ALDERSGATE COLLEGE SENIOR HIGH SCHOOL’S

ISSUES AND CONCERNS ON ONLINE

DISTANCE LEARNING

A Practical Research
Presented to the
Senior High School Department
Aldersgate College, Inc.
Solano, Nueva Vizcaya

In Partial Fulfillment of
the Requirements for the Senior High School Grade 12
HUMSS Strand

BERNADETTE JANE TABERNA

KYLENE SERQUINA
JERIC RETONDA
BEALYN VALDEZ
ZYREENE MADDELA
MARK JAY PADUA

April 2022
 APPROVAL SHEET

This research paper entitled “ALDERSGATE COLLEGE SENIOR HIGH

SCHOOL’S ISSUES AND CONCERNS ON ONLINE DISTANCE LEARNING”
was prepared by Bernadette Jane Taberna, Kylene Serquina, Jeric Retonda, Zyreene
Maddela, Bealyn Mae Valdez, and Mark Jay Padua in partial fulfillment of the
requirements of the research study in Senior High School has been examined and is
hereby recommended for approval and acceptance.

Mr. Zander Gayagoy Mrs. Marissa Taguinod

Research Teacher Principal
 ACKNOWLEDGEMENT

First and foremost, to the Great Almighty, the author of knowledge and wisdom,

we would like to give our deepest thank you for giving us the courage and showering us

with blessings throughout our research study, allowing us to conclude it successfully.

We want to acknowledge the inspiring and exceptional support of our supervisor,

Mr. Jonathan Palitayan, for his laudable research work, knowledge, enthusiastic

encouragement, and useful critiques for this study effort. Working and studying under his

direction was a great honor and privilege. We are grateful for all he has done for us.

Likewise, we acknowledge the efforts of Mr. Zander Gayagoy, our adviser, for his

guidance and help to keep our development on track. We express our sincerest gratitude

to the librarians and research assistants for their help in offering our resources to run the

program.

We thank our parents for their continuous support and encouragement throughout

our Study, our friends, who have kept us determined and helped us finish this project, and

always listened to our rants for encouraging us to finish and submit this research.

B. J. T.
K. S.
J. R.
B. V.
Z. M.
M. J. P.
 DEDICATION

This research is wholeheartedly dedicated to our beloved parents, who have been

our source of inspiration and gave us strength when we thought of giving up, who

continually provide their moral, spiritual, emotional, and financial support. Our

instructors advised and helped us during the term of our studies. Our classmates took a

meaningful involvement in our research.

B. J. T.
K. S.
J. R.
B. V.
Z. M.
M. J. P.
 TABLE OF CONTENTS

Title page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I
Approval sheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . II
Acknowledgement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . III
Dedication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IV
Table of contents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .V
Abstract. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .VI

I. THE PROBLEM AND ITS BACKGROUND. . . . . . . . . . . . . . . . . . . . . . . . . . .1

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Statement of the Problem. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Conceptual Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Research Paradigm. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Significance of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Scope and Delimitation of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Definition of Terms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

II. REVIEW OF RELATED LITERATURE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

III. RESEARCH METHOD AND PROCEDURES. . . . . . . . . . . . . . . . . . . . . . . . .12

Research Method and Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Respondents of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Research Setting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Data Gathering Instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Data Gathering Procedures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Statistical Treatment of Data. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

IV. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA. . . . 15

V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . . . . . . . . . . .19

REFERENCE LISTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Letter of Permission to Conduct the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Letter to Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Survey Questionnaires. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
CURRICULUM VITAE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
 ABSTRACT

The Covid-19 Pandemic has greatly impacted various aspects of people’s lives,

especially in education, which has become more worrying for students. Internet and

distance learning, generally known as online education, is the new normal learning for

students to ensure safety and avoid spreading diseases. This Study aims to know the

Issues and concerns on Online distance learning at Aldersgate College Senior High

Schools’. This research will use the qualitative method to gather in-depth insights into the

problem and to capture expressive information in conveying particular aspects regarding

the underlying behaviors. The research approach aimed to find answers to the questions

that are answered with “yes” and “no”, questions about their views regarding the new

normal education, and questions that state their emotions and learning situation through

online learning. We can conclude in this research that the researchers helped the

respondents by giving them insights about themselves and the topic. The results of the

challenges senior high school students of Aldersgate College faced revealed that the

difficulties were mainly about the problem of fulfilling the requirements, adaptability

struggle, poor internet connection, financial status, and other challenges. Finally, the

senior high school students of Aldersgate College have had different strategies

contributing to their co-students productive learning.

