i

Experience of the Students in Online Learning Method During the Pandemic

A Research Paper

Presented to

The Faculty of the Maa National High School

Senior High School Department

Maa, Davao City

In Partial Fulfillment

of the requirements in 3 I’s

By

Diether R. Inres
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March 2023

MAA NATIONAL HIGH SCHOOL

Maa, Davao City

SENIOR HIGH SCHOOL DEPARTMENT

Approval Sheet

This research paper entitled Experience of the Students in Online Learning Method

During the Pandemic is prepared and submitted by Diether R. Inres in partial fulfillment

of the requirements for 3 I’s in Senior High School Department of Ma-a National High

School, has been examined and is recommended for approval and acceptance.

MORRIS JOHN I. LOBETOS Ph.D.

Subject Teacher

APPROVED by the panel of research examiners with a grade of PASSED.

MORRIS JOHN I. LOBETOS Ph. D. REX M. PALES

Chairman Member

March 2023
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ACKNOWLEDGEMENT

The researchers give thanks to a teacher – Morris John I. Lobetoes who had taught

them how to conduct a research through examples and techniques so that the

researchers know better. They also give their thanks to the Grade 10 Advisers who have

allowed the researchers to interview the respondents who were their students in their

respective advisory. The researchers’ deepest gratitude to the students who were the

respondents and have answered the questions honestly, through them this study has

completed and successful. To the parents and guardians, they have been a great help to

the researchers through their financial and emotional supports; their care and

understanding have inspired the researchers to continue and finish this research study.

Above all, to Almighty God who is the giver of knowledge and understanding. All

the glory and honor be given back to Him for what He has done specially to complete this

research paper.
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ABSTRACT

During the pandemic the students cannot go to school because of the

government's ordinance that no one can go outside. That is why online learning method

is formulated and applied. But students have some problems when doing online class.

The purpose of this study is to shed light to the experiences of students in online learning

method during the pandemic This study uses the qualitative research design particularly

the phenomenological approach. The participants of the study were the 8 students of

Maa National High School. Interview and focus group discussions were utilized to obtain

the necessary information to answer the inquiry of this study. Open coding was used to

reduce the responses of the participants, then thematic analysis was utilized to

categorized the responses of the participants that would give meaning to the main inquiry

of this research paper. Results revealed that the students are having problems and

adjusting to the new learning modality .

Key words: Technology, Online Learning, New Normal

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Table of Contents
TITLE PAGE .................................................................................................................... i
APPROVAL SHEET ...................................................................................................... ii
ACKNOWLEDGEMENT ............................................................................................... iii
ABSTRACT .................................................................................................................. iv
TABLE OF CONTENT ................................................................................................. v
I INTRODUCTION ........................................................................................................... 1
Purpose of the Study.................................................................................................... 3
Research Questions..................................................................................................... 3
Theoretical Lens .......................................................................................................... 3
Importance of the Study ............................................................................................... 5
Delimitation and Limitation of the Study ....................................................................... 5
Definition of Terms ....................................................................................................... 6
Review of Related Literature ........................................................................................ 7
Online learning to the Students ............................................................................ 7
Attitude of Students Towards Online Learning ..................................................... 8
Time Management and Adjustments of the Students ......................................... 10
Organization of the Study........................................................................................... 10
II. METHODOLOGY ...................................................................................................... 11
Research Design........................................................................................................ 11
Research Participants ................................................................................................ 12
Data Sources ............................................................................................................. 12
Data Collection ........................................................................................................... 12
Data Analysis ............................................................................................................. 13
Trustworthiness of the Study...................................................................................... 13
Role of the Researcher .............................................................................................. 14
Ethical Considerations ............................................................................................... 15
III RESULTS ................................................................................................................. 20
Conceptual Organization of the Themes of the Study ................................................ 23
IV DISCUSSIONS ......................................................................................................... 24
Implications for Educational Practice ......................................................................... 26
Recommendation for Future Research ...................................................................... 27
Concluding Remarks .................................................................................................. 27
REFERENCES .......................................................................................................... 29
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APPENDICES ............................................................................................................ 33
Appendix A ................................................................................................................. 33
Appendix B ................................................................................................................. 34
Appendix C ................................................................................................................ 35
Appendix D ................................................................................................................ 38
Curriculum Vitae......................................................................................................... 39
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Chapter 1

Introduction

The pandemic changes the way of living of many people, especially the

education of students. Adapting to sudden changes is necessary. Online learning is

so difficult for the students who are having no internet connection especially in the

rural areas, no technology, and no money for buying data for internet connection. The

Department of Education or DepEd is making a solution to solve the problem on how

to give education to the students in the midst of the pandemic. One of the solutions is

online learning. But there are parents who see their children struggling even though

they are already using the online learning method.

In my own experience as a student, online learning gives a huge help because

I can interact with my fellow classmates and teachers. It can also help those students

who struggle learning without the guidance of the teacher. But being in the house I

was always ordered to do the household chores or running errands even though I am

in the middle of an online class. But it is the only way if I want to enhance my learning

ability by having connections with my teachers and classmates.

