DIFFICULTIES ENCOUNTERED BY THE GRADE 12 HUMSS

STUDENTS IN QUEZON INSTITUTE OF TECHNOLOGY IN

THE IMPLEMENTATION OF NEW LEARNING MODALITY

A RESEARCH PAPER

Presented
to the faculty of the
Quezon Institute of Technology, Inc.
Quezon, Bukidnon

In Partial Fulfillment
of the Requirements for the
PRACTICAL RESEARCH II

JUNTILLA, HAZIEL GRACE R.

ALESTRE, JOSHUA, A.
SAJULGA, MELANIE
ARNADO, PAULO, M.

SEPTEMBER 2022
 Dedication

The entire study is devoted to our adored parents, who have always

supported us financially, and especially to Almighty God, who never fails to

provide us with wisdom, spirituality, and strength when we want to give up.

They serve us with motivation and strength on all of our journeys.

Find that harder work, the more luck seem to have -Thomas Jefferson

A little progress each day adds up to big results. -Satya Nani

We sincerely dedicate this research of ours to you.

 Acknowledgement

The following are the details: "The proponents would like to convey

our sincere gratitude to the persons mentioned below for their unwavering

support."

First and foremost, praise be to the Most High God for His wisdom. He

gives others hope by being a pillar of support and fulfilling his word. We are

grateful for the unending love and support of our families, which keeps us

going. To our teammates who helped us out financially and morally and who

were always patient with us while we worked through the night.

Ma'am, our teacher Hanna Jane C. Baliong graciously contributed her

knowledge and thoughts while accompanying us on our trip and especially for

the study format and example guide. She also supported us and allowed us to

demonstrate that we could accomplish things on our own, as well as providing

us with a wealth of advice, particularly on how to have a happy attitude in life.

Her extensive expertise and analytic thinking skills, encouraging words, and

personal guidance have laid a strong foundation for the study.

Above all, this study cannot be realized without the gifts of life and

intelligence given to us by the Heavenly Father. I return all respect and glory

to the holy name of the All-Powerful Father.

 Abstract

Juntilla Haziel Grace Alestre Joshua, Sajulga Melanie, and Arnado

Paulo. This research examined the difficulties encountered by the Grade 12

students in the implementation of a new learning modality.

Research Adviser: Baliong, Hanna Jane C.

This study used a survey to determine the difficulties encountered by

the Grade 12 HUMSS students in the implementation of a new learning

modality. The study was conducted during the first semester of the school year

2022–2023. The researcher used a method called a descriptive design to

determine the difficulties encountered by the grade 12 students in the

implementation of the new learning modality. The results revealed that

respondents identified time management, self-discipline, and self-control as

the greatest challenges they encountered in the implementation of a new

learning modality.

Keywords: Difficulties, Implementation Of New Learning Modality

 CHAPTER 1

INTRODUCTION

1.1 Background of the Study

Education improves not only a person's level of personal contentment

but also, their society and community. It enables people to think, express their

emotions, and feel about things in ways that are beneficial to their success.

Additionally, education shapes a person's personality, ideas, and ability to

interact with others, preparing them for the realities of life and its experiences

(Al-Shuaibi, 2014).

The biggest problem currently is the pandemic. As a result of such

events, everything became more difficult, including, the educational system. A

new educational trend as well as a new method of instruction for students in

the new normal is the new learning modality. The new learning modality has a

big impact on every aspect of our lives, especially for students.

Face-to-face instruction often involves the instructor and the student

meeting in a predetermined location at a predetermined time, either for one-

on-one instruction or, more frequently, for group classes resembling those that

take place in a classroom. Face-to-face instruction may be an effective way to

retain knowledge and skills since it typically incorporates several learning

methods, such as reading, writing, discussion, presentations, projects, group

work, and oral and written communication.

According to the survey by Sarcino-Almase et. al (2022), learning that

was delivered online and in modules helped families save money. While in the

online version, students encountered difficulties comprehending the lessons

and disruptions to their attendance due to domestic chores, unpredictable

internet connections, and an excessive number of assignments from the

lecturers. These pupils specifically mentioned the difficulties with studying

materials, home distractions, and autonomous learning.

While frequently present in a typical classroom, difficulties with

delayed or imprecise feedback can be exacerbated in a virtual setting, which is

why the Grade 12 students at the Quezon Institute of Technology experienced

difficulties with the new learning modality. As a result, conventional modules

are changed into a social constructivist learning strategy, which enhances

educational differentiation, cuts down on lecture time, and encourages

repetition (Dalsgaard & Godsk, 2007). Active learning is a learning method

that gives pupils a successful learning experience (Bonk et al., 2002). This

learning modality gives students a genuine learning experience with flexible

active learning and more feedback (Bonk et al., 2002). According to Stubbs et

al. (2006), this modality meets the needs of learners in terms of their learning

objectives and learning environment. For a variety of reasons, including

limited or nonexistent internet connectivity, financial limitations, limited

access to technological gadgets, and lack of moral and emotional support,

learners today also encounter major barriers to their chosen learning modality.

