Chapter I

THE PROBLEM AND ITS BACKGROUND

Introduction

The coronavirus disease (COVID) 2019 crisis has had a major adverse effect

on not only the world's economic, psychological, and social aspects, but also notably

on the educational sector. The virus, which initially surfaced in December 2019,

spread like wildfire and eventually forced all levels of educational institutions to

switch to remote learning as part of the new normal education. So, the way that

education is traditionally delivered has changed, and as a result, learning spaces

have also changed.

Globally, according to UNICEF (2020), more than 1.5 billion students of all

ages are impacted by the closures of schools and universities. Shutdowns have

particularly impacted youth. Global educational systems were once again challenged

to come up with innovative solutions to immediately sustain education efforts with the

utmost consideration for the delivery of education as a fundamental human right

(UNESCO, 2020), but this does not take into account providing answers to the

problems of each individual student. The education system generally appears

unprepared and may have unanticipated effects both during and after the crisis

(Bozkurt & Sharma, 2020).

Colleges and universities across the globe ventured into different practices

such as distance education, online teaching, remote learning, blended learning, and

mobile learning to respond to the challenge of innovating educational delivery

mechanisms in higher education. These practices can be collectively called

emergency remote education. It is the temporary change in the delivery of instruction

caused by the sudden occurrence of a crisis. Emergency remote education does not

mean going away from the traditional arrangement of the instructional process nor

creating a completely new educational system. It provides a temporary feasible

alternative for education practitioners to perform instruction and provide students

with necessary instructional support (Hodges et al., 2020). Emergency remote

education is also a branch of distance education, however, treated as an ‘option’ not

‘obligation’ in this time of crisis (Bozkurt et al., 2020). Furthermore, it enables the

making the most of available resources including a wide range of technologies that

offer capabilities for remote learning. It is also emphasized that, in this case, it is the

best term to describe education during this interruption and is not the same as those

distance education practices long before (Bozkurt et al., 2020). Considering current

COVID-19 crisis, World Bank (2020) emphasized that education systems must make

use of emergency remote education and prepare if needed, different learning

delivery modalities to ensure that students are engaged and can continue their

learning. On the other hand, the sudden shift of educational delivery also presents

the other side of the coin for most students who are already disadvantaged long

before the pandemic.

The Commission on Higher Education (CHED) issued instructions to colleges

to begin preparing for distance learning in response to President Rodrigo Duterte's

announcement that "no vaccine, no face-to-face classes" would be held in the

Philippines. As a result, universities all around the nation are obliged to immediately

close. Just a few months ago, classes at some institutions began, and since then,

remote learning has faced a number of difficulties that Filipino university students

have found challenging to overcome (Mateo, 2020). The fact that not every student

can provide for and adapt to the quick technological advancements of the modern

digital age further complicates this narrative (Alvarez, 2020), especially for poor

nations like the Philippines where education was already plagued by issues prior to

the pandemic.

The digital divide among Filipino students is revealed in this Philippine setting

by remote learning (Santos, 2020). The current state of online learning could very
well create challenges and worsen already existing inequalities. For instance, a

cross-sectional study conducted across the country found that out of 3, 670 Filipino

medical students surveyed, 32% and 22%, respectively, had difficulties adjusting to

new learning styles and did not have access to reliable internet access (Baticulon et

al., 2020). Some people could find it challenging to invest in an instructional device

that makes it simple to access online classes and submit assignments right away

(Santos, 2020). Despite the efforts to make education accessible for all, many

difficulties are still confronting Filipino university students in the practice of distance

education.

An extensive study that covered 31 different countries (Bozkurt et al., 2020)

was conducted out to examine how the COVID-19 pandemic disrupted the global

education sector. In-depth views, experiences learned, and advice on handling

education in these times of uncertainty were documented in this multi-country study.

This study attempts to present some evidence in the context of a developing country

regarding the challenges faced by Filipino university students in order to support

authorities in establishing better approaches to education. If this investigation is

resolved, conclusions can be reached that may later create opportunities for

appropriate actions.

The researchers focus on challenges of COVID-19 to BSED Values Education

students. This is a very serious issue as it affects the students’ welfare and

academic performance. Moreover, it will have far-reaching consequences in terms of

students’ academic performance, personal, social, and financial status. Now, the

research about issues related to effects of this pandemic on the whole education

system will help to improve the understanding of the short and long term issues as

well as approaches that could be used to overcome and help in managing the

effectiveness for professional learning.

Theoretical Framework
 This study is anchored on the following theories:

Maslow’s hierarchy of needs is a psychological theory about what drives

human behavior and what makes humans feel fulfilled. The theory maps different

motivations onto a pyramid, with each level representing a different human need.

These include physiological needs, safety, love and belonging, esteem, and self-

actualization. Self-actualization is what Maslow referred to as a "growth need," which

he distinguished from the other four levels of his hierarchy, which he called

"deficiency needs." According to Maslow's theory, if your deficiency needs aren't

met, you'll suffer negative or unpleasant consequences. The outcomes of unmet

deficient demands range from disease and famine to loneliness and self-doubt. Self-

actualization demands, however, have the potential to make you happier without

having any negative effects on you. Therefore, addressing the other four core needs

comes before addressing the desire for self-actualization.