There are some students who have the same scenario as me. According to Shu

Cui et al, online education has been rigorously implemented in China. Since mid-

February 2020, schools and teachers at all levels have made significant efforts to

create and deliver online courses through internet-based methods or television

broadcasts. As a result, the largest online learning campaign in human history has

resulted (Cui, 2021). This means that online learning modality is needed to implement

because of COVID-19 pandemic. Despite the COVID-19 crisis, online learning has
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allowed many people to continue teaching and learning uninterrupted. The pandemic

crisis is the reason why online learning is applied globally (Ferri et al., 2020).

According to Reiely (2020), because social distancing is so prevalent in India

at that point, it will have a negative impact on learning opportunities. Educational

institutions are scrambling to find solutions to this difficult situation. These

circumstances highlight the importance of scenario planning for academic institutions.

Another issue is that some parents and students do not own a computer or an Android

device, according to Wahab and Iskandar's research in Indonesia in the year 2020.

This condition makes it difficult for them to face reality. On the one hand, there is a

need to provide educational services to students, as required by the constitution. They,

on the other hand, face a lack of support facilities (Efriana, 2021). There are some

challenges for the students in Saudi Arabia that they may face like communications,

assessment, online education experience, technology use tools, time management,

anxiety, and coronavirus disease stress (Mahyoob, 2020). Remote learning reveals a

digital divide among Filipino students in this Philippine context. This current state of

remote learning may intensify inequalities and create barriers to online learning (Rotas

& Cahapay, 2020). Lack of equipment such as computers, laptops, and smartphones.

Internet access is also not afforded by other students due to poverty. Some

participants expressed their concerns about the emergency remote education setting,

claiming that they were spending a lot of money on internet access just to attend

synchronous classes. Many of them must obtain internet data due to a lack of reliable

internet infrastructure, which raises the cost (Samortin et al., 2022).

As a student, online learning is difficult because of the lack of money to buy

subscriptions. Living in the rural area is not good. Sometimes the internet is too slow,
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I need to find the area that has a good connection always. According to an analysis

by Asian Development Bank (ADB) and Thinking Machines Data Science, Inc., nfearly

a million Filipinos in rural areas do not have access to digital connections because

most cell towers are located in wealthy cities. (Balinbin, 2021) The issue is rooted in

the broader social issue of digital inequality - only the privileged can continue their

education without risk. In the United States, for example, there is a term coined

"homework gap" to describe the barriers students face in their education when they

do not have access to a high-speed connection at home. (Villanueva & Núñez, 2020)

Most of the studies conducted before focused on the psychological impact of

the students (Irawan et al., 2020); attrition and achievement gaps in online learning

(Kizilcec & Halawa, 2015). The article reviewed by the researcher often utilizes

qualitative and quantitative research design. No study has been conducted before that

uses the qualitative research design that focuses on the experiences, struggles and

views of students in adapting to online learning methods. The research is not

generalized because only few participants are involved in this research.

As a result, the researcher believes it is critical to shed light on students'

experiences in using online learning method, which cannot be fully explained using

quantitative studies. Furthermore, the relevant information gathered by this

investigation may be used as baseline data by school administrators, guidance

counselors, teachers, and other members of the school community in order to plan

technological advancement objectives and ways to assist the students in adapting to

new normal situations. In this time of pandemic, this study is critical because it will

provide school administrators with additional information about students' struggles in

adjusting to new normal classes. Future researchers can then use the results and
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findings to further their research.

Additionally, national and international research fora will be considered by the

researcher as opportunities to share the results of this study. Further, online

publication is also another avenue that is considered by the researcher to provide the

community a wider access of the findings of this study. It is necessary to think carefully

about the steps to make the online learning method effective. Being the one who has

the experience of these kinds of problems this research should be initiated to further

benefit this article to other researchers.

Purpose of the Study

The present phenomenological study was designed to explore the experience

and difficulty of students in online learning method. It is significantly important to hear

the views of students as they adapt to the new normal in education.

Research Questions:

1. What are the experiences of students in adapting to the new normal

learning modality?

2. How do the students cope with the challenges like the difficulty of online

learning during the pandemic?

Theoretical Lens

This study will be anchored on the following theory namely: Technology

Acceptance Model (Davis, 1989)

The behavior is explained by the Technology Acceptance Model (Davis, 1989)

of a person accepting technology. According to the model, an individual's intention to

use technology based on self-determination influences the actual use of technology.

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Taking the advantage of technology. The theory in this study is related to the topic to

the students because it explains how students adapt to technology in this new normal

of education, and research is important. If a person's experience with technology is

comfortable and convenient, he or she will be motivated to use it to make his or her

work more efficient and simpler. To put this into context, school leaders should help

the students to integrate technology in the classroom and provide more technological

facilities that can enhance learning capabilities of the students. Not only in the

classroom but the school leaders should integrate or give a technology that can be

used by the students while they are in their own homes. This theory is related to the

study because of the diversity or change in education in the new normal. Using

technology can help to learn while staying at home because of safety measures

implemented by the government.

Importance of the Study

This phenomenological study intends to depict the experiences of public school

students of Maa National High School in adapting to the new normal using online

learning method. This study is helpful to the administrators and future researchers

because it will give them a background of the experiences of the students who are

struggling. Giving them insights of online learning can help to decide whether it is good

or not to use the method.

