Sample Research 2

Bicol University
COLLEGE OF EDUCATION
Research and Extension Office
Daraga, Albay, Philippines
NOTICE OF FINAL DEFENSE
Date: May 31, 2022
To: Undergraduate Research Committee
Chair: Daves L. Tonga
Members: Gerard M. Protacio
Jemima F. Bas
Adviser (Recorder): Alan L. Lucilo
Please attend the final oral examination of the undergraduate research entitled
LEARNING EXPERIENCES, CHALLENGES ENCOUNTERED, AND COPING STRATEGIES
OF BEED STUDENTS IN FLEXIBLE LEARNING MODALITY prepared and submitted BY BENZ
ARTHUR A. ALVAREZ, PAULA MAE A. FREO, DANTE Y. PAJARA JR, BERT LAURENCE R.
PEREZ, and EDWIN JOSE B. RAMIREZ candidates for the degree of Bachelors of Elementary
Education on May 31, 2022, 6:00 – 8:00 pm via Google Meet.
Please be guided accordingly.
PROF. NORILYN DE CHAVEZ

Research Teacher
Republic of the Philippines
Bicol University
RESEARCH SERVICE OFFICE
LEARNING EXPERIENCES, CHALLENGES ENCOUNTERED,

AND COPING STRATEGIES OF BEED STUDENTS
IN FLEXIBLE LEARNING MODALITY.
An Undergraduate Research
Presented to
The Faculty of College of Education
Bicol University
Daraga, Albay
In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Elementary Education
Benz Arthur D. Alvarez

Paula Mae A. Freo
Dante Y. Pajara Jr.
Bert Laurence R. Perez
Edwin Jose B. Ramirez
May 2022
ii
Bicol University
RECOMMENDATION FOR FINAL ORAL EXAMINATION
Date: May 31, 2022
The undergraduate research entitled LEARNING EXPERIENCES, CHALLENGES

ENCOUNTERED, AND COPING STRATEGIES OF BEED STUDENTS IN FLEXIBLE
LEARNING MODALITY prepared and submitted by BENZ ARTHUR D. ALVAREZ, PAULA MAE
A. FREO, DANTE Y. PAJARA JR., BERT LAURENCE R. PEREZ, and EDWIN JOSE B.
RAMIREZ in partial fulfilment of the requirement for the degree of Bachelors of Elementary
Education is hereby recommended to the undergraduate research committee for evaluation.
ALAN L. LUCILO
Research Adviser
UNDERGRADUATE RESEARCH COMMITTEE
Date: May 31, 2022

LEARNING MODALITY prepared and submitted by BENZ ARTHUR D. ALVAREZ, PAULA MAE
A. FREO, DANTE Y. PAJARA JR., BERT LAURENCE R. PEREZ, and EDWIN JOSE B.
RAMIREZ in partial fulfilment of the requirement for the degree of Bachelors of Elementary
Education is hereby considered for Final-Oral Examination on May 31, 2022, 6:00 – 8:00 pm via
Google Meet.
DAVES L. TONGA
Panel Chair
GERARD M. PROTACIO JEMIMA F. BAS

Panel Member Panel Member
iii
Bicol University
CERTIFICATION OF FINAL ORAL DEFENSE RATING
This is to certify that the undergraduate research entitled, LEARNING

EXPERIENCES, CHALLENGES ENCOUNTERED, AND COPING STRATEGIES OF BEED
STUDENTS IN FLEXIBLE LEARNING MODALITY, prepared and submitted by BENZ ARTHUR
D. ALVAREZ, PAULA MAE A. FREO, DANTE Y. PAJARA JR., BERT LAURENCE R. PEREZ,
and EDWIN JOSE B. RAMIREZ, in partial fulfillment of the requirement for the degree of Bachelor
of Elementary Education, after the evaluation of the undergraduate research committee during
the final oral defense on May 31, 2022, 6:00 – 8:00 p.m. via Google Meet has passed the final
oral examination with the final rating of ________.
PANEL OF EVALUATORS ACTION TAKEN
DAVES L. TONGA ________________

Panel Chair
GERARD M. PROTACIO _________________

Panel Member
JEMIMA F. BAS ________________

Panel Member
iv
Bicol University
APPROVAL SHEET

LEARNING MODALITY prepared and submitted by BENZ ARTHUR D. ALVAREZ, PAULA
MAE A. FREO, DANTE Y. PAJARA JR., BERT LAURENCE R. PEREZ, and EDWIN JOSE B.
RAMIREZ, after passing the evaluation of the undergraduate research committee, is
hereby approved in partial fulfilment of the requirement for the degree of Bachelors of
Elementary Education.
NORILYN O. DE CHAVEZ
Research Teacher
Program Chair, BEED
JANUARY M. DECHAVEZ
Research Coordinator, BUCE
DR. LORNA M. MIÑA

Dean, BUCE
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ACKNOWLEDGMENT
We, the researchers, would like to express our deepest gratitude to everyone
behind the accomplishment of this study.
To our families, for the unending love and support all throughout. Your words of
encouragement whenever we doubt ourselves motivate us and they mean a lot to us.
To our research teacher, Professor Norilyn O. De Chavez for giving us the
opportunity to conduct this research, and for her valuable advice, suggestions, and
expertise that encourages and brings the best in us to pursue this study.
To our research adviser, Professor Alan L. Lucilo for his effort, patience, guidance,
and useful critiques for this research.
To all the BEED Students in Bicol University College of Education who participates
as our respondents in this study.
To our research validators, Professor Edison Perez, Professor Norilyn De Chavez,
Professor Milyn Lleva, for helping us create effective and comprehensive data collection
tool.
To our research evaluators; Prof. Daves L.Tonga, Prof. Jemima F. Bas, and Prof.
Gerard M. Protacio for sharing their time and expertise with us and for their guidance,
support and expertise which helped us a lot to improve our research.
Above all, to our Almighty God for giving us the strength and guidance throughout
the conduct of this study, and for giving us inspiration for continuing this study despite of
all the adversities.

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Abstract
This study aims to determine the learning experiences, challenges encountered, and
coping strategy of the selected 10 BEED students of Bicol University, in regards with their
respective challenges experienced in the flexible learning modality for their continuous
development of acquiring knowledge and independent learning. The researcher used a Case
Study method in order to have a more in-depth understanding about the learning experience of
the BEED students, the 10 BEED students are chosen according to their Geographical Location
in order to have different variation of student’s learning perspective during the pandemic and the
conduct of the flexible learning modality. Different geographical locations would mean different
experiences encountered by the respondents during the conduct of the new learning modality.
The selected respondents are asked through an open-ended interview, the researchers used a
validated interview guide that would serve as a basis on acquiring data for the researchers. The
result of the interview will give enough information that would be useful to the data analysis. As
the result of the conducted data gathering the researchers found out that the respondents have
different study areas, different internet connectivity, positive and negative experiences in regards
with their studies, personal responsibilities at home, and similarities and differences of challenges
in regards with their different geographical location. Miscommunication complaints are some of
the common issues, and mental health concerns are becoming more prominent in the flexible
learning modality's implementation caused by the pandemic. Therefore, the researchers
concluded that the flexible learning modality is a major challenge for the students due to power
interruptions and internet disruption.
Keywords: Asynchronous Class, Challenges, Challenges Encounter, Conceptually Learning
Experience, Conduct of Flexible Learning Modality, Coping Strategies, Flexible Learning
Modality, operationally learning experiences, Proposed Recommendation, Synchronous Class.

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TABLE OF CONTENTS
TITLE PAGE ……………………………………………………………………………………………………. i
RECOMMENDATION FOR FINAL EXAMINATION………………………………………………ii
CERTIFICATION OF FINAL ORAL DEFENSE RATING……………………………………………iii
APPROVAL SHEET…………………………………………………………………………………………… iv
ACKNOWLEDGEMENT……………………………………………………………………………………. v
ABSTRACT………………………………………………………………………………………………………. vi
TABLE OF CONTENTS……………………………………………………………………………………… vii
Chapter
1. The Problem
Introduction …………………………………………………………………1
Statement of the Problem …………………………………………………………………5
Scope and Delimitation …………………………………………………………………6
Significance of the Study …………………………………………………………………7
2. Review of Related Literature
Related Literature ………………………………………………………………….9
Related Study ………………………………………………………………….13
Synthesis of the Reviewed Literature and Studies ……………………………………….18
Gap to be Bridged by The Study ……………………………………………………………20
Theoretical Framework ………………………………………………………………….21

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Theoretical Paradigm …………………………………………………………………23
Conceptual Framework …………………………………………………………………24
Conceptual Paradigm …………………………………………………………………25
Definition of Terms …………………………………………………………………26
3. Research Design
Methodology …………………………………………………………………30
Sources of Data …………………………………………………………………31
Respondents …………………………………………………………………32
Data Gathering Procedure …………………………………………………………………32
Instrumentation……………………………………………………………………………….33
Analytical framework…………………………………………………………………………34
4. Data Analysis and Interpretation
Learning Experiences of Students
Profile………………………………………………………………………………………….35
Case 1 …………………………………….………………………………………………….37
Case 2 …………………………………….………………………………………………….40
Case 3 …………………………………….………………………………………………….42
Case 4 …………………………………….………………………………………………….44
Case 5 …………………………………….………………………………………………….46
Case 6 …………………………………….………………………………………………….48
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Case 7 …………………………………….………………………………………………….50
Case 8 …………………………………….………………………………………………….53
Case 9 …………………………………….………………………………………………….55
Case 10 …………………………………...………………………………………………….58
Matrix …………………………………….……………………………………………………60
Discussion…………………………………………………………………………………….65
5. Summary, Conclusions and Recommendations
Summary………………………………………………………………………………………66
Findings………………………………………………………………………………………..67
Conclusions……………………………………………………………………………………69
Recommendations……………………………………………………………………………70
References…………………………………………………………………………………….72
Appendices…………………………………………………………………………………….75
Appendix A…………………………………………………………………………………….75
Appendix B…………………………………………………………………………………….76
Appendix C…………………………………………………………………………………….77
Appendix D…………………………………………………………………………………….78
Appendix E…………………………………………………………………………………….82
Appendix F…………………………………………………………………………………….90
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Appendix G…………………………………………………………………………………….92
Appendix H…………………………………………………………………………………….93
Appendix I……………………………………………………………………………………...94
Curriculum Vitae……………………………………………………………………………….95
List of Figure
Figure 1- Theoretical Paradigm …………………………………………………………23
Figure 2- Conceptual Paradigm ………………………………………………………….25
Figure 3- Case 1 ………………………………………………………………………….38
Figure 4- Case 2 ………………………………………………………………………….41
Figure 5- Case 3 ………………………………………………………………………….43
Figure 6- Case 4 ………………………………………………………………………….45
Figure 7- Case 5 ………………………………………………………………………….47
Figure 8- Case 6 ………………………………………………………………………….49
Figure 9- Case 7 ………………………………………………………………………….51
Figure 10- Case 7 ………………………………………………………………………….52
Figure 11- Case 8 ………………………………………………………………………….54
Figure 12- Case 9 ………………………………………………………………………….56
Figure 13- Case 10 ………………………………………………………………………….59

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List of tables
Table 1- Matrix …………………………………………………………………………….60

1
Chapter 1
THE PROBLEM
INTRODUCTION
As the pandemic hits our country, our lifestyle suddenly changed. Not only our
lifestyle but also the systems we have in our everyday life was affected. Our way of buying
goods from the market, paying bills, going to malls, reporting to work, transportation, and
to all students the educational system. Students faced transitions from face-to-face to
virtual style of learning. In this transition, the researchers had in mind to ask several
students about their learning experiences during the virtual set-up if it was just similar to
the face-to-face set up, their challenges encountered if they faced challenges during the
conduct of the virtual set-up, and their coping mechanisms on how they were still able to
accomplish the tasks given and continue their learning. The study was carried out in order
to provide a foundation for understanding the experiences, difficulties, and coping
mechanisms of the students. Students, faculty, teachers, and educational organizations
could reflect on these experiences and challenges so that they would have a set of
concrete ideas and could come up with future solutions in case another pandemic or crisis
comes up disrupting the educational experience of students and teachers.
The educational system suddenly changed from a face-to-face setup into a modular,
flexible, and distance learning. Teachers, administrators, and staff were assigned in
modifying and changing course syllabus and requirements in the teaching and learning
process of education from the comfort of their own homes as they transitioned to
alternative or remote teaching modalities in both synchronous and asynchronous

