Academic performance of students' during

Covid-19 of Negros Oriental

State University

Members:
Catipay, James Dean
Dimol, Carlo
Esparcia, Paul Elbert
Goyha, Ariza
Laguras, Ruel
Mamites, Junmar
Miras, John Mark
Noay, Syrel
Omaña, Lorie Genn
Quipot, Fred Zhyrus
Rustia, Japeth Ivan Kurstin
Villagurda, Jester
 CHAPTER 1
THE PROBLEM AND ITS SCOPE
INTRODUCTION
Rationale
While coronavirus disease 2019 (COVID-19) continues to spread across the globe, many

countries have decided to close schools as part of a physical distancing policy to slow

transmission and ease the burden on health systems. The COVID-19 pandemic has caused and

continues to cause serious disturbances in daily life around the world. To counteract this public

health emergency, a number of measures were imposed globally, including home-confinement,

social distancing, and school closures. Among restrictive measures, school closure has changed

children’s and adolescents’ everyday life, affecting their emotional resilience and mental health

overall. The shutdown of schools in response to the rapid spread of COVID-19 poses risks to the

education of young children, including a widening education gap. In the present article, they

investigate how school closures in 2020 influenced the performance of German students in a

curriculum-based online learning software for mathematics (Markus Wolfgang Hermann Spitzer

and Sebastian Musslick).

Due to the new coronavirus outbreak, several institutions and colleges around the world

stopped offering classroom instruction and shifted to online instruction. The goal of the current

cross-sectional study was to examine how the COVID-19 lockdown affected the academic

success of veterinary medical students and researchers. Students and researchers interested in

veterinary medicine were asked to complete an online google form survey. The questionnaire

was answered by 1,392 people in total from 92 different countries, with a response rate of 94.1%.

The statistics revealed that the COVID-19 pandemic lockdown had a variable impact on the

academic performance of the majority of participants (96.7%). The average assessment score for
online learning overall was 5.1 2.4, whereas the average evaluation score for the practical

components was 3.6 2.6 (Mohamed A. A. Mahdy).

Individual’s physical and mental health are being impacted by the global COVID-19

pandemic. The most vulnerable group for psychological problems is higher education students

who are graduating, dealing with the difficulties of online learning, and looking toward future

employment chances. Little research has been done on student’s mental health because of the

COVID-19 pandemic’s new normal, particularly in the Asia-Pacific area. Consequently, the

purpose of this study was to evaluate the levels of stress, anxiety, and depression among students

in Malaysia, Indonesia, Thailand, and China, four nations in the Asia-Pacific region. In this

study, a pool of 1,195 student participants participated in a quantitative research design ((Na

Jiang, Siaw Yan-Li, Kanit Pamanee, Joko Sriyanto, 2021).

With the aim of improving student’s success in their learning practices, e-learning has

been developed in higher education institutions as a result of the Internet’s quick development. In

this regard, motivation is among the key determinants of e-learning intention and can have an

effect on students’ actual learning habits. Instructors can supply students with appropriate e-

learning instructional materials to increase their engagement in e-learning activities by being

aware of their level of motivation. However, based on the findings of current review studies,

there is few research on assessing student’s motivation levels for e-learning in Thai higher

education institutions. The purpose of this study is to examine the level of student motivation for

e-learning in Thai higher education institutions (Si Na Kew, Sirirat Petsangsri, Thanin

Ratanaolarn, Zaidatun Tasir, 2018).

To ensure the continuity of its education during the COVID-19 pandemic, the University

of Teknologi MARA (UiTM) has implemented an Open and Distance Learning (ODL) system.
This transformation creates several difficulties in teaching and learning. As a result, the purpose

of this study was to describe the ODL in terms of university students’ learning experiences and

academic achievements during the COVID-19 pandemic. During the March August 2020

semester at UiTM Negeri Sembilan, a total of 3283 students participated in this study. Data was

collected through online surveys and analyzed descriptively and statistically using the Statistical

Package for the Social Sciences (SPSS). The findings revealed that students were given adequate

information about course assessments and course content delivery (Muhammad Hakimi Tew

Abdullah, Norwati Roslim, Mohd Idzwan Mohd Salleh, 2022).

The COVID - 19 pandemic has profoundly altered the way that families live. According

to earlier research, students' progress in studying is negatively correlated with how much time

they spend alone at home or their academic establishments. They are anticipated to have more

leisure time to pass the time, create irregular have unhealthy eating habits and sleeping patterns.

These negative effects on kids are anticipated to appear over extended quarantine periods that

surely would have an influence on their academic progress. Due to the lockdown, we are

remaining at home and government policy that has been executed. Learning, however, shouldn't

halt and several nations have introduced various solutions to continue the educational process

during the pandemic the launching of remote education (Jhoselle Tus, 2021).

The COVID-19 pandemic has caused the public school system to change how it delivers

instruction policies, procedures, and practices at the institution. the student crises and self-

efficacy with this new paradigm shift commitment to the classroom is necessary for learning.

