Title:Online Learning in the New Normal at Alfonso Concepcion Tarlac

Abstract

The study aimed to investigate the online learning of the grade 5 students in the new normal at

Alfonso Elementary School during the first half of the academic year 2021-2022. There were 30

students that served as the respondents of the study. A printed researcher-made questionnaire

was the instrument used to gather the data needed from this study. The study uncovered that

inability of the students to understand the lessons and their lacked of focus were the difficulties

they encountered during online classes. Meanwhile, the guidance of the parents at home and

the on time support of the teachers though messenger were helpful in helping the students to

adapt and adjust in the online learning. Therefore, a strong partnership between parents and

teachers is an enormous help to the students in online learning in the new normal.
 Acknowledgement

We would like to acknowledge the following for their enormous help given to us in writing this

research:

To our beloved teachers and professors at Holy Cross College, without your support and

willingness to teach us, this research would not be possible.

To Dr. Irene Villarreal, your continuous guidance all throughout the process of writing this

research was of huge help. Thank you for selflessly sharing your knowledge and instilling to us

the value of learning.

To our parents and families, your unending support and understanding during the duration of

conducting this research is immeasurable.

To the students, teachers, and parents in Alfonso Elementary School, a big thanks for your

willingness to become part of our study. Your participation and openness made it easier for us

to successfully conduct the study.

To our classmates and fellow researchers, with your motivation and perseverance we made

things impossible possible.

Ultimately, to Almighty God, your spiritual guidance was infinite. Thank you for giving us a

critical mind to understand every detail of this study.

 Table of Contents

PRELIMINARIES

Title Page……………………………………………………………………………………………………………………..i

Approval Sheet…………………………………………………………………………………………………………….ii

Abstract……………………………………………………………………………………………………………………….iii

Acknowledgements……………………………………………………………………………………………………..iv

Dedication……………………………………………………………………………………………………………………v

Table of Contents………………………………………………………………………………………………………..vi

List of Figures……………………………………………………………………………………………………………..

List of Tables

List of Appendices

Chapter 1: The Problem and its Background

Introduction…………………………………………………………………………………………………………………...

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

Assumptions of the study……………………………………………………………………………………………….

Significance of the study…………………………………………………………………………………………………

Scope and Delimitation…………………………………………………………………………………………………..

Definition of Term……………………………………………………………………………………

Chapter 2: Review of Related Literature

Related Literature………………………………………………………………………………………………………

Theoretical Framework……………………………………………………………………………………………….

Conceptual Framework………………………………………………………………………………………………

Chapter 3: Research Methodology

Research Design………………………………………………………………………………………………………..

Research Locale…………………………………………………………………………………………………………

Respondents of the Study………………………………………………………………………………………….

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

Research Instruments………………………………………………………………………………………………

Chapter 4: Presentation, Analysis, and Interpretation of Data

Presentation…………………………………………………………………………………………………………..

Data Analysis………………………………………………………………………………………………………….

Interpretataion of Data…………………………………………………………………………………………

Chapter 5: Summary of Findings, Conclusions,and Recommendations

Summary of Findings…………………………………………………………………………………………….
Conclusions…………………………………………………………………………………………………………….…

Recommendations…………………………………………………………………………………………………….

BIBLIOGRAPHY …………………………………………………………………………………………………….

APPENDICES

Research Questionnaire………………………………………………………………………………………...…

Curriculum Vitae………………………………………………………………………………………………………

Chapter 1: The Problem and Its Background

Introduction

The education landscape in the Philippines has greatly changed due to the widespread of the

Covid-19 pandemic. It compelled the schools to suspend classes in the latter part of academic

year 2019-2020. The surge of the cases of the Covid-19 pandemic also resulted into the delayed

opening of classes in the academic year 2020-2021. Despite all these challenges, we understood

that education and the learning of the students must continue.

To be able to safely reopen the schools, last July 2020 the Department of Education crafted the

basic education learning continuity plan (BE-LCP) in the time of COVID-19 which guided by

certain principles, some of which are; the learners, teachers, and personnel’s health, safety, and

well-being should be protected to prevent the further transmission of the virus; ensures

learning continuity through K-12 curriculum adjustments, alignment of learning materials,

deployment of multiple learning delivery modalities, provision of corresponding training for

teachers and school leaders, and proper orientation of parents or guardians of learners, and be

sensitive to equity considerations and concerns endeavor to address them.

