A Phenomenological Study of BCI Senior Students Experiences in Online Teaching Performances of BCI Teachers During The COVID 19 Pandemic

A PHENOMENOLOGICAL STUDY OF BCI SENIOR STUDENTS’ EXPERIENCES IN
ONLINE TEACHING PERFORMANCES OF BCI TEACHERS DURING THE COVID-19

PANDEMIC
A Research Paper
Presented to
the class of Mrs. Edna F. Arrieta
Bauan Colleges, Inc.
In partial fulfillment
of the Requirements for Practical Research 1
By:
GROUP 1
Adeya Mae C. Masangkay
Diana C. Hipolito
Andrei M. Soliva
Jeff Benedict R. Barcibal
Lhen Caryl A. Dellava
Zian D. Manalo
Xyruz Stephen A. Marasigan
May, 2022
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ACKNOWLEDGEMENTS
We, the Bauan Colleges, Inc. Grade 11 researchers, have put a lot of effort into the
conduction of this research. However, we would not have been able to complete this
study without the cooperation and encouragement of some respected individuals, who
deserve our greatest gratitude. We would like to express our heartfelt gratitude and
indebtedness to all of those who have helped and guided us, both directly and indirectly,
as well as participated in this research.
Words cannot express our gratitude to Mrs. Edna F. Arrieta, our subject teacher in
Practical Research 1, for her tremendous patience and feedback. Her earnest advice
and assistance had a significant impact on the completion of our research paper.
We are also grateful to our classmates and seniors who participated in this research
because it would not have been possible to complete the research on time without their
inspiration, moral support, and insightful comments and feedback.
Lastly, we would like to express our deepest appreciation to our parents for their
unwavering love and prayers, which have always provided us with bravery and
confidence, as well as being the key to our success.
Once again, thank you to all those who were present and cooperated with us throughout
the research period.
Grade 11- Group 1 Researchers
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DEDICATION
This work is the fruit of countless and arduous sacrifices. Through the
researchers’ efforts, this work is heartily and proudly dedicated to the people who serve
as an inspiration. The people whose constant guidance has brought us to the
completion of this research not only enlightened us with academic knowledge but also
gave us valuable advice whenever we needed it most.
From our parents and guardians, as well as friends and classmated, to our
adviser and research teacher at Bauan Colleges, Inc. Above all, to our Almighty God,
who has showered us with His blessings in our daily lives, particularly for the strength,
courage, patience, wisdom, time, and guidance in carrying out this work.
Grade 11- Group 1 Researchers
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TABLE OF CONTENTS
1. ACKNOWLEDGEMENT 2
2. DEDICATION 3
3. CHAPTER 1: Introduction 6
3.1 Statement of the Problem 6
3.2 Significance of the Study 6
3.3 Scope and Delimitations of the Study 7
3.4 Definition of Terms 8
4. CHAPTER 2: Review of Related Literature and Studies 11
4.1 Foreign Related Literature 11
4.2 Local Related Literature 14
4.3 Foreign Related Studies 15
5. CHAPTER 3: Research Design/ Research Methodology 18
5.1 Data Gathering Procedure 18
5.2 The Respondents 19
5.3 Sampling Design 19
5.4 The Instruments 19
6. CHAPTER 4: Presentation, Analysis and Interpretation 21
6.1 Basic Information of the Respondents 21