Maslow’s hierarchy of needs psychological theory links with the study since

the challenges of covid-19 was directly affecting the areas of the hierarchy of needs,

this need including physiological, safety, love and belonging, esteem, and self-

actualization and this was being triggered since the outbreak of covid-19. This

pandemic outbreak had challenged individual most especially to the students

personal, social, academic and even the financial state, understanding the theory of

Maslow’s hierarchy of needs could help the students deal with every challenge

brought by the covid-19 pandemic. As the theory encourages to reach the level of

self-actualization to which the study concluded the benefit of reaching the highest

level in able to take full advantage of their talents while still being mindful of their

limitations, this colloquially refer to an enlightened maturity characterized by the

achievement of goals, acceptance of oneself, and an ability to self-assess in a

realistic and positive way.

In addition, experiential learning theory or ELT developed by David Kolb, this

theory works in four stages—concrete learning, reflective observation, abstract

conceptualization, and active experimentation. The first two stages of the cycle

involve grasping an experience, the second two focus on transforming an

experience. This four-stage experiential learning cycle by which people understand

their experiences, and as a result, modify their behavior. It is based on the idea that

the more often a learner reflects on a task, the more often they have the opportunity

to modify and refine their efforts. Kolb argues that effective learning is seen as the

learner goes through the cycle, and that they can enter into the cycle at any time.

This theory suggests that without reflection, people would continue to repeat their

mistakes.

The theory explains that experience is the effective way of learning and you

will come up with a better response once you reflect through experience. In that

sense, this theory strongly supports the present study to deal with the different

challenges brought by covid-19 pandemic to students.

This study is anchored to Hobfoll’s Conservation of Resources Theory (CoR)

which suggests that people experience stress when they feel the threat of resource

loss, a real net loss of resources, and/or a lack of gained resources after resource

investment. Two types of resources are examined by this theory. On the one hand,

individuals' external resources are object resources for university student, laptop for

taking online courses, living expenses, social resources/family help, and condition

resources such as stable internet and digital support offered by the university. On the

other hand, individuals' internal resource includes personal resources such as self-

efficacy and self-control during distance learning and energy resources or the time

and health (Chen et al., 2015; Hagger, 2015).

The CoR theory is relevant to better understand the impacts of COVID-19 on

students' well-being as they need to follow fully or partially online courses, they are

forced to reduce the social activities to the minimum level, and they should try to
manage daily life in the new normal. Simultaneously, COVID-19 remains an

international threat to both life and economies, resulting in widespread public

nervousness. This continuing global pandemic concurrent with the changes in

university life are likely to decrease student well-being. Applying the CoR theory to

the current pandemic, Ojo et al. (2020) found that individual reaction and subsequent

response to the crisis varies. Some people can bounce back easily and shortly while

some people will develop the symptoms such as depression or other psychiatric

disorders. Students who are able to optimize the resource gains, cope with changes

in daily life, and manage their emotions are more likely to perceive the crisis

positively. This in turn not only shows their current level of resilience but additionally

enables them to develop their resilience capability. Within this dynamic process, their

resilience has served to reduce the stress (Vinkers et al., 2020). In this vein, while

students are balancing the resource gains which is the university support and

resource loss which is the change-related stressors, they show different levels of

resilience and which affect their capability to maintain well-being.

Conceptual Framework

This part consists the conceptual framework that researchers have designed

and utilized in their studies. The system approach (Input-Process-Output system)

was used in describing the conceptual framework of the study. This will serve as a

reference point/structure for the discussion of the related literature, methodology and

results. This place an important role in guiding the researchers in the entire process

of the research study.

Figure 1 depicts the schematic paradigm of the study which shows the

chronological steps to be done accordingly by the group in attaining the output. The

first box includes the data that is going to be needed in the study. The input basically

focuses on the profile of the respondents which includes the age, sex, year level,

parent’s occupation and average monthly family income; and the different factors
 affecting the students. The process includes the data gathering and how the

researchers will handle the data collected. Lastly, the output are the results of

previous studies which served as basis for the researchers and the key to further

strengthen the possible outcome of their study.

PROCES
S

Conceptual Framework

INPUT OUTPUT

Profile of respondents:
1. age
2. sex
3. year level 1. Data collection of
4. parents’ occupation students’ profile. A proposed plan to
5. average monthly 2. Administering further enlighten the
family income questionnaires. people on the
3. Organization of challenges of COVID-
Factors affecting the students’ responses. 19 Pandemic to
students: 4. Statistical analysis students and its
1. academic of data. potential practices
performance during future crisis.
2. personal
3. social
4. financial

Figure 1. The Conceptual Framework of the Study on the Challenges of COVID-19

Pandemic to Bachelor of Secondary Education Major in Values Education students
in Northwest Samar State University
Statement of the Problem
The objective of the study is to gather information on the COVID-19 Pandemic

effects and challenges among Bachelor of Secondary Education Major in Values

Education Students during the Academic Year 2022-2023.

Specifically, the study seeks to answer the following questions:

1. What is the demographic profile of Values Education students in terms of:

1.1 age;

1.2 sex;

1.3 year level;

1.4 parents’ occupation; and

1.5 average monthly family income?

2. What are the effects of the COVID-19 pandemic to the Values Education

students in terms of the following aspects:

2.1 personal;

2.2 academic;

2.3 social; and

2.4 financial?

3. Is there a significant relationship between profile of the respondents and the

effects of COVID-19 pandemic as to the above mentioned variables?

4. What are the challenges encountered by the Values Education students

during the COVID-19 Pandemic?

5. Based on the findings of the study, what are the potential practices that can

be implemented during future crisis?

Null Hypothesis

In the course of the study, the following hypothesis was tested:

Ho1. There is no significant relationship between profile of respondents and

the effects of COVID-19 pandemic in terms of academic performance, personal,

social, financial.