 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Rationale

Ever since society experienced the Coronavirus outbreak, numerous individuals

have been affected, especially those working for their families. The present virus

outbreak has created a great problem for the Department of Education, and no one knows

when it will end.

New normal education or online classes are implemented in educational sectors to

maintain the quality of education despite lockdown (Tria, 2020). Online learning is

regarded as using Information and Communication Technology, Internet, computers,

Mobile phone, Televisions, and others to enhance teaching and learning activities. Online

learning has been changing the face of the education system for quite some time. Today,

it is an integral aspect, and a popular tool, in the broader landscape of higher education

(Digital Marketing Institute, 2018).

The goal, the stuff of education, is learning. Thus, learning effectiveness must be

the first measure of online education. Compare online, and face-to-face learning

environments are often discounted because of the great dissimilarity between the two

learning environments. This is a classic example of comparing apples to oranges (Scott

D. Johnson, 2000).

The abrupt switch to fully online learning has been particularly stressful for many

instructors and students who prefer in-person instruction. Online learning is often

stigmatized as a weaker option that provides a lower quality education than in-person

face-to-face learning (Hodges et al., 2020). If we can‘t learn online as we can in

traditional classrooms, then online education itself is suspect. Other critical issues, such

as access, student and faculty satisfaction, and (dare we say it) cost-effectiveness are

largely irrelevant. Indeed, when online learning was conceived and implemented, most

educators believed it could never be as good as face-to-face learning. Many still do.

However, we now have good and ample evidence that students generally learn as much

online as they do in traditional classroom environments. (Swan, 2003)

Advanced technology has entered the K-12 learning environment at a rate that has

left educators unprepared. The Covid-19 outbreak has forced schools to change to online

education immediately. Many teachers and officials, however, have found developing

online learning in a short time more difficult and stressful for students; therefore, this has

been affecting the academic performance of youth. For instance, online education will

allow students to find a convenient time to study without restriction. Some students prefer

to learn at night as well as in the morning. Several students do not connect with the

learning materials or instructors in traditional-based courses. Some studies identify a 60%

chance that online education can effectively boost retention. We need to live the new

normal life; if not, we must live with disease and virus.

Statement of the Problem

This study aims to determine the issues and concerns on Online Education of

Aldersgate College Senior High School Students. Specifically, this study seeks to answer

the following:

1. What is the profile of the respondents as to:

1.1 Grade level

 1.2 Strand

2. What are the perceptions of the students on Online learning?

3. What are the experiences and difficulties of the respondents on online

learning?

Conceptual Framework

This framework shows the overall outline of the Study. It can be expressed by

using the Input-Process-Output framework (IPO).

INPUT PROCESS OUTPUT

1. What is the profile of the

respondents as to:

a) Grade level

b) Strand  Focus on
 Descriptive research
students’ issues
2. What is the perceptions of
and concerns
 Survey Questionnaire
the respondents on Online
 Ways to improve
learning?  Statistical treatment in coping up on
Online Education
3. What are the experiences  Analysis of Data of the Senior High
and difficulties of the School Students.

respondents on Online

learning?

FEEDBACK
 Input (I) comprises the students' information, such as Strand and Grade level. It

designates the respondents' perceptions and shows the respondents' experiences and

difficulties regarding online learning.

Process (P) indicates the methodology used to meet the purpose of the Qualitative

Study through a survey questionnaire, statistical treatment, and data analysis.

Output (O) relates to the factors that would help the involved students cope with

Online Education and draw higher-ups' attention to Students' Issues and Concerns.

Research Paradigm

Figure 1. The paradigm of the Study

ONLINE
LEARNING

ISSUES CONCERNS
Significance of the Study

This Study will benefit the following:

Students. This Study will help them voice their problems, views, and opinions

regarding online learning. Since students are directly affected by online learning, this will

also help them give ideas to improve their learning.

Teachers. The results will help the teachers realize the cause of a student’s

academic performance. Also, this will give them ideas on how to make learning less of a

burden to students, specifically online learning.

