CONCEPCION HOLY CROSS COLLEGE, INC.

EDUCATION DEPARTMENT

Minane, Concepcion, Tarlac

Issues and Coping Mechanisms in Online Learning among BEEd 3rd Year Students

in Concepcion Holy Cross College Academic Year 2021-2022

A thesis presented to the Faculty of the Education Department of

Concepcion Holy Cross College, Inc., Minane, Concepcion, Tarlac

In partial fulfillment of the requirements in Research in Education

(BMC117)

for the Degree of Bachelor of Elementary Education

Maricris N. Dela Cruz

Erica V. Entero

Jade Marie A. Esguerra

May S. Esguerra

Amerie P. Estrada

APRIL 2022
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Background of the Study

THE PROBLEM AND ITS BACKGROUND

Background of the Study

Sudden Breakout of Covid-19 Pandemic has called for a pause in the ways and

means of learning in higher educational institutions. The situation has prevented the

learning actions for the students. The activities of the higher educational institutions are

being affected and it is unknown how far the situation will last. At the prevailing

circumstances it is important to shift to distance platform of learning through the online

process. Meanwhile, after the “no vaccine, no face to face classes” declaration by

President Rodrigo Duterte in the Philippines, the Commission on Higher Education

(CHEd) issued directives to universities to start preparing for distance learning. Thus,

universities across the country are forced to close indefinitely. Classes in various

universities already opened just these past few months and remote learning are faced with

multiple challenges (Mateo, 2020) which later became difficult to handle by Filipino

university students. Complicating this picture even is the fact that, not every student can

provide and adapt to the rapid advances of technology in today’s digital age (Alvarez,

2020) especially for developing countries like the Philippines in which education is

plagued by problems even before the pandemic.

Pandemic covid-19 has made the learning system on campus forced to change

drastically from face-to-face meetings to distance learning online. Many campuses that
do not yet have online learning infrastructure are forced to conduct online lectures amid

the existing limitations. This study aimed to qualitatively explore how Filipino college

students cope with remote learning during the COVID-19 pandemic. It can be concluded

from the results that students employ several coping strategies in their attempt to succeed

in remote learning amid the current crisis. The categories of coping strategies that

emerged are: looking for good space and time; borrowing learning resources, seeking

support from peers; approaching the teachers; practicing time management; doing

learning tasks ahead; extending the time for learning tasks; diverting attention; regulating

the self; taking extra jobs; crying; and praying. This paper presents a contextual

conclusion as far as particular coping strategies of college students in remote learning

during a global crisis are concerned.

Covid-19 has brought us anxiety; the government is not the only one who is

concerned; parents of children who attend school are also concerned and scared. Most of

them want the academic to be frozen. So, after a few months before the school year

begins, higher education decides to continue the lessons, which are either online learning

or modular learning. This module is intended for self-study.

They decided to implement it online or modular since face-to-face sessions are

not permitted due to the risk of causing harm to the students' health. Education is vital,

but their number one goal is the students' health. The Covid-19 pandemic impacted not

only our lives but also the way they learned.

The rise of distance education programs has prompted research into the effects on

students such as their satisfaction, appreciation, and engagement toward learning, and
into the acceptance and continuing implementation of technical systems. Distance

education has the unique characteristic of using technologies as the primary means of

delivery of instruction and interaction. Technology implementation within a social

context brings challenges including that it is hard to anticipate or predict in advance how

the technology will be accepted and used.

University life can be quite stressful especially fresher or undergraduate students.

For many students, they find it hard to cope with the stress and hence are lagging, while

others see the pressure as a challenge to work harder. Utilizing effective coping strategies

can help alleviate the negative effects of stress. Coping is the cognitive and behavioral

efforts an individual uses to manage specific demands or stressors Students also cope

with remote learning by borrowing learning resources. Since course tasks require laptops

or computers, a common coping strategy is asking for help from the family and other

relatives who can immediately assist (Osafo, 2017). Seeking support from peers is

another coping strategy. Gore et al., (2017) maintain that students who experience stress

under a remote learning program often find social support from their friends. This is

congruent to the research of Bosio (2020) that students create strong relationships.

Distance education is the only means to instruct students who cannot attend face-

to-face classes. When the pandemic begins, the Philippines begin to use distance

learning.

In distance learning, students may face or encounter certain difficulties, and in the

worst-case scenario, they may endure stress. The gadgets they use or their internet
connection are the ones that might increase the likelihood of having trouble. The Internet

connection may have an impact on the students' work and activeness.

Statement of the Problem

This study aimed to determine the issues and coping mechanisms of 3rd year

students in their online learning. It sought to answer the following:

1. Profiling of the Respondents

1.1 Age

1.2 Gender

2. What are the advantages and disadvantages of online learning?

3. What are the difficulties that students encounter in online learning?

4. What are the coping mechanisms used in online learning?

5. What are the learners' coping techniques for dealing with difficult situations?

6. What is their preferred learning environment?

The Significance of the study

The results of this study are beneficial to the following:

Students. This study will help the students develop their self-awareness, positive

reappraisal, and other views towards the online learning modality.

Parents. The findings of this study will assist parents in understanding what their

children are going through in school.

 Teachers. Through this study, teachers will be able to improve their teaching methods

by acknowledging the issues of online learning.