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sessions. Teachers not being physically present during flexible learning. Having guidance
often requires the students to formulate questions and ask for assistance, which some
students may find difficult especially when the physical presence of the teacher is not
present during the learning process of the student. Teachers and institutions should be
also technically prepared in terms of skills and knowledge in order to conduct this form of
learning, as well as have school resources such as an internet connection, gadgets, and
advanced methodologies for facilitating in an online classroom.
According to a survey in 2021, 30 percent of Filipino respondents perceive the
current distance learning model as around 20 to 50 percent effective (Statista Research
Department, Sep. 10, 2021). Education advocates have said that the pandemic
highlighted the gaps in the Philippine education system. This was evident in the erroneous
learning modules distributed to public school students during the pandemic Magsambol
B., (2021).
The COVID-19 pandemic has taken a toll on all aspects of life, particularly how
classes were delivered in both offline and online formats. The Philippine government
implemented lockdowns, which resulted in a sudden shift to an all-online mode of
teaching and learning. While some institutions have responded by shutting down
operations, others have continued to give instructions and classes via the Internet and
various online learning tools. The continuance of classes online has brought problems for
students and teachers alike from a lack of technology to mental health issues (Ignacio
2021).
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During the pandemic, students face numerous challenges, including mental health
issues, financial difficulties, loneliness, and difficulties adapting to online instruction
(Anderson, 2020; Hamza et al. 2020; Rodriguez-Planas, 2020; Browning et al., 2021).
Students struggled to develop a new routine, were unmotivated, and had logistical issues
with online learning. They adopted proactive and innovative coping tactics, such as
attempting to build a new daily routine in the absence of their regular structure, focusing
on physical activity, cooking, and eating properly. Their most common coping method
was to try to maintain social or group engagement online or within their own home.
In line with Perez (2020), teachers are concerned that flexible learning will not be
effective for some students because of the fact that students are unable to read and
comprehend on their own, their parents might also be unable to guide them since some
parents are unable to read with proper comprehension as well. As students continue their
studies at home, the pandemic prompted several changes and adjustments. Parents have
become the teacher's collaborators since education is no longer held in the classroom.
They are a vital part of their children's learning in having flexible learning as home
facilitators, as their major duty is to develop a connection with the child and lead them in
order to receive the quality education that they need.
Amadora (2020) stated that “Due to the lack of interaction in online classrooms,
students are more likely to be distracted by smartphones, pets, deliveries, and other
things other than the ongoing online lesson”. Because there is no face-to-face interaction,
it is assumed that pupils will be uninterested in the online class. Amadora also states that
outdated devices and software were also an issue in online learning as most classes are
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conducted through video conferences, devices needed for it should be updated in order
to function efficiently.
Saavedra (2020) also shared that “the pandemic that the entire globe is currently
experiencing is perhaps one of the greatest risks to global education, a massive
educational crisis”. He supported his statement by claiming that the COVID-19 pandemic
had forced more than 1.6 million children and youth to be out of school in 161 countries
as of March 28, 2020. This number is close to 80% of the world’s enrolled students.
According to the literature and worldwide experts, various obstacles have been
observed throughout the implementation of online learning globally, as mentioned by
Huang et al. (2020). For example, (a) an Internet connection can be unreliable if
thousands of learners are learning at the same time; (b) some instructors may struggle to
find online resources that are most appropriate in their teaching contexts because
thousands of resources are published online; (c) many instructors and learners lack the
necessary digital skills to teach and learn online. This can make online teaching/learning
inconvenient for them. (d) Many such learners lack essential learning capacities such as
adaptation, independent study, and self-regulation, which are important factors for
successful online learning; and (e) Several instructors simply use direct instructions
without considering important features of online learning such as interactivity, social
presence, and cognitive presence, resulting in non-motivating learning experiences.
This study aims to share what the BEED students have experienced on this flexible
learning modality, struggles they have encountered during this time, and their coping
mechanisms to continue and pursue education. With this sudden change in terms of our
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learning modality in our educational system, it is indeed very important to study on how
these students continued their journey. As digital technology is primarily used, this study
would also provide information on what issues they have encountered in order to improve
the services for every student. This also may be used in the future as a reference to
improve flexible learning modality in order for everyone to have access to it.
STATEMENT OF THE PROBLEM
This study aims to determine the learning experiences of selected BEED students
in the conduct of the flexible learning modality. Specifically, it will seek to answer
the following sub-problems:
1. What are the learning experiences of the students during the flexible
learning modality along the conduct of:
a. Synchronous classes; and
b. Asynchronous classes?
2. What are the challenges encountered by the students during the conduct of the
flexible learning modality?
3. What are the coping strategies of the students to address the challenges
encountered?
4. What recommendations may be proposed based on the learning experiences of
the students?
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SCOPE AND DELIMITATION
The study primarily focuses on the experiences, challenges encountered and
coping strategies of the selected BEED students of Bicol University in their flexible
learning modality. The target respondents of the study are 10 selected BEED students
that represent the group according to their geographical locations and internet
connectivity. The selected respondents are based on their data presented at the office of
student affairs of the university.
The study focuses on the BEED students of Bicol University and delimits to other
courses around Bicol University, to the teaching and non-teaching staff and parents.
The focus of this study is to determine the experiences, challenges encountered,
and coping strategies of the students in the flexible learning modality, and provide
possible recommendations to those subproblems based on the learning experiences of
the students.
The study was conducted during the academic year 2021- 2022 that could serve
as a basis of the experiences, challenges and coping strategies of the students during
the academic year.

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SIGNIFICANCE OF THE STUDY
This study aims to determine the learning experiences, challenges, coping strategies of
selected students in the conduct of the flexible learning modality. Different findings of this
study would be notable to the group of people mentioned in the discussion below.
Student. The result of the study will give an idea to the students on how to improve their
learning interaction in the class during synchronous and asynchronous classes.
Teacher. The study will help the teachers to be effective in delivering their lessons in the
flexible learning modality. Also, it will give them a significant idea on how to develop new
teaching strategies especially for those students who have problems in their studies.
Parents. The study will give an idea of how they can help and give support to their
children in the conduct of flexible learning modality.
School Administration. The study will give an idea to the school administration, to give
importance to those students who suffer difficulties in their online learning, so that they
could give some intervention to those students to still have a better quality of education.
School. The study will serve as a guide on how to develop an effective educational
program for the students in the conduct of flexible learning
Pre-service teacher. This study will give an idea and knowledge to future teachers on
how to conduct an effective teaching modality if there is a sudden change in the teaching
and learning modality.

8
Commission on Higher Education (CHED). This study will give the Commission on
Higher Education with relevant data regarding the challenges faced by BEED students
and teachers in flexible learning, allowing them to develop innovative approaches to
address the challenges. Furthermore, with this distance learning mode, the findings of
this study will help in the advancement of the department's functions throughout the
approaching years.
Curriculum planners. The study will give ideas to the curriculum planners in making
adjustments to the curriculum and make favorable teaching modalities and teaching
strategies to those students who are living in some remote areas.
Bachelor of Elementary Education (BEED) program. The research findings would be
used as a guide in creating a variety of programs and initiatives to address the challenges
encountered by BEED students.
Future researchers. This can become a reference for future researchers who would be
interested to conduct a similar study in order to gain new information similar to their
content. The information provided can also serve as the basis for future researchers in
order to gain support for their study.

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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the related literature and studies both from local and foreign
sources. This also includes the synthesis of the reviewed literature and studies, the gap
bridged by the study, and the theoretical and conceptual frameworks to fully understand the
research that was undertaken. Further, terms were defined conceptually and operationally to
ensure a clear understanding of the variables involved in the study.
RELATED LITERATURE
The literature reviewed and discussed hereunder focuses on the learning experiences,
challenges, and coping strategies students encountered in flexible learning modality due to
the pandemic, which were found relevant to the current study being conducted by the
researchers.
Flexible Learning, according to the Commission on Higher Education (CHED), is a
mode of delivering lectures that cater to the needs of learners' educational needs in terms of
their difference in location, the pace of the lesson, process of learning, and the result and
products of learning. It requires the use of both digital and non-digital technologies, and it
covers either face-to-face and in-person learning as well as out-of-classroom learning modes
of delivery or a combination of both. This customizes learning and instruction by making it
more student-centered by providing students with a diverse range of options and for dealing
with their studies. The Commission on Higher Education also mentioned that flexible learning
would ensure the education would continue amidst the unsure and infeasible traditional
modes of teaching and learning due to the negative effects of the pandemic crisis.
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Amadora (2020) claims that there are issues that could present a challenge for the student
when synchronous classes are being held in flexible learning. According to the author, issues
with internet connectivity, voice clarity, out-of-date hardware and software, system errors, and
poor attention spans arise when conducting an online class. These are the possible difficulties
that a student taking an online course can encounter and which require attention.
The COVID-19 pandemic has completely changed the way institutions manage all
around the world. In Poland, the shift to online learning was introduced without warning,
significantly altering students' daily lives. This circumstance demonstrated the pupils'
incompetence and inability to deal with this new, stressful situation, which had been
addressed in much prior research. Anxiety, despair, and stress were experienced by this
group as a result of a sudden and significant shift in daily functioning. Thus, from a
pedagogical and psychological standpoint, it is crucial to analyze students' stress-coping
techniques as a result of the COVID-19 pandemic. In order to attain this, a sample of Polish
students was anonymously measured in 2020 using the Mini-COPE questionnaire. Data was
collected from 577 students from 17 different universities. According to the statistical study,
during the coronavirus pandemic, Polish students used the coping methods of acceptance,
preparing, and seeking emotional support the most. Age, gender, and place of residence all
influenced the choice of specific stress-coping techniques during the COVID-19 pandemic.
The findings also show that the youngest students had the poorest coping abilities. The
findings support the conclusion that students' adaptive stress-coping mechanisms,
particularly during the pandemic, may have long-term consequences for their
psychophysiological health and academic performance. Thus, based on the current findings
and the participatory model of intervention, a student support program involving

11
psychological, organizational, and instrumental support is recommended. Wirkus et al.,
(2021).
The educational system has recently been shaken by an extreme health crisis that has
weakened its foundation, according to Barrot et al., (2021). Given the current uncertainty, it is
critical to get a detailed picture of students' online learning experiences during the COVID-19
pandemic. Despite the fact that there have been several studies in this field, little is known
about the issues that students face and the solutions they might employ. Using a mixed-
methods approach, the findings demonstrated that college students' online learning problems
differed in terms of type and intensity. Their most difficult obstacle was related to their home
learning environment, whereas their least difficult one was technical knowledge and ability.
According to the findings, the COVID-19 pandemic had the largest influence on the quality of
the learning experience and the mental health of students. The authors claimed that resource
management and utilization, help-seeking, technical aptitude improvement, time
management, and learning environment control were the strategies that students used the
most frequently. The implications for classroom practice, policy development, and future study
are highlighted.
In accordance with the statement of Peltier et al., (2021), the shift from actual in-class
learning to virtual learning caused by COVID-19, created a context for investigating marketing
education in a situation of distress. It also shows how crises are managed by the effects of
the negative consequences of anxiety on education and learning. While anxiety was the most
influential on class preparedness, class preparation was not related to class learning, class
satisfaction, or willingness to continue a marketing profession. When digital self-efficacy was
incorporated as a modulator, however, the expected benefits of class preparation showed.

12
Nurfaradilla et al., (2020) states that there are two coping strategies for learning during
the pandemic. The terms "student-content interaction" and "student-lecturer interaction" refer
to these two. An approach known as "student-content interaction" demonstrates how students
and lesson content interact, with the result that the class's material becomes the student's
main source of knowledge. Student engagement with the curriculum during the pandemic is
heavily reliant on the lecturer's online resources. The author claims that the second technique,
known as student-lecturer interaction, demonstrates how students and lecturers communicate
while the lecturer serves as the information source. The variety of formats includes
asynchronous and synchronous communication in text, audio, and video communications.
The article gives the present researcher an idea about the coping strategy of the students in
improving knowledge during the conduct of flexible learning modality.
According to J. W. B. Oketch-Oboth (2021), the Faculty of Arts identifies problems
encountered by students and academic staff during the online learning process. The finding
showed that students were primarily concerned with an unconducive learning environment,
network access issues, insufficient training on the use of online learning platforms, unreliable
supply of electricity, the cost of internet bundles, and a lack of online learning devices such
as laptops, particularly during exams. Students used coping mechanisms such as social
media to communicate with others, get learning resources from their professors and online,
access local internet shops for most of their online learning needs, and seek technical
assistance from the University ICT Department. The findings revealed that the online learning
method was developed on an emergency basis to deal with the university's sudden closure.
As a result, there is a greater need to spend on online learning facilities and teaching in order
to improve the quality of online learning beyond its existing extent.

13
In the article written by Rojas II (2021), there are groups who believe that remote
learning is not for everyone and that in-person training is the best way for pupils to learn. They
argue that remote learning should be used as a supplement to in-school instruction rather
than as a replacement as stated in the article. Rojas II pinpointed that they do have a point,
but some education experts think that this kind of teaching will be the most resilient to the
pandemic and, if there are any more, to subsequent pandemics.
During the mandated lockdown or home confinement period, college students
experience high degrees of fatigue. When compared to students with poor resilience and
social support, resilient students and those who perceive higher levels of social support have
lower levels of exhaustion during the lockdown time. Lockdown fatigue can be eased by
developing and implementing strategies to boost personal resilience and social support
among college students. Labrague and Ballad (2020).
The pandemic changed the way we think about and implement education. From a
traditional way of learning into distance learning. Institutions need to identify what should be
changed, and invest in technical resources and personnel. They could also spend time
thinking about how to help their students understand what is important in order to have clarity
on the things that really matter Taylor et al., (2020).
RELATED STUDIES
The researchers surveyed different foreign and local studies found on several
websites. Various studies and research findings on flexible learning modality were found for
prevailing factors on the effects in the implementation of flexible learning modality.