Considering the stated principles, it is clear that main priority should be the safety of the

stakeholders. Thus, the Department of Education proposed several learning delivery modalities

depending on the context of the students. One of the learning delivery modalities that schools

can adopt is the online distance learning which features the teacher as facilitator, engaging

learners’ participation through the use of various technologies accessed through the internet

while they a are geographically remote from each other during instruction (DepEd, 2020).

However, there is still a significant number of students who don't have access technology and

internet.

It pushed the Department of Education to look for ways to ensure that learning must continue

amidst the pandemic. Aside from the modular learning, online learning was utilized to make

sure that the schools and the teachers would cater the different needs of the students. Given

the changing milieu of the education, it cannot be denied that a lot of loopholes and gaps

should be bridged to be able to make sure that students are still learning while at home. Thus,

continuous improvement in the different teaching practices and strategies should always be

present in order to guarantee that we adapt in the changing needs of the students.

Considering the situations of the all the students, we assume that students have different

learning needs. Therefore, factors affecting their learning are also different. Hence a one-size

fits all approach in teaching is not encouraged. As we adapt in the new normal of learning, we
should also look at closely on how we could help the students to understand the lessons while

on distance learning.

As the leaders in education magnify the learning and education of the students, they can

consider that the engagement of the different stakeholders in the community is essential

towards achieving the goals in education.

This study aimed to determine the difficulties of the students. As well as the different home and

school support that helped them adapt in the online learning.

Statement of the Problem:

The purpose of this study is to find the difficulties encountered by the students during online

learning, as well as the different form of support at home and in school that helped the

students adapt in the new normal in education. This study sought to answer the following

questions:

1. What are the average rating of the students during the first- second quarter of the

academic year 2021-2022?

2. What are the difficulties of the students encountered in the online learning?

3. What are the home and school support that helped the students adapt in the online

learning?

Assumptions of the Study

1. The students’ average rating are affected by the online learning.

 2. The students experienced difficulties during the conduct of online learning.

3. There are different form of support both from the parents and teachers during the

conduct of online learning.

Significance of the Study:

The findings of the study will help the following to understand the difficulties encountered by

the students during online learning, as well as the different support that helped them to

navigate in the new normal in education.

To the Parents: the outcome of the study will help the parents identify the form of support that

they can provide to their child. This can also help them realize their integral role in the learning

of the students.

To the Students: the recommendation from this study will directly benefit them since they are

the major stakeholders in the education sector.

To the Teachers: the results of the study could help them in creating individualized learning to

the students who are lagging behind. This can also help them to identify the form of support or

scaffolding that they could give to the students.

To the Future Researchers: the result of the study could serve as a reference for them to

understand the difficulties of the students encountered by the students. The gaps of this

research could give an opportunity for them to look at the different aspects of learning during

online class.
Scope and Delimitation:

This study investigated the online learning in the new normal at Alfonso Elementary School

located at Barangay Alfonso, Concepcion, Tarlac. The respondents of the study focused on the

30 grade 5 students who are currently enrolled during the academic year 2021-2022.

Definition of Terms

The following words are defined conceptually and operationally:

Online Learning- Online learning is education that takes place over the Internet. It is often

referred to as “e- learning” among other terms. However, online learning is just one type of

“distance learning” - the umbrella term for any learning that takes place across distance and

not in a traditional classroom.

New Normal- A new normal is a state to which an economy, society, etc. settles following a

crisis, when this differs from the situation that prevailed prior to the start of the crisis.

Average rating- the average of a student's numerical equivalents for a specific period.

Home and School Support: the aid that have the student during the conduct of online

learning.

Basic Education Learning Continuity Plan (BE-LCP)- it is the Department of Education response

to COVID's issues in the field of basic education.

Chapter 2: Review and Related Literature and Studies

This chapter presents a review of literature and studies conducted that are connected and

pertinent to the current research.