Therefore, the researchers’ study aims to identify the significant relationship

between new learning modalities and the difficulties encountered by grade 12

Humanities and Social Sciences (HUMSS) students.

1.2 Statement of the Problem

This study was conducted to determine the difficulties encountered by

grade 12 HUMSS students in Quezon Institute of Technology in the

implementation of a new learning modality.

Specifically, this study seeks to answer the following questions:

1. What is the level of difficulties encountered by the grade 12 HUMSS

students in the implementation of the new learning modality? In terms

of:

a) Time management

b) Self-discipline

c) Self-control

2. What is the level of difficulty of the new normal learning modality in

terms of:

a) Modular Learning
 b) Face to Face

3. Is there a significant difference between the difficulties encountered by

the grade 12 HUMSS students and the implementation of a new

learning modality? In terms of:

a) Face to Face

b) Modular Learning

1.3 Objective of the Study

This study aims to identify the difficulties encountered by grade 12

HUMSS students in Quezon Institute of Technology in the implementation of

a new learning modality.

Specifically, it aims to:

1. Identify the level of difficulties encountered by the grade 12 HUMSS

students in the implementation of the new learning modality. In terms

of:

a) Time management

b) Self-discipline

c) Self-control

2. Determine the level of difficulty of the new normal learning modality

in terms of:

a) Modular Learning
 b) Face to Face

3. Find out the significant difference between the difficulties encountered

by the grade 12 HUMSS students and the implementation of a new

learning modality. In terms of:

a) Face to Face

b) Modular Learning

1.4 Hypothesis

There is a significant relationship between the difficulties encountered

by the grade 12 HUMSS students and the implementation of a new learning

modality.

1.5 Significance of the Study

This study will serve as the basis of information on the various areas of

difficulties encountered by Grade 12 HUMSS Students in the implementation

of the new learning modality.

Benefiting the study are the various sector as follows:

Students. It gives information on the various areas of difficulties in

implementing the new learning modality and identifies the various areas

preferable for students on coping with difficulties.

School. The information provided by this study may be utilized to

assist the school in identifying the problem with the new modality's
implementation and may also assist in providing coping mechanisms to

resolve this problem.

Teachers/Instructors. To show the relationship between the various

areas of difficulties that have been encountered by students and the various

areas of modalities preferable to students. Hence, to identify how to deal with

the difficulties and adjustments.

Future researchers. The idea presented may be used as a reference in

conducting new research or serve as baseline data needed to make any related

study precisely underlying various areas of difficulties encountered by

students implementing the new learning modality.

1.6 Scope and Limitations of the Study

This study only covers the difficulties encountered by the Grade 12

HUMSS students at the Quezon Institute of Technology in the implementation

of the new learning modality and does not include other issues related to the

implementation of the new learning modality, nor does it include other

students other than the grade 12 HUMSS students at the Quezon Institute of

Technology, school year 2022-2023. The research was conducted in Quezon,

Bukidnon, specifically at the Quezon Institute of Technology. The respondents

of this study are limited to forty (50), out of fifty-six (55) grade 12 HUMSS
students in Quezon Institute of Technology. The data will be gathered on-site

using a survey questionnaire provided by the researcher.

CHAPTER 2
 REVIEW OF RELATED LITERATURE

According to (Dangle, et al., 2020), most pupils are unable to study on

their own. The majority of them find it difficult to follow the module's

directions. As a result, modules were frequently handed in late, and the

majority of the answer sheets are empty. Resources are lacking for teachers to

present and reproduce courses. The printer might malfunction sometimes. The

worst-case scenario is when there is no electricity. As a result, they have

trouble printing and producing modules in bulk. Some students struggle to

complete their modules on time because they spend much of their study time

tutoring their siblings and assisting their parents in the workplace. The

lecturers believe that the responses given by students in their modules are

invalid, and that mastery of the lectures is most likely not achievable. Some

teachers claim that some parents did not complete their education. Some

academics experience poor mobile reception. Last but not least, teachers have

a ton of paperwork that they need to examine and record.

The module implements self-study. The improvement of students' self-

study or learning skills is one advantage of employing modules for education.

The principles covered in the curriculum are actively learned by the students.