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7. CHAPTER 5: Conclusion and Recommendation 31
7.1 Summary of Findings 31
7.2 Conclusion 34
7.3 Recommendation 35
8. BIBLIOGRAHPY 37
9. APPENDIX 39
9.1 Appendix A 39
9.2 Appendix B 41
9.3 Appendix C 55
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CHAPTER I
INTRODUCTION
Statement of the Problem
The purpose of this phenomenological study is to describe the BCI students’
experiences with BCI teachers’ teaching performances during the COVID-19 pandemic
in order to gain insight into the students’ learning capacities and how they can cope up
with a new way of teaching in the new learning system that has been implemented
during the pandemic. Since different possibilities are available, this study aims to
answer the following specific questions:
1. What are the experiences of BCI senior students in online teaching performances
of BCI teachers in online learning system?
2. How do BCI senior students cope with their teachers’ new teaching
performances in the online learning system?
3. How does the online teaching performance of BCI teachers affect the academic
success of BCI senior students?
Significance of the Study
In the midst of the COVID-19 pandemic, this study highlights the personal
experiences of BCI students in the online teaching performances of BCI teachers, with
the goal of providing useful information to the following groups of people:
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The BCI students may improve their learning capacity and engagement by
understanding how they can cope with their teachers’ new teaching performances while
adjusting and adapting to their current situation.
The BCI teachers may be able to see how their teaching performance affects
their students and learn how to improve it so that they can manage their classes
effectively.
The Parents may find this study useful in learning about their children’s
experiences with the new style of learning. Parents' enrolling their children in school
despite the COVID-19 outbreak indicates that education continues.
The Current Researchers, who are also BCI students, may find this study
valuable because the knowledge they acquire, which is based on students’ experiences
with teachers’ online teaching performance, may help them become more independent
and discover a way to deal with the new educational system.
The Future Researchers may find this study useful in terms of ideas or opinions
when conducting research that is relevant to this study in the future.
Scope and Delimitations of the Study
This research focuses on the BCI students’ personal experiences with BCI
teachers’ online teaching performances during the pandemic, with the goal of
developing a productive method for conducting online classes that is beneficial in both
learning and teaching.
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The scope of this study includes the students’ learning capacities and class
involvement, which aids the teacher in determining whether or not their students grasp
what they are teaching, as well as the improvement of their academic progress.
The study also covers details such as students’ and teachers’ adaptability to the
new educational system, teacher’s teaching abilities and students’ academic pressure in
a changed learning environment.
Definition of Terms
For a better understanding of this study, the following terms are defined in the
context of this study:
Academic Pressure. This refers to the pressure or stress that students
experience in school due to the amount of time and energy they expend on the tasks
they need to accomplish in order to achieve their academic objectives. This can also be
caused by an uncomfortable or unfamiliar learning environment.
Academic Progress. This refers to the improvement of students in their long-
term learning process by showing how well their academic achievement, performance,
skills, knowledge, and attitudes in school are.
Academic Success. This refers to the students’ academic achievement,
educational excellence, the accomplishment of their learning process, the acquisition of
new knowledge and the development of new skills, abilities and capabilities in particular
aspects.
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Class Involvement. This refers to the behaviors or attitudes of a student
regarding how they engage in their class. This shows either their active participation or
ignorance in class discussion.
COVID-19 Pandemic. This refers to the widespread of a certain virus that started
in 2020, resulting in many school closures and forcing institutions to find a way to keep
students' education going.
Learning Capacities. These refer to the students' ability to learn new ideas and
comprehend previously unrecognized information.
New Learning System. This refers to the new learning environment that
institutions have implemented in order for students who are affected by the COVID-19
Pandemic to continue their education. This is also called "distance learning" or "remote
learning" because students learn their lessons and complete activities at home rather
than at school. There are two types of new learning systems – the Online Learning and
Modular Learning. Online learning is when students and teachers meet and hold
courses through the use of the internet and gadgets, while modular learning is when
students receive modules for them to learn the lessons by themselves and complete the
given activities.
Online Classes. This refers to a class discussion of teachers and students that is
conducted virtually. In this class, it involves not only online live discussion but also video
recordings, PowerPoint presentations, online assessments and activities.
Online Learning System. This pertains to one of the new learning systems that
most students and teachers used throughout the pandemic. This learning system is
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performed through internet access. This type of learning requires the use of the internet
and electronic devices because this is how students and teachers interact and
communicate with one another.
Online Teaching Performances. This refers to the teachers’ teaching
performances in an online learning system. This teaching performance may differ
among teachers because those who have a lot of access and familiarity with online
teaching can perform better than those who don't know much about it, especially those
who prefer traditional teaching.
Teaching Performances. These refer to the behaviors or attitudes that a teacher
demonstrates when educating their students that have an impact on their academic
achievement.
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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the related literature and studies that are relevant to this
study, “A Phenomenological Study of BCI Senior Students’ Experiences in Online
Teaching Performances of BCI Teachers During COVID-19 Pandemic”, which the
researchers gathered to provide a thorough overview of the conducted research. This
chapter also highlights the information acquired from previous literature and studies that
is related to this study’s specific problems.
Foreign Related Literature
According to Subedi et al., (2020), e-learning tools have played a critical role
during this pandemic, assisting schools and universities in facilitating student learning
amid university and school closures. Staff and student readiness must be assessed and
supported when the new changes are implemented. Learners with a fixed mindset have
a hard time adapting and adjusting, but learners with a growth mindset adapt easily to
new situations. There is no one-size-fits-all pedagogy for online learning. There are
numerous subjects with various requirements.
As stated by Doucet et al., (2020), there are different ways of online learning that
are required for different subjects and age groups. Basilaia & Kvavadze (2020) also said
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that physically challenged students can also benefit from online learning because it
allows them to participate in learning in a virtual environment with limited movement.
According to Petrie (2020), many students have undergone psychological and
emotional distress at home or in their living area, making them unable to interact
productively. This is due to the closure of schools to allow children, parents, and
educators to cope with the COVID-19 pandemic's unanticipated ripple impact. During
these tough times, educational systems are attempting to continue providing a high-
quality education to all students. The best practices for online homeschooling are yet to
be explored.
As stated by Abhinandan (2018), many colleges implement online teaching
without sufficient preparation in their courses, yet they do it for the faculty development
programs. A lot of research has been conducted to examine the behavior of teachers
and students towards online classes. It was observed that "flexibility" and "self-control"
are the students' main reasons for taking online classes within the learning environment,
as well as the perception that an online class would be a more convenient mode of
teaching than traditional classroom learning. Burns (2013) said that when online classes
play a significant role in the learning process, schools and colleges must consider their
impact.
Even though students are on the positive side of an online class, the other
participants, who are the teachers, have mixed opinions about online classes. As cited
by Agustina & Cahyono (2017) and Dja'far et al., (2016), teachers should examine
"faculty perceptions," "training," "mentoring," and "best practices" to determine what is
currently provided and the best approach to a thorough understanding of the course.
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Many faculties believe that through faculty development programs, one can
become an effective online instructor and develop the best career path as mentorship.
According to Ballew (2017), 74% of the online instructors of K-12 believe that a
promotion development program should be incorporated into the school curriculum to
improve the instructor's teaching competence.
There is evidence that online learning delivery during the COVID‐19 pandemic is
often lacking in interactivity and collaborative experiences. Bączek et al., (2021), Yates
et al. (2020) and Bączek et al., (2021) found that around half of the medical students
reported less interaction with teachers, and only 4% of students think online learning
classes are interactive. Likewise, Yates et al., (2020)’s study of high school students
also revealed that over half of the students preferred in-class collaboration than online
collaboration because they appreciated the immediate support and proximity to
teachers and peers that in-class engagement provided.
Teachers' general self-efficacy and attitudes toward online teaching and learning
(OTL) are positively related to their prior teaching experience. For instance, Muñoz
Carril et al., (2013) showed that more experienced "online" teachers also have higher
self-confidence in their pedagogical competence to teach online. On the other hand,
teachers with little experience reported high levels of struggle related to communication
and interaction, as well as a lack of knowledge of effective online pedagogy and
technology.
A recent study by Martin et al., (2019) on teachers' perceptions of their readiness
for OTL showed that experience from teaching online had an impact on online course
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design and facilitation, that is, aspects of teaching practice and presence. However,
having little or no online teaching experience was associated with lower self-efficacy.
Mensink and King (2020) describe how performance is the conclusion of student-
teacher efforts and demonstrates students' enthusiasm in the studies. According to
Rono (2013), students' academic performance is the most important factor in education.
As a result, it is seen as the center pole, and the entire educational system revolves
around student achievement. Narad and Abdullah (2016) concluded that the students’
academic performance determines the success or failure of academic institutions.
Local Related Literature
Information cited from Dayagbil et al., (2021)’s study on teaching and learning in
times of crisis:
According to Chang-Richards et al. (2013), the teaching and learning process
takes on a different shape in times of crisis. Schools and colleges must be resilient in
the face of disasters and crises, both man-made and natural, and discover innovative