Scope and Limitation

This study will primarily focus on the effects and challenges of COVID-19

Pandemic to the Values Education students in Northwest Samar State University

during the Academic Year 2022-2023. In particular, this study will determine the

profile of the values education students-respondents in terms of age, sex, year level,

parent’s occupation and average monthly family income; determine the effects of

COVID-19 pandemic in terms of personal, academic, social, and financial; and

identify the challenges of COVID-19 pandemic to the values education students in

NwSSU.

This study will not cover other problems that are not necessarily connected on

the challenges of COVID-19 pandemic to students. Each of the respondents is given

the same questionnaires to answer. The result of this study will be applicable only to

the respondents of this study and will not be used as a measure to effects of COVID-

19 pandemic to the academic performance of the students who do not belong to the

population of this study. The main source of data will be the questionnaire, which is

prepared by the researchers.

Significance of the Study

This research will look into the various challenges that values education

students at Northwest Samar State University face. Moreover, the results of the

study will be beneficial to the following:

Students. The findings of the study would benefit the students as this focus

on the effects and challenges of COVID-19 pandemic to them. Students can use the
result of the study as their basis in helping and managing themselves and by raising

their awareness of the pandemic's implications for academic performance, social

interaction, and financial and personal situation. 

Teachers. The results of the study would benefit teachers, professors, and

instructors as it will be their basis on how to manage and implement the lessons

when there is another crisis, which will happen. It will help them realize what they

should do to help the students understand the lesson and to be an effective teacher

even if there is a pandemic.

School Administrators. The result of the study benefits the school

administrators as this will serve as their basis or way for them to provide, develop,

and implement school systems and policies that will ensure the well-being of the

students during a crisis/future crisis. The study will be used as basis for

implementing practices for the school to be used during future crisis.

Guidance Counselors. The findings of the study would benefit guidance

counselors as this will help increase their understanding on how to support and

counsel students who are dealing with the different effects and challenges that

brought to them by the COVID-19 pandemic. They are part of a school support team

who provide support and help regarding the students’ academic, social, emotional,

and personal development.

Parents. This study is beneficial for the parents of the students as this will

provide the information regarding the effects and challenges of COVID-19 pandemic

that affects their children in general. More so, the result of the study will give them

the proper knowledge and increase their awareness and understanding as to how

they will be able to guide or what help they could give to their children.

Local Government Officials. The result of the study will be beneficial to the

local government officials of Calbayog City because this will serve as their basis on

how to control and manage the COVID-19 pandemic that affected different sectors of
the society especially in education. More so, this study will give them the proper

knowledge on how to effectively prevent and respond to future pandemics or crisis.

Researchers. The results of the study will be beneficial to the researchers as

this could be the primary source of information for future researchers who plan to

conduct research related to the topic. This study also gives inspiration and

dedication to the future researcher who wants to conduct a similar topic.

Definition of terms

Academic Performance. Conceptually, this term refers to the extent to which

a student, teacher, or institution has attained their short or long-term educational

goals and is measured either by continuous assessment or cumulative grade point

average (CGPA) (Talib, 2012). Operationally, this term refers to the challenges of

students when it comes to finding signals for their submissions and completing their

activities.

Challenges. Conceptually, this term refers to something that needs a lot of

skill, energy, and determination to deal with or achieve, especially something you

have never done before and will enjoy doing (Merriam Webster, 2014).

Operationally, this term refers to the situations or factors that affects the students

during the time of COVID-19 pandemic.

COVID-19. Conceptually, this term refers to a highly contagious respiratory

disease caused by the SARS-CoV-2 virus. SARS-CoV-2 is thought to spread from

person to person through droplets released when an infected person coughs,

sneezes, or talks. It may also be spread by touching a surface with the virus on it

and then touching one’s mouth, nose, or eyes, but this is less common. The most

common signs and symptoms of COVID-19 are fever, cough, and trouble breathing

(National Cancer Institute NCI Dictionaries). Operationally, this term refers to the

independent variable of the study that affects the dependent variables. It is the main

cause of the challenges experienced by the students.

 Distance Learning. Conceptually, this term refers to a platform that many

schools use to meet the learning needs of students. It has also been determined that

distance learning is an effective approach at the college, university, and high school

level parents' perspective (Hannum et. al., 2008). Operationally, this term refers to

the new modality the school implemented when school students are required to

remain at home as is the case during the current COVID-19 pandemic.

Financial. Conceptually, this term refers to monetary receipts and

expenditures; pertaining or relating to money matters; pecuniary: financial

operations, of or relating to those commonly engaged in dealing with money and

credit (Merriam Webster, 2014). Operationally, this term refers to the monthly income

of parents of each Values Education students in Northwest Samar State University.

Pandemic.  Conceptually, this term refers to a disease event in which there

are more cases of a disease than expected spread over several countries or

continents, usually involving person-to-person transmission and affecting a large

number of people like Coronavirus Disease 2019 (COVID-19). Operationally, this

term refers to the main cause of the challenges that affected the students.

Personal. Conceptually, this term refers to the ways in which each participant

varies from the other, and how this could affect the results e.g. mood, intelligence,

anxiety, nerves, concentration etc. (McLeod, 2019). Operationally, personal refers to

the mental health of every students that is affected in the wake of COVID-19 time.

Potential Practices. Conceptually, this term refers to the execution or

practice of a plan, a method or any design, idea, model, specification, standard or

policy for doing something (Lutkevich, 2017). As such, potential practices is the

action that must follow any preliminary thinking for something to actually happen.

