PROBLEMS ENCOUNTERED BY THE SELECTED SENIOR HIGH SCHOOL STUDENTS

ON THE NEW NORMAL EDUCATION AT ST. VINCENT DE FERRER COLLEGE OF

CAMARIN INCORPORATED IN THE SCHOOL YEAR 2021-2022

Abstract (last)

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 a 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 with many things in the

middle of this pandemic. They also suffered a lot of problems understanding modules, internet

issues, 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 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 gadgets, students’ struggle in

learning 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, 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 faces 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 seeks some solution to the problem encountered by the selected senior

high school regarding 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 difficulty students 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.

Statement of the Problem

This study aims to identify the problem encountered by the selected senior high school on

the new normal education at St. Vincent De Ferrer College of Camarin Inc.

Specifically, it tries to answer the following problem:

1. What is the demographic profile of the participants in terms of;

1.1 Age;
 1.2 sex;

1.3 Civil status and,

1.4 Highest Education Attainment?

2. What is the status of the implementation of new normal education in terms of;

2.1 Mentoring;

2.2 Motivating; and

2.3 Monitoring?

3. What is the problem in the implementation of the new normal education in the

selected senior high school on the new normal education at St. Vincent De Ferrer

College of Camarin Inc. in terms of the above-mention variables?

4. Based on the findings of the study, what possible solution to dealing with the problem

of new normal education may be proposed?

Significance of the Study

There is a need for varied and effective instructional strategies/materials to ensure

maximum learning among students. It is noted that this study may be useful for the following:

The instructors and the professors may benefit greatly from the result of this study.

Since many of them have encountered difficulties in transferring learning quality and engaging

in new forms of learning through the use of technology. This study's learning quality provides

the necessary strategy they can use in their teaching method. This may also be beneficial to the

teaching-learning situation.

The students may benefit from the result of this study. Because they will be the direct

recipients of better instructions from their mentors.

 The parents may benefit from the result of this study. It may provide them with added

insight on how their children can able to get a quality of learning. Since many of them have

encountered a lack of finances, to support the online learning of their children. This study may

help the parent to be aware of some strategies in school, that may help to alleviate their worries

about the learning situation of their children.

Scope and Limitations of the Study

This study aims to determine the senior high school student’s perspective on blended

learning and the researchers will try to find out the problems encountered by the selected senior

high school students of SVFC during the pandemic. This research is limited to the selected senior

high school student of St. Vincent De Ferrer College of Camarin only. Therefore, participants of

this research will answer the survey questionnaires through a google form. This study will be

conducted during the second semester of Academic Year 2021- 2022.

Definition of Terms

For a better understanding of the study, the following terms may help:

Encountered -

Education -

Problem(s) -

Senior High School -

Student -

Conceptual Framework
Related Literature and Studies

Anis Adriena Jane Binti Hishamuddin (August 01, 2021) Since the COVID-19

outbreak has disrupted people's normal lives around the world, the online environment has

stepped in to help. The world appears to an end because of the novel coronavirus. Several

businesses will have to shut down, projects have been postponed, and schools have been forced

to close. More students and teachers are afraid because of the spreading virus, that’s why

President Rodrigo Roa Duterte put the Philippines under quarantine. On the other hand, students

will indeed continue their education mostly through online learning, either conducted

synchronously or asynchronously. The procedure is currently the ideal solution since keeping the

universities open might poses a health risk to students. As a home-learning student, it was

challenging to adapt to online school because they had not been taught earlier through practices

or simulations. Many students stated that the home-learning program was considerably more

stressful than normal classrooms. Normal classes may have been challenging, however, having

buddies makes everything more bearable and less burdensome. Online classes eliminate the

advantages of having people to interact with and being stuck alone with assignments. There are a

few challenges that students encounter, as well as suggestions for how to overcome them for

successful education. First, the greatest obstacle to online learning is indicative of poor and

unstable internet connections, as those commonly used at home have limited capacity or have

reached their quota. Many students probably do not have a strong internet connection or cannot

afford the internet plan required for online learning. Therefore, they are having difficulties going

live for virtual learning and other platforms that require an internet connection.