Future Researchers. This research will be a useful reference that will guide and

navigate in discovering credible, reliable, and valid research sources to there who plan to conduct

any related studies on issues and coping mechanisms in online learning .

Assumptions of the Study

The following assumptions guided the conduct of the study:

1. The advantage of online learning is the accessibility of time and place and the

disadvantage of online learning is on technology issues.

2. The challenge and issue that experienced in online learning is poor internet

connection.

3. The coping techniques when dealing with difficult situations are the quiet time in

praying and having positive mindset.

4. The face to face class is preferred over online learning.

Scope and Delimitation

This study covered the effects of mechanisms in online learning on how the

student-respondents deal with stress and other issues encountered during online classes.

This study is to determine the issues faced the students and the coping mechanisms on

how learners deal with difficult situations used in online learning.

 The research sample is composed of forty (40) Bachelor of Elementary Education

third-year students enrolled at Concepcion Holy Cross College. The primary data

gathering method used was online survey.

Operational Definition of Terms

To facilitate understanding of some concepts used in this study, the following

terms are defined operationally:

Covid-19 Virus. An illness caused by a virus. This virus is a coronavirus called

SARS-CoV-2.

Coping Mechanism. A psychological strategy or adaptation that a person relies

on to manage stress.

Coping Technique. An emotional and behavioral modification that helps a

person cope with a difficult event.

Face To Face Learning. Any form of instructional interaction that occurs in

person and in real time between teachers and students.

Difficulty. The quality or state of being hard to do, deal with, or understand.

Distance Learning. The education of students who may not always be physically

present at a school.

Pandemic. A disease outbreak that spreads across countries or continents.

 CHAPTER II

REVIEW RELATED LITERATURE

Online learning is difficult since students must cope with a variety of conditions

and experiences. They may face or suffer stress while studying online learning since they

are not only physically but also emotionally exhausted while studying.

According to Gillett-Swan, Jenna (2017), higher education providers are

becoming increasingly aware of the diversity of their current and potential learners and

are moving to provide a range of options for their engagement. The increasingly flexible

delivery modes available for university students provide multiple pathways and

opportunities for those seeking further education. The online environment also presents

challenges for many academic staff who increasingly require higher levels of

technological competency and proficiency on top of their regular academic workload.

Drawing on reflections of several years of facilitating student learning online, this paper

provides one lecturer’s perspective and critical commentary on some of the challenges

faced by external students and the implications of an increasingly online delivery

framework for practice.

COVID-19 pandemic has changed the way of learning in higher education.

Teaching, and learning activities that are usually carried out with face-to-face meetings

have turned into virtual meetings in various online learning applications. Online learning

provides various instructions led by the lecturer. Instructions can be synchronous

(communication where participants interact in the same time space as video conferencing,

zoom, google meet, and WebEx) or asynchronous (time-separated communication such

as e-mail, Google form, streaming video content, posting lecture notes and social media

platforms). It shown that many experienced by the students while studying online, such

as, positive and negative impact of online learning, economic conditions, anxiety during

online learning, government should think and planned, the risk of user data security, face-

to-face class to online learning, ability, finding effective online learning media and

expectations. (Alabbasi, D. 2017)

The infectious disease of the COVID-19 pandemic affected all aspects of human

life including business, research, education, health, economy, sport, transportation,

worship, social interactions, politics, governance and entertainment (Orfan and Elmyar,

2020). In fact, the world has been stressful for everyone and the outbreak of the virus

caused problems in education. Afghanistan as a post-conflict country is not an exception

in Asia (Rahim and Chandran, 2021). To avoid the spread of COVID-19, the Afghan

government took certain measures. They closed all the educational institutions, locked

down the cities and banned people from traveling from a city to another city (Orfan and

Elmyar, 2020). Later, the Ministry of Higher Education asked the educational institutions

to conduct their classes online. It is when the resources and technological facilities are

limited compared to other countries (Jogezai et al., 2021; Noori et al., 2020), which

impacts students’ learning. It is understandable that the spread of COVID-19 caused

school closures and lockdown around the world. Meng et al. (2020) argued that almost all

countries experienced changes in education. Since the spread of the COVID-19

pandemic, the universities have transformed teaching and learning and the lecturers have

been conducting online classes (Rahim and Chandran, 2021). The Ministry of Higher

Education introduced an online learning system called “Higher Education Learning

Management System” (HELMS). Moreover, the instructors have also used other

platforms like, Zoom, Google Classroom, WhatsApp, and WebEx to deliver their lectures

(Danish, 2020)

Online education is not as good as the in-person learning (Thai et al., 2020;

Widodo et al., 2020; Berga et al., 2021). Abbasi et al. (2020) stated that the majority of

students did not prefer online teaching compared to face-to-face learning in Pakistan. In

their study, they found that 86% of respondents felt that online teaching has little

significance on students' learning in higher education. This study also revealed that the

experience of online learning was not engaging enough because limitations have caused

lack of practical aspects in teaching. Mukhtar et al. (2020), Snoussi (2019), Almaiah et al.

(2020), Almanthari et al. (2020), Alqahtani and Rajkhan (2020) and Dhawan (2020)

argued that insufficient resources, problems in maintaining academic integrity, issues in

policy, lack of students’ self-discipline, technical issues and lack of confidence were the

main challenges in implementing online learning during the COVID-19 pandemic.