Delimitation and Limitation of the Study

The study was delimited to the live experiences of eight public school students

of Maa National High School, Maa Davao City. These experiences focus on their ways

in adapting to the new normal education setting especially during online classes,
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making online reports, and online meetings. This study is conducted at Maa National

High School, Maa, Davao City during the school year 2023. The participants of the

study are students who are having difficulty adapting and finding ways to learn through

online.

Meanwhile, this study has some weaknesses. One of the study's major flaws is

the lack of time and a small number of participants. The researcher had a limited

amount of time to observe the study participants. Because of the small sample size in

the study, this paper lacks generality.

Definitions of Terms

For clarity, the following important terms were defined conceptually and

operationally to provide common understanding of the concepts being discussed.

a. Technology- A manner of accomplishing a task especially using

technical processes, methods, or knowledge (Merriam Webster

Dictionary). In this study it refers to computer devices and softwares

used by students in their learnings.

b. Online learning- refers to instruction that is delivered electronically

through various multimedia and Internet platforms and applications. It is

used interchangeably with other terms such as web-based learning, e-

learning, computer-assisted instruction, and Internet-based learning.

c. Learning modality- is defined as the method of student participation in

instruction: In-person, Remote, or Hybrid. School districts operating

under the COVID-19 pandemic have adapted quickly to collect

information on how each student is participating in instruction for each

school day.
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Review of Related Literature

In this section, the researcher presents his readings from the articles and

studies previously conducted that are related to the current study.

Online learning gave a lot of help especially during the pandemic. One of the

advantages of it are not going outside and safe from viruses. But there are also

disadvantages. Like no internet connection, lack of technology (laptop, smartphone

etc.), and our parents order us because sometimes they need our help and sometimes

it even coincides with the time we have to do school works.

Online learning to the Students

COVID-19 pandemic really made an impact especially to our education. Staying

in our houses is necessary. Due to the drastic changes online learning method is

implemented to protect from the disease. But there are some students struggling with

this kind of method. All face-to-face classes were suspended the government use

social distancing principles due to the ongoing COVID 19 pandemic. Because of the

implications for our students, an online teaching session was held every day for 12

days. (Agarwal & Kaushik, 2020) Being at home while also having academic

responsibilities causes stress for some students, who have reported a lack of parental

support for their studies. These students, who are usually away at academic

institutions, are now required to be quarantined at home. They are expected to take

on some of the family's responsibilities. A phone survey of 5,193 rural students in

Bangladesh found that when schools are closed, 80% of children work more than two

hours per day on household chores, and 19% work more than two hours per day on

the family's economic needs. (Akramova et al., 2020).

According to the findings of the study, students' perspectives on distance

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education are not clearly separated from one another. However, a closer examination

reveals that there are more students who are dissatisfied with their education.

(Hebebci et al., 2020). Both the faculty members and students viewed inefficiency to

teach psychomotor skills, resource intensiveness and mismanaged decorum during

sessions as limitations of online learning. (Mukhtar et al., 2020)

I can relate to all of this based on the findings above. It is a hassle for me to

have an online session because sometimes there is no internet connection. Even

though I am a student I need to do the household chores. Giving 3-4 hours a day. My

auntie still commands me even though I am in the middle of the session. Online

learning is effective but for other students it is difficult because of what I mentioned

above.

Attitude of Students Towards Online Learning

Online learning can change the attitude of the students. Adapting to the new

system of education will take some time. Technology used in new learning like online

based education may vary. According to the author's interpretation, students who

reported that online classes were less appealing were less proficient on distance

learning platforms and thus did not recognize the value of online classes. It is worth

noting that the vast majority of students considered real-time face-to-face interactions

to be critical. The author considers the social value gained in a traditional classroom

to be an important factor in student attitudes. It appears that transitioning to new

environments and developing a "community of practice" model of online interaction

with staff and peers will take some time. (Ismaili, 2021)

According to the review of the author, students' behaviors or attitudes can vary

depending on how they use technology, but on the plus side, one of them is that it can
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significantly improve student achievement. (Male et al., 2022) According to the

author's literature, Yacob et al. al. (2012) examined the awareness of e-learning

among students at TATI University College in Malaysia. Multiple regression analysis

was performed on the students' perceptions of gender, year of study, faculty,

technology usage, and e-learning implementation awareness. The results show that

both males and females are aware of the importance of e-learning in education at

TATIUC. (Kar et al., 2014)

As a student transitioning to a new modality of education is difficult. Being a

student who is used to face-to-face needs to interact in real life. It is so easy to make

an assignment or modules when in online learning, but some students cheat. And it is

hard to fight the eagerness to cheat because of conscience and not learning at all.

Time Management and Adjustments of the Students

Students need to organize their time when they are having online sessions. It

can help the student's performance. But sometimes the students' schedules are ruined

because of sudden or unexplained happenings. Such as running errands,

emergencies etc. And also students cannot make some interaction with their teachers

and fellow classmates.