ways to continue teaching and learning activities.
During school lockdowns in the Philippines, most universities, including Cebu
Normal University, have resorted to online learning. However, this abrupt shift has
created issues, particularly for students who do not have access to technology. When
people use online learning as a result of the pandemic, the gap between those with and
those without connectivity widens. Due to access and internet availability, teachers and
students have found it difficult to maintain academic engagement.
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Due to connectivity limitations, the concept of flexible learning has emerged as an
option for online learning, particularly in higher education institutions in the Philippines.
According to Gordon (2014), flexible learning focuses on offering students control over
their learning pace, place, and mode, which can be supported by suitable pedagogical
practice. The learners are given the choice of how they will continue their studies, where
and when they can do so, and how they will comply with the requirements and
demonstrate learning outcomes. Flexible learning and teaching encompass a wide
range of approaches that can respond to the demands of a wide range of students.
In the context of flexibility, the learners' engagement in the teaching-learning
process must be considered. This is about creating and designing effective learning
experiences so that each student has access to the majority of learning opportunities.
Teachers may consider flexible distant learning methods such as correspondence
teaching, module-based learning, project-based learning, and television broadcasting if
face-to-face learning is not possible during the pandemic. Computer-assisted education,
synchronous online learning, asynchronous online learning, and collaborative e-learning
may be considered for learners with internet access.
Foreign Related Studies
According to Cheung & Slavin (2013), the high demand for virtual education
corresponds to the need to comprehend its future implications on student success.
Teachers' perceptions of internal and external factors that influence online students are
essential since they are the driving force behind implementation. Teachers' perceptions
and perspectives will be vital in determining the best practices to use in online courses.
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Best practices can enhance learner interaction in online courses, promoting the needs
of all sorts of learners (Bobeva et al., 2015).
According to Burgess (2015), best practices applied in the online classroom can
be transferred to the face-to-face classroom to improve student learning in any
environment. Online discussion boards, course content videos, e-communication, and
web conferencing technologies were among the best practices Burgess returned to the
face-to-face classroom. She used a learning management system (LMS) to upload
materials, provide PowerPoint presentations, and share feedback in her face-to-face
classroom. Upon her return to the face-to-face classroom, she utilized online discussion
to enhance learning by allowing students to reflect on readings, provide useful starting
points for class discussions, and articulate their opinions before group discussions.
Burgess used a weekly checklist in her online class and carried it over to her face-to-
face session with great success. Because of the flexibility it provided for both the
student and the instructor, Burgess identified web conferencing as the most beneficial
and effective transferable skill. She now gives the option of meeting in person, online, or
both in her face-to-face course.
As reported by Burgess (2015) and Simonson et al., (2014), successful
interactive learning experiences that work in one learning environment may be
adaptable to another one. Teaching strategies in an asynchronous environment
encourage interaction, student engagement, and active learning. Burgess and
Simonson et al., (2014) both agreed that discussion forums can keep students engaged
and improve their interactions with the instructor, other students, and content.
Participants stated that online courses provide more flexibility, accessibility, and
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convenience, and that they have provided similar benefits to their face-to-face students
as well. Participants said they used narrative lectures, audio and video files, electronic
resources, wikis, online tests and quizzes, web conferencing, and online discussion
forums while teaching online. The participants integrated videos into the LMS to
enhance the teaching and learning process.
The objective of this research review is to assist the reader in comprehending the
many aspects of the research on BCI students' experiences with their teachers' online
teaching performances. This is significant since many students are having academic
challenges as a result of the new educational system. There has been a lot of research
and discussion on this subject, including how learners will adapt to the new learning
system, which is caused by the COVID-19 pandemic. Their mindset, knowledge, and
even age all have an impact on how they adapt and adjust. Some people are fortunate
enough to have taken online classes before, but for those who do not, the situation is
quite challenging. In an online learning environment, there are many limitations that are
present, such as limited social interactions. As a result, students and teachers are
having difficulty interacting with one another. In order to properly manage their online
interactions, they needed flexibility in their new environment. This field of inquiry is very
important because it focuses on assisting students in achieving academic success
during the pandemic. Teachers must be more proficient in online teaching because their
students' academic progress depends on it. It is beneficial for them to have best
practices in order to educate effectively.
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CHAPTER III
RESEARCH DESIGN/ RESEARCH METHODOLOGY
Data Gathering Procedure
The conducted study is a qualitative research in which aims to gain a deep
understanding of a specific situation by first knowing the experiences, perspectives and
opinions of the respondents regarding the mentioned problems in this research. The
researchers first came up with a research title for a qualitative study, which the research
teacher authorized. The construction of their general statement and specific questions,
which are stated to be answered by the study's findings, was also approved by their
teacher.
The researchers created five open-ended questions that their research teacher
required. The researchers then present their questions for approval to the teacher.
Following the assessment and approval of the questions, the researchers will collect
data via Google Forms using an online survey questionnaire. They will send a link to the
survey forms to BCI senior students, and those students who respond will be the
random respondents that the researchers will have in their sampling process.
When the survey session ends, the researchers will certainly be successful in
their distribution of online survey questions and gathering of data. The data that
researchers will gather from the respondents will serve as the answers to the questions
posed by the study. The answers will be thoroughly examined, interpreted, and
analyzed by the researchers.
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The Respondents
The respondents of the study are composed of senior students at Bauan
Colleges, Inc. There are 18 students in total among the selected respondents. These
students were selected by the researchers because they believe that they are suitable
and applicable enough as they all have prior experience and knowledge in relation to
the study, "A Phenomenological Study of BCI Senior Students' Experiences in Online
Teaching Performances of BCI Teachers during the COVID-19 Pandemic." These
students will certainly be able to respond to the questions that the researchers have
prepared by providing answers based on their own experiences and perspectives on the
subject.
Sampling Design
The researchers used random sampling for the sampling design. Random
sampling design is used to select a sample randomly which is defined as a subset of a
population chosen at random. The researchers conducted this method to collect data
from senior students of Bauan Colleges Inc., in which each member of the population
had an exact equal probability of being picked for inclusion in the sample.
The Instruments
The main instrument used by the researchers for the purpose of collecting the
pertinent information needed in conducting the study is a survey questionnaire. The
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survey questionnaire is made up of five open-ended questions that the researchers
carefully designed and had approved by their research teacher. Since we are in the
midst of a COVID-19 pandemic, researchers are unable to directly survey their
respondents. Hence, with the use of advanced technology, researchers will be able to
interact and communicate with their respondents through the internet, as well as
conduct surveys using a website called Google Forms.
Google Forms is a free online tool that allows researchers to collect information
easily and conveniently. With Google Forms, they can create surveys for them to ask
their respondents for information that is relevant to the study’s topic. The respondents
will receive the link to the survey questionnaire from the researchers in order for them to
answer it. Researchers can communicate with respondents and fellow research
participants, and it's a wonderful way to collect data that will give them more control
over their research. It can also assist them in seeing and analyzing the responses or
feedback of the respondents in greater detail. The forms are integrated with Google
spreadsheets, allowing researchers to view the collected data in a spreadsheet format.
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CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION
This chapter will draw upon the main themes and present the findings that arise
out of the online survey process and subsequent data analysis. Open-ended questions
were used in the survey process. The key themes that emerged following data analysis
were as a result of the different factors that contributed to the online experiences of BCI
senior students. From analyzing the data, it emerges and discusses the factors of BCI
teachers’ online teaching performance that influenced the BCI senior students during
the COVID-19 pandemic.
Subsequently, it is followed by a discussion that will provide an interpretation of
the findings obtained, as well as show why the findings are significant to the research
and relate the findings to other research. This research's findings are based on data
interpretation and analysis of data obtained from the 18 respondents who are senior
students at Bauan Colleges, Inc.
Basic Information of the Respondents
 Francine Villanueva was the first respondent. She is a 16-year-old female,
currently a Grade 11-ABM student at Bauan Colleges, Inc. According to her, her
experiences with her teachers' online teaching performances are great since they
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try their best to teach the lessons in order for their students to understand them.
During online classes, she chooses to be attentive and listen carefully to their
lessons. Her academic performance has been greatly helped by the online
teaching performance of her teachers. However, she stated that there are some
teachers who do not believe the slow internet reasoning of their students during
class.
 Mariam A. Marasigan was the 2nd respondent. She is a 16-year-old female,
currently a Grade 11-STEM student at Bauan Colleges, Inc. According to her,
what she has experienced in her teachers' online teaching performances is that
they try their best in order to educate her and her classmates, even if the internet
connection is in the way of their teaching. She still understood the issue with her
teachers' poor internet connection because she, as a student in an online class,
had encountered it as well. She stated that her teachers' online teaching
performance is really good because of all the efforts they put in during class
discussions. Her academic performance had been affected positively by the