Shenoy et al. (2020) conducted a study and found that almost all educational institutions

started virtual classes and their experience was positive, but they faced lack of integration

in online learning that adversely affected students’ learning in Indian higher education.

Studies indicate that there were many challenges delivering online lectures in

Afghanistan higher education (Salih and Taniwall, 2020; Khaliq et al., 2020; Noori and

Orfan, 2021). Mohammadi et al. (2021) and Khlaif et al. (2020) argued that lack of

guidelines, policies, and linguistic skills were the key challenges of online teaching

during the COVID-19 pandemic in Afghanistan. Furthermore, Hashemi (2021) added that

lack of infrastructure and resources was the challenge of online teaching and learning in
Afghanistan. Many studies have examined the impact of the COVID-19 pandemic on

students' learning. For instance, Byrnes et al. (2020) exposed that the pandemic of

COVID-19 has created tremendous changes almost in all aspects of society which has

negatively affected students' learning in higher education. This study also revealed that

the students' learning was suspended and they did not have classes for months. Onyema

et al. (2020) claimed that school closure badly impacted students' motivation and

engagement in learning. It in turn could affect the quality of education. This research also

revealed that school closure has created many problems for students and teachers in

countries where the resources are limited. In addition, teachers and students in developing

countries have struggled with limited access to educational technological tools. Winters

and Patel (2021) also stated that the outbreak of the COVID-19 pandemic has negatively

affected students’ education worldwide and the universities need to adjust their teaching

and learning policies. Gonzalez et al. (2020) conducted a quantitative study and found

that the students' achievement before and during the COVID-19 pandemic was very

different. They compared students' test results in 2017, 2018 and 2020 and found that

there were statistically significant differences in students’ performance across the years

particularly their achievement in 2017 and 2018 was much better than the one in 2020.

Ardan et al. (2020) conducted a study in Indonesia and found out that the students were

spiritually and psychologically impacted by the COVID-19 pandemic. They reported that

almost all of the respondents have experienced high and moderate level of anxiety. Day

et al. (2021) reported that the students were stressed during the COVID-19 pandemic

which negatively impacted their learning. They also stated that the universities and test

centers concealed exams which suspended students' entrance to college and universities.
Many instructors have reduced the amount of instruction and practice or the duration of

the online lecture was less than the scheduled one and the learning was not significantly

enough for the students. Goldsteinal et al. (2020), Hamilton et al. (2020) and Wyse et al.

(2020) indicated that many students did not have access to the materials shared by their

instructors. In many cases, students even did not log into online learning system which

shows a low level of student engagement in online learning. They also pointed out that

the COVID-19 pandemic devastatingly impacted students’ learning.

According to Jonathan Small (2022) Associate Vice President of Online Learning:

It’s no secret that the COVID-19 pandemic has forced all of us to make substantial

changes to our daily lives. Businesses have, where possible, moved to remote work; K-12

schools have by necessity embraced distance learning; and many college students who

had formerly been enrolled in on-campus courses now find themselves in unanticipated

online learning. Students who take online courses interact with the subject matter and

their assignments through a learning management system (LMS). It's crucial that you

spend time familiarizing yourself with the interface and with your specific assignments.

Look ahead at your scheduled assignments, and take particular note of your due dates so

that you can craft a realistic plan for completing all of your work. Communicate with

your professor as much as possible to stay on top of your grades and help build a strong

foundation for success. Participate in group projects so that you can chip away at tasks

when you have time, says Small. Make sure to touch base with your instructor often if

you have questions or concerns about an assignment or just want to let them know where

you're struggling. Whether you're taking courses online or in-person, participation is

crucial to success. Active participation shows that you're learning and willing to put in
the effort required to succeed. Maintaining clear and open lines of communication with

your instructors and classmates will go far in ensuring success.

As of October 6, 2020, almost 36 million people have been infected and over one

million have died. In the Philippines, this translates into almost 325,000 infected and

6,000 deaths (Worldometer, 2020). To curb the spread of COVID-19, most governments

have opted to employ quarantine protocols and temporarily shut down their educational

institutions. As a consequence, more than a billion learners have been affected

worldwide. Among this number are over 28 million Filipino learners across academic

levels who have to stay at home and comply with the Philippine government’s quarantine

measures (UNESCO, 2020). Arguably, the HEIs’ pivot to modified forms of online

learning attempts to concretize the government’s stance to continue learning despite the

pandemic. As the Philippine’s Department of Education (DepEd) Secretary, Leonor

Briones quipped, “Education must continue even in times of crisis whether it may be a

calamity, disaster, emergency, quarantine, or even war” (Department of Education,

2020). The Philippines’ Commission on Higher Education (CHEd), on the other hand,

advised HEIs to continue the “deployment of available flexible learning and other

alternative modes of delivery in lieu of on-campus learning” (Commission on Higher

Education, 2020). These pronouncements aim to encourage the continuance of learning.

Without implementing rules and regulations, however, private HEIs are left to make their

own policies.

