III.

NATIONAL PROBLEMS

A. Challenges and opportunities in online distance learning modality in one public

secondary school in the Philippines
FRANZ KEVIN B Manalo, VLADIMIR P Reyes, ANNA MARGARITA B Bundalian
IOER International Multidisciplinary Research Journal 4 (1), 89-99, 2022
The Basic Education Learning Continuity Plan of the Department of Education
highlights the use of different learning delivery modalities to assure that education
continues amidst COVID-19 pandemic. Online distance learning modality (ODLM) has
become increasingly available to provide new pathways of learning experiences during
emergency remote education. This study was conducted to determine the students’
perceived challenges and opportunities in ODLM at a public secondary school in the
Division of San Pablo City. Convergent parallel mixed methods research design was
employed; survey questionnaires were administered to 300 respondents who were
selected from Grades 7 to 12 learners through stratified random sampling. To analyze the
data, mean and standard deviation were computed. To verify the results, in-depth
interview was conducted among 12 purposively selected participants. Thematic analysis
was then used to interpret these responses. Results proved that majority of the students
did not perceive motivation, learning resources, support system, and digital self-efficacy
as challenges. Despite these satisfactory results, there are still students who encounter
challenges such as lack of motivation, unstable internet connection, and voluminous
tasks. Moreover, majority of them perceived self-directed learning, learning outcomes,
convenience and ease, and accessibility as opportunities. Students take responsibility of
their own learning, develop digital literacy, and improve time management skills.
Opportunities are evident; however, challenges are inevitable. School administrators,
teachers, parents, and other stakeholders should work together to deliver quality
education among learners despite the change in learning modality. An action plan is
proposed to lessen the challenges and strengthen the opportunities in ODLM.

B. Amidst Online Learning: The Self-Efficacy and Academic Motivation of the College
Students from the Public Higher Education Institutions in the Philippines
Elyssa Sison, E Doloque, K Santor, N Rayla, S Capagalan, Jhoselle