Related Literature

The bridging of the geographical and temporal gap between the learners, instructors and the

learning resources depends heavily on communication technologies. The techno-social changes

in the society have contributed to the engineering and reengineering of distance education. In

addition, how the distance education designed and conducted has impacted by the practices,

philosophies and cultures of the persons who attempted and developed open and distance

learning. Thus, the philosophical, epistemological, and pedagogical roots adopted alongside

technologies used have all shaped the design and delivery of distance education courses

( Saykili, 2018).

According to Saykli, 2018, the key determinants in making the students feel part of a learning

community and to create a sense of belonging are the learner-teacher and learner-learner

interactions. These contribute to the engagement of the learner. Further, the distance

education structure and delivery has shaped and reshaped by the technological innovations

together with the technological underpinnings. Moreover, new technologies along with the

social conditions helped the advancement of appropriate pedagogical models.

Fauzi, I.,&Khusuma, I., 2020 emphasized that the inefficiency of learning is due to the

unpreparedness to do online learning. It is assumed the online learning is seen as something

that is hard to implement because of the different components to be able to do it like facilities,

internet access, readiness to learn (teacher, students, and material) and parent collaboration ().
Further, the study showed that the ineffectiveness in the implementation of online learning in

elementary schools during emergencies (COVID-19 pandemic is due to the various obstacles

experienced during online learning. The obstacles must be anticipated and look for solutions, so

that even in emergencies (Covid-19 pandemic) online learning in elementary schools would still

be effective. Moreover, the key to the success of online learning during emergencies is the

preparedness of the teachers, students, and parents. Parents’ role is needed to be able to guide

the students in the use of technology during online learning, because in elementary schools,

majority of the students don’t know how to use and access technology. The institutions,

administrations, educators, students and even parents have found themselves unprepared in

the distance education process during the Covid-19 pandemic.

Evidently, the flow of learning that is full of complexities and limitations is due to the transition

from face-to-face teaching methods to more indirect methods ( Özüdoğru, G. , 2021). These

abrupt changes had forced them to make necessary adjustments despite their unpreparedness.

Meanwhile, in the perspective of the students, they consider online learning as a formality only

and not a direct substitute for regular instruction. They added that there are teachers who only

share the materials to the students without teaching the content. They believed that online

testing is sometimes based on the work it out yourself principle ( Milosievski, M., Zemon, D.,

Stojkovska, J., and Popovski, K., 2020 ) However, not all students are independent learners.

Thus, teacher should be a guide on the side and still the facilitator of learning. With the work it

out yourself principle, students are not acquiring genuine and long-term knowledge. Further,

some of the students don’t have the proper device to use during their online classes. Also,

some of the teachers don’t consider the glitch on internet connection that may experience by
the students during online classes ( Milosievski, M., Zemon, et al., 2020). Looking at the

perspective of the parents, they need to find more time, concentration, and focus to support

their children to learn and master the subjects. This is accurate most especially to the parents

who need to go to work. Meanwhile, for those who are working from home, the parents of

young learners can spend most of their time helping their children to navigate the online

platforms, working with them on homework and explaining the curriculum. Furthermore, since

many of the parents and students from vulnerable communities don’t have means to provide a

computer or smartphone to attend online class, an added difficulty is being faced ( Milosievski,

M., Zemon, et al., 2020). According to Milosievski, M., et al, 2020, to be able to utilize the online

tools and platforms efficiently, the teachers need serious time in understanding how to use

those tools. Many teachers are not ready for the new situation, which further opens the issues

with our overall education. They are in a situation where they are unprepared and without

proper support. The better use of technologies is one of the ways to improve the quality of

education. However, appropriate support and training to teachers is also significant to support

the quality of instruction.

According to the article written by Childhope Foundation last 2021, online classes are flexible

learning tools widely used in the Philippines. These tools are pivotal because: lessons can be

delivered efficiently through technology; lessons and students’ progress can be easily

monitored and recorded; students and teachers can interact even if they are not physically

present in the same room. They can also participate in conferences in other countries without

actually going there; and rich and poor students can receive the same high-quality online

education at an affordable price. It can be concluded that technology is an important part of

education. It links learners to their teachers amid lockdowns and community quarantine.

Visibly, the shift of learning from traditional mode to online is considered a reasonable choice.