For varying reasons, however, different sectors have chastised the proactive

online learning measures by these HEIs. Through an online petition based on student and

faculty sentiments, student governments from different universities urged CHEd to

mandate the cancellation of online classes, stating that “while we understand the need for

learning to continue, the different circumstances of students across universities are not

ideal and conducive for such.” The petitioners argue that “access to the internet

connection and learning devices continued to be a privilege up to this day, placing those

with poor internet access at a disadvantage when it comes to online classes.” [For a better

picture, 45% of Filipino citizens (46 million) and 74% (34,500) of public schools do not

have access to the internet (Jones, 2019).

Furthermore, “adding more workload for the students increases their burden and

contradicts the purpose of the lockdown, which is to help their families prepare and

adjust to the situation at hand.” Finally, there is an issue about the “lack of environments

conducive to learning at home and the effectiveness of the online lectures” (Bagayas,

2020).

In Philippines, as children continue their education outside of the classroom,

rather than in schools, the epidemic necessitated a number of modifications and

adaptations. The execution of this move from face-to-face learning to distant learning

was likewise fraught with difficulties. In reality, the start of classes was postponed twice

to allow schools enough time to prepare for the change. Despite the delays, many

students and teachers found it difficult to keep up with the distance learning preparations.

According to Perez (2020), instructors are concerned that modular distance

learning would not work for some kids because, in addition to their inability to read and

comprehend on their own, their parents are also unable to guide them since they are

unable to read with comprehension.

 Furthermore, since the opening of classes on October 5, 2020 , different suicide

cases

Presumably related to stress in the new normal set-up of education has been recorded.

Based on the reports about the suicide cases in Bicol, online learning-related difficulties

such as phone signal challenges, internet connection problems, and cost of buying load

for data were the most feasible reasons behind the suicide (Recaña, 2020).

Furthermore, since the start of classes on October 5, a number of suicides have

been reported, all of which are thought to be connected to the new usual set-up of

education. Suicide instances in Bicol have been linked to online learning challenges,

according to reports.

The most likely causes of suicide were phone signal problems, internet connection

issues, and the expense of buying data load (Recaa, 2020).

The researchers at Napolan National High School, where this study was done,

discovered that many pupils are having difficulties with modular distance learning.

Students are no longer prioritizing actual learning, but rather completing all of the

activities on their Self-Learning Modules, according to feedback from parents and

students either physically or by internet and SMS.

In view of this situation, the researchers decided to conduct this study in order to

identify the difficulties faced by distance learning students and to discover the stress

coping techniques used by these students to deal with these difficulties. Furthermore, the

researchers wanted to develop an intervention based on the findings of this study to help

students overcome their difficulties. They planned to deploy the intervention in the third
and fourth quarters of the current school year to allow pupils more time to adjust to the

new normal.

According to International Academic Multidisciplinary Research Conference in

Berlin, the globalization flow of changing is becoming faster and faster. One of the

important changing that affect the modern world of higher education is disruptive

technology, especially online learning. However, the success rate of learning online

without close monitoring were very low. The advantages included low cost, flexible time,

and mass audiences, whereas, the disadvantages included low success rate, easily

distracts, and no class interaction.

Theoretical and Conceptual Framework

In this study, the theory of Jean Piaget’s Cognitivism helped the researchers

understand how students reflect on their experiences, like in online learning, where the

issues and mechanisms were observed on how a teacher and student use different

approaches using cognitivism to how students gain knowledge during the online class and

think about the most efficient way to allow learners to use the most effective cognition

strategy in active learning.

The theories also describe how humans construct and adapt understanding

through processes of intellectual development through experience in the environment

even in online learning that experiencing nowadays. It is advantageous for teachers to

understand cognitive psychology because it can help them improve their teaching and

student learning. Teachers become more cognizant to how people process, learn, and
remember information, which helps them plan more effective lessons and create positive

learning environments for their students.

INPUTS

Advantages and
disadvantages of
online learning PROCESSES
OUTPUT
Difficulties that Administering
students encounter questionnaires Empirical data on
in online learning issues and coping
Survey on the mechanisms of
Learner’s coping respondents student-
techniques for through online respondents on
dealing with survey online learning
difficult situation
Administering
questionnaires
The coping
mechanisms used Survey the
in online learning respondents to online
survey

Figure 1. Paradigm of the Study

Figure 1 presents the paradigm of the study, which is based on an input-process-

output framework. The input are the advantages and disadvantages of online learning for a

student, the difficulties that they encounter when dealing with the coping techniques of a student,

and the coping mechanism they use and apply. The process includes administering questionnaires

and having a survey sent to the respondents through the internet, using the Google Forms
questionnaires. The output involves empirical data obtained from the conduct of a survey on the

experiences of the respondents.

 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the study’s research design; specifically, it discusses the

locale of the study, subject of the study, description of research instrument as well as the

data gathering procedure.

Research Design

This study used a descriptive survey method to gather and collect necessary

information. It utilized a qualitative type of study to determine the new common

difficulties and strategies used by BEEd third year students at Concepcion Holy Cross

College.

The study's findings were described and emphasized throughout this

investigation. It also displayed the outcomes of the students opinions on the effectiveness

of online learning and coping mechanisms in regard to issues of online learning,

particularly among BEEd 3rd year college students at Concepcion Holy Cross College.

Locale of the Study

This study was conducted in Concepcion Holy Cross College, Inc. located at

Minane Concepcion, Tarlac. This place was selected to know the issues and coping

mechanisms in online learning.