According to the authors, using an experimental study methodology, students

who receive time management training spend more time on tasks related to student

success. Surprisingly, when the move to online schooling occurred, students

increased their time spent on leisure activities. Students who got time management

training, on the other hand, spent more time on activities associated with student

achievement, such as studying and eating, and less time on behaviors that inhibit

performance, such as video gaming and running errands, when compared to the

control group. (Tabvuma & Carter-Rogers, 2021)

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The imposition of lockdown, according to the authors, limited students' learning

experiences (e.g., internships and laboratory experiments), limited their interaction

with peers and teachers, caused depression, stress, and anxiety among students, and

depleted the financial resources of those from lower-income families. (Barrot et al.,

2021). According to the findings of the author, a solid internet connection, technical

abilities, and interaction with instructors can help students manage their time better.

Students can enjoy and manage their time when they can adjust to the online learning

environment, have appropriate gadgets, understand how to use specific applications

or online resources to expand their knowledge, and contact with their professor on a

regular basis. (Batbaatar & Amin, 2021). A good time management can be achieved

when having a good connection and interaction with the teachers.

As a student, time management can greatly help when things are going well.

But I get stressed when it is time to pass my projects because of sudden changes of

events.

Organization of the Study

Chapter 1 of my study presents a substantial body of evidence to support the

Experience of the Students in Online Learning Method During Pandemic. The second

chapter demonstrated the method utilized in this study which include the research

design, participants of the study, data sources, collection procedure, trustworthiness

of the study, role of the researcher, ethical considerations. Chapter 3 presents the

results of the study and chapter 4 gives the discussion, conclusions, implications for

practice and recommendation for future research.

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Chapter 2

Methodology

This chapter discusses the methodology of the study. It covers the following

components: research design, research participants, data sources, data collection,

data analysis, trustworthiness of the study, role of the researcher, and ethical

considerations of the study.

Research Design

In this research, I employed qualitative phenomenological study because it

involves interpretation and description of gathered information. Moreover, this

research investigates a contemporary phenomenon within a real life situation

(Creswell, 2007) and gathers pertinent information from the selected participants using

observations, interviews, and documents ( Yin, 2003).

The phenomenological inquiry is particularly appropriate in this study because

this research inquires the meanings and perspectives of the participants. Thus, the

most important concern of this phenomenological study is to understand how the

everyday, inter-subjective world is constituted” (Schwandt, 2000) from the selected

participants’ perspective.

The selection of the participants for this study corroborated Giorgi’s (2012)

recommendation of having “at least three participants’ in the phenomenological

method. He favored Creswell’s (2007) previous point that these numbers are enough

for the researcher to handle in terms of gathering the information.

The research design is suitable for this kind of research because it explores the

live experiences of students in online learning. This design can elaborate on their

experiences that can answer the inquiry of the study.

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Research Participants

The researcher applies a purposive sampling technique in selecting the

participant of the study. Participants that are selected are having difficulties in online

learning method. The participants of the study are the seven students who are

experiencing online learning during a pandemic in Maa National High School, Maa

Davao City coming from grade 12.

Data Sources

The sources of the data are the seven students who are experiencing online

learning during pandemic with the research participants. The researcher gathered data

through one-on-one interviews, documents and observations of the participants.

Data Collection

My study focused only on seven students. Observation and in-depth interviews

were the main sources of gathering the needed information for this study.

After identifying the seven students, I immediately gave them a letter of

invitation and consent form (see Appendix B). Before the in depth interview, I had a

one-on-one orientation with the participant as to the purpose of the study. The

participants were given three days to return the consent form by affixing only their

pseudonym. One-on-one in depth interview followed after an agreed date was set.

Before the gathering of information, I followed a thorough process of selecting

the possible participants. I conducted an observation of the students in their workplace

and interview some students that can give me an idea regarding the possible

participants of the study. After determining the possible participants, I gave a letter of

invitation to them to participate in the study. The participants were given three days to
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return the consent form affixing their signature to participate in the study. After

determining the participants who agreed to participate in the study is the one-on-one

interview with them. The participants were given three questions to answer. I am able

to interview seven participants and gather their responses to the questions.

Data Analysis

A combination of inductive and deductive coding was used. The coding

structures for inductive analysis were based on the topics covered by the interview

schedules which map onto the domains of the main study. The questions asked of the

participants were framed by technology in the classroom from the experience of

students in online learning during pandemic. Each question is analyzed by open

coding. Thematic analysis entailed the examination of data to deduce patterns in

participants‟ responses, which were coded as emerging themes.

Trustworthiness of the Study

Trustworthiness of the study Fenton and Mazuwelicz (2008) as cited by San

Jose (2012) averred that there are four things to be considered in order for the

gathered information in a qualitative research reliable. These are credibility,

transferability, dependability, and confirmability. On his side, Yin (2003) conveyed that

incorporating necessary operational measures are of importance in meeting credibility

standards of a qualitative research. Thus, credibility is realized in this study by

ensuring that materials I used in collecting the information needed were presented to

the authorities and the participants.

Confirmability according to Shenton (2003) concerns with the objectivity of the

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findings-that is whether the findings are the experiences and ideas of participants

rather than the researcher’s preferences and characteristics. To address this issue in

the study. The reference codes were seen in every citation of the transcripts as

articulated by the participants. Lincoln and Guba (1985) suggested that audit trail

should be done by ‘someone not related to the study’. Thus, the raw information was

given to the auditor for his impressions, comments and suggestions.

