Eclaro Academy STEM Challenges Impact Study

ECLARO ACADEMY
THE EFFECTS OF CHALLENGES ON THE ACADEMIC PERFORMANCE OF
GRADE 12 STEM STUDENTS OF ECLARO ACADEMY: BASIS FOR
IMPROVEMENT PLAN
A Research Paper
Presented to
The Faculty of Senior High School
Eclaro Academy
In Partial Fulfillment
of the Requirements in Practical Research 2
Under the Senior High School Curriculum
By
Ariate, Kristan Joseph S.

Batil, Amy Leah P.
Escobia, Pearl Nathaniel C.
Lopez, Arjay R.
Magtubo, Grethalou D.
Pama, Ettuse Joyce Nicole B.
Severino, Camille C.
Tamayo, Jhoanna Trisha Mae L.
ECLARO ACADEMY
RECOMMENDATION FOR ORAL DEFENSE
This thesis entitled, “THE EFFECTS OF CHALLENGES ON THE ACADEMIC
PERFORMANCE OF GRADE 12 STEM STUDENTS OF ECLARO ACADEMY :
BASIS FOR IMPROVEMENT PLAN” prepared and submitted by Kristan Joseph S.
Ariate, Amy Leah P. Batil, Pearl Nathaniel P. Escobia, Arjay R. Lopez, Grethalou
D. Magtubo, Ettuse Joyce Nicole B. Pama, Camille C. Severino, in partial
fulfillment of the requirements in practical research 2 under the senior high school
curriculum, has been examined and is hereby recommended for oral examination.
ESTARLITA G. DELA CRUZ, DPA

Adviser
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APPROVAL SHEET
This thesis entitled, “THE EFFECTS OF CHALLENGES ON THE ACADEMIC
PERFORMANCE OF GRADE 12 STEM STUDENTS OF ECLARO ACADEMY :
BASIS FOR IMPROVEMENT PLAN,” prepared and submitted by Kristan Joseph S.
Ariate, Amy Leah P. Batil, Pearl Nathaniel P. Escobia, Arjay R. Lopez, Grethalou
D. Magtubo, Ettuse Joyce Nicole B. Pama, Camille C. Severino, has been
approved by the Committee on Oral Examination with a grade of____ _
on______________, 2022.
________________________ __________________________
Member Member
__________________________
Member
____________________________
Chairman
Accepted in partial fulfillment of the requirements in practical research 2 under
the senior high school curriculum.
Comprehensive examination was taken and successfully PASSED.
Dr. Erlinda Dejarme

Academic Affairs/College Dean
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CERTIFICATE OF ORIGINALITY
We hereby certify that this thesis, "THE EFFECTS OF CHALLENGES
ON THE ACADEMIC PERFORMANCE OF GRADE 12 STEM STUDENTS OF
ECLARO ACADEMY : BASIS FOR IMPROVEMENT PLAN," is our own work and
that, to the best of our knowledge and belief, it contains no material previously written
or published by another person or organization, nor any material which has been
accepted for award, any other degree or diploma from a university or institution of
higher learning, except where due acknowledgement is made thereof.
Furthermore, we declare that the intellectual content of this thesis is the
product of our work, although we have received assistance from others on the
manner of organization, presentation, language, and style.
THE RESEARCHERS
Attested by:
ESTARLITA G. DELA CRUZ, DPA

Adviser
CERTIFICATE OF LANGUAGE EDITOR

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This is to certify that we have edited this
Thesis entitled
THE EFFECTS OF CHALLENGES ON THE ACADEMIC PERFORMANCE OF
GRADE 12 STEM STUDENTS OF ECLARO ACADEMY : BASIS FOR
IMPROVEMENT PLAN
Prepared by
Kristan Joseph S. Ariate

Amy Leah P. Batil
Pearl Nathaniel P. Escobia
Arjay R. Lopez
Grethalou D. Magtubo
Ettuse Joyce Nicole B. Pama
Camille C. Severino
Jhoana Trisha Mae L. Tamayo
And have found it complete and satisfactory with
Respect to grammar and composition
Anne Trisha L. Sacdalan
__________________________________
Grammarian
ACKNOWLEDGEMENT
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The researchers would like to express their gratitude to the many people who
contributed time and effort to completing the paper in any way they could.The
researchers wish to offer their earnest gratitude and appreciation. We want to give
the following people a word of thanks for assisting us throughout our study process.
This research would not have been possible if not for them.
First and foremost, we would like to express our heartfelt gratitude to our
current research teacher, Dr. Esterlita G. Dela Cruz. We are appreciative of being
provided the opportunity to research. Their readiness, sincerity, and encouragement
have profoundly moved us. Working and learning under their guidance was an
incredible honor and privilege. We thank them for their hard work and understanding
of each instance when we are confronted with a complicated situation. We will be
eternally grateful for their assistance.
To Ms. Camielle Grace Castillo, our former research supervisor, is greatly
appreciated for her professional guidance, thoughtful considerations, and useful
critiques on this research work. Your valuable and constructive suggestions during
the planning and development of this study are greatly appreciated. The researchers
are also grateful to her for her unending patience and kindness, which made this
study journey enjoyable and unforgettable.
Thankfulness to Mr. Bryan Villaruel Pepito Jr., the class advisor of the
researchers and our research instrument validator, for volunteering his time to help
us validate the research instrument by proofreading the grammar and spelling of our
questionnaire and for providing suggestions and recommendations for our research
study.
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The researchers would also like to extend their appreciation to Dr. Erlinda
Dejarme, the researchers’ instrument validator, for his patience and time in checking
and rechecking the research questionnaire and for sharing his suggestions and
constructive criticism, which meant so much for the completion of this study.
Thankfulness to our statistician and grammarian for giving us time out of
their occupied schedules to help us perfect our paper; we are grateful for their
willingness to correct and direct us to guarantee that our paper would be proposed in
a professional and accurate manner. We are appreciative of their efforts. The
assistance that they have provided us allowed us to proceed with our study
effectively.
To the researcher's tutor and friend, Mr. Jerhick J. Silverio, for his untiring
support, credible advice, and bounteous sharing of his knowledge and wisdom in the
research field, and for giving guidance, for the motivation, inspiration, and
accommodation to go through to accomplish this study. Without him, this valuable
research would not be possible.
The researchers would, similarly, like to convey our appreciation to the Grade
12 STEM students of Eclaro Academy, whose answers remained truthful and
honest, which helped the researchers gather accurate data for their study. Their
answers are considered one of the foundations of the study. Without their point of
view, the researchers would have no definite basis for the study’s effectiveness.
To any remaining family members and companions who somehow
communicated their help, either ethically, monetarily, or genuinely, the researchers
are obliged to them.
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To our classmates, who extended their reach to help the
researchers gather enough respondents for the survey. The researchers thank them
wholeheartedly for taking the time to contact people they recognize from the Grade
12 STEM students of Eclaro Academy.
The researchers would want to extend their gratitude to their friends and
anyone who has helped them with their research, whether directly or indirectly.
Last but not the least, the researchers dedicate all of their hard work to the
Almighty God for His myriad of love, support, knowledge, and wisdom. The
researchers extend their most special thanks to Him for the inner strength that He
bestowed upon them.
THE RESEARCHERS
DEDICATION
We wholeheartedly dedicate this research study to our beloved parents. They
are the primary sources of our inspiration, motivation, and strength in writing the
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research study. Their moral, spiritual, emotional, and financial support help the
researchers to accomplish their research study.
This research study is also dedicated to God Almighty, our steadfast support,
source of inspiration, wisdom, knowledge, and understanding. Throughout this study,
he has been a source of strength for us.
On the other hand, this is also for the students who have been facing various
challenges. They are also the source of our motivation and as researchers, we
wanted to help and assist them by conducting this research.
Lastly, we dedicated this research study to our friends and colleagues who
shared their words of advice and encouragement, which helped the researchers to be
motivated to finish this study.
Thank you so much for your overwhelming support. Our love for you all is
immeasurable. God bless you.
THE RESEARCHERS
ABSTRACT
Title: THE EFFECTS OF CHALLENGES ON THE ACADEMIC PERFORMANCE OF

GRADE 12 STEM STUDENTS OF ECLARO ACADEMY : BASIS FOR
IMPROVEMENT PLAN
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Researchers: Amy Leah P. Batil – Lead Researcher

Pearl Nathaniel P. Escobia
Arjay R. Lopez
Camille C. Severino
Jhoanna Trisha Mae L. Tamayo
Track/Strand: Science, Engineering, Technology, and Mathematics
(STEM) Strand
Course Title: Practical Research 2
School: Eclaro Academy
Adviser: Dr. Estarlita G. Dela Cruz
School Year: 2021 – 2022
_______________________________________________________________
The students have been encountering different challenges in online learning,
such as technology, environmental issues, and time management, that are affecting
their academic performance and resulting in non-compliance of requirements. The
main purpose of this research study is to determine the effects of challenges on the
academic performance of grade 12 STEM students at Eclaro Academy and propose
a possible improvement plan.
This study seeks to answer the following: the demographic profile of the
respondents in terms: Age, Gender, Class Section, Academic Performance, and
Socio-economic Status. The challenge encountered by the respondents in terms of:
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Technology, Environmental, and Time Management. The assessment of the
Respondents in the effects of challenges on the academic performance in terms of:
Non-Compliance of Requirements, and Academic Grades.
It also seeks to present the significant relationship between the effects of
challenges and the academic performance of grade 12 STEM students of Eclaro
Academy.
The respondents are from different class sections in Eclaro Academy, such as
STEM 1, STEM 1A, STEM 2, STEM 2A, STEM 3, STEM 3A, and STEM 4 during the
school year 2021–2022. It has fifty (50) student-respondents who answered the
survey questionnaire.
The research study utilized a descriptive correlational research design to
identify the significant relationships and differences among variables. A survey
questionnaire was developed, which consisted of three parts: the demographic profile
of the respondents; challenges encountered by the respondents; and the assessment
of the respondents on the effects of challenges on the academic performance. This
was subjected to validation and was distributed to the grade 12 STEM students of
Eclaro Academy.
The questionnaire data was totaled, tabulated, and analyzed using appropriate
statistical tools such as frequency, percentage, weighted mean, and Pearson r to
arrive at a meaningful interpretation.
The students showed that the demographic profile of the student-respondents
was mostly 17 years old, with a frequency of 30. Despite the fact that females
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outnumber males, it has a frequency of 28. They are from different class sections in
Eclaro Academy but mostly from the class section of researchers, which is STEM 4,
and it has a frequency of 26. On the other hand, 23 student-respondents have a very
satisfactory grade with an average of 85-89%. Most of the student-respondents have
a poor economic status with a frequency of 27 and a range of (Below ₱10,957)
monthly income.
The research study also revealed that most students are encountering poor
internet connectivity in online learning that can result in non-compliance of
requirements. Meanwhile, the students are distracted by the noise outside and inside
their houses, which can result in their not being able to concentrate in an online class.
Moreover, most students have a responsibility for their household chores before they
attend an online class that can cause them to be late.
Furthermore, the students feel shy about photographing or recording
themselves for their schoolwork. They are embarrassed to see themselves take a
picture or video of themselves and pass it to their teacher. On the other hand, most of
them are also shy about speaking up in online classes because they are afraid of
being wrong and hearing negative comments.
The null hypothesis that there is no significant relationship is rejected, which
indicates that there is a significant relationship between the effects of challenges and
the academic performance of grade 12 STEM students of Eclaro Academy. The two
variables, which are the effects of challenges and academic performance, are
correlated with each other.
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The researchers proposed an improvement plan for students who have been
facing various challenges in online learning as a result of the study. Implementing an
open forum for students and teachers to understand their students who have difficulty
participating in online classes also benefits both teachers and students since they
can gain insight into how to deal with the challenges they face. On the other hand,
the researchers also proposed implementing a meeting for both parents and teachers
in order to help the students. Teachers should discuss the academic performance of
the students in online learning. Meanwhile, parents are encouraged to speak with
their children in order to identify what challenges they are currently facing. Parents
may understand and have ideas about how to assist their children to achieve high
academic performance in an online learning environment. Furthermore, the
researchers also decided to propose implementing face-to-face classes due to the
fact that the students are only facing those challenges in online learning.
Implementing a face-to-face class may lessen the challenges since they are not using
technologies in participating in class, and the environment at school is peaceful and
students can be able to concentrate in class and comprehend the lesson. It also
helps the students to manage their time since in face-to-face classes there are no
household chores or responsibilities, and it can help the students to stay focused in
class.
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TABLE OF CONTENTS
TITLE PAGE 1
RECOMMENDATION FOR ORAL DEFENSE 2
APPROVAL SHEET 3
CERTIFICATE OF ORIGINALITY 4
CERTIFICATE OF LANGUAGE EDITOR 5
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ACKNOWLEDGMENT 6
DEDICATION 9
ABSTRACT 10
TABLE OF CONTENTS 14
LIST OF TABLES 17
LIST OF FIGURES 18
CHAPTER
1: THE PROBLEM AND ITS BACKGROUND
Introduction 19
Background of the Study 21
Statement of the Problem 23
Hypothesis 24
Scope and Delimitation of the Study 24
Significance of the Study 25
2: REVIEW OF RELATED LITERATURE AND STUDY
Related Literature and Studies 27
Synthesis 39
Theoretical Framework 41
Conceptual Framework 43
Definition of Terms 45
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3: RESEARCH DESIGN AND METHODOLOGY
Research Design 47
Respondents of the Study 47
Research ppppInstrument 49
Data Gathering Procedure 51
Statistical Treatment 52
4: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Demographic Profile of the Respondents 53
Challenges Encountered by the Respondents 61
Assessment on the Effects of Challenges on the Academic 69
Performance of the Respondents
Significant Relationship Between the Effects of Challenges and the 74
Academic Performance of the Respondents
Proposed Improvement Plan for Students in Online Learning 75
5: SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION
Summary of Findings 79
Conclusion 86
Recommendation 88
BIBLIOGRAPHY
Online References 89
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APPENDICES
Appendix A: Sample of Questionnaire 92
Appendix B: Sample of Statistical Computation 99
Appendix C: Certificate of Validation of Questionnaire 101
Appendix D: Sample of Proposed Improvement Plan 104
CURRICULUM VITAE
Curriculum Vitae A 108
Curriculum Vitae B 110
Curriculum Vitae C 112
Curriculum Vitae D 114
Curriculum Vitae E 116
Curriculum Vitae F 118
Curriculum Vitae G 120
Curriculum Vitae H 122
LIST OF TABLES
TABLE NO. TITLE OF TABLES PAGE
1 Respondents of the Study 48
2 Instrument Part II Measurement Scale 50
3 Instrument Part III Measurement Scale 50
4 Age of the Respondents 53
5 Gender of the Respondents 55
6 Class Section of the Respondents 56
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7 Academic Performance of the Respondents 57
8 Socio-economic Status of the Respondents 59
9 Challenges Encountered by the Respondents in 61
terms of Technology
terms of Environmental
terms of Time Management
12 Assessment of the Respondents in terms of Non- 69
Compliance of Requirements
13 Assessment of the Respondents in terms of 72
Academic Grades
14 Significant Relationship Between the Effects of 74
Challenges and the Academic Performance
15 Proposed Improvement Plan for Students in Online 77
Learning
LIST OF FIGURES
FIGURE NO. TITLE OF FIGURE PAGE
1 Research Paradigm of the Study 44
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CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
This pandemic has affected a lot of countries globally. However, when it
comes to their education, they are also doing online learning to support the education
of the students. According to Zarei and Mohammadi (2021), it seems that developed
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countries have established and adjusted their technological infrastructures for the
transition from face-to-face education to a digital one. They also claim that developing
countries are still not completely prepared for the transition from face-to-face to online
learning. Since improper and deficient technological and practical fundamentals have
been causing challenges for all students and teachers, technology is the primary
reason why some countries were not completely prepared.
Furthermore, students in the Philippines have encountered a variety of
difficulties while participating in online learning. Their greatest challenge was linked to
their learning environment at home, while their least challenge was technological
literacy and competency (Jessie S. Barrot et al., 2021). In addition, the students were
hearing different noises while having an online class, resulting in their being unable to
concentrate in class. Jessie S. Barrot et al., also stated in their article that the
COVID-19 pandemic had the greatest impact on the quality of the learning
experience and students’ mental health. However, students in the Philippines have
been struggling in their homes since some of them have household obligations and
responsibilities. It affects the academic performance of students in online classes.
The study of Rinzin (2021) stated that more than one in three students could not
study at home as they were engaged in household chores during the pandemic.
Household chores impede the studies of students. Meanwhile, they are also facing
challenges in terms of technology, such as a lack of devices and poor internet
connectivity problems. Most of the students are facing different challenges that affect
their academic performance.
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The students of Eclaro Academy have been facing different challenges, and
the result is that some of them have shifted from online learning to modular learning.
However, a lot of students at Eclaro Academy still choose online learning due to the
fact that online learning is more effective than modular learning. On the other hand,
students in Eclaro Academy are facing challenges when it comes to technology, and
most of the reasons for that are poor internet connectivity. Some students are having
a hard time understanding the discussion due to the unclear voice of the teacher in
the online meeting. They are also experiencing a conflict with their schedule, but the
most common challenge that they face is noise. Since Quezon City is an urban area,
the students hear noises outside and inside their homes, which causes them to be
unable to focus in an online class discussion.
In addition, this study entitled "The Effects of Challenges on the Academic
Performance of Grade 12 STEM Students of Eclaro Academy : Basis for
Improvement Plan" was chosen and conducted by the researchers due to the fact
that it is necessary to conduct this research study since a lot of students, including us
researchers, are facing different challenges, and we researchers wanted to help the
students lessen the challenges that they are facing in online learning. Meanwhile, the
purpose of this study is to investigate what challenges that students are facing and
how those challenges affect students' academic performance in online learning and
to develop a possible improvement plan that can be proposed to mitigate the
challenges that the students face.
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Background of the Study
Students have been facing different challenges in online learning, and the
primary reason for it is technology. Since it was done online, the students needed
technology to participate in an online class. According to Botros (2020), digital
technology is a major source of challenges. In addition, since technology is what you
need to take an online class, it also creates different challenges for the students.
Furthermore, the environment is also a challenge for the students. According to
Jessie S. Barrot et al. (2021), the greatest challenge was linked to their learning
environment at home. Since this study was conducted at Eclaro Academy in Quezon
City, which is an urban area, there are a lot of environmental challenges that can be
encountered by the students. Time management is also a challenge that the students
are facing. Sellers (2019) stated that poor time management is one of the most
significant issues affecting online learners.
The students have been facing a lack of devices or gadgets, which is very
necessary in taking an online learning course since gadgets are what the students
need to participate in online learning. On the other hand, students are also facing
poor internet connectivity, especially when they are taking an online class. Due to
poor internet connectivity, they have difficulty attending an online class and
understanding the discussion. In addition, the students are also hearing noises
outside and inside their homes that affect the concentration of the students in online
classes. Chere and Kirkham (2021) discovered that noises heard by students while
participating in online learning had a negative impact on their academic performance.
Moreover, some of the students have household chore obligations before attending
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an online class, which can cause a conflict with the schedule of the online class and
also affect the academic performance of the students.
In addition, since we are experiencing a COVID-19 pandemic, online learning
is the most effective way for students to learn despite the pandemic. Whereas, the
challenges were started due to online learning and those challenges that are faced by
the students have a huge effect on their academic performance. The students are
struggling every time they have an online class that can result in getting a low grade.
The teachers are also facing different challenges that can also affect the students. On
the other hand, those challenges will only stop if the pandemic is gone, but since we
are in the midst of a pandemic, the challenges will never stop until the pandemic is
gone.
Statement of the problem
This study aims to determine The Effects of Challenges on the Academic
Improvement Plan.
More specifically, this study seeks to answer the following questions:
1. What is the demographic profile of the respondents in terms of:
1.1 Age;
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1.2 Gender;
1.3 Class Section;
1.4 Academic Performance;
1.5 Socio-economic Status;
2. What are the challenges encountered by the Grade 12 STEM students in terms
of:
2.1 Technology;
2.2 Environmental;
2.3 Time Management;
3. How do the respondents assess the effects of challenges on the academic
performance Grade 12 STEM students in terms of:
3.1 Non-compliance of requirements;

