Republic of the Philippines

UNIVERSITY OF ANTIQUE
Sibalom, Antique

A Case Study on the

Educational Practices in St. Anthony’s College during the Pandemic and Its Impact on the
Third- and Fourth-Year Business Education Students on its Transition during the New
Normal
(Service Redesign in the Higher Education Industry Brought about by the Pandemic)

In Partial Fulfillment of the Requirements in

Production & Operations Management (BA 509)

Submitted to:
ROSE MAE U. MENA, DPA
Subject Professor

Submitted by:
MAE ELEOUSA C. GALLANO, CPA
JOYCE ANN S. SOLOMON
APRIL B. ALDEFOLIO
RODELYN MAE H. LEDESMA
MBA 1-A
I. INTRODUCTION

E-learning, online education or emergency remote teaching during the pandemic has
emerged. Students are promptly moved from face-to-face interaction that provided them with
much needed social interactions, to being seated in front of a screen for hours. The important
aspects in the transition of the new normal of every educational institution are technology adoption
into the classroom, the availability of digital devices to students and teachers, the use of innovative
platforms to conduct online classes, and initiative from educational institutions to accommodate
the lacking capacity of the students to keep up on the new methods of E-Learning (Stoian, et.al,
2022). St. Anthony’s College (SAC), as an educational institution, is not an exception to these
challenges to find ways to give appropriate learning to students and continue providing quality
education.

This study mainly focuses on the impact of the COVID-19 pandemic on the third- and
fourth-year Business Education students of SAC and its implications on the alternatives and/or
development of the delivery modes of education services of the institution in the present (2023).
The following points were also considered in this study to present opportunities for redesigning
the services in the education industry:

a) Difficulties encountered by the stakeholders, especially the students, during the remote
learning brought by the pandemic;
b) Responses and alternatives adopted by the teachers and students to address the problems
in online learning, and;
c) Aspects of online learning that can be adopted in the New Normal.

Based on the survey results conducted through Google Forms, the major problems
encountered by the students during the remote learning are: a) unstable/no internet connection; b)
online distractions brought by various social media platforms; c) limited time in answering
assignments/activities/exams or bad time management and; d) lack of motivation. These problems
caused difficulty in the adjustment of 30.4% of the respondents to the transition of online to face-
to-face classes. Moreover, the results from the open-ended question on the last part of the survey
disclosed that the competence and adaptability of the teachers as well as the importance of mental
health should also be considered.

II. BACKGROUND OF THE ORGANIZATION

St. Anthony’s College (SAC) was established on June 4, 1959. It is a private catholic
educational institution/non-profit organization located in San Jose, Antique that offers K-to-12
(Kindergarten to Senior High School) and higher education (college education).
 Its mission is to proactively respond to evolving educational ecosystems in order to provide
programs and services to students and personnel through relevant experiences informed by science
and technology, industrial advancements and social concerns towards community development
founded and shaped by the Catholic faith and teachings.

The institution envisions itself to be a resilient and innovative Catholic educational

institution that operates above the standards for education and services that are personally,
institutionally, and socially empowering the transformative in producing adaptable human
resources who are imbibed with the core values of Spiritually, Academic excellence, and
Community Service.

For tertiary/higher education, SAC has seven (7) departments. These are Nursing,
Engineering & Technology, Business Education, Liberal Arts, Teachers’ Education, Criminal
Justice Education and Maritime departments.

The SAC Business Education Department offers four (4) programs, namely, Bachelor
Science in Accountancy (BSA), Bachelor of Science in Accounting Information System (BSAIS),
Bachelor of Science in Business Administration (BSBA) and Bachelor of Science in Hospitality
Management (BSHM).