efforts that her teachers put into educating them virtually. However, there are
other teachers that also put in an effort, yet the process of their teaching is not
quite clear and understandable to her. The discussion is fast. That's why she
needs to adjust her understanding and learning for every teacher. In this way,
she pays more attention in class in order to not skip important details for the test.
 Xyna Shermain C. Dimayacyac is the 3rd respondent. She is a 17-year-old
female, currently a Grade 11-STEM student at Bauan Colleges, Inc. According to
her, what she has experienced in her teachers’ online teaching performances is
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that they will always try their best to clearly explain the lessons to her and her
classmates. Even if they are having problems with their internet connection, they
will always find other methods so that the students can still continue to study the
lesson. She is also understanding when it comes to their teachers' having issues
with their internet connection because, as a student attending online classes, she
too has experienced and encountered it. She stated that her academic
performance has been influenced positively by the effectiveness of her teachers’
instructions. She also stated that her teachers take their time to properly discuss
the parts of the discussions they don’t understand. Regardless of how other
teachers put effort into discussions, some of the processes are not quite clear for
her to understand. She mentioned that the discussion was fast and that she
would struggle to understand what they were saying. With her experience, she
will pay more attention in class so that she won’t miss any vital details that she
will need for her exams.
 Leonard Judiell C. Ilagan is the 4th respondent. He is a 17-year-old male,
currently a Grade 11-STEM student at Bauan Colleges, Inc. According to him,
what he has experienced with his teachers’ online teaching performances is that
he has seen them as satisfactory. However, some teachers are fast when they
are discussing, resulting in him not fully keeping up with the lessons. Even
though he can’t fully keep up with the lessons, he still manages to write down the
information and important aspects that he will be needing in upcoming
examinations. He has stated that the teachers’ instructions have greatly affected
his academic performance because of how clear and orderly they are. He also
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stated that the important thing to do so he could keep up with the discussions
was to be more active in class. Though he has experienced positive impressions
with the online teaching qualities, he still has some negative thoughts, which is
that during class discussions, some teachers are quick with their lessons but
have not presented any presentation for the students to follow on what points the
teachers are making.
 Jheny Lei R. Arellano is the 5th respondent. She is an 18-year-old female,
currently a Grade 12-HUMSS student at Bauan Colleges, Inc. According to her,
what she has experienced with her teachers’ online teaching performances is
that in her time of learning she could say that the teaching performances are the
same as they were before in traditional learning, though with a new way of
analyzing, she added, she can also learn and adopt with the new lessons her
teachers are giving. Even with the new environment, she still manages her time
to fully understand each lesson that was given to them and respond to the
requirements that needed to be submitted through their LMS. She also added
that her teachers’ instructions affected her academic performance by allowing
her to do things that would be good for her and her classmates, and they
acknowledge the ways that their teachers were willing to do so so they could
explore new things. She stated that acknowledging the best things teachers are
doing for their students is the most crucial thing to do for them and that
remembering education is important for oneself as well as for those who educate
you. Her positive impression of this new style of teaching is that great teachers in
all kinds of environments will want their students to succeed, and despite this,
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she still has some negative thoughts about having time management because of
piled up activities.
 Kien Carvey Macatangay was the sixth respondent. He is a 16-year-old male,
currently a Grade 11-STEM student at Bauan Colleges, Inc. According to him, his
experiences in his teachers' online teaching performances are that he gets
nervous when the teacher randomly calls his name aloud because he doesn't
know the answer to the question. He can still answer some of the teacher's
questions, or he just doesn't know the answer to the question. The teachers'
online teaching performance has a huge impact on his academic performance,
and so in order to cope with it, he tries to stay focused and attentive towards his
teacher during the online class. He stated that teachers not only discuss lessons
in class, but they also try to be humorous when the class is not in a good mood.
 Carol Mauro was the 7th respondent. She is a 16-year old female, currently a
Grade 11-STEM student at Bauan Colleges, Inc. According to her, what she has
experienced in her teachers' online teaching performances is that although there
are some minor instances where the internet becomes weak or sometimes the
virtual meeting ends immediately because of a poor connection, she is still able
to manage to have a class engagement. Her academic performance affects her
because of the excellent guidance of her teachers, and she can do well in class.
She stated that the discussion during the online class was too hard to understand
for some of the students because of their differences in comprehension levels.
Fortunately, the teachers understood what she and her classmates had been
going through. However, as much as the teachers understood them, they were
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still giving them too much work, which they only had a short period of time to do
before the due date.
 Ysabell C. Gabay was the 8th respondent. She is a 16-year old female, currently
a Grade 11-HUMSS student at Bauan Colleges, Inc. According to her, her
experience with her teachers' online teaching performances is that due to the
poor internet connection of either hers or her teachers', she wasn't able to
understand the lecture at all. In addition to that, there are also some distractions
such as loud noises around her environment that keep her from understanding
clearly what the teachers are teaching. Despite that, she still manages to listen
carefully since she's thankful enough to have a hard-working teacher with them
during the pandemic. Her academic performance didn't affect her that much, but
when there were some unclear instructions, she asked the teacher about it for a
clearer understanding.
 Cleo Marie Absin was the 9th respondent. She is an 18-year-old female,
currently a Grade 12-ABM student at Bauan Colleges, Inc. According to her,
what she has experienced in her teachers' online teaching performances is that it
is difficult to adjust to their online teaching. That’s why she always makes sure to
attend the online classes in order for her to manage the online teaching
performance easily. This makes her work easier and improves her academic
performance. However, there are times when it is difficult to understand the
lesson due to poor internet connection.
 John Raven Comia was the 10th respondent. He is a 17-year-old male,
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experiences in his teachers’ online teaching performance is that he would always
listens to the teachers during the online class discussion. He stated that the
teachers’ influence, ideas and expectations to their students has greatly impact
his academic performance.
 Valery Marie Valencia was the 11th respondent. She is a 17-year-old female,
currently a Grade 11-STEM student at Bauan Colleges, Inc. According to her, her
experiences in her teachers’ online teaching performances are quite complicated
because of the presence of communication barriers during online classes. She
finds difficulties in managing the online class because of how she got used to the
traditional class. One of the problems she encountered there was the poor
internet connection. Here, she stated that she needed to be understanding,
strong, and listen to the teachers. Despite the difficulties she had encountered,
she still managed to strive throughout the classes because of how patient the
teachers were and how excellent their teaching performance was. Through this,
she was able to comprehend the lessons immediately, which significantly
improved her academic performance.
 Mejhedric Edward A. Carrascal Comia was the 12th respondent. He is a 16-
year-old male, currently a Grade 11-STEM student at Bauan Colleges, Inc.
According to him, his experience with his teachers’ online teaching performances
is that he learned a lot from their lessons. During the pandemic, he managed
their teacher’s online teaching performance time by time. He stated that
participation in recitation is what a student must do to catch up with the teachers’
online teaching performances. Their teacher’s instructions, according to him, are
27
very effective in the improvement of his academic performance. Lastly, his
positive impression of his teachers' online teaching qualities is quite responsive,
and he doesn’t have negative thoughts about them at all.
 Keith Ashley Marasigan was the 13th respondent. He is a 17-year-old male,
experience with his teachers’ online teaching performances is that the teachers
sometimes lag out of the meeting. He manages his teachers’ online teaching
performance by depending on the network providers, which sometimes fail to
perform their best. This resulted in his academic performance being greatly
affected because he wasn’t able to perform his tasks and comprehend the
instructions being taught online. Thus, he stated that we must work hard in this
pandemic time.
 King Emmanuel A. Dimaculangan was the 14th respondent. He is a 17-year-
old male, currently a Grade 12-STEM student at Bauan Colleges, Inc. According
to him, what he experienced in his teachers’ online teaching performances was
that they all put in their efforts to perform well in the discussions in their online
classes. This makes him understand the lesson easily because of how
responsible the teachers are and how good and well-organized their teaching is,
which results in his being active in class. He mentioned that it is important to
adapt to the teaching strategies in this period of time because some of them
have their own new and unique ways of doing so.
 Frances Lorene C. Matibag was the 15th respondent. She is a 16-year-old
female, currently a Grade 11-STEM student at Bauan Colleges, Inc. According to
28
her, what she had experienced in her teachers’ online teaching performances
was a good teaching performance because they did everything they could to
share and deliver the knowledge to their students. She would always listen
attentively to the teachers during online classes, and the clear and complete
instructions they gave her are what helped her academic performance improve.
However, as much as how effective the teaching performance of her teachers is
for her to understand the lessons, there are still some teachers who tend to
discuss the lessons fast.
 John Manuel Policarpio III was the 16th respondent. He is a 16-year-old male,
currently a Grade 11-STEM student at Bauan Colleges, Inc. According to him,
what he experienced in his teachers’ online teaching performances was that the
teachers showed their great efforts in teaching and even used some available
sources in order for the discussion to be easier and more understandable. He
was able to manage the teachers’ performance by jotting down some important
information or details as he attentively listened to the teachers. With this, he was
able to study better since he understood the lessons easily. Despite the online
environment, the teachers still continue teaching their students, and according to
him, they did very well. However, in this environment, the lack of interaction can
greatly affect the students’ class engagement in the lesson.
 Noriel Adame was the 17th respondent. He is an 18-year old male, currently a
Grade 12-STEM student at Bauan Colleges, Inc. According to him, his
experiences in his teachers' online teaching performances include some internet