3.2 Academic grades;
4. Is there a significant relationship between the effects of challenges and the
academic performance of grade 12 STEM students of Eclaro Academy?
5. Based on the findings of the study, what are the possible improvement plans
that may be proposed?
Hypothesis
1. There is a significant relationship between the effects of challenges and the
academic performance of grade 12 STEM students of Eclaro Academy.
Scope and Delimitation of the Study
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This study focuses on some selected Grade 12 STEM students who are facing
different challenges in online learning. We aim to determine the effects of challenges
on the academic performance of grade 12 STEM students of Eclaro Academy. The
study considers the students' personal information, such as their age, gender, class
section, academic performance, and socio-economic status.
The researchers limited the study to a certain number of fifty (50) students only
due to a lack of time since most of the students in Eclaro Academy did not respond to
our survey questionnaire. Only a few students were able to respond to and answer
the survey questionnaire. However, the respondents must be Grade 12 STEM
students and must be enrolled in Eclaro Academy in the school year of 2021 – 2022.
Each respondent is then given a questionnaire about the challenges they face and
how they affect their academic performance. The researchers will identify the
challenges they are facing in online learning and the effects of those challenges on
their academic performance in order to develop a possible improvement plan.
Significance of the Study
The researcher believes that this study will not only yield data but will have a
significant contribution and specifically address the needs of the students,
guardians/parents, teachers, school heads, DepEd-Division of Quezon City, local
government, and future researchers. This proposed material would be of great help to
the following:
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Students. They will benefit from the result of this study since they are the
respondents in this study. Hence, when the school or others with a high position read
this study, they might have an idea of what program or improvement plan may be
proposed. In that case, this study might be a big help for students who are facing
different challenges in online learning.
Guardian/Parents. They will get insight and information about how to help
their children with the challenges they are having with online learning. This research
will also provide guidance on how to collaborate harmoniously with both parents and
teachers for their children or students.
Teachers. They will gain significant information regarding the different
challenges that the students are facing, as well as how they can help their students
who are struggling with the challenges in their own way.
School heads. The output of the findings may enlighten them on what
challenges their students are facing in online learning as well as how they will help
them. Hence, they may also be able to determine the best possible program or
improvement plan that may be proposed for the students.
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DepEd – Division of Quezon City. This study will provide sufficient
information on how to help the students avoid the challenges that they face in having
an online learning experience. It is a big help for the students of the City of Quezon to
lessen challenges since this research study may give an idea to DepEd. It might help
them to develop a program or improvement plan that helps all students lessen the
challenges that they are facing.
Local Government. This study may provide them with ideas on how they can
help the students overcome the challenges of online learning. They could work with
the Department of Education (DepEd) to have a program for the sake of the students
to ease the challenges that the students are facing .
Future researchers. They will benefit from our research since they might be
inspired by it and will be able to use our topic in their own work. They will also get
access to data and a wealth of ideas for their future research.
CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDY
This presents the review of related literature and studies which the researcher
read from books, articles, writing and researches on the e-reading comprehension
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learning material to the students’ academic performance. These are used to
strengthen the theoretical and conceptual framework of this study.
Literature is concerned with local and foreign readings that may come from
books, journals, and other non-data materials which helped strengthened the
conceptual framework.
Review of Related Literature
Online Learning
Online learning is learning that does not require you to go to a campus to have
a class. Instead, online learning uses technology in order to attend a class. According
to Zakaryia Almahasees et al. (2021), teaching has been impacted by the COVID-19
pandemic in a number of institutions. It has been put to the test whether academic
Whether or not institutions are prepared to deal with such a situation, a sudden crisis
like the pandemic's primary The method of instruction has changed to online learning.
Basically, online learning is the only option for students to cope with their lessons.
Online learning is the main reason for the challenges that students are facing.
Online learning has started due to the pandemic for students to continue their
education. However, this online learning affects the academic performance of the
students, whether it is for good or for bad. According to Gautam (2020), there are
both five advantages and five disadvantages to online learning. The advantages of
online learning are that it is more efficient, it is accessible in time and place, and it is
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affordable since you do not need to spend money on transportation, meals, projects,
and so on. It can also improve the students' attendance and suits a variety of learning
styles.
In this pandemic, students are not allowed to go to school. Instead, they use
online learning and other online platforms to still teach the students in the midst of the
pandemic. However, this online learning creates different challenges that the
students are facing. As cited by the University of Illinois and News Bureau (2020),
challenges were already a part of our daily lives before the pandemic, but when the
pandemic began, students were forced to stay at home and participate in online
learning.
According to Miller (2019), due to the pandemic, online learning has grown in
popularity in recent years, becoming the new norm. The blog of Montgomery College
(n.d.) shows that there are 10 (ten) advantages of online learning, which is that in an
online class it is more convenient, flexible, and brings education right to your home
since online learners frequently find that their loved ones, friends, and/or relationships
get involved in the class. It also shows that online classes offer more individual
attention since you can ask questions and get immediate answers since you
can email the teacher directly. It also helps you meet interesting people, since,
particularly in large classes, many of us don't really take the time to get to know our
classmates.
Moreover, it also gives you real-world skills since when you finish the class, you may
be able to learn how to use technology properly. It also encourages lifelong learning
and has financial advantages due to the fact that you can complete your schoolwork
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online without spending money on printing. In addition, online classes teach you to be
self-disciplined and connect you to the global village.
According to ASU Prep Digital (2020), there are still students who prefer online
classes. Since it has a flexible timetable, students in a traditional educational setting
are occupied from morning till noon. Their schedules are packed and the same every
day between attending classes at designated times, taking part in extracurricular
activities, and finishing homework. Another reason why students prefer online
learning is that it provides them with the freedom to design their own schedule,
allowing them to carve out more time for relaxation. Furthermore, it also has a diverse
learning environment. Making diversity and inclusion a priority in all classrooms is
necessary now more than ever. The chance to connect with and learn from peers
around the world is one of the distinctive benefits of online learning.
This online learning affects the academic performance of the students either in
good or bad ways. Some students are struggling with online learning because of the
challenges that they encounter. However, there are still students who prefer online
learning since it is more flexible and more convenient. According to the blog of
EMERITUS (2021), online learning is effective because of its flexibility. You or your
group can get an education without needing to commute to a physical campus by
digitally learning from anywhere. Even while some online classes require live
lectures, you can still fit your education into your already packed calendar and
proceed at your own pace.
On the other hand, as students are readily distracted by social media or other
websites, one of the difficulties of online learning is the inability to focus on a screen.
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Additionally, since students are taking online classes and some of them are having
issues with internet connectivity, it also covers the technical issue. Since there is little
face-to-face interaction between students and teachers in an online class, the feeling
of isolation is another disadvantage. Teachers and students each face different
obstacles. The technology is unfamiliar to some of the teachers, though. They are
finding it difficult to teach the students as a result. The management of screen time is
also a disadvantage of online learning. Students who spend a lot of time looking at
screenshots may develop bad posture or other physical problems.
According to Joanne Ong et al. (2020), students mostly prefer face-to-face
classes due to community and friendship. Classes held in person create a sense of
community that is difficult to find online. Students see that they can develop close
relationships with classmates who have similar interests in learning outside of the
classroom. The presence of social cues is also the reason why students prefer face-
to-face learning. Online classes frequently miss social cues, and when this happens,
we misinterpret individuals and circumstances.
Students see that internet interactions lack a "human aspect." Instead of
having a discussion, it seems like I'm talking or recording myself. Students are
motivated every time they go to school, and they stay
focused and concentrate on listening during the discussion.
Challenges are present all the time for students, and they are even more
common at home since they are not in a classroom setting dedicated to learning.
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When there isn’t a teacher in the room to call the class to attention, it’s easy to
daydream or get lost in other ideas. Furthermore, the pandemic has introduced a
whole new set of mental diversions. In a classroom, a teacher is able to help a
student who has been distracted. This has to do with the framework of traditional
education, and it’s one of the most common reasons why online students suffer when
learning on their own.
On the other hand, online learning has a lot of disadvantages since the
students will encounter different challenges that will affect their academic
performance. According to Tamm (2022), online learning has several significant
disadvantages, and one of them is that online learner feedback is limited. , whereas
teachers can provide students with immediate, in-person feedback in traditional
classroom settings. Students who are having curriculum-related issues can quickly
and directly get them resolved during the lecture and during the dedicated office
hours. Moreover, online learning can cause social isolation and requires self-
motivation and time-management skills.
In online learning, there is a lack of communication skills development in online
students as well as the prevention of cheating during online assessment is
complicated. Online teachers tend to focus on
theory rather than practice. Although some of the more creative online learning
platforms are beginning to address and resolve this online learning disadvantage, the
issue has not yet been fully resolved. In addition, online learning lacks face-to-face
communication and is limited to certain disciplines.
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The study of May and Elder (2018), found that the fundamental mental habits
of media multitasking, such as dividing attention, switching focus, and maintaining
multiple trains of thought, have significant implications and consequences for
students’ academic achievement. Furthermore, the prevalence of media multitasking
among today’s students raises concerns about the effects and outcomes of media
multitasking on student learning and cognition.
Rodriguez (2021), for many years, online learning has been available in the
modern world, though it is not always regarded as highly as traditional classroom
learning. To make matters worse, during times of such uncertainty and stress, focus
may feel depleted. Adaptation is required in difficult situations, and studying through a
global crisis like the one we're in is no exception. While adapting to new
circumstances may be difficult, and those circumstances may not be optimal or
favorable to your preferred learning style, it is this type of adaptation that eventually
catalyzes your own growth and evolution.
Technology
Online learning is causing different types of challenges that can affect the
academic performance of a student. As an example, according to Botros (2020),
digital technology is a major source of distraction. Online learning requires the
use of technological gadgets, yet they can readily divert attention for extended
periods of time. Most students either keep their phones in their hands while studying
or leave them on their desks. A text from a friend can start a conversation that leads
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to complete disregard for an assignment. Basically, technology is the main source of
distraction due to the fact that students are using gadgets and technology for online
classes and complying with all the schoolwork.
According to Gillack (2020), challenges are unavoidable for online students. Their
schoolwork is entirely done on a computer, whether it’s a desktop, tablet,
smartphone, or laptop. YouTube and video games are only a click away, and many
online students study independently, so switching is simple. There is a dark gap in
the media that constantly shifts focus to produce new distractions after the focus
shifts from study to entertainment. Short-form media, such as TikTok and Instagram,
have proven particularly popular with Generations A and Z due to their ability to show
the most content in the least amount of time.
