Problem Faced by The BSIS Students in The Online Classes: Marinduque State College

Republic of the Philippines
Courses Offered:
MARINDUQUE STATE COLLEGE Boac Campus:
BS Information Technology
COLLEGE OF ENGINEERING, INFORMATION AND INDUSTRIAL TECHNOLOGY BS Information Systems
(AACCUP, Inc. Reaccredited Level 3)
INSTITUTE OF INFORMATION SYSTEMS AND TECHNOLOGY Santa Cruz Campus:
Panfilo M. Manguera Sr. Rd., Tanza, Boac, Marinduque BS Information Systems
IIST Tel. No.: (042) 704-0193 IIST E-mail Address: sics.msc@gmail.com
Website: www.mscmarinduque.edu.ph
Problem Faced by the BSIS students in the Online Classes
In Partial Fulfillment
of the Requirements for the Subject
Contemporary World
Group Leader’s Name

Group Members
Date submitted
IIST Goal: To produce competitive IT professionals and IT enabled individuals who will encourage real innovation for the advancement in the digital era
of the province and the country as a whole.
VISION: “An advanced and adaptive university pursuing quality education, lifelong gender-sensitive learning environment, responsive research-based
community programs and transparent governance with sustainable resource generation by 2025.”
MISSION: “To provide excellence in instruction, research, extension and production that magnifies W.I.S.D.O.M. in leadership through Total Quality
Management System responsive to the challenges of the 21st century education.”
Courses Offered:
CHAPTER I
INTRODUCTION
Since 1990s, the educational environment has changed dramatically around the world as
technology has become more and more influential. One such development is the introduction of
online learning in a variety of learning contexts, formal or informal, academic and non-academic,
at home or in remote locations. The pandemic caused massive disruption to the education
system, affecting more than 1.5 billion students. The government was forced to stop national
exams, temporarily close schools, stop face to face lessons, and maintain strict physical
distancing.
These events triggered the digital transformation of higher education and challenged the
ability to respond promptly and effectively. The school adopted relevant technologies, prepared
both learning and personnel, established systems and infrastructure, created new educational
protocols and curricula. Inevitably, schools and other learning sites are forced to switch to full
online learning as the world continues to fight to control the malicious spread of the virus.
Online learning refers to a learning environment that leverages the Internet and other
technical devices and tools to deliver and manage academic programs synchronously and
asynchronously. (Usher and Barak, 2020; Huang, 2019). In relation with this, synchronous
online learning involves real-time interactions between the teacher and the students, while
asynchronous online learning occurs without a strict schedule for different students. (Singh and
Thurman, 2019).
In addition, the context of the COVID-19 pandemic online learning has taken the status
of interim remote teaching that serves as a response to an exigency. Donitsa-Schmidt and Ramot
(2020); Khalil et al., (2020); Varea and González-Calvo, (2020) pointed out that the migration to
Courses Offered:
a new learning space has faced several major concerns relating to policy, pedagogy, logistics,
socioeconomic factors, technology, and psychosocial factors.
According to Copeland et al. (2021) and Fawaz et al. (2021), conducted a study
synthesizing the impact of COVID-19 on college students’ mental health and coping
mechanisms. It was found out while many focused on national policies, professional
development, and curriculum, others zeroed in on the specific learning experience of students
during the pandemic.
Moreover, Copeland et al. (2021) explained that the pandemic adversely affected
students’ behavioral and emotional functioning, particularly attention and externalizing problems
(i.e., mood and wellness behavior), which were caused by isolation, economic/health effects, and
uncertainties. This is supported in Fawaz et al.’s (2021) who stated that students raised their
concerns on learning and evaluation methods, overwhelming task load, technical difficulties, and
confinement.
Therefore, to cope with these problems, students actively dealt with the situation by
seeking help from their teachers and relatives and engaging in recreational activities. These
active-oriented coping mechanisms of students were aligned with Carter et al.’s (2020), who
explored students’ self-regulation strategies.
According to students’ report, the following are the problems and difficulties encountered
during online classes; (1) anxiety and depression, (2) poor Internet service, and (3) unfavorable
home learning environment, which were aggravated when students are marginalized and from
remote areas. (Kapasia et al, 2020).
Moreover, dropout rates increased due to economic, psychological, and academic

reasons. Though online learning is a good platform, certain challenges arise that affect not only
students but also teachers. Academically, although it is virtually possible, learning may perhaps
Courses Offered:
be less than optimal, especially in courses that require face-to-face contact and direct
interactions. Franchi (2020).
Shore (2020) explained that an online class eliminates the human connection and
therefore student motivation, interaction, and educator’s ability to adapt course materials and
presentations
is somehow lost. Meanwhile, Friedman (2020) pointed out in his article that challenges in online
learning includes technical issues, distraction and time management, staying motivated,
understanding course expectations, lain of in-person interaction, adapting to unfamiliar
technology, and uncertainty about the future. To address this problem, online learning, webinars
and peer support systems were launched. They also offered ways on how to effectively adopt
videoconferencing-assisted online flipped classrooms.
Unlike the two studies, Suryaman et al. (2020) looked into how learning occurred at
home during the pandemic. Their findings showed that students faced many obstacles in a home
learning environment, such as lack of mastery of technology, high Internet cost, and limited
interaction/socialization between and among students. In relation, Kapasia et al. (2020)
investigated how lockdown impacts students’ learning performance. Their findings revealed that
the lockdown made significant disruptions in students’ learning experience.
Contrary to Kapasia et al.’s (2020) findings, Gonzales et al. (2020) found that
confinement of students during the pandemic had significant positive effects on their
performance. They attributed these results to students’ continuous use of learning strategies
which, in turn, improved their learning efficiency. Gonzales concludes that there are those that
focused on students’ overall online learning experience during the COVID-19 pandemic.
Since majority of the results of the study utilized online classes as an alternative, the
researcher, for instance, conducted the study to determine the problems faced by the BSIS
Courses Offered:
students in the online classes such that the questions that the researcher seeks to answer include
(1) What is the demographic profile of the respondents as to age, gender, financial status; (2)
What are the problem faced by the BSIS students in the online class in terms of; technological
condition and financial condition(3) How does the student faced the problems in online class?
CHAPTER II
METHODOLOGY
This chapter primarily deals on the discussion of the research design to be employed, data
gathering procedure, the research population and the locale of the study.
The study will use the descriptive survey design to determine, describe and analyzed the
problems faced by the BSIS students in the online classes. However, the researcher chose 30
students as the respondents using purposive sampling. Thus, it was conducted in Marinduque
State College Sta Cruz Campus. Additionally, the researcher employed a self-devised
questionnaire to get the response of the respondents.
Courses Offered:
Figure 1: Marinduque State College
CHAPTER III
RESULTS AND DISCUSSION
Courses Offered:
REFERENCES
APA FORMAT SAMPLE

Problem Faced by The BSIS Students in The Online Classes: Marinduque State College

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Problem Faced by The BSIS Students in The Online Classes: Marinduque State College

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

Problem Faced by the BSIS students in the Online Classes

Group Leader’s Name

Moreover, dropout rates increased due to economic, psychological, and academic

Figure 1: Marinduque State College

RESULTS AND DISCUSSION

APA FORMAT SAMPLE

You might also like