Moreover, credibility of this study established through making the description

of the research steps acquired from the very start to the process of developing and

reporting and analyzing of findings available. All materials used and transcriptions of

this study were kept and could accessed in case of further debriefing.

I am a trustworthy researcher because I am respecting the privacy of the

participants. Data during interviews are kept confidential.

Role of the Research

My role in this study is three folds. First I became an observer. As an observer

I am very keen to determine the possible participants of the study. I entered different

faculty rooms and offices to observe the natural behavior of students in the classroom.

Secondly, I took the role of an interviewer. As an interviewer, I prepared the necessary

materials needed for the interview. Interview protocol was observed. Prior to the

interview proper, the participants were given one-on-one orientation as to the purpose

of the activity. The interview questions used in the one-on-one interview underwent

validation by expert’s validation (Appendix D) namely Dr. Morris John I. Lobetos.

Thirdly, I served as the transcriptionist of the information gathered from the interview.

Ethical Consideration

Responsible researchers should always keep the privacy of the participants of

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the study (Creswell, 1998). Privacy of participants in this study was given utmost

consideration. Initially before the formal conduct of the study, the participants were

given letter of invitation and consent. Further, their conformation does not indicate their

real names rather pseudonyms. Their identity is left in anonymity to protect their

privacy. They are given a free choice to withdraw any moment in the time of study.

The participants are given the time to review the results of the study for counter

checking purposes of their responses.

Social Value. Social value refers to the relevance of the study to an existing

social or health problem such that the results are expected to bring about a better

understanding of related issues, or contribute to the promotion of well-being of

individuals, their families, and communities. Furthermore, to get full participation from

the students the researcher explained the main purpose of the study and the

procedure for data collection. Results of the study will be presented to the respondents

and will be disseminated to other possible audiences who will benefit from this study.

More importantly, the researcher adhered to social value in research.

This study is aimed to address the experience of the students of online learning

during the pandemic. The result of this study will present valuable information that will

guide school administrators in improving career decision-making in their respective

schools. Moreover, this study will also be beneficial to the students and researchers

who can explore the result of the study as an opportunity to conduct more research

involving the career track. It will also serve as an eye-opener for the school

administrators and an advantage to faculty for they are considered as the main

beneficiaries of this study.

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Informed Consent Form. An informed consent form will be secured. The

participants of the study will be informed by the researchers regarding the effects of

being involved in any research. Consent forms will be sent to the respondents through

on line after the purpose of the study will be explained to them and that the participants

will fully be aware that they can withdraw at any time from participating in the study.

Further, Informed Consent Forms will also be sent through email to the research

respondents for their e-signature. Their responses will be held confidentially.

Vulnerability of Participants. In this study, the respondents will be considered

as adult participants for they have the capacity to make a sound judgement if they

wanted to be part of the study. They can make decisions for themselves as

respondents of this study.

Furthermore, the teachers will know the nature of the study. Vulnerable

participants are those relatively or absolutely incapable of deciding for themselves

whether or not to participate in a study for reasons such as physical and mental

disabilities, poverty, asymmetric power relations, and marginalization, among others

and who were at greater risk for some harm (NEGHHR, 2017).

Risk, Benefits, and Safety. The participation is completely voluntary and

anonymous to protect the privacy of teachers. There are no known risk in this study

because the gathering of data will be online using Google Forms. Online survey is the

most appropriate way to gather data in this study to follow the Inter Agency Task Force

on Infectious Diseases on health protocols especially the social distancing and

avoiding mass gatherings. These measures are need to prevent the spread of COVID-

19 virus and ensure the safety of the researcher and also the respondents as well.

Students can answer the form at their most convenient time and without the risk of

exposing them to COVID-19. This study can generate relevant information which can
 17

be useful to public and private school administrators. The result discussions and

findings from this study can provide evidence-based information which can be used

by administrators in the process of implementing improvements in the mathematics

curriculum. The respondents of the study can help improve attitudes towards

mathematics and problem solving skills. More so, the researcher will value their

participation and place their welfare as the highest priority during the study.

Privacy and Confidentiality of Information. The researcher will adhere to the

principles of transparency, legitimate purpose, and proportionality in the collection,

retention, and processing of personal information (Data Privacy Act of 2012). Added

to this, the researcher has to protect her respondents’ privacy for they had a moral

and legal obligation for involving them in their study. Moreover, participants were not

forced to disclose information out of his or her willingness. In answering the survey

questionnaire, their names will not appear in the survey and their answers will be held

confidentially. The researcher will assure that the names and details of the

respondents will be secured. The researcher will also orient her research assistants

or representatives, documenters on the terms and conditions of privacy and

confidentiality observed in this study. In particular, the researcher will not mention

their names to protect their identity.

Justice. To ensure that the objectives of the study are achieve, only those in

Grade 12 will be selected to be the respondents of the study because it is also the

time wherein the students have gone through online learning in junior high school.

Results and findings of the study will be given back to the respondents if they would

ask to. It will be the commitment of the researcher to share the results of the study.

The researcher should share the benefits of the knowledge gained from the

respondents for taking the burden of participating in the research. Additionally, the
 18

answers found in the questionnaire will be tallied and tabulated according to the

respondents’ responses.