According to Dontre (2020), because of students' media multitasking,
academic distraction has increased. Learning has gradually transitioned to online
learning in recent years, reducing the educator's supervision. This literature review
discusses the effects of three types of technology on student distraction: laptops,
smartphones, and social media use, particularly on the social media platform
Facebook, in an effort to help students and educators better understand the
implications of technology on academic distraction and academic performance. While
the effects of student laptops on academic distraction are somewhat ambiguous, the
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debate in the current educational environment is largely moot. The negative effects of
student smartphone and social media use on academic challenges are becoming
more apparent, particularly given the pervasiveness of personal digital devices.
Potential self-regulation and environmental interventions are discussed.
Despite what you may have read or seen on television, there is little evidence
that digital devices have harmed our IQ or attention spans, according to Lang
(2021).Designers of today’s devices and apps, on the other hand, are well aware of
what appeals to easily distracted minds. In other words, today's students' brains
aren't any different than previous generations'; rather, online challenges are more
powerful than ever.Students are not the only ones who suffer from attention fatigue.
The longer we focus on difficult cognitive tasks, the more we are drawn to simpler,
more pleasurable activities like social networking. Even Aristotle and
Augustine, two great thinkers, lamented our short attention spans. Furthermore,
students in synchronous classrooms produce a tangible result, such as a
collaborative paper or a
presentation. Give them full credit for finishing the activity, which counts toward their
grade. Putting small stakes in these activities demonstrates the importance of
attention in learning.
According to Cabaobao et al. (2022), online interviews were conducted with a
group of students who had unfinished subject requirements. A detailed analysis of the
gathered information revealed that there were a variety of factors contributing to the
act of negligence. The reason for the problem that was gathered by the participants.
This includes; No/Limited Internet Connection, No device, specifically laptop to use in
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online classes, Frequent Power Interruptions, Pandemic Restrictions, High Fair,
Work/Part-time Jobs, Financial needs for Mobile Data, and Low to no response of
teachers to queries. The study's general advice was for the school and the teachers
to be more thoughtful and versatile when assigning tasks and projects to the
students.
Environmental
In the study by Chere and Kirkham (2021), they discovered that noises they heard
while attending an online learning had a negative impact on students' academic
performance. They were annoyed by the noise when studying. Environmental
challenges have an impact on students. As a result, they can't understand the
discussion due to the noises on the outside and inside the house.
Time Management
Poor time management is also a challenge that the students are facing. Poor
time management is one of the most significant issues affecting online learners. Poor
time management can result from a lack of a schedule, too many distractions, and
multitasking. The lack of a designated work space is another factor that may
contribute to poor time management (Sellers, 2019).
As cited by AffordableCollegeOnline (2022), one of the main challenges was
time management. Since there were no set times when we had to attend classes, it
was very easy for other aspects of the students’ lives to take precedence over their
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schoolwork. Furthermore, some senior high students’ common challenges include
technology, work, and family. Because the classroom is frequently your home, these
challenges may appear nearly impossible to avoid. Notifications from social media
and texts ping you, and the temptation to respond can draw your attention. Even
family members can act as distractions by conversing with you and innocently asking
questions. It can be difficult to say no to loved ones, but it is critical to set boundaries
and ensure that everyone understands which disruptions are acceptable and which
should be postponed until your study time is up. Managing technological challenges,
on the other hand, can be especially difficult when you need to use your phone or
computer to study and complete coursework. Turning off notifications or using an app
that can block websites is an effective way to manage distractions, so you won’t be
tempted to stray from your assignments.
Academic Performance
According to Sichan He et al. (2017) procreation is extremely popular among
us. Sichan He also stated that procrastinators are aware that they have tasks to
complete, but they always fail to do so due to their procrastination. University
students are also prone to procrastination. Academic procrastination is defined as the
failure to begin or complete a due academic task. As early as 1979, Ellis and Knaus
stated that 80% - 95% of college students suffer from academic procrastination.
Increasing studies are focusing on the causes of academic procrastination. Prior
research identified various reasons that lead to procrastination among university
students based on the reasons provided by students and teachers. When students
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are afraid of failing, they tend to put off starting or finishing due tasks. In studies lack
of guidance, lack of motivation, irrational time management, laziness, family issues,
social problems, and peer influence are identified as reasons for procrastinating
behaviors.
Procrastination can have a negative impact on both academic performance
and an individual's psychological state. Procrastinators may experience humiliation,
anxiety, insomnia, and depression. Despite numerous related studies in academic
procrastination, no research has been conducted among students from various
countries and educational levels. With a sample size of 201 students, the study
investigated the prevalence of academic procrastination among both local and
international students at the University of Bristol.
The current study analyzed the reasons that cause students to procrastinate, as well
as their perception of potential treatments to correct academic procrastination. The
current study intends to determine and analyze the various associating factors
associated with procrastination amongst University of Bristol students. The research
will last for a year.
with 201 students as a sample size The current study analyzed the reasons
that cause students to procrastinate, as well as their perception of potential
treatments to correct academic procrastination. The current study intends to
determine and analyze the various associating factors associated with procrastination
amongst University of Bristol students. The study was conducted over a three-month
period and collected data from Undergraduate, Postgraduate (Masters), and
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Postgraduate Research (PhD) students. The three main objectives of the research
are as follows: Prevalence of academic procrastination among University of Bristol
students; Comparison and identification of reasons for academic procrastination
among undergraduates, postgraduates (Masters), and postgraduate research (PhD)
students using Academic Procrastination Sc (APS). Furthermore, factors such as
age, gender, and education are compared.
Furthermore, factors such as age, gender, and local/international students are
compared. Determine the aftereffects (anxiety and eating habits) of academic
procrastination, as well as students' perceptions of possible treatments
(psychological and medicinal) of academic procrastination.
The remainder of the paper is divided into four sections. Section 2 titled
Research Methodology discusses the data collection and measurement
methodology. Section 3 is Data Analysis, which discusses the various aspects of
procrastination, including the causes and consequences, such as anxiety and stress.
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Synthesis
The purpose of the research study was to have a better understanding when it
comes to the challenges that the students face as well as how those challenges
affect their academic performance in order to give insight and knowledge on what
improvement plan can be proposed to lessen the challenges that the students are
facing. The researcher chose to look at related reviews and studies that may have
resembled the current study in some ways. All of the studies are related to a current
topic in that they focus on what online learning is and the advantages and
disadvantages of it. Moreover, it also focused on what kinds of challenges the
students are facing when it comes to technology, the environment, and time
management. However, they may differ depending on the context, country,
discipline, research design, intended output, and other variables considered in the
aforementioned reviewed studies. As a result, the following related studies
emphasized the following relevance and specific intent that differed:
To wit:
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The study of Zakaryia Almahasees et al. (2021) tackles how the COVID-19
pandemic impacted the teaching method in schools.
The blogs of Illinois and News Bureau (2020) stated that challenges were
already a part of our daily lives before the pandemic, but when the pandemic began,
students were forced to stay at home and participate in online learning.
Likewise, Guatam (2020), Montgomery College (n.d), Tamm (2022), and May
and Elder (2018) analyzed the advantages and disadvantages of online learning.
The study of ASU Prep Digital (2020) discusses why students still prefer online
learning.
On the other hand, the work of Joanne Ong et al. (2020) explains why most
students prefer face-to-face classes rather than online learning.
The article by Rodriguez (2021) claimed that online learning has been
available in the modern world.
Moreover, Botros (2020), Gillack (2020), Dontre (2020), and Lang (2021) talk
about technology as one of the challenges that students are facing, and they also talk
about what specific challenges students are facing when it comes to technology.
The findings gathered by Cabaobao et al. (2022) in his study revealed that the
students who haven't complied with their requirements are the ones who are
struggling with technology.
In addition, the study of Chere and Kirkham (2021) discovered that noises they
heard while attending an online learning had a negative impact on students'
academic performance.
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The research study of Sichan He et al. (2017) tackles the academic
procrastination of students.
The papers of Sellers (2019) and AffordableCollegeOnline (2022) both
discussed time management, and it was also one of the reasons students struggled
in online classes.
These related studies have similarities with the research study that we are
conducting due to the fact that it tackles the challenges encountered by students in
online learning. These challenges have been proven to affect the academic
performance of students in online learning.
Theoretical Framework
Theory of Distance Education
This research study is anchored on the theory of the Association for
Educational Communications and Technology. As cited by AECT (2001), the
development of new technologies has promoted an astounding growth in distance
education, both in the number of students enrolling and in the number of universities
adding education at a distance to their curriculum. Basically, taking an online course
requires you to use technology to attend online courses. On the other hand, the
application of modem technology may glamorize distance education. Literature in the
field reveals a conceptually fragmented framework lacking in both theoretical
foundation and programmatic research. Implementation issues are significant as
distance education struggles to find suitable theoretical frameworks. These issues
involve the learner, the instructor, and technology. However, technology is the main
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issue in taking an online course while the learner and instructor have no physical
interaction.
The theory explains the three variables that collaborate to generate knowledge
in distance learning, which are the learner, instructor, and technology. In the past,
distance learning has been viewed as a completely distinct educational enterprise
from the traditional, classroom-based instructional model. This pioneer of distance
learning defined a distance learner as someone who is physically apart from the
teacher, with an early understanding of what it meant to be a nontraditional learner,
has a structured and supervised learning process, and participates in a two-way
structured form of distance education that is distinct from the traditional form of
classroom instruction.
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Conceptual Framework
The study is entitled "The Effect of Challenges on the Academic
Improvement Plan." The central problem of this study is the challenges that the
students encounter and the effects of those challenges on them.
Figure 1 depicts the conceptual framework that seeks to the Effects of
Challenges on the Academic Performance of Grade 12 STEM Students of Eclaro
Academy : Basis for Improvement Plan. The researchers also seek to determine and
find the answers to the following questions: the demographic profile of the
respondents in terms of age, gender, class section, academic performance, and
socio-economic status; the challenges encountered by the respondents in terms of
technology, environmental, and time management; the assessment of respondents to
the effects of challenges on academic performance in terms of non-compliance of
requirements and academic grades; and lastly, the significant relationship between
the effects of challenges and academic performance.
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In order to successfully complete the research, the researchers must have
inputs, processes, and outputs. The researchers must know beforehand the
respondents’ profiles in order to assess if they are qualified to respond to the study
questions. After that, the researchers will go on to the procedure; since they are
adopting an online setting, the researchers utilized an online survey questionnaire via
Google Form. After the researchers have had the data they need, they will interpret it
before moving on to the outputs. Outputs will be the study's findings. The inputs,
process, and outputs are represented by the (3) three boxes. The box contains all of
the necessary inputs, processes, and outputs for the study to be completed. The
relationship between the inputs, process, and outputs, as well as their influence, is
depicted by the arrow.
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Figure 1: Research Paradigm of the Study
*Profile of the Respondents

