions (HEIs), both public and private, have also had to adjust to
the new situation where face-to-face interaction and mass gatherings are prohibited. Committed
to their mandate, the leading universities and colleges in the Philippines, particularly those
affiliated with the ASEAN University Network – such as the University of the Philippines,
Ateneo de Manila University and De la Salle University, found innovative ways to fulfil their
three-pronged tasks of education, research and service.
From the confines of their homes, teachers and administrators were put to the task of
revising and adapting course syllabi and requirements as they shifted to alternative or remote
teaching modalities, both synchronous and asynchronous. Where students and teachers had
access to electronic devices and reliable Internet connections, learning managements systems
such as Canvas, Moodle, Blackboard, and applications like Google Hangouts, Zoom and
Skype, were used. But where students had limited access to computers or unreliable access to
the Internet, teachers and students used smartphones to exchange messages, notes and
materials, through text messaging, e-mail, Facebook Messenger, and Twitter.
In some instances, these arrangements became unsustainable and some universities had
to suspend remote or online classes because the uneven socioeconomic status of students
affected their access to these modalities of learning. Also, concerns regarding the mental health
of both students and teachers affected by the uncertainty, became another reason to suspend
online class.
(https://headfoundation.org/2020/06/04/covid-19-and-its-impact-on-higher-education-in-the-
philippines/)
18
Foreign Literature and Studies
Since the 1990s, the world has seen significant changes in the landscape of education
as a result of the ever-expanding influence of technology. One such development is the
adoption of online learning across different learning contexts, whether formal or informal,
academic and non-academic, and residential or remotely. We began to witness schools,
teachers, and students increasingly adopt e-learning technologies that allow teachers to deliver
instruction interactively, share resources seamlessly, and facilitate student collaboration and
interaction (Elaish et al., 2019; Garcia et al., 2018). Although the efficacy of online learning
has long been acknowledged by the education community (Barrot, 2020, 2021; Cavanaugh et
al., 2009; Kebritchi et al., 2017; Tallent-Runnels et al., 2006; Wallace, 2003), evidence on the
challenges in its implementation continues to build up (e.g., Boelens et al., 2017; Rasheed et
al., 2020).
Recently, the education system has faced an unprecedented health crisis (i.e., COVID-
19 pandemic) that has shaken up its foundation. Thus, various governments across the globe
have launched a crisis response to mitigate the adverse impact of the pandemic on education.
This response includes, but is not limited to, curriculum revisions, provision for technological
resources and infrastructure, shifts in the academic calendar, and policies on instructional
delivery and assessment. Inevitably, these developments compelled educational institutions to
migrate to full online learning until face-to-face instruction is allowed. The current
circumstance is unique as it could aggravate the challenges experienced during online learning
due to restrictions in movement and health protocols (Gonzales et al., 2020; Kapasia et
al., 2020). Given today’s uncertainties, it is vital to gain a nuanced understanding of students’
online learning experience in times of the COVID-19 pandemic. To date, many studies have
investigated this area with a focus on students’ mental health (Copeland et al., 2021; Fawaz et
19
al., 2021), home learning (Suryaman et al., 2020), self-regulation (Carter et al., 2020), virtual
learning environment (Almaiah et al., 2020; Hew et al., 2020; Tang et al., 2020), and students’
overall learning experience (e.g., Adarkwah, 2021; Day et al., 2021; Khalil et al., 2020; Singh
et al., 2020). There are two key differences that set the current study apart from the previous
studies. First, it sheds light on the direct impact of the pandemic on the challenges that students
experience in an online learning space. Second, the current study explores students’ coping
strategies in this new learning setup.
Addressing these areas would shed light on the extent of challenges that students
experience in a full online learning space, particularly within the context of the pandemic.
Meanwhile, our nuanced understanding of the strategies that students use to overcome their
challenges would provide relevant information to school administrators and teachers to better
support the online learning needs of students. This information would also be critical in
revisiting the typology of strategies in an online learning environment.
(https://link.springer.com/article/10.1007/s10639-021-10589-x)
20
Distance Learning Modalities
Since the start of the pandemic, various alternative learning modalities have emerged
to continuously deliver education to students. In the Philippines, DepEd implemented Basic
Education Learning Continuity Plan (BE-LCP) so that the learners can access learning in a
different situation (Quinones, 2020). BE-LCP covered essential requirements of education
during the pandemic. One of the requirements is the utilization of multiple delivery modalities
for teachers.
The absence of face-to-face instruction gave way to use emergency remote distance
learning modalities (Alvarez, 2022; Corcuera & Alvarez, 2021b). Distance learning is a
democratic form of education wherein all has an access to education despite constraints of place
and time (Gunawardena & McIsaac, 2004). It becomes the immediate solution to deliver the
instruction to students amidst quarantine protocols. Given this, there were three distance
learning modalities used especially in remote areas: Modular Distance Learning (MDL),
Online Distance Learning (ODL), and TV/Radio Based Instruction (Quinones, 2020).
Meanwhile, the theories of autonomy and independence can be applied in the study
since distance learning made the students learn on their own. Learning autonomy and
independence are the essential components of being an independent learner (Moore, 1973). In
Wedemeyer's study (1981), it was identified the essential elements of independent learning as
greater student responsibility, widely available instruction, effective mix of media and
methods, adaptation to individual differences, and a wide variety of start, stop and learn times
(Association for Educational Communications and Technology [AECT], 2001).
(https://dergipark.org.tr/en/download/article-file/2217904)
21
In December 2019, an outbreak of a novel coronavirus, known as COVID-19, occurred
in China and has spread rapidly across the globe within a few months. COVID-19 is an
infectious disease caused by a new strain of coronavirus that attacks the respiratory system
(World Health Organization, 2020). As of January 2021, COVID-19 has infected 94 million
people and has caused 2 million deaths in 191 countries and territories (John Hopkins
University, 2021). This pandemic has created a massive disruption of the educational systems,
affecting over 1.5 billion students. It has forced the government to cancel national examinations
and the schools to temporarily close, cease face-to-face instruction, and strictly observe
physical distancing. These events have sparked the digital transformation of higher education
and challenged its ability to respond promptly and effectively. Schools adopted relevant
technologies, prepared learning and staff resources, set systems and infrastructure, established
new teaching protocols, and adjusted their curricula. However, the transition was smooth for
some schools but rough for others, particularly those from developing countries with limited
infrastructure (Pham & Nguyen, 2020; Simbulan, 2020).
Inevitably, schools and other learning spaces were forced to migrate to full online
learning as the world continues the battle to control the vicious spread of the virus. Online
learning refers to a learning environment that uses the Internet and other technological devices
and tools for synchronous and asynchronous instructional delivery and management of
academic programs (Usher & Barak, 2020; Huang, 2019). Synchronous online learning
involves real-time interactions between the teacher and the students, while asynchronous online
learning occurs without a strict schedule for different students (Singh & Thurman, 2019).
Within the context of the COVID-19 pandemic, online learning has taken the status of interim
remote teaching that serves as a response to an exigency.
22
However, the migration to a new learning space has faced several major concerns
relating to policy, pedagogy, logistics, socioeconomic factors, technology, and psychosocial
factors (Donitsa-Schmidt & Ramot, 2020; Khalil et al., 2020; Varea & González-Calvo, 2020).
With reference to policies, government education agencies and schools scrambled to create
fool-proof policies on governance structure, teacher management, and student management.
Teachers, who were used to conventional teaching delivery, were also obliged to embrace
technology despite their lack of technological literacy. To address this problem, online learning
webinars and peer support systems were launched. On the part of the students, dropout rates
increased due to economic, psychological, and academic reasons. Academically, although it is
virtually possible for students to learn anything online, learning may perhaps be less than
optimal, especially in courses that require face-to-face contact and direct interactions
(Franchi, 2020).(https://link.springer.com/article/10.1007/s10639-021-10589-x)
23
Education and the COVID-19 pandemic
Recently, there has been an explosion of studies relating to the new normal in education.
While many focused on national policies, professional development, and curriculum, others
zeroed in on the specific learning experience of students during the pandemic. Among these
are Copeland et al. (2021) and Fawaz et al. (2021) who examined the impact of COVID-19 on
college students’ mental health and their coping mechanisms. Copeland et al. (2021) reported
that the pandemic adversely affected students’ behavioral and emotional functioning,
particularly attention and externalizing problems (i.e., mood and wellness behavior), which
were caused by isolation, economic/health effects, and uncertainties. In Fawaz et al.’s (2021)
study, 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 mechanisms of students were aligned with
Carter et al.’s (2020), who explored students’ self-regulation strategies.
In another study, Tang et al. (2020) examined the efficacy of different online teaching
modes among engineering students. Using a questionnaire, the results revealed that students
were dissatisfied with online learning in general, particularly in the aspect of communication
and question-and-answer modes. Nonetheless, the combined model of online teaching with
flipped classrooms improved students’ attention, academic performance, and course
evaluation. A parallel study was undertaken by Hew et al. (2020), who transformed
conventional flipped classrooms into fully online flipped classes through a cloud-based video
conferencing app. Their findings suggested that these two types of learning environments were
24
equally effective. They also offered ways on how to effectively adopt videoconferencing-
assisted online flipped classrooms. Unlike the two studies, Suryaman et al. (2020) looked into
how learning occurred at home during the pandemic. Their findings showed that students faced
many obstacles in a home learning environment, such as lack of mastery of technology, high
Internet cost, and limited interaction/socialization between and among students. In a related
study, Kapasia et al. (2020) investigated how lockdown impacts students’ learning
performance. Their findings revealed that the lockdown made significant disruptions in
students’ learning experience. The students also reported some challenges that they faced
during their online classes. These include anxiety, depression, poor Internet service, and
unfavorable home learning environment, which were aggravated when students are
marginalized and from remote areas. Contrary to Kapasia et al.’s (2020) findings, Gonzales et
al. (2020) found that confinement of students during the pandemic had significant positive
effects on their performance. They attributed these results to students’ continuous use of
learning strategies which, in turn, improved their learning efficiency.
Finally, there are those that focused on students’ overall online learning experience
during the COVID-19 pandemic. One such study was that of Singh et al. (2020), who examined
students’ experience during the COVID-19 pandemic using a quantitative descriptive
approach. Their findings indicated that students appreciated the use of online learning during
the pandemic. However, half of them believed that the traditional classroom setting was more
effective than the online learning platform. Methodologically, the researchers acknowledge
that the quantitative nature of their study restricts a deeper interpretation of the findings. Unlike
the above study, Khalil et al. (2020) qualitatively explored the efficacy of synchronized online
learning in a medical school in Saudi Arabia. The results indicated that students generally
perceive synchronous online learning positively, particularly in terms of time management and