In the country, DepEd proposed to use online learning, modular approach, radio-

television methods, face-to-face, and para-teachers for blended learning. But the lack of facilities
like gadgets or computer sets, and connectivity in the Philippines is a great challenge to DepEd.

Betlej (2016) stated that the unavailability of networks and technological issues increase the

stress of teachers and students. The inability of students to explain their answers due to rigid

technological settings is another factor of stress for both teachers and students. The education

sectors asked help from different government agencies and private individuals and organizations

to support the proposals. This study suggests tapping experts to conduct studies BL to help the

education system in the new normal. Each school must document all the positive and negative

experiences with BL. DepEd consolidates all the collected undertaking during a pandemic and

creates a framework to enhance blended learning.

As the new school year introduces new modes of learning, it includes virtual and modular

learning or known as Blended Learning (BL), and became as a “new normal” in education. This

was because of COVID-19 pandemic, and affected million learners, teachers and other school

staff, and parents. Although some modes of learning will not require teacher guidance, students

may require guidance from teachers in these emerging environments. According to Fernan

Peniero Tupas, Marilyn Linas-Laguda (2020), Blended Learning started and had very positive

responses from the parents and students. Moreover, blended learning (BL) is adopted in subjects

like English explicitly in Language, Science, and Distance Learning.

Thakkar (2018) stated that in today's highly competitive world, students face various

academic problems including exam stress. Excessive academic stress can result in an increased

prevalence of psychological and physical problems. The mental health of students, especially in

terms of academic stress and its impact has become a serious issue among school and

policymakers.
 From the study of A. Widodo et al., (2021), they found out that even though online

learning in this time of pandemic became a useful tool to train the students on becoming

independent on their learning process to have a better performance. Nevertheless, they also

found out that not all students are comfortable with this type of learning; there are students who

admit that they have trouble understanding the learning materials given to them. And based on

the study conducted by Ambayon (2020), modular instruction is more operative in the teaching-

learning method as equated to usual teaching approaches because in this modular approach the

students learn in their own stride. They can express what they have and show what they can

show.

In one study, researchers looked at the immediate impact of COVID-19 on student

learning in six colleges. While many students reported positive experiences, there were also a

number of challenges that could impact student success. These challenges included inadequate

access to technology, inadequate learning space in the home, and stress among students.

Regardless of the challenge students report, it is imperative to develop policies that recognize

the unique needs of this group of students. The use of BL in education helps students engage

positively in all activities and increased behavior towards learning, and empowered to become

leaders, coaches, and mentors to fellow students. Teachers, as necessary instruments for

effective implementation of BL, the conduct of professional development is vital. The new normal

education requires continuous communication with parents and educators. Both parents and

teachers are facilitators in the learning process, and collaboration with them will lead to higher

achievement. However, there is still much work to be done before we have a fully functional

model of the new normal. In the meantime, parents and teachers can begin to implement their

own policies to make learning more accessible to their children.

 Henderson (2012) said that universities have to be resilient in times of crisis. Resiliency

in the educational system is the ability to overcome challenges of all kinds–trauma, tragedy,

crises, and bounce back stronger, wiser, and more personally powerful. The educational system

must prepare to develop plans to move forward and address the new normal after the crisis. To

be resilient, higher education needs to address teaching and learning continuity amid and

beyond the pandemic.

Jessie S Barrot, Ian I Llenares, Leo S Del Rosario (2021) Recently, the education system has

faced an unprecedented health crisis that has shaken up its foundation. Given today’s

uncertainties, it is vital to gain a nuanced understanding of students’ online learning experience

in times of the COVID-19 pandemic. Although many studies have investigated this area, limited

information is available regarding the challenges and the specific strategies that students

employ to overcome them. Thus, this study attempts to fill in the void. Using a mixed-methods

approach, the findings revealed that the online learning challenges of students varied in terms of

type and extent. Their greatest challenge was linked to their learning environment at home,

while their least challenge was technological literacy and competency. The findings further

revealed that the COVID-19 pandemic had the greatest impact on the quality of the learning

experience and students’ mental health. In terms of strategies employed by students, the most

frequently used were resource management and utilization, help-seeking, technical aptitude

enhancement, time management, and learning environment control. Implications for classroom

practice, policy-making, and future research are discussed.