Operationally, this term refers to the approaches that will be implemented for

controlling or preventing future crisis.

Social. Conceptually, this term refers to the interaction of the individual and
the group, or the welfare of human beings as members of society social institutions.

Tending to form cooperative and interdependent relationships with others (Merriam

Webster 2022). Operationally, this term refers to effects on the way the students

interact or communicate during the pandemic.

Values Education. Conceptually, this term refers to the aspect of the

educational practice which entails that moral or political values as well as norms,

dispositions and skills grounded in those values are mediated to or developed

among students (Thornberg, 2019). Operationally, this term refers to the major

course/program of the students that will be used as respondents of this study.

 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This section of the study includes the various literature, professional opinions,

and findings drawn from a number of books, brochures, and other papers that are

relevant to the issue being studied. To further this research, magazines,

newspapers, and other academic reading materials were examined.

Related Literature

After the historic disruption of the COVID-19 pandemic, most schools are

back open worldwide but education is still in recovery assessing the damage done

and lessons learned. As per the views of UNESCO (2020), the pandemic affected

more than 1.5 billion students and youth with the most vulnerable learners were hit

hardest. Some gains already made towards the goals of the 2030 Education Agenda

were lost.

As COVID-19 surged in spring 2020, universities turned to remote learning.

After sending students home, universities relied on resources, such as Zoom, to

continue classes remotely. While this ensured that classes could remain in session,

it exposed the vulnerability of the higher education system. Neither college students,

nor many faculty members, were prepared for the dramatic change in dynamics.

Professors were forced to abruptly shift their lectures and coursework online. With
this came the concern about academic misconduct, student motivation, and

continued quality of education (McDaniel, C., Suffern, C., Joo, J., & Alamuddin, R.,

2020; Ezarik, M., 2021). Further, courses now relied on students having access to

technology, Wi-Fi, and study spaces at home. Students struggled to adapt as some

now faced difficulties accessing technology, concentrating on coursework, and

balancing the responsibilities of their home lives (Gallagher, S., & Palmer, J., 2020;

Weldon, R., 2021).

Germann (2019) discussed the opportunities to close the schools during the

pandemic influenza to stop the spreading and duration of possible lockdowns before

the vaccines are implemented. Faherty, (2019) worked on the topic of school and its

official’s preparedness during a pandemic that included the physical re-arrangement

of classes, limiting group works movement of students in class and creating

opportunities for distance learning for missing days, but not the weeks or months as

it is happening in 2020.

All private basic education institutions are facing lot of challenges brought by

the effect of covid-19 pandemic. The government order on the stoppage of face-to-

face classes until vaccine is available has impacted on the enrolment data of the

basic private education institutions. The decrease on the number of enrolment is due

to economic downturn as parents who can afford high fees in the private schools lost

their jobs during the pandemic. In addition, the sudden shift on the teaching and

learning modality added burden and pressures to the school owners (Ancheta et al.,

2020).

The global pandemic and school wide closures mandated in 2020 have no

precedent; while the United States has historically experienced many natural

disasters and economic crises, none have required widespread transition to remote

learning nor has the technology infrastructure been previously available to support

this mandate.
 There is no consensus on whether virtual learning is as effective for K–12

students as face-to-face instruction, which may be connected to teachers’ lack of

pedagogical expertise in remote delivery and students’ motivation to engage in this

model. Prior comparisons of online and traditional public schools have shown mixed

results, and there is a dearth of research on elementary learners (Arnesen et al.

2019). When examining the participation of students in remote learning

environments, a growing body of research suggests that online schooling can come

with an “online penalty” for struggling and vulnerable learners (Dynarski, 2018).

In the Philippines, due to the nature of the virus, particularly how it is

transmitted, it has altered human behaviours, relations and lifestyles, and had

profound impacts on the economic, political and cultural landscapes of societies

across the world. It has likewise exacerbated poverty, discrimination and inequalities

in many parts of the world, not only through how COVID-19 appears to be affecting

poorer communities more than the rich, but also as a consequence of the measures

taken by states to control the spread of the virus, primarily by curtailing freedom of

movement through the imposition of community quarantine, lockdowns and curfews

in many parts of the world (Simbulan, 2020).

Simbulan (2020) stated that the leading universities and colleges in the

Philippines, particularly those affiliated with the ASEAN University Network – such as

the University of the Philippines, Ateneo de Manila University and De la Salle

University, found innovative ways to fulfil their three-pronged tasks of education,

research and service. Everyone, from the operations and support service units, to

administrators and teachers, adjusted to work-from-home arrangements. From the

confines of their homes, teachers and administrators were put to the task of revising

and adapting course syllabi and requirements as they shifted to alternative or remote

teaching modalities, both synchronous and asynchronous. Where students and

teachers had access to electronic devices and reliable Internet connections, learning
managements systems such as Canvas, Moodle, Blackboard, and applications like

Google Hangouts, Zoom and Skype, were used. Also, concerns regarding the

mental health of both students and teachers affected by the uncertainty, became

another reason to suspend online classes.

Schools globally were fully closed for an average of 79 teaching days, while

the Philippines has been closed for more than a year, forcing students to enroll in

distance learning modalities. The positive school experiences during this transition

period are a predictor of children’s future social, emotional and educational

outcomes. At the same time, children who fall behind in learning during the early

years often stay behind for the remaining time they spend in school, and the gap

widens over the years. The number of years of education a child receives also

directly affects their future earnings (Wieland, 2021).