problems while their teachers' lessons are still in progress. Nonetheless, he is
29
glad that there are some teachers who can hold class discussions effectively,
even if it isn't done every day. Despite some problems being presented, the
teaching performance still greatly affected his academic performance and got
him to earn good grades. However, online classes remain challenging. One of
the more difficult circumstances that he encountered was that he wasn't able to
comprehend the lesson very well. In addition to that, there is some information
that the teachers included in their exams that was not discussed in class. That’s
why he came up with a solution in order to not get low grades on the exam. He
decided to search on YouTube for the lessons that he needed to learn. This
makes him an adaptable and flexible student because he looks for additional
information from sources other than what their teacher discusses in class.
 Evol Jay Fajardo was the 18th respondent. He is a 20-year old male, currently a
Grade 12-HUMSS student at Bauan Colleges, Inc. According to him, his
experiences with his teachers’ online teaching performances are all good. He
was able to manage his teachers’ online teaching performances by always
listening during their online classes. He mentioned that a student must have a
good internet signal in order to catch up with their teachers’ teaching
performance. He didn’t say anything about his positive and negative thoughts
about the online teaching performance, as well as how it affects his academic
performance.
30
CHAPTER V
CONCLUSION AND RECOMMENDATION
This chapter represents the summary and conclusion derived from the study, "A
Phenomenological Study of BCI Senior Students’ Experiences in Online Teaching
Performances of BCI Teachers during the COVID-19 Pandemic." It also provides
recommendations that can be pursued by both students and teachers in an online class.
The study was conducted at Bauan Colleges, Inc. The respondents were the
Grade 11 and Grade 12 students in STEM, HUMSS, and ABM strands. They were
selected using random sampling. It employed qualitative research and utilized
descriptive methods. Pertinent data was obtained through an online survey session.
Summary of Findings
The salient findings of this study were summarized according to the statement of
the problems stated in Chapter 1.
Problem No.1. What are the experiences of BCI senior students in online
teaching performances of BCI teachers in online learning system?
Based on the findings of the study, the majority of the experiences of both Grade
11 and Grade 12 BCI students in the online teaching performances of BCI teachers in
the online learning system are about having their teachers doing their best in online
31
teaching to deliver all of the important information and knowledge they have to the
students. Many of the teachers demonstrated excellent teaching skills, ensuring that
their students fully comprehend the instructions and lessons they are teaching. They've
put a lot of time and effort into their online class discussions to ensure that their
students are still learning and continuing their studies during the pandemic. They'd
always come up with some innovative ways to make their students feel more
comfortable in the new educational system. Since the teachers' teaching performance is
being used online, some interruptions and distractions are expected during the online
class. Poor internet connections, according to many students, are the reason they don't
understand the lessons being taught in class. Their teachers' online teaching
performances are certainly affected by the internet connectivity issue. Another thing that
a few students said within the findings of this study is that some teachers would tend to
educate them a lesson exceptionally fast, which makes the students incapable of
comprehending and understanding the lessons right away.
Problem No.2. How do BCI senior students cope with their teachers’ new
teaching performances in the online learning system?
According to the findings of this study, the most commonly mentioned way for BCI
students to manage their teachers' new teaching performances in the online learning
system is to listen attentively in class. This is because they are trying their best to adapt
to and be flexible within the new educational system. There are some students who
responded that they are having a difficult time managing the teachers’ performance,
which makes them unable to understand the lessons during the online discussions.
32
Some students said that it is because of the poor internet connectivity, while others said
that it is because of how their teachers teach the lessons so fast. The reasons of those
students who don’t understand the lessons are what made the rest of the respondents
try their best to pay attention to their teacher. They spend a lot of time and effort on
cooperating in class, taking notes on what is being discussed, and performing their
tasks and activities in order to understand their lessons. Some students complained that
their teachers would include things on their exams that were not even discussed in
class. As a result, they would always look for other sources of information relating to
their topic, such as YouTube, in order to get good grades.
Problem No.3. How does the online teaching performance of BCI teachers affect
the academic success of BCI senior students?
Based on the findings of the study, BCI teachers' online teaching performances
have a beneficial impact on BCI students' academic success. They stated that their
teachers provide excellent teaching, allowing students to obtain more information and a
clearer understanding of the lessons discussed in their online classes. The teachers
take their time to ensure that their students comprehend the lessons they have covered.
The teachers' excellent teaching performance makes their work smoother, makes them
more engaged in class, and helps them achieve good grades. As a result, their
academic performance improves. Because of the efficient time and effort the teachers
spent, the strategies they used, and the competent guidance they provided throughout
the classes, their teaching performance was exceptional. However, some students
continue to have difficulty understanding their lessons. That's why they ask for
33
clarification from the teacher. A few students also claim that their teacher's online
teaching performance has no effect on their academic performance.
CONCLUSION
Based on the indicated findings, the following conclusions were drawn:
1. The findings of the study prove that the teachers' online teaching performances
in an online learning system had an impact on students' learning capacity and
engagement levels.
2. The findings revealed that the majority of BCI senior students who have taken
online classes had comparable experiences with their teachers' online teaching
performances, including their teachers' assisting them with their difficulties with
the lesson and internet connection issues.
3. Based on the results presented, the BCI teachers’ online teaching performance
has a positive impact on the academic success of the majority of BCI students.
Thus, the academic achievement of the students improved.
4. Almost all the respondents in this study have the same way of dealing with
teachers’ online teaching performances, which is by engaging and paying greater
attention in their online classes, doing activities, and seeking additional
information from other sources.
5. The results indicated that both students and teachers are having a difficult time in
the online learning system. Hence, they must do their best to adapt and adjust to
the new learning system in order for education to continue.
34
6. In the context of this study, it appears that both students and teachers have their
own innovative strategies in terms of a clear understanding of the lessons being
discussed in their online classes.
The researchers concluded that students gain more knowledge and develop an
improvement in their grades from the online teaching performances of their teachers.
Based on the findings, the students were given a chance to develop their own academic
performance through their interaction with the teachers and their own responsibility as
learners. This also generates a favorable learning environment for both students and
teachers, allowing them to more comfortably hold online classes. Students who were
engaged in their teachers' online teaching performances performed better in terms of
retention and academic performance.
RECOMMENDATION
This study revealed the influences of the BCI teachers’ online teaching
performances on the BCI senior students. After thorough assessment of the study’s
findings and conclusions, the following recommendations are hereby presented:
1. Since there has been an indicated less beneficial type of online teaching
performance, learners of Bauan Colleges, Inc. may use alternative methods of
learning new information, which center on their prioritization of education, not
only during the pandemic but also other periods of time. This will certainly give
them an ability to further recognize, absorb, and use knowledge in different
35
aspects. In addition to that, having advanced knowledge about a certain topic will
assist students in better understanding the upcoming lessons that the teachers
will present to them.
2. Since most teachers' online teaching performances have been proven to be
effective, other teachers who provided less beneficial assistance in ensuring
students' understandable lessons should incorporate this good teaching
performance for further educational enhancement of students in an online
learning system. Teachers may consider that not all students are on the same
intellectual level and learning capacity. That’s why their teaching should be fair
for all students so that no one is left behind in their classes.
3. The teachers may consider their evaluation of their students’ academic progress.
Examine what and where a certain student is having difficulty in class. Good
guidance would be beneficial to apply in approaching their students for a
confrontation. This would encourage the students to be honest with their
teachers and to ask for clarification in accordance with their lessons. If the
adviser had been the one who approached the students, they may have been
able to help them with their problems regarding their subject teachers. In this
way, the subject teachers would certainly have a better chance to develop their
own teaching performances in order to have the students in a positive mindset in
class.
4. A similar study must be conducted on a larger group of subjects to determine if
the same findings will be established.
36
BIBLIOGRAPHY
Aggarwal, A., Gopal, R. & Singh, V. (2021). Impact of online classes on the satisfaction
and performance of students during the pandemic period of COVID 19.
Retrived from https://link.springer.com/article/10.1007/s10639-021-10523-1
Andrews Graham, D. (2019). Benefits of Online Teaching for Face-to-Face Teaching at
Historically Black Colleges and Universities.
Retrieved from https://files.eric.ed.gov/fulltext/EJ1211047.pdf
Chhetri, R. & Pokhrel, S. (2021). A Literature Review on Impact of COVID-19 Pandemic
on Teaching and Learning.
Retrieved from https://journals.sagepub.com/doi/full/10.1177/2347631120983481
Dayagbil, F. et al. (2021). Teaching and Learning Continuity Amid and Beyond the
Pandemic.
Retrieved from https://www.frontiersin.org/articles/10.3389/feduc.2021.678692/full
Guanliang Chen et al. (2021). Students’ experience of online learning during the
COVID‐19 pandemic: A province‐wide survey study.
Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8236971/
37
Howard, S. et al. (2021). Profiling teachers' readiness for online teaching and learning in
higher education: Who's ready? Retrieved from
https://www.sciencedirect.com/science/article/pii/S0747563220304222
Kulal, A. & Nayak, A. (2020). A study on perception of teachers and students toward
online classes in Dakshina Kannada and Udupi District. Retrived from
https://www.emerald.com/insight/content/doi/10.1108/AAOUJ-07-2020-0047/full/
html
Reyes-Sokolowsky, A. (2020). Teachers’ Perceptions of Factors Influencing Students’
Academic Performance in Online Courses: A Case Study. Retrieved from
https://digitalcommons.csp.edu/cgi/viewcontent.cgi?
article=1450&context=cup_commons_grad_edd
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APPENDIX A
SURVEY QUESTIONNAIRE
Email:
Name:
Grade and Strand:
Age:
Gender:
( ) Male
( ) Female
1. As a student in an online learning system, what have you experienced in your