 Figure 2. Research Map

Respondents of the Study

The respondents of this study were the BEEd third year students in Concepcion

Holy Cross College, Inc. They shared a common experience with online learning

challenges. To help answering the question under investigation, information and data

were collected from or about the respondents.

Description of Research Instrument

A questionnaire is a research tool that consists of a series of questions designed to

collect data from respondents. Questionnaires are a low-cost, rapid, and effective method

of gathering significant volumes of data from a wide group of individuals. A

questionnaire is a research tool that consists of a collection of questions or other forms of

prompts designed to gather data from a respondent. A typical research questionnaire has a

combination of closed-ended and open-ended questions.

To collect data and acquire information from the respondents, the researcher employed

a survey questionnaire via Google forms. The 10 items about issues and coping strategy
questionnaire was created by the researches. The only respondents in this study were the

BEEd third year students of Concepcion Holy Cross College, Inc.

Data Gathering Procedure

The process of the research followed the step-by-step flow in obtaining the said

data of the research.

First, the researches examined the online model, which emphasizes an interactive

learning environment designed to stimulate dialogue between the instructor and the

students, as well as among the students themselves. This ensured the validity and

coherence of the data on issues and coping mechanisms in online learning among BEEd

3rd year students at Concepcion Holy Cross College, Inc.

Second, the researches used the online learning model with the topics of issues

and coping mechanisms in online learning among third-year students at Concepcion Holy

Cross College, Inc. of the selected student respondents of This allowed them to observe

and track the progress of the students to determine whether the method was effective or if

there were any flaws that need to be addressed in order to improve the method by

answering the research questions through Google forms.

Third, once all of the data had been collected, they determined whether or not

online learning method could can be an effective alternative educational medium for

mature and self-disciplined students but are unsuitable for learning environments that rely

on the learners.
 Finally, a formulation of the study's implications was made by the researchers that

can be used to aid the idea for teaching and, more specifically, assisting administrators

and supervisors for better curriculum ideas in dealing with the New Normal setting.
 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter is all about the data that the researches had gathered through the

questionnaires that the researcher gave to her respondents through online. The data that

have been gathered will shows in this chapter.

Table 1.1: Frequency and Percentage Distribution of Respondents According to Age

AGE FREQUENCY PERCENT

20-21 years old 26 65 %

22-23 years old 11 27.5 %

24-25 years old 3 7.5 %

TOTAL 40 100 %

The table 1.1 shows the age of the respondents where in twenty to twenty one

(20-21) years of age there is a frequency of twenty-six (26) with a percentage of sixty-

five percent (65%). While in the twenty-two to twenty-three (22-23) years of age there

are frequency of eleven (11) with a twenty-seven-point-five percent (27.5%) . Also, in the

twenty-four to twenty five (24-25) years of age there are frequency of three (3) with a

seven-point-five percent (7.5%) percent out of forty (40) respondents that were surveyed.

Based on the table 1.1, most of the respondents are twenty to twenty one (20-21)

years of age respondents has sixty-five percent (65%) of their total number. Early and

middle adulthood are marked by slow, gradual declines in body functioning, which
accelerate as old age is reached. There is clear evidence that with increasing age adults

display a slow, very gradual tendency toward decreasing speed of response in the

execution of intellectual (and physical) tasks. Slowing rates of electrical activity in the

older adult brain have been linked to the slowing of behaviour itself. The

learning capacity of young adults is superior to that of older adults, as is their ability to

organize new information in terms of its content or meaning. Additionally, many

theorists, such as Jean Piaget (1896-1980) noted a significant difference between adult

and adolescent thinking. Adults have more flexibility in their thought patterns,

understanding that there are multiple opinions on issues, and that there is more than one

way to approach a problem. Therefoe, ages twenty to tweny-one years of age are are able

to assimilate and synthesize complex and contradictory situations and arguments, and

unlike adolescents, aren’t set on finding absolute truths. They are focused on developing

their careers and achieving independence from their families – a crucial requirement for

balanced, well functioning adults.

Table 1.2: Frequency and Percentage Distribution of Respondents According to

Gender

GENDER FREQUENCY PERCENT

Female 23 57.5%

Male 17 42.5%

TOTAL 40 100%
 Table 1.2 show the gender of the respondents where it shows that out of forty

(40) respondents the female were twenty-three (23) in frequency with a percentage of

forty-two-point-five percent (42.5%). The male shows there are only one seventeen (17)

in frequency with a percentage of fifty-seven-point-five percent (57.5%).

Female has the majority of twenty-three (23) out of forty (40) respondents that

has fifty-seven-point-five percent (57.5%). This table shows that females have the most

common issues in online learning because they are more interested in learning than boys.

According to the early study, Zimmerman and Martinez-Pons (1990) found that girls had

a far greater tendency than boys to employ the strategies of self-monitoring, goal setting,

planning, and structuring of their study environment. Female students showed better

ability than males in using self-regulated strategies including information organization,

meta-cognition, time management skills, elaboration, and effort. It found out that females

tended to assess their own skills significantly lower than males evaluated theirs,

while zsoy-Güneş et al. (2014) found that the average self-regulation scores of their

female participants were significantly higher than those of the males in the areas of

"planning and determining aims" and "lack of self-direction." Therefore, female students

adopted more goal-setting and more environmental structuring strategies than male

students in online learning.