With the progression of the COVID-19 pandemic, citizens experienced many

negative psychological effects, effectively raising concerns for the mental health of

many. These effects were brought along by changes in daily routines, heightened

levels of uncertainty and insecurity, financial struggles, and social isolation (Mayo

Clinic Staff, 2021; World Health Organization, 2022; Hamel, L., Kearney, A.; Brodie,

M., 2022). U.S. adults were more likely to report symptoms of insomnia, stress,

anxiety, and depression during the pandemic. Further, some turned to substance

abuse to cope with stress about the pandemic (World Health Organization, 2022;

American Psychological Association, 2020). As the national prevalence of mental

illness rose, professionals pushed to meet the growing needs of many communities.

Remedies, such as healthy eating habits, healthy sleeping habits, and increased

physical exercise were recommended to help combat mental strain. While this was

effective for some, gaps in care remained as many experiencing severe effects could

not get the professional help needed (World Health Organization, 2022; Mayo Clinic

Staff, 2021).
 Remote learning took away the socialization aspect of college for many

students. With the lack of peer interactions and communication, many students

experienced the effects of social isolation. Social isolation has shown both direct and

indirect effects on one’s ability to learn. Studies have concluded that social isolation

directly leads to learning difficulties, such as difficulty concentrating and completing

assignments. Indirectly, social isolation leads to life disruptions, which effectively

impacts students learning abilities (Filho, W. L., et al., 2021; Ivanec, T. P., 2022; US

Department of Education, n.d.). The impacts of remote learning appeared to be

detrimental to many students’ well-being and ability to learn.

The COVID-19 pandemic greatly impacted the global economic system. Due

to this, difficulties relating to healthcare coverage, household finances, jobs, and

well-being have disrupted the lives of many. With the loss of jobs, many families

have struggled to continue normal routines. Many financial difficulties are

concentrated among households with incomes below $100,000 (The President and

Fellows of Harvard College, 2020). As of 2019, only 30.7% (100.8 million) of the US

population earned $100,000+. This means the other 69.3% (227.1 million) citizens

felt the full financial impact of the pandemic. Within these criteria, 46% of households

reported an adult household member either losing their job, getting furloughed, or

losing wages. Further, two-thirds (68%) reported experiencing serious financial

burdens. Finally, 48% of families reported using up all, or the majority of, their saving

during the pandemic (The President and Fellows of Harvard College, 2020;

Kopestinsky, A., 2022). With the loss of essential wages, many families were unable

to obtain beneficial resources. In the United States, 1 in 5 household members were

not able to afford necessary healthcare. Of these members, 57% reported negative

health consequences as a result (Robert Wood Johnson Foundation, 2021; The

President and Fellows of Harvard College, 2020). Without the necessary financial

resources, many families were put in positions with no financial freedom, impacting
both adult household members and their children.

As a vulnerable population, college students faced many financial obstacles

due to the COVID-19 pandemic. Public institutions have repeatedly had many tuition

spikes after economic turndowns. The cost of attending college is moving in a

negative direction for the average American household. In the 2010-2022 school

year period, tuition rose by 14% for public institutions. According to the College

Board, student borrowing declined by 5%, or $324, after the pandemic. This is

directly correlated with the decline in student enrollment (PEW Research Center,

2021; DePietro, A., 2021). Key barriers to college enrollment were listed as financial

need and uncertainty of the pandemic. Enrollment for the fall 2019 semester was

approximately 2.6 million students. Of those first-year students, 26.1% did not return

for the next year. Rather than returning to campus for the fall 2021 semester, many

students opted to continue their education later (PEW Research Center, 2021;

Krupnick, M., 2022).

A recent systematic review by Salari et al. (2020) analysed the prevalence of

stress, anxiety and depression among the general population during the COVID‐19

pandemic and found that the prevalence of anxiety was 31.9% and depression to be

33.7% (Salari et al., 2020). Young adults were shown to be vulnerable, in the context

of COVID‐19 to depression, anxiety and PTSD symptomatology both in the US (Liu

et al., 2020) and in Israel (Achdut & Refaeli, 2020). Aristovnik et al. (2020) focused

specifically on students and conducted a large‐scale study, based on a sample of

30,383 students from 62 countries, during the first wave of COVID‐19 crisis and

worldwide lockdown in early 2020. Results indicated that although most students

tended to be satisfied with the support provided by their universities for the transition

to online learning, deficient computer skills and the perception of a higher workload

prevented them from perceiving their own improved performance in the new teaching

environment. In addition, students reported on boredom, anxiety, and frustration .

 Due to the COVID-19 outbreak, almost 1.5 billion students have been affected

by school closures (IAU, 2020). According to Dodd et al. (2021), the COVID-19

epidemic had a significant impact on students' academics, hampering their overall

learning experience. The most common difficulties were that students found it

difficult to communicate with other students and teachers online, making online

learning more challenging than face-to-face learning. Although instructor and student

characteristics influence behavioral intention to use and accept e-learning

technologies (Baber, 2020)], during the pandemic, students' achievements,

engagement, and perceptions of success all declined (Daniels, Goegan, and Parker,

2021).

In reviewing concepts from the research literature, most educational systems

across the world have migrated to remote learning modality as a measure against

the spread of the coronavirus disease 2019 (COVID-19). This phenomenon is

causing a lot of difficulties especially as voiced out by students in the context of

developing countries. The present study highlights the need to describe the

difficulties in remote learning of students in Northwest Samar State University in the

wake of the COVID-19 crisis. School closures are detrimental to all students who

need live instructional time and additional support to reach their academic potential,

but this is particularly important for the most vulnerable student populations.