For the 2nd semester, Academic Year (A.Y.) 2022-2023, 881 students are enrolled in the
Business Education Department, broken down as follows:

Table 1. Breakdown of Business Education Students per Year Level and Program
Year Level Total Per
Program/Course st nd rd th
1 2 3 4 Program/Course
BSA 21 23 31 42 117
BSAIS 35 35 24 30 124
BSBA 97 78 69 91 335
BSHM 128 49 45 83 305
Total per Year 281 185 169 246 881
Level

Moreover, the Business Education Department has 21 instructors, 11 of which are regular,
while 10 are part-time instructors, that conducts classes to the 881 students in the said department.

From the onset of the pandemic and the declaration of the Enhance Community Quarantine
(ECQ) by the Provincial Government of Antique last March 15, 2020 up to the Academic Year
2021-2022, SAC has adopted flexible learning through the use of online classes to extend their
services to the students. In relation to this, the institution was one of the awardees for “Best
Flexible Learning Implementer” as conferred by the Commission on Higher Education (CHED)
Regional Office No. VI during CHED’s 29th Founding Anniversary and 3rd National Education
Day last May 2023.

Presently, the institution is conducting classes for higher education students both through
face-to-face and online classes. Face-to-face classes are conducted for major subjects and physical
education classes, while online classes are adopted for minor subjects.

III. FINDINGS

Due to the limited time and availability of our targeted population of 415 third- and fourth-
year Business Education students, only 5.54% or 23 students have voluntarily accomplished our
survey questionnaires (Appendix A). Although the total number of respondents may not be
representative of the whole population, these will still be considered by the authors in this case
study.

The first part of the survey included questions about the student’s demographics (Appendix
B.1). Our respondents were composed of 78.3% and 21.7% third- and fourth-year Business
Education students, respectively, and ages ranging from 21 to 25 years old. Questions were also
formulated to determine the most used platforms in the online classes and the devices used by the
students. Online platforms offered by Google (e.g., Google Meet and Classroom), ranked as the
most used (100%) in the online classes in SAC, followed by Zoom (34.8%) and
Facebook/Messenger (30.4%). Also, a smartphone is the widely used by the students, accompanied
with laptops/desktop computer and tablets.

One of the main points of this study is to determine the challenges/difficulties that the
students have experienced during online learning (Appendix B.2). The most apparent challenge
was unstable and/or no internet connectivity (87% of the responses) which would hamper the
learning experience of the students since it is a necessity during online classes. This is followed
by the online distractions caused by social media platforms (52.2%), limited time in answering
activities/activities/exams and lack of motivation (both accounted to 43.5%), and no separation of
schoolwork and house chores (34.8%). Also, the inability to access online materials (17.4%) and
lack of experience of learning applications (13%) are experienced by the students.

Also, in response to the difficulties experienced by the students, we summarized the

alternatives adopted by the teachers and students (Appendices B.3 and B.4). As a response to the
main challenge of inaccessibility of online learning caused by unstable/no internet connection, the
teachers mainly gave extension of the deadlines of submission of the output of the students (100%).
Soft copies of lectures and references (47.8%) and individual interaction were provided to the
students (4.3%). On the other hand, students are allocating schedule/time frame for their studies
(60.9%), going to cafes/neighbors/friends with stable internet (39.1%), giving time for self-care
(30.4%) and indulging in social media and streaming platforms (21.7%) as their responses on the
challenges that they have faced.
 Due to the issues encountered during the online learning, 39.1% found it neither difficult
nor easy to adjust to the transition from online learning, while 30.4% found it very difficult and
26.1% very difficult while the rest found it easy (Appendix B.5).

Considering the above-mentioned factors, 73.9% of the students preferred face-to-face

classes, while 21.7% for blended learning (face-to-face and online classes), and the remaining
prefers online learning (Appendix B.6).

Moreover, most of the students would like to encounter the following aspects of online
learning in the face-to-face classes (Appendix B.7):

a) Educational sources (online lectures and practical activities) with 56.5%

b) Better assessment, accessibility and better interaction (these three each accounted to
39.1%)

Lastly, we have also gathered suggestions from the respondents on how St. Anthony’s
College (SAC) can improve the quality of its services to the students (Appendix B.8). Most of them
emphasized on additional facilities to improve the accessibility of the students to learning, the
competence and training of teaching personnel, adaptability to technology and considering the
mental health of the students.