Table 2: If online learning is helpful for you as students.

CHOICES FREQUENCY PERCENT

Yes 15 37.5%

No 25 62.5%
 TOTAL 40 100%

Table 2 shows, most of the respondents that online learning is “not” helpful to

students, where out of forty (40) respondents, twenty five (25) or sixty-two-point-five

percent (62.5%). And fifteen (15) respondents or thirty-seven-point-five percent (37.5%)

said that online learning is helpful to them.

Based on the Table 2, most of the respondents said that online learning is not

helpful to them because online learning school looks different during the COVID-19

pandemic. While some students are thriving with this way of learning, many students do

not seem to be engaging in it. Some students may not be present at all. Others may be in

attendance, but they not turning in work or doing more than the bare minimum. It is not

helpful to students because there are possible barriers to student engagement during

distance learning like Students’ life circumstances have changed, students are dealing

with stress and trauma, students need more structure and support, and students

expectations for engagement have not changed hence, many of the students are not

engaged in online learning.

Table 3: Advantages of online learning

CHOICES FREQUENCY PERCENT

Efficiency 8 20%

Accessible of time and place 18 45%

Reduced financial costs 6 15%

Improved students’ attendance 5 12.5%

 Suits a variety of learning 3 7.5%
styles

Table 3 shows that the majority of the respondents think that the major advantage

of online learning is "accessibility of time and place" where out of forty 40 respondents,

eighteen (18) of them chose it with a forty-five percent (45%). This is followed by eight

(8) respondents who said that online learning is "efficient" with a percentage of twenty

(20%). Six (6) respondents or fifteen percent (15%) said that online learning can reduced

financial costs. And five (5) of the respondents with twelve-point-five percent (12.5%)

said that online learning can improve students’ attendance. Lastly, three (3) of the

respondents or seven-point-five percent (7.5%) assumed that online learning suits a

variety of learning styles.

Based on Table 3, it shows that the majority of the respondents said that

"accessibility of time and place" is the advantage of online learning for them. Where it

allows students to attend classes from any location of their choice. It also allows schools

to reach out to a more extensive network of students, instead of being restricted by

geographical boundaries. Additionally, online lectures can be recorded, archived, and

shared for future reference. This allows students to access the learning material at a time

of their comfort.

Table 4: Disadvantages of online learning

CHOICES FREQUENCY PERCENT

Inability to focus on screen 7 17.5%

 Technology Issues 20 50%

Sense of isolation 8 20 %

Manage Screen Time 5 12.5%

TOTAL 40 100%

Table 4 shows that the majority of the respondents presumed that major

disadvantage of online learning is “technology issues” where twenty (20) of the

respondents or fifty percent (50%) are experiencing technology issues. Then, eight (8) of

the respondents said that the disadvantage of online learning is “sense of isolation” with

twenty percent (20%). While seven (7) or seventeen-point-five percent (17.5%) stated

that the disadvantage during online learning is inability to focus on screen. Lastly,

twelve-point-five percent (12.5%) or five (5) of the respondents cannot “manage screen

time” during the online class. Table 4 It shows on the table that the majority of the

respondents are experiencing technology issues during online classes, with half of the

respondents, or fifty percent (50%) of the respondents, having technology issues during

online classes.

According to the eLearning industry site, many students are not provided with the

high bandwidth or the strong internet connection that online courses require, and thus fail

to catch up with their virtual classmates. Their weak monitors make it hard to follow the

course management system, and their learning experience becomes problematic.

Moreover, most of them live off campus and find it difficult to keep up with the technical

requirements of the chosen course. Some of them do not even own computers and seek

help in learning resource centers for technical assistance. The only solution to this
problem is to know exactly what kind of technological support they will need for a

certain course before enrolling in it, as well as properly equip themselves for the course’s

successful completion.

Table 5: Online learning is more effective than face to face class

CHOICES FREQUENCY PERCENT

Yes 35 87.5%

No 5 12.5%

TOTAL 40 100%

Table 5 shows that thirty-five (35) out of forty respondents (40) which is eighty-

seven-point-five percent (87.5%) of total number of respondents who mostly said that

online learning is not effective than face to face class while five (5) of the respondents or

twelve-point-five percent shows that online classes are not effective to students. Over

forty respondents (40), thirty five (35) of respondents which is eighty-seven-point-five

percent (87.5%) of them said that Online is not an effective way for them to learn.

According to Class Central, 110 million people are enrolled in online courses in

2019. This number is quite impressive, but after that, a study found that 52% of those

who enrol in the online study, never see the courseware. But in online learning, students

struggle with feedback. Students who complete their assessments regularly become

dissatisfied when they do not receive personal feedback. Traditional methods of

providing student feedback may not always work in online learning environments. All of

this forces online education providers to look for alternative ways to provide feedback.

Providing student feedback is still a relatively unreserved area of an online setting. It

may take some time for any strategy to prove effective. But it has been seen that students

are not motivated in online classes making online classes not effective twelve-point-five-

percent (12.5%) said that online learning is less effective than face to face class.