Research on remote teaching and virtual school instruction has consistently

recommended high-quality pedagogical and technical preparation for educators to

prevent significant widening of opportunity and achievement gaps for traditionally

marginalized student populations (Xu & Jaggars, 2014). Therefore, it is necessary to

conduct a systematic review of available scholarly sources to gain better

understanding of the challenges experienced by all participants in the university.

Related Studies

Previous studies related to this study were already made and thoroughly
investigated. Some of them will be tackled in this part.

In the study of Plakhotnik et al. (2021) entitled “The Perceived Impact of

COVID-19 on Student Well-Being and the Mediating Role of the University Support:

Evidence from France, Germany, Russia, and the UK” it was found that a major

crisis negatively impacts student well-being and their concerns about their studies.

Student well-being is decreased by their concerns for their degree completion but not

by their concerns for future job prospects. In turn, concerns for future job prospects

affect student well-being over time. These results suggest that in a “new normal,”

universities could increase student well-being by making support to student studies a

priority, especially for undergraduates. Also, universities should be aware of the

students' changing emotional responses to crisis and ensure visibility and

accessibility of student support.

The study of Plakhotnik et al. (2021) is related to the current study because

both study aimed to identify how the students cope with changes related to COVID-

19 immediately such as adopt fully online learning environments and different types

of stress that appeared simultaneously. The difference is that this study uses

usefulness of the CoR theory in helping universities and students to understand the

emotional responses and impacts on student well-being of the sudden and dramatic

changes to the learning experience of an unexpected global crisis. While the study

depends more on the results from the questionnaire to determine what approaches

or practices that will help students in the future crisis.

In the study of Brazendale (2017) entitled “Understanding differences

between summer vs. school obesogenic behaviors of children: the structured days

hypothesis” it was stated that prolonged school closures and confinement at home

might have the negative influences on kids mental and physical health. The

psychological effect of quarantine is wide-ranging, substantial and can be long

lasting.
 The study of Brazendale (2017) is related to the current study because the

study also focuses on the mental effects of prolonged school closures to the

students. It differs to the current study because this study focuses on the difference

between summer and school obesogenic behaviours of the students while the

current study tackles about the effects of prolonged school closures due to COVID-

19 pandemic.

In the study of Noori (2021) entitled “The impact of COVID-19 pandemic on

students’ learning in higher education in Afghanistan” it was noted that the COVID-

19 pandemic devastatingly affected students’ learning in higher education in

Afghanistan. The study found that the majority of the respondents indicated that they

have not experienced constant online teaching and learning during the COVID-19

pandemic in Takhar University, Afghanistan. It also revealed that almost all of the

respondents agreed that the COVID-19 pandemic has negatively affected their

learning and they felt that they did not study for years.

The study of Noori (2021) is related to the current study as it tackles how the

students' learning was negatively impacted more than any country around the world

because the resources were limited and students did not experience stable teaching

and learning activities. The study discussed students experienced unstable Internet,

lack of technological facilities, inadequate resources, high costly Internet, lack of

awareness, lack of linguistic skills, lack of full-time power supply, preparation issues

for online teaching were the major barriers to teaching and learning during the

COVID-19 pandemic as these factors/variables will be used in the current study.

However, this study included the educational leaders while our study focuses only on

students.

In the study of Bahian (2020) entitled “Barriers to Online Learning amidst

Covid-19 Pandemic” it was found that students at Eastern Visayas State University-

Ormoc City Campus have identified many barriers in adaptation to online learning in
the COVID-19 pandemic, regardless of location or demographic subgroups. The

student's perceived capacity for online learning was not statistically significant by

demographic characteristics in this study. The identified barriers were classified as

personal problems and problems with the technical and online system.

The study of Bahian (2020) is related to our study because both study aimed

to identify the online learning barriers of the students during the COVID-19

pandemic. Both examined the difference between student’s capacities for online

learning, student’s online learning barriers, and some of the student’s demographic

and technological characteristics.

In the study of Dayagbil et al. (2021) entitled “Teaching and Learning

Continuity Amid and Beyond the Pandemic” it was noted that the study explored the

challenges and issues in teaching and learning continuity of public higher education

in the Philippines as a result of the COVID-19 pandemic. It was found out that during

school lockdowns, the teachers made adjustments in teaching and learning designs

guided by the policies implemented by the institution. Most of the students had

difficulty complying with the learning activities and requirements due to limited or no

internet connectivity. To ensure teaching and learning continuity, it is concluded that

higher education institutions have to migrate to flexible teaching and learning

modality recalibrate the curriculum, capacitate the faculty, upgrade the infrastructure,

implement a strategic plan and assess all aspects of the plan.

The study of Dayagbil et al. (2021) is related to the current study because it

also studies on how to migrate to flexible teaching and learning modality by

recalibrating the curriculum, capacitating the faculty, and upgrading the infrastructure

as these strategic actions have to be continuously assessed, modified, and

enhanced to respond to the volatile, uncertain, and changing scenarios in times of

crisis. The difference is that this study uses the exploratory mixed-method

triangulation design where it was utilized to obtain different information but

complementary data on a common topic or intent of the study, bringing together the

differing strengths non-overlapping weaknesses of quantitative methods with those

of qualitative methods.