School Administrators. They will be able to resolve existing problems and

answer queries. Will understand the students’ problems and make the program easier for

them.

Parents. Parents will be more at ease about their child’s academic performance

and well-being.

Future Researchers. This Study and its results will serve as their basis, and they

can use it if they need assistance. Also, this can serve as a background and help them

strengthen their research studies.

Scope and Delimitation

This study, “Aldersgate College Senior High School’s Issues and Concerns on

Online Distance Learning,” will be conducted online. The research will involve grade 11

and grade 12 students of Aldersgate College Senior High School, Solano Nueva Vizcaya.

A limited response rate is anticipated, and participants are less likely to stay fully

engaged in the survey. This research is designed to determine and have thorough
knowledge about the Issues and Concerns of Online Education for Senior High School

students. The general aim and objective of our research are to find out the positive and

negative effect of Online Learning on us students. What we aim is to squeeze out

different opinions coming from different students. Also, our main objective is to know

whether this new normal is as effective as the face-to-face class.

Definition of Terms

COVID-19. Also called coronavirus, a virus that causes an infection in your nose,

sinuses, or upper throat.

Pandemic. It is an epidemic occurring worldwide or over an extensive area,

crossing international boundaries and usually affecting many people.

AC. "Aldersgate College"

Online Learning. "use Computer and other gadgets to instruct and teach

students."

Online Education. A form of education delivered and administered using the

Internet.

Issues. The definition of an issue is something that is discussed, distributed, or the

offspring of someone. 

Concerns. A feeling of worry or care about a person or thing concern for the poor

a cause for concern.

 CHAPTER II

REVIEW OF RELATED LITERATURE

It is necessary to examine several areas of literature to discover the effects of

online learning on the academic performance and well-being of the youth,. First, we

examined distance learning models. And we examined interactions or socializations in

general.

Distance Learning Models

Distance education, or distance learning, has long been a major professional

development for pre-service and in-service teachers in developing and developed

countries. It is so well documented that the reader may wonder why we would embark

upon another document about distance education for teacher professional development.

(Burns, 2011)

It examines all modes of distance education, from print-based learning to untapped but

potentially rich modes such as gaming and mobile learning. It draws on examples from

the United States, Asia, Africa, Latin America, the Caribbean, Europe, and Australia. As

such, this guide is designed to provide a thorough grounding in various instructional

technologies that are, or promise to become, part of any distance education system. It also

provides global models within these modes of distance education. Such models offer

“actionable” information for donors, education policymakers, planners, and instructors in

examining the foundations for successful distance education models for teacher training

(Burns, 2011).
This concentrates on the most salient design issues as they impact the quality of teaching

and learning in distance education courses. The often overlooked bottom line in distance

education is not the policy framework or type of technology—the quality of teaching and

learning. Thus, the focus here is on instructional methods from across the globe that

directly shape learning opportunities in distance education courses and on documented

best practices that result in high-quality distance learning for pre-and in-service teachers

(Burns, 2011).

The rapid proliferation of technologies can be confounding, even for those in the

technology field. This examines in depth both established and emerging technologies to

help readers understand the characteristics of various technologies related to distance

learning for teachers and to ground them in their benefits and drawbacks as modes of

instruction. (Burns, 2011)

Like many professions, the education and technology fields are flooded with ill-

defined terms but so commonly used that they become jargon and serve as a source of

difference versus consensus. For that reason, this guide takes particular pains to define as

many terms as possible clearly, most notably in the numerous textboxes and glossary. We

can begin to develop some consensus around terminologies and taxonomies, which may

result in more standardized and uniformly understood behaviors, uses, and best practices.

(Burns, 2011)

Lastly, several excellent distance education studies, books, and guides exist. But

are costly and may, in a time of constrained budgets and revenues, lie beyond the

financial reach of many in our intended audience: state education directors in India

struggling to train enough teachers to meet India’s Right to Learn mandates; U.S.
policymakers attempting to meet the “highly qualified teacher” requirements of “No

Child Left Behind.” (Burns, 2011)

After reviewing the distance learning models, the difference between distance and

online learning will be discussed as it relates to distance education.