It can be a useful learning method while serving as a means to enhance students’ skills. Online

learning offers a personalized learning experience; the students can meet their own need and

skills levels through online education. There are online platforms as well that accommodate one

student at a time. This can be a better way to have a student and teacher interaction.

Additionally, teachers can integrate different methods and aids in teaching. Hence, they can

develop their lessons.

In the study of Jessie Barrot, 2021, in the students’ online learning challenges during the

pandemic and how they cope with them, it revealed that the greatest challenge of the students

was linked to their learning environment at home, while technological literacy and competency

was their least challenge. Moreover, the overall findings of the study indicate that the extent of

the challenges and strategies varied from one student to another. Therefore, these should be

viewed as the consequence of interaction of several factors. In a two-stage experiment that

implies diagnostic and formative stages conducted by Burdina, Krapotkina & Nasyrova, 2019,

the findings revealed that online education in Scandinavian countries plays an important role,

as it provides education for children with special characteristics of development. The

researchers also found out that one of the most important issues in measuring the

effectiveness of distance learning is defining the teacher's role. Further, the researchers

divulged that teachers often cannot find their place among technologies or the right method to

teach elementary school students online. Allocating the needs of students through

communication gives a direction for the new curricula to design.

In a questionnaire study conducted by Cui, S., et al, 2021, on the experiences and attitudes of

elementary school students and their parents toward online learning in China during the

COVID-19 pandemic, the findings exhibited that 90.7% (786/867) of students exhibited high or

moderate enthusiasm for participating in online classes. However, most students performed

poorly in online learning classes and after-school homework. With regard to satisfaction,

parents' and students' average scores were 7.35 and 7.25, respectively (10-point scoring

system). Further, 36% of parents expressed dissatisfaction with or provided suggestions for

online learning; most parents and students hoped to return to face-to-face classes (parents:

823/867, 94.9%; students: 811/867, 93.5%).In a related qualitative study that was conducted by

Rotas, E. and Cahapay, M., 2020, the major difficulty of the students that they encountered was

the unstable internet connection. It is said that the geographical location is the factor affecting

the instability of internet connection. Another difficulty was the limited scaffolding from the

teachers. The students perceived that they received partial or minimal learning scaffold from

the teachers.

Online learning has become the new normal in many medical and health science schools

worldwide, courtesy of COVID-19. Satisfaction with online learning is a significant aspect of

promoting successful educational processes. This study aimed to identify factors affecting

student and faculty satisfaction with online learning during the new normal. Online

questionnaires were emailed to students (n = 370) and faculty (n = 81) involved in online

learning during the pandemic. The questionnaires included closed- and open-ended questions

and were organised into two parts: socio-demographic information and satisfaction with online

learning. Descriptive statistics were used to analyse the responses to the satisfaction scales.
Students’ and faculty responses to the open-ended questions were analysed using the thematic

analysis method. The response rate was 97.8% for students and 86.4% for faculty. Overall

satisfaction among students was 41.3% compared to 74.3% for faculty. The highest areas of

satisfaction for students were communication and flexibility, whereas 92.9% of faculty were

satisfied with students’ enthusiasm for online learning. Technical problems led to reduced

student satisfaction, while faculty were hampered by the higher workload and the required

time to prepare the teaching and assessment materials. Study-load and workload, enhancing

engagement, and technical issues (SWEET) were the themes that emerged from the thematic

analysis as affecting student and faculty satisfaction. Adopting a combination synchronous and

asynchronous approach, incorporating different applications to engage students, and timely

feedback are imperative to increasing student satisfaction, while institutional support and

organisational policy could enhance faculty satisfaction.

Due to safety measures as a result of COVID-19, online learning has become a useful and

practical tool for curriculum delivery worldwide [1,2]. Several advantages of online learning for

learners have been reported in the literature, including easy accessibility to knowledge, proper

content delivery, content standardization, personalized instruction, self-pacing, interactivity

and increased convenience [3]. During the COVID-19 pandemic, online learning has helped

universities keep their doors open for students during lockdown to decrease the spread of the

disease [1,2]. Although online learning is the only available solution during the COVID-19

pandemic, student and faculty satisfaction is crucial for a successful and effective learning

process. Student and faculty satisfaction can be define as attitude resulting from an evaluation

of educational experience, facilities and services [4]. Faculty satisfaction is defined as the
perception of the online teaching process as efficient, effective and beneficial for both students

and faculty [5]. On the other hand, student satisfaction is related to the value of the learning

experiences [6]. The definition of satisfaction in online learning is complex and

multidimensional and includes many factors, such as communication, student participation in

online discussions, flexibility, workload, technology support, instructor pedagogical skills, and

feedback [7,8]. Satisfaction with online learning is based on three learning theories: social

cognitive theory, interaction equivalency theorem, and social integration theory [9–11].