IV. DISCUSSION

Based on the afore-mentioned findings, the authors have identified the major problems
encountered by the students and teachers, the main stakeholders of SAC. These are: a)
Inaccessibility of learning/teaching due to unstable/no internet connectivity; b) distractions
brought by social media platforms and; c) limited time on complying with academic requirements
and the lack of motivation.

Considering these major problems, we have identified two delivery modes/alternatives that
SAC may employ in delivering its services to the students: a) Full (100%) face-to-face classes and;
b) Continue with the current delivery mode: Blended learning, using both face-to-face and online
classes. Although both would benefit the students in terms of giving education, each has its own
benefits as well challenges.

For full face-to-face online classes, the advantages are: a) collaborative learning among
students; b) increased concentration of the students and teachers of which the former can gain
greater understanding of the lessons/topics, and; d) boosted confidence of the students from actual
interaction and support from their peers and teachers. However, implementing face-to-face classes
have its challenges. Not only that it entails added costs for the institution, such as increase in
utilities expenses, maintenance and operating expenses, it also requires expenses on the part of the
students. There is also no flexibility in learning since classes are accordingly scheduled to
accommodate the whole population of students. Moreover, learning technology is restrained due
to limited facilities/equipment in the school.

On the other hand, blended learning gives the students the flexibility in learning. There are
also various forms of communication between the students and the teachers and knowledge in
using technology and devices are often shared to ease the conduct of online classes. Same with the
face-to-face classes, blended learning adds expenses for investment in technology and internet for
the institution, teachers and the students. Also, conducting classes can be messy due to limited
interaction and challenges in the internet connection. This might also give confusion for the teacher
in conducting the lectures since some students are only present online and some are only present
during face-to-face classes.

V. CONCLUSION

This case study reflected on the changes in the educational practices of SAC due to the
pandemic and how these changes affected the students of the Business Education Department
during the pandemic. The students’ performance was greatly affected to the unavailability of
devices and stable internet connection, inaccessibility to learning materials and lack of experience
in using learning applications. The students also experience some inner struggles such as lack of
motivation, time management and distractions from social media and house chores. Despite these
challenges, both teachers and students find ways to adjust to the new educational practice during
the pandemic. The students manage to comply with the necessary requirements and the teachers
continue their commitment to giving quality education. With these factors, most of the students
found it neither difficult nor easy to adjust to the new normal and still prefer face-to-face classes.

Also, this study helps St. Anthony’s College to understand the needs and perception of the
students in order to plan and succeed in adopting measures to render the best educational services
suited in the New Normal. Conducting 100% face-to-face or blended learning should be taken into
account.

Although this study offered questions regarding the impact of online learning to the
students and insights in adopting various delivery modes in education, there are also some
limitations to the study conducted, these being the limited sample size and the fact that only the
perspective of the 3rd and 4th Year Business Education students was taken into account. It would
be necessary to expand the study and increase the database by carrying out studies with various
departments of St. Anthony’s College. Furthermore, inputs from the teachers and department heads
should also be studied so that it can offer solutions for a more efficient and sustainable education,
adapted to the student’s needs. These indicators give a better outline of the pre- and post-academic
education, with improvement factors for all forms of education.
VI. RECOMMENDATION

The authors of this study recommends that the St. Anthony’s College should continue to
conduct their classes using Blended Learning, utilizing both face-to-face and online classes.
Conducting face-to-face classes will address the main challenge of inaccessibility due to internet
connectivity brought by online classes during the pandemic. Also, most of the students still prefer
face-to-face classes since it increases interaction and collaboration between the students and the
teachers. Students will gain more understanding of their lessons since physical attendance
increases their concentration. More learning materials especially in physical formats (e.g., books,
journals, thesis, etc.) will be available for the students who have no/limited access to internet.