As they complete the activities outlined in the module, they grow in

responsibility. With little to no assistance from others, the pupils advance on

their own. They are becoming empowered and learning how to learn.
Additional benefits of modular teaching include a better adaptation of

instructional materials, increased diversity and flexibility for instructors and

staff, and increased choice and self-pacing for students. The primary issues

that surfaced were a lack of school finance for the creation and delivery of

modules, students' difficulties with independent study, and parents' lack of

expertise in academic child-rearing. In conclusion, the study was able to

identify the participants' main resources, readiness, and communication

difficulties. The findings of this study might be used to improve current

educational programs and establish best practices for the use of modular

distance learning.

According to (Basar, et al., 2021), in some circumstances, internet

education is successful. However, there are still problems and difficulties in

putting online learning into practice. These include challenges with students'

attitudes, the expense of internet packages, problems with technological

infrastructure, and poor internet connection in schools, campuses, and

residential areas. Existing infrastructures should be improved to address

problems and improve the efficiency of online learning for students. As a

result, all parties involved especially educators and students must adjust to this

new standard. The ability to modify one's behavior in response to a novel

scenario serves as a measure of this flexibility (Nurul Haidah et al., 2020). To

manage their studies efficiently, instructors and students should work to

expand their technical expertise whether they wish to or not. This is crucial

while learning about new technology methods of schooling.

Online learning can be less successful than traditional classrooms due

to the lack of connection between students and professors, the absence of

social interactions between students and teachers, as well as persistent

technical and budgetary challenges. Due to their lack of social connection,

students find it challenging to collaborate digitally. The absence of social

connections may also make people less motivated to study. Therefore, to make

the curriculum appropriate for online learning, teachers must enhance their

pedagogical practices and make changes to certain curricular components.

According to (Cabual, 2021), only a few months after the pandemic

was revealed, teachers and students alike have been horrified by the possible

impact on teaching and learning. Traditional face-to-face training has been

substantially supplanted by digital and online delivery modes, mixed or

flexible delivery modes, synchronous or asynchronous delivery modes, or a

combination of all these alternative delivery modes. The online interactive

approach to teaching and learning has been adopted from the beginning as a

result of the college's study. About a month after it was launched, problems

started to emerge. The costs of hosting virtual or online lessons were made

clear to the students, including the necessity to buy a laptop/desktop, an

Android phone that is WIFI compatible, as well as a reliable internet

connection, to meet the prerequisites for such sessions. The challenges that

kids encounter have an impact on teachers. It is also obvious that the epidemic

had an impact on educators' and students' methods for instructing and learning.

According to (Hernandez, 2021), nowadays, distance education may

appear quite essential, especially to students who are unable to attend school

for their in-person classes. As a result, this important issue raises questions

about the abuse of technology, learner attitudes since students often delay and

harass instructors and administrators, and teaching quality most of all. Another

study found that students viewed distant learning as a pathway to their goals

and believed it allowed them to balance employment and school. The

flexibility of time and access offered by distance learning modalities to

teachers and students also helps them maintain open lines of communication,

emphasize the value of regular education, reduce travel time to and from

school, instill a sense of safety from accidents, and win the support of their

parents. Distance learning also fosters technological intelligence, reduces

travel costs, offers a variety of teaching options and platforms, encourages

multitasking, facilitates participation and access, emphasizes the value of

education is available, encourages multitasking, fosters independence, and

eliminates the need for students to attend school during times of illness.

Teachers also emphasized the difficulties that come with distant learning

approaches in the context of new standard education. These included a lack of

concentration brought on by work- and home-related activities at home,

increased internet costs, concerns about the distribution and retrieval of

modules, and additional purchases of gadgets or technological equipment for

the new normal, which encourages them to become digital natives, unrealistic

answers to modules for academic records, a limiting of the scope of authority

in the classroom and social interaction, loosening of learner disciplines, and no

available resources. The following issues were also raised by students as

challenges: increased family expenses, particularly for internet use, limited

learning opportunities, lack of social development during online classes,

technology misuse, dishonesty due to answering key pages in the modules,

hassle for parents during weekly module retrieval and return lack of privacy,

and inadequate parental guidance and assistance in the subject matter.

The Philippines has been using the distant learning mode for a year,

but it is still taking some time for the country to adjust to the new normal for

education. This success depends on educators' ongoing innovations and the

active participation of other stakeholders. The Modular Approach to Teaching

and Learning was introduced by the Department of Education to ensure that

education continues and that every school continues to fulfill its objective and

vision of providing high-quality instruction to every Filipino student. The

"new normal" of education in most institutions heavily favors modular

learning, however as the experiences in the following houses demonstrate,

parents and students encounter several challenges in this type of learning.

Despite this, utilizing the method, the academic year was effectively

concluded (VILLEGAS, 2021).