14
According to Sarwar et al., (2020); Subedi et al., (2020); and Verawardina et al., (2020),
power interruption during an online discussion is an unavoidable occurrence in any virtual
classroom setup. This is true for some of the students living in places where power outages
have been an issue even before the time of the pandemic. The study further stated that due
to interruptions or even a lack of electricity, it is challenging to stay connected with online
classes, especially students living in deep upper land areas also, learning content that is
vague has also become a challenge. Castillo added that the content is more important than
the mode of delivery in this case. This may be because, despite the implementation of online
classes, the majority of them still used on-campus learning tools. This study gives emphasis
on what challenges could occur to the learners during the new learning modality.
Kapasia et al. (2020) studied the impacts of lockdown in terms of the student’s
performance. The lockdown caused significant disruptions in students' learning, according to
their findings. It is also mentioned that students faced certain difficulties when taking online
classes. The author also stated that anxiety, depression, bad Internet connectivity, and an
unpleasant home learning environment worsened when students are marginalized and
located from far-flung areas. This would help our study to have a view on what could be the
possible situations the students are facing now.
In accordance with the study of Baticulon et al., (2020), a poor learning environment is
a hindrance for students to participate in remote learning comfortably. Students' responses
have repeatedly emphasized this issue. The study further stated that creating a happy and
supportive learning environment has always been a challenge in remote education or flexible
learning modality, particularly for underprivileged families living in far-flung areas. This would
15
relate to our study on identifying the learning environment the students have and if it was
helpful for them to cope up in the new learning modality.
On a global scale, UNICEF (2020) reported that school and university closures affect
more than 1.5 billion students of all ages. Shutdowns have disproportionately affected youth.
With the highest priority for providing education as a fundamental human right, educational
systems around the world were once again challenged to produce various measures to
immediately sustain education efforts UNESCO (2020), but this does not include providing
solutions to the problems of each individual student. In general, the educational system
appears unprepared, with unanticipated effects both during and after the crisis. The reported
findings of the UNICEF would help our study to furthermore view the effects of lockdown in
our educational system and draw a helpful recommendation through it.
The study of O’Keefe (2020) states that as the number of confirmed Covid-19 cases
continues to climb, students and teachers at all levels of education are shifting from the
classroom to flexible learning modalities. The author also mentioned that as students and
educators have realized, not every subject lends itself to a smooth transition to flexible
learning. Teachers attempting to adapt to lecturing online have also encountered several
difficulties. This could be related to our study on figuring if there was improvement on the
flexible learning modality experience and its effectiveness.
According to the study of Huckins (2020), the Coronavirus pandemic had an immediate
impact on students' mental health. In early March when the pandemic started to spread across
the globe, the study found an increase in depression and anxiety records, exactly as the
school pushed students to leave their respective campuses and begin remote learning. The
drop-in activity among the students, according to the study, was due to the implementation of
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lockdown orders during the time as stated in the study. From this study, we could presume
what could be the possible struggles of the students and ask how they cope up with it.
The study of Barrot (2020) entitled Students’ online learning challenges during the
pandemic and how they cope with them: demonstrates that college students' online learning
challenges differed in terms of type and extent. Their largest obstacle came from their home
learning setting. The study also mentioned that the COVID-19 pandemic had the largest
impact on student's mental health and the quality of their learning experience. According to
the students' responses, the pandemic has worsened their problems, particularly in terms of
learning quality, mental health, financial problems, interaction, and mobility. With this study,
it would help us to relate and differentiate the experiences of every learner that are from
different geographical areas.
In the study conducted by Laguador (2021), 367 college students from different
academic institutions served as survey participants. The research showed that those living in
upper land locations have much more problems in terms of power outages and a lack of
personnel at home with acceptable technical abilities than those living in lowland and
residential areas. The research further stated that students from upper land areas face
significantly greater challenges in terms of resources and communication, while students from
residential areas face significantly greater challenges in terms of the environment. Laguador
added students from all locations face moderate challenges in terms of economic,
instructional, and learning outcomes. Laguador found that students are concerned about how
learning outcomes can be effectively attained through a flexible learning mode in which
laboratory intensive classes are not available during the pandemic, as well as their issues in
instruction delivery and communication with teachers. Through the study of Laguador, the
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researchers would have a primary idea on what could be the possible challenges present and
help the researchers draw a recommendation out of it.
According to Pawilen (2021), while transitioning to flexible learning, various challenges
and issues connected to effectiveness, access, and relevance must be managed. The
COVID-19 pandemic-caused issue has shown the realities of the country's digital divide.
Pawilen stated that access to technology and ICT literacy continues to be the most major
challenges to flexible learning, and HEIs should have the proper infrastructure and support
system in place. Faculty and students must also be educated and trained in the philosophy
and pedagogy of flexible learning. The study further stated that the suggested framework for
flexible learning would assist educators and administrators in planning for the country's
smooth transition to a flexible learning mode. Pawilen also stated that the framework will help
universities and colleges understand that flexible learning is about more than just technology.
Finding the greatest ways to reach out to every learner and provide them with the best quality
education they deserve in a variety of ways is what flexible learning is all about. From this
study, we could relate on it to conclude a helpful recommendation that also would benefit our
local universities and colleges.
Logel et al. (2021) studied the experiences and coping strategies of college
students during the COVID-19 pandemic. In their study, they have stated that students face
various difficulties like mental health problems, financial difficulties, and the adaptation of
online learning during the pandemic. As a coping strategy for the students, endorsement of
social connection is encouraged for the students. The results of their study emphasize how
crucial it is for pupils to feel connected to others and supported in order to deal with this
challenge. Their study also stated that college institutions could provide opportunities for the
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students to connect and also connect with the people that are not involved in the institution.
From this study, we could relate on it on what were the effective coping strategies that the
students could adapt. This would help the researchers provide a coping strategy that students
could apply from other student who effectively applied this coping strategy.
SYNTHESIS OF THE REVIEWED LITERATURE AND STUDIES
Nowadays, the teaching and learning processes have undergone a sudden transition
in which the traditional style of education is being substituted by a flexible learning modality
or an online class setup in order to continue the education system in face of our current
situation in which we are witnessing the outbreak of the COVID virus. However, in parallel to
keeping pace and recognizing the new learning style, students are exposed to a wide range
of challenges and experiences from their homes, selves, peers, and school. The purpose of
this research is to identify BEED students' flexible learning experiences, challenges, and
effective coping strategies.
The article of Commission on Higher Education (CHED) and Amadora (2020) They
state that flexible learning would ensure that education would continue amidst the pandemic
crisis and these so-called synchronous classes wherein students will attend virtually but there
are these possible problems that will be an obstruction for them to cope up during the class.
While Wirkus, A., Wirkus, L., Stasiak K., Kozłowski, P., (2021) and J. W. B. Oketch-Oboth
(2021) identifies problems encountered by students and academic staff during the online
learning process and state that anxiety, despair, and stress were experienced by this group
as a result of a sudden and significant shift in daily functioning for students in online learning
and it is crucial to analyze students' stress-coping techniques as a result of the COVID-19
pandemic.
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Also, Barrot, J.S., Llenares, I.I. & del Rosario (2021) and Leodoro J. Labrague & Cherry
Ann Ballad (2020) discussed that pandemic had the largest influence on the quality of the
learning experience and the mental health of students and that lockdown fatigue can be eased
by developing and implementing strategies to boost personal resilience and social support
among college students. And according to Nurfaradilla M.N et al., (2020) there are two coping
strategies for learning during the pandemic.
The studies of Sarwar et al., (2020), Subedi et al., (2020), Verardina et al., (2020),
Kapasia et al., (2020), Baticulon et al., (2020) and Huckins (2020) are focused on the different
hindrances which may affect the learning experiences of students currently undertaking the
flexible learning modality mode of education. They also mentioned that interruptions like lack
of electricity, bad internet connectivity, and several mental problems like anxiety and
depression are some of the main reasons, which hindered the proper learning of students
under the flexible learning. Rojas II (2021) states that there are groups that believe that remote
learning is not for everyone and that in-person training is the best way for pupils to learn.
Meanwhile, the study conducted by UNICEF (2020), and UNESCO (2020) focused on the
effects of school closure, shutdowns and how unprepared the educational system appears to
be because of the unexpected effects of the pandemic in education.
Moreover, the studies of O’Keefe (2020), Barrot (2020), and Laguador (2020) were
focused on determining the different challenges encountered by the students on the flexible
learning mode of education. According to their studies, both teacher and students
encountered difficulties adapting to the new learning modality and they were concerned if the
new learning outcomes can be as effective as the traditional learning, especially some
subjects can be taught more effectively in a face-to-face mode in which there would be a
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physical interaction between students and teachers. Meanwhile, Pawilen (2020) and Logal et
al. (2020) studies the different coping strategies of students and teachers in order to withstand
the difficulties of education given by the pandemic.
The foregoing review of literature and studies are both applicable and significant to the
current study being conducted. The previous studies were informative to the researchers in
formulating the conceptual and theoretical framework and research paradigm.
GAP BRIDGED BY THE STUDY
The reviewed literature and research will provide a broader understanding of the
current challenges, notably in the flexible learning mode, which is only now being recognized
in the widespread of this pandemic; it provided a wider look in the study's manuscript. The
foreign and local studies will provide information for the latest research about the experiences,
challenges, and coping strategies of selected ten (10) BEED students at Bicol University who
are enrolled in flexible learning. Existing research focuses on the wide variety of experiences
that a student has encountered and the coping strategies used to narrow the gap caused by
the abrupt transition from face-to-face learning to flexible learning modality. The current study
aims to identify the challenges and experiences that a student has depending on his or her
location and socioeconomic status, as well as a coping strategy that could be used in flexible
learning. The study aims to give knowledge for the students who undergo flexible learning
modality, while the outcome of this study will give an idea on how they will address the
challenges that they encounter during the synchronous and asynchronous classes. Also, this
study will expose the life of the students on what are the learning difficulties and how they
cope up with the challenges in their studies during the conduct of flexible learning modality.
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THEORETICAL FRAMEWORK
The researchers based their findings on Behaviorism Learning Theory by John B.
Watson (1913) who is known as the father of behaviorism in the psychology field. It is the
theory dealing with how a student behaves based on their interaction with their environment,
in which all stimuli are followed by a response based on the environment in which the
individual is. Learning can be explained from observable events related to the behavior and
the context in which learning occurs.
The theory’s defining characteristic is that all stimuli are followed by a response based
on the environment in which the individual is. Based on this theory, learning is an observable
change within the learner’s behavior caused by external factors. It implies that external forces
rather than internal forces are the one that influences behaviors. As a result, this theory is all
about generating reactions from students and identifying any changes in their behavior.
Things that cause a reaction and a transition in old behavior are repeated until new behavior
emerges. The Behaviorism Learning Theory is still utilized in eLearning courses to classify
topics into distinct categories through drag-and-drop exercises. In this theory, feedback is
important since it aids in the evaluation of the proper and appropriate behavior of students.
This theory is relevant to the present study being in a face-to-face setup transitioning into a
flexible learning modality where students are learning from the comfort of their homes, it is
almost certain that students would be adjusting to the new environment where they are
learning. This theory helped the researchers in determining learners’ point of view in acquiring
new knowledge especially in the flexible learning modality.
The study was also anchored to Constructivism Learning Theory developed by John
Piaget (1936). The key principle of constructivism is that human learning is created, and that
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learners build new learning on top of previous knowledge. Through constructivism, learning
is an active rather than a passive process. On the other hand, understanding cannot be
passively received because it requires generating meaningful connections between existing
information, new knowledge, and the learning processes.
According to this theory, students evaluate and encode information based on
their own individual perceptions and experiences. This prior knowledge influences what new
or modified knowledge an individual will construct from new learning experiences (Phillips,
1995). Through their experiences, they analyze, rationalize, synthesize, and produce new
ideas or alter old ones. This indicates that learners learn more effectively when they can
associate information with a personal meaning or connection, which specifies that learners
learn more productively when they can associate information with a personal meaning or
connection. The theory can be applied in flexible learning by offering learners real-life
perspectives through simulations or story-telling, giving them something to relate to or
emotionally connect with.
Theoretical Paradigm illustrates the connection of the theories to the study.
Behaviorism theories connect with experiences and challenges faced by the students. Having
positive behavior towards the experiences and challenges in their studies will give motivation
to the students. Constructivism theory connected with coping strategies, constructing new
ideas in building coping strategies will give better ideas in coping up with the lesson.
Connecting these theories to the study will give students a positive approach towards flexible
learning modality.
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Individual stimuli Experiences and

based on their External Factor Challenges
environment.
Positive Approach
Gaining new
information to Information Coping Strategy
existing knowledge
Figure 1. Theoretical Paradigm

24
CONCEPTUAL FRAMEWORK
The conceptual framework of this study shows a clear picture of how the study was
conducted. The study will identify the learning experience, challenges encountered, and
coping strategies of BEED students at Bicol University. Researchers will explore the learning
experiences of the students in the conduct of flexible learning modality in acquiring new
knowledge. The researchers will consider this variable important as it affects the study. After
gathering the data from the respondent, the researchers will make an analysis from the data
to make a possible recommendation based on the learning experiences of the students.
The conceptual paradigm of the study illustrates the process of the study that shows the flow
of the study. After analyzing the learning experiences, challenges encountered, and coping
strategies of the respondents. The researcher will come up with a possible recommendation
about the coping strategies guided with the responses of the key informants to address these
challenges that the students experienced during the conduct of the flexible learning modality
through the survey and an interview. The researchers believe that this study will help the
students in coping up with their struggles in their online learning as it is relevant to the current
situation in the new normal setup of learning modality.