1.1 Age;
1.2 Gender;
1.3 Class section;
1.4 Academic performance;
1.5 Socio-economic status;
*Survey questionnaire
*Questionnaire through Google

form
*Analysis
*Interpretation of Data
*Challenges Encountered
*Effects of Challenges on the
*Possible Improvement Plan
Figure 1 illustrates how the researchers will perform the study.
Definition of Terms
The following terms are operationally and theoretically defined based on how
these were presented in the study:

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Effects – In this study, “Effects” refers to the outcome of a certain issue or
challenges that students are facing in online learning.
Challenges – In this study, “Challenges” refers to a certain problem that
students are facing in online learning.
Academic performance – In this study, “Academic performance” refers to the
measurement of student achievement in online classes.
STEM – In this study, “STEM” refers to a strand in senior high school that
stands for Science, Technology, Engineering, and Mathematics.
STEM students – In this study, “STEM students” refers to students in Eclaro
Academy who are enrolled in the science, technology, engineering, and mathematics
(STEM) strand of online learning.
Improvement plan – In this study, “Improvement plan” refers to a plan or
program that will help the students to lessen the challenges they face in online
learning.
COVID-19 – In this study, “COVID-19” refers to a mild to severe respiratory
disease that is caused by a coronavirus, can spread by contact with contagious
material or with items or surfaces contaminated by the virus, and has symtomps like
fever, cough, difficulty in breathing.
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Pandemic – In this study, “Pandemic” refers to a breakout of a disease/virus
that eventuates over a geographic area and commonly affects a significant part of the
population.
Online class – In this study, “Online class” refers to a class that was done
through an online meeting.
Online learning – In this study, “Online learning” refers to a term used to
describe a type of education in which students are taught using technology and is
done through online.
Technology – In this study, “Technology” refers to a problem or set of
challenges involving applied science or technology in online learning.
Environmental – In this study, “Environmental” refers to a problem or set of
challenges that involve the environment or the students' living situation while in online
learning.
Time management – In this study, "Time management" refers to a problem or
set of challenges that involve time in online learning.
CHAPTER 3
RESEARCH DESIGN AND METHODOLOGY
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This chapter discusses the methods of research that were utilized in the study,
the population and sampling procedures employed, description of the respondents,
instruments used and data gathering procedure used in this study. This chapter will
also discuss the statistical tests that were used in the analysis and treatment of data.
Research Design
In this research study, the researchers used a descriptive – correlational
research design. This research method is designed to determine the relationship
between two variables, whether the relationship is perfect, very high, high, marked or
moderate, slight or negligible (Calmorin, 2007). This will be employed to determine
the effects of challenges on the academic performance of grade 12 STEM students of
Eclaro Academy.
Respondents of the Study
The respondents of this study were Grade 12 students enrolled in the STEM
strand. There are a total of fifty (50) respondents who answered the survey
questionnaire to determine the effects of challenges on the academic performance of
grade 12 STEM students at Eclaro Academy. They represent all of the Grade 12
STEM strand class sections.
The researcher utilized a purposive sampling technique wherein fifty (50)
Grade 12 senior high school students of Eclaro Academy were asked to be the
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respondents for the study. Purposive sampling is based on selecting individuals as
samples according to the researcher's purposes as hiscontrol (Calmorin, 2008). The
student-respondents will be purposely chosen because the researchers believes that
through purposive sampling, they can obtain a representative sample by using sound
judgment, which can also result in saving time (Black K., 2010). Further criteria
include age, gender, class section, academic performance, and socio-economic
status. The respondents are only Grade 12 students under the STEM strand of
Eclaro Academy, inclusive of all genders and any class section.
Table 1: Respondents of the study
Class Male % Female % Total %

Section
STEM 1 2 4% 2 4% 4 8%
STEM 1A 1 2% 1 2% 2 4%
STEM 2 6 12% 3 6% 9 18%
STEM 2A 0 0% 5 10% 5 10%
STEM 3 1 2% 0 0% 1 2%
STEM 3A 1 2% 2 4% 3 6%
STEM 4 11 22% 15 30% 26 52%
TOTAL 22 44% 28 56% 50 100%
Table 1 portrays the frequency distribution of the demographic variable of

the respondents and the corresponding percentages for a sample (n) of
50 respondents.
Research Instrument
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The researcher will use the Google form to distribute the survey questionnaire
to the respondents to gather the necessary data for this study. The purpose of this
study is to determine the effects of challenges on the academic performance of grade
12 STEM students of Eclaro Academy, which utilized the research-made instrument.
This instrument will have three parts, namely: Part I: Respondent’s demographic
profile and Part II: Challenges Encountered by the Respondents and Part III:
Assessment on the Effect of Challenges on the Academic Performance of the
Respondents.
Basically, the researchers made a questionnaire with the use of Google Form
for their respondents to answer. The questionnaire involves questions that requires
answers regarding on the respondent’s personal profile and their opinion,
perspective, and experiences with the given questions.
The researchers used a 4- Point Likert Scale for the responses in the 2nd part
of the questionnaire. To measure the respondents’ perception with regards to the
challenges that the respondents encountered, (1) – not encountered, (2) – less
encountered , (3) – moderately encountered, (4) – highly encountered.
The scale used in the survey questionnaire to interpret the result is presented
below:
Table 2: Instrument Part II Measurement Scale
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Mean Interpretation
3.26 – 4.00 Highly Encountered
2.51 – 3.25 Moderately Encountered
1.76 – 2.50 Less Encountered
1.00 – 1.75 Not Encountered
Table 2 illustrates the interpretation of the range mean in Research Instrument Part II.
The researchers also used a 4- Point Likert Scale for the responses in the 3nd
part of the questionnaire. To measure the respondents’ perception with regards to the
assessment of the effects of challenges on the academic performance of the
respondents, (1) – not well assessed, (2) – moderately assessed, (3) – properly
assessed, (4) – highly assessed.
The scale used in the survey questionnaire to interpret the result is presented
below:
Table 3: Instrument Part III Measurement Scale
Mean Interpretation
3.26 – 4.00 Highly Assessed
2.51 – 3.25 Properly Assessed
1.76 – 2.50 Moderately Assessed
1.00 – 1 .75 Not Well Assessed
Table 3 illustrates the interpretation of the range mean in Research Instrument Part III
Data Gathering Procedure
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The primary sources of data are the answers to the researcher-made
instrument, from which the researchers formulated a list of survey questions for the
respondents that can be answered on Google Forms. The researchers searched and
thought of the possible questions that the respondents could answer directly.
The researchers will use a free web-based platform to reach out to the target
respondents, specifically Google Form. They will also use Messenger to distribute the
survey questionnaires to the Grade 12 STEM students at Eclaro Academy.
The researchers gathered all the results and then collated and interpreted
them after they were successfully completed. These facts serve as the foundation for
further investigation and interpretation of the study.
On the other hand, the secondary sources consist of books and other
documents that have been downloaded from the internet. The preparation of the
problem's background, the conceptual framework, relevant studies, local or foreign
literature, and the methodology to be applied in the study were the first steps in the
process of gathering data for the research. Numerous books, journals, and other
resources that will aid in this study have been read.
Statistical Treatment of Data
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Data generated from the survey, which were analyzed quantitatively. In the
process descriptive statistics such as percentage, and frequency and mean were used
to describe the data gathered through the survey.
To formulate significant statistical conclusion on the findings, relative
frequency the researcher will use percentage and weighted mean.
The following statistical tools will also be used in the analysis and
interpretation of data gathered:
1. Frequency and Percentage Distribution – the profiles of the respondents
were determined by classifying them according to categories of
their personal variables. The computation follows the formula below:
a. Frequency Distribution- a listing of data set which divides the data in classes
and gives a count of the number of observations in each class.
b. Percentage- the proportion of the sample in each class.
2. Weighted Mean- Used to know the variation in the relative contribution of
individual data values to the mean, this is used with the following formula.
3. Pearson r correlation coefficient test - used to identify if there is a
significant relationship between the effects of challenges and their academic
performance.
CHAPTER 4
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PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter interprets and discusses the results of the gathered information
based on questions that were presented in the study wherein it determines the
effects of challenges on the academic performance of grade 12 STEM students of
Eclaro Academy.
This study aimed to determine the effects of challenges on the academic
performance of Grade 12 STEM students of Eclaro Academy in online learning.
Part I: Demographic Profile of the Respondents
Table 4: Age of the Respondents
Age Frequency Percentage

(%)
16 years old or below 1 2%
17 years old 30 60%
18 years old 16 32%
19 years old or above 3 6%
TOTAL 50 100%
Table 4 depicts the frequency distribution of the demographic variable of

the respondent's age and the corresponding percentages for a sample (n)
of 50 respondents.
As shown in Table 4, the frequency distribution of the respondents according
to their age is shown. The result showed most of the respondents were aged 17
years old, who got the highest percentage of 60% and a frequency of thirty (30). The
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second topmost was aged 18 years old, who got a frequency of sixteen (16) and a
percentage of 32%. Of these, three (3) or 6% of the respondents were aged 19 years
and above. On the other hand, the lowest percentage is 2%, or one (1) respondent
aged 16 years old and below.
It is noted and presented that most of the grade 12 students in the STEM
strand were aged 17 years old. In addition, among the fifty (50) respondents in the
Eclaro Academy, more than half of them were aged 17 years old and facing different
challenges in online learning.
Table 5 depicts the frequency and percentage of the respondents according to
their gender.
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Table 5: Gender of the Respondents
Gender Frequency Percentage

(%)
Male 22 44%
Female 28 56%
TOTAL 50 100%

the respondent's gender and the corresponding percentages for a sample (n)
of 50 respondents.
Table 5 present the gender profile of the respondents used in this research. As
the data is showing that the female has the frequency of twenty-eight (28) or 56% of
the total population of this research. While, the male respondents have twenty-two
(22) or44 % students-respondents. This revealed that the population of the grade 12
senior high school is dominated by female students.
Table 6 shows the frequency and percentage of the respondents according to
their class section.
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Table 6: Class Section of the Respondents
Class section Frequency Percentage

(%)
STEM 1 4 8%
STEM 1A 2 4%
STEM 2 9 18%
STEM 2A 5 10%
STEM 3 1 2%
STEM 3A 3 6%
STEM 4 26 52%
TOTAL 50 100%

the respondent's class section and the corresponding percentages for a sample (n)
of 50 respondents.
Looking at Table 6, it reflects the class section at Eclaro Academy of the
student-respondents respondents who answered the survey questionnaire. The
topmost class section was STEM 4, with twenty-six (26) or 52% of the respondents.
Second topmost is STEM 2, with nine (9) or 18% of the respondents. Third topmost
was STEM 2A, with five (5) or 10% of the respondents. Fourth on the list is STEM 1,
with four (4) or 8% of the respondents. Fifth on the list is STEM 3A, with three (3) or
6% of the respondents. Sixth on the list is STEM 1A, with two (2), or 4% of the
respondents. Lastly is STEM 3, having a frequency of 1 or 2% of the total population
of the respondents.
their academic performance.
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Table 7: Academic Performance of the Respondents
Academic Performance Frequency Percentage Interpretation

(%)
90 – 100% 17 34% Outstanding
85 – 89% 23 46% Very
Satisfactory
80 – 84% 9 18% Satisfactory
75 – 79%. 1 2% Fairly
Satisfactory
Below 75% 0 0% Did Not Meet
Satisfactory
TOTAL 50 100%

the respondent's academic performance and the corresponding percentages for a
sample (n) of 50 respondents.
When it comes to the academic performance of the respondents, as shown in
Table 7, it reveals that out of fifty (50) respondents, twenty-three (23) or 46% of them
have a "Very Satisfactory" 85–89% overall grade. On the other hand, the second
highest percentage is 34% or a frequency of seventeen (17) who got an average
grade of 90–100% or "Outstanding," and the third is "Satisfactory" with an 80–84%
average grade that has nine (9) or 18% of respondents out of 50. Meanwhile, "Fairly
Satisfactory" or 75-79% average grades got only one (1) or 2% of the respondents,
and basically there are no respondents who got an average grade of below 75%,
which is interpreted as "Did Not Meet Satisfactory".
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In support, according to the blog of EMERITUS (2021), claimed that online
learning is still effective. which is shown in the table and figure above, which shows
that most of the students are getting high grades although they are experiencing
different challenges. Online learning has still advantages and it was discussed by
Montomery College (n.d), according to them there was 10 advantages of online
learning and the those advantages helps the students to get a higher grades despite
of those challenges that they face.
their socio-economic status.
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Table 8: Socio-economic Status of the Respondents
Socio-economic Status Frequency Percentage Interpretation

(%)
Below ₱10,957 monthly 27 54% Poor
income
₱10,957 to ₱21,914 monthly 13 26% Low income
income but not poor
₱21,915 to ₱43,824 monthly 8 16% Middle class
income
₱43,825 to ₱76,669 monthly 1 2% Upper class
income
₱76,670 to ₱131,484 0 0% Upper middle
monthly income
₱131,485 to ₱219,140 1 2% Upper but not
monthly income rich
₱219,141 or above monthly 0 0% Rich
income
TOTAL 50 100%

the respondent's socio-economic status and the corresponding percentages for a
sample (n) of 50 respondents.
Table 8 indicate the frequency distribution of the respondents according to
their socio-economic status. Out of 50 student-respondents, twenty-seven (27) or
54% of them have a "Poor economic status" or an estimated range of (below
₱10,957) monthly income. While "low income but not poor economic status" had
thirteen (13) or 26% of the respondents and an estimated range of (₱10,957 to
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₱21,914) monthly income. The data shows that most of the students at Eclaro
Academy have a poor economic status. On the other hand, the "Middle class
economic status" had eight (8) or 16% of the respondents who answered the survey
questionnaire and an estimated range of (₱21,915 to ₱43,824 monthly income). On
the other hand, both "Upper class" and "Upper but not rich economic status" had only
one (1) or 2% response, and they had an estimated range of (₱43,825 to ₱76,669)
and (₱131,485 to ₱219,140) monthly income, whereas "Upper middle" and "Rich
economic status" got zero responses, and it was an estimated range of (₱76,670 to
₱131,484) and (₱219,141 or above) monthly income. This only shows that out of 50
student-respondents, none of them has an economic status of "Upper class" or
"Rich".
Table 9 shows the challenges encountered by the student-respondents in
terms of technology.
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Part II: Challenges Encountered by the Respondents
Table 9: Challenges Encountered by the Respondents in Terms of Technology
Indicators Mean Interpretatio Rank

n
1. Lack of devices or gadgets for doing schoolwork
and attending online classes. Less
(Kakulangan sa device or gadget para sa pag- 2.16 Encountered 3rd
gawa ng mga gawain sa paaralan at pag-pasok sa
mga online class.)
2. Encountering a poor internet
connection while having Moderately
an online class. 3.04 Encountered 1st
(Nakatagpo ng mahinang koneksyon sa internet
habang may online class.)
3. Playing online games using a phone while
having an online class. 1.7 Not 5th
(Naglalaro ng mga online game gamit ang phone Encountered
4. Not familiar with the apps and websites for
schooling. 2 Less 4th
(Hindi familiar sa mga apps or websites para sa Encountered
pag-aaral.)
5. Talking to friends thru chat while having an
online class. 2.64 Moderately 2nd
(Nakikipagusap sa mga kaibigan sa pamamagitan Encountered
ng chat habang may klase.)
TOTAL WEIGHTED MEAN 2.31 Less
Encountered
Table 9 summarizes the calculated mean rating and interpretation of the statements
concerning the challenges encountered by the student-respondents in terms of
technology.
As gleaned in table 9, it presents the result of the challenges that were
encountered by the grade 12 STEM students of Eclaro Academy when it comes to
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technology. The data got a total weighted mean of 2.31, which is interpreted as "Less
Encountered". However, the table shows the most encountered challenge of the
respondents when it comes to technology is the 2nd question, or ", encountering a
poor internet connection while having an online class," with the highest mean of 3.04
and has been interpreted as "Moderately Encountered." The second highest
weighted mean is 2.64 and has an interpretation of "Moderately Encountered." It was
the 5th question and stated "Talking to friends through chat while having an online
class." On the other hand, the least encountered challenge is the 3rd question, or
"Playing online games using a phone while having an online class," with the lowest
mean of 1.7 and interpreted as "Not Encountered."
The data shows that the majority of students do not like playing online games
on their phones, and they don't want to be distracted by playing online games while
having an online class. However, they are moderately distracted by chatting with their
friends or classmates while having an online class. On the other hand, it also shows
that most of the areas in Quezon City and where the respondents are living have
poor internet signal.
The survey results correlate with our related literature about the challenges
that students face when it comes to technology. However, according to Jessie S.
Barrot et al.(2021), their greatest challenge was linked to their learning environment,
while their least challenge was related to technology. This is proven in table 10, which
got the total highest weighted mean among the types of challenges that have been
encountered by the respondents. Meanwhile, the data is also related to the study by
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Cabaobao et al. (2022), which claims that the reason why students had unfinished
subject requirements is the no/limited Internet. They are experiencing poor internet
connectivity, resulting in non-compliance of requirements that affect the academic
grades of the students.
terms of environmental.
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Table 10: Challenges Encountered by the Respondents in Terms of Environmental
Indicators Mean Interpretatio Rank