25
efficacy. However, they also reported technical (internet connectivity and poor utility of tools),
methodological (content delivery), and behavioral (individual personality) challenges. Their
findings also highlighted the failure of the online learning environment to address the needs of
courses that require hands-on practice despite efforts to adopt virtual laboratories. In a parallel
study, Adarkwah (2021) examined students’ online learning experience during the pandemic
using a narrative inquiry approach. The findings indicated that Ghanaian students considered
online learning as ineffective due to several challenges that they encountered. Among these
were lack of social interaction among students, poor communication, lack of ICT resources,
and poor learning outcomes. More recently, Day et al. (2021) examined the immediate impact
of COVID-19 on students’ learning experience. Evidence from six institutions across three
countries revealed some positive experiences and pre-existing inequities. Among the reported
challenges are lack of appropriate devices, poor learning space at home, stress among students,
and lack of fieldwork and access to laboratories.
Although there are few studies that report the online learning challenges that higher
education students experience during the pandemic, limited information is available regarding
the specific strategies that they use to overcome them. It is in this context that the current study
was undertaken. This mixed-methods study investigates students’ online learning experience
in higher education. Specifically, the following research questions are addressed: (1) What is
the extent of challenges that students experience in an online learning environment? (2) How
did the COVID-19 pandemic impact the online learning challenges that students experience?
(3) What strategies did students use to overcome the challenges?
(https://link.springer.com/article/10.1007/s10639-021-10589-x)
26
The Emergency Remote Education Implementation in the Philippines
In his literature review, Manire (2021) emphasized emergency remote education as
supervisory intervention during this trying times. He also highlighted the implementation of
synchronous and asynchronous mode of learning as the result of pandemic crisis.
Circumstances such as those is inevitable since immediate solution is needed. Several
researches have been done to analyze the implementation of emergency remote education in
the Philippines (Aksan, 2021; Alvarez & Palmero, 2022; Corcuera & Alvarez, 2021; Dargo &
Dimas, 2021; Salayo et al., 2020).
In the study conducted by Salayo et al. (2020), they investigated the perceptions of
teachers and students in terms of remote emergency teaching and learning. Specifically, it
aimed to understand the readiness, attitude, and competence of 147 teachers and 409 senior
high school learners in a particular Catholic university in Manila with regard to the current
education setup. Interestingly, the respondents show their readiness, positive attitude, and
competence towards online teaching. However, the student's attitude in engaging in online
instruction was affected due to the discomfort and ineffectiveness of this learning modality.
Despite the negative effects of this modality, the study further proved that the respondents
remained positive and resilient in dealing with academic challenges in the new normal
education system.
27
Furthermore, Aksan’s (2021) descriptive research determined the perceptions of 178
Grade 11 STEM students regarding the use of modular distance learning approach (MDLA) in
MSU-Sulu Senior High School. It aimed to identify challenges of the students, effects of
MDLA, perceptions of students when grouped according to profile, and levels of academic
performance of the students in Mathematics subject. It showed that the students have positive
perception and effect to their academic performance, and agreed on using MDLA despite
having experienced various challenges. Additionally, there was no relationship between the
perception and academic performance of the respondents which concluded that these would
not affect each of the variables. Besides, it helped the student to improve their mathematical
ability. Therefore, MDLA is recommended to continue whether the face-to-face instruction is
back.
However, Dargo and Dimas (2021) mixed-method study investigated the effects of
MDL whether there is a significant difference in the academic performance of learners before
and after implementing the learning approach. Likewise, it intended to hear the
recommendations of selected parents and teachers regarding the implementation of MDL.
Based on its findings, the positive effects of this approach were strengthening the family
bonding, encouraged independent learning, and saved financially. On the other hand, the
general weighted average (GWA) of the students in their academic performance decreased up
to 2.25% after MDL implementation, which revealed significant difference. In addition, some
of the negative effects of MDL were additional workload to parents, limited teacher-learner
interaction, lacked of student and peer socialization, lessen relevant school activities exposure,
and exposed to various distractions at home. Hence, some supplementary learning materials
and constant monitoring through home visitation are needed for learning improvement.
28
Like many different educational institutions in the Philippines, the schools in northern
Cagayan implemented two types of learning modalities such as Modular Distance Learning
(MDL) and Online Distance Learning (ODL) to address the needs of the learners who are both
geographically away from each other. The learners were given Self-Learning Modules (SLM)
as well; however, the teachers required them to send some of their outputs and take quizzes on
various social media platforms such as email, google forms, and messenger. Additionally, they
were also using a zoom application to do virtual conferences to defend their research proposals
and research outputs.
Although the distance learning modalities were known and implemented decades ago
in several institutions in the Philippines even in other countries, the school year 2020-2021 is
the most crucial academic year in which all types of teaching and learning platforms are
mandatorily implemented depending on their suitability to the respected areas. Hence, this is
interesting to figure out how the senior high school learners dealing with the implementation
of Distance Learning Modalities (DLM) in remote areas, particularly on the island.
With this educational phenomenon, it is important to know and explore the learners'
experiences and point-of-views toward the new normal education system. The implementation
of DLM is set continuously while the pandemic is still affected globally.
29
SYNTHESIS
This study aims to provide a comprehensive report on the impact of the COVID-19
pandemic on online teaching and academic performance of Criminology Students at Erhard
Science College Bulacan. The COVID-19 pandemic has created the largest disruption of
education systems in human history, closures of schools, institutions and other learning spaces
have impacted more than 94% of the world’s student population.
This has brought far-reaching changes in all aspects of our lives. Social distancing and
restrictive movement policies have significantly disturbed traditional educational practices.
Within a short span of the COVID-19 pandemic, many researchers have shared their works on
teaching and learning in different ways. Several schools, colleges and universities have
discontinued face-to-face teachings. The COVID-19 pandemic has provided us with an
opportunity to pave the way for introducing digital learning.
This study, therefore, aims to investigate the experiences of Criminology students in
learning remotely amidst the pandemic crisis. Basically, it serves to determine the impact of
distance learning modality on the lives of students’ learning experiences in this time of the
pandemic crisis.
30
CHAPTER 3
METHODOLOGY
This chapter describes the research method and design of the study. It includes the
research design, objective of the study, research instrument, ethical consideration and
participants of the study.
Research Design
The qualitative phenomenological research design will be utilized to explore the
experiences of Erhard Science College students with regard to their learning journey on the
time of emergency remote education. The use of a phenomenological research study paved the
way in looking at the experiences of participants who experienced a particular phenomenon
(Espineli, 2021). This will provide the researchers to deeply understand the participants’ lives
through understanding and analyzing different layers of their experiences (Creswell, 2014;
Giorgi, 2012).
More importantly, it will help the researchers to facilitate and grasp the shared
meanings from the participants (Creswell, 2009), which will give the respondents the
opportunity for an in-depth understanding in picturing out their remote learning experiences.
This study will also use descriptive method in determining the level of stress among the
respondents during the COVID-19 pandemic; quarantine and subsequent shift to online
learning.
31
Research Locale
The study took place at Erhard Science College Bulacan, located at Capihan, San
Rafael Bulacan.
Figure 2: Research Locale
32
Research Objective
The study’s general objective is to assess the mental health status of college students and
determine the different factors that influenced them during the COVID-19 pandemic.
Specifically, it aims to:
1. Describe the demographic profile of the respondent in terms of age, gender, and
educational attainment.
2. Describe the respondent’s ability in facing / coping with the challenges during the
COVID-19.
3. Determine the level of challenge among the respondent during the Covid-19 pandemic;
quarantine and subsequent shift to online learning.
4. Correlate the Academic Performance of the respondence to the challenges during the
Covid-19 pandemic.
5. Recommend coping strategies towards stress among college students and examine
whether participant characteristics modified these associations.
33
Research Instrumentation
The data will be collected using a retrospective self-report questionnaire and a focused
group discussion (FGD). A self-report questionnaire will be considered appropriate because
the indicators relate to affective responses and attitude (Araujo et al., 2017; Barrot, 2016;
Spector, 1994). Although the participants may tell more than what they know or do in a self-
report survey (Matsumoto, 1994), this challenge will be addressed by explaining to them in
detail each of the indicators and using methodological triangulation through FGD.
On Part 1, the questionaires will be given to the respondents once validated by the
panelist. There are three parts on the questionaires
The respondents will be asked to give their gender , age , year level and year started in the
school.
On Part II, the respondents will assess the impact of pandemic on the academic
performance. It is composed of six (6) parts regarding the challenges on their educational
performance.
Part III is composed of two (2) parts namely: Anxiety and Depression.
The questioners are consisting of the following parts.
Part I: Age, gender, general weighted average (GWA).
34
Part II the questioners will be answered by the respondents with agree, disagree and not
affected. It consists.
a. Self-regulation Challenges;
b. Technological Literacy and Competency;
c. Student Isolation Challenges;
d. Technological Sufficiency Challenges;
e. Learning Resources Challenges; and
f. Learning Environment Challenges.
Data Gathering Procedure
The questionnaires contain two major sections: the participants’ background
information and the main questions. The background information section asked about the
students’ names, age, online learning mode used in class. The items in the main questions
section covered questions relating to the students’ overall attitude toward online learning
during the pandemic, the reasons for the scores they assigned to each of the challenges they
experienced, the impact of the pandemic on students’ challenges, and the strategies they
employed to address the challenges.
1. Get the endorsement of the Researcher’s Adviser to seek permission to the Erhard
Science College administration.
2. Seek permission from the Erhard Science College Admin to allow the Researchers
to administer questioners in Erhard Science College- Bulacan.
3. Distribute personally the questioners to the Erhard Science College Students.
4. Retrieve the questioners from the Erhard Science College students.
5. Plot the collected data in matrix form for statistical analysis and interpretations.
6. Derive conclusion and recommendation from the result of the study.
35
Statistical Tools
The data gathered are summarized, tabulated and analyzed using the following
statistical techniques:
1. Frequency and Percentage
The profile of the respondents was analyzed using formula of percentage distribution as
shown below:
P= F/N x 100
Where:
P= percentage
F = frequency
N = number of respondents
100 = constant
2. Weighted Mean
The level of satisfaction of the respondents on the different domains in life was analyzed
using formula of weighted mean distribution as shown below:
Where: X = mean score
Wi = weight of each item
Xi = value of the item
N = number of respondents
36
Table 1
Scoring Scale for Weighted Mean
RANGE INTERPRETATION LEVEL