In the study of Castro (2022) entitled “The Impacts of COVID-19 on the

Current State of Education in the Philippines” it was noted that Education in the

Philippines is severely affected by the ongoing pandemic. It emerged that

consequences of the pandemic to education lead to school closures which lead to a

currently endangered state of education in the Philippines. Findings suggest the

distance learning method triggered by school closures harms the learning process

and opportunities of Filipino students. It was also noted that one of the major keys to

addressing the educational problems caused by the pandemic is a collaborative

effort of both the government and citizens of the country.

The study of Castro (2022) is related to the current study as both intended to

find the impacts of COVID – 19 on Philippine education and provide a suggestion on

what acts could be done to reduce the adverse effects of the pandemic on the

education sector. Both study aimed to present some possible actions and

approaches that can be carried for both safe re-opening of schools and continued

distance learning means in an effort to mitigate learning drawbacks for the schooling

of the Filipino students.

In the study of Parkes (2019) entitled “Student preparedness for university e-

learning environments” it was noted that most students are not having enough

training for an online learning environment to align their activities, jobs, and families

with their studying. It also found that students lack appropriate training for many

online learning competencies; low level of readiness for online learning management

systems.

The study of Parkes is related to the current study because it also studies the

different effects of e-learning environment to the students. It tackles how prepared

students are for university e-learning environments. The difference is that they only

focus on the digital effects while the current study includes the different factors that

affect the students.

In the study of Basilaia (2020) entitled “Transition to Online Education in

Schools during a SARS-CoV-2 Coronavirus (COVID-19) Pandemic in Georgia” it

was noted that simultaneous learning can provide a lot of assets for social

interaction. The online diversion required amid this savage infection were a) video

conferencing of in any event 40 to 50 understudies is conceivable, b) it is possible to

have discussions with understudies to have natural lessons, c) good web

associations, d) the lectures are currently on phones and not just PCs, e) the ability

to replay recently shot talks, and f) it is anything but different.

The study of Basilaia (2020) is related to the current study as both intended to

study the effects of transition to online education during COVID-19 pandemic. The

paper studies the capacities to continue the education process at the schools in the

online form of distance learning, study reviews the different available platforms and

indicates the ones that were used by the support of the government, such as online

portal, TV School and Microsoft teams for public schools and the alternatives like

Zoom, Slack and Google Meet, EduPage platform that can be used for online

education and live communication and gives examples of their usage.

Another studies was done by Mnyanyi (2018) on a case of English language

teaching and learning using virtual distance learning environment, the result found

that virtual environments permit students to create a world that including anything

they can dream up, as well interaction, simulation, and collaboration enable learning

in the interactive environment.

The study of Mnyanyi (2018) is related to the current study because both

focus on the application of open and distance learning to support the attainment of

academic, social, and economic development. The difference is that this study focus
on the challenge of Open and Distance Learning which is how to make education a

lifelong learning process while the current study focuses on the different aspects or

challenges brought by the pandemic.

In the study of Mehtap (2020) entitled “Effects of COVID-19 period on

educational systems and institutions” it was noted that COVID-19 is having a serious

impact on the businesses and other sectors. The research has identified the impact

of this pandemic issue of the education system and approaches of the institutions for

offering the learning through other mediums. According to the study, people are

facing serious issues related to learning and looking for new approaches to learning.

The study of Mehtap (2020) is related to the current study because both study

focuses on the difficulties that were experienced by the sudden shift to online

learning. Also, both studies aimed to implement/offer approaches for the betterment

of the educational system to overcome future issues. However, this study focuses in

all aspects of educational system while our study is more on students’ well-being

only.

The studies presented above gave ideas and insights to the researchers to

come up with the study of the challenges of COVID-19 pandemic to students and

some possible actions and approaches that can be carried for future crisis. The

related studies that were mentioned would be a great help to the present

researchers on how they will craft their own study. The related studies have

convinced more the researchers to conduct and finish the current study.

The researchers have gained much important information from the above-

mentioned literature's contributions in reinforcing their ideas and the development of

this study. While the aforementioned studies assist the researchers in developing the

rationale and concepts for the study's conduct.

 Chapter III

METHODOLOGY

This chapter presents the research methodology of the study. It includes the

research design, locale and time of the study, respondents of the study, sampling

procedure, instrumentation, validation of instrument, data gathering procedure and

statistical statement.

Research Design

This study is quantitative research which employed Descriptive Correlational

research design. Descriptive Correlational Design is used in research studies that

aim to provide static pictures of situations as well as establish the relationship

between different variables (McBurney & White, 2009). In line with this, the

descriptive design will be used to describe the effects and challenges of COVID-19

pandemic to Values Education students in Northwest Samar State University. While

the correlation design will be used in identifying the relationship between the two

different variables. 

Locale and Time of the Study

The study entitled “Challenges of COVID-19 Pandemic to Bachelor of

Secondary Education Major in Values Education Students” will be conducted in

Northwest Samar State University – Main Campus, Calbayog City, Samar.

The university has different colleges (i.e., College of Engineering and

Architecture, College of Criminal Justice and Sciences, College of Management,

College of Agriculture and Technology, College of Computing and Information

Sciences, and College of Education). College of Education offers five different

programs, namely: Bachelor of Elementary Education (BEED), Bachelor of Technical

and Livelihood Education (BTLED), Bachelor of Physical Education (BPED),

Bachelor of Technical-Vocational Teacher Education (BTVTED), and Bachelor of

Secondary Education (BSED) which has five majors (i.e., Mathematics, English,

Filipino, Science, Social Studies, and Values Education). However, the researchers

put focused on the Bachelor of Secondary Education Major in Values Education as it

provides access to the necessary students required as respondents for the study.