Table 6: Encountered challenges or difficulties in Online Learning

CHOICES FREQUENCY PERCENT

Yes 40 100%

No 0 0%

TOTAL 40 100%

Table 6 shows that forty (40) out of forty (40) respondents which is one hundred

percent (100%) of the respondents encountered challenges or difficulties in online

learning.

Table 6 shows that one hundred percent (100%) of the respondents or forty of the

total respondents are experiencing difficulty during online classes in BEEd 3rd year

students. Evisen, Akilmaz and Torun (2020) explained many students had connection

problems, many were still trying to get accustomed to the new learning process, have

many distractions while studying outside of the classroom, and some just missed going to

classes and socializing with other students and teachers in a face to face environment.

Asanov, Flores, McKenzie, Mensmann, and Schulte (2021) found that students struggle

with an internet connection, and not everyone has access directly from their home or has

the tools necessary to take online classes. Looked into how learning occurred at home
during the pandemic. Their findings showed that students faced many obstacles in a home

learning environment, such as lack of mastery of technology, high Internet cost, and

limited interaction/socialization between and among students. In a related study, Kapasia

et al. (2020) investigated how lockdown impacts students’ learning performance. Their

findings revealed that the lockdown made significant disruptions in students’ learning

experience. The students also reported some challenges that they faced during their

online classes. These include anxiety, depression, poor Internet service, and unfavorable

home learning environment, which were aggravated when students are marginalized and

from remote areas.

Table 7: The challenges or issues that the respondents experiencing in online

learning

CHOICES FREQUENCY PERCENT

High Internet Cost 7 17.5%

Poor Internet Connection 25 62.5%

Time Management 5 12.5%

Lack of Self-motivation 3 7.5%

TOTAL 40 100%

Table 7 shows that the majority of the respondents though that the major

challenge or issue of learning is “poor internet connection” out of forty 40 respondents,

seven (7) or seventeen-point-five percent (17.5%) of them are chose it. Followed by

twenty five (25) respondents or sixty-two-point-five percent (62.5%) wherein most of

them are facing the poor internet connection. While five (5) respondents or twelve-point-

five percent (12.5%) choose the time management. And three (3) of the respondents

chose a lack of self-motivation, with a percentage of seven-point-five percent (7.5%).

Table 7 shows that the majority of the respondents perceived that the major

challenge or issue of learning is “poor internet connection” out of forty 40 respondents,

twenty-five (25) with sixty-two-point-five percent (62.5%) of are chose it. Poor internet

connection is still impeding distance learning as the pandemic continues.

According to Education and Culture Ministry data, 51 percent of early education

to middle school students living in the outermost, border and disadvantage (3T) areas do

not have a reliable internet connection. In addition, 27.8 percent of them said they had

access to a laptop or computer but the devices were also unreliable. Lack of funding will

further deteriorate the schools and students access to better internet and devices.

Edufinance and RISE show that schools need more accessible funding as they are heavily

relying on school operational assistance funds, which is disbursed in four stages.

Table 8: Availability of technologies or gadgets for online learning

CHOICES FREQUENCY PERCENT

Always 22 55%

Sometimes 18 45%

Never 0 0%

TOTAL 40 100%
 Table 8 shows that twenty-two (22) out of forty (40) respondents in which fifty-

five-point-five percent (55%) of the total number of respondents always used technology

(laptop, tablet computer, and etc.) in online school works while eighteen (18) out of forty

(40) respondents in which forty-five percent (45%) of the total number of respondents

used technology (laptop, tablet computer, and etc.) “sometimes” in online school works.

Table 8 shows that twenty-two (22) out of forty (40) respondents in which fifty-

five-point-five percent (55%) of the total number of respondents always used

technology (laptop, tablet computer, and etc.) in online school works It shows that the

effective use of digital learning tools in classrooms can increase student engagement,

help teachers improve their lesson plans, and facilitate personalized learning. It also helps

students build essential 21st-century skills. According to Project Tomorrow, 59 percent

of middle school students say digital educational tools have helped them with their grades

and test scores. Additionally, technology in the classroom should make teachers’ jobs

easier without adding extra time to their day. Technology provides students with easy-to-

access information, accelerated learning, and fun opportunities to practice what they

learn. It enables students to explore new subjects and deepen their understanding of

difficult concepts, particularly in STEM. Through the use of technology inside and

outside the classroom, students can gain 21st-century technical skills necessary for future

occupations.

Table 9: The coping mechanisms used in online learning

Choices Frequency Percent

Planned problem solving 5 12.5 %

 Self –Controlling 8 20%

Accepting Responsibility 18 45%

Seeking Social support 9 22.5%

TOTAL 40 100%

Table 9 shows that the majority of the respondents think the major coping

mechanism they used in online learning is "accepting responsibility" where out of forty

40 respondents, eighteen (18) or forty-five percent (45%) of them chose it. This is

followed by nine (9) respondents or twenty-two-point-five percent (22%) who said that in

online learning they resorted "seeking social support". While eight (8) respondents or

twenty percent (20%) said that in online learning they employed “self-controlling”. And

five (5) of the respondents with twelve-point-five percent (12.5%) said that in online

learning they utilized “Planned problem solving”.

This is in line with the results of this study were “accepting responsibility was the

most used coping mechanism. Anderson, 2020; Hamza et al. 2020; Rodriguez-Planas,

2020; Browning et al., 2021, understanding the coping strategies students use could help

elucidate their experience and point to ways that colleges can support their success and

well-being.