25
Learning
Experiences
(Synchronous
and
Asynchronous)
Challenges
Encountered
and Coping
Strategies
Proposed
Recommendation
to address the
challenges
encountered of
the student in the
conduct of
flexible learning
modality.
Figure 2. Conceptual Paradigm

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DEFINITION OF TERMS
The following terms used in the study are defined conceptually and/or operationally to
ensure clarity and better understanding.
Asynchronous Class. Asynchronous classes run on a more relaxed schedule, with
students accessing class materials during different hours and from different locations
(Wintemute, 2022). This involves teachers that will just post video or audio files and lecture
notes online for learners, and then post quizzes on the material to ensure students followed
up with watching or listening to it. In this study, it refers to one type of flexible learning mode
wherein in this class it can be favorable for these ten (10) BEED students who are living in
remote places and have weak access to the internet.
Challenges. This refers to the dispute in particular as being unjust, invalid, or obsolete
(Merriam-Webster Dictionary, n.d). In this study, it refers to a situation that learners have
encountered while engaging in a flexible learning modality during a pandemic that requires
proper solutions and should be noted. These obstacles are recognized from the responses of
the ten (10) BEED students to help researchers in addressing and providing
recommendations in determining coping strategies that would help lessen the difficulties
faced in the flexible learning to the teaching-learning process.
Challenges Encounter. The act or process of provoking or testing physiological
activity by exposure to a specific substance (Merriam-Webster Dictionary, n.d). In this study,
it refers to the students' difficult times which require great effort and determination to cope up
during this flexible learning modality especially for those students that are in remote places.
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Conduct of Flexible Learning Modality. In the conduct of flexible learning modality,
it can take place in a variety of settings, including in the classroom, at home via the Internet,
while commuting, or as part of a work-study program. Mode refers to the way that content is
delivered by technology, typically through blended learning, fully online courses, or
technology-enhanced experiences. In this study, it refers to how the BEED students give their
coping strategies when they are in class and how they manage their efforts just to cope up
during its implementation up to now.
Coping Strategies – This refers to the behavioral and cognitive tactics used to
manage crises, conditions, and demands that are appraised as distressing (ScienceDirect, D.
Pudrovska 2007). It refers to the students' tactics for dealing with flexible learning modalities
in this study. From surviving the challenges and stress management that students may face,
such as their environment or location, family, schools, and peers.
Flexible Learning Modality – This relates to the method of learning where students
are engaged in a continuum of approaches of learning that are concerned with providing
learners with convenience in terms of time, place, speed, topic, materials, and style of learning
used in the educational system. The mode of flexible learning used in this study is virtual or
online class learning. The teacher and institution provide new and advanced materials and
strategies to engage in the teaching and learning process in a digital class.
Learning experience- refers to any interaction, course, program, or other experience
in which learning takes place, whether it occurs in traditional academic settings (schools,
classrooms) or nontraditional settings, outside-of-school locations, outdoor environments, or
whether it includes traditional educational interactions ,students learning from teachers and
professors or nontraditional interactions, students learning through games and interactive

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software applications.(The Glossary of Education Reform 2014). In this study, it refers to the
complex process of learning in which BEED students have experienced how they make sure
that they’ve learned and comprehended on what they’ve learned at the same time cope up
with the lesson and their activities.
Operationally learning experiences – This refers to the situations, challenges, or
engagements in terms of learning and process. In this study, this refers to the variety of
advantage or disadvantage experiences of the BEED students in the flexible learning modality
along with the pandemic. This describes each experience that the students had.
Proposed Recommendation – This refers to a study's suggested or determined
advice that can be implemented in the given issue. It is providing specific information about
an issue that can help assist or provide clarification in a study. In this study, it refers to the
determined coping strategies that would help students in participating in the flexible learning
modality, as well as for teachers to know how they can support and make adjustments for
students who are having difficulty coping with the challenges encountered by students in the
flexible learning modality.
Synchronous Class – This refers to all sorts of learning in which the learner and
instructor must be in that place at the same time for learning to occur. This involves in-person
classes as well as streaming live meetings with the entire class or smaller groups. This is one
requirement in participation with the flexible learning mode of the 10 BEED students in this
study that they faced difficulty in attending, particularly in remote places.
Upper land, Lowland, Residential Areas - This refers to the different location of
individuals and the learners located in during the flexible learning modality. Upper land, is a
ground elevated above the meadows and intervals which lie on the banks of rivers, near the
29
sea, or between hills. Lowland, an area of land that is not very high above the sea or that is
lower than most of the land around it. Residential Areas, is a land used in which housing
predominates, as opposed to industrial and commercial areas, In this study, it refers to the
refers to the location of the learners wherein it is one factor that causes the BEED
learning environment.
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Chapter 3
RESEARCH DESIGN AND METHODOLOGY
This chapter presents a description of the research design, methodology,
instrumentation, and procedure used to conduct the study. It also included the sources of data
and respondents.
Methodology
The primary aim of this study was to determine the coping strategy used by the
selected 10 BEED students to lessen challenges experienced in the flexible learning modality
for their continuous development of acquiring knowledge and independent learning. It focused
on the experiences, challenges, and coping mechanisms of flexible learning, particularly in
upper land, lowland, and coastal areas. As part of the data collection method, participants in
this study will be required to answer questions in an open interview setup.
This study adapted the descriptive method of research. The descriptive method of
research is a fact-finding study with adequate and accurate interpretation of the findings. This
method describes an existing issue, condition, situation, or phenomenon. The researchers
will use a Case Study method in order to have a more in-depth understanding about the
learning experience of the BEED students. Case study may be defined as an extensive and
intensive investigation of a unit represented, whether the unit is an individual, a family, a social
group, an institution, or a community, the aim of which was to identify causal factors to some
abnormality or deficiency and to find and recommend a solution, a treatment, or
developmental procedures.
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This study used non-probability sampling, specifically purposive sampling. Purposive
sampling (also known as judgment, selective or subjective sampling) is a sampling technique
in which researchers rely on their own judgment when choosing members of the population
to participate in the study. The researcher decided to come up with this sampling since the
criteria in selecting respondents are based on their location. The criteria in selecting
respondents the researchers choose to find 4 students that live in upper land, 4 students from
lowland and 2 students from coastal areas. Through this sampling, the researchers will be
determining the ten (10) BEED students who had challenges encountered in their learning
experiences and on how they used coping strategies as their means to pursue their education
even in difficult times.
Sources of Data
The researchers will be using both; primary and secondary sources of data to deepen
the content of the study. The primary sources will be the responses of the selected ten (10)
BEED students of Bicol University College of Education. Purposive sampling was used to
select the primary sources. The criteria in selecting those key informants were regulated
according to their home address to see if there were similarities and differences of learning
experience from different locations, year level to identify their views of the transition of learning
modality, and their availability to be interviewed face to face or via video conference. This
would help the researchers to deliberate their views from the transitions of learning modality.
The secondary sources will be the records from the students' affairs of Bicol University
College of Education.
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Respondents
The respondents of the study are the ten (10) BEED students of Bicol University
College of Education. The researchers will communicate with the student affairs of the said
college campus in selecting these ten (10) selected respondents based on their geographical
location. BEED students have a distinct experience among other courses in the college of
education. The uniqueness of BEED students is they need to access different resources in every
subject. Where the focus of the student teacher is to address all the needs of the student in
different subjects. Unlike the other based courses which focus on one major subject only. It is
difficult to look and access different resources especially during this time of pandemic. Also, BEED
is the primary level of education, which all the lessons are vital to the student that would affect the
general education and development of a child.
Data Gathering Procedure
The researchers develop an interview guide to follow a sequence of question during
the conduct of data gathering. This interview guide was validated by selected validators. The
selected validators are the professors from the Bicol University College of Education.
To formally start the data gathering procedure the researchers sent a letter to the
Dean and Registrar of the Bicol University College of Education requesting access to the
profiles of BEED students. The ten (10) chosen respondents would then receive a letter or
notification by text message or messenger from the researchers asking their approval to
participate in the study. Once they have given their consent, the researchers will ask if they
would prefer to perform a virtual setup through a video chat, phone conversation, or text
message with the said question to be sent by the researchers to the said respondents for the
sake of observation and data gathering. In order to acquire the necessary data regarding their
33
experiences, difficulties, and coping mechanisms with flexible learning, the researchers will
develop questionnaires that will be validated by the professors. The researchers will then
arrange for the interview to be conducted in order to get the required information. The
researchers will examine the data that was gathered in order to make a chapter that will
support equity for the students.
INSTRUMENTATION
The researcher selected to conduct an interview that prioritizes individual discussions
with the respondents of the study in order to collect and gather information. The interview is
not limited to the planned questions in order to get a more in-depth understanding of the
students' experiences, challenges, and coping strategies in the flexible learning modality.
Depending on the situations, results, and answers of the respondents, a separate set
of questions is presented to the unexpected follow-up questions. It covered questions about
the selected respondents' behaviors, circumstances, conditions, and response solutions. The
questionnaire would not be limited to what was originally planned because the purpose is to
discover more and expand the information in the students' experiences in today's global
situation and new style of learning.
During the interview, the researchers follow an interview guide to have an organize
flow in questioning the key informants. This interview guide was aligned with the statement of
the problem and their responses are expected to address the required data. The professors
who were chosen to act as the instrument's validators also vetted the interview guide.
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Analytical Framework
The main objective of this research was to propose some recommendations that can
be implemented. This will lessen the challenges that could be encountered by the students
and inspire them on what coping strategies could be done from the ten (10) BEED students
of Bicol University experiences. The gathered information from the students will be
summarized by the researchers. In order for the data to be valid and reliable, the researchers
will ask the validator to validate the analysis made by the researchers.
The researchers used thematic analysis to interpret and identify hindrances in the
gathered data to be able to propose some recommendations that can be implemented that
will lessen the challenges encountered or will support the coping strategies done of the BEED
students during the flexible learning modality and reduce their difficulties especially for those
students in the remote areas. The researchers aimed to get a better understanding of the
data. The data would be gathered through recording and transcribing. The method of data
analysis was done by identifying those students who are in upper land, lowland, and coastal
areas who experience challenges during synchronous and asynchronous classes, also to
identify coping strategies that the respondent done in order to cope up with the lesson and to
acquire good quality education during the conduct of flexible learning. The terms were
operationally defined in order for a better understanding of keywords and themes.

35
Chapter 4
Learning Experiences, Challenges Encountered, and Coping Strategies of
BEED Students in Flexible Learning Modality
Present in this chapter are the qualitative presentation, analysis, and interpretation of
the analyzed data from the 10 selected respondents in terms of their learning
experiences, challenges encountered and coping strategies as gathered by the
researchers.
This study is a qualitative type of research, which employs the case study method.
Furthermore, the researchers used an interview guide to elicit the ten responses of the ten
BEED respondents of Bicol University College of Education as the key informants. These key
informants were chosen through purposive sampling. Purposive sampling is a form of non-
probability sampling in which the researcher relies on their own judgment. The researcher
creates criteria for selecting the key informants. Criteria in selecting respondents the
researchers choose to find four students that live in the upper land, four students from the
lowland, and two students from coastal areas.
Profile
In this study, we looked into the learning experiences of ten college students who live
in different geographical locations such as lowland, upper land, and coastal areas. It narrates
their learning experiences, challenges encountered and coping strategies in the flexible
learning modality. During the course of the study, the researchers learned about their
situations and indeed, each of them had quite unique learning experiences.
Strawberry and Violet reside in a coastal area, where there is a slow internet
connection due to frequent strong winds. Strawberry’s parents are both self-employed, on the
other hand, Violet’s father is a farmer while her mother is a laundry woman. Their parents are
always at work and their absence makes them the ones responsible to take care of their
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siblings. Because of their responsibility at home, it’s hard for them to manage their time
between their academics and chores. Both of them don’t have any scholarships and rely
solely on their parents to meet their educational demands.
Sampaguita and Magnolia are both from lowland areas. It is common among residents
in the lowland area to have their necessities met, and that includes these two respondents.
Sampaguita is a member of a scholarship program, her father is a Barangay Kagawad and
her mother is a public-school teacher. Magnolia’s father is a jeepney driver and her mother is
a daycare teacher, but, unlike Sampaguita, she is not a beneficiary of any scholarship
program. Their families both have sufficient monthly income to provide for their basic needs,
especially for their education; both also have the needed internet services for their online
learning.
Taylor is from Albay and Zia is from Sorsogon, who both resides in upper land area.
One of the concerns of students living in the said area is the access to different resources.
They often travel considerable distances to obtain or purchase items required for their study.
Students who live in such area are typically distant from cell sites, which results in slow
internet connectivity. Fortunately, on Taylor’s barangay, there is a nearby cell site tower that
gives them strength to an average internet connection. Taylor’s parents are both self-
employed and a scholarship program in their barangay provides for his education. Zia’s father
is a security guard and her mother is a housewife, she is currently under a scholarship from
the LGU in Bulusan. Both of them use mobile data for their online classes, unfortunately for
Zia, she has a slow to average internet speed in their area and she usually roams around
their barangay to find a safe spot where she could receive consistent connectivity.
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Students who dwell in highland areas in Albay like Faith and Kai have their own
learning experiences. Living in the said area, they experience difficulties to attend since it is
an area where it is very hard to look for an area where there is a stable internet reception.
Because of the situation, they have to bear the downsides of having a very weak internet
connection. Kai has a broken family; both of her parents have their own families. Her father
is a family driver and was her educational provider, while her mother supports some of her
daily needs and stays at her grandparent's house. Faith’s mother, a widow, is a teacher and
the only provider in terms of her education. Both of them don’t have a scholarship in any
scholarship program, they also use mobile data for their online classes.
Kurakding and Mar lived in a lowland area far from the city in Albay. Kurakding’s
parents are both public school teachers and provide for his educational needs. Due to ctheir
family status, they own a postpaid wifi internet connection but produce a slow to average
internet speed. Mars's father is a construction worker and his mother is a vendor, he has a
scholarship under CHED named Tulong- Dunong Program. He, on the other hand only uses
mobile data for education which provides slow to average connectivity.

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“Faith”
Faith, it is very important that we have faith that we are able to overcome challenges in
our life. A student that we would call faith chose to continue her studies and overcome her
struggle in terms of her health during the new learning modality. According to the World Health
Organization, health is “a state of complete physical, mental and social well-being and not
merely the absence of disease and infirmity”. During the conduct of the new learning modality,
Faith experienced a major challenge about her health. She experienced major mental health
problem on how she would catch up to the requirements needed during the online class.
Those unresponsive professors, competitive classmates, and having easy access to the
internet adds up pressure to her. Faith also suffered with “Strep infection” during the conduct
of online class. Strep infection are bacteria that causes strep throat that cause most sore
throats. However, strep throat is an infection in the throat and tonsils caused by bacteria called
group A Streptococcus (group A strep). She needs to undergo medication to prevent major
effect of this infection. This caused difficulty for her to focus during synchronous classes.
There were times that she was attending synchronous classes during her travel going to the
hospital to receive her medication. Another struggle for Faith is to receive an anti-rabies
vaccine. While she was travelling going to her classmate’s house to attend a synchronous
session, she was bitten by a stray dog along the way.