Transparency. In this study, everything will be laid down to the respondents.

This is a manifestation that the researcher follows the element of transparency. The

researcher will be transparent about the aspects of a study that may have an impact

on the rights, health, and safety of the respondents. The researcher safeguards the

proper implementation of the methods used in the study by being compliant to the

ethical standards of research. He will include all the necessary documents that will

support the data analysis and will give the readers the access to read through these

in order to gain a better understanding of the results and findings of the study if asked

to. All respondents involved in the data gathering should complete a conflict of interest

management plan, which is to be reviewed by research committee and approved by

the school head of before the data gathering can go through. The researcher who is

also a student of the school where the study is to be conducted would not be involved

or influence the responses of the respondents as they answer the online

questionnaire.

Qualification of the Researcher. Being a student in Grade 12 is considered

a capable student researcher. Further, the researcher has a background in the field

of research in both quantitative and qualitative. Moreover, he always seeks direction

and advices from his mentor and the panelists, as well as his peers who are proficient

in this method. Likewise, he is guided by these experts in order to implement the

methods properly and to be able to gather the needed data for the intended purpose.

Adequacy of Facilities. The researcher needs to secure the materials to

address the adequacy of facilities. Other tools to secure will be internet connection,

laptops and software applications which are needed for the study. Added on, the e-
 19

library of the institution is accessible. Moreover, the adviser of the researcher is

always available. Adequacy of facilities will be addressed as the materials are

readily available and accessible to the researcher. The researcher rest assured that

there are available and accessible resources needed in this study. Books, online

journals, thesis and dissertations are available for further readings and references

which will provide varied literatures and studies that support the association of the

variables used in the study. Furthermore, the study was conducted in senior high

school in a urban area.

Community Involvement. Community involvement will be taken into account

in this study as there will be a community of teachers involved. Also, the beneficiaries

of this study are part of the community where the study will be conducted. Added on,

findings of the study will be made known to the school stakeholders and the

community.

All activities done are subject to the permission of the school head and the research

adviser as well.
 20

Chapter 3

Results

This chapter presents the results of the study. Raw data from the responses of

the participants in the questions during the one-on-one interview are being coded.

Open coding is used to reduce the responses of the participants into coherent themes

then group into categories.

Question # 1: What are your experiences as a student in online learning during the pandemic?

“of course I had The school It's It's a My I'm too lazy hard to
difficult multiple has the difficult mixture of experience to learn adjust from
because experienc material because nervousnes is that because I face-to-
there are es as a that we will there are s and a sometimes don't have face; cannot
hours student in use in times challenge the signal anyone to comprehen
without online online when the to myself disappears socialize d the
internet.” learning learning signal is because it's and then I with lessons
and they different keep faster than
because it lost or because of
are also from face- looking at doing a
was there is the
nice. to-face the screen face-to-face
something no load, I pandemic.
even and then classes; I
new. can't though my eyes cannot
access there is a are concentrate
the link teacher damaged. when I am
that the who will at our
teacher assist you. house.
gave me.

There are It was has the signal is it's different sometimes too lazy to hard to
hours something material lost or from face- the signal learn; don't adjust from
without new. that we will there is to-face disappears have face-to-
internet. use in no load, I even ; keep anyone to face;cannot
online can't looking at socialize comprehen
learning access the screen d the
the link and then lessons;
my eyes cannot
are concentrate
damaged when I am
at our
house.

Inconvenient to use and adjusting to new learning environment

 21

Question # 2: What specific experience did you feel significant?

of course During You think Like I'm I have Can't I don't know no internet
it’s that time I it's going to complete understan any connection
convenie constantly impossible overthink equipment; d what the classmates in our
nt but have to do it, but because The only teacher is in our house, due
sometime problems we pulled it maybe difficult saying online to me living
s the with the off. there is a thing is self- because class. in a
internet internet. new learning. the signal province
is always
suddenly topic. wherein the
weak; it
disappear signal is
affects our
s. limited and
learning
because it you need to
is difficult find a stable
for you to internet
understan connection
d the for me to
lessons join the
online. class.
especially
in
Mathemati
cs.

convenie constantly we pulled it overthink complete can't don't know no internet

nt but have off. because equipment; understan any connection
sometime problems maybe only difficult d what the classmates
s the with the there is a thing is self- teacher is in online
internet internet. new learning. saying; it class.
suddenly topic. affects our
disappear learning
s.

Experiencing technical difficulties, don’t know anyone and get stressed in online class activities

Question # 3: What specific challenges did you feel difficult and how did you handle it?

I It is not Rant, cried; I'll look for It seems Time I just let my I am now
immediat the best to a strong like I can managem mind rest coping up
handle it I
 22

ely do the would say So it seems signal like cope-up ent and and then from those
tasks but it is you are still I'm going with that just try to answer experiences
given to good to wrong. out of the you should multitask again. through
cry. It’s
us house so know how everything; I also rant installing a
feel good
to cry, it is I can take to I'll have a about personal
good to an understand quick everything. WiFi that I
scream. online what you mental can use for
class. read and breakdown my online
taught by because classes
the teacher. my grades
might
drop, then
I'll go back
to what I'm
doing.

immediat It’s feel Rant, cried; look for a should Time just let my installing a
ely do the good to So it seems strong know how managem mind rest personal
tasks cry, it is you are still signal to ent and and then WiFi
good to
given to wrong. understand multitask; answer
scream
us what you have a again; rant
read and quick about
taught by mental everything.
the teacher. breakdown
because
my grades
might drop
Experience technical difficulties, personal adjustment and time management issues
 23

Conceptual Organization of the themes of the study.