teachers' online teaching performances?
2. During the epidemic, how do you manage your teachers' online teaching
performances?
3. How does effectiveness of your teachers' instruction affect your academic

performance?
4. What do you believe is the most crucial thing for you to perform as a student to
cope with your teachers' online teaching?
39
5. What are your positive impressions of your teachers' online teaching qualities?
What about the negative thoughts you're having?
40
APPENDIX B
TRANSCRIPT OF THE INTERVIEW
Respondent 1: Francine Villanueva (aged 16, female, 11- ABM)
1. Question: As a student in an online learning system, what have you experienced

in your teachers' online teaching performances?
Response: Great
2. Question: During the epidemic, how do you manage your teachers' online
teaching performances?
Response: I always listen to their lessons.
3. Question: How does effectiveness of your teachers' instruction affect your

academic performance?
Response: It helps my academic performance on a good way.
4. Question: What do you believe is the most crucial thing for you to perform as a
student to cope with your teachers' online teaching?
Response: Be attentive.
5. Question: What are your positive impressions of your teachers' online teaching
qualities? What about the negative thoughts you're having?
Response: They try their best to teach so that the students can understand the
lessons. Sometimes they don’t believe the students who has slow internet.
Respondent 2: Mariam A. Marasigan (aged 16, female, 11- STEM)

Response: What I experience on my teachers' online teaching performance is
that they always try to explain to us the best that they can. Even if sometimes
their internet connection is terrible, they always find a way to teach us the
lessons that we did not understand.
41
Response: As a student, I always try to understand the teacher's online
teaching performance even if sometimes, I did not understand what they were
explaining to us. I understand it because I know that the teachers' problems in
this epidemic is the same as my problem as a student who were learning
virtually.

Response: The effectiveness of my teacher's instruction affect my academic
performance in a good way because I gained knowledge from the lessons that
they taught and also, they really take their time efficiently to discuss to us the
lessons that we don't understand.
Response: What I would do is to adjust my understanding and learning for
every teacher that taught us because once I know what type of performance
my teacher has, I can and I will understand what my teacher is discussing in
front of the class.
Response: My positive impressions of my teacher's online teaching
performance is that they are really good in teaching because although the time
now is not good, they really put their effort and their best in every discussion
they will have. My negative thoughts about my teachers' online teaching
performance is that I am not saying that all of my teachers are like this but
some of them were. They were fast in discussing the lesson and sometimes I
did not even understand a thing about their discussion. That is why whenever a
teacher is discussing the lesson to us really fast, I will pay attention to what
he/she is saying because I might skip some important details that I should
know for my test.
Respondent 3: Xyna Dimayacyac (aged 17, female, 11- STEM)

Response: What I've experience about my teachers' online teaching
performance is that they always try their hardest to explain things to us as
42
clearly as possible. Even if their internet connection is occasionally poor, they
always find a method to teach us the lessons we don't grasp.
Response: As a student, I make every effort to comprehend the teacher's
online teaching performance, even if I don't always grasp what they're saying. I
understand since I am aware that the teachers' concerns in this epidemic are
the same as my problem as a virtual student.

Response: My academic performance is influenced positively by the
effectiveness of my teacher's instruction since I gained information from the
lessons that they taught, and they also take the time to discuss with us the
things that we don't grasp.
Response: What I would do is change my comprehension and learning for
each instructor that taught us, because once I know what kind of performance
my teacher has, I can and will grasp what my teacher is talking about in front of
the class.
Response: My positive views of my teacher's online teaching performance are
that they are incredibly effective at teaching since, despite the fact that the
timing is not good right now, they put their all into every conversation they will
have. My unfavorable impressions about my teachers' online teaching
performance are that while not all of them were like this, some of them were.
They discussed the material quickly, and there were times when I didn't
comprehend a word they said. That is why, anytime a teacher is discussing a
lesson with us quickly, I will pay attention to what he or she is saying since I
don't want to miss any vital points that I need to know for my test.
Respondent 4: Leonard Judiell C. Ilagan (aged 17, male, 11- STEM)

43
Response: What I've seen of teachers presenting online teaching has been
satisfactory. However, some teachers are extremely quick to teach, and I am
unable to keep up. I can't keep up because I'm not very bright.
Response: I manage it in a way of prioritizing the information that may help to
my exams. Focusing on the important aspects of the lessons.