Students construct knowledge in a social context while interacting with others, engaging in

activities, and receiving feedback [9]. Students’ interactions with other students, instructors

and content play a significant role in satisfaction. Therefore, satisfaction with the learning

experience increases as multiple types of interactivity are used within the learning context [10].

Engaging students in formal extracurricular activities in addition to their academic programme

improves student satisfaction. Informal faculty–peer social interaction is also valued in the

learning process [11]. There is a growing body of literature showing that satisfaction has a

positive relationship with student engagement and academic performance [12,13]. The quality

of learning is based on faculty and student satisfaction along with learning effectiveness, access

and institutional cost-effectiveness [14,15]. A previous study reported no significant differences

between well-designed online and face-to-face learning [16]; however, some studies have

found that participants were more satisfied with face-to-face teaching [17]. Other studies have

reported that measuring student satisfaction in online learning is a significant aspect of

successfully promoting educational processes for institutions, faculty and learners [18,19].

There is a growing body of literature showing that satisfaction has a positive relationship with
student engagement and academic performance [12,13]. The quality of learning is based on

faculty and student satisfaction along with learning effectiveness, access and institutional cost-

effectiveness [14,15]. A previous study reported no significant differences between well-

designed online and face-to-face learning [16]; however, some studies have found that

participants were more satisfied with face-to-face teaching [17]. Other studies have reported

that measuring student satisfaction in online learning is a significant aspect of successfully

promoting educational processes for institutions, faculty and learners [18,19]. COVID-19 came

abruptly with little or no preparation in place in many countries. The educational system during

the COVID-19 era is characterised by a ‘new normal’. The term ‘new normal’ is described in the

Urban Dictionary (2009) as a situation that occurs after an intense change. It was first used in

the business field and other contexts to describe previously atypical life situations that have

become typical [25]. Online learning has been used as an adjunct method to augment the

classical approach to teaching. The sudden transition from face-to-face teaching to 100% online

learning is courtesy of COVID-19. Numerous studies have measured either student or faculty

satisfaction with online learning before COVID-19 [26–28]. To the best of our knowledge, no

study has simultaneously measured both faculty and student satisfaction during the COVID-19

pandemic. Therefore, this study aimed to identify factors affecting student and faculty

satisfaction with online learning during the COVID-19 pandemic.

Due to safety measures as a result of COVID-19, online learning has become a useful and

practical tool for curriculum delivery worldwide [1,2]. Several advantages of online learning for

learners have been reported in the literature, including easy accessibility to knowledge, proper

content delivery, content standardisation, personalised instruction, self-pacing, interactivity

and increased convenience [3]. During the COVID-19 pandemic, online learning has helped

universities keep their doors open for students during lockdown to decrease the spread of the

disease [1,2]. Although online learning is the only available solution during the COVID-19

pandemic, student and faculty satisfaction is crucial for a successful and effective learning

process. Student and faculty satisfaction can be define as attitude resulting from an evaluation

of educational experience, facilities and services [4]. Faculty satisfaction is defined as the

perception of the online teaching process as efficient, effective and beneficial for both students

and faculty [5]. On the other hand, student satisfaction is related to the value of the learning

experiences [6]. Although online learning is the only available solution during the COVID-19

pandemic, student and faculty satisfaction is crucial for a successful and effective learning

process. Student and faculty satisfaction can be define as attitude resulting from an evaluation

of educational experience, facilities and services [4]. Faculty satisfaction is defined as the

perception of the online teaching process as efficient, effective and beneficial for both students

and faculty [5]. On the other hand, student satisfaction is related to the value of the learning

experiences [6]. Although online learning is the only available solution during the COVID-19