St. Anthony’s College should also take advantage of the technological changes brought by
the pandemic. The institution should continue to conduct online classes for some subjects since it
offers flexibility in learning on the part of the students and teaching & assessment for the
instructors. The web also offers a wide range of educational resources that are not readily available
in the school library. Also, communication among the students and the teachers is easier through
the use of online messaging platforms.

In addition, the authors of this study suggest the following points for improvement in the
delivery of education through blended learning which should be considered by the administrators
of the institution:

a) Adding and/or upgrading the internet subscription of the school;

b) Investing in digital infrastructure (software, cloud services, school website and student
portals);
c) Strategizing the face-to-face and online classes that encourages interaction;
d) Providing training and seminars for the administrators and teachers in adapting to online
technology and continuous professional development to ensure the quality of education
offered by the school, and;
e) Extending counselling to both students and teachers because of the unprecedented impact
of COVID-19 on their mental health.

VII. REFERENCE
Stoian, C.E.; F˘arcas, iu, M.A.;Dragomir, G.-M.; Gherhes, , V., Transition from Online to Face-
to-Face Education after COVID-19: The Benefits of Online Education from Students’ Perspective.
Sustainability 2022, 14,12812. https://doi.org/10.3390/su141912812
VIII. APPENDICES
APPENDIX A. Survey Questionnaire: https://forms.gle/QhRKUr3R94TpWbcw7
APPENDIX B. Results for Survey Questionnaire

B.1 Questions on Students’ Demographics

B.2 Difficulties experienced during online learning

B.3 Measures adopted by teachers to address the challenges during online learning
B.4 Measures adopted by teachers to address the challenges during online learning

B.5 Degree of difficulty in adjusting to the transition of classes from online to face-to-face
B.6 Delivery Mode/s of Education preferred by the students

B.7 Aspects of online learning that students like to encounter in face-to-face classes
A.8 Suggestions of respondents on how St. Anthony’s College can improve the quality of its
services in terms of education

• Make the effort to reach all children and keep them in school.
• Teach! don't just give activities and assignments. Students should learn not just comply.
• Since online learning platforms have been used during online classes, it has been a good
means of an alternative classroom for students. Hence, SAC should still utilize these
online learning platforms (e.g., Google Classroom) to have a formal dissemination of
learning materials and announcements as there is a segregation from personal and school
accounts and information.
• Having the assistance of a health program such as counseling once a year can help
individuals avoid self-harming, through of this it can improve the quality of learning and
educational positivism.
• Adaptability on changes brought by pandemic, where blended mode of learning can be
used.
• SAC can use the online platform (ex. Google classroom) for the activities and use the
face-to-face schedule to focus on lectures.
• Always prioritize the mental health of the students.
• Lessen homework so that they should focus on studying.
• Internet
• Hire a quality prof on a subject that they would teach to the students, a goal driven that
wants his/her class excel.
• The standards encourage greater proficiency; provide support for professional learning
and development help identify development needs; and facilitate uniform assessment of
performance.
• Instructor should give lessons/discussions during their time schedule and avoid giving
quizzes or exams that are not being tackled.
• My suggestion is to not to use the Google classroom since we already take classes face
to face.
• Make student motivate to improve their knowledge.
• Improve the accessibility of online learning for better interaction.
• The school can improve the quality of service by assessing more of the student’s mental
health and then working with parents to enhance the sense of purpose of the students.
• Enhancing the effectiveness of teaching, including through accelerated learning.
• Providing hard copies of lessons for students that has poor internet connectivity
• Giving students the abilities that they need to succeed in this new environment, and
helping them grow the confidence to practice those skills.
• Improve teacher training to ensure the quality of education and learning.
• Improve the application for online classes example: google classroom.
• As a student of sac, I suggest that the school will have to improve more laboratory
facilities in terms of different courses so that students will improve its skills and
capabilities to gain more knowledge and academic excellence.
APPENDIX C. Letter to Authorities