Group 2 - Final Manuscript

BUKIDNON STATE UNIVERSITY
Malaybalay City, Bukidnon 8700

Tel (088) 813-5661 to 5663; TeleFax (088) 813-2717, www.buksu.edu.ph
__________________________________________________________________________
The Online Learning Challenges of Junior High

School Students During the Covid-19 Pandemic
Vincent Jhon B. Suaner, Angel Mae O. Cordova, Meshech Allyzandrea

L. Maputi, Sandara Reel A. Pagara, Rheajane D. Quirog
Abstract
The pandemic, which posed an existential threat to education, prompted

institutions to use online learning to continue education amidst the crisis. This
resulted to students encountering complex challenges while integrating online
learning into their education. This study aimed to determine the online learning
challenges that students frequently face and the elements that help them cope
with online classes. A quantitative descriptive research design was
implemented and the participants were 30 randomly selected junior high school
students from a secondary school in Malaybalay City, Bukidnon during the S.Y.
2021-2022. The researchers used a 42-item self-regulated online learning
questionnaire (SOL-Q) adapted from the study of Jansen (2017) via Google
Form, which was divided into six categories: learning resources, conducive
environment, time management, academic guidance, determination, and
mental and physical health. Findings revealed that among the pre-identified
challenges, students mostly experience internet connectivity, mental health,
and time management issues meanwhile gadget unavailability, academic
assistance, physical health problems, determination, and conducive learning
environment issues are not often experienced. Additionally, determination is
one of the factors that allows students to keep up with the challenges they
encounter. To improve online learning, a school program must be initiated to
address the issues that students commonly experience.
Keywords: lack of resources, learning environment, time management,

academic guidance, determination, mental and physical health
1
__________________________________________________________________________
Introduction
The Covid-19 pandemic has become a major issue. Ever since the
pandemic took place, the education system has faced an unprecedented crisis
that has shaken up its foundation. While countries are at different points in
their COVID-19 infection rates, worldwide there are currently more than 1.2
billion in 186 countries affected by school closures due to the pandemic (Li &
Lalani, 2020). As a consequence, students experience online learning
challenges that is predominantly affecting global education.
Thus, knowing these challenges currently experienced, it is vital to gain

a nuanced understanding of students’ online learning experience in times of
the Covid-19 pandemic (Barrot et al., 2021). This means that instructors and
parents must have a comprehensive understanding of their students' online
learning experiences in order to intervene and avoid these issues from
recurring.
According to the World Health Organization (2020), the Covid-19

pandemic have focused on challenges in different aspects such as public
health, food systems, and social and economic disruption resulting in millions
of deaths and numerous countries to be at risk of falling into extreme poverty.
Research on the online learning challenges of students during the pandemic
has mostly been restricted to senior high school students so in this study, the
researchers will be focusing on the junior high school students.
Hence, the goal of this research is to identify the online learning

problems that junior high school students often face, as well as the variables
that enable them to stay on track with online learning courses and activities
during the Covid-19 pandemic. As stated by Kapasia et al. (2020), the
lockdown caused considerable disruptions in students’ learning. Their findings
revealed that students mentioned certain difficulties they encountered when
taking online programs such as lack of resources, (gadgets, stable internet
connectivity, and an adequate study environment,) improper time
management, lack of academic assistance and guidance, and mental or
physical health issues.
According to Tamayo (2021), the chairman of the Senate Committee on

Basic Education, SEN. Sherwin Gatchalian noted 43 percent of the
respondents of a poll surveyed by Pulse Asia said intermittent internet
connection is usually a problem at home. He also said that 36 percent
identified lack of gadgets like cell phones, tablets or laptops as factors that
hinder online learning, while 30 percent struggle with expensive internet fees.
As stated by Cloete (2020), having online classes impose unexpected
outcomes that affect the academic performance of students due to lack of
2
__________________________________________________________________________
gadgets. There are times that the internet connection fluctuates, resulting in
the disruption of online classes and a delay in the submission of outputs.
Abante et al. (2021) concluded that both public and private teachers, including
their students, experience poor internet connectivity. According to Morieson et
al. (2018), there must be convenient, comfortable, and quiet places where
students can focus on studying.
According to Rinkema &red Williams (2021), time management is one

of the prerequisites skills essential in online learning, students who are not
managing their time effectively are mostly experiencing difficulties compared
to the ones who are determined to manage it. Extensive use of social media
by young adults is linked with elevated tendency to develop sleep problems
and disruption of daily activities (Sivertsen et al., 2018). The utmost attention
should be given to the enhancement of learners’ online engagement and the
visibility of their critical thinking (Redmond et al., 2014). Numerous teachers
and parents cannot just immediately oversee the understanding and learning
progress of the students. Prolonged home confinement has harmed not only
the students' physical well- being, but also their mental health, causing
adverse effects that diminishes their quality of life. (Patel et al., 2020).
The researchers hypothesized that pupils and teachers would have