pandemic, student and faculty satisfaction is crucial for a successful and effective learning

process. Student and faculty satisfaction can be define as attitude resulting from an evaluation

of educational experience, facilities and services [4]. Faculty satisfaction is defined as the

perception of the online teaching process as efficient, effective and beneficial for both students

and faculty [5]. On the other hand, student satisfaction is related to the value of the learning

experiences [6]. Factors affecting student and faculty satisfaction with online learning can be

categorised into three main categories: faculty, interactivity, and technology [15,20] and
students, instructor, and institution [21], respectively. Student and faculty satisfaction are

interrelated, as student satisfaction is affected by interaction and technology, which require

more effort from faculty to engage the students online besides the necessity of adequate

techno-pedagogical skills [22]. Satisfaction across genders is a contradictory issue; while a study

found that there are no differences between genders in online learning [23], another study

found that female students were more satisfied with online learning than male students [24].

COVID-19 came abruptly with little or no preparation in place in many countries. The

educational system during the COVID-19 era is characterised by a ‘new normal’. The term ‘new

normal’ is described in the Urban Dictionary (2009) as a situation that occurs after an intense

change. It was first used in the business field and other contexts to describe previously atypical

life situations that have become typical [25]. Online learning has been used as an adjunct

method to augment the classical approach to teaching. The sudden transition from face-to-face

teaching to 100% online learning is courtesy of COVID-19. Numerous studies have measured

either student or faculty satisfaction with online learning before COVID-19 [26–28]. To the best

of our knowledge, no study has simultaneously measured both faculty and student satisfaction

during the COVID-19 pandemic. Therefore, this study aimed to identify factors affecting student

and faculty satisfaction with online learning during the COVID-19 pandemic.

Theoretical Framework

This study is anchored with Moore’s Theory of Transactional Distance, this theory has a direct

bearing on e-learning. It explains and quantifies the learning relationship between instructor

and student in the e-learning situation, where there is a substantial physical or temporal
 distance between the two (Bornt, 2011) Transactional distance refers to the psychological or

communicative space that separates instructor from learner in the transaction between them,

occurring in the structured or planned learning situation (Moore, 1997). In Moore’s theory,

three clusters of variables control the extent of transactional distance: Dialogue, Structure, and

Learner Autonomy. Instructional Dialogue is developed by teachers and learners in the course

of the interactions that occur when one gives instruction and the others respond. The concepts

of dialogue and interaction are very similar, and indeed are sometimes used synonymously.

Structure expresses the rigidity or flexibility of the programme's educational objectives,

teaching strategies, and evaluation methods. It describes the extent to which an education

programme can accommodate or be responsive to each learner's individual needs.Learner

Autonomy is the extent to which in the teaching/learning relationship it is the learner rather

than the teacher who determines the goals, the learning experiences, and the evaluation

decisions of the learning programme (Moore, 1997).

Conceptual Framework

INPUT PROCESS OUTPUT

Academic Achievement of the Administration and retrieval of Difficulties identified by the

students during the first half of the the researchers made students in online learning .
academic year. questionnaires.

Difficulties encountered by the Interpretation and Analysis of

students during online learning. Data.

Figure 1: Online Learning in the New Normal at Barangay Alfonso Concepcion ,Tarlac.
 Chapter 3: Methods and Sources of Data

This section deals with the description of the case study was used in the conducting the

research.It is divided into the following subsections: Research design, Research Foreign,

Research Locale Sample and Samples Techniques, Data gathering , procedure and research

iinstruments.

Research Design

The researchers of this study utilized a descriptive research design to be able to find the

difficulties and the different forms of support that helped the students adapt in online learning

in the new normal. A descriptive research design helps to provide answers to the questions of

who, what, when, where, and how associated with a particular research problem; a descriptive

study cannot conclusively ascertain answers to why.In this study, a descriptive research design

was used to yield rich data that can lead to important recommendations.

Locale of the study

This study was conducted in Alfonso, Concepcion, Tarlac as shown in the map.

Figure 2.Research Map

Respondents of the study

The respondents of the study were 30 grade 5 students from Alfonso Elementary School.