n
1. Having a lot of orders from parents while having
an online class. 2.16 Less 4th
(Maraming utos mula sa magulang habang may Encountered
online class.)
2. Hearing noises coming from inside the house,
such as TVs or music playing at a loud
volume,babies crying, family members shouting,
3.04 Moderately 2nd
etc.
Encountered
(Nakakarinig ng mga ingay mula sa loob ng bahay
tulad ng TV or music na pinapatunog ng malakas,
umiiyak na sanggol, magkakapamilya na
nagsisigawan, at marami pang iba.)
3. Hearing noises coming from outside the house,
such as automobiles, barking dogs, neighborhood
parties, etc. 3.22 Moderately 1st
(Nakakarinig ng mga ingay mula sa labas ng bahay Encountered
tulad sa sasakyan, tumatahol na aso, party sa
kapitbahay, at marami pang iba.)
4. Parents are interfering while having an online
class. 1.72 Not 5th
(Nakikialam ang magulang habang may online Encountered
class.)
5. Ongoing construction noises distract the
students. 2.4 Less 3rd
(Ang mga ingay sa konstruksyon ay nakakaabala sa Encountered
mga mag-aaral.)
TOTAL WEIGHTED MEAN 2.51 Moderately
Encountered
concerning the challenges encountered by the student-respondents in terms of
environmental..
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The data in table 10 indicates the challenges that have been encountered by
the student-respondents when it comes to environmental. The overall weighted mean
among the challenges in the environment got a total of 2.51,which has an
interpretation of "Moderately encountered". However, the table shows the most
frequently encountered challenge among the respondents when it comes to the
environment was the 3rd question, "hearing noises coming from the outside the
house, such as automobiles, barking dogs, neighborhood parties, etc.", with the
highest weighted mean of 3.22, and has been interpreted as "moderately
encountered." The second highest weighted mean is 3.04 and has an interpretation
of "Moderately Encountered." It was the 2nd question, or the "hearing noises coming
from inside the house, such as TVs or music playing at a loud volume, babies crying,
family members shouting, etc." On the other hand, the least encountered challenge is
the 4th question, or "parents are interfering while having an online class," with the
lowest weighted mean of 1,71 and interpreted as "Not Encountered."
The data shows that since Quezon City is an urban area, it is common for the
student-respondents to hear different noises inside and outside their house. This can
affect the concentration of the students when it comes to their online classes.
In support, the data correlates to our related literature about the challenges in the
students' environment. The study of Chere and Kirkham (2021) discovered that
noises they heard while attending an online learning had a negative impact on
students' academic performance.
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Among the challenges stated in technology, environmental, and time management,
the highest weighted mean was in the
environmental challenges, and it was about the noises outside and inside their house.
They were annoyed and distracted by the noises when studying, which can result in
being unable to concentrate in online classes and not being able to understand the
discussion due to the noises on the outside and inside their house. On the other
hand, Barrot et al.(2021) found that their greatest challenge was linked to their
learning environment, which has been proven that among the challenges in the data
gathered, the environmental got the highest overall weighted mean.
terms of time management.
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Table 11: Challenges Encountered by the Respondents in Terms of Time
Management
Indicators Mean Interpretation Rank

1. Encounter a last-minute change of schedule in Less
an online class. 2.42 Encountered 3rd
(Nakatagpo ng biglaang pagbabago ng schedule
sa online class.)
2. Having responsibilities for household chores
before attending an online class. 2.9 Moderately 1st
(Pagkakaroon ng mga responsibilidad sa gawaing Encountered
bahay bago pumasok sa online class.)
3. Feel the urge to put off schoolwork, even if there
is a lot to be finished. 2.5 Less 2nd
(Kagustuhan na ipagpaliban ang mga gawain sa Encountered
paaralan, kahit na marami ang dapat tapusin.)
4. Doing things for fun before attending an online
class. 2.36 Less 4th
(Gumagawa ng bagay para maglibang bago Encountered
pumasok sa online class.)
5. Having a job that affects the online class
schedule. 1.78 Less 5th
(Pagkakaroon ng trabaho na nakakaapekto sa Encountered
schedule ng online class.)
TOTAL WEIGHTED MEAN 2.39 Less
Encountered
concerning the challenges encountered by the student-respondents in terms of time
management.
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Looking at Table 11, it reveals the outcome of the challenges that were
encountered by the respondents when it comes to time management . The data got
an overall weighted mean of 2.39, which is interpreted as "Less Encountered". On the
other hand, the table above has shown that the highest weighted mean is the 2nd
question, which stated "Having responsibilities for household chores before attending
an online class" with a weighted mean of 2.9 and interpreted as "Moderately
Encountered." Meanwhile, the 3rd question, " Feel the urge to put off schoolwork,
even if there is a lot to be finished,” got the second highest weighted mean of 2.5 and
was interpreted as "Less Encountered." The 5th question, or stated "Having a job that
affects the online class schedule", got the lowest weighted mean of 1.78 and has
been interpreted as "Less Encountered."
It demonstrates that the majority of students have household chore
responsibilities before attending an online class, and they cannot complain to their
parents about putting off household chores because they have an online class.
Furthermore, to support the data gathered, according to Rinzin (2021), more
than one in three students could not study at home as they were engaged in
household chores during the pandemic. However, most of the respondents have
household chore responsibilities before attending an online class, and it can affect
the academic performance of the students. On the other hand, the article of
AffordableCollegeOnline (2022) claimed that one of the main challenges was time
management. It has been proven in data that among the technology and
environmental challenges, time management got the second highest weighted mean.
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Part III: Assessment on the Effects of Challenges on the Academic
Performance of the Respondents
Table 12: Assessment of the Respondents in Terms of Non-Compliance of
Requirements

1. The students have no idea how to edit their
schoolwork. 2.3 Moderately 3rd
(Ang mga estudyante ay walang alam kung paano Assessed
mag-edit ng kanilang mga gawain sa paaralan.)
2. The students are too shy to record or
photograph themselves for their schoolwork.
(Ang mga estudynate ay nahihiya na irecord o 2.96 Properly 1st
kuhaan ng litrato ang kanilang mga sarili para sa Assessed
kanilang mga gawain sa paaralan.)
3. The students always feel lazy when they have a
lot of schoolwork to complete. Properly
(Ang mga estudyante ay palaging tinatamad kapag 2.66 Assessed 2nd
maraming mga gawaing sa paaralan na kailangan
tapusin.)
4. The students are always late in submitting their
schoolwork. Moderately
(Ang mga estudyante ay palaging nahuhuli sa 2.28 Assessed 4th
pagsusumite ng kanilang mga gawain sa
paaralan.)
5. The students always fail to submit their
schoolwork. Moderately
(Ang mga estudyante ay palaging bigo sa 1.94 Assessed 5th
pagsusumite ng kanilang mga gawain sa
paaralan.)
TOTAL WEIGHTED MEAN 2.43 Moderately
Assessed
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Table 12 outlines the calculated mean rating and interpretation of the
statements regarding the indicators of the assessment of the student-respondents in
terms of non-compliance of requirements.
As we inspect the table 12, it was unveiled that numerous students are
encountering the same issue, which is about in terms of Non-Compliance of
Requirements. The overall weighted mean got 2.43 which is interpreted as
“Moderately Assessed”. Looking at the table above, the highest weighted mean got a
2.96, which the query stated “The students are too shy to record or photograph
themselves for their schoolwork” and was interpreted as “Properly Assessed”.
Meanwhile, the third question, “The Students always feel lazy when they have a lot of
school work to complete” got the second highest weighted mean of 2.66 and was
interpreted as “Properly Assessed”. Finally, the fifth question, “The students always
fail to submit their school work” remained the last and lowest weighted mean for the
table 12 with a mean of 1.94 and was interpreted as “Moderately Assessed”.
The data shows that the majority of students are experiencing the same issue
of non-compliance of their requirements. Seeing that most of them are too shy to
record or photograph themselves for their schoolwork; and always feel lazy when
they have a lot of schoolwork to complete.
Moreover, to support the gathered data, according to Overton and Sullivan
(2008), effective teaching and learning time is lost for teachers and students when
students do not follow classroom rules. Limited research on reasons for non-
compliance has shown that factors such as teacher-student perceptions of events,
task engagement, and classroom management style influence levels of compliance.
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Democratic teachers who share power in the classroom are more likely to have
students who meet classroom expectations and norms because they helped create
the classroom rules. Therefore, we would expect these students to be less likely to
engage in maladaptive behavior. But little is known about non-compliance in such
democratic classrooms. This paper reports a qualitative case study examining the
nature of non-compliance, particularly from the student’s perspective, in a democratic
Australian primary school classroom. Results indicate that non-compliant behavior
occasionally occurred in this democratic environment. Student explanations for
disobedience behavior included lack of motivation to participate in or engage in
classroom activities, and power struggles and conflicts that disrupt work. Arguments
show that when nonconforming behavior occurs, teachers share less power with
students, and students lack a clear and meaningful purpose for activity and learning.
Levels were inconsistent, rather dynamic and influenced by a combination of factors.
In conclusion, this paper argues that teachers should consider taking a democratic
approach to managing their classrooms. In addition, teachers should seek the
student’s perspective to reflect student beliefs and practices in classroom
management, reduce non-compliance in class, and thereby increase teaching and
learning time available to all students.
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Table 13: Assessment of the Respondents in Terms of Academic Grades

1. The students always receive poor grades. Moderately
(Ang mga estudyante ay palaging nakukuha ng 1.98 Assessed 5th
mababang grado.)
2. The students are struggling to concentrating in
online class. 2.54 Properly 3rd
(Ang mga estudynate ay nahihirapan mag- Assessed
concentrate sa online class.)
3. The students are struggling to comprehend the
discussion in the online class. 2.4 Moderately 4th
(Ang mga estudyante ay nahihirapan sa pag- Assessed
unawa ng talakayan sa online class.)
4. The students are shy about speaking up in an
online class. 3.12 Properly 1st
(Ang mga estudyante ay nahihiya magsalita sa Assessed
online class.)
5. The students constantly see themselves
spacing out during online class. Properly
(Ang mga estudyante ay nakikita ang kanilang 2.8 Assessed 2nd
mga sarili na nakatulala habang nasa online
class.)
TOTAL WEIGHTED MEAN 2.57 Properly
Assessed
Table 13 outlines the calculated mean rating and interpretation of the

statements regarding the indicators of the assessment of the student-respondents in
terms of academic grades.
As shown in table 13, the effects of challenges on respondents' academic
grades are shown. The data received an overall weighted mean of 2.57, which was
interpreted as "Properly Assessed." The table shows that the 4th question, or "The
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students are shy about speaking up in an online class." has the highest mean of 3.12,
which is also interpreted as "Properly Assessed." Meanwhile, the 5th indicator, or
"The students constantly see themselves spacing out during online class" got the
second highest mean of 2.8 and has an interpretation of "Properly Assessed."
Lastly, the first question, "The students always receive poor grades," has the lowest
mean of 1.98 and is interpreted as moderately assessed.
According to the data, the majority of respondents are shy to speak up in an
online class. The data also indicates that respondents are having difficulty
concentrating in online classes.
The survey data correlates with our related literature about the effects of
challenges on respondents' academic grades. The study of Rachel Fuhrman et al.
(2022), some students thrive on the when they permitted a chance to speak their
voices. They enjoy thrill of standing to reading, debating and demonstrating. however,
some students do not. Most of the shy students was terrified being called in class
participation. Many students are afraid of speak up because they scared of being
wrong and hearing negative comments or being laughed by the other students. On
the other hand, the data is also related to the study of Sichan He et al. (2017), which
claims that the reason why students having poor academic grades because of
academic procrastination. Most of the students are affected of different effect of
procrastination such as lack of motivation, too much stress and laziness.
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4. Significant Relationship Between the Effects of Challenges and the
Academic Performance of the Respondents
Table 14: Significant Relationship Between the Effects of Challenges and the
Pearson Verbal
Profile Variable Mean Product Description
Correlation
Effects of Challenges 2.43 Strong
Academic Performance 2.57 0.989 Positive
Correlation
Table 14 indicates the calculated mean, calculated r, and interpretation of the effects
of challenges and the academic performance of student-respondents.
Table 14 entails the significant relationship between the effects of challenges
and the academic performance of grade 12 STEM students of Eclaro Academy. The
data revealed that there is a strong positive correlation between the effects of
challenges and the academic performance of grade 12 STEM students. The
computed p-value is less than the level of significance at 0.05. Hence, the null
hypothesis is rejected. This finding seems to demonstrate that the effects of
challenges varies and correlates with the academic performance of grade 12 STEM
students of Eclaro Academy.
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5. Proposed Improvement Plan for Students in Online Learning.
I. Introduction and Rationale
The students are facing various challenges in online learning that may affect
their academic performance when not resolved. The open forum for students and
teachers and the meeting for parents and teachers may help them to understand and
have knowledge about the challenges encountered by students in online learning.
Implementing those plans may help the parents and teachers to learn how they are
going to assist the students in achieving high academic performance. Meanwhile, the
challenges have only started due to the pandemic since they need to implement an
online learning system to teach the students. However, since the cases of COVID-19
are decreasing, most of the schools in Quezon City are already implementing face-to-
face classes. Hence, implementing face-to-face classes in Eclaro Academy may help
the students lessen the challenges that they face.
As a student who has been facing various challenges in online learning, an
improvement plan for students in online learning must be created due to the fact that
students are encountering a lot of challenges in the online learning system. It is to
lessen the challenges that the students are facing. This improvement plan for the
students, specifically in Eclaro Academy, may help them to ease the challenges they
encounter, especially in online learning. Teachers, parents, and students may benefit
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from this improvement plan by understanding the difficulties of online learning. Both
teachers and parents may have knowledge and ideas about how they will help and
assist their students and children as they face numerous challenges.
II. Description of Improvement Plan in Online learning
The proposed improvement plan for students, specifically in Eclaro Academy,
who have been facing various challenges in online learning, focuses on the three
main implementation plans, such as: implementing an open forum for students and
teachers; implementing a meeting for parents and teachers; and lastly, implementing
face-to-face classes.
The implementation plans will encompass a wide array of solutions on how to
lessen the challenges that students face. It will provide knowledge for both teachers
and parents and ideas on how they are going to help and assist the students despite
the challenges they face.
III. General Objectives
The proposed improvement plan's main objectives are to assist students in
dealing with and mitigating the challenges they face in online learning, as well as to
provide insight and knowledge for both teachers and parents about the challenges
that students face and assist them in dealing with the challenges.
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The proposed improvement implementation plans will enable students to voice
their concerns about the challenges they face in online learning and be able to
mitigate those challenges. Furthermore, it will help the students of the said
implementation plans deal with the challenges and lessen them.
Table 15: Proposed Improvement Plan for Students in Online learning
MATRIX FOR A PROPOSED IMPROVEMENT PLAN FOR STUDENTS