Codes Basic Themes Organizing Themes Global Themes

Students cannot
learn through
online because of
Inconvenient to no teacher beside
use and them like in face-to-
adjusting to new face.
learning
environment

No socialization can
also give a student a
negative impact.
Experience They need a
technical classmate with
difficulties, don’t them so that they
know anyone have motivation to Struggles of the
learn. students using the
and get stressed
in online class method of online
learning during
activities
They expressing pandemic.
their emotion
through ranting and
crying because of
the stress of online
learning.
Experience
technical
difficulties, When students
personal have the
adjustment and necessities they
time can manage to
management learn or to learn.
issues
Online learning
can also be
inconvenient if
no internet
connection or
signal. It can
damage the
eyes of the
students when
prolonged
exposure to
screen.
 24

Chapter 4

Discussion

This chapter presents the discussions of the results of the study. The discussion

is sequence according to the order of the research questions.

In question number 1 which is “What are your experiences as a student in

online learning during the pandemic?”. The prevalent themes are inconvenient and

adjusting to a new learning environment. In inconvenient some students find online

learning having problems with their internet connection. They find it hard to adjust

because they do not have a signal. The participants stated that

“Of course it's difficult because there are hours without internet.” “hard to

adjust from face-to-face; cannot comprehend the lessons faster than doing a

face-to-face classes”

Some participants are used in learning through face-to-face class. They cannot

comprehend to the lesson because of the new method. They need some time to adjust

to the new learning method. Both the faculty members and students viewed

inefficiency to teach psychomotor skills, resource intensiveness and mismanaged

decorum during sessions as limitations of online learning. (Mukhtar et al., 2020). The

students are used to the method of the teacher that is mentioned. According to the

study, a closer examination reveals that there are more students who are dissatisfied

with their education. (Hebebci et al., 2020). They are dissatisfied because they need

to adapt.

For question number 2 which is "What specific experience did you feel

significant?". The prevalent themes are experiencing technical difficulties, don’t know
 25

anyone and get stressed in online class activities. In don’t know anyone students are

used to have an interaction to their fellow classmates so that they do not have to feel

to be an outcast or nobody. The participant said that

“I don't know any classmates in our online class.”

According to Ismaili (2021), vast majority of students considered real-time face-

to-face interactions to be critical. Students need socialization to know anyone or to

make a relationship to his/her classmates, and some technical difficulties are

appearing in online class. For instance when the teacher have a lack of interaction

with his students or no visual cues. Getting stressed can change the attitude of the

students. Because the students are used to the traditional learning. The author

considers the social value gained in a traditional classroom to be an important factor

in student attitudes. It appears that transitioning to new environments and developing

a "community of practice" model of online interaction with staff and peers will take

some time. (Ismaili, 2021)

In the question number 3 which is "What specific challenges did you feel

difficult and how did you handle it?". The prevalent themes are experiencing

technical difficulties, personal adjustment and time management issues. In personal

adjustments students need to adjust to the new learning. One participant said that

“Rant, cry & so it seems you are still wrong”

The imposition of lockdown, according to the authors, limited students' learning

experiences (e.g., internships and laboratory experiments), limited their interaction

with peers and teachers, caused depression, stress, and anxiety among students, and

depleted the financial resources of those from lower-income families. (Barrot et al.,
 26

2021). The students are getting stressed because they do not have any choice but to

do the task giving to them.

In the theme time management issues students need to manage their time but

they have some issues about it. The participant stated that

“Time management and multitask & have a quick mental breakdown

because my grades might drop”

Some students are having a mental breakdown thinking their grades might drop

causing anxiety and stress. Unstable network and no money for subscription for the

wifi are some of the problems that the students face. Time management are needed

because of scheduled online sessions. According to the findings of the author, a solid

internet connection, technical abilities, and interaction with instructors can help

students manage their time better. Students can enjoy and manage their time when

they can adjust to the online learning environment, have appropriate gadgets,

understand how to use specific applications or online resources to expand their

knowledge, and contact with their professor on a regular basis. (Batbaatar & Amin,

2021). A good time management can achieve when having a good connection of

internet and interaction with the teachers.

Implications for Educational Practice

Making use of online learning can help the students and teachers to educate

and to learn especially during the pandemic. Students cannot go outside or do

extracurricular activities because of viruses that scatter around in the air. It is easy for

the students to access with just one tap of their phone. With proper schedules or

organizing of time sessions the student will not get stressed or hassled.
 27

But when the internet connection is slow or interrupted, the students cannot

understand what the teacher is saying. Making it hard for them to know the lessons of

the particular subject. They also have anxiety because of their thinking that they might

get failing grades. Struggles of the low-income family cannot afford to buy gadgets like

laptops, smartphones, tablets etc. They also cannot subscribe for Wi-Fi or data to

access the internet. And lastly, some students do not know what to do when using

application like Microsoft Word, Google Meet/Zoom, and opening a links.