Currently, there are 90 students enrolled in grade V of the said school. Thus, the researchers

selected the sample for this study from the population of 90 through random sampling

technique.

Research Instrument

The researchers used a questionnaire in order to collect data and gather information for the

achievement of this study.

Data Gathering Procedure

In order to collect the data for this study, the researchers crafted a questionnaire with a set of

total 5 questions .The questionnaires were distributed and collected to the 30 grade 5 students

with the assistance of their guardian.

Chapter 4: Presentation, Analysis, and Interpretation of Data

This chapter presents the data gathered from the respondents that were obtained by the

researcher through answered questionnaires. Analysis and interpretation of findings were

based on the statistical treatment of data.

Data Analysis

This presents the results of the gathered data from the 30 respondents from Grade V students

at Barangay Alfonso Elementary School, Concepcion, Tarlac.

Among the significant questions that were answered by the respondents are the following:
Table 1. Question 1 Analysis

1. What is your average rating during first-second quarter of SY 2021-2022?

Grade Frequency Percentage Descriptor

75 below 1 3.33% Did Not Meet

Expectations

76-80 8 26.67% Fairly Satisfactory

81-85 9 30% Satisfactory

86- 90 7 23.33% Very Satisfactory

91-above 5 16.67% Outstanding

Total 30 100%

Table 1 shows the average rating of the students during first to second quarter of SY 2021-

2022.It is clearly seen that only 1 or 3.33% of the students got an average rating of 75- below

which has a descriptor of did not meet expectations.Those students who got an average

rating of 76-80 which has a descriptor of fairly satisfactory were total of 8 or 26.67%. The

students who got an average ratiing of 81-85 or has a descriptor of satisfactory were total of 9

or 30%.There are 7 or 23.33% of students who got an average rating of 86-90 which is has a
descriptor of very satisfactory.Lastly, 5 or 16.67 % of the students got an average rating of 91

above which has a descriptor of oustanding.

The data above shows that majority of the students fall in 76-90 average during the first and

second quarter of the school year 2021-2022.

Table 2. Question 2 Analysis

2.What is the difficulty you encountered during online learning?

Difficulty Encountered Frequency Percentage

Poor internet connection 6 20%

Lack of gadget 4 13.33%

Lack of focus 9 30%

Inability to understand 11 36.67%

the lesson

Total 30 100%

Table 2.states the difficulties encountered by the students during online class. It is clearly seen

that 11 or 36.67 of the students had an inability to understand the lesson. 9 or 30% of the

students had lacked of focus. Those students who experienced poor internet connection were
total of 6 or 20%. Lastly, lack of gadget has the lowest percentage which is only 13.33%.This is a

manifestation that understanding the lesson was difficult for the students in distance learning.

Table 3. Question 3 Analysis

3. What is the online platform that you used in online class?

Online Platform Frequency Percentage

Google Meet 0 -

Zoom 0 -

Messenger and Facebook 30 100%

Total 30 100%

As shown in Table 3. the only online platform that was used by the students in online class was

Messenger/ Facebook; it constitutes the 100% of the respondents. It can be assumed that

Messenger and Facebook were the most accessible and efficient way to conduct online classes.

Table 4. Question 4 Analysis

4. What support at home helped you in online learning?

Home Support Frequency Percentage

Guidance of parents 15 50%

Comfortable learning 8 26.67%

environment

Efficient internet 6 20%

connection

Private tutor 1 3.33%

Total 30 100%

Table 4.shows the different home support that helped the students in online learning. The

guidance of the parents has the highest percentage which is 50% of the total students. Having a

comfortable learning environment has a total of 8 or 26.67%. 6 or 20% of the students found

that efficient internet connection helped during their online learning. Only 1 or 3.33% had a

private tutor that helped him/her in online learning. It is manifested that the guidance of the

parents is significant in the learning of the students during online learning.

Table 5. Question 4 Analysis

5. What support from school helped you to adapt in online learning?

School Support Frequency Percentage

On time support of 13 43.33%

teachers in messenger

Aid of other learning

platforms (radio based
instruction, DepEd TV,
recorded videos, YouTube 9 30%
videos.