IN ONLINE LEARNING
The purpose of this Improvement plan is to utilize solutions to challenges that
students may face that have an impact on their academic performance.
This plan for improvement will benefit both students and teachers. The
objectives will assist students in dealing with the challenges they face, as well as
educators in better assisting their students.
Plan Objectives Implementing Time Person Expected
Strategies Frame Involved Outcome
1. Teachers can
devise an
1. Students
effective
should tell their
methods to help
1.To hear students’ teachers about
the students
perspectives on the the challenges
adjust to the
challenges they they have
new program.
face. encountered in
onine learning.
Implementing 2. Teachers will
2.To determine
an open 1. Students be able to
what resources or 2. Encourage the
forum for identify which
materials students students to share 1 Day
students and 2. Teachers students are
will need to their point of view.
teachers having
overcome these
difficulties.
challenges. 3. Both students
and teachers
3. Teachers will
3.To allow students should pitch their
think about
to share potential solutions to the
ways to help
solutions. challenges they
students cope
encountered.
with the stress
that comes with
challenges.
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1. Teachers
should discuss
1. For parents to students'
have knowledge of academic 1. Parents will
the performance of performance in assist students
their kids despite online learning in achieving
the difficulties they with their parents. good academic
Implementing
encounter. 1. Parents performance
a meeting for
2. Teachers
parents and
2. To help parents should encourage 2. Teachers 2. Students
teachers
determine how they parents to talk to would lessen
1 Day
will assist their their children 3.Students the difficulties
children in online about their they face.
learning. challenges and
assist them in
dealing with them.
1. Teachers
should find a
better technique
1. To comprehend on how to discuss
and emphasize the their lesson to the
lesson that was student in order
1. Students will
tackled to the for them to
be able to
students in order to comprehend the
comprehend
widen their topic.
their lesson.
knowledge about a
certain topic. 2. Teachers
2. This will
should make
Implementing assist the
2. To help the students have 1. Students
face-to-face 5 Days students in
students to develop reporting and
classes a week developing their
and enhance their group activities to 2. Teachers
social skills.
social engagement improve their
skills when it comes social skills with
3. The students
to public speaking. their classmates.
will have an
overall good
3. To lessen the 3. Going to school
academic
challenges that and not using
performance.
students have been technology for
facing in online class, staying
learning. quiet to
concentrate, and
managing their
time.
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Table 15 outlines the implementation plans, objectives, implementing strategies, time
frame, persons involved, and expected outcome of the proposed improvement plan.
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Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter summarizes the findings of the study on the effect of challenges
on the academic performance of grade 12 STEM students of Eclaro Academy,
which may serve as a basis for a proposed improvement plan.
The study found the following answers to the problems stated.
Summary of Findings
After the analysis of data, the following findings were identified:
1. What is the demographic profile of the respondents in terms of;
1.1 Age;
1.2 Gender;
1.3 Class section;
1.4 Academic performances;
1.5 Socio-economic status;
The demographics of the students at Eclaro Academy (N = 50) that
participated in the study enunciate the majority of respondents aged 17 years old,
with a percentage value of 60%, representing 30 respondents. The second highest
number of respondents corresponds to 18 years old, with an accumulated 32%
on behalf of the 16 respondents; while the minority of 16 years old or below is
included in the study, representing 1 respondent or (2%).
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In observation of the gathered data, the sample population is predominantly
comprised of female respondents (n = 28), amounting to 56% of the whole entirety
of the study. Whereas its male counterpart accounts for 44% with 22 respondents.
As for their class section, more than half of the respondents came from
STEM 4, with a percentage value of 52%, representing 26 students. The second
highest number of respondents came from STEM 2, which only represented 9 or
18% of students. While the class section of STEM 3 had the fewest respondents,
accounting for only 1 or 2% of the total.
Furthermore, 23 or 46% of the respondents who answered the survey
questionnaire got an average grade of 85–89%, which was interpreted as very
satisfactory. Outstanding 90-100% got a resultant frequency of 16 and a
percentage of 34%. The below 75% average got no response from the survey. It
says that none of the respondents got a failing average grade
Lastly, more than half of the respondents have “Poor economic status”, 54%
of them, resulting in 27 respondents having a “Poor economic status” or an
estimated monthly income of (Below ₱10,957), while “Low income but not poor
economic status” or an estimated monthly income of (₱10,957 to ₱21,914) has
26%, or 13 respondents. Meanwhile, the “Upper middle” and “Rich economic
status” got zero responses from the survey questionnaire.
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2. What are the challenges encountered by the Grade 12 STEM students in
terms of:
2.1 Technology;
The total weighted mean of the challenges encountered by the respondents in
terms of technology with five (5) indicators is 2.31, with a verbal interpretation of
"Less Encountered." Out of five (5) indicators, two (2) of them obtained a verbal
interpretation of "Moderately Encountered," while the other two (2) of the indicators
obtained a verbal interpretation of "Less Encountered," and lastly, one (1) of the
indicators obtained a verbal interpretation of "Not Encountered."
The biggest challenge encountered by the respondents when it comes to
technology is indicator 2, or "Encountering a poor internet connection while having an
online class," with a mean rating of 3.04 and a verbal interpretation of "Moderately
Encountered." On the other hand, the indicator 5, or "Talking to friends thru chat
while having an online class." got the second-topmost mean rating of 2.64 and with a
verbal interpretation of "Moderately Encountered." Both of the indicators 2 and 5 are
the most common challenges encountered by the respondents in terms of
technology.
While indicators 1 and 4, or "Lack of devices or gadgets for doing schoolwork
and attending online classes," and "Not familiar with the apps and websites for
schooling," have mean ratings of 2.16 and 2, respectively, and both have a verbal
interpretation of "Less Encountered." Moreover, the indicator 3, or "Playing online
games using a phone while having an online class," got a mean rating of 1.7 with a
verbal interpretation of "Not Encountered."
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2.2 Environmental;
Out of five (5) indicators about the challenges encountered by the respondents
in terms of environmental got a total weighted mean of 2.51, which has a verbal
interpretation of "Moderately Encountered." Both two (2) indicators out of five (5)
obtained a verbal interpretation of "Moderately Encountered" and "Less
Encountered," while one (1) indicator obtained a verbal interpretation of "Not
Encountered."
Meanwhile, the most common challenges encountered by the respondents
when it comes to the environmental are the indicators 2 and 3, or "Hearing noises
coming from inside the house, such as TVs or music playing at a loud volume, babies
crying, family members shouting, etc." and "Hearing noises coming from outside the
house, such as automobiles, barking dogs, neighborhood parties, etc." with a mean
rating of 3.04 and 3.22, respectively, both of which have a verbal interpretation of
"Moderately Encountered."
Furthermore, the indicator 1, or “Having a lot of orders from parents while
having an online class,” got a mean rating of 2.16 with a verbal interpretation of “Less
Encountered,” as well as the indicator 5, or “Ongoing construction noises distract the
students.” Got a mean rating of 2.4 and also has a verbal interpretation of “Less
Encountered.” On the other hand, the least challenge encountered by the
respondents is indicator 5, or “Parents are interfering while having an online class.” It
obtained the lowest mean rating of 1.72 among the five (5) indicators of the
challenges encountered by the respondents in terms of environmental.
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2.3 Time management;
The challenges encountered by the respondents in terms of time management
obtained a total weighted mean of 2.31 out of five (5) indicators and with a verbal
interpretation of “Less Encountered.” On the other hand, two (2) of the indicators out
of five (5) have a verbal interpretation of “Moderately Encountered,” while the other
three (3) of the indicators have a verbal interpretation of “Less Encountered.”
The highest mean rating among the indicators of the challenges encountered
by the respondents in terms of time management is 2.9, and it is indicator 2, or
“Having responsibilities for household chores before attending an online class.” It has
a verbal interpretation of “Moderately Encountered.” While the second highest mean
rating is 2.42, which is the indicator 1 or “Encounter a last-minute change of schedule
in an online class.” It also has a verbal interpretation of “Moderately Encountered.”
Both of the indicators 1 and 2 are the most common challenges encountered by the
respondents when it comes to time management that can affect the academic
performance of the students.
Furthermore, the respondents’ least difficult time management challenges are
indicators 3, 4, and 5, or “Feel the urge to put off schoolwork, even if there is a lot to
be finished,” “Doing things for fun before attending an online class,” and “Having a job
that affects the online class schedule, “ and got a mean rating of 2.5, 2.36, and 1.78,
respectively, and all of them obtained a verbal interpretation of “Less Encountered.”
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3. How do the respondents assess the effects of challenges on the academic
performance Grade 12 STEM students in terms of:
3.1 Non-compliance of requirements;
When it comes to the assessment of the respondents in terms of non-
compliance of requirements, out of five (5) indicators, the total weighted mean
obtained in the data gathered is 2.43, with a verbal interpretation of “Moderately
Assessed.” Meanwhile, out of five (5) indicators the two (2) of the indicators
obtained a verbal interpretation of “Properly Assessed,” while three (3) of the
indicators obtained a verbal interpretation of “Moderately Assessed.”
The highest mean rating among the indicators is 2.96, or the indicator 2
stating “The students are too shy to record or photograph themselves for their
schoolwork.” It has a verbal interpretation of “Properly Assessed.” While the
indicator 3, or “The students always feel lazy when they have a lot of schoolwork to
complete,” got a mean rating of 2.66 and also has a verbal interpretation of
“Properly Assessed.” The respondents assessed themselves, and the indicators 2
and 3 were the most difficulties that they experienced.
On the other hand, the indicators 1, 4, and 5, or “The students have no idea
how to edit their schoolwork,” “The students are always late in submitting their
schoolwork,” and “The students always fail to submit their schoolwork,” got the
least mean rating of 2.3, 2.28, and 1.94. The three (3) of them obtained a verbal
interpretation of “Moderately Assessed.”
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3.2 Academic grades;
The total weighted mean is 2.57 among the five (5) indicators of the
assessment of the respondents in terms of academic grades and has a verbal
interpretation of “Properly Assessed.” Out of five (5) indicators, three (3) of them
obtained a verbal interpretation of “Properly Assessed,” while the other two (2)
indicators obtained a verbal interpretation of “Moderately Assessed.”
The respondents commonly experienced the indicator 4 or "The students
are shy about speaking up in an online class," with the highest mean rating of 3.12
and a verbal interpretation of "Properly Assessed," while the second-topmost rating
mean is 2.8 and has a verbal interpretation of "Properly Assessed," which is the
indicator 5 or "The students constantly see themselves spacing out during online
class," the third-topmost rating mean is 2.54 with a verbal interpretation of "Properly
Assessed," and it is the indicator 2 or "The students are struggling to concentrate in
online class."
Furthermore, both indicators 1 and 3 got the least mean rating. It is stated in
the indicators 1 and 3 that "The students always receive poor grades," and "The
students are struggling to comprehend the discussion in the online class," and
obtained a mean rating of 1.98 and 2.4 and have a verbal interpretation of
"Moderately Assessed."
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4. Is there a significant relationship between the effects of challenges and the
academic performance of grade 12 STEM students of Eclaro Academy?
The data revealed that the effects of challenges and the student's academic
performance have a significant relationship, with an interpretation of a strong positive
correlation. The computed p-value is less than the level of significance at 0.05.
Therefore, the null hypothesis should be rejected. It turned out that the effects of
challenges and the academic performance of grade 12 STEM students of Eclaro
Academy are correlated with each other.
Conclusion
From the summary of the findings, the subsequent conclusions were drawn:
1. The demographic profile of the respondents of Grade 12 under the STEM stand of
Eclaro Academy are teenagers, mostly aged 17 years old; the population is mostly
dominated by female respondents; almost all of them are representing the STEM 4 of
Eclaro Academy; they have "very satisfactory" academic performance that ranges
from the average of 85-89%; and most of them have poor economic status that
ranges from (Below ₱10,957) monthly income.
2. The students of Eclaro Academy have been encountering a lot of challenges when
it comes to technology, environmental, and time management. When it comes to
technology, most students are struggling with poor internet connections for their
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online learning. Moreover, when it comes to the environment, they also encounter
different noises inside and outside their house, and lastly, when it comes to time
management, the challenges encountered by the respondents are that most students
have responsibilities for household chores in their house before they attend their
online class.
3. The students of Eclaro Academy assessed themselves, and when it comes to non-
compliance with requirements, most of the students at Eclaro Academy feel shy
about recording or photographing themselves for their schoolwork. On the other
hand, when it comes to the academic grades of the students, most of them are also
shy about speaking up in their online classes. It turns out that the students of Eclaro
Academy are feeling shy when it comes to performing online learning.
4. The effects of challenges and the academic performance of grade 12 STEM
students at Eclaro Academy have a significant relationship, and they correlate with
each other. Every time the students encounter a challenge in online learning, it has
an effect on their academic performance.
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Recommendation
Based on the conclusions above, the following recommendations were
suggested by the researchers:
1. The students should talk to their teachers when they are experiencing challenges
to get an excuse.
2. The parents/guardians may ask their children about the challenges that they are
facing to get an idea of how they can help their children.
3. The teachers may hold an open forum for their students to understand the
struggles of the students in online learning.
4. The school heads of Eclaro Academy may hold a face-to-face class.
5. The DepEd should have an assessment for the students to have knowledge and
know what improvement plans they can do to help the students.
6. The local government may provide funds for the fast internet connection and put
some free wifi in different barangays or places.
7. The future researchers may consider this study for replication or as reference for
further related studies.
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BIBLIOGRAPHY
Online References
May and Elder (2018). Efficient, helpful, or distracting? A literature review of media
multitasking in relation to academic performance.
https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-018-
0096-z
AffordableCollegeOnline (2022). Managing Distractions As An Online Student.