Response: It greatly affects my academic performance because I am given
clear and orderly instruction to do the activities that my teacher asks me to do.
Response: The important thing I have to do to keep up with the teacher’s
teaching and to be more active in class. Because it is a way for you to better
understand the lesson being taught.
Response: The positive impression I can give of my teachers' online teaching
qualities is that they teach well and quickly understand it. But the negative
thoughts I can say are that there are some teachers who teach quickly, but
there is no presentation given while in class, so sometimes I can't follow what
is said by the teacher.
Respondent 5: Jheny Arellano (aged 18, female, 12- HUMSS)

Response: In my experience with this time of learning, I can say that it is the
same thing as the face to face learning but then, it is in a new way with a lot of
strategy. I can also learn and adopt the new things that my teacher taught us.
44
Response: By having a manage time to making a lot sense to understand
every lesson that our teacher would give to us, and answers the tasks or
assignments that we need to pass thru our LMS.

Response: It allows me to follow the things, what might good for us his/her
students. We acknowledge the strategies that they are making to explore our
mind in the new learning.
Response: I think it is when you acknowledge the best thing that your teacher
doing for all of the students around him/her. Just always remember that
education is important not only to yourself but to the one's who educates you.
Response: Great teachers in any environment should want to see their
students excel. Fear of having a time management because of a lot of things to
do.
Respondent 6: Kien Carvey Macatangay (aged 16, male, 11- STEM)

Response: I experience a lot from my teacher like a randomly calling my name
in the recitation is a great pressure in which sometimes I say that I didn't know
the answer because the question is too hard for me.
Response: I manage it by answering the question if the teacher calls my name
though sometimes I don't know the answer so I say that I didn't know the
answer for that question.

45
Response: It affects me a lot because learning in virtual may not be easy
sometimes but if I focuses my attention to the teacher it's easy for me to
understand what my teacher is trying to say.
Response: I believe that my most crucial thing I will do to cope with my
teachers’ online teaching is that to listen and bring my attention to my teacher
in virtual meeting.
Response: My positive impressions is that the teacher is always discuss a
lesson in which we can learn and they sometimes make jokes for us to lighten
the mood if the virtual class is gloomy and for my negative thoughts is nothing.
Respondent 7: Carol Mauro (aged 16, female, 11- STEM)

Response: The experience is good, there is only some chance that there is a
problem with the internet connection so the virtual meeting is interrupted or
ends immediately.
Response: I manage the order by cooperating well in class.

Response: Because of the good guidance of the teachers, I am able to do well
as a student, which is why I get good grades.
Response: Maybe it's when you don't get a lesson right away because the
students don't have the same level of comprehension.
46
Response: I thought the teaching would be stricter but they became more
understanding to us. The negative is that there are teachers who really pile up
work and quickly give due.
Respondent 8: Ysabell C. Gabay (aged 16, female, 11- HUMSS)

Response: Some of my teachers’ internet connection or mine is sometimes
slow so sometimes I can’t understand what is the lecture all about.
Response: I tend to listen very carefully to my teachers despise the noise
around my household/environment.

Response: None, but sometimes their instructions are not clear so that is why
we tend to ask some questions regarding the topic.
Response: The noise around me and sometimes the responsibilities around
the house.
Response: My positive impressions of my teachers online teaching is that they
still teach us even online, they still teach us even if it’s hard especially if they
know nothing about the computer or laptops. But all in all, I am thanking them
for their hard work just to teach us and also to help the need of their own
families as well. I am not having negative thoughts.
Respondent 9: Cleo Marie Absin (aged 18, female, 12- ABM )

Response: It is hard to adjust specially in this online teaching.
47
Response: I always make sure to attend to classes even in online.

Response: It help me to make my work easier.
Response: When the internet is poor, it's already hard to understand the
lesson that discuss second ago.
Response: The positive qualities, they can make our work more easier
specially during pandemic.
Respondent 10: John Raven Comia (aged 17, male, 11- STEM)

Response: Makinig (Listen)
Response: Maging isang mahusay na malinaw na performance. (Be a good
clear performance.)

Response: Ang impluwensya, ideya, at inaasahan ng guro sa mga kakayahan
ng kanyang mga mag-aaral ay may epekto sa akademikong pagganap ng
mag-aaral. (The teacher's influence, ideas, and expectations on their students'
abilities have an impact on the student's academic performance.)
Response: Listen to the teacher's presentation / lessons,
48
Response: Maging isang mahusay na malinaw na presentasyon. (Be a good
clear presentation.)
Respondent 11: Valery Valencia (aged 17, female, 11- STEM)

Response: Very complicated because there are communication barriers during
virtual classrooms, such as not hearing the voices, and the opportunities to
improve quickly.
Response: It's kind of difficult for me to manage the online class because I'm
used to face to face classes, and I'm still doing well these past few days
because I'm getting used to it; it's just a problem sometimes because the
internet is slow, and I ask for forgiveness for other kids who can't afford
gadgets and the internet, however and I prefer the face to face class to the
online class.

Response: The excellence of their education improved me significantly, and I
now properly understand what they teach. I immediately comprehended the
lecture or topic regardless of their ability to educate and instruct.
Response: I need to be understanding‚ strong‚ listening to what is being
taught‚ through them i can do online class/teacher’s online teaching.
Response: They are patient with the students they are teaching even though
they are understanding and smart. They're smart and potentially serious.
49
Respondent 12: Mejhedric Edward A. Carrascal (aged 16, male, 11- STEM)

Response: I learned a lot of lesson.
Response: I manage it time by time.

Response: It is very effective.
Response: Recitation.
Response: They are very responsive and i don’t have negative thoughts about
them.
Respondent 13: Keith Ashley Marasigan (aged 17, male, 11- STEM)

Response: They sometimes lag out of the meet.
Response: They always depend on their network providers.

Response: It greatly affects me because i cannot do my tasks if I can’t
properly understand the instructions.
50
Response: We must be hardworking especially during these times of
pandemic
Response: The only negative I have to say is all about the internet connection,
sometimes it fails to perform its best.
Respondent 14: King Emmanuel A. Dimaculangan (aged 17, male, 12- STEM)

Response: All of the teachers did well and we appreciated their efforts in order
for them to do their best just to teach us the lessons.
Response: It is good and well organized also it is so applicable nowadays and
it make us understand the lesson easily.

Response: If I understand the lesson softly, I become active in the class and
answer all the questions of our teacher.
Response: Is to adapt on their teaching strategies nowadays because some
strategies are new and uses a unique way.
Response: they are so responsible of what they're doing and the result of that
is it makes the lesson easy to understand and apply.
Respondent 15: Frances Lorene C. Matibag (aged 16, female, 11- STEM)

51
Response: I experienced a good teaching performance from my teachers
because the do all the things they can do just to deliver the knowledge that
they want to share with us.
Response: I listen carefully and attentively to what my teachers telling while in
class.

Response: It boost my academic performance because the instructions they
are giving to us are always clear and complete.
Response: Always listen to your teacher and lemisten attentively to what the
teacher does.
Response: They teach so well that ever students understand the lesson they
are sharing with us. The negative thoughts for is that some of them are a bit
fast when they are teaching.
Respondent 16: John Manuel Policarpio III (aged 16, male, 11- STEM)

Response: I have experienced that they have put much effort in teaching us
and using all of the resources available to make their teaching more easier to
understand in an online class.
Response: I managed by taking down notes while the teacher is teaching and
listening attentively.

