PROBLEMS ENCOUNTERED BY THE SELECTED SENIOR HIGH SCHOOL ON THE NEW NORMAL

EDUCATION AT ST. VINCENT DE FERRER COLLEGE OF CAMARIN INCORPORATED IN SCHOOL YEAR

2021-2022

INTRODUCTION

Many students are struggling with the new normal of education. Some students are stressed as a result of the
numerous activities. Student well-being could be understood as “reduction in stress, enhanced experienced meaning and
engagement in the classroom, and ultimately, heightened satisfaction with life” (Flinch Baugh et al., 2012, p. 191). Most
students struggle to engage in online learning, and those who lack consistent internet access and resources risk falling
behind. Self-studying, poor internet connection, lack of sleep, and time to answer all modules/tasks due to the large
number of activities, distractions, and lack of focus are some of the major challenges that students have encountered. For
schools, students, and parents, the impact of closed schools and children stuck at home with little or no access to learning
has been devastating. Experts estimate that a full year of learning could be lost, indicating that an entire cohort of students
could be permanently behind in their learning.

The rapid and unplanned change in online teaching and learning brought about by COVID-19 is already being
felt. Senior high school students struggle on many things in the middle of this pandemic. They also suffered a lot
understanding in modules, internet issue and time management. To strengthen schools moving forward, the DepED and
the School must conduct alternatives to standardized testing, new approaches to teaching and learning, and ways to rebuild
our education systems after the pandemic. As a result, new strategies and resources are required to improve student well-
being in an online or hybrid environment. to identify and implement effective resource and intervention strategies and
skills at the curricular, co-curricular, and extracurricular levels.

Blended learning (BL), or the combination of in-person and online tutoring is widely used in higher education,
with some academics referring to it as the "new traditional model" or "new normal" in course delivery. According to
studies, blended, distance, electronic, and virtual learning as a new way of delivering lessons is being used in senior high
school or at all levels of students. Due to the ongoing threat of CoViD-19, the school year has been shortened. According
to Justin Simon (2021), pre-pandemic there were only 6.6 million students enrolled in distance learning but this figure
skyrocketed to 400 million due to the spread of COVID-19. Because schools were closed and not allowed to accommodate
students in their classrooms, distance learning was offered. DL has now become the new normal in education.

Governments that were experiencing remote education for the first time and did not have vast repositories of
digital content faced the challenge of quickly designing, implementing, and maintaining a distance learning program while
schools were closed. Sierra Leone and Peru, like many others, had limited experience with remote learning programs, so
the Ministry of Education (MoE) collaborated with content producers, TV channels and radio broadcasters,
telecommunications operators, and technology companies to implement and deliver a national multi-channel remote
learning program. In the Brazilian state of Sao Paulo, the multichannel remote learning program was supported by a
communication strategy that included: (1) a proactive TV and social media campaign to guide and keep teachers and
families informed about the new learning modes; (2) teachers and principals contacting families of students who were out
of reach through phone calls or home visits; and (3) a mobile application that allows for free teacher-student interaction
(Cristobal Cobo, Alberto Munoz-Naj & Arinaki Sanchez Ciarrusta, 2021). A "new" normal in which digitization imposes
new ways of working and learning It pushes education even further into technologization, a trend that has already begun,
fueled by commercialism and the dominant market ideology (Pacheco, 2020). According to Daniel (2020, p. 1) notes that
“many institutions had plans to make greater use of technology in teaching, but the outbreak of Covid-19 has meant that
changes intended to occur over months or years had to be implemented in a few days”.

In the Philippines, online learning sparked a heated debate, citing the students' living conditions are deplorable.
After President Rodrigo Duterte's declaration in the Philippines of "no vaccine, no face-to-face classes," the Commission
on Higher Education (CHEd) directed universities to begin preparing for distance learning. The teaching and learning
process assumes a different shape in times of crisis. During school lockdowns, the entire University has resorted to online
learning. However, this abrupt shift has caused issues, particularly for students who do not have access to technology,
money for mobile load, lack of gadget, students’ struggle in learn online and parents’ lack of knowledge of their kids’
lessons. When online learning is used as a result of the pandemic, the gap between those with and those without
connectivity widens. Due to access and internet connectivity issues, teachers and students have found it difficult to
maintain their academic engagement. Also, the flexible learning focuses on allowing students to choose their own pace,
location, and mode of learning, which can be promoted through appropriate pedagogical practice (Gordon, 2014).

The situation presents a one-of-a-kind challenge to every educational leader's decision-making process or face
the new generation in education. This provides opportunities for responding to emerging issues, problems, and trends
while maintaining the delivery of high-quality instruction in every school (Jose, 2020). But according to experts, a full
year of learning could be lost, implying that an entire cohort of students could be permanently behind in their learning.
Because of the crisis and the response to it, flaws in education systems have been exposed. Plus, the impact of closed
schools and children stuck at home with little or no access to education is devastating for schools, students, and parents.
According to Karalis (2020), what is worth studying after returning to normality, are the implications that have arisen for
the day after, that is, what adjustments need to be made, the extent of the situation and to define the basic dimensions of
education and learning in formal education systems and organizations amid educational disruptions.

Thus, this study seeking some solution about the problem encounter by the selected senior high school on the
new normal education at St. Vincent de Ferrer College of Camarin Inc. The aim of the study was to examine how to solve
the problem of “new normal education” based on the difficulties student's experience. Or, to find some strategies to
overcome the struggling and ineffective time management of the student. To create possibilities for a better and more
effective learning environment.