https://www.affordablecollegesonline.org/college-resource-center/managing-
distractions-for-online-students/
James Lang (2021). 5 Facts About Online Learning Distractions that Educators Need
to Know.
https://www.google.com/amp/s/edtechmagazine.com/higher/article/2021/04/5-facts-
about-online-learning-distractions-educators-need-know%3famp
Josh Rodriguez (2021). 7 Practical Tips for Staying Focused When Studying at
Home.
https://www.goabroad.com/articles/study-abroad/how-to-stay-focused-on-online-
classes
Najya A. Attia, Lubna Baig, and Anwar Khan (2017). The potential effect of
technology and distractions on undergraduate students’ concentration.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5648953/.
Christian Guijosa (2019). Distractions : an obstacles to online education.

https://observatory.tec.mx/edu-news/distraction-an-obstacle-to-online-education.
Dontre (2020). The influence of technology on academic distraction: A review.

https://onlinelibrary.wiley.com/doi/abs/10.1002/hbe2.229
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Guangming Cao and Qingfeng Tian (2020). Social media use and its effect on
university student’s learning and academic performance in the UAE.
https://www.tandfonline.com/doi/full/10.1080/15391523.2020.1801538
Jesper Aagaard (2021). ‘From a small click to an entire action’: exploring students’
anti-distraction strategies
https://www.tandfonline.com/doi/full/10.1080/17439884.2021.1896540
Zakaryia Almahasees et al. (2021). Faculty’s and Students’ Perceptions of Online

Learning During COVID-19.
https://www.frontiersin.org/articles/10.3389/feduc.2021.638470/full
Guatam (2020). Advantages And Disadvantages Of Online Learning.

https://elearningindustry.com/advantages-and-disadvantages-online-learning
Joanne Ong et al. (2020). 7 missing pieces: why students prefer in-person over
online classes
https://www.universityaffairs.ca/features/feature-article/7-missing-pieces-why-
students-prefer-in-person-over-online-classes/
Chere and Kirkham (2021). The Negative Impact of Noise on Adolescents’ Executive
Function: An Online Study in the Context of Home-Learning During a Pandemic.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8492971/
News Bureau (2020). Distracted learning a big problem, golden opportunity for
educators, students
https://news.illinois.edu/view/6367/584497147
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Cabaobao et. al (2022). Student's Non-Compliance to Subject Requirements.

https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4101636
Sichan He (2017). A Multivariate Investigation into Academic Procrastination of

University Students
https://www.scirp.org/html/79579_79579.htm
Sellers (2019). Poor Time Management in Online Learning.

https://education.seattlepi.com/poor-time-management-online-learning-1435.html
Montgomery College. Advantages and Disadvantages of Online Courses.

https://www.montgomerycollege.edu/academics/online-learning/distance/advantages-
and-disadvantages-online-courses.html
ASU Prep Digital (2020). Why Do Students Prefer Online Learning?

https://eric.ed.gov/?id=ED604252
Rinzin (2021). Students say household chores impede study

https://kuenselonline.com/students-say-household-chores-impede-study/
Barrot et al.(2021). Students’ online learning challenges during the pandemic and
how they cope with them: The case of the Philippines.
https://link.springer.com/article/10.1007/s10639-021-10589-x
Appendix A: Sample of Questionnaire
Dear Respondent:
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Greetings!
We are the students from Grade 12 STEM 4 of Eclaro Academy taking Science,
Technology, Engineering and Mathematics strand and we are conducting a study
in partial fulfillment of our subject Practical Research 2.
This is to invite you to participate in this survey about “The Effects of Distraction on
the Academic Performance of Grade 11 STEM Students of Eclaro Academy”.
In compliance with the data privacy law, in this survey, you may decide not to give
your name for it only requires your age, gender, class section, academic
performance, and socio-economic status.
Please be informed that all information will be treated with utmost confidentiality, that
no names or any identifiable information will be part of the paper, and that all
responses, will be reported in their consolidated form to safeguard your identity.
Moreover, all the information you will give will only be accessible to us researchers,
our research adviser, and will be secured through a compiled document.
Lastly, all information you will give will only be used for this research purposes alone.
Should you agree with his terms please continue with the form by clicking next.
Thank you and God bless!
Respectfully yours,
THE RESEARCHERS
Part I: PROFILE OF THE RESPONDENTS
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Instruction: Please fill in necessary information that corresponds to your profile.
(Panuto: Mangyaring punan ang kinakailangang impormasyon na tumutugma sa
iyong profile.)
Name: (optional) _____________________________________________________
Age:
____16 years old or below
____17 years old
____18 years old
____19 years old or above
Gender:
____Male
____Female
Class section:
____STEM 1
____STEM 1A
____STEM 2
____STEM 2A
____STEM 3
____STEM 4
Academic performance:
____90-100 (Outstanding)
____85-89 (Very Satisfactory
____80-84 (Satisfactory)
____75-79 (Fairly Satisfactory)
____Below 75 (Did Not Meet Satisfactory)
Socio-economic status:
____₱10, 957 and below monthly income
____₱10,957 to ₱21,914 monthly income
____₱131,485 to 219,140 monthly income
____₱219,140 and above monthly income
Part II: CHALLENGES ENCOUNTERED BY THE GRADE 11 STEM STUDENTS
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Directions: Please click on the radio button about challenges you have encountered in online
learning. Please be guided by the use of the following rating scale:
(Panuto: Mangyaring i-click ang radio button tungkol sa mga challenges na iyong
nakaharap sa online learning. Mangyaring gabayan ng paggamit ng sumusunod na
sukat:)
Scale Verbal Interpretation Legend

4 Highly Encountered HE
3 Moderately Encountered ME
2 Less Encountered LE
1 Not Encountered NE
Technology NE LE ME HE
(1) (2) (3) (4)
1. Lack of devices or gadgets for doing
schoolwork and attending online classes.
(Kakulangan sa device or gadget para sa pag-gawa
ng mga gawain sa paaralan at pag-pasok sa mga
online class.)
2. Encountering a poor internet connection while
having an online class.
(Nakatagpo ng mahinang koneksyon sa internet
3. Playing online games using a phone while
(Naglalaro ng mga online game gamit ang phone
4. Not familiar with the school-related apps and
websites.
(Hindi pamilyar sa mga apps or websites para sa
pag-aaral.)
5. Talking to friends thru chat while having an
online class.
(Nakikipagusap sa mga kaibigan sa pamamagitan ng
chat habang may klase.)
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Environmental NE LE ME HE
(1) (2) (3) (4)
1. Having a lot of orders from parents while
(Maraming utos mula sa magulang habang may
online class.)
2. Hearing noises coming from inside the house,
such as TVs or music playing at a loud
volume,babies crying, family members
shouting, etc.
(Nakakarinig ng mga ingay mula sa loob ng bahay
tulad ng TV or music na pinapatunog ng malakas,
umiiyak na sanggol, magkakapamilya na
nagsisigawan, at marami pang iba.)
3. Hearing noises coming from outside the
house, such as automobiles, barking dogs,
neighborhood parties, etc.
(Nakakarinig ng mga ingay mula sa labas ng bahay
tulad sa sasakyan, tumatahol na aso, party sa
kapitbahay, at marami pang iba.)
4. Parents are interfering while having an online
class.
(Nakikialam ang magulang habang may online class.)
5. Ongoing construction noises distract the
students.
(Ang mga ingay sa konstruksyon ay nakakaabala sa
mga mag-aaral.)
Time Management NE LE ME HE
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(1) (2) (3) (4)
1. Encounter a last-minute change of schedule in
an online class.
(Nakatagpo ng biglaang pagbabago ng schedule sa
online class.)
2. Having responsibilities for household chores
before attending an online class.
(Pagkakaroon ng mga responsibilidad sa gawaing
bahay bago pumasok sa online class.)
3. Feel the urge to put off schoolwork, even if
there is a lot to be finished.
(Kagustuhan na ipagpaliban ang mga gawain sa
paaralan, kahit na marami ang dapat tapusin.)
4. Doing things for fun before attending an online
class.
(Gumagawa ng bagay para maglibang bago pumasok
sa online class.)
5. Having a job that affects the online class
schedule.
(Pagkakaroon ng trabaho na nakakaapekto sa
schedule ng online class.)
Part III: ASSESSMENT OF THE RESPONDENTS ON THE EFFECTS OF

CHALLENGES ON ACADEMIC PERFORMANCE
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Directions: Please read the following statements that correspond to your situation
and experience when it comes to the effects of distraction on academic performance.
Please click the radio button according to the level of assessment using the given
scale.
(Panuto: Mangyaring basahin ang mga sumusunod na pahayag na tumutugma sa

iyong sitwasyon at mga naranasan pagdating sa epekto ng distraction sa academic
performance. Mangyaring i-click ang radio button ayon sa antas ng pagtatasa gamit
ang ibinigay na sukat.
Scale Verbal Interpretation Legend

4 Highly Assessed HA
3 Properly Assessed PA
2 Moderately Assessed MA
1 Not Well Assessed NWA
Non Compliance of Requirements NWA MA PA HA

(1) (2) (3) (4)
1. The students have no idea how to edit their
schoolwork.
(Ang mga estudyante ay walang alam kung paano
mag-edit ng kanilang mga gawain sa paaralan.)
2. The students are too shy to record or
photograph themselves for their schoolwork.
(Ang mga estudynate ay nahihiya na irecord o
kuhaan ng litrato ang kanilang mga sarili para sa
3. The students always feel lazy when they have
a lot of schoolwork to complete.
(Ang mga estudyante ay palaging tinatamad kapag
maraming mga gawaing sa paaralan na kailangan
tapusin.)
4. The students are always late in submitting their
schoolwork.
(Ang mga estudyante ay palaging nahuhuli sa
pagsusumite ng kanilang mga gawain sa paaralan.)
5. The students always fail to submit their
schoolwork.
(Ang mga estudyante ay palaging bigo sa pagsusumite ng
Academic Grades NWA MA PA HA

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(3)
(1) (2) (4)
1. The students always receive poor grades.
(Ang mga estudyante ay palaging nakukuha ng
mababang grado.)
2. The students are struggling to concentrating
in online class.
(Ang mga estudyante ay nahihirapan mag-
concentrate sa online class.)
3. The students are struggling to comprehend the
discussion in the online class.
(Ang mga estudyante ay nahihirapan sa pag-unawa
ng talakayan sa online class.)
4. The students are shy to speak up in an online
class.
(Ang mga estudyante ay nahihiya magsalita sa online
class.)
5. The students constantly see themselves
spacing out during online class.
(Ang mga estudyante ay nakikita ang kanilang mga
sarili na nakatulala habang nasa online class.)
Appendix B: Sample of Statistical Computation

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Frequency Count and Percentage Distribution – the profiles of the respondents
were determined by classifying them according to categories of their personal
variables. The computation follows the formula below:
Frequency Distribution- a listing of data set which divides the data in classes
and gives a count of the number of observations in each class.
Percentage - the proportion of the sample in each class.
Formula: % = (n/N) x 100
Where:
%- Percentage
n- Observations in the class range
N- Total number of observations
Weighted Mean- Usedto know the variation in the relative contribution of
individual data values to the mean, this is used with the following formula.
Where:
= Total value of the mean
= weight of data value assigned to it
= total number of respondents
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Pearson r correlation coefficient test. This was applied to test the
correlation between the given variables and to further test whether the relationship
between these variables is statistically significant.
Where: x = one variable

y = another variable
N = number of respondents
Appendix C: Certificate of Validation of Questionnaire
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VALIDATION OF QUESTIONNAIRE
Date Signed:
BRYAN VILLARUEL PEPITO
FACULTY/ECLARO ACADEMY
ECLARO ACADEMY
Ma’am/Sir:
I, AMY LEAH P. BANTIL, lead researcher, am enrolled at Eclaro Academy of

Quezon City taking Science, Technology, Engineering, and Mathematics strands. We
are currently writing our thesis entitled: THE EFFECTS OF CHALLENGES ON THE
ACADEMIC PERFORMANCE OF GRADE 12 STEM STUDENTS OF ECLARO
ACADEMY : BASIS FOR IMPROVEMENT PLAN, which was presented and
approved by the panel of examiners on March 14, 2022.
Completion of the research study will provide insights to educators, research

writers, and all the others concerned, which will be used as a reference or guide in
realizing educational endeavors one way or the other.
In this regard, I am respectfully requesting your help and expertise in the

validation of the survey questionnaire hereto attached.
Thank you for your valued time and participation.
Respectfully yours,
AMY LEAH P. BANTIL

Lead researcher
Noted by:
ESTARLITA G. DELA CRUZ, Ed.D,DPA

Thesis Adviser
Validated by:
BRYAN VILLARUEL PEPITO

FACULTY/ECLARO ACADEMY
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ECLARO ACADEMY
VALIDATION OF QUESTIONNAIRE
Date Signed:
Ms. Anne Trisha L. Sacdalan.
JHS and SHS Teacher – English Department
Montessori de Sagrada Familia, Inc.
Ma’am/Sir:
I, AMY LEAH P. BANTIL, lead researcher, currently enrolled at Eclaro

Academy of Quezon City taking Science, Technology, Engineering, and Mathematics
strands. We are currently writing our thesis entitled: THE EFFECTS OF
CHALLENGES ON THE ACADEMIC PERFORMANCE OF GRADE 12 STEM
STUDENTS OF ECLARO ACADEMY : BASIS FOR IMPROVEMENT PLAN, which
was presented and approved by the panel of examiners on March 14, 2022.
Completion of the research study will provide insights to educators, research

writers, and all the others concerned, which will be used as a reference or guide in
realizing educational endeavors one way or the other.
In this regard, I am respectfully requesting your help and expertise in the

validation of the survey questionnaire hereto attached.
Thank you for your valued time and participation.
Respectfully yours,
AMY LEAH P. BANTIL