0.00 to 0.99 Small Extent Very Low
1.00 to 1.99 Some Extent Low
2.00 to 2.99 Moderate Extent Average
3.00 to 3.99 Great Extent High
4.00 to 5.00 Very Great Extent Very High
Ethical Consideration
In regards of the ethical principles, the researchers will supervise the study with due
respect to the participants with privacy, informed consent, anonymity and most of all,
confidentiality. Therefore, if the participants will refuse, the researchers will not force or
intimidate the participants to answer the questionnaire, the researchers will ask in formal
language for their consent and address a formal letter at the beginning of the questionnaires.
Inclusive in the letter of consent to the participants is the assurance that any information
disclosed is held with utmost confidentiality and that their identities will be anonymous. The
researchers consoled too, that the study is for the purpose of betterment of the participants.
Population and Sample
This study involves 66 respondents; 2nd year to 3rd year Criminology students of Erhard
Science College Bulacan College of Criminal Justice System. The participants have been
engaged in online learning for at least three terms. Such as belonged to low and middle-income
groups but were equipped with the basic online learning equipment and skills necessary for
their participation in online classes.
37
CHAPTER 4
RESULTS AND DISCUSSION
This study investigated students’ online learning experience in higher education within
the context of the pandemic. Specifically, we identified the extent of challenges that students
experienced, how the COVID-19 pandemic impacted their online learning experience, and the
strategies that they used to confront these challenges.
Figure 3
3rd Years
35%
2nd Years
65%
Figure 3 shows the distribution of respondents as to the year level, thirty five percent
(35%) are 3rd year students and sixty five percent (65%) are 2nd year students.
This shows that there are more 2nd year students enrolled at the time the study is
conducted.
38
Figure 4
Female 3rd Years

