Challenges encountered by grade 10 students and teachers in the

implementation of face to face classes after two years distance learning

 CHAPTER 1

THE PROBLEM

INTRODUCTION

The COVID-19 pandemic has been a major disruptor of the education

sector, with schools around the world forced to shift to distance learning. This

has been a challenge for students, teachers, and parents, who had to adapt to

new ways of learning and teaching. After two years of distance learning,

schools have started to go back to face-to-face classes. While this is an

encouraging development, it has come with its own set of challenges,

especially for grade 10 students and teachers. However, this is not easy, as

students and teachers have to adapt to new learning environments, teaching

methods, and social interactions. Grade 10 students are at a critical stage in

their academic journey, and the transition back to face-to-face classes can

have an impact on their academic performance and social and emotional well-

being.

The challenges that grade 10 students and teachers face during the

transition from distance learning to face-to-face classes are multifaceted. For

example, students may have difficulty adjusting to new routines and

schedules, re-establishing social connections, and adapting to different

teaching styles. Teachers may also encounter challenges such as managing

diverse student needs, re- engaging disengaged students, and developing

effective classroom management strategies. The impact of the COVID-19

pandemic on the education sector has been significant, and the transition

back to face-to-face classes is a crucial step in the recovery process.

However, this transition is not without its challenges. To ensure a successful

transition, it is important to understand the challenges that grade 10 students

and teachers are facing, and to identify effective strategies to address these

challenges.

According to Cambridge Dictionary, challenges, is the situation of

being faced with something that needs great mental or physical effort in order

to be done successfully and therefore tests a person's ability.

Coronavirus disease 2019 (COVID-19) is firstly identified in Wuhan

city, Hubei Province, China in December 2019 as a pneumonia of unknown

origin. Later, the international committee on taxonomy of viruses (ICTV)

identifies the causative agent of COVID-19 as a novel coronavirus, severe

acute respiratory syndrome coronavirus−2 (SARS–CoV−2). COVID-19

outbreak spreads rapidly not only in China, but also worldwide, therefore, the

World Health Organization (WHO) has announced it as pandemic on March

12, 2020. The total number of confirmed cases and mortalities are

23,491 ,520 and 809, 970 respectively, in 216 countries as of August

25, 2020. COVID-19 pandemic has affected all levels of the education

system. Educational institutions around the world (in 192 countries) have

either temporarily closed or implemented localized closures affecting

about 1.7 billion of student population worldwide. Many universities around

the world either postponed or canceled all campus activities to minimize

gatherings and hence decrease the transmission of virus (Mohamed A. A.

Mahdy, 2020).

The COVID-19 pandemic has created the largest disruption of

education systems in human history, affecting nearly 1.6 billion learners in

more than 200 countries. Closures of schools, institutions and other learning

spaces have impacted more than 94% of the world’s student population. This

has brought far-reaching changes in all aspects of our lives. Social distancing

and restrictive movement policies have significantly disturbed traditional

educational practices. Reopening of schools after relaxation of restriction is

another challenge with many new standard operating procedures put in place

(Sumitra Pokhrel, Roshan Chhetri 2021).

Face to face learning is how we’ve historically been learning. It usually

takes place in a classroom and most times is centered around the lecturer.

There are of course other ways to organize the classroom like group learning,

learning with a partner and/or a mentor (Online Learning Vs Face to Face

Learning 2022).

Distance learning can be simply defined as learning in which either

distance or time separates the instructor and the student. Distance learning
can be synchronous in a one-to-many or one-to-one environment where

learning takes place in real time (Walter F Deal III 2002)

In this study, we aim to investigate the challenges encountered by

grade 10 students and teachers during the transition from distance learning to

face-to-face classes. We will focus on identifying the factors that hinder the

effective implementation of face to face.

Statement of the Problem

This study aims to determine the challenges encountered by the grade 10

students and teachers in the implementation of face-to-face classes after two

years distanced learning and developed an intervention to lightened the

burden of the students and teachers. Hence, this study specifically answers

the following questions:

1. What are the challenges encountered by the grade 10 students and

teachers in face-to-face classes after the two years distanced learning?

2. How did the grade 10 students dealt with the challenges encountered in the

implementation of face-to-face classes after distanced learning?

3. What are the adjustments of teachers in the implementation of face-to-face

classes after distanced learning?

4. What intervention program is proposed to lighten the burdens of the

students and teachers in the face-to-face classes?