39
Figure 3. This photo was taken during our interview with Faith
Among those experiences having a physical and mental health problem is evident to her.
This experience become a challenge to her that makes her online learning more challenging.
Faith shared to us that facing health struggle creates barriers for her to learn and to
accomplish all of her tasks. This also affects her performance as a student. Despite of this
situation her determination to achieve her dreams and to raise their family from poverty keeps
her motivated. To overcome this health issues, she follows the advice of the doctor and start
taking medicine, then she manages to practice healthy lifestyle for her to be healthy and stay
away from any illness. Our health is one of the most important things that we need to give
importance and attention before others. So, she recommends to those students who are
experiencing the same situation with her to practice healthy lifestyle even at home to prevent
having different mental and physical health problems or issues.
Maintaining a healthy lifestyle definitely benefits academic performance, as there is
already a significant correlation between education and living a healthy lifestyle. When we
make healthy lifestyle decisions, our bodies are fed, feel more at ease, and are more able to
40
handle a variety of problems. As a result, maintaining a healthy lifestyle while in school will
considerably enhance your ability to learn. A healthy lifestyle for a student is one that ensures
you are both physically and intellectually prepared to learn while also lowering your risk of
getting sick. Early adoption of healthy lifestyle choices increases the likelihood that students
will maintain their good nutrition and physical activity routines into adulthood. They will have
a longer time to enjoy the benefits of their education as a result. Overall, it makes sense that
you could think that this is an insurmountable task. Even the longest journeys, however, begin
with just one step. To start down the path to a sound future, you must take the initiative.
41
“Kai”
Every day, life throws us unknown challenges, and some of them can change our lives until
we reach adulthood. It eventually affects every part and aspect of our lives. Kai was a product
of a broken family; she was deprived of the better life that everyone desires and requires in
this life. Now that she is continuing her dreams with a broken heart, she will not have broken
wings to chase her dreams. In particular, with the learning modality that all students are
experiencing now for Kai, there are random and unavoidable difficulties that have arisen that
have become more complicated. She had to live with her grandparents with unfair support
from her supposedly parents like providing the materials and financial support she needed.
Living with her grandparents gives her big responsibilities, which she finds difficult to combine
with her online classes. Experiencing financial problems in buying load for her online class.
Mentioning that in her current residence with her grandparents she experienced bad luck
having a good and stable internet connection. But that didn't stop Kai from getting along with
her classmates and going to their online classes. She is stressed by her inability to attend and
participate in a class or do her assigned activities because her prepaid wifi connection has a
speed of fewer than 5 mbps. Then there comes the worst day of bad weather and power
outrages when she has no possible way to submit her activities, attend classes, or download
learning materials. But despite all this, she barely managed to do her assigned tasks or
participate in class. In the part where she is communicating with her classmates, everything
would be fine for her, but some of her classmates are quite competitive. The same with her
other professors, with whom she is fine at having good communication, but still, she has
professors who are not attentive and do not give consideration. Though Kai has been used
to striving hard to be better in her academics and enduring all the difficulties she has, this
does not mean that she hasn't experienced any downfalls, breakdowns, or mental health
42
issues. She had become brave, for no one was standing with her through her journey but
herself. She, like any other student, had her struggles in this learning mode that she wishes
to cope up with less burden.
Figure 4. This is where Kai studies and accomplishes her school works
There are two realities in the life of a student: those who have privileges and those who
do not. No matter how hard an individual has striven for the best, if the resources, situations,
and environment are not in harmony, it is possible for it to end up being unfair for them. They
were survivors because they did not give in to whatever challenges they faced. Representing
themselves as a source of inspiration for other students in similar situations. Developing a
strong personality would be a helpful thing to do for future references or conquering a new
step after college journey. However, let’s not forget that it is allowed and valid to have mental
health issues, even for those who show bravery and independence. As for today’s situation,
the fact that we are encountering mental health problems has become one of the alarming
issues that every student has been experiencing. All students in their own phase are doing
great, showing how they survived and rose to the various challenges this learning modality
triggered.
43
“Magnolia”
Everyone needs to have the chance to study in a welcoming setting, enjoy the learning
process, and feel at ease and satisfied doing so. Our chosen respondent, Magnolia is lucky
to have one as her learning environment at home was mostly positive making her more
dedicated towards her studies. Her parents support her in focusing on her academics and
completing her schoolwork without interruptions. According to Parveen (2007), Bandhana &
Sharma (2012), there is evidence that a nurturing home setting fosters a child's self-
confidence and social skills. This self-assurance aids pupils in growing their ability to adapt to
various circumstances, which has a good impact on their academic achievement. Students
who come from unsupportive homes struggle in all aspects of their lives, including their
academic careers. In addition to having positive learning environment, she never felt out of
place because most of her classmates were approachable and friendly, which fuels her desire
to work with her peers to complete various school assignments effectively.
However, not all of the respondent's educational experiences were positive. There
were also burdens when it came to her studies, which added difficulties to her learning
experiences. Some of the lessons were not being thoroughly explained by some of her
professors, leaving her with multiple questions regarding the lessons that were left
unanswered. Their area also experienced frequent power outages, which makes it more
challenging for her to learn since the flexible learning modality primarily emphasizes
synchronous and asynchronous sessions and requires a reliable electricity supply in order to
operate their own devices. With this, she experienced difficulty accessing materials that
happened to require her to either stay up late at night or wake up early in the morning because
these were the only times her internet connection was stable and fast enough to be able to
access learning materials including the submission of her activities.

44
Figure 5. This photo was taken during our interview with magnolia.
Indeed, this type of learning modality triggered all the possible challenges a student
may encounter, even if the student comes from a decent family and has all the advantages in
life does not mean that they would not be immune from the different difficulties that a student
may encounter especially when it comes to academic mishaps. Even the strongest and wisest
student may lose strength and be affected to the problems and hindrances in life that may
arise and lose their motivation to pursue their education, especially what the online class or
flexible learning modality brings. Just like Mar, the effect on a student is visible that the
continuation of education through online classes brings inconvenience to some students.

45
“Strawberry”
As stated by J.R.R. Tolkien “All we have to decide is what to do with the time that is
given to us”, Strawberry, a BEED student of the Bicol University College of Education faced
difficulty in managing her time and balancing her responsibilities. Strawberry was bothered
on how she would balance her time to take upon her responsibilities. Strawberry’s family owns
an eatery business at their house. As they run the business, only strawberry is available and
able to assist her parents in running the business. Usually, she is tasked to be with her father
to got to the market and buy those goods and recipes needed. She also assists her mother
in preparing what to cook and wash the dishes. She is also tasked to do their household
chores, take care of their dogs, and teach her siblings with their module. During our interview,
strawberry shared that she was struggling on how to balance her time as a student and a
daughter to her parents. While struggling on how she would manage her time well, there were
also factors that affected her performance in class. Strawberry struggled with their internet
connection that affects her phase in finishing her academic activities. Time restriction during
online examination pressures her to accomplish it because her internet connection might slow
down. There were also loads of activity that was given to them that needs to be accomplished
within the week. In the conduct of the new learning modality, strawberry was challenged on
how she would manage her time well and balance her commitments and responsibilities.
46
Figure 6. This is a photo of their small Eatery business
Even she struggled, she decided to continue and find a way to overcome the challenge
she faced. Strawberry’s coping strategy was “Pomodoro technique”. This technique is a
method for staying focused and mentally fresh. There are five steps in conducting this
technique. Step one is to pick a task then, step two is to set a twenty-five-minute timer, step
three is work on your task until the time is up, step four is to take a five-minute break, then
step five is every for Pomodoro’s, take a fifteen-to-thirty-minute break. This technique helped
Strawberry in improving her study habit and perform other tasks needed. She also
recommends that students like her could adapt this technique to improve their productivity.
We may be hindered by different circumstances in accomplishing our tasks on time but we
should be willing to find solutions to overcome the hindrances we face.

47
“Mar”
How a jolly, friendly, and target-oriented student describes Mar as a student. Mar is the first
child among four siblings. Their family has a small sari-sari store in their barangay. Having
not enough income makes him struggle in terms of finances in his study. He can easily cope
with the lesson during the flexible learning modality by studying hard. Sometimes it took him
late to finish his activities and study in advance. Like an average student, he experiences
bugs in the google classroom and other software they are using in their online classes.
Sometimes, he downloads some learning materials and missing content, especially when
downloaded as a word file. Also, having a heavy load of tasks from different subject puts more
pressure on him. During the synchronous session, he attends in the backyard of their house
to get a good internet connection. Having those experiences, he still manages to pursue his
study, but there is one thing that hinders him from performing well in his academics, having a
low-performing device; he only has an android phone to use in his online class, where he
uses it to join synchronous meetings, and he uses it to perform other school-related activities
as well. Due to his low- performing device, there are times that he couldn’t finish their
synchronous session for the reason that its battery drains fast. He wanted to acquire a new
android phone with good specs to ease his problems with his device, but because of their
socio-economic status, he cants acquire a new one. Instead, this problem ruins his dreams
in life; he looks for some possible solution to address and ease this issue. Mar started to
delete some unnecessary files and uninstall some unimportant applications that are rarely
used, to free some space for him to download new learning materials he needed for his
studies.
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Figure 7. This photo was taken during our meet-up interview with Mar
Mar persists in using and relying on written learning materials or modules to study since
he can’t use audio-visual or video learning materials due to the status of his device. Mar
advises students with a low-performing device to send their files, such as word documents
and other learning materials, to their account or friend’s inbox to save them online and phone
storage. Saving it online will help them keep a copy of their data and files for future reference.
The road to success is not easy, we may encounter different obstacles along the road, but
the determination to reach the destination pushes us to continue and keep going. Like what
Mar is going through with his schooling, he may have come across some bumpy roads along
the way, but he is utilizing them as inspiration to go on the road of greatness and success.
No one has ever reached the path of achievement without first passing through the course of
failure.
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“Taylor”
The challenges we face in our lives make us stronger. We might be tired but we should
choose to continue and stand firm on our ground. There is a hardworking student that is willing
to take all the risks and face different challenges in his life named Taylor. During the time of
the pandemic, there are different circumstances that tested his dedication to achieving his
dreams, especially in academics. He had experienced different factors that affects his study.
There are times that he needs to multi-task in finishing up school activities and household
chores. Taylor felt shy to seek help from his classmates due to a different circle of friends that
forms a gap between them and makes it difficult for him to approach and communicate,
especially during group activities. Having those experiences doesn’t affect his dedication to
achieving the goals he has in life. Being financially unstable is a challenge for him, especially
in his study. Taylor comes from a poor family that only has an average income of 5,000 pesos
monthly, for a college student like him, it was a very difficult challenge to address all the
financial needs for his study. United Nations Educational, Scientific and Cultural Organization
(UNESCO) reported that At least 36% of Filipino families must take out loans or have debt in
order to sustain and address the financial needs of their child’s education. According to the
gathered data, 90.9% of Filipino children aged 10 appear to be in a situation of learning poverty,
while 90.4 percent are classified as suffering from learning deprivation. Additionally, 5 percent
of Filipino children at that age are still unschooled. From these cases, Taylor is much lucky
compared to other students and he can still look for possible ways to continue his study. Being
financially incapable is the most notable challenge for him during the time of pandemic. Due to
financial problems, he can’t even buy new devices to use for online class that makes him
struggle to finish and submit school activities and tasks. But he was still determined to finish
his studies and achieve his dreams. He still managed to look and apply for scholarship in their
50
barangay that can help sustain his educational needs. A kind man in their barangay conducted
a local scholarship program for those college students that faces financial struggle. The only
thing that they need to do is to be a youth volunteer in their barangay and maintain the
cleanliness in their barangay.
Figure 8. This photo was taken during our interview with Taylor while he was helping
in their barangay
This helps him to address some financial needs for his study such as load allowance and
other school supply that he needs. Taylor is a student that has the willingness to achieve their
dreams and poverty will never be a hindrance. As he advice to those students who have the
same situation with him, do not hesitate to apply and look for some scholarship nowadays, a
small amount of educational assistance is a huge thing for those students who has financial
issues. He also shared that his coping mechanism is having a positive view in life and
watching inspirational videos to boost his positivity in life. He suggests that as students, we
should be able to appreciate what we have and use it wisely. He also told us that we should
never stop dreaming and never be tired of reaching what we dreamed of. Challenges are the
stepping stones we need to reach our dreams.

51
“Kurakding”
Our living environment affects what we can accomplish and what we are capable to do.
Study shows that the learning environment of a student can affect their learning ability.
Learners who study in a positive learning environment result in being more motivated, and
engaged, and also, have a higher overall learning ability. Those students with poor learning
environments like having loud noises face difficulty in absorbing the lesson and staying
engaged with the lesson. Kurakding faced difficulty in understanding and absorbing their
online class lessons. During the conduct of the new learning modality, Kurakding did not find
any difficulty with the new setup. Although power interruptions and an unstable internet
connection were present, he was able to access the academic needs and academic activities.
He shared that he was able to cope with the activities that needed to be done and were able
to accomplish them on time. He just faced a personal struggle with managing his time and
focusing on doing everything that he needs to accomplish. Kurakding shared that he was
distracted by online games and social media and it causes delays in his progress
academically. He also said that at these times, he is blessed that he is able to access and
have devices that could cope with the current learning modality. He just needs to initiate and
be dedicated to accomplishing his tasks. Kurakding also shared to us that he was able to help
his classmates to access those learning materials or websites through sending them copied
text or screenshots from the website. Kurakding had a positive experience on the new learning
modality although, personal struggles arise but still for him, it was not that difficult.
52
Figure 9. This photo was taken during our interview with Kurakding
Even though it was easy for Kurakding to access those learning materials and platforms still,
He faced difficulty in his learning environment. He shared that one time, he was trying to
accomplish one of his pre-recorded presentations then suddenly, there were loud noises
outside their house. This irritated him and distracted him from finishing his task. He also
experienced that during a synchronous session, there were several noises that caused him
to be distracted away from the lesson and lose focus on listening and studying. The noises
changed his study habit because he was studying late at night or accomplishing tasks late at
night for him not be distracted by those loud noises. Although there were many evident
challenges that Kurakding encountered during the conduct of the new learning modality, he
stated that those challenges were part for his growth and development as a student. At those
time of challenges, Kurakding shared to us some of his coping mechanisms to distract him
away from it. During the lockdown period until the new learning modality, Kurakding started
aqua scaping. This helped him to feel calm while looking at those fishes and the aesthetic
design of his aquarium.