Check in session 8 26.67

(kumustahan)

Total 30 100%

Shown in the Table 5.are the forms of school support that helped the students adapt in online

learning. The on time support of the teachers in messenger contributed a total of 13 or 43.33%

of the respondents. The aid of other learning platform constitutes 9 or 30% of the respondents.

Check in session has a total of 8 or 26.67 of the respondents. This shows that teachers’ real

time support was viewed as a huge help to the students in adapting in online learning. It can be

assumed that they never utilized Zoom and Google Meet.

Chapter 5: Summary of Findings, Conclusion and Recommendations

This chapter presents a comprehensive summary of findings, conclusion and

recommendations based in what have been discussed in the previous chapter.

This study was conducted for the purpose of determining the difficulties in online learning of

the grade 5 students of Alfonso Elementary School .

Summary of Findings

There were total of 30 students who served as the respondents of the study. . Meanwhile, 70%

of the students had an average rating of 81 and above. This showed that despite the difficulties

they experienced in online learning, the students still managed to comply with the necessary
requirements to pass the subjects. However, the remaining 30% of the students got an average

of 80 and below.

Moreover, the inability to understand the lessons contributed to the difficulties of 11 or 36.67

% of the student respondents. It can be assumed that learning without the physical presence of

the teacher is challenging to the students because there’s no one to explain the concepts of the

lessons explicitly. The only online platform that was used during the students’ online classes

was Messenger and Facebook. This is a manifestation that Messenger and Facebook are

common for both students and the teachers, because of its user friendly features and its

accessibility. It is assumed that Zoom and Google Meet were never utilized during their online

classes.

In addition, the guidance of the parents was significance in the learning of the students since 50

% of them considered this as helpful form of home support. Also, having a comfortable learning

environment was helpful to the 26.67 % of the students.

Further, 13 or 43.33% of the students considered the on time support of the teachers through

Messenger as helpful for them to be able to adapt in online learning. Meanwhile, 30% of the

students thought that the aid of other online learning platforms like radio based instruction,

DepEd TV, recorded videos and YouTube videos was helpful for them as a form of school

support during their online learning.

Conclusions
1. Despite the difficulty of the students to understand the lessons, 80% of the students had an

average rating of 76-90 during the first- second of quarter of S.Y. 2021-2022.

2. Messenger and Facebook were perceived as the most accessible and efficient way to conduct

online classes. It can be assumed that Facebook and Messenger can easily navigate both by

teachers and students.

3. The guidance of the parents at home is huge help for the students in online learning.

4. The students perceived that the in time support of the teachers had helped them to be able

to adapt in online learning.

5. It can be concluded that access to technology (poor internet connection and lack of gadget) is

also a hindrance for some students to be able to participate in online classes.

Recommendations

1. Peer tutoring is encouraged since 30% of the students had an average of 80% and below.

The students can be partners by those who got an average of 86 and above. However, teacher’s

assistance should still be present.

2. Individualized learning plan or make up sessions should be conducted for those students who

have difficulty in understanding the lesson.

3. Strengthen the teacher-parent partnership to be able to effectively support the students (e.

g, constant update on the learning and challenges encountered by the students)

4. Engage other stakeholders to support those students who have no gadgets or access to

internet. Initiate an activity of program specifically designed for them (e. g fund raising or adopt

a student program)

5. Teachers should intensify the on time support to the students through Facebook and

Messenger since this was the most helpful to the students in helping them to adapt in online

learning. Kumustahan sessions can be amplified as well as an additional support to the

students.

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Education Department

Research Questionnaire

Name(Optional):_________________

Age:______

Gender:_____
Questions

1.What is the online platform that you used in online class?

A.75-below B.76-80 C.81-85 D.86-90 E. 91 above

2.What is the online platform that you used in online class?

A.Poor Internet Connection B.Lack of gadget C. Lack of focus D.Inability to understand

the lesson

3. What is the online platform that you used in online class?

A.Google Meet B.Zoom C.Messenger and Facebook

4. What support at home helped you in online learning?

A. . Guidance of the parents

B.Comfortable learning environment

C.Efficient internet connection

D.Private tutor

5. What support from school helped you to adapt in online learning?

A.On time support of teacher in messenger

B.Aid of other learning platforms (radio based instruction,DepED TV,recorded videos ,Youtube
videos

C.Check in sesssion