Table 10: The coping techniques employed in dealing with difficult situations

CHOICES FREQUENCY PERCENT

Quiet Time/Praying 26 65%

 Having Positive Mindset 18 45%

Giving Yourself a Break 14 35%

Proper Time Management 9 22.5%

Stay Connected and Talks to 12 30%

someone (family, friends or love
ones)
TOTAL 40 100%

Table 10 shows that the majority of the respondents, the coping technique they

used in dealing with difficult situations is having quiest time or praying. Out of forty-four

respondents, twenty-six (26) of them chose quiet time or praying, with sixty-five percent

(65%). This is followed by eighteen (18) respondents, or forty-five percent (45%), who

said they had a positive mindset. Fourteen (14) respondents, or thirty-five percent (35%),

indicated a self-break. And nine (9) of the respondents, with an average of twenty-two-

point-five percent (22.5%), had the proper time management. Lastly, twelve (12) of the

respondents or thirty-percent (30%), have a connection with their loved ones.

One thing that students can do when they are struggling is have a deep talk with

God through prayer. They should teach themselves to rely on God in whatever they do. It

gives students time to turn down the inner noise and increase their awareness of what

matters most. And they must trust God in whatever they are doing, because God will

never leave them nor forsake them. That’s why trusting God is the most important thing

to do when experiencing difficulties in life, especially in academics.

Table 11: Preferred face to face class or online learning

Choices Frequency Percent

Face to face class 35 87.5%

Online Class 5 12.5%

TOTAL 40 100%

Table 11 shows that the majority of the respondents preferred “face to face class”

where it shows that out of forty (40) respondents, thirty-five (35) or eighty-seven-point-

five percent (87.5%) of them chose it. While five (5) respondents or twelve-point-five

percent (12.5%) preferred “online learning”.

Based on the Table 11 most of the respondents preferred face to face class than

online learning. Face to face class is a really effective way to learn knowledge and skills

because it often combines different ways of learning including writing, reading,

discussion, presentations, projects, group work, film clips, demonstration and practice.

Although online learning is convenient way to take courses, it is not good idea for

everyone. Some people find it difficult to study by themselves, and need the face to face

contact with the teacher and other students in a classroom setting. According to Evisen,

Akilmaz and Torun (2020) explained many students had connection problems, many

were still trying to get accustomed to the new learning process, have many distractions

while studying outside of the classroom, and some just missed going to classes and

socializing with other students and teachers in a face to face environment. Asanov,
Flores, McKenzie, Mensmann, and Schulte (2021) found that students struggle with an

internet connection,and not everyone has access directly from their home or has the tools

necessary to take online classes.

 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

Summary of Findings

The findings on the issues and coping mechanisms of BEEd third-year students

revealed that, for them, it is very important for a student to know how to deal with his or

her problems. It shows in Table 2 that most of the students prove that online learning is

not helpful to them. And according to table 4, the most common disadvantage that most

students experienced was a technological issue. The most common difficulty they

experienced was a poor internet connection, as stated in table 7. But despite this, Table 3

shows that some students benefit from online learning because it is advantageous in terms

of time and place. Table 11 stated that they prefer face-to-face learning over distance

learning because they feel that it is more difficult and stressful to learn through online

learning. College can be a very stressful period in the lives of most students, but some

students cope better with stress than others. When college students face stressful life

events, they often make use of various coping techniques at the same time, and they are

also likely to alter over time, depending on the efficiency of the approach taken. And in

Table 9, it states that students can cope with online learning by accepting responsibility.

And table 10 shows that most of them, when they experience difficulties or struggles in

life, spend their time praying and having deep talks with God. Many students who can

deal with stress well have effective stress coping abilities.

Conclusions

Based on the findings of the study, the following conclusions about student issues

and coping mechanisms in online learning are drawn (1) Majority of students struggle

with online learning, and they prefer face-to-face learning over online learning. (2)The

most common disadvantage that most students experienced was a technological issue. (3)

The issue that they encountered during online classes was poor internet connectivity. (4)

Life's difficulties can be overcome through quiet time or deep talks with God. (5)

Accepting responsibility can help to reduce difficulties in online learning.

As a result, it can be concluded that as students successfully cope with academic

demands and consistently overcome personal difficulties, they acquire improved

academic achievement by spend their time praying and having deep talks with God to

conquer struggle in life and accepting responsibility in online learning.

Recommendations

Based from the conclusions, the researchers would like to recommend.

The researcher highly advises students to learn how to cope with academic

and personal stress using active and passive coping mechanisms. It is recommended that

students manage their time and use their free time for studying. Students need to be

flexible, self-motivated, and goal-oriented. They must create their own daily goals and set

reminders for themselves to complete tasks within a given time frame. And

make their work done online more personally significant to them. The school is doing

this in order to expand their information about this topic in their library and to indirectly
have an influence on the future researchers who will use the library. Have a good strategy

for how you will support or help them with their schoolwork. Bond with them and always

ask them about their day at school. This study will be a useful reference, give you

enlightenment, and help you gather useful and great information related to your topic and

acquire new knowledge. Thus, it will guide you in conducting a successful research

study.