Online Learning

Online learning is when you take courses online instead of in a physical

classroom. If your schedule makes it hard to attend classes, if you prefer studying at your

own pace, or if you live far from campus, online learning might be for you. The

biggest difference between online and face-to-face learning is that online students can

study from anywhere and at any time. In a classroom setting, the instructors and the

students have to be available in the same place simultaneously. But everyone involved in

an online course has the freedom to work at the time and place that best suits them.

(Continuing studies @UVIC, n.d.)

Now that the difference is determined, the construct of teaching strategies is

discussed as it relates to online classes.

Teaching Strategies

Authentic and relevant course material. There is a wealth of online content to link

to and reference, but including authentic primary materials is a great way to anchor

learning. Authentic sources, real examples, and cases taken from our history or the

natural world provide the rich context and nuance that hypothetical designs or made-up

examples often lack. (Ralph, 2020)

 It is important to provide material in a variety of formats. Video, audio, reading,

and interactive content can make a course more engaging. It also improves the

accessibility of a course. Some good examples of mixed-media approaches might be

providing a radio broadcast, newspaper clips, and an interactive map for students in a

history lesson. Students can then identify themes present throughout all the materials.

Ask students to write a summary of a theme in a piece of literature based on an excerpt

from the book, a TV interview the author gave on the book, and a series of web or print

comics that reference the book. (Ralph, 2020)

Interaction

Interaction is a reciprocal action. “Social interaction entails the means through

which people act and also react to others. Therefore, social interaction is a daily affair

involving people with different roles and statuses. It can take the form of verbal and non-

verbal communication.” (Importance of Social Interaction to Learning Essay, 2019)

Social interaction helps to improve learning strategies. Social interaction enables

the learner to discover the situations that are distressing to them. This thus enables one to

modify their behaviors to realize positive outcomes. Social interaction enables a person to

understand other people’s behaviors, so learners can improve their learning strategies by

modifying their negative behaviors. The other aspect in which social interaction can help

one improve their learning strategies is that it enables one to become a good listener and

learn how to accept responsibility regarding actions that one takes. (Importance of Social

Interaction to Learning Essay, 2019)

The pandemic of COVID-19 has pushed most of the classroom learning to an

online environment with which most people were unfamiliar. Social interaction has a
significant positive impact on the effectiveness of online learning. However, this effect is

reduced in the presence of social distance norms as people give more importance to

continuous learning and to saving lives rather than socializing in the online environment.

(Baber, 2021)

Synthesis

This research investigated the issues and concerns of the senior high school

students of Aldersgate College. As mentioned earlier in the rationale, the purpose of the

Study was to investigate the efficiency of new normal education to the attainment of the

youth. The following conclusion might be drawn that distance learning is potent or

ineffective for the educational achievements of students if the students will easily

understand the lessons through modular and online, whereas some students don’t. This

effectiveness will affect students, which causes their performance with positive

outcomes.

This result of the Study indicates the insubstantial effectiveness of new normal

education on the academic performance of youth that will influence students’ choices in

the near future. However, this is just one approach to examining this problem. The same

study needs to be conducted by other students in different schools to see if there are any

similarities with the academic performance of the youth during this New Normal

Education.
 CHAPTER III

METHODS AND PROCEDURES

This chapter presents the methods to be used in the Study. It was also describing

the subjects of the Study. Instruments used the data gathering procedure and the statistical

treatment of data.

This Study will determine Aldersgate College Senior High School Student’s

issues and concerns regarding Online Distance Learning.

Methods of Research used

The study used descriptive and survey research methods to blend qualitative and

quantitative. It was descriptive because its main concern was getting the view of the

subjects exposed to New Normal Education and receiving textbook-based instruction.

Respondents of the Study

In this Study, Senior High School Students of Aldersgate College will be selected

to participate. Convenience sampling is used to generate the study objective. It is due to

the availability of senior high school students to answer the questionnaires online due to

the pandemic for safety purposes.

Research Setting

The study will be conducted at Aldersgate College, Espino Street, Solano Nueva

Vizcaya. Where the Senior High School Students were the respondents, Aldersgate

College was founded in 1965 by Methodist leaders Pilar D. Galima and Froilan B. Calata.
The college, which opened as a church school under the jurisdiction of the Northern

Philippines Annual Conference of The United Methodist Church, was incorporated in

1970.