12%
Male 2nd Years

37%
Male 3rd Years
25%
Female 2nd Years

26%
Figure 4 represent the distribution among the respondents’ gender, twenty seven
percent (27%) are male 2nd years, twenty six percent (26%) are female 2nd years, twenty five
percent (25%) are male 3rd years and twelve percent (12%) are female 3rd years.
This shows that most of the respondents are male.
39
Figure 5
36-40
26-30
31-35
0%
18-25
26-30
31-35
36-40
18-25
100%
Figure 5 represents the respondents’ age distribution; one hundred percent (100%) data
is shown that all of the participants are within the range of 18 to 25 years of age.
This shows that most of the respondents are young adults considering the fact that they
are college students.
40
Figure 6
2019
15%
2021
55% 2020
30%
Figure 6 shows the distribution as to the year the respondents are enrolled or started
their academic journey, fifteen percent (15%) are enrolled from 2019, thirty percent (30%) are
enrolled from 2020 and fifty five (55%) percent are enrolled from 2021.
41
Figure 7
Hybrid
Black
MS
Schoology
Teams
Learning
Board
Canvas
Zoom 0%
1% Edmodo
15%
17%
Moodle
0%
Google Chat
Facebook
17%
13%
Google Meet Google Classroom

19% 18%
Figure 7 shows the distributions of the learning platform used by the respondents, none
of them used schoology, blackboard and ms teams app as platform for learning, none of them
were ingaged in hybrid learning, thirteen percent (13%) used facebook app, fifteen percent
(15%) used zoom app, seventeen percent (17%) used Edmodo app, seventeen percent (17%)
used Google chat app, eighteen percent (18%) used Google Classroom app and nineteen
percent (19%) used Google meet app.
This suggest that the student used Google apps most of the time during online learning,
42
Assessing the impact of pandemic on the academic performance.
Challenges Affecting the Educational Performance 1 2 3 4 5
Self-regulation challenges (SRC)