Based on the foreign-related study, online learning is an interactive

way to learn, with or without tutoring. However, there are still difficulties that

students will encounter. Hence, it appears to be less effective than traditional

ways of learning due to the lack of connection and absence of social

interactions between students and teachers. Therefore, the effectiveness of the

online learning modality will be reduced due to the difficulties that students

will encounter while using this method.

According to a local related study, most of the schools in the

Philippines use modular opportunity learning because it is more convenient

than other new learning modalities. However, parents and students encounter

several challenges with this type of learning method, such as a lack of

teachers' efforts to guide and teach students, technology malfunctions, and

spending time on other things rather than their modules. This method also

provides some advantages, such as improving student self-study and learning

skills independently; students grow in responsibility; pupils advance, and it

gives students more time to spend with their family and loved ones. Students

also encounter some difficulty with online distance learning because it costs a

lot of money that many students can't afford. However, some learners saw this
as an opportunity because they don't need to go to school; they can work while

at the same time studying. This method encourages students to multitask and

be independent. However, this also has issues like technology misuse and

students learning to be dishonest. Therefore, whatever new learning modality

is implemented, students will encounter issues and difficulties.

2.2 Conceptual Framework

The first framework presents the independent variables of the study

that includes the difficulties encountered by the students such as time

management, self-discipline, and self-control, and the new learning modality

which is modular learning and face-to-face. The second frame presents the

dependent variable of the study which includes the implementation of the new

learning modality. The arrow from the independent to the dependent

represents the flow and interconnection of the variables. All of the above

pertains that the Grade 12 HUMSS students must need progress and balance

themselves in every task that they need to complete. And through a survey,

their information would be measured, resulting in data that can be collected

and analyzed about the implementation of new learning modality.

Research Paradigm
 Independent variable Dependent variable

Difficulties Encountered
Time management

Self-discipline

Self-control
Implementation of New
Learning Modality
Learning Modality
Face to Face

Modular Learning

Figure 1. The relationship between the Independent Variables and the

Dependent Variables.

2.4 Definition of Terms

Difficulties. Something that is hard to do, handle or comprehend. In

this study, difficulties serve as a dependent variable of the researchers.

Learning Modality. The technique or medium used by students for

learning. In this study, learning modality serves as the independent variable

for the researchers.

 CHAPTER 3

METHODOLOGY

3.1 Research Design

This study utilized the descriptive research design to determine the

difficulties the Grade 12 HUMSS students encountered in implementing the

new learning modality at the Quezon Institute of Technology. It involves the

collection of data to test a hypothesis or answer questions concerning the

status of the subject of the study. Good (2006) defines descriptive research as

"research on current facts and conditions concerning the status or nature of a

person or class of events that involve procedures of classification and

measurement." This study collected data that was not entirely consistent, and

the number of respondents was not very large. While a relationship between

variables can be found, the researcher must understand that results need to be

carefully interpreted.

3.2 Locale of the Study

The study was conducted at Quezon Institute of Technology Inc.

during the first semester of the academic year 2022–2023 at Bongbongon

Quezon Bukidnon. Quezon Institute of Technology is a recognized private

institution by the government. It offers both secondary and tertiary education.

The school was founded in May 1986.

3.3 Sampling Design

The researcher used random sampling to select random respondents

from grade 12 HUMSS students to answer the survey questionnaire.

Systematic random sampling was used in this study using Slovin's Formula.

There are fifty-six (55) students in the HUMSS strand. For this study, just

forty (50) students in the HUMSS strand need to participate as respondents.

3.4 Data Collection Procedures

This study was conducted personally by the researchers. Data will be

gathered through a survey questionnaire, with a letter asking permission from

the respondents. The researcher explained to the respondents how the

questionnaire will be accomplished. The respondent was given enough time to

answer the question. After the conduct of the survey, the results were

processed and analyzed to draw conclusions and recommendations

3.5 Research Instrument

The main data collection tool was adapted from Dela Luna, (2022),

and Saldariega, (2022). The data collection instruments were designed as

checklists, which the respondents needed to check in the column where they

preferred for each statement. The survey questionnaire has five columns

labeled with the numbers 5-1, which are interpreted as "5- Strongly Agree,"

"4- Agree," "3- Neutral," "2- Disagree," and "1- Strongly Disagree."The
survey questionnaire consists of two parts: Part I is for difficulties encountered

by the student in terms of time management, self-discipline, and self-control.

Part II is for the new learning modalities, which consist of modular learning

and face-to-face learning.

3.6 Data Analysis

The collected data were statistically analyzed by the researchers for

proper handling and interpretation. This study used descriptive statistical tools

namely, Frequency Distributions Table, Mean and Standard Deviation. We

used One-Way ANOVA to test the difference between the two variables.