Data Gathering Instrument

The instrument gathered the senior high school students' profiles, such as their

grade level and strand. The researcher used a questionnaire where the respondents could

convey their issues and concerns regarding what the Study aims to know. Using method

data gathering promotes open-minded options related to our Study and avoids any bias in

collecting this data.

Data Gathering Procedure

A letter of request to conduct the Study was prepared. The researchers constructed

a questionnaire checklist, validated by the professor of the subject then the questionnaire

checklist was distributed. The researcher conducts the research at Aldersgate College

through an online survey. The researchers clarified some terms to the respondents so they

could answer the questionnaire with full knowledge of their responsibility as the subject

of the Study. The researcher requested the respondents with all honesty. The researcher

uses convenience sampling because they answer it through online survey form as those

students are available on matters. After all, respondents answered the questionnaires

based on the collected data. The researcher came up with a conclusion and

recommendations for the Study.

Statistical Treatment of data

Frequency and Percentage were used to describe the people of the respondents.

Theoretical analysis of data was used to interpret the qualitative responses of students.
 Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

To complete this Study properly, it is necessary to analyze the data collected to

test the hypothesis and answer the research questions. As indicated in the preceding

chapter, data is interpreted in a descriptive form.

This chapter contains the presentation of data in tabular form and their

corresponding interpretation from the specific research problem from Aldersgate College

Senior High School’s Issues and Concerns on Online Distance Learning. The main data

source is the interview through answering the questionnaire form distributed to all Senior

High School Students of Aldersgate College. The findings will be presented concerning

the research objectives stated in the Study.

Analysis And Interpretation Of Data

Out of 52 respondents from the Senior High School Students of Aldersgate

College, 38 were from grade 12, while 11 were from grade 11.

Q1. IS ONLINE LEARNING BETTER THAN IN-PERSON OR FACE-TO-

FACE LEARNING
GRADE LEVEL YES NO
11 & 12 5 47

Most Senior High School students of Aldersgate College prefer face-to-face

learning to online classes. Five students viewed online learning as better, while 47 said

face-to-face learning is much better.

 Q2. IS IT HARD TO GO ALONG WITH THE NEW LEARNING SYSTEM?
GRADE YES NO
LEVEL
11 & 12 44 8

Q3. HOW EXCITED ARE YOU ABOUT GOING TO ATTEND YOUR ONLINE
CLASSES?
The majority answered that it is hard to go along with the new learning system.

Forty-four voted ‘yes,’ and eight students voted for ‘no.’

GRADE VERY EXCITED QUITE EXCITED NOT EXCITED AT

LEVEL ALL
11 &12 2 14 36

Q4. AS A STUDENT, WHAT ARE SOME EXPERIENCES THAT YOU ARE

FACING IN THE NEW NORMAL EDUCATION?
Only two students felt very excited about attending online classes, while 14

students were quite excited and 36 were not excited.

GRADE RESPONDENT’S ANSWER

LEVEL
11 “As a student, the experiences that I am facing in the new normal
education is how I manage my time to do homework and my
modules at the same time, and also I Self-studying that I needed
to research and read and read to understand and answer my
modules.”
12 “I experienced that it is hard to understand lessons in new normal
education just because sometimes you need to self-study before
discussing the lesson.”

Senior High School Student from grade 11 of Aldersgate College answered that

facing the New Normal Education is hard to manage its time in doing homework and at

the same time it needed some Self-study that it needed to research and read and read to
understand and answer its modules. The same goes for the respondent’s answer from

grade 12 that it’s hard to understand the lessons and needed some self-study.

Q5. WHAT ARE THE HINDRANCES THAT YOU ENCOUNTER AS

ONLINE LEARNERS?

GRADE RESPONDENT’S ANSWER

LEVEL
11 “Poor internet connection”
12 “Adaptability struggle”

The dominant answer from the respondents of grade 11 was having a poor

internet connection as one of the hindrances that they encounter as online learners. In

comparison, Adaptability struggle was being encountered by grade 12 Senior High

School Student of Aldersgate College.

Q6. HOW DOES A GOOD EVERYDAY LIFE COME ABOUT WHEN USING
A MODULE OR TECHNOLOGIES IN STUDYING?

GRADE RESPONDENT’S ANSWER

LEVEL
11 “Cellphone devices are quite distracting. Modules lack
sufficient explanation; thus, reliance on cp devices is a
must. In summary, it's hard to focus and study given this
environment.”
12 “With online classes, you don’t have the most strict
schedule, nor do you spend any time walking (or running)
to class like we normally would on campus.”