a. I delay tasks related to my studies so that they are either not
fully completed by their deadline or had to be rushed to be 8 12 18 26 23 33 20 29 0 0
completed.
b. I fail to get appropriate help during online classes. 8 12 23 33 21 30 16 23 1 1
c. I lack the ability to control my own thoughts, emotions, and
9 13 23 33 20 29 15 22 2 3
actions during online classes.
d. I have limited preparation before an online class. 8 12 14 20 23 33 19 28 5 7
e. I have poor time management skills during online classes. 12 17 17 25 18 26 20 29 2 3
Technological literacy and competency challenges (TLCC)
a. I lack competence and proficiency in using various interfaces
or systems that allow me to control a computer or another 4 6 20 29 29 42 16 23 0 0
embedded system for studying.
b. I resist learning technology. 9 13 18 26 24 35 17 25 1 1
c. I am distracted by an overly complex technology. 8 12 21 30 24 35 14 20 2 3
d. I have difficulties in learning a new technology. 5 7 22 32 22 32 18 26 2 3
e. I lack the ability to effectively use technology to facilitate learnin 12 17 15 22 24 35 16 23 2 3
Student isolation challenges (SIC)
a. I feel emotionally disconnected or isolated during online
14 20 21 30 14 20 13 19 7 10
classes.
b. I feel disinterested during online class. 8 12 23 33 20 29 13 19 5 7
c. I feel unease and uncomfortable in using video projection,
6 9 15 22 25 36 17 25 6 9
microphones, and speakers.
d. I feel uncomfortable being the center of attention during online
6 9 8 12 31 45 18 26 6 9
classes.
e. I feel lonely 12 17 17 25 17 25 20 29 3 4
f. I have an insufficient access to learning technology. 18 26 13 19 19 28 18 26 1 1
g. I experience inequalities with regard to access to and use of
technologies during online classes because of my 9 13 14 20 36 52 8 12 2 3
socioeconomic, physical, and psychological condition.
h. I have an outdated technology. 7 10 19 28 29 42 13 19 1 1
i. I do not have Internet access during online classes. 20 29 21 30 25 36 2 3 1 1
j. I have low bandwidth and slow processing speeds. 11 16 17 25 23 33 16 23 2 3
Technological complexity challenges (TCC)
a. I am distracted by the complexity of the technology during
5 7 17 25 22 32 23 33 2 3
online classes.
b. I experience difficulties in using complex technology. 3 4 17 25 26 38 21 30 2 3
c. I experience difficulties when using longer videos for d.
5 7 11 16 23 33 27 39 3 4
learning.
d. I experience difficulty in using technological equipment. 4 6 16 23 24 35 24 35 1 1
e. I experience different application in online class. (ex. Gmeet,
4 6 6 9 16 23 24 35 19 28
Zoom, Edmodo, etc.)
Learning resource challenges (LRC)
a. I have an insufficient access to library resources. 10 14 11 16 19 28 19 28 10 14
b. I have an insufficient access to laboratory equipment and 10 14 11 16 24 35 16 23 8 12
c. I have limited access to textbooks, worksheets, and other
5 7 10 14 29 42 15 22 10 14
instructional materials.
d. I experience financial challenges when accessing learning
6 9 7 10 30 43 19 28 7 10
resources and technology.
e. I have limited funds. 7 10 11 16 25 36 18 26 8 12
Learning environment challenges (LEC)
a. I experience online distractions such as social media during
3 4 9 13 18 26 22 32 17 25
online classes.
b. I experience distractions at home as a learning environment. 4 6 5 7 19 28 26 38 15 22
c. I have difficulties in selecting the best time and area for
2 3 7 10 22 32 25 36 14 20
learning at home.
d. Home set-up limits the completion of certain requirements for
5 7 7 10 28 41 22 32 8 12
my subject (e.g., laboratory and physical activities).
e. I experience lack of motivations in doing activities. 7 10 11 16 21 30 27 39 4 6
Anxiety
1. I over think before doing my activities. 7 10 13 19 25 36 20 29 4 6
2. I often feel overwhelmed. 4 6 13 19 27 39 19 28 6 9
3. I seek out new challenges. 5 7 12 17 24 35 24 35 4 6
4. I find it hard getting to sleep. 3 4 9 13 27 39 19 28 11 16
5. I need a long time to get over setbacks. 3 4 10 14 30 43 16 23 10 14
Depression
1. I am facing a lack of concentration 12 17 12 17 19 28 21 30 5 7
2. I am feeling you don’t have no future. 13 19 12 17 27 39 13 19 3 4
3. I am facing problems with making decisions. 7 10 12 17 23 33 19 28 8 12
4. I feel sad, there is no joy in your life anymore. 13 19 15 22 26 38 14 20 1 1
5. I have lost interest in all things that were important to you
12 17 11 16 28 41 15 22 3 4
once upon a time.
43
Table 3. Assessing the impact of pandemic on the academic performance.
Assessing the impact of pandemic on the academic performance.

Challenges Affecting the Educational Performance
Self-regulation challenges (SRC) 1 2 3 4 5 N ƩWiXi WM R
a. I delay tasks related to my studies so that they are either not fully
8 18 23 20 0 69 193 2.80 M
completed by their deadline or had to be rushed to be completed.
b. I fail to get appropriate help during online classes. 8 23 21 16 1 69 186 2.70 M
c. I lack the ability to control my own thoughts, emotions, and actions
9 23 20 15 2 69 185 2.68 M
during online classes.
d. I have limited preparation before an online class. 8 14 23 19 5 69 206 2.99 M
e. I have poor time management skills during online classes. 12 17 18 20 2 69 190 2.75 M
TOTAL 960 2.78 M
Technological literacy and competency challenges (TLCC) 1 2 3 4 5 N ƩWiXi WM R
a. I lack competence and proficiency in using various interfaces or
systems that allow me to control a computer or another embedded 4 20 29 16 0 69 195 2.83 M
system for studying.
b. I resist learning technology. 9 18 24 17 1 69 190 2.75 M
c. I am distracted by an overly complex technology. 8 21 24 14 2 69 188 2.72 M
d. I have difficulties in learning a new technology. 5 22 22 18 2 69 197 2.86 M
e. I lack the ability to effectively use technology to facilitate learning. 12 15 24 16 2 69 188 2.72 M
TOTAL 958 2.78 M
Student isolation challenges (SIC) 1 2 3 4 5 N ƩWiXi WM R
a. I feel emotionally disconnected or isolated during online classes. 14 21 14 13 7 69 185 2.68 M
b. I feel disinterested during online class. 8 23 20 13 5 69 191 2.77 M
6 15 25 17 6 69 209 3.03 G
d. I feel uncomfortable being the center of attention during online classes. 6 8 31 18 6 69 217 3.14 G
e. I feel lonely 12 17 17 20 3 69 192 2.78 M

f. I have an insufficient access to learning technology. 18 13 19 18 1 69 178 2.58 M
g. I experience inequalities with regard to access to and use of
technologies during online classes because of my socioeconomic, 9 14 36 8 2 69 187 2.71 M
physical, and psychological condition.
h. I have an outdated technology. 7 19 29 13 1 69 189 2.74 M
i. I do not have Internet access during online classes. 20 21 25 2 1 69 150 2.17 M
j. I have low bandwidth and slow processing speeds. 11 17 23 16 2 69 188 2.72 M
TOTAL 1886 2.73 M
Technological complexity challenges (TCC) 1 2 3 4 5 N ƩWiXi WM R
a. I am distracted by the complexity of the technology during online
5 17 22 23 2 69 207 3.00 G
classes.
b. I experience difficulties in using complex technology. 3 17 26 21 2 69 209 3.03 G
c. I experience difficulties when using longer videos for d. learning. 5 11 23 27 3 69 219 3.17 G
d. I experience difficulty in using technological equipment. 4 16 24 24 1 69 209 3.03 G
e. I experience different application in online class. (ex. Gmeet, Zoom,
4 6 16 24 19 69 255 3.70 G
Edmodo, etc.)
TOTAL 1099 3.19 G
44
Learning resource challenges (LRC) 1 2 3 4 5 N ƩWiXi WM R