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Figure 10. This is Kurakding’s aqua scaping hobby
He also improved his physical health and started biking with some of his friends. He also
volunteered in the choir of their church as a musician there. And Kurakding also created his
daily schedule to manage his time well. With Kurakding’s situation, he suggested that a pre-
recorded video of the lesson or a recording of the synchronous session should be available
for students to watch whenever it is most convenient for them. We can learn from the
experience of Kurakding that even though he was able to catch up with the new learning
modality, there is always a challenge we might face but we also should take note that those
challenges would help us to grow and develop our perseverance to finish our education.
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“Sampaguita”
There is a season for everything, a season to be developed, a season to be pruned, or a
season to shine and bloom. We face different seasons in our life and storms in our lives. But
in every storm that occurs in our life, there is always a sunrise that symbolizes new
beginnings. In every rain that we might face, there would always be a rainbow that symbolizes
hope. There is a student that we would call Sampaguita that faced those different seasons all
throughout her academic journey. She wanted to be called Sampaguita because it symbolizes
hope and wanted to inspire those students to have positive high hopes in every situation. She
was a fourth-year student at Bicol University College of Education. The new learning modality
for her was a new kind of approach to the teaching and learning process. She experienced
the challenge of transition from face-to-face learning going to digital learning. There were
factors that affected her positive experience during online classes. She had no struggle with
her classmates, her family supports her in every way that she needed, and their professors
were considerate enough to extend deadlines but, power interruptions were the biggest
challenge that she encountered. During the quarantine period, there were several power
interruptions that have happened. Those power interruptions affected her performance during
the synchronous or asynchronous class negatively. Also, if there is no electricity, all the
signals were down or slow. Even mobile data could not help her catch up with the
synchronous sessions or have access to the learning materials online. She also shared that
she felt frustrated because everyday they experienced unscheduled power interruptions. Her
personal academic schedule that she has set was compromised because of this.
55
Figure 11. This photo was taken during our interview with Sampaguita
As a fourth-year student, Sampaguita shared to us that not only college students were
challenged by the new learning modality. As she have experienced in her practice teaching,
it was also a challenge for the teachers on how they could teach the lesson effectively.
Sampaguita wants us to be aware that as students, we should have initiative in learning. She
also shared her coping strategy that she encourages every student to do. As her coping
strategy in the said challenge, she downloads the files needed and those learning materials
wherein she could start advance reading. This also helps her to prepare for the tasks given
after the lesson. Sampaguita reccomends that the University could conduct webinars or talk
to students on how they can cope up in their studies that cares for their mental health. It would
also be important that students could receive encouragements and motivations for them to
continue their academic journey.

56
“Violet”
In this world that has full of doubts, problems, difficulties, negativities, and many more,
Violet believes that there is God who allows us to experience those challenges for us to be
stronger and wiser. Violet entered college with the new learning modality. She was not able
to experience any face-to-face activities. During our talk with her, before the outbreak of the
Covid-19, she was really looking forward on experiencing the joy and excitement of being a
college student. She was looking forward to experience those activities held in the University
and be able to participate to every activity. She was also looking forward to meet new people
and build relationship with them. When lockdown started, she felt sad and was aware that her
first years in college would be very challenging. She had no idea on how learning would be
conducted. When the online learning modality was introduced, she felt anxious on how she
would be able to join the online setup knowing that in their place, there is a slow internet
connectivity. She knew that it would be very challenging for her to cope up with the lesson,
activities, and meetings. She also shared that she doubted if she could cope up with her
situation and be able to provide the requirements needed. But what’s amazing with Violet’s
life is that she chose to continue her studies even with the given situation and the difficulty
that she could face. She enrolled for the upcoming school year and did her best to handle the
situation. She has kept her faith and prayers and asked God for guidance and provision for
her to overcome this challenge. God provided and answered the prayers of Violet. During her
online class, she was able to stay to her aunt’s house and be able to have a fair to good
internet connectivity. Although it was not that strong enough, she was thankful that still she
was able to connect online and accomplish the tasks needed.

57
Figure 12. This photo was taken during the interview with Violet
As violet continued her journey as a student, she faced challenges that really tested her
faith. During synchronous sessions, Violet kept disconnecting due to poor internet connection.
This affected her performance and understanding of the lesson. She also faced difficulty in
submitting her outputs because of their slow internet connectivity. It was very slow for her to
upload files especially video presentations. Because of poor connectivity during the day, she
stays up late at night to have a better internet connectivity and this caused physical
breakdown to her. It was very unhealthy for her to have lack of sleep. But the root of all those
challenges was having a poor internet connectivity. If they had a strong internet connection,
she would be able to perform well academically. Because she was very dedicated to
overcome this challenge, her coping mechanism was to ask updates to her classmates if there
were given tasks that was announced. She also comes to her friend’s house that is almost
two kilometers walk from the just to have a strong internet connection. To also maintain a
healthy body, she started jogging and walking in the morning or afternoon at their place. And
she highlighted that her involvement to their church strengthen her faith and fueled her
dedication to pursue her studies and overcome every trial with God. Violet is thankful that
58
they have some accountability talks with her churchmates and encourage one another. Her
recommendation to the professors is to be considerate to those students who could not submit
on time and give extensions on the deadline. This could help them feel at ease or at least
lessen the pressure they feel due to poor internet connectivity.

59
“Zia”
Entering college is expected to be full of excitement and prepare students to step onto
a new level of education. A journey in which students are supposed to experience their first
day of school, developing curiosities, making new friends, and adjusting to a new learning
environment. Zia had not expected those and started their college journey in an online form
of learning. Aside from hardly adjusting to this new learning modality, she experienced having
poor internet connectivity, which is a big problem in terms of their residential area or rural
area. Many times, she has trouble accomplishing outputs along with their assigned tasks.
Even if she is at home, some may believe that it is easier to focus when a student is at home,
but this is not true for all students who stay at home. She, like Zia, was unable to focus or
concentrate on her studies because she struggled to attend and participate in their
asynchronous and synchronous online classes. Zia had plenty of responsibilities at their
home. She was tasked to monitor and help her siblings on their modular education. She felt
pressured because she also had personal tasks that is needed to be accomplished. Zia was
also helping her parents in doing household chores and activities. The biggest challenge that
Zia encountered was about her self- study habit. She had no specific place where to study
and could focus on doing her academic activity. Zia also shared that she struggled focusing
on learning and because she had no sufficient load to access to the internet. She tried to
apply time management techniques but still, she struggled to focus on studying and learning.
Although she was able to accomplish the activities given, the quality of the lesson was
compromised. She felt like it is just a need for her to pass every activity to gain a grade.
60
Figure 13. This is where Zia accomplishes her activities
Because of her dedication to still learn, Zia managed to have her coping mechanism to
still get the quality of learning she need. She shared that at times that she needs to really
focus on studying, she set goals on what subject is needed to study and prepares a
comfortable place on their house to study. This have helped her manage the struggle of self-
studying. Zia also suggested and proposed that students should have their personal
commitment on studying. Given the current situation, it would be our initiative on how willing
we are to learn and study. She encourages the students to create a daily planner on what is
needed to be accomplished on the day. This would help every student to set goals and
accomplish everything on time. At these times, learning would always be our accountability.
Our willingness to learn would give us the push to find for a way on how we would be
intentional in studying and learning.

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Tabular Matrix
Name Experience Challenges Coping Strategy Recommendation

Encountered
(Synchronous/
Asynchronous)
Faith -Poor internet Physical and Practice healthy Practice a healthy

connection Mental health living lifestyle even if at home
problems so that they could not
-Miscommunication Taking medicine
suffer from health
with the professors
Watching K- problems or issues.
-Unresponsive drama
professor
-Competitive
classmates
- Difficult to access
learning material
-Was bitten by a dog

on her way to her
classmate’s house
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Kai Weather condition Lack of load She goes to her To aid students who
since rainy weather classmate’s struggle financially to
affects the network house for wifi buy load, the institution
connection connection should support their
need for load by
-Unstable internet
providing them with load
connections
cards.
-Consume a lot of load
or money expenses
when connecting to a
synchronous class.
Magnolia -Positive environment Accessing She stays For those students who
during study time and Learning awake until late have trouble accessing
exams. Materials night to have a online learning
good internet resources, the school
-Some of the lessons
reception or might offer paper copies
were not explained
wakes up early of the lesson or module.
thoroughly
to download the
-Power interruptions learning
lead to learning pause materials
-She feels no pressure needed.
since there are no

distractions at home
-Friendly and
approachable
classmates and she
never felt out of place
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Strawberry Adapt “Pomodoro Time Pomodoro Introduce and

Technique” Management encourage students to
use the pomodoro
-Poor Internet
technique.
Connection
-Time Restriction
causes slight pressure
when completing an
asynchronous
exam.
-Loads of activity
-Teachers posting the

exam prior to the start
of class
Mar -Easy when submitting Low specs Deletes his old To completely instruct
asynchronous device files from his the lessons and be able
outputs device and to satisfactorily complete
uninstall some the given activities,
-Bugs encountered in
applications synchronous sessions
the google classroom
should be held before an
-Missing content of the asynchronous class.
files when
downloaded
-Heavy loads of task
-Has to rely on written

materials or modules
only since his device
has difficulties on
64
accessing video or
audio files
-Synchronous session
is draining for him and
his device
-Attending
synchronous sessions
in their backyard for
good internet
connection.
Taylor -Unmotivated in doing Financial Apply for They should not be

activities because of scholarship hesitant to seek financial
personal struggles programs educational assistance
conducted in from different
-Time allotted for
their barangay organizations.
school works and
household chores are
divided
-Lagging device leads

to delay in answering
examination
-Formed gap in other

classmates or other
group of friends in
class when it comes to
group activities
-Divided between
considerate and not
65
considerate
professors
Kurading -Piled up activities Noisy He goes inside A pre-recorded video of

because of distracting Environment his room and the lesson or a recording
noises uses earphones of the synchronous
to focus on session should be
-Sleepless nights in
listening to the available for students to
accomplishing
lesson and watch whenever it is
activities
studying most convenient.
-Noisy learning
(Aquascape and
environment
biking hobbies)
Sampaguita -Causes delay to Power -Downloads Provide webinars or talk

perform well during Interruption offline files to to students on how they
synchronous or have an can cope up in their
asynchronous advance reading studies. Focus on the
mental health of the
-Considerate
students ‘parang
Professors
balance to focus on both
academics and mental
health of students’
Violet -Disconnects during Poor internet Seeks help to Be considerate to those

synchronous sessions connection her classmates students who could not
because of poor for updates submit on time and give
internet extensions on the
Being involved
deadline.
-Physical breakdown in their church
Walking and
jogging
66
-Slow progress of
uploading files for
submission
Zia -Poor Internet Self- study Set goals on Create a daily planner on
Connection what subject is what is needed to be
needed to study accomplished on the
-Trouble
and prepares a day.
accomplishing outputs
comfortable
-Unable to place on their
concentrate on studies house to study
due to difficulties in
joining problems
sessions
-Difficulty in
participating in a
synchronous class
Discussion
The transition from the traditional learning set up into the online set up had a big impact to
the learners, educators, and to every family. Based from the experiences of our respondents
and on how they shared it to us during the interview, it was a roller coaster ride for them.
There were highs but also lows during the online learning modality. What we have gained
from them is that our personal dedication to accomplish our studies and reach our goal is very
important. Even the situation is hard, we should always think positive and be able to surpass
it to reach our goal. We also learned that even some of them were able to have a full access,
there are still hindrances towards a comfortable experience of the new learning modality. We
also learned that we should be appreciative of our situations and find the best possible way
to surpass every challenges. Our situations in finishing our studies should not be a hindrance
to us rather, this should be a ladder for us in reaching the success we desire and aim.
67
CHAPTER 5
Summary, Findings, Conclusion, and Recommendations This chapter presents the
summary, findings, conclusions, and recommendations of the study.
Summary
The study attempted to find the Learning Experiences, Challenges Encountered and
Coping Strategies of BEED Students in Flexible Learning Modality. Specifically, it answered
the following questions:
1. What are their learning experiences in the aspect of flexible learning modality along the
conduct of synchronous and asynchronous classes, in terms of:
Asynchronous;
a. Submitting Outputs
b. Exams and Lessons
c. Professors
d. Classmates
e. Access to Learning Materials, etc.
Synchronous;
a. Google Meetings/Zoom Meetings
2. What are the challenges have they encountered during the conduct of the online flexible
learning modality?
3. What are some of their coping strategies in dealing with the above-mentioned
challenges?
68
4. What suggestions can they offer to the school to address these challenges that they
have encountered?
Findings
1. The respondents' learning experiences vary due to several variables, with the
most prevalent experience being challenges with their internet connection and other
hindrances as well, which affects having acceptable learning experiences that are
suited for their studies.
The difference in the area they belong to has a significant impact on their
connectivity or signal source, which is why the institution and professors must
understand it. The devices students are using are also tied with a problem or difficulty
which adds challenge in their learning experiences.
2. Having multiple study areas to search for better internet reception. It has an impact
on their personal lives, psychological well-being, physical state and mental health.
The respondents mentioned their experience with their professor and classmates
which was also a factor of stress and became a challenge for the student. Pressure
and cooperating with classmates is also one reason because some of them are
competitive and do not communicate well when it comes to announcements and
group activities.
3. In terms of their respective coping techniques, each respondents provided a
unique coping strategy to reduce stress and rest from academic work, relax to calm
their minds and prepare them to handle the remaining tasks that need to be done.
Recognizing these coping strategies, such as the pomodoro technique, hobbies,
having pets, and practicing academic routines, were proven to show to be very
69
helpful for respondents in terms of balancing their time in accomplishing academic
tasks and could serve as a stress reliever when they feel they need to rest from
academic pressure and prepare them to accomplish the remaining tasks that needed
to be accomplished.
4. Various recommendations were provided by the respondents which varied from
their learning experiences. The key informants came up with these suggestions in
order to ease the academic strain they are getting from the new learning modality
caused by the pandemic. Reflecting from the result of this study, the researcher came
up with a purposeful recommendation that may help students who are currently
experiencing the same situation as the respondents.
Conclusion
Based on the data gathered, the following conclusions were drawn by
the researchers:
1. The researcher concludes that some of the respondents may have the same
experiences during the conduct of online flexible learning modality. Among those
experiences mentioned in the discussion, the key informants give their notable
experiences that became a challenge in their academics that affects their progress
in their learning.
2. In regards to the challenges encountered by the students, the researcher
concludes that the key informants have the most common experience that leads to
their learning challenges is the frequent power and internet interruptions, which is
proven to be a hindrance to students’ positive learning. Students today rely on