Respondents from grade 11 answered that cellphone devices are quite distracting.

Still, reliance on a cellphone is a must due to the lack of sufficient explanation of

modules, which makes it hard to focus in the given environment. On the other hand, a
respondent from grade 12 says that online learning doesn’t have the most strict schedule

nor spend time in physical activities such as walking like they normally would do on the

campus before ( face-to-face learning).

Q7. DO YOU THINK YOUR ONLINE LEARNING OUTCOME COULD BE

ACHIEVED THROUGH ONLINE EDUCATION? WHY? HOW?
GRADE RESPONDENT’S ANSWER
LEVEL
11 “In my opinion, the results of online learning cannot be
achieved through online education because, based on my
experience, young people will not learn much in the
modules alone, especially if the teachers do not explain
what will be discussed. Not everyone is easy to understand
or good at self-study. Others also lack the equipment to be
active in online conversations.”
12 “Yes, because I am willing to learn new things every day,
especially if teachers do their best to teach no matter how
busy they are with their other school work. And if students
are willing to learn and listen, they can better understand
the topics.”

Most of the grade 11 respondent’s answers think that the results of online learning

cannot be achieved through online education because they say that not everyone is easy

to understand or good at self-study. Also, others lack the equipment to be active in online

conversations. Opposite from the grade 12 respondent’s answer, it could be achieved

through online education as they are willing to learn new things every day because they

believe that if students are willing to learn and listen, they can better understand the topic.

In New Normal Education, Senior High School Students from Aldersgate College

have a different perspective in dealing with various situations and hindrances, especially

on this pandemic that affects the circumstances of their education outcome status.
 CHAPTER V

FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter contributes to an overall summary of the Study. It concludes with a

summary of the findings and their conclusion. After this are the study's implications and a

recommendation for future research.

Summary Of Findings

To ensure that the needs of learners are not neglected in this so-called new

normal, the Department of Education (DepEd) has implemented a series of adjustments,

which has now been referred to as “blended learning.” The objective of this study is to

determine Aldersgate College Senior High School’s Issues and Concerns regarding

Online Distance Learning through the seven questions listed as follows:

RQ1: Is online learning better than in-person or face-to-face learning?

RQ2: Is it hard to go along with the new learning system (online learning)?

RQ3: How excited are you about going to attend your online classes?

RQ4: What are some experiences you are facing in the new normal education as a

student?

RQ5: What are the hindrances that you encounter as an online learner?

RQ6: How does a good everyday life come about when using a module or

technologies in studying?

RQ7: Do you think online learning outcomes could be achieved through online

education? Why? How?

 The conclusions of the findings for the four research questions on the examination

of students’ value systems in the language in a blended learning environment are based

on the findings on the motivations for their everyday language use and the analysis of

them in a social setting. The conclusions are as stated below:

The conclusions of the findings for the four research questions on the examination

of students’ value systems in the language in a blended learning environment are based

on the findings on the motivations for everyday language use and their analysis in a

social setting. The conclusions are as stated below:

These research questions served as a way to know what Senior High School

Students of Aldersgate College view and current perspective on Aldersgate College

Senior High School’s Issues and Concerns on Online Distance Learning. All seven

questions are bound to determine students' nearest understanding and experience in both

online and blended learning.

Conclusions

The conclusions of the findings for the seven research questions on determining

Aldersgate College Senior High School’s Issues and Concerns on Online Distance

Learning are based on the motivation for their blended learning situation and the analysis

of them in a social setting. The conclusions are stated below:

1. Senior High School Students of Aldersgate College prefer face-to-face

learning systems to online classes as students can interact directly with people whom they

can reach out to help them in case of difficulties regarding their studies.
 2. The findings reveal that the students don’t get easy to go along with the new

learning system, which is online learning.

3. The Senior High School Students were not excited at all about attending their

online classes.

4. Most of the Senior High School Students of Aldersgate College struggle with

how to manage their time. As an outcome, allowing students to complete more

homework in less time is hard.

5. Many students lack internet access, which affects a student’s academic

performance. Students without the internet can’t connect to teachers or classmates, do

independent research, or get online homework help.