a. I have an insufficient access to library resources. 10 11 19 19 10 69 215 3.12 G
b. I have an insufficient access to laboratory equipment and materials. 10 11 24 16 8 69 208 3.01 G
c. I have limited access to textbooks, worksheets, and other instructional
5 10 29 15 10 69 222 3.22 G
materials.
d. I experience financial challenges when accessing learning resources
6 7 30 19 7 69 221 3.20 G
and technology.
e. I have limited funds. 7 11 25 18 8 69 216 3.13 G
TOTAL 1082 3.14 G
Learning environment challenges (LEC) 1 2 3 4 5 N ƩWiXi WM R
a. I experience online distractions such as social media during online
3 9 18 22 17 69 248 3.59 G
classes.
b. I experience distractions at home as a learning environment. 4 5 19 26 15 69 250 3.62 G
c. I have difficulties in selecting the best time and area for learning at
2 7 22 25 14 69 252 3.65 G
home.
d. Home set-up limits the completion of certain requirements for my
5 7 28 22 8 69 231 3.35 G
subject (e.g., laboratory and physical activities).
e. I experience lack of motivations in doing activities. 7 11 21 27 4 69 220 3.19 G
TOTAL 1201 3.48 G
Anxiety 1 2 3 4 5 N ƩWiXi WM R
1. I over think before doing my activities. 7 13 25 20 4 69 208 3.01 G
2. I often feel overwhelmed. 4 13 27 19 6 69 217 3.14 G
3. I seek out new challenges. 5 12 24 24 4 69 217 3.14 G
4. I find it hard getting to sleep. 3 9 27 19 11 69 233 3.38 G
5. I need a long time to get over setbacks. 3 10 30 16 10 69 227 3.29 G
TOTAL 1102 3.19 G
Depression 1 2 3 4 5 N ƩWiXi WM R
1. I am facing a lack of concentration 12 12 19 21 5 69 202 2.93 M
2. I am feeling you don’t have no future. 13 12 27 13 3 69 185 2.68 M
3. I am facing problems with making decisions. 7 12 23 19 8 69 216 3.13 G
4. I feel sad, there is no joy in your life anymore. 13 15 26 14 1 69 182 2.64 M
5. I have lost interest in all things that were important to you once upon
12 11 28 15 3 69 193 2.80 M
a time.
TOTAL 978 2.83 M
45
Table 3 presents the mean scores for the extent of challenges that students experienced
during online learning. Overall, the students experienced the identified challenges to a small
extent. More specifically, the greatest challenge that students experienced was related to the
learning environment, particularly distractions at home, limitations in completing the
requirements for certain subjects, and difficulties in selecting the learning areas and study
schedule. It was, however, found that the least challenging areas were technological literacy
and competency, particularly knowledge and training in the use of technology, technological
intimidation, and resistance to learning technologies. Other areas where students experienced
the least challenge were Internet access under TSC and procrastination under SRC.
Nonetheless, nearly half of the students’ responses per indicator rated the challenges
they experienced as moderate. As such, it is clear that the students who participated in this
survey experienced a wide range of challenges and difficulties during the shift to virtual
learning This indicates that, although students experienced a great deal of challenge related
to the home learning environment, they felt a certain degree of competence in their
technological literacy and knowledge. All these findings suggest that students were aware of
the challenges they faced in their home learning environment, yet were able to overcome
them with certain levels of technological literacy and competency.
As shown in Table 3, most of the students’ responses were related to teaching and
learning quality, anxiety, and other mental health issues. These responses indicated that most
students felt they were not receiving the quality of education they were expecting and that
the current level of stress had a negative effect on their mental health Regarding the adverse
impact on teaching and learning quality, most of the comments relate to the lack of
preparation for the transition to online platforms, limited infrastructure, and poor Internet
service.
46
This lack of preparedness and resources, as well as the ongoing pandemic and
uncertainty around when classes will return to normal, have caused much worry among
students about their educational progress. For the anxiety and mental health issues, most
students reported that the anxiety, boredom, sadness, and isolation they experienced had
adversely impacted the way they learned, completed their tasks and activities, and their
motivation to continue studying. In conclusion, the data presented in Table 3 shows that
students have expressed a wide range of issues and concerns about their educational
experiences during the pandemic. The data also reveal that COVID-19 aggravated the
financial difficulties experienced by some students, consequently affecting their online
learning experience. This financial impact mainly revolved around the lack of funding for
their online classes as a result of their parents’ unemployment and the high cost of Internet
data.
Meanwhile, few concerns were raised in relation to COVID-19’s impact on mobility
and face-to-face interactions. For instance, some commented that the lack of face-to-face
interaction with her classmates had a detrimental effect on her learning and socialization
skills, while others reported that restrictions in mobility limited their learning experience.
Very few comments were related to no effect or positive effect. Despite the financial and
technological difficulties that the participants faced, many reported that COVID-19 had a
negative impact on their overall educational experience.
The above findings suggest the pandemic had additive adverse effects on students’
online learning experience. This implies that majority of the criminology students at ESC
Bulacan have experienced a very challenging learning experience and environment during
COVID-19 Pandemic.
47
CHAPTER 5
CONCLUSION AND RECOMMENDATION
Summary
Overall findings indicate that the extent of challenges and strategies varied from one
student to another. Hence, they should be viewed as a consequence of interaction several many
factors. Students’ responses suggest that their online learning challenges and strategies were
mediated by the resources available to them, their interaction with their teachers and peers, and
the school’s existing policies and guidelines for online learning. In the context of the pandemic,
the imposed lockdowns and students’ socioeconomic condition aggravated the challenges that
students experience.
Among all the different online learning challenges, the students experienced the least
challenge on technological literacy and competency. This is not surprising considering a
plethora of research confirming Gen Z students’ (born since 1996) high technological and
digital literacy (Barrot, 2018; Ng, 2012; Roblek et al., 2019). Regarding the impact of COVID-
19 on students’ online learning experience, the findings reveal that teaching and learning
quality and students’ mental health were the most affected. The anxiety that students
experienced does not only come from the threats of COVID-19 itself but also from social and
physical restrictions, unfamiliarity with new learning platforms, technical issues, and concerns
about financial resources. These findings are consistent with that of Copeland et al. (2021) and
Fawaz et al. (2021), who reported the adverse effects of the pandemic on students’ mental and
emotional well-being. This data highlights the need to provide serious attention to the
mediating effects of mental health, restrictions in mobility, and preparedness in delivering
online learning.
48
Conclusion
Several implications can be drawn from the findings of this study. First, this study
highlighted the importance of emergency response capability and readiness of higher education
institutions in case another crisis strikes again. Critical areas that need utmost attention include
(but not limited to) national and institutional policies, protocol and guidelines, technological
infrastructure and resources, instructional delivery, staff development, potential inequalities,
and collaboration among key stakeholders (i.e., parents, students, teachers, school leaders,
industry, government education agencies, and community). Second, the findings have
expanded our understanding of the different challenges that students might confront when we
abruptly shift to full online learning, particularly those from countries with limited resources,
poor Internet infrastructure, and poor home learning environment. Schools with a similar
learning context could use the findings of this study in developing and enhancing their
respective learning continuity plans to mitigate the adverse impact of the pandemic. This study
would also provide students relevant information needed to reflect on the possible strategies
that they may employ to overcome the challenges. These are critical information necessary for
effective policymaking, decision-making, and future implementation of online learning. Third,
teachers may find the results useful in providing proper interventions to address the reported
challenges, particularly in the most critical areas. Finally, the findings provided us a nuanced
understanding of the interdependence of learning tools, learners, and learning outcomes within
an online learning environment; thus, giving us a multi-perspective of hows and whys of a
successful migration to full online learning.
49
Recommendation
Here are some recommendations for students affected by the pandemic:
1. Maintain a routine and stick to a schedule for studying and other activities.
2. Stay active and take breaks from screen time regularly to avoid burnout.
3. Seek virtual resources for academic support, such as online tutoring and study groups.
4. Stay connected with classmates and teachers through online platforms.
5. Practice self-care and prioritize mental health through activities such as exercise,
meditation, and hobbies.
6. Manage stress and uncertainty by staying informed with reliable sources and limit exposure
to news and social media.
7. Reach out to family, friends, teachers, or school support services if needed.
Remember, these are challenging times and it's important to be patient and kind to yourself,
as well as seek support if needed.
50
Some limitations in this study needs to be acknowledged and addressed in future
studies. One limitation of this study is that it exclusively focused on students’ perspectives.
Future studies may widen the sample by including all other factors taking part in the teaching–
learning process. Researchers may go deeper by investigating teachers’ views and experience
to have a complete view of the situation and how different elements interact between them or
affect the others. Future studies may also identify some teacher-related factors that could
influence students’ online learning experience. In the case of students, their degree programs
may be examined in relation to the specific challenges and strategies they experience. Although
the study involved a relatively average sample size, the participants were limited to college
students from Erhard Science College Bulacan. To increase the robustness of the findings,
future studies may expand the learning context to K-12 and several higher education
institutions from different universities and administrations. As a final note, this pandemic has
undoubtedly reshaped and pushed the education system to its limits. However, this
unprecedented event is the same thing that will make the education system stronger and survive
future threats.
51
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59
MARY JOICE GALVEZ TUGANO