With the help of the government and other private organizations providing
gadgets to the students and building a tower to strengthen the signal especially in rural
areas can help to perform effective online classes for the students.

Recommendation for future research

The limitations of the study set constraints in deepening more the study. So

additional research will surely bring more meaning and insights about the experiences

of students in using online learning method during the pandemic. Further study of the

research is encouraged to supplement this study.

Concluding remarks

As a student who experienced online classes, the students in public school

really need the support of the government when it comes to implementing an online

learning method. Having a bad connection are one of the major reason why students

struggling in online class because they cannot understand the lessons when the

internet connection is slow. Lack of support from the government can give the students

difficulty in learning through online classes, especially to those who do not have the
 28

necessary equipment. Some administrators also are supportive, but because of so

many students who experience these kinds of problems their support is not enough.

Online learning is ineffective if we cannot solve the occuring problems.

 29

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 33

Appendices

Appendix A

Subject Consent to participate the study

Dear Participant,
The following information is to provide you to decide whether you want to
participate in the present study. You should be aware that you are free to decide not
to participate or withdraw at any time without affecting the relationship to school
administration as well as your co-teachers.

The purpose of this study is to understand the “Experience of the Students of

Online Learning Method During the Pandemic”. The procedure is a phenomenological
study design.

Data will be collected at three points-at the beginning of the study, at the
midpoint of the study and at the end of the study. Data collection will be through
interviews( transcript from the participants) and focus group discussion.

Do not hesitate to ask questions about the study either before participating or
during the time that you are participating. I would be happy to share the findings with
you after the research is completed. However, your name will not be associated with
the research findings in any way and only the researcher will know your identity as a
participant.

There are no known risks and/or discomforts associated with the study. The
expected benefits associated with your participation are the information about the live
experiences of students in participating in sports, the opportunity to participate in a
qualitative research study and co-authorship of the study.

Please sign your consent with full knowledge of the nature and purpose of the
procedures. A copy of this consent form will be given to you to keep.

Date:

Signature of the Participant:

Diether R. Inres

Researcher
 34

Appendix B

Participants Acknowledgement to Participate In the Study

Title of the study: Experience of the Students of Online Learning Method During

the Pandemic

This document acknowledges your understanding of your rights as a participant

in this study, which the researcher has explained to you prior to signing this document.

I acknowledge that the researcher has explained my rights, the requirements of this

study, and the potential risks involved in participating in this study. I understand there

is no compensation for, or direct benefit of participating in this study. By signing below

and providing my contact information I am indicating that I consent to participate in this

study, that I am at least 18 years of age, and I am eligible to participate in this study.

You may withdraw from this study at any time by notifying me by text or email.

Date:
Signature:

Phone Number, Email Address, or Postal Address:

Thank you for your participation,

Diether R. Inres
Researcher
 35

Appendix C

Interview Guide Questions

Interview Guide Questions:

Time of Interview:

Date:

Place:

Interviewer: Diether Inres

Interviewee:

Questions:

1. To explore the experiences of students in online learning method during pandemic:

1.1. What are your experiences as a student in online learning during the pandemic?

1.2 What specific experience did you feel significant

2. To describe students challenges in oline learning using method during the

pandemic:

2.1. What are your challenges in online learning method during the pandemic?

2.2. What specific challenges did you feel difficult and how did you handle it?
 36

Appendix D

Date: .

CECILIA A. AFINIDAD
Senior High School Focal Person
Maa National High School
Maa, Davao City

Madam:

I am Diether R. Inres, a senior high school student of Maa National High School
and are currently enrolled under TVL-ICT strand.
I would like to ask permission from your office to conduct an interview among the
students in your curriculum. This is in view of my research entitled Experience of the
Students in Online Learning Method During the Pandemic. The interview would
last only about 10-20 minutes and would be arranged at a time convenient for the
students (e. g. during break time). Participation in the interview is entirely voluntary
and there are no known or anticipated risks to participation in the study. All information
provided will be kept in utmost confidentiality and would be used only for academic
purposes. The names of the participants and schools will not appear in any research
or publication due to this study unless agreed upon. Attached are the informed consent
form and the interview guide for the study for your perusal.

I hope for your favorable response. Thank you very much and more power.

Very truly yours,

Diether R. Inres

Researcher
Noted by:

MORRIS JOHN I. LOBETOS, Ph.D.

Research Adviser

Approved by:

CECILIA A. AFINIDAD

SHS Focal Person

 37

Curriculum Vitae

Contact Number: 09912983990

Residence: Bago Aplaya, Davao City

Email Address: dietherinresiii@gmail.com

Date of Birth: December 17, 2003

Place of Birth: Toril, Davao City

Civil Status: Single

Age: 19

Sex: Male

Citizenship: Filipino

Religion: Roman Catholic

Mother’s name: Lucy P. Inres

Fathers’ name: Peter A. Inres

a. Educational Attainment

Senior High: Maa National High School

Junior High: Tagum City National High School

Month and Year Graduated: June 2021

Elementary: Gravahan Elementary School

Month and Year Graduated: March 2016