6. The findings show that both grade levels have different views when using

modules or technologies in online learning. In different situations and statuses in life,

students may seem to like nor feel more unwanted to take classes in the new setup of

education.

7. What applies to you doesn’t apply to others. Students face the adaptability

struggle that they say online learning is not the way to achieve a successful career on

difficult pathways in following unclear directions.

Recommendations

The theory of learning styles is widely popular in education. It claims that learners

have preferences about how they receive and process information. The abrupt switch to

fully online learning has been particularly stressful for many instructors and especially

students who prefer in-person instruction or face-to-face learning.

 The findings show that most of the students were into face-to-face learning rather

than the new normal online learning education. As the Study progressed, a few areas

surfaced as suggested areas for future studies. The recommendations are as follows:

1. No student should be left behind. Every child must have access to age-

appropriate and gender-responsive distance education methods. Governments must also

ensure that education reaches the most vulnerable children, particularly children with

limited access to the internet or technology and households with several children of

different ages. We also need life skills education that can help us be aware of our rights

and prevent safety risks.

2. No student should be left behind. Every child must have access to age-

appropriate and gender-responsive distance education methods. Governments must also

ensure that education reaches the most vulnerable children, particularly children with

limited access to the internet or technology and households with several children of

different ages. We also need life skills education that can help us be aware of our rights

and prevent safety risks.

3. The school day has become much less structured for almost everyone, with

many students being given work to complete whenever (and however) they can. To cope

with this, many teachers set a time once a week for a live lesson or check in with students

as a full class or in smaller groups.

4. The video helps maintain a personal connection here, so that teachers can see

how students react to their learning, how well they’re engaging with lessons, and how

they’re feeling.
 5. For many, this pandemic has highlighted the inequalities we face in the

education system, where not every family can access the solutions or tools to learn away

from the classroom. Where school closures are needed, we can work together to mitigate

their impact on learners, families, and educators – particularly those in marginalized

groups who don’t have access to digital learning resources or lack the support to learn

independently.

6. The educational system must prepare to develop plans to move forward and

address the new normal after the crisis.

7. Flexible learning focuses on giving students a choice in the pace, place, and

mode of learning, which can be promoted through appropriate pedagogical practice. The

learners are provided with the option of how they will continue with their studies, where

and when they can proceed, and in what ways can the learners comply with the

requirements and show evidence of learning outcomes

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 APPENDICES

April 20, 2022

MR. JONATHAN PALITAYAN

Research Teacher

RE: Request Permission to Conduct Survey among the Senior High School Students of
Aldersgate College
Dear Sir,

Warm greetings!
We, the Researchers from grade 12 HUMSS Williamblake of Aldersgate College,
would like to ask your permission to allow us to conduct a survey through the online
google form. This is in view of our Study entitled “Aldersgate College Senior High
School’s Issues and Concerns on Online Distance Learning.”
All information provided will be kept in utmost confidentiality and will be used
only for academic purposes. The names of the respondents will not appear in any
research or publications resulting from this Study unless agreed to. Your approval to
conduct this Study will be greatly appreciated.

Thank you very much!

Respectfully yours,

Bernadette Jane D. Taberna Kylene Serquina Jeric Retonda

 Bealyn Mae Valdez Zyreene Maddela Mark Jay

Padua

Noted By:

Mr. Zander Gayagoy Mrs. Marissa Taguinod

Research Adviser Principal
April 28, 2022

Dear Respondents,

Greetings!

We are the Grade 12 Williamblake Students from Humanities and Social Sciences

strand currently working on a research study entitled  "Aldersgate College Senior High

School’s Issues and Concerns on Online Distance Learning."

In this regard, we are asking for your precious time and effort to answer all the

questions in the questionnaire that are important and helpful for the completion of the

Study. Rest assured that all data gathered from you will be kept at the highest level of

confidentiality.

Your positive response to this request will be a valuable contribution to the study's

success and will be highly appreciated. Thank you very much for your cooperation.