52
Response: When a teacher teach very well, I will most likely understood the
lesson easily and can study much better.
Response: To listen attentively to what the teacher is saying so that I can
understand the lesson easily.
Response: The positive impression is that even if the classroom is online, the
teacher can still teach very well despite in an online environment. The negative
thoughts is that sometimes their is a lack of interaction when teaching in an
online class and that can affect how a student will participate in the lesson.
Respondent 17: Noriel Adame (aged 18, male, 12- STEM)

Response: I experienced internet problems while they are teaching. But aside
from that, I learned still.
Response: Sometimes when I don’t get the lesson very well, I search and
learn the lesson by myself through YouTube.

Response: It greatly affect my academic performance. I get good grades as
they effectively describe each lessons.
Response: To be adaptive and flexible. Don’t rely on what just discussed.
Response: The positive thoughts... Hmmm. as a student, I am glad that some
teachers teach very well even there are internet issues altogether with the fact
53
that we are not having class everyday. The negative one is sometimes, there
are information that not discussed but included in the exam.
Respondent 18: Evol Jay Fajardo (aged 20, male, 12- HUMSS)

Response: All good.
Response: Always listen.

Response: Nothing.
Response: To have a good internet signal.
Response: Nothing.
54
APPENDIX C
RESEARCHERS’ CURRICULUM VITAE
JEFF BENEDICT R. BARCIBAL
#5 Lapaz St., Poblacion III, Bauan, Batangas
09173661301
barcibaljeffbenedict@gmail.com
PERSONAL INFORMATION
Date of Birth: August 4, 2005
Sex: Male
Civil Status: Single
Height: 5’4
Weight: 87 kg
Religion: Roman Catholic
EDUCATIONAL BACKGROUND
Primary: Bagong Buhay Elementary School
Bagong Buhay, Victoria, Mindoro
SY 2010 – 2016
Secondary: Bauan Colleges, Inc.
A. Buendia St., Bauan, Batangas
SY 2017 – Present
55
LHEN CARYL A. DELLAVA
Sto. Domingo, Bauan, Batangas
09122834817
lhencaryld@gmail.com
Date of Birth: January 29, 2005
Sex: Female
Height: 5’4
Weight: 45 kg
Primary: West Bauan Central School
Aplaya, Bauan, Batangas
SY 2014 – 2017
SY 2017 – Present
56
DIANA C. HIPOLITO
Balanggutan St., Sta. Maria, Bauan, Batangas
09163280526
yanahipolito08@gmail.com
Date of Birth: February 19, 2005
Sex: Female
Height: 4’11
Weight: 51 kg
Religion: Born Again Christian
Primary: Bauan East Central School
A. Buendia St., Poblacion III, Bauan, Batangas
SY 2010 – 2014
Sta. Maria, San Pedro Elementary School
San Pedro, Bauan, Batangas
SY 2014 – 2017
SY 2017 – Present
57
ZIAN D. MANALO
San Mateo, San Pascual, Batangas, Philippines
09080040358
manalozian18@gmail.com
Date of Birth: April 13, 2005
Sex: Male
Height: 5’5
Weight: 57 kg
Primary: Bayanan Elementary School Batangas
Bayanan, San Pascual, Batangas
SY 2010 – 2017
SY 2017 – Present
58
XYRUZ STEPHEN A. MARASIGAN
Manghinao Proper, Bauan, Batangas
09511235085
xyruzstephen18@gmail.com
Date of Birth: September 18, 2005
Sex: Male
Height: 5’10
Weight: 70 kg
Primary: Bauan Colleges, Inc.
SY 2010 – 2017
Secondary: Bauan Collges, Inc.
SY 2017 – Present
59
ADEYA MAE C. MASANGKAY
Block 11, Lot 20, Le Clermont Villas Balimbing,
San Pascual, Batangas
09151455932
adeyamae23@gmail.com
Date of Birth: October 23, 2005
Sex: Female
Height: 5’1
Weight: 40.8 kg
Primary: Bauan East Central School
A. Buendia St., Poblacion III, Bauan, Batangas
SY 2010 – 2017
SY 2017 – Present
60
ANDREI M. SOLIVA
San Pascual, Poblacion, Batangas
09669558031
andreisoliva70@gmail.com
Date of Birth: May 19, 2005
Sex: Male
Height: 5’3
Weight: 65 kg
Primary: Good Shepherd School
Sta. Rita, Batangas
SY 2011 – 2017
Secondary: Bauan Collges, Inc.
SY 2017 – Present
61

A Phenomenological Study of BCI Senior Students Experiences in Online Teaching Performances of BCI Teachers During The COVID 19 Pandemic

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A Phenomenological Study of BCI Senior Students Experiences in Online Teaching Performances of BCI Teachers During The COVID 19 Pandemic

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A PHENOMENOLOGICAL STUDY OF BCI SENIOR STUDENTS’ EXPERIENCES IN

ONLINE TEACHING PERFORMANCES OF BCI TEACHERS DURING THE COVID-19

the class of Mrs. Edna F. Arrieta

Bauan Colleges, Inc.

of the Requirements for Practical Research 1

Adeya Mae C. Masangkay

Jeff Benedict R. Barcibal

Lhen Caryl A. Dellava

Xyruz Stephen A. Marasigan

as well as participated in this research.

inspiration, moral support, and insightful comments and feedback.

confidence, as well as being the key to our success.

the research period.

Grade 11- Group 1 Researchers

as an inspiration. The people whose constant guidance has brought us to the

gave us valuable advice whenever we needed it most.

Grade 11- Group 1 Researchers

3.1 Statement of the Problem 6

3.2 Significance of the Study 6

3.3 Scope and Delimitations of the Study 7

3.4 Definition of Terms 8

4. CHAPTER 2: Review of Related Literature and Studies 11

4.1 Foreign Related Literature 11

4.2 Local Related Literature 14

4.3 Foreign Related Studies 15

5. CHAPTER 3: Research Design/ Research Methodology 18

5.1 Data Gathering Procedure 18

5.2 The Respondents 19

5.3 Sampling Design 19

5.4 The Instruments 19

6. CHAPTER 4: Presentation, Analysis and Interpretation 21

6.1 Basic Information of the Respondents 21

7.1 Summary of Findings 31

Statement of the Problem

The purpose of this phenomenological study is to describe the BCI students’

answer the following specific questions:

of BCI teachers in online learning system?

performances in the online learning system?

success of BCI senior students?

Significance of the Study

the goal of providing useful information to the following groups of people:

adjusting and adapting to their current situation.

despite the COVID-19 outbreak indicates that education continues.

and discover a way to deal with the new educational system.

when conducting research that is relevant to this study in the future.

Scope and Delimitations of the Study

learning and teaching.

a changed learning environment.

context of this study:

Academic Pressure. This refers to the pressure or stress that students

caused by an uncomfortable or unfamiliar learning environment.

Academic Progress. This refers to the improvement of students in their long-

skills, knowledge, and attitudes in school are.

Academic Success. This refers to the students’ academic achievement,

educational excellence, the accomplishment of their learning process, the acquisition of

ignorance in class discussion.

students' education going.

comprehend previously unrecognized information.

recordings, PowerPoint presentations, online assessments and activities.

communicate with one another.

Online Teaching Performances. This refers to the teachers’ teaching

performances in an online learning system. This teaching performance may differ

who prefer traditional teaching.