Timothykyle I madera (2020). To those students that are having problems during the new

normal due to pandemic. Many students are struggling with new education. Some students are

stressed because of the many activities. Most students have difficulty with self-study because
some students are able to understand the lesson quickly and others are not. Learning in the new

normal, blended learning is not wholly new. In the new normal, all schools will have blended or

purely on-line courses. Training in using teaching and learning platforms will be available for

both teachers and students (Teresita Tanhueco Tumapon, June 4, 2020).

Synthesis

School Year 2020-2021 has already started, with the so-called “new normal” of education

already in place. The school environment will be totally different from the pre-pandemic era, and

schools are a big impact on how students can forego with the new normal of learning brought

about by COVID-19. School administrators must consider going the extra mile to help students

adjust to the new normal of learning, a career guidance program to help develop mature and

career-ready individuals. It features modules on personal, social, academic, and career learning

and development, all integrated with effective intervention strategies and facilities to prevent

career uncertainties and indecisions among students. The modules cover social and emotional

learning, understanding and managing one’s self, setting and achieving positive goals, feeling

and showing empathy for others, and establishing and maintaining positive relationships to make

responsible decisions. the transmission of COVID-19, establishments were closed, including

schools. the education system adapted distance learning. Distance learning or DL is a modality

wherein the teaching and learning processes are happening remotely.

• Provide a safe environment for the students - Reopening of schools puts parents a bit

paranoid when it comes to the sanitation and safety of their children. In order to let parents, have

peace of mind, school administrators must ensure that the school premises are well monitored

and proper safety protocols are met.

• Provide utmost care by teachers and staff. - The mental health of students is a big

question after months of staying at home and lacking physical interaction with friends and

classmates. As schools start to reopen for students, schools must ensure their teachers and staff

are willing to go the extra mile to help out students in adjusting to the new normal of learning.

• find ways to strengthen a personal relationship with students and teachers. - Personal

debriefing of the students is a good way to release the negative mental effects of the pandemic

out of their system. Ensuring students that inside the school, they are free to express themselves

and release their anxiety during the lockdown can help build stronger relationships between

teachers and students.

Research Paradigm
 The researchers constructed a survey questionnaire to students to know who are inclined

to our study.
 It will be the guidelines to the challenges encountered in New normal education of the

selected senior high school student point of view.

The input (Block 1) of the study contains the variables of the study. Includes the profile of

the respondents as to age, gender, civil status, highest educational attainment.

The Process (Block 2) of the study this involves the gathering and analyzing data from the

participants through use of questionnaire and descriptive method.

The Output (Block 3) of the study which bring the input and the process. After analyzing the

data gathered, this study intent to Understanding the problems encountered by the selected SHS

students on the new normal education.

Methodology

This part of the study presents the form of research design used in the study and style of

the study. It consists of the method of the study, the participants, description of the instrument,

the validation of the instrument, the data gathering procedure, and the statistical treatment of

the data methods used.

Research Design

According to former Education Secretary Edilberto C. de Jesus, “Experts do not expect a

vaccine to be widely available before 18 to 24 months. We need, therefore, to weigh the potential

risks of a vaccine-less school reopening against the certain harm that will follow from a lengthy

school lockdown.” Several countries around the world have either begun or announced plans to

reopen, with many using a staged approach and providing specific health guidelines.
 PHINMA Education, besides lowering the classroom-to-student ratio and ramping up

health measures, is implementing an innovative ‘4-10’ scheme. Based on the research of Uri

Alon and Ron Milo, professors of computational and systems biology at the Weizmann Institute

of Science in Israel, a person who contracts COVID-19 will have three days before he or she can

pass it on to others. (Alon, Milo, & Yashiv, 2020) With four days in school and ten days at

home, we reduce the chances of the spread of the disease.

Across history we have seen the negative effects of prolonged school closures not just on

individuals but on entire nations. We need to base our strategies on emerging COVID-19

research and work with communities and local and national governments to prevent any further

school closures. The risks of a carefully calculated reopening of classes are far more manageable

compared to the known consequences of not reopening at all.

Participants of the Study

Research Instrument

Data Gathering Procedure

Data Analysis