Sincerely yours,

Bernadette Jane D. Taberna Kylene Serquina Jeric Retonda

Bealyn Mae Valdez Zyreene Maddela Mark Jay Padua

Noted By:

Mr. Jonatahan Palitayan Mrs. Marissa Taguinod

Research Adviser Principal
 Name(optional):
Grade level:
___ 11
___ 12

Section:

Strand:
___ HUMSS
___ STEM
___ TVL
___ GAS
___ ABM

Is online learning better than in-person or face-to-face learning?

o YES
o NO

Is it hard to go along with the new learning system (online learning)?

o YES
o NO

How excited are you about going to attend your online classes?
o VERY EXCITED
o QUITE EXCITED
o NOT EXCITED AT ALL

What are some experiences that you are facing in the new normal education as a student?
What are the hindrances that you encounter as an online learner?
How does a good everyday life come about when using modules or technologies in
studying?
Do you think your online learning outcomes could be achieved through online education?
Why? How?
 CURRICULUM VITAE

Name: Bernadette Jane D. Taberna

Address: Purok 5, Bascaran, Solano,
Nueva Vizcaya
Mobile Number: +639352035502
E-mail Address: bernadettejanetaberna@gmail.com

Personal Information:
Date of Birth: October 24, 2004
Place of Birth: Bayombong, Nueva Vizcaya
Civil Status: Single
Age: 17
Religious Affiliation: Roman Catholic
Mother: Nancy D. Taberna
Father: Sammy B. Taberna

Educational Background:
Senior High School: Aldersgate College Inc.
Junior High School: Bascaran National High School
Elementary: Bascaran Elementary School
Name: Kylene Mae Serquina
Address: Purok 1, Concepcion, Solano,
Nueva Vizcaya
Mobile Number: +639082886303
E-mail Address: serquinakylenemae24@gmail.com

Personal Information:
Date of Birth: November 24, 2002
Place of Birth:
Civil Status: Single
Age: 19
Religious Affiliation: Roman Catholic
Mother: Elizabeth Serquina
Father: Dominador Serquina

Educational Background:
Senior High School: Aldersgate College Inc.
Junior High School: Bascaran National High School
Elementary: Concepcion Elementary School
Name: Jeric V. Retonda
Address: Purok 6, Bascaran, Solano,
Nueva Vizcaya
Mobile Number: +639652990357
E-mail Address: jericretonda09@gmail.com

Personal Information:
Date of Birth: August 22, 2004
Place of Birth: Bayombong, Nueva Vizcaya
Civil Status: Single
Age: 17
Religious Affiliation: Roman Catholic
Mother: Noralyn Retonda
Father: Ronald Retonda Sr.

Educational Background:
Senior High School: Aldersgate College Inc.
Junior High School: Bascaran National High School
Elementary: Bascaran Elementary School
Name: Bealyn Mae A. Valdez
Address: Purok 2, Bascaran, Solano,
Nueva Vizcaya
Mobile Number: +639631744785
E-mail Address: bealynmaev@gmail.com

Personal Information:
Date of Birth: September 14, 2001
Place of Birth: Bascaran, Solano,
Nueva Vizcaya
Civil Status: Single
Age: 20
Religious Affiliation: Roman Catholic
Mother: Illuminada Valdez
Father: Juanito Valdez

Educational Background:
Senior High School: Aldersgate College Inc.
Junior High School: Bascaran National High School
Elementary: Bascaran Elementary School
Name: Zyreene T. Maddela
Address: Purok 5, Bascaran Solano
Nueva Vizcaya
Mobile No: +639773438598
E-mail Address: maddelazyreenetaberna@gmail.com

Personal Information:
Date of Birth: June 04, 2004
Place of Birth: Bascaran Solano, Nueva Vizcaya
Civil Status: Single
Age: 18
Religious Affiliation: Roman Catholic
Mother: Margie Maddela
Father: Herbert Maddela

Educational Background:
Senior High School: Aldersgate College Inc.
Junior High School: Bascaran National High School
Elementary: Bascaran Elementary School
Name: Mark Jay A. Padua
Address: Purok 1, Concepcion, Solano
Nueva Vizcaya
Mobile No: +639559064392
E-mail Address: paduamarkjay25@gmail.com

Personal Information:
Date of Birth: January 06, 2002
Place of Birth: Concepcion, Solano, Nueva Vizcaya
Civil Status: Single
Age: 19
Religious Affiliation: Roman Catholic
Mother: Hazlyn A. Padua
Father: Mamerto P. Padua Sr.

Educational Background:
Senior High School: Aldersgate College Inc.
Junior High School: Bascaran National High School
Elementary: Concepcion Elementary School