70
technology, particularly the internet, to find the specific information or answers they
need for their studies or activities. It also has an effect on submitting and doing
activities of students who give slow progress to comply and meet the due dates and
expectations and who are reluctant to do well in the activity required to put full effort
and to show their skills that are expressed in the activity they do.
3. The researcher concludes that the coping strategies of the key informants are
beneficial to those students who have the same situation to them. Those mentioned
strategies are effective and beneficial to use during the conduct of flexible learning
modality.
4. Lastly, the researchers agreed that the mentioned recommendations of the key
informants are reliable and beneficial to other students who have the same learning
experiences and face the same learning challenges. Their recommendation is helpful
to solve various issues in their academics.
Recommendation
Based on the data gathered after the interviews, the researchers developed useful
recommendations for students to reduce stress as well as provide effective solutions to their
struggles coming from their experiences and challenges in this mode of learning. It is derived
from the researchers' realizations and observations from the students' side stories in the
flexible learning modality.
1. Researchers recommend that the institution conduct seminars or short talks to help
learners develop their self-studying practices and time management issues which will
allow them to succeed in their academic pursuits. Webinars offer new skills while also
71
connecting with their peers. It also allows educational institutions to reach a wider
audience, sharing knowledge and obtaining access to a broader range of students.
2. Another is the university could implement an accountability program wherein students
could build new friendships with the people around their colleges and have a short
sharing time about there week with a guided questions to answer and ponder with their
certain group. This would help the students be accountable with their peers and enable
them to know others and be reminded that there would be a helping hand to overcome
academic struggles.
3. A particular time management technique is an effective recommendation seen by
researchers for the students to cope up with the challenges encountered. Students will
have a well-organized and clear flow of schoolwork plans while still having time for
other personal activities.
4. An outlet of stress and hobbies such as viewing movies, crafts, and playing mobile
games. Finding peace and relief from stress can also be found in the company of
others, such as having time to mingle outside, with friends, family, and pets.
72
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Leodoro J. Labrague & Cherry Ann Ballad (2020). “LOCKDOWN FATIGUE AMONG COLLEGE
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issues”. https://files.eric.ed.gov/fulltext/EJ1313025.pdf
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Coping Mechanism”. https://journals.sagepub.com/doi/10.1177/02734753211036500
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(2020). “Self-reported effectiveness of e-Learning classes during COVID-19 pandemic: A
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COVID-19 pandemic among nursing students and teachers of Nepal. International Journal of
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distance”.
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Verawardina, U., Asnur, L., Lubis, A. L., Hendriyani, Y., Ramadhani, D., Dewi, I. P., Darni, R., Betri, T.,
Susanti, W. & Sriwahyuni, T. (2020). “Reviewing online learning facing the Covid-19
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Wirkus A., Wirkus L., Stasiak K., Kozłowski P. (2021). “University students’ strategies of coping with
stress during the coronavirus pandemic: Data from Poland”.
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Muhammad, A., Saghir, A. (2019). “Exploration of Anxiety Factors among Students of Distance
Learning: A Case Study of Allama Iqbal Open University”, Vol. 41, No. 2 pp. 67-78
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Prince G. (2022). “Study Efficiently Using the Pomodoro Technique” https://cnc.bc.ca/services/prince-

george/testing-tutoring/student-support-advice/pomodoro
technique?fbclid=IwAR0fs9AP7wRAY4mKPDO13U7seXfoTGg1EQLkE_kse0Y43ixUOAdP9MPQuzk
75
APPENDICES
APPENDIX A: APPLICATION for DESIGNATION of RESEARCH ADVISER
Date: September 8, 2021

Name of Student: Benz Arthur D. Alvarez
Paula Mae A. Freo
Dante Y. Pajara Jr.
Course: Bachelors of Elementary Education
Major: Elementary Education
Approved Title: LEARNING EXPERIENCES, CHALLENGES ENCOUNTERED, AND COPING
STRATEGIES OF BEED STUDENTS IN FLEXIBLE LEARNING MODALITY
Target Date and Time of Proposal/Final Oral Defense: May 31, 2022, 6:00 – 8:00 pm
INTENDED RESEARCH ADVISER: Field of Specialization/Department Unit/College
1. ALAN L. LUCILO - Technology -BUCE
2. - -
*Please accomplish this form in triplicate copy and do not forget to attach the letter you sent to the
intended adviser/s. Please also refer to BUCE Undergraduate Thesis guidelines in selecting your
adviser.
BENZ ARTHUR D. ALVAREZ
PAULA MAE A. FREO
DANTE Y. PAJARA JR.
BERT LAURENCE R. PEREZ
EDWIN JOSE B. RAMIREZ

Researchers
NOTED:

Research Teacher (Date)
JANUARY M. DECHAVEZ
76
APPENDIX B: DESIGNATION as RESEARCH ADVISER
Date: September 8, 2021

Name of Faculty Member: ALAN L. LUCILO
Department/Unit/College: Bicol University College of Education
Researchers: Benz Arthur D. Alvarez
Paula Mae A. Freo
Dante Y. Pajara Jr.
Research Title: LEARNING EXPERIENCES, CHALLENGES ENCOUNTERED, AND COPING
You are hereby designated as Research Adviser for Academic Year 2020-2021, with the following
duties and responsibilities:
a. Must guide the student in the conduct of the research work within, and if so
required, outside of the Bicol University.
b. Must assist in monitoring the progress of the student's work from the proposal
stage to the data-gathering until the presentation of the preliminary research
report.
c. Must ensure that the suggestions/recommendations of the Thesis Evaluation
Panel are judiciously adhered to.
d. Must require the advisee to
i. submit the draft/final copies of the Thesis one week before the
scheduled defense; and
ii. comply with these other requirements:
- certification of the editor and statistician, if the Thesis Evaluation
Panel so requires, and
- submission of all bound copies of revised and final thesis within two
weeks before the final examination and Academic Council Meeting.
e. Must be available during consultation schedule agreed upon.
f. Must serve as recorder during the thesis evaluation.
This designation entitles you to receive an honorarium of ₱500.00 for Individual Research (Single
Student), ₱1, 000.00 for Tandem Research (2 Students), or ₱1, 500.00 for Group Research (3-5
Students), subject to regular accounting rules and assessment of role accomplishment.

Conforme: DR. LORNA M. MIÑA
_________________________ Dean, BUC
77
APPENDIX C: APPLICATION for DESIGNATION of RESEARCH EVALUATORS/PANEL

MEMBERS
Date: December 21, 2021

Name of Student: Benz Arthur D. Alvarez
Paula Mae A. Freo
Dante Y. Pajara Jr.
Course: Bachelors of Elementary Education
Major: Elementary Education
Approved Title: LEARNING EXPERIENCES, CHALLENGES ENCOUNTERED, AND COPING
Target Date and Time of Proposal/Final Oral Defense: May 31, 2022, 6:00 – 8:00 pm
INTENDED RESEARCH EVALUATORS: Field of Specialization/Department Unit/College
1. DAVES L. TONGA -OSAS -BU

(Panel Chairman)
2. JEMIMA F. BAS -CAL -BU
(Panel Member 1)
3. GERARD M. PROTACIO -CE -BUCE
(Panel Member 2)
*Please accomplish this form in triplicate copy and do not forget to attach the letter you sent to the
intended research panelists. Please also refer to BUCE Undergraduate Thesis guidelines in
selecting your adviser.
PAULA MAE A. FREO
DANTE Y. PAJARA JR.

Researchers
NOTED:

JANUARY M. DECHAVEZ
78
APPENDIX D: DESIGNATION as RESEARCH EVALUATOR (PANEL CHAIRMAN)

Name of Faculty Member: DAVES M. TONGA
Department/Unit/College: BU OSAS
Paula Mae A. Freo
Dante Y. Pajara Jr.

You are hereby designated as Research Evaluator (Panel Chairman/Panel Member) for Academic
Year 2020-2021, with the following duties and responsibilities:
a. Must thoroughly assess the research proposal in terms of the parts/basic

components of the thesis (see Attachment).
b. Make sure that all the suggestions were judiciously incorporated.
c. Must evaluate the research report based on the following criteria:
Defense – 40%
Substance – 40%
Form& Style – 20%
Total 100%
This designation as Panel Chairman entitles you to receive an honorarium of ₱300.00 for Individual
Research (Single Student), ₱450.00 for Tandem Research (2 Students), or ₱600.00 for Group
Research (3-5 Students),
This designation as Panel Member entitles you to receive an honorarium of ₱200.00 for Individual
subject to regular accounting rules and assessment of role accomplishment.
DR. LORNA M. MIÑA

Dean, BUCE
Conforme:_______________
79
DESIGNATION as RESEARCH EVALUATOR (PANEL MEMBER)

Name of Faculty Member: Jemima F. Bas
Department/Unit/College: BU CAL
Paula Mae A. Freo
Dante Y. Pajara Jr.


Defense – 40%
Substance – 40%
Form& Style – 20%
Total 100%
DR. LORNA M. MIÑA

Dean, BUCE
Conforme: _______
80
DESIGNATION as RESEARCH EVALUATOR (PANEL MEMBER)

Name of Faculty Member: Gerard M. Protacio
Department/Unit/College: BUCE
Paula Mae A. Freo
Dante Y. Pajara Jr.


Defense – 40%
Substance – 40%
Form& Style – 20%
Total 100%
DR. LORNA M. MIÑA

Dean, BUCE
Conforme: _______________
81
The Research Evaluator’s Qualifications and Roles
1. The Research Evaluators who shall undergo training and/or accreditation, may
come from within the College or externally. The evaluators shall be assigned
based on a set of criteria, listed in the following order.
a. First, Research Evaluators must be at least Masteral/Doctoral Degree holder; and
b. Second, recognized in his field of expertise in research area/field of
concentration based on academic preparation and work experience.
1. The Roles of the Research Evaluators are:

Defense – 40%
Substance – 40%
Form& Style – 20%
Total 100%
Adapted from: BU Board Resolution No. 093 series of 2006 and Resolution No. 086 series of 2002
82
APPENDIX E: INFORMED CONSENT/COMMUNICATION LETTER
March 24, 2022
DR. LORNA M. MIÑA

Dean, BUCE
We, a group of BEED 3-1 students are currently conducting a study entitled LEARNING EXPERIENCES,
CHALLENGES ENCOUNTERED, AND COPING STRATEGIES OF BEED STUDENTS IN FLEXIBLE LEARNING
MODALITY. The objective of our study is to identify the learning experiences of selected students during
synchronous and asynchronous session, challenges encountered and their coping strategies.
As part of our data gathering, may we respectfully ask for your permission to allow us to have access on the
personal information of the students that live in lowlands, high lands, costal, rural, and urban, and also, to
determine the kind of internet connection they use for online class.
Rest assured that the research ethics will be strictly observed. The data to be gathered will be treated with
utmost confidentiality and will be used solely for research purposes. Thank you and God bless.
Respectfully yours,
Benz Arthur D. Alvarez Paula Mae A. Freo Dante Y. Pajara Jr.
Edwin Jose B. Ramirez Bert Laurence R. Perez

Researche,
Noted:
Alan L. Lucilo
Research Adviser
Approved by:
DR. LORNA M. MIÑA
BUCE Dean
83
Bicol University
Dear Respondents,
(Name of Respondents) greetings!
We, Benz Arthur A. Alvarez, Paula Mae A. Freo, Dante Y. Pajara Jr, Bert Laurence R. Perez,
and Edwin Jose B. Ramirez are 3rd Year College students of Bicol University College of Education
Bachelors of Elementary Education. We are requesting for your cooperation to answer our
questionnaires for our research entitled “Learning Experiences, Challenges Encountered, and
Coping Strategies of Beed Students in Flexible Learning Modality” Your knowledge, concerns, and
response are a sure help for us in achieving our goal.
Rest assured that all the information that we would gather will be treated with outmost
confidentiality and it will be used for academic purposes only.
We are hoping that this request would merit your positive response. Again, thank you for
accepting our concern. May God bless you.
Respectfully Yours,
PAULA MAE A. FREO
DANTE Y. PAJARA JR.

Researchers
Noted by:
ALAN L. LUCILO
Research Adviser
Approved by:

84
Bicol University
April 4, 2022
EDISON A. PEREZ
Professor
Dear Madam,
Greetings!
The undersigned ARE 3rd year Bachelor in Elementary Education (BEED) students of Bicol University
undertaking research entitled: “LEARNING EXPERIENCES, CHALLENGES ENCOUNTERED, AND
COPING STRATEGIES OF BEED STUDENTS IN FLEXIBLE LEARNING MODALITY”
With your expertise, we are humbly asking your permission to validate the attached instrument for the
study.
We are looking forward for favorable response regarding this matter. Thank you.
Respectfully Yours,
PAULA MAE A. FREO
DANTE Y. PAJARA JR.

Researchers
Noted by:
ALAN L. LUCILO
Research Adviser
Approved by:

85
Bicol University
COLLEGE OF
EDUCATION
Research and Extension
Office
Research Instrument Validation

Checklist
To the validators: please check the appropriate box for your ratings.
Scale: 5 - Excellent 4 - Very Good 3 - Good 2 - Fair 1 - Poor
Instrument 5 4 3 2 1
Personal data was clear and /
informative
Personal data was concise /
Guide questions are direct and specific. /
The construction of questions is /
concise.
Questions are clear /
The terms used are understandable by /
the target interviewee.
The questions are sufficient to answer /
the research questions or obtain the
purpose of the study.
The items are presented and organized /
in a logical manner.
Questions are aligned with the SOTP of /
the study
The questionnaires is short and /
respondents respect it and would not
drain much of their precious time.
Average Rating: 4.6

Remarks:
Researcher:
Paula Mae A. Freo Benz Arthur D. Alvarez Dante Y. Pajara Jr.
Bert Laurence R. Perez Edwin Jose B. Ramirez
ALAN L. LUCILO EDISON A. PEREZ, PhD

Research Adviser Validator
Signature over Printed Name
86
Bicol University
April 7, 2022
MILYN G, LLEVA
Professor
Dear Madam,
Greetings!
COPING STRATEGIES OF BEED STUDENTS IN FLEXIBLE LEARNING MODALITY”.
study.
Respectfully Yours,
PAULA MAE A. FREO
DANTE Y. PAJARA JR.