Lead researcher
Noted by:
ESTARLITA G. DELA CRUZ, Ed.D,DPA

Thesis Adviser
Validated by:
Ms. Anne Trisha L. Sacdalan

JHS and SHS Teacher – English Departmen
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APPENDIX D: SAMPLE OF PROPOSED IMPROVEMENT PLAN
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I. Description of Improvement Plan in Online learning
The proposed improvement plan for students, specifically in Eclaro Academy,
who have been facing various challenges in online learning, focuses on the three
main implementation plans, such as: implementing an open forum for students and
teachers; implementing a meeting for parents and teachers; and lastly, implementing
face-to-face classes.
The implementation plans will encompass a wide array of solutions on how to
lessen the challenges that students face. It will provide knowledge for both teachers
and parents and ideas on how they are going to help and assist the students despite
the challenges they face.
II. General Objectives
The proposed improvement plan's main objectives are to assist students in
dealing with and mitigating the challenges they face in online learning, as well as to
provide insight and knowledge for both teachers and parents about the challenges
that students face and assist them in dealing with the challenges.
The proposed improvement implementation plans will enable students to voice
their concerns about the challenges they face in online learning and be able to
mitigate those challenges. Furthermore, it will help the students of the said
implementation plans deal with the challenges and lessen them.
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III. PROPOSED IMPLEMENTATION MATRIX/DESIGN
MATRIX FOR A PROPOSED IMPROVEMENT PLAN FOR STUDENTS

IN ONLINE LEARNING
The purpose of this Improvement plan is to utilize solutions to challenges that
students may face that have an impact on their academic performance.
This plan for improvement will benefit both students and teachers. The
objectives will assist students in dealing with the challenges they face, as well as
educators in better assisting their students.
Plan Objectives Implementing Time Person Expected
Strategies Frame Involved Outcome
1. Teachers can
devise an
1. Students
effective
should tell their
methods to help
1.To hear students’ teachers about
the students
perspectives on the the challenges
adjust to the
challenges they they have
new program.
face. encountered in
onine learning.
Implementing 2. Teachers will
2.To determine
an open 1. Students be able to
what resources or 2. Encourage the
forum for identify which
materials students students to share 1 Day
students and 2. Teachers students are
will need to their point of view.
teachers having
overcome these
difficulties.
challenges. 3. Both students
and teachers
3. Teachers will
3.To allow students should pitch their
think about
to share potential solutions to the
ways to help
solutions. challenges they
students cope
encountered.
with the stress
that comes with
challenges.
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ECLARO ACADEMY
1. Teachers
should discuss
1. For parents to students'
have knowledge of academic 1. Parents will
the performance of performance in assist students
their kids despite online learning in achieving
the difficulties they with their parents. good academic
Implementing
encounter. performance
a meeting for
2. Teachers
parents and 1. Parents
2. To help parents should encourage 2. Students
teachers
determine how they parents to talk to would lessen
2. Teachers
will assist their their children 1 Day the difficulties
children in online about their they face.
3. Students
learning. challenges and
assist them in
dealing with them.
1. Teachers
should find a
better technique
1. To comprehend on how to discuss
and emphasize the their lesson to the
lesson that was student in order
1. Students will
tackled to the for them to
be able to
students in order to comprehend the
comprehend
widen their topic.
their lesson.
knowledge about a
certain topic. 2. Teachers
2. This will
should make
Implementing assist the
2. To help the students have 1. Students
face-to-face 5 Days students in
students to develop reporting and
classes a week developing their
and enhance their group activities to 2. Teachers
social skills.
social engagement improve their
skills when it comes social skills with
3. The students
to public speaking. their classmates.
will have an
overall good
3. To lessen the 3. Going to school
academic
challenges that and not using
performance.
students have been technology for
facing in online class, staying
learning. quiet to
concentrate, and
managing their
time.
110
ECLARO ACADEMY
Curriculum Vitae A
Ariate, Kristan Joseph S.

Address : 172 M.H Del Pilar Street
Barangay Bagong Silangan, Quezon City.
Mobile No. : 09984144030
Email Add. :ariatekristan9@gmail.com
RESEARCH INTEREST
My interest on our research paper is I want to understand how the

challenges can effect the students' academic performance and how we plan to
assist them by offering some recommendations from our paper.
EDUCATIONAL BACKGROUND
 Senior High School

SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS
STRAND
ECLARO ACADEMY, QUEZON CITY
2021 - Present
 Junior High School

BAGONG SILANG HIGH SCHOOL, QUEZON CITY
2017 – 2021
 Elementary
BAGONG SILANG ELEMENTARY SCHOOL, QUEZON CITY
2011 – 2017
111
ECLARO ACADEMY
PERSONAL INFORMATION
Birth Date : December 4, 2004
Religion : Roman Catholic
Civil Status : Single
Height : 5’5
Certified true and correct:

Curriculum Vitae B
112
ECLARO ACADEMY
RESEARCH INTEREST
Batil, Amy Leah P. My primary research interest is to
Address : #80 Purok 3 Luzon Avenue,
Brgy. Culiat, Quezon City, Metro Manila better understand the effects of
Mobile No. : 09652904975 challenges on my co-students'
Email Add. : aleyabtl@gmail.com
academic performance. The

primary goal of our research is to
propose solutions to the challenges that my co-students face. How to assist
them in dealing with the aforementioned distractions.

STRAND
2021 - Present

NEW ERA HIGH SCHOOL, QUEZON CITY
2017 – 2021
 Elementary
NEW ERA ELEMENTARY SCHOOL, QUEZON CITY
2011 – 2017
Birth Date : August 1, 2004
Height : 5’0 (154cm)
113
ECLARO ACADEMY

Amy Leah P. Batil
Curriculum Vitae C
114
ECLARO ACADEMY
RESEARCH INTEREST
Escobia, Pearl Nathaniel C. One of the reasons why I am

Address : Blk 11 Lot 3, Southville 8b, Rodrigez interested in our research is
Rizal because of the students'
Mobile No. : 09700985252
experience, which I experience
Email Add. : nthnlcbrls@gmail.com
as a student as well as of the
eclaro academy. For this reason,
we also experience other experiences, such as slow internet connection, chatting
with friends while taking an online class, house chores, etc.

STRAND

2022 - Present

SOUTHVILLE 8B NATIONAL HIGH SCHOOL, QUEZON CITY
2020 – 2021
 Elementary
SAN ISIDRO LABRADOR ELEMENTARY SCHOOL, QUEZON CITY
2012
115
ECLARO ACADEMY
Birth Date : November 30, 2004
Religion : Iglesia ni Cristo
Height : 5’4
Pearl Nathaniel D. Escobia
Curriculum Vitae D
Lopez, Arjay R.
Address : 17 Laura St., Old Balara, Quezon
City.
Mobile No. : 09153406180
Email Add. :arjayragoslopez18@gmail.com
RESEARCH INTEREST
116
ECLARO ACADEMY
I'm interested in our research topic because I'm a student of an online

class because I get distracted when I take an online class because apart from
the loss of internet, it's also noisy outside so it's really hard to take an online
class and it's really disruptive. That's why I became interested in our research
Because this is where you will know what to do when there is destruction that
happens when you take an online class, you can also avoid being destroyed
because there are tips that must be done or must be followed IN our research.

STRAND
2022 - Present

LAGRO HIGH SCHOOL, QUEZON CITY
2016 – 2020
 Elementary
OLD BALARA ELEMENTARY SCHOOL, QUEZON CITY
2010 – 2016
Birth Date : March 18, 2005
Height : 5’8
117
ECLARO ACADEMY

Arjay R. Lopez
Curriculum Vitae E
RESEARCH INTEREST
118
ECLARO ACADEMY
My interest here is to study or
Magtubo, Grethalou D. collect and know the possible

distractions among STEM
Address : Block 8 Lot 31, Country Homes, Brgy
Bagong Silang, Quezon City. students, especially those who
Mobile No. : 09577238360 have taken online classes due to
Email Add. : grethamagtubo@gmail.com the pandemic. Students reported
high levels of uncertainty
regarding their academic futures,
as well as significant levels of stress and difficulty coping with COVID-19 disruptions.
Aside from dealing with stressors related to a potentially unfamiliar online learning
environment, students are also coping with the emotional impact of COVID-19.

STRAND

2021 - Present

BAGONG SILANG HIGH SCHOOL, QUEZON CITY
2017 – 2021
 Elementary
NORTH FAIRVIEW ELEMENTARY SCHOOL, QUEZON CITY
2012 – 2017
119
ECLARO ACADEMY
Birth Date : March 8, 2004
Height : 5’0
Curriculum Vitae F
120
ECLARO ACADEMY
RESEARCH INTEREST
Pama, Ettuse Joyce Nicole B. I've learned a lot about research,
Address : Blk-4 Lot 13, Waterhole A Brgy.,
Commonwealth, Quezon City. and it has stimulated my interest
Mobile No. : 09093172737 in learning more about how to
Email Add. :ettusepama4@gmail.com
conduct and value research. It's

especially useful for knowing
what to do first when conducting research. It will be a huge help to me when I
start college, so I'm grateful to everyone who helped us finish this.

STRAND
2021 - Present

NORTH FAIRVIEW HIGH SCHOOL, QUEZON CITY
2020 – 2021
 Elementary
BENIGNO S. AQUINO JR. ELEMENTARY SCHOOL, QUEZON CITY
2009 – 2015
Birth Date : October 14, 2004
Religion : Baptist
Height : 5’2
121
ECLARO ACADEMY

Curriculum Vitae G
122
ECLARO ACADEMY
RESEARCH INTEREST
Severino, Camille C. The chief interest why I'm
Address : #35 Purok 4-B, Luzon Ave.,
Quezon City. engrossed to our research topic
Mobile No. : 09276144957 is because as sa student myself,
Email Add. :severino.camille5314@gmail.com
we want to disseminate the

challenges that we've experience
throughout the pandemic and how did the new learning system effects our
education.
The goal of our research is to convey a solution that will benefit everyone to
overcome the challenges they are facing as of the moment.

STRAND
2020 - Present

CULIANT HIGH SCHOOL, QUEZON CITY
2016 – 2019
 Elementary
CULIAT ELEMENTARY SCHOOL, QUEZON CITY
2009 – 2015
123
ECLARO ACADEMY
Birth Date : May 31, 2004
Height : 4’11

Camille C. Severino
124
ECLARO ACADEMY
Curriculum Vitae H
Tamayo, Jhoanna Trisha

Mae L.
Address : #11 Bascom, St. North Fairview,
Quezon City.
Mobile No. : 09084588662
Email Add. : tamayotrisha53@gmail.com
RESEARCH INTEREST
How these challenges influence the students' academic performance is my main

area of interest. Since our research explores the difficulties that students encounter, it
would be beneficial to study them more thoroughly in order to provide them with
solutions to handle these distractions by offering some recommendations or advice
that may be helpful.

STRAND
2021 - Present

NORTH FAIRVIEW HIGH SCHOOL, QUEZON CITY
2017 – 2021
125
ECLARO ACADEMY
 Elementary
NORTH FAIRVIEW ELEMENTARY SCHOOL, QUEZON CITY
2012 – 2017
ATHERTON SCHOOL, QUEZON CITY
2011 – 2012
Birth Date : May 03, 2005
Height : 5’0

Jhoanna Trisha Mae L. Tamayo
126

Eclaro Academy STEM Challenges Impact Study

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ECLARO ACADEMY

THE EFFECTS OF CHALLENGES ON THE ACADEMIC PERFORMANCE OF

GRADE 12 STEM STUDENTS OF ECLARO ACADEMY: BASIS FOR

The Faculty of Senior High School

of the Requirements in Practical Research 2

Under the Senior High School Curriculum

Ariate, Kristan Joseph S.

This thesis entitled, “THE EFFECTS OF CHALLENGES ON THE ACADEMIC

PERFORMANCE OF GRADE 12 STEM STUDENTS OF ECLARO ACADEMY :

BASIS FOR IMPROVEMENT PLAN” prepared and submitted by Kristan Joseph S.

D. Magtubo, Ettuse Joyce Nicole B. Pama, Camille C. Severino, in partial

ESTARLITA G. DELA CRUZ, DPA

This thesis entitled, “THE EFFECTS OF CHALLENGES ON THE ACADEMIC

PERFORMANCE OF GRADE 12 STEM STUDENTS OF ECLARO ACADEMY :

BASIS FOR IMPROVEMENT PLAN,” prepared and submitted by Kristan Joseph S.

D. Magtubo, Ettuse Joyce Nicole B. Pama, Camille C. Severino, has been

approved by the Committee on Oral Examination with a grade of____ _

Accepted in partial fulfillment of the requirements in practical research 2 under

the senior high school curriculum.

Comprehensive examination was taken and successfully PASSED.

Dr. Erlinda Dejarme

We hereby certify that this thesis, "THE EFFECTS OF CHALLENGES

ON THE ACADEMIC PERFORMANCE OF GRADE 12 STEM STUDENTS OF

higher learning, except where due acknowledgement is made thereof.

Furthermore, we declare that the intellectual content of this thesis is the

manner of organization, presentation, language, and style.

ESTARLITA G. DELA CRUZ, DPA

CERTIFICATE OF LANGUAGE EDITOR

This is to certify that we have edited this

THE EFFECTS OF CHALLENGES ON THE ACADEMIC PERFORMANCE OF

GRADE 12 STEM STUDENTS OF ECLARO ACADEMY : BASIS FOR

Kristan Joseph S. Ariate

And have found it complete and satisfactory with

Respect to grammar and composition

Anne Trisha L. Sacdalan

provided the opportunity to research. Their readiness, sincerity, and encouragement

of each instance when we are confronted with a complicated situation. We will be

eternally grateful for their assistance.

To Ms. Camielle Grace Castillo, our former research supervisor, is greatly

appreciated for her professional guidance, thoughtful considerations, and useful

study journey enjoyable and unforgettable.

Thankfulness to our statistician and grammarian for giving us time out of

a professional and accurate manner. We are appreciative of their efforts. The

accommodation to go through to accomplish this study. Without him, this valuable

research would not be possible.

The researchers would, similarly, like to convey our appreciation to the Grade

12 STEM students of Eclaro Academy, whose answers remained truthful and

To any remaining family members and companions who somehow

communicated their help, either ethically, monetarily, or genuinely, the researchers

are obliged to them.

12 STEM students of Eclaro Academy.

bestowed upon them.

researchers to accomplish their research study.

source of inspiration, wisdom, knowledge, and understanding. Throughout this study,

he has been a source of strength for us.

wanted to help and assist them by conducting this research.

Lastly, we dedicated this research study to our friends and colleagues who

shared their words of advice and encouragement, which helped the researchers to be

motivated to finish this study.

immeasurable. God bless you.

Title: THE EFFECTS OF CHALLENGES ON THE ACADEMIC PERFORMANCE OF

Researchers: Amy Leah P. Batil – Lead Researcher