Lowery (2018) asserts that student self-efficacy is higher. They are more prone to exhibit

tenacity than individuals with poor self-efficacy when faced with problems and overcome it more

comfortably. It is crucial for US college students to have higher levels of self-efficacy than
anxiety. Positive criticism also encourages individuals to set greater standards for their job search

aims preparing for a career. The Self-Efficacy in Study Abroad Scale (SESAS) was used to

validate the analyses are important. Students who are studying abroad have more confidence to

engage with locals and overcome linguistic obstacles (Baloran & Hernan, 2020).

The Coronavirus 2019 (COVID-19) epidemic was deemed a global pandemic by the

World Health Organization (WHO), and the Philippines is one of the 213 nations impacted,

particularly this area of Negros Oriental. On March 16, 2020, the President imposed an expanded

community quarantine in Luzon, the nation's northernmost and most populous island. Curfews,

checkpoints, travel bans, and the suspension of economic and educational operations were some

of the manifestations of this lockdown. Yet, different quarantine limitations are put in place

around the nation because the infection has not yet been contained. In addition, despite financial

and psychological reservations, schools have turned to online education (Lixiang Yan, Alexander

Whitelock, 2021).

The coronavirus disease altered human history in terms of the normal course of life,

day-to-day business transactions, and education setup. It could be observed that learning

institutions across the globe have been affected much by the raging effect of the pandemic. This

study was conceptualized based on the learning insertion made in basic education to continue to

live up to the expectations in the academic community emanating from the grassroots. The

printed modular approach became the instrument of stakeholders inserted into the actual learning

process in Negros Oriental State university as the study described its statuses, effects, and

challenges on selected High School and colleges of the Negros Oriental State university as well

as those in primary and secondary level. Negros Oriental State University students took online

classes as a result of the COVID-19 epidemic and the quarantine period, which forced them to
become accustomed to new technology. These strategies and lessons can be applied to the future

to continue to improve the educational experience for students and educational development for

faculty (Mellissa Withers, Mona Monfared, Fun Man Fung).

Negros Oriental State University students took online classes as a result of the COVID-

19 epidemic and the quarantine period, which forced them to become accustomed to new

technology and working environments that were distinct from those in their university's

traditional classrooms. In particular, these unfamiliar surroundings may make pupils feel uneasy

and may affect their academic performance. Online courses may lead to increased mental strain

or intellectual exhaustion in terms of psychosocial variables. Since online classes are taught

quickly, this increment is being presented. Another illustration is when students learn and use

novel and untested technology tools (such as Classroom, Google Meet, Teams, Zoom, and Drive,

among others) to finish their schoolwork or carry out duties that their teachers give them.

Research on the effects of environmental elements or aspects of online classrooms on the

academic performance of university students at Negros Oriental State University has been sparse

thus far (Mellissa Withers, Mona Monfared, Fun Man Fung).

These issues are the most common causes of college students to stop studying, to pursue

work in order to support themselves and their family since covid-19 has resulted to thousands of

families unemployed. Lack of learning also plays a crucial part on why some students had to stop

studying. As a student who care about learning, we the researcher chose this topic to study and

conduct a survey to find out the different reasons on what are the reason of these college students

who had stopped their studying during covid. This study is not only for students who have

stopped studying but also for the teachers who are not considering those students facing these

problems during the start of covid and online learning. With this proposition, the researcher
studied the topic on what are the main reasons of college students to stopped studying during

pandemic (Rustia, 2023).

The reason why we made this topic as our research because for us students it is a very

interesting topic. Aside from being interesting it reminds us of how strong people around the

world, to fight and make everything as normal as it was before the pandemic bounded the earth.

Knowing that in terms of educational issues, there are more disadvantages in the learning process

of every student, and that make us more curios and would like to know deeply as the researchers.

Therefore, we seek every reason that affects the academic productivity of a student’s worldwide

or in our own university. The academic year's rapid transition to an online class for the majority

of students who had not been given the chance to participate due to a lack of gadgets to use, good

internet signals, and some have financial issues, for example, is uncertain. It is also uncertain

how the last two years of university colleges' mode of learning affected students' achievement

(Mamites, 2023).
 THE PROBLEM

Statement of the Problem

This study aims to know the different effect of Covid-19 to the academic performance of

Education students during school year 2019-2021, considering some adversities as our university

used to have online learning/e-learning.

The study specifically intends to answer the following questions:

1. What is the demographic profile of the Education students of Negros Oriental State University

in terms of the following?

1.1 Age

1.2 Gender

1.3 Civil Status

1.4 Religion

2. What particular year of education students are most adversely affected by online learning and

has opted not to attend classes?

2.1 First year

2.2 Second year

2.3 Third year

2.4 Fourth year

3. What is the most typical cause for education students' decision to stop attending online

classes?

3.1 Financial difficulties

3.2 Lack of learning

3.3 Environment disturbances

3.4 Other specific reasons