Researchers
Noted by:
ALAN L. LUCILO
Research Adviser
Approved by:

87
Bicol University
Research Instrument Validation Checklist
informative
concise.
The terms used are understandable by
the study
Average Rating:
Researcher:
ALAN L. LUCILO MILYN G. LLEVA

88
Bicol University
April 7, 2022
Professor
Dear Madam,
Greetings!
COPING STRATEGIES OF BEED STUDENTS IN FLEXIBLE LEARNING MODALITY”.
study.
Respectfully Yours,
PAULA MAE A. FREO
DANTE Y. PAJARA JR.

Researchers
Noted by:
ALAN L. LUCILO
Research Adviser
Approved by:

89
Bicol University
Research Instrument Validation Checklist

informative
concise.
The terms used are understandable by /
the study
Average Rating:
Remarks: __________________________________________________
Researcher:
ALAN L. LUCILO NORILYN O. DECHAVEZ

90
APPENDIX F: RESEARCH INSTRUMENTS
Title: LEARNING EXPERIENCES, CHALLENGES ENCOUNTERED, AND COPING STRATEGIES

OF BEED STUDENTS IN FLEXIBLE LEARNING MODALITY
Type: Case Study Research, Open Ended Interview Questionnaires
Intended for: BUCE BEED Students
Author(s): Benz Arthur D. Alvarez, Paula Mae A. Freo, Dante Y. Pajara Jr., Bert Laurence R. Perez,
and Edwin Jose B. Ramirez
This survey is solely for educational purposes, and rest assured that all data gathered will be in
accordance with the Data Privacy Act of 2012. Thank you!
Name:
Email:
Sex:
Age:
Address:
Year level, Block, and
Course:
Mother’s Occupation
Father’s Occupation
Monthly income/Salary:
Guardian’s
Occupation:
Monthly Income/Salary:
Are you a working
student?
Monthly Income/Salary:
Who provides for
education? (Ex.
Scholarship, Parents,
Etc.)
Checklist
Type of internet connection
Wi-Fi
Mobile Data
Wi-Fi and Mobile Data
If other please specify: _______
Speed of Internet Connection
Below 5 MPS
91
6-20 MBPS
Above 20 MBPS
If other please specify: _______
Geographical Location
Rural Area
Urban Area
Highland Area
Lowland Area
Costal Area
If other please specify: ________
Interview guide
Q1: What are your learning experiences in the aspect of flexible learning modality along the conduct
of synchronous and asynchronous classes, in terms of:
Asynchronous;
➢ Submitting Outputs
➢ Exams and Lessons
➢ Professors
➢ Classmates
➢ Access to Learning Materials, etc.
Synchronous;
➢ Google Meetings/Zoom Meetings
Q2: From above mentioned experiences, what are the challenges have you encountered during the
conduct of the online flexible learning modality?
➢ From those challenges that you have mentioned, what is the hardest challenge that
you want to give more attention?
Q3. What are some of your coping strategies in dealing with the abovementioned challenges?
➢ Do you think those coping strategy are also applicable to other students who have the
same situation as you?
Q4. What suggestions can you offer to the school to address these challenges you have
encountered?
➢ As a BEED Student, what would be the favorable approach you want your teacher to
use during the synchronous and asynchronous sessions? How did you come up with
this suggestion?
92
Bicol University
APPENDIX G: CERTIFICATE OF VALIDATION
This is to certify that the undersigned validated the research instrument/data gathering tool in
a form of interview guide prepared by BENZ ARTHUR D. ALVAREZ, PAULA MAE A. FREO, DANTE
Y. PAJARA JR., BERT LAURENCE R. PEREZ, and EDWIN JOSE B. RAMIREZ for their
undergraduate research entitled LEARNING EXPERIENCES, CHALLENGES ENCOUNTERED,
AND COPING STRATEGIES OF BEED STUDENTS IN FLEXIBLE LEARNING MODALITY. in partial
fulfilment of the requirements for the subject EED 21-Research in Education 2.
EDISON A. PEREZ
Validator 1
MILYN G. LLEVA NORILYN O. DE CHAVEZ

Validator 2 Validator 3
93
Bicol University
APPENDIX H: CERTIFICATION AND RECOMMENDATION
This is to certify that the undersigned edited the undergraduate research prepared by BENZ
ARTHUR D. ALVAREZ, PAULA MAE A. FREO, DANTE Y. PAJARA JR., BERT LAURENCE R.
PEREZ, and EDWIN JOSE B. RAMIREZ entitled LEARNING EXPERIENCES, CHALLENGES
ENCOUNTERED, AND COPING STRATEGIES OF BEED STUDENTS IN FLEXIBLE LEARNING
MODALITY in partial fulfilment of the requirements for the subject EED 21-Research in Education 2
in compliance for the degree of Bachelors of Elementary Education.
The undersigned, therefore, recommends for its approval.
__________________________________
Signature over Printed Name of Editor (Date)
(Email address and contact number of the editor)

94
Bicol University
APPENDIX I: DECLARATION OF ACADEMIC INTEGRITY IN CONDUCTING

UNDERGRADUATE RESEARCH
We, hereby, declare on our honor that the conduct of the study and the writing of final
manuscript of the present undergraduate research LEARNING EXPERIENCES, CHALLENGES
ENCOUNTERED, AND COPING STRATEGIES OF BEED STUDENTS IN FLEXIBLE LEARNING
MODALITY is solely the result of our own original scholarly work. All materials - whether quoted or
paraphrased from printed or electronic sources - derived from another person(s) are properly
acknowledged and fully cited in accordance with APA 7 Guidelines. We also declare that we have
read and understood the sanction of plagiarism as stipulated in the Bicol University Student Handbook
Revised Version 2019. We consent for the verification whether the manuscript contains plagiarized
material for quality assurance purposes and to avoid students’ academic misconduct which includes
but not limited to plagiarism, contract cheating, collusion, personation, submitting identical work,
fabrication and falsification of results, misrepresentation, breach of ethical or other approval
requirements, solicitation, and complicit actions among others). We are aware that if it should be
proven failure to adhere to existing policies on academic integrity could lead to serious consequences
or imposition of sanctions depending on the severity of the case such as dismissal, failing grade or
termination of the program/degree.
BENZ ARTHUR A. ALVAREZ (2019-CE-100241)

PAULA MAE A. FREO (2019-CE-100491)
DANTE Y. PAJARA JR. (2019-CE-100326)
BERT LAURENCE R. PEREZ (2019-CE-100330)
EDWIN JOSE B. RAMIREZ (2019-CE-10033)
Researcher’s, BEED
ALAN L. LUCILO
Thesis Adviser
95
Bicol University
Personal Information
Name : Benz Arthur D. Alvarez
ID. No. : 2019-CE-100241
Citizenship : Filipino
Sex : Male
Date of Birth : September 1, 2000
Place of Birth : Masbate City
Age : 21
Marital Status : Single
Permanent Address : Poblacion, Dimasalang, Masbate
Home Address : #261, Bulalaque st. Poblacion, Dimasalang, Masbate
School Address : Bicol University, Daraga, Albay
Cell Phone No. : 09954556141
Email : alvarezbenz36@gmail.com
Educational Background
Tertiary : BICOL UNIVERSITY
Daraga, Albay
College of Education
Secondary : Dimasalang National High School
Dimasalang, Masbate
2013-2019
Primary : Dimasalang Central School
Dimasalang, Masbate
2007-2013
96
Bicol University
Name : Paula Mae A. Freo
ID. No. : 2019-CE-100491
Sex : Female
Date of Birth : January 11, 2001
Place of Birth : Marilao, Bulacan
Age : 21
Permanent Address : San Vicente, Bulusan, Sorosgon
Home Address : Purok 2A Sitio Taisan, San Vicente, Bulusan, Sorosgon
Cell Phone No. : 09381259733
Email : paulamaefreo7@gmail.com
Daraga, Albay
Secondary : JAIME G. ESPEÑA HIGH SCHOOL
San Vicente, Bulusan, Sorsogon
2013-2019
Primary : BUHANG ELEMENTARY SCHOOL
San Vicente, Bulusan, Sorsogon
2007-2013
97
Bicol University
Name : Dante Y. Pajara Jr.
ID. No. : 2019 - CE- 100326
Sex : Male
Date of Birth : November 2, 2001
Place of Birth : Guinobatan, Albay
Age : 20
Permanent Address : Maguiron Guinobatan, Albay
Home Address : P-4 Sitio Libas Brgy. Maguiron Guinobatan, Albay
Cell Phone No. : 09295003242
Email : dantejryvanez.pajara@bicol-u.edu.ph
Daraga, Albay
Secondary : MARCIAL O. RAÑOLA MEMORIAL SCHOOL (MORMS)
Guinobatan Albay
2013-2019
Primary : LIBAS ELEMENTARY SCHOOL
Maguiron, Guinobatan Albay
2006 – 2013
98
Bicol University
Name : Bert Laurence R. Perez
ID. No. : 2019-CE-100330
Sex : Male
Date of Birth : May 3, 2001
Place of Birth : Daraga, Albay
Age : 20
Permanent Address : Poblacion, Camalig, Albay
Home Address : Purok 2, Barangay 1 Poblacion, Camalig, Albay
Cell Phone No. : 09073088261
Email : bertlaurencerivera.perez@bicol-u.edu.ph
Daraga, Albay
Secondary : MARCIAL O. RAÑOLA MEMORIAL SCHOOL (MORMS)
Guinobatan Albay
2013 – 2019
Primary : CAMALIG NORTH CENTRAL SCHOOL
Maguiron, Guinobatan Albay
2006 – 2013
99
Bicol University
Name : Edwin Jose B. Ramirez
ID. No. : 2019-CE-100332
Sex : Male
Date of Birth : October 26, 2001
Place of Birth : Naga City, Camarines Sur
Age : 20
Permanent Address : Pawa, Legazpi City, Albay
Home Address : Brgy 44, Pawa, Legazpi City, Albay
Cell Phone No. : 09954770449
Email : edwinjosebasmayor.ramirez@bicol-u.edu.ph
Daraga, Albay
Secondary : RAGAY NATIONAL AGRICULTURAL AND FISHERIES SCHOOL
Liboro Ragay, Camarines Sur
2013 – 2019
Primary : ARBORVITAE PLAIN MONTERSSORI INCORPORATED
Panataytayan Ragay, Camarines Sur
2006 – 2013

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Bicol University

NOTICE OF FINAL DEFENSE

Date: May 31, 2022

To: Undergraduate Research Committee

Chair: Daves L. Tonga

Members: Gerard M. Protacio

Adviser (Recorder): Alan L. Lucilo

Please be guided accordingly.

PROF. NORILYN DE CHAVEZ

LEARNING EXPERIENCES, CHALLENGES ENCOUNTERED,

Benz Arthur D. Alvarez

RECOMMENDATION FOR FINAL ORAL EXAMINATION

Date: May 31, 2022

The undergraduate research entitled LEARNING EXPERIENCES, CHALLENGES

UNDERGRADUATE RESEARCH COMMITTEE

Date: May 31, 2022

The undergraduate research entitled LEARNING EXPERIENCES, CHALLENGES

GERARD M. PROTACIO JEMIMA F. BAS

CERTIFICATION OF FINAL ORAL DEFENSE RATING

This is to certify that the undergraduate research entitled, LEARNING

PANEL OF EVALUATORS ACTION TAKEN

DAVES L. TONGA ________________

GERARD M. PROTACIO _________________

JEMIMA F. BAS ________________

The undergraduate research entitled LEARNING EXPERIENCES, CHALLENGES

DR. LORNA M. MIÑA

behind the accomplishment of this study.

To our research teacher, Professor Norilyn O. De Chavez for giving us the

and useful critiques for this research.

as our respondents in this study.

To our research validators, Professor Edison Perez, Professor Norilyn De Chavez,

support and expertise which helped us a lot to improve our research.

all the adversities.

learning modality's implementation caused by the pandemic. Therefore, the researchers

interruptions and internet disruption.

Keywords: Asynchronous Class, Challenges, Challenges Encounter, Conceptually Learning

Experience, Conduct of Flexible Learning Modality, Coping Strategies, Flexible Learning

Modality, operationally learning experiences, Proposed Recommendation, Synchronous Class.

Statement of the Problem …………………………………………………………………5

Scope and Delimitation …………………………………………………………………6

Significance of the Study …………………………………………………………………7

2. Review of Related Literature

Related Literature ………………………………………………………………….9

Related Study ………………………………………………………………….13

Synthesis of the Reviewed Literature and Studies ……………………………………….18

Gap to be Bridged by The Study ……………………………………………………………20

Theoretical Framework ………………………………………………………………….21

Theoretical Paradigm …………………………………………………………………23

Conceptual Framework …………………………………………………………………24

Conceptual Paradigm …………………………………………………………………25

Definition of Terms …………………………………………………………………26

Sources of Data …………………………………………………………………31

Data Gathering Procedure …………………………………………………………………32

4. Data Analysis and Interpretation

Learning Experiences of Students

5. Summary, Conclusions and Recommendations

Figure 1- Theoretical Paradigm …………………………………………………………23

Figure 2- Conceptual Paradigm ………………………………………………………….25

Figure 3- Case 1 ………………………………………………………………………….38

Figure 4- Case 2 ………………………………………………………………………….41

Figure 5- Case 3 ………………………………………………………………………….43

Figure 6- Case 4 ………………………………………………………………………….45

Figure 7- Case 5 ………………………………………………………………………….47