Address: Sumandig, San Ildefonso, Bulacan*
Mobile No: 09287312848
Email Add: tuganomaryjoice11.escbulacan@gmail.com
OBJECTIVE
To be the absolute asset in the company through my loyalty and dedicated work and
to seek an exciting, challenging position within dynamic and innovative organization, which
offers variety and the opportunity for both business and personal growth.
SKILLS
• Hardworking and Patient
• Responsible and Trustworthy
• With good communication skills
• Effective interpersonal skills
EDUCATIONAL BACKGROUND
College: Erhard Science College

Bachelor of Science in Criminology
San Rafael Bulacan
2019 - 2022(under graduate)
Senior High School: San IldefonsoNational High School

Poblacion, San Ildefonso, Bulacan
S.Y 2015 - 2017
High School: San Ildefonso National High School

Poblacion, San Ildefonso, Bulacan
S.Y 2011– 2014
Elementary: Sumandig Elementary School

Sumandig, San Ildefonso, Bulacan
S.Y 2006 – 2011
60
PERSONAL DATA
Age : 21yrs old

Gender : Female
Date of Birth : September 11,2001
Place of Birth : Sumandig, San ildefonso, Bulacan
Civil Status : Single
Nationality : Filipino
Height : 5”2
Weight : 53 kg
Religion : Roman Catholic
Father’s Name : Manuel Tugano
Occupation : Farmer
Mother’s Name : Myrna Tugano
Occupation : House wife
Contact Number : 09654492454
CHARACTER REFERENCES
Gretchen Delos Reyes

Teacher
Bubulo, San Ildefonso, Bulacan
09233100961
Hermo Guanzing
Barangay Captain
Sumandig , San Ildefonso, Bulacan
09432725531
I hereby certify that all information’s have given above are true and correct to the
best of my knowledge and belief
Mary Joice Tugano

Applicant’s Signature
61
DE VERA, RENARD GAMBIN

Capihan, San Rafael, Bulacan
Contact No. 09475213347
deverarenard.escbulacan@gmail.com
Objective
Aspiring to become a part of an industry or corporation in which I may apply, share

and nurture my knowledge and skills regarding the course I have taken.
Personal Data
Age : 22
Birth Place : Capihan, San Rafael, Bulacan
Sex : Male
Civil Status : Single
Height : 5’6
Weight : 85kg
Religion : Catholic
Nationality : Filipino
Language to Speak : English and Tagalog
Father’s name : Renato De Vera
Mother’s name : Doreza De Vera
62
Educational Background
College: Erhard Science College Bulacan.

Capihan San Rafael Bulacan.
4th year student Bachelor of Science in Criminology 2019 - 2023
Senior High School: Erhard Science College Bulacan.

Capihan San Rafael Bulacan.
Graduated 2017
Junior High School: Lydia D. Villangca Trade School.

Ulingao San Rafael Bulacan.
Graduated 2015.
Achievements
NCll Electrical Installation and Maintenance.
Skills
Computer Literate
Knowledgeable with the use of Computer application and software.
I hereby to certify that the above information is true and correct with the best of my
knowledge
Renard G. De Vera
Applicant’s Signature
63
OBJECTIVE
To work for a successful company where I can utilize my knowledge and
skills and
Develop myself in other fields of careers.
EXPERIENCE
SM Hyper Market : Pagala, Baliwag, Bulacan
Hermil Online Services : Sampaloc, San Rafael, Bulacan
John Rodney C. Santos
EDUCATION
#487 Sampalok San Rafael Bulacan COLLEGIATE : ERHARD SCIENCE COLLEGE
COURSE : Bachelor of Science in

Criminology Capihan, San Rafael, Bulacan
MOBILE NO: #09555218384 2019-Present
SECONDARY : Carlos F. Gonzales High
School 2010-2013 Maguinao, San Rafael, Bulacan
EMAIL ADD:
PRIMARY : SABANG ELEMENTARY SCHOOL
santosjohnrodney.escbulacan@gm
Sabang, Baliuag, Bulacan
ail.com
SKILLS AND ABILITIES
• Can handle tremendous pressure at work.

• Strong multi-tasking and team working skills.
• Can be trained and work with minimal supervision
and professional in the performance of tasks.
REFERENCES
Ericson Chico
PO3 San Rafael Police Station
SAMPALOC SAN RAFAEL BULACAN
> PERSONAL INFORMATION
LANITES BATAL
Birth date: June 07, 1997 Architect
Age: 25 y/o SAMPALOC SAN RAFAEL BULACAN
Sex: Male
I hereby certify that the above information is true and correct to the best of my
Civil Status: Single knowledge and belief.
Citizenship: Filipino
___________________________
Religion: Born Again JOHN RODEY C. SANTOS
Christian
64
Impact of pandemic to academic performance of ESC-Bulacan Criminology Students

This questionnaire aims to analyse the effect of COVID-19 pandemic on the academic
performance of criminology students at ESC-Bulacan during the lockdown. The students from
school year 2019-2021 are eligible to answer this questionnaire. The data of this questionnaire
will be used for a research study.
Your identity will remain anonymous, and your participation in this study is completely
voluntary. Answering this questionnaire indicates your consent to participate in this study.
Directions: Check the box that corresponds to your answer.