fewer problems if the online learning challenges revealed that students are
currently facing the pre identified challenges because they would have
solutions or alternate approaches to tackling those challenges. Variations in
student feedback from the research instruments were used to generate
particular research objectives for further investigation, and research on
students' online learning issues could help university policymakers secure
students’ academic well-being.
This study explored the challenges experienced by the junior high school
students of a secondary school during the school year 2021-2022. Specifically,
this study sought to answer the following:
1. What are the online learning challenges often experienced by the

junior high school students amidst the pandemic?
2. What are the factors that enables the students to keep up with the
online learning lessons and activities?
Methodology
This study employed a descriptive quantitative research design which

involves collecting and analyzing numerical data. Quantitative research is the
process of collecting and interpreting numerical data. It can be used to look for
patterns and averages, make predictions, test causal relationships, and
extrapolate results to larger groups (Bhandari, 2021).
3
__________________________________________________________________________
The research was conducted at a secondary school in Malaybalay City,

Bukidnon. This place is selected for knowing the efficiency of the said study
among junior high school students in the school year 2021-2022. This school
conducts online distance learning which qualifies to be the research locale that
bridges for achieving the purpose of this study. There were 30 junior high
school students who participated in this study. All in all, there are 5 sections
wherein each grade level has only one section except for the grade 10 which
has two sections. There were 6 students that were chosen from each of the five
sections. The participants were chosen through random sampling using the
wheel of names. Wheel of Names is a free random selector tool that was
designed as a digital spinning wheel that you can fill in with your own names,
words, questions, or prompts to choose names. These students were chosen
based on the criteria that they are junior high school students from the said
secondary school that are currently joining in online classes.
This study gathered data by utilizing a self-regulated online learning

questionnaire (SOL-Q) (Jansen, 2017) through Google Forms. This was given
to each participant and they were also given ample time to answer the
questions provided. There was a total of 42 questions in the survey that focuses
on answering their experiences regarding different categories such as lack of
resources, conducive learning environment, time management, academic
guidance and assistance, determination, and mental and physical health issues
with a number scaling scoring procedure ranging from “This is definitely NOT
me” (= 1) to “This is definitely me” (= 5).
Table 1: Likert Scale Range
Likert scale
Rating Range
1 – This is definitely NOT me 1 – 1.8
2 – This is usually NOT me 1.8 – 2.6
3 – This is usually me 2.6 – 3.4
4 – This is mostly me 3.4 – 4.2
5 – This is definitely me 4.2 – 5
The researchers used the Likert Scale range to classify where each item
belongs to by comparing the mean to the range. Means and standard deviation
for each item are calculated and presented in individual tables.
4
__________________________________________________________________________
Results
Table 2: Lack of resources mean score with standard deviation
Lack of Resources
Item Mean Range Std. Rating Percentage
classification Deviation
I own at least one 1 0%
gadget that I can 2 7%
use for online 3 10%
classes. (e.g., 4.53 5 0.94 4 7%
cellphone, laptop, 5 77%
tablet.)
I have internet 1 3%
connection at 2 10%
home. 4.33 5 1.12 3 30%
4 40%
5 17%
I have full access 1 3%
to my gadget at 2 3%
all 4.17 5 1.05 3 17%
times. 4 27%
5 50%
I experience 1 3%
internet 2 10%
connectivity 3.57 4 1.01 3 30%
issues. 4 40%
5 17%
The gadget/s that I 1 7%
use experience 2 20%
lagging during 3.17 4 1.15 3 40%
online classes. 4 17%
5 17%
My internet 1 3%
connection is 2 20%
stable during 3.13 4 0.94 3 43%
5 7%
My mobile data is 1 37%
not sufficient for 2 23%
online classes. 2.53 3 1.55 3 7%
4 17%
5 17%
5
__________________________________________________________________________
My mobile data is 1 37%

not sufficient for 2 23%
online classes. 2.53 3 1.55 3 7%
4 17%
5 17%
The device that I 1 27%
use is not entirely 2 37%
functional at all 2.37 3 1.19 3 13%
times. 4 20%
5 3%
There are other
users of my
gadgets or 1 30%
devices for work 2 30%
and school related 2.33 3 1.18 3 20%
online meetings. 4 17%
(e.g., siblings, 5 3%
parents, other
family members.)
I only use mobile 1 37%
data for online 2 33%
classes. 2.10 2 1.16 3 20%
4 3%
5 7%
Overall Mean 32.33
`As indicated in table 2, the highest mean is 4.53 from item number 2
while the lowest mean is 2.10 from item number 9. The highest standard
deviation is item number 10 which is 1.55 meanwhile items number 2 and 6
has the lowest standard deviation which is 0.94. Having a low standard
deviation means that the responses of the participants on that particular item
are relatively similar to one another while the higher the standard deviation is,
the more spread out the answers are. The table shows that all of the students
own at least one gadget and that 40% of the student’s own devices that usually
experience lagging during online class.
Table 3. Conducive Learning Environment mean score with standard deviation.
Conducive Learning Environment

Classification Deviation
I have set aside 1 0%
a regular place 2 10%
to study for 3.90 4 1.03 3 27%
5 37%
I recognize 3.80 4 0.92 1 0%
6
__________________________________________________________________________
where I can 2 7%
study most 3 33%
effectively for 4 33%
I can locate an 1 3%
appropriate 2 13%
study location 3.60 4 1.07 3 23%
for online 4 40%
classes. 5 20%
I can choose a
comfortable
1 7%
location where I
2 7%
can study for
3.57 4 1.10 3 30%
online classes
4 37%
to prevent being
5 20%
overly
distracted.
I have my own 1 7%
place where I 2 20%
can study with 3.43 4 1.30 3 27%
no distractions. 4 17%
5 30%
I do not
experience any 1 17%
distractions 2 40%
such as 2.50 3 1.07 3 23%
unwanted loud 4 17%
noises during 5 3%
online classes.
Overall mean: 20.8
It can be seen from table 3 that the highest standard deviation is 1.30
while the lowest standard deviation is 0.92 which means that the participants'
replies to whether or not they have their own space where they can study without
distractions are widely dispersed. The highest mean is 3.57 while the lowest
mean is 2.50. Only 37% of the students have set aside a regular place to study
for online class while 40% usually experience unwanted loud noises and
distractions during online classes. It is clear from the table that pupils can
recognize a favorable learning environment, but distractions are unavoidable.
Table 4: Time management mean score with standard deviation
Time management
I procrastinate 1 0%
and cram on my 3.80 4 1.03
2 10%
7
__________________________________________________________________________
studies/academic
activities. 3 33%
4 23%
5 33%
I am able to 1 3%
manage my time
properly. 2 17%
3.33 4 1.03 3 37%
4 30%
5 13%
I make my own 1 13%
schedule of 2 17%
activities to follow 3.07 3 1.28 3 40%
4 10%
5 20%
I immediately use 1 10%
non-educational
2 23%
websites or
applications after 3.07 3 1.20 3 77%
online classes.
4 23%
5 13%
I spend too much 1 3%
time on the
internet for 2 33%
entertainment 3.03 3 1.10 3 33%
instead of
educational 4 17%
purposes. 5 13%
I sleep late and 1 20%
wake up late.
2 37%
2.63 3 1.30 3 13%
4 20%
5 10%
I have a lot of 1 30%
missing or late
requirements. 2 27%
2.57 3 1.43
3 13%
4 17%
8
__________________________________________________________________________
5 13%
I go on non-
academic related 1 27%
websites or 2 33%
applications
while having 2.33 3 1.15 3 27%
online classes.
(e.g., social 4 7%
media and 5 7%
games)
Overall mean: 23.83
In table 4, the highest standard deviation is 1.43 while the lowest

standard deviation is items number 1 and 3 which is 1.03. The highest mean is
3.33 while the lowest mean is 2.33. After online classes, 77% of students
usually go straight to non-educational websites or applications, while 40% of
students create their own schedule to follow for their online studies. It can be
seen that students procrastinate and cram on their studies, and while they are
capable of managing their time well, there are instances when they are unable
to do so. This suggests that the findings reflect neither too many negative nor
too many positive time management difficulties.
Table 5; Academic Guidance and Assistance mean score with standard
deviation
Academic Guidance and Assistance

When I am 3.53
unsure about
a particular
subject
matter in 1 10%
online 2 7%
classes, I
consult with 4 1.25 3 30%
other people.
(e.g., 4 27%
parents, 5 27%
siblings,
classmates,
and
teachers.)
Whenever I 3.17 1 13%
do not 4 1.26
2 17%
9
__________________________________________________________________________
entirely grasp
a topic, I 3 23%
seek advice 4 33%
from other
students in 5 13%
this online
program.
I am 3.17 1 3%
determined
to receive 2 23%
assistance
4 1.08 3 43%
from the
teachers of 4 13%
my online
classes. 5 17%
I maintain 3.03
contact and 1 7%
communicate 2 30%
with my
classmates 3 1.19 3 33%
to see how
well I am 4 13%
doing in this 5 17%
online class.
During online 2.67
classes, I
discuss the
challenges
that I have 1 17%
experienced 2 30%
with my
classmates 3 1.18 3 33%
so that we
can all 4 10%
identify what 5 10%
we are up
against and
how to tackle
them
Overall mean 15.57
Table 5 shows that the highest standard deviation is 1.26 while the
lowest standard deviation is 1.08. The highest means are items 1 and 3 which
is 3.17 while the lowest mean is 2.67. As shown in the table, 69% of students
seek advice and assistance from other students, instructors, and parents when
they are unsure about a topic; however, the frequency with which they seek
10
__________________________________________________________________________
advice varies. Only 17% of the students definitely maintain contact and
communicate with other classmates to see how well they are doing in class.
Additionally, students are not too transparent with their academic progress.
Table 6: Determination mean score with standard deviation
Determination
Even when the 1 0%
materials in
online classes 2 10%
are tedious and
4.00 4 0.91 3 10%
uninteresting, I
am able to 4 47%
persevere until
it is completed. 5 30%
Even if I do not 1 3%
like what I have
2 10%
to do, I try hard
to perform well 3.93 4 1.11 3 13%
in online
classes. 4 33%
5 37%
When my
attention 1 0%
wanders during
2 0%
a study session
for online 3.87 4 0.82 3 37%
classes, I make
a conscious 4 33%
effort to stay 5 27%
focused.
I push myself 1 3%
harder when I
2 7%
start to lose
interest in my 3.80 4 1.13 3 33%
academics.
4 20%
5 33%
I force myself 1 3%
to pay attention 3.80 4 0.10
whenever I am 2 7%
11
__________________________________________________________________________
bored while
studying for 3 20%
5 23%
Overall mean 19.4
As it can be seen in table 6, the highest standard deviation is 1.13 and

the lowest standard deviation is 0.10. The highest mean is 4.00 and the lowest
mean are items 1 and 3 which is 3.80. 83% of the students try hard to perform
well in online classes even if they do not like what they have to do. The table
shows that students make a conscious effort and force their selves to pay
attention whenever they are bored while studying for online classes. Students
are also able to persevere and push their selves harder whenever they start to
lose interest in academics and they try hard to perform well during class.
Table 7: Mental and Physical Health issues means score with standard deviation
Mental and Physical Health issues

I can say that I 1 20%
am totally fine
physically and 2 37%
mentally. 3.30 4 1.24 3 13%
4 20%
5 10%
I am stressed 1 0%
and mentally
exhausted 2 10%
during online 3.27 4 1.23 3 33%
classes.
4 23%
5 33%
I am not able 1 3%
to engage in
any physical 2 17%
activities
3.00 3 1.41 3 37%
because I
spend most of 4 30%
my time in
gadgets. 5 13%
I experienced 1 3%
crying while 2.93 3 1.51 2 33%
3 33%
12
__________________________________________________________________________
doing my 4 17%
academic 5 13%
activities.
My mental 1 30%
health is not
2 27%
stable.
2.83 3 1.37 3 13%
4 17%
5 13%
I have eye 1 13%
problems (e.g.,
eye strain and 2 17%
watery eyes.) 2.50 3 1.53 3 40%
4 10%
5 20%
I experience 1 27%
fatigue.
2 33%
2.47 3 1.43 3 27%
4 7%
5 7%
I experience 1 10%
physical health
problems. 2 23%
2.23 3 1.45 3 77%
4 23%
5 13%
Overall Mean 22.53
The highest standard deviation in table 7 is 1.53 and the lowest standard
deviation is 1.23. The highest mean is 3.30 while the lowest mean is 2.50. 80%
of students are not able to engage in any physical activities because they spend
most of their time in gadgets and 89% of the students are stressed and mentally
exhausted during online classes. 57% of the students cannot say that they are
totally fine physically and mentally. It can be seen from the table that the majority
of students have unstable mental health and they only experience physical
problems usually.
13
__________________________________________________________________________
Discussion
The results of the findings indicate that students have no problem on

gadget availability, however, most of them experience internet connection
issues that is beyond their control. According to Ahmed et al. (2017), enhanced
internet connectivity is important especially in rural areas. Having access to the
internet allows students to keep up with information that might not make it into
textbooks or that might become outdated. Students with access to this
information empowers them to take charge of their education, and the research
backs that up (Brouwer, 2018). Knowing this, an internet connection is one of
the most important aspects of an online lesson.
In addition, online classes require a conducive learning environment.

Beckers et al. (2016) found that the use of learning space depends on learning
tasks; for self-study, students prefer to study at home while, for more
collaborative work, they choose the university campus. As stated by Love
(2020), though online classes are a great opportunity for continuing education,
this also impose challenges that are not present in traditional classrooms,
particularly on distractions that may stand in the way of our coursework. For
students, the environment where they learn and study affects their productivity
because it can either motivate them to focus on their tasks or cause distractions
that will make them lose concentration (The Risers Team, 2020). It goes without
saying that our surroundings affect us consciously and subconsciously. Based
from the results of this study, its significance was shown by revealing that 37%
of the students have set aside a regular place to study for online class, however,
the results also entail that they usually experience loud noises and distractions.
Since students spend their time in their homes and have control on their
own time, some of them tend to lose proper time management and decision-
making regarding their daily activities. Time management has also been defined
as a form of self-management that places a strong emphasis on time in terms
of determining what things to do, how to do them more efficiently, when to do
them, and when is the best time to accomplish them (Savino, 2016).
As pointed out by Miller (2020), balancing school and work is critical to

be able to manage time effectively, one of the most valuable skills a student can
have as an online student is effective time management. Self-motivation must
also be fostered to each high school student as a solution to the poor personal
attitude towards online learning. The study of Alyami et al. (2021) states that
students agreed that insufficient sleep patterns make them feel lazy and make
it difficult to manage their time effectively.
Battaglia (2020) announced that to succeed in an online program,

students must Increase their self-discipline, reduce the possibility of distractions,
and properly manage their time. This is essential in order for the students to be
able to avoid procrastination.
According to Vossensteyn et al. (2015), many students fail academically
14
__________________________________________________________________________
as a result of procrastination, which occurs when an activity is excessively

postponed, causing them to become extremely agitated when they think about
it. When students are prone to procrastinating, they will accumulate a mountain
of pending and unfinished tasks. Its obstructiveness is reflected on the survey
results which says that 77% of students immediately use non-educational
website or application after or during online class while 40% create their daily
schedule in order to be productive.
Experiencing challenges allows students to think and implement

techniques to keep up with the lessons during online classes. Determination is
one of the factors that enables the students to keep up with the strenuous
challenges they encounter. As stated by Chiu (2022), students’ engagement is
influenced by self- determination which is a prerequisite for learning that enables
them to strive on. In this case, students are able to persevere and incline
themselves to study harder whenever they start to lose interest in academics
which comprises up to 37% as a result from the gathered data.
Peer tutoring is an interactive, meaningful and effective way of helping

students in academic activities that allows them to enhance their academic
achievement (Ullah et al., 2018). According to Banna et al. (2015), academic
guidance is crucial in today's world for stimulating online learning, and this
includes consulting with classmates to increase a student’s academic
engagement. Students’ difficulties in studies are inevitable, which can give a
negative impact towards their mental state and outlook in life. With the issues
they are facing, one of the flexible ways they can immediately implement is to
seek aid or advise from others. A harmonious atmosphere between the students
and teachers is essential in developing a good relationship for effective teaching
and learning (Martin et al., 2021). According to a study conducted by Garbe et
al. (2020), the lack of pedagogy or knowledge from parents became a barrier
between the child and the lessons provided by the school. As a conventional
response, conducting educational lectures to parents is highly advisable,
particularly in urban families, so they can thoroughly guide their children's
academic progress (Madaio et al. 2020).
The abrupt obligation to adapt to the new normal, particularly in

education, had an impact on students' physical and mental health (Idris et al.,
2021). The results indicate that 33% of the students are physically healthy but
most of them are stressed and mentally exhausted which means that their
mental health is not stable. Recent studies revealed that pandemic lockdowns
increased the number of physically inactive individuals (Ammar et al., 2020).
Adolescents during lockdowns are associated with uncertainty and anxiety,
which can lead to disruption in their routine and engagement in people and
various academic and extracurricular activities education (Jiao et al., 2020).
Furthermore, the pandemic adversely affected students’ behavioral and
emotional functioning, particularly attention and externalizing problems (i.e.,
mood and wellness behavior), which were caused by isolation, economic/health
effects, and uncertainties (Copeland et al., 2021). The survey shows that
15
__________________________________________________________________________
students who are having difficulties with their studies tend to seek advice and
help from their schoolmates, parents, and teachers. In addition, this occurrence
is stated by Ilieva (2019), disclosing that online tutoring with peers allows
students to have a sense of educational engagement which results in better
academic achievement. Students involved in peer tutoring generally show a
more positive attitude towards learning and develop self-confidence. Moreover,
this behavior helps students build relationships and practice appropriate social
interaction in the virtual classroom, thus building confidence to oneself.
However, majority of the students prefer to seek assistance from their
classmates first rather than their teachers and students since they are more
comfortable in this manner.
Conclusion
The study revealed that junior high school students faced online learning
obstacles during the pandemic. Every student owns at least one gadget;
however, they cannot guarantee that they have a stable internet connection at
all times. Students encountered time management issues due to procrastinating
and cramming on their studies. Most of them are mentally exhausted and they
usually prefer to seek more help from their classmates compared to the teachers
and parents. Due to their resiliency, students push themselves further especially
when they start to lose interest in their academics. Students should be
encouraged to contact their teachers especially when they have concerns rather
than relying on their classmates. Through this, a harmonious relationship
between students and teachers would be fostered. Therefore, to improve
academic performance, students need a school program about the online
learning challenges that they commonly experience in which teachers can
provide suggestions and solutions to raise awareness.
16
__________________________________________________________________________
References
Abante, A. S., Cruz, R. P., Guevarra, D. F., Lanada, M. I. B., Macale, M. J. S.,
Roque, M. W. B. III., Salonga, F. R., Santos, L. C. & Cabrera, W. C.
(2021, April 4) A comparative analysis on the challenges of online
learning modality and modular learning modality: A basis for training
program. http://ijmra.in/v4i4/17.php
Ahmed, S. S., Khan, E., Faisal, M., Khan S. (2017, May 2) The potential and
challenges of MOOCs in Pakistan: a perspective of students and faculty.
https://www.emerald.com/insight/content/doi/10.1108/AAOUJ-01-2017-
0011/full/html
Alyami, A., Abdulwahed A., Azhar A., Binsaddik A. & BafarajS. (2021, March
5) Impact of Time-Management on the Student’s Academic
Performance: A Cross-Sectional Study.
https://www.scirp.org/journal/paperinformation.aspx?paperid=107573
Ammar, A., Mueller, P., Trabelsi, K., Chtourou, H., Boukhris, O., Masmoudi, L.,
Bouaziz, B., Brach, M., Schmicker, M., Bentlage, E., How, D., Ahmed,
M., Aloui, A., Hammouda, O., Paineiras-Domingos, L. L., Braakman-
jansen, A., Wrede, C., Bastoni, S., Pernambuco, C. S., . . . Hoekelmann,
A. (2020, November 5). Psychological consequences of COVID-19
home confinement: The ECLB-COVID19 multicenter study.
https://journals.plos.org/plosone/article?id=10.1371/journal.pone.02402
04
Banna, J., Grace Lin, M. F., Stewart, M., & Fialkowski, M. K. (2015, June).
Interaction matters: Strategies to promote engaged learning in an online
introductory nutrition course. Journal of online learning and teaching,
11(2), 249–261.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4948751/
Barrot, J. S., Llenares, I. I. & Del Rosario, L. S. (2021, May 28). Students’
online learning challenges during the pandemic and how they cope with
them: The case of the Philippines.
https://link.springer.com/article/10.1007/s10639- 021-10589-x
Battaglia, S. (n.d.). Why Should You Have Discipline While Taking Online
Classes? https://classroom.synonym.com/should-discipline-taking-
online-classes 3162.html
Bhandari, P. (2020, June 12) What Is Quantitative Research? | Definition, Uses

and Methods.https://www.scribbr.com/methodology/quantitative-
research/
17
__________________________________________________________________________
Beckers, R., Van der Voordt, T., & Dewulf, G. (2016). Learning space
preferences of higher education students. Building and Environment,
104,243–252.
https://scholar.google.com/scholar_lookup?title=Learning%20space%2
0preferences
%20of%20higher%20education%20students&journal=Building%20and
%20Environm ent&volume=104&pages=243-
252&publication_year=2016&author=Beckers%2CR&author=Voordt%2
CT&author=D ewulf%2CG
Brouwer, B. (2018, January 22) Why Today’s Student Must Have Internet
Access (and How to Provide It).
https://www.assetpanda.com/resource-center/blog/student-internet
access/?fbclid=IwAR2PqJ_usIOO43dydSj30KeWXskZGZk3Mt7JvKmL
9XuU soMrlwC2R6dbtI
Chiu, T. K. F. (2021, April 20) Applying the self-determination theory (SDT)

to explain student engagement in online learning during the COVID-
19
pandemic.https://www.researchgate.net/publication/349158485_Ap
plying_the_self
determination_theory_SDT_to_explain_student_engagement_in_on
line_learning_dur ing_the_COVID-19_pandemic
Cloete, R. (2020, September 26). Students Lack the Resources for Online
Learning. https://www.careersportal.co.za/news/students-lack-the-
resources-for-online-learning
Copeland, W. E., McGinnis, E., Bai, Y., Adams, Z., Nardone, H.,
Devadanam, V., Rettew, J.&Hudziak, J. J. (2021, January). Impact of
COVID-19 Pandemic on College Student Mental Health and
Wellness.
https://www.sciencedirect.com/science/article/pii/S08908567203198
82
Garbe, A., Ogurlu, U., Logan, N. & Cook, P. (2020, December). COVID-19
and Remote Learning: Experiences of Parents with Children during
the Pandemic. https://doi.org/10.29333/ajqr/8471
Idris, F., Zulkipli, Nazurah. I., Abdul-Mumin, K. H., Ahmad, S. R., Mitha, S.,
Rahman, H. A., Rajabalaya, R., David, S. R. & Naing, L. (2021,
October 27) Academic Experiences, Physical and Mental Health
Impact of COVID-19 Pandemic On Students and Lecturers in Health
Care
Education.https://bmcmededuc.biomedcentral.com/articles/10.1186/
s12909-021-02968-
2?fbclid=IwAR2Kj1kvNsnD2bdfCK8xSypvXVhJqZjFu289GWftzU_ZX
NfUCYR5End2 Bi0
18
__________________________________________________________________________
Ilieva, T. online tutoring (2019, January 01) Benefits of Peer Tutoring in

The Virtual Classroom.
https://www.vedamo.com/knowledge/benefits-peer-tutoring-virtual
classroom/?fbclid=IwAR2HLlhnSINL6zn7xDLmlskL-
DWlsAJtbHqifprlTFrg4t83bz0DnqVDs#:~:text=Peer%20tutoring%
20allows%20for%20higher,teaching%20it%20to%2
0another%20student
Jansen, R. S., Leeuwen, A. V., Janssen J., Kester, L. & Kalz M. (2016,
October 25) Validation of the self-regulated online learning
questionnaire. https://link.springer.com/article/10.1007/s12528-016-
9125-x#author-information
Jiao, W. Y., Wang, L. N., Liu, J., Fang, S. F., Jiao, F. Y., Pettoello-
Mantovani M. & Somekh E. (2020, April 3). Behavioral and
Emotional Disorders in Children during the COVID 19 Epidemic.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7127630/?report=re
ader#__ffn_sectitl e
Kapasia, N., Paul, P., Roy, A., Saha, J., Zaveri, A., Mallick, R., Barman, B.,
Das, P. & Chouhan P. (2020, September). Impact of lockdown on
learning status of undergraduate and postgraduate students during
COVID-19 pandemic in West Bengal,
India.https://www.sciencedirect.com/science/article/pii/S019074092
0310604
Li, C. &Lalani, F. (2020, April 29). The COVID-19 pandemic has changed
education forever. This is
how.https://www.weforum.org/agenda/2020/04/coronavirus-
education-global covid19-online-digital-learning/
Love, A. (2020, October 9). How To Stay Focused and Avoid Distractions
in Online Classes. https://www.suu.edu/blog/2020/10/avoid-
distractions-online-classes.html
Madaio, M. A., Yarzebinski, E., Kamath, V., Zinszer, B. D., Hannon-Cropp,

J., Tanoh, F., Akpe, Y. H., Seri, A. B., Jasińska, K. K. &Ogan, A.
(2020, April 21). Collective Support and Independent Learning with
a Voice-Based Literacy Technology in Rural Communities.
https://dl.acm.org/doi/abs/10.1145/3313831.3376276
Martin, F., Bolliger, D. U. (2018, March) Engagement Matters: Student

Perceptions on the Importance of Engagement Strategies in the
Online Learning Environment. https://eric.ed.gov/?id=EJ1179659
Miller, K. (2020, April 28). 7 Time Management tips for online students.
https://www.northeastern.edu/graduate/blog/time-management-
tips-online-students/
19
__________________________________________________________________________
Morieson, L., Murray, G., Wilson, R., Clarke, B., & Lucas, K. (2018).
Belonging in space: Informal learning spaces and student
experience. Journal of Learning Spaces, 7(2), 12–22.
http://152.13.18.25/index.php/jls/article/view/1667
Patel, T., Bhatnagar, A., Bidve, J., Kshirsagar, A., Bhodaji, S., Marbate, R.,
Dabri, A. & Mogal, N. (2021, July 1). An Impact of first COVID
lockdown on physical and mental health along with the quality of life
in Adults belonging to Maharashtra state.
https://pharmascope.org/index.php/ijrps/article/view/4766
Redmond, P., Devine, J. & Bassoon, M. (2014, May 13). Exploring

discipline differentiation in online discussion participation.
https://ajet.org.au/index.php/AJET/article/view/624
Rinkema, E. & Williams, S. (2021, February 26) Remote Learning Makes

Time Management Even Harder. https://www.edweek.org/teaching-
learning/opinion-remote-learning makes-time-management-even-
harder/2021/02
Savino, D. M. (2016). Frederick Winslow Taylor and His Lasting Legacy of

Functional Leadership Competence. Journal of Leadership,
Accountability and Ethics, 13, 70
https://www.scirp.org/journal/paperinformation.aspx?paperid=1075
73
Sivertsen, B., Vedaa, Ø., Harvey, A. G., Glozier, N., Pallesen, S., Aarø, L.
E., Lønning, K. J.&Hysing, M. (2018, December 4). Sleep patterns
and insomnia in young adults: A national survey of Norwegian
university students.
https://onlinelibrary.wiley.com/doi/full/10.1111/jsr.12790
Tamayo, B. E. (2021, April 26). Slow Internet Hounds Learners.

https://www.manilatimes.net/2021/04/26/news/slow-internet-
hounds-learners/867564
The Risers Team, Contributor (2020, November 03) 5 Ways to Create a

Conducive Learning Environment for Students.
https://college.taylors.edu.my/en/life-at-taylors/news-events/news/5-
ways-to-create a-conducive-learning-environment-for
students.html?fbclid=IwAR1w4slhgmPv1KhrzLTmlm5tfJgH0yxLoIA
vQXDCda_KBVB Sm8a2z64g22o
20
__________________________________________________________________________
Ullah I., Tabassum R., and Kaleem M. (2018, August 18) Effects of Peer
Tutoring on the Academic Achievement of Students in the Subject
of Biology at Secondary Level. https://www.mdpi.com/2227-
7102/8/3/112/htm
Vossensteyn, J. J., Kottmann, A., Jongbloed, B. W., Kaiser, F., Cremonini,

L., Stensaker, B. et al. (2015). Dropout and Completion in Higher
Education in Europe: Main Report. Luxembourg: Publications Office
of the European Union,
https://www.jestp.com/index.php/estp/article/view/876
World Health Organization (2020, October 13) Impact of COVID-19 on

people’s livelihoods, their health and our food
systems.https://www.who.int/news/item/13-10-2020-impact of-
covid-19-on-people%27s-livelihoods-their-health-and-our-food-
systems
21

Group 2 - Final Manuscript

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Group 2 - Final Manuscript

Uploaded by

Copyright:

Available Formats

BUKIDNON STATE UNIVERSITY

Malaybalay City, Bukidnon 8700

The Online Learning Challenges of Junior High

Vincent Jhon B. Suaner, Angel Mae O. Cordova, Meshech Allyzandrea

The pandemic, which posed an existential threat to education, prompted

Keywords: lack of resources, learning environment, time management,

Thus, knowing these challenges currently experienced, it is vital to gain

According to the World Health Organization (2020), the Covid-19

Hence, the goal of this research is to identify the online learning

According to Tamayo (2021), the chairman of the Senate Committee on

According to Rinkema &red Williams (2021), time management is one

The researchers hypothesized that pupils and teachers would have

1. What are the online learning challenges often experienced by the

This study employed a descriptive quantitative research design which

The research was conducted at a secondary school in Malaybalay City,

This study gathered data by utilizing a self-regulated online learning

Table 1: Likert Scale Range

Table 2: Lack of resources mean score with standard deviation

My mobile data is 1 37%

Table 3. Conducive Learning Environment mean score with standard deviation.

Conducive Learning Environment

Table 4: Time management mean score with standard deviation

In table 4, the highest standard deviation is 1.43 while the lowest

Academic Guidance and Assistance

Table 6: Determination mean score with standard deviation

As it can be seen in table 6, the highest standard deviation is 1.13 and

Mental and Physical Health issues

The results of the findings indicate that students have no problem on

In addition, online classes require a conducive learning environment.

As pointed out by Miller (2020), balancing school and work is critical to

Battaglia (2020) announced that to succeed in an online program,

as a result of procrastination, which occurs when an activity is excessively

Experiencing challenges allows students to think and implement

Peer tutoring is an interactive, meaningful and effective way of helping

The abrupt obligation to adapt to the new normal, particularly in

Bhandari, P. (2020, June 12) What Is Quantitative Research? | Definition, Uses

Chiu, T. K. F. (2021, April 20) Applying the self-determination theory (SDT)

Ilieva, T. online tutoring (2019, January 01) Benefits of Peer Tutoring in

Madaio, M. A., Yarzebinski, E., Kamath, V., Zinszer, B. D., Hannon-Cropp,

Martin, F., Bolliger, D. U. (2018, March) Engagement Matters: Student

Redmond, P., Devine, J. & Bassoon, M. (2014, May 13). Exploring

Rinkema, E. & Williams, S. (2021, February 26) Remote Learning Makes

Savino, D. M. (2016). Frederick Winslow Taylor and His Lasting Legacy of

Tamayo, B. E. (2021, April 26). Slow Internet Hounds Learners.

The Risers Team, Contributor (2020, November 03) 5 Ways to Create a

Vossensteyn, J. J., Kottmann, A., Jongbloed, B. W., Kaiser, F., Cremonini,

World Health Organization (2020, October 13) Impact of COVID-19 on

You might also like