The Values Education has a total of 125 enrollees. Using the Universal Sampling

method, the researcher came up with a total of 125 sample size from the Values

Education major. This study will be conducted during the Academic Year of 2022-

2023.

Respondents

The respondents of the study are the students of Values Education in

Northwest Samar State University as they can provide useful information to test the
hypothesis of this research. Table 1 shows that within 125 respondents which is

composed of all Bachelor of Secondary Education Major in Values Education

students. 48 students came from first year with the percentage of 38.4. While in

second year, it is composed of 37 students which has the percentage of 29.6.The

third year level is composed of 30 students with the percentage of 24. Lastly, the

fourth year is composed of 10 students with the percentage of 8 of the total

respondents.

Respondents F %

First Year 48 38.4

Second Year 37 29.6

Third Year 30 24

Fourth Year 10 8

TOTAL 125 100

Table 1. Distribution of the Respondents of the Study

Sampling Procedure

The population interest of the study is the students of Bachelor of Secondary

Education Major in Values Education in Northwest Samar State University. The

study will utilize Universal Sampling Method where all the population where chosen

as the respondents of this study. According to (Richard & Margaret, 1990: 125)

universal sampling refers to the selection of sample where not all the people in the

population have the same profitability of being included in the sample and each one

of them, the probability of being selected is unknown.

One hundred percent or one hundred twenty five students will be asked to

participate to this research study. Therefore, sampling technique will no longer be

applied. In addition, the student-respondents will serve as main sources of

information and with the data on the effects and challenges of COVID-19 pandemic.

Instrumentation
 The researchers aimed to determine the effects and challenges of COVID-19

pandemic to Values Education students and its significant relationship among the

respondents. The respondents of the study were selected through universal

sampling method. In obtaining accurate data, the researchers utilized a survey

questionnaire that serve as the primary research instrument. A questionnaire is a

research instrument consisting a series of questions and other prompts to gather

information from the respondents.

In this study, the researchers have constructed a structured questionnaire

which consist of closed questions which produced data needed in the study. The

questionnaire was segmented into three different parts:

On the first part of the questionnaire are the profiles of the respondents. This

includes the age, sex, year level, parent’s occupation, and average monthly family

income of the respondents. As to the manner of answering, the respondents will

provide the information asked on the blanks, or put a check (√) on the appropriate

box that corresponds to the answer.

In parts II and III, the Likert Scale is used as indicators that will correspond to

how the respondents will answer certain statements. The following indicators are

stated:

5 – Strongly Agree / Greatly Felt

4 – Agree / Moderately Felt

3 – Neutral / Felt

2 – Disagree / Fairly Felt

1 – Strongly Disagree / Not Felt At All

The second part contains statements on effects of COVID-19 pandemic in

terms of personal, academic performance, social, and financial. Respondents will

check the corresponding space depending on a certain rating as perceived by

themselves. The construction of the statements in this part were guided from the
study entitled “COVID-19 Student Survey: Online Learning Experiences and

Challenges Experienced Related to the COVID-19 Pandemic” by Berumen et. al.,

(2020).

The third part contains statements relating to challenges of COVID-19

pandemic. As to the manner of answering, respondents will check the corresponding

space depending on a certain rating as perceived by themselves. The construction of

statements in this part were guided from the study entitled “Difficulties in Remote

Learning: Voices of Philippine University Students in the Wake of COVID-19 Crisis”

by Rotas et. al., (2020).

Validation of Instrument

The research instruments have gone through validation procedures from the

experts to examine thoroughly the questionnaires constructed by the researchers.

Moreover, the constructed questionnaire has gone through pilot-testing before the

actual data gathering. Generally, the research instruments have been validated to

analyze the accuracy and validity of the instruments used to determine the Effects

and Challenges of COVID-19 Pandemic to BSED Values Education students.

Data Gathering Procedure

In gathering the data needed in obtaining the purpose of this study, the

following process was followed:

First, the researchers asked the classroom president of each year level of

Values Education for the exact number of enrollees of BSED Values Education in the

AY: 2022-2023 who serves as the respondents of the study. Next, the researchers

provided a letter to the dean of the college of education asking permission to conduct

the distribution of questionnaires to the selected respondents.

The questionnaires contain the profile of the respondents and a checkbox that

was answered by the respondents. The respondents are given instruction before

answering the said instrument, about the importance and understood the purpose of
the study and the answer are handled and treated with confidentiality. All the

questionnaires were reviewed by the researchers to make sure that all questions

were answered properly and completely. The questionnaires were distributed and

collected in the same day. Lastly, all the responses given by the respondents were

interpreted and analyzed using the corresponding statistical treatments for each part.

Statistical Treatment

The following statistical tools will be employed in the analysis of data:

Frequency, mean and standard deviation is used to determine demographic

profile of education student-respondents in terms of age, sex, year level, parent’s

occupation and average monthly family income and the effects of COVID-19

pandemic in terms of personal, academic performance, social, and financial.

The linear regression and F-test will be used to determine the significant

relationship between the demographic profile of BSED Values Education students

and the effects of COVID-19 pandemic to the BSED Values Education students in

terms of personal, academic performance, social, and financial.

Ethics of the Study

The researcher is aware of the ethical issues to be conducting a research

being that means adhering to the code of conduct that a researcher here has to

follow fabricate, falsity or misinterpret data and this study will cite the literature was

real and to cited references to avoid plagiarism with confidentiality is maintained

during study.