Part I: Demographic Profile of Respondents
Age:
18-25 □ 31-35 □
26-30 □ 36-40 □
Gender:
Male □ Female □
Year level:
2nd Year □ 4th Year □
3rd year □
Year started:
2019 □ 2020 □ 2021 □
Learning Platform used:

Blackboard □ Google Classroom □ MS Teams □
Canvas (LMS) □ Google Meet □ Schoology □
Edmodo □ Google Chat □ Hybrid Learning □
Facebook □ Moodle (LMS) □ Zoom □
65
Part II: Assessing the impact of pandemic on the academic performance.

Directions: Check the column that reflects to your response in each statement.
1: Strongly Disagree 3: Average 5: Strongly Agree
2: Disagree 4: Agree

Self-regulation challenges (SRC)
a. I delay tasks related to my studies so that they are either
not fully completed by their deadline or had to be rushed to
be completed.
b. I fail to get appropriate help during online classes.
c. I lack the ability to control my own thoughts, emotions,
and actions during online classes.
d. I have limited preparation before an online class.
e. I have poor time management skills during online classes.
Technological literacy and competency challenges
(TLCC)
a. I lack competence and proficiency in using various
interfaces or systems that allow me to control a computer or
another embedded system for studying.
b. I resist learning technology.
c. I am distracted by an overly complex technology.
d. I have difficulties in learning a new technology.
e. I lack the ability to effectively use technology to facilitate
learning.
Student isolation challenges (SIC)
a. I feel emotionally disconnected or isolated during online
classes.
b. I feel disinterested during online class.
66

d. I feel uncomfortable being the center of attention during
online classes.
e. I feel lonely
f. I have an insufficient access to learning technology.
g. I experience inequalities with regard to access to and use
of technologies during online classes because of my
socioeconomic, physical, and psychological condition.
h. I have an outdated technology.
i. I do not have Internet access during online classes.
j. I have low bandwidth and slow processing speeds.
Technological complexity challenges (TCC)
a. I am distracted by the complexity of the technology
b. I experience difficulties in using complex technology.
c. I experience difficulties when using longer videos for d.
learning.
d. I experience difficulty in using technological equipment.
e. I experience different application in online class. (ex.
Gmeet, Zoom, Edmodo, etc.)
Learning resource challenges (LRC)
a. I have an insufficient access to library resources.
b. I have an insufficient access to laboratory equipment and
materials.
c. I have limited access to textbooks, worksheets, and other
instructional materials.
d. I experience financial challenges when accessing learning
resources and technology.
e. I have limited funds.
Learning environment challenges (LEC)
67

a. I experience online distractions such as social media
b. I experience distractions at home as a learning
environment.
c. I have difficulties in selecting the best time and area for
learning at home.
d. Home set-up limits the completion of certain
requirements for my subject (e.g., laboratory and physical
activities).
e. I experience lack of motivations in doing activities.
Part III Level of Stress
Anxiety 1 2 3 4 5
1. I over think before doing my activities.
2. I often feel overwhelmed.
3. I seek out new challenges.
4. I find it hard getting to sleep.
5. I need a long time to get over setbacks.
Depression
1. I am facing a lack of concentration
2. I am feeling you don’t have no future.
3. I am facing problems with making decisions.
4. I feel sad, there is no joy in your life anymore.
5. I have lost interest in all things that were important to
you once upon a time.
68

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ERHARD SCIENCE COLLEGE

Dr. Guizano Sr. St. Capihan, San Rafael, Bulacan

THE EFFECTS OF PANDEMIC TO ACADAMIC SETTING IN SELECT

CRIMINOLOGY STUDENTS OF ERHARD SCIENCE COLLEGE S.Y 2019-2021

Requirement for the Degree

Bachelor of Science in Criminology

SANTOS JOHN RODNEY C.

DE LEON AARON KERBY V.

TUGANO MARY JOICE G.

RECOMMENDATION FOR FINAL DEFENSE

This undergraduate thesis hereto attached entitled “THE EFFECTS OF PANDEMIC

TO ACADAMIC SETTING IN SELECT CRIMINOLOGY STUDENTS OF ERHARD

SCIENCE COLLEGE S.Y 2019-2021” prepared and submitted by JOHN RODNEY

SANTOS, AARON DE LEON, MARY JOICE TUGANO & RENARD DE VERA in

READY for FINAL DEFENSE.

ROSANA M. SULIT, EdH

THE EFFECTS OF PANDEMIC TO ACADAMIC SETTING IN SELECT

CRIMINOLOGY STUDENTS OF ERHARD SCIENCE COLLEGE S.Y 2019-2021

Santos, John Rodney C.

De Leon, Aaron Kerby V.

Tugano, Mary Joice G.

ROSANA M. SULIT, EdH

Dean of Criminology department Dean Karrizza Vibar. We offer our sincere

SANTOS, JOHN RODNEY C.

DE LEON, AARON KERBY V.

TUGANO, MARY JOICE G.

To my family, I would want to dedicate this effort. A particular sense of thankfulness

the factors that made this study successful is you.

and I will always be grateful. thankfulness for my parents in particular.

research. a particular sense of thankfulness for my parents. To my colleagues. My ears

particularly to our All-Powerful God.

challenges included making use of available resources, developing self-discipline, creating

provided us a nuanced understanding of learning tools, learners, and learning outcomes

within an online learning environment.

Certificate of Proofreading……………………………………………………………… iii

Table of Contents………………………………………………………………………... viii

CHAPTER I. The Problem and Its Background

Background of the Study…………………………………………………. 3

Statement of the Problem…………………………………………………. 11

The Scope and Delimitations……………………………………………… 13

Significance of the Study…………………………………………………. 14

CHAPTER II. REVIEW OF RELATED LITERATURE AND STUDIES

Local Literature and Studies………………………………………………. 16

Foreign Literature and Studies……………………………………………. 19

Local Literature and Studies………………………………………………. 21

Foreign Literature and Studies……………………………………………. 22

Local Literature and Studies…………………………………………….… 27

CHAPTER III. RESEARCH METHODOLOGY

Objective of the Study……………………………………………………. 33

Data Gathering Procedure………………………………………………… 35

Participants of the Study…………………………………………………... 37

CHAPTER IV. RESULTS AND DISCUSSION

Profile of the respondents…………………………………………………. 38

Learning Platform Used…………………………………………………… 42

Responses of the Respondents…………………………………………….. 43

General Weighted Mean…………………………………………………… 44

CHAPTER V. SUMMARY, CONCLUSION AND RECOMMENDATION

LIST OF TABLES AND FIGURES

Authors’ Curriculum Vitae……………………………………………………….... 60

THE PROBLEM AND ITS BACKGROUND

The COVID-19 pandemic is a shared global experience, inescapable on every continent

significant upheaval in daily life.

The changes imposed by COVID-19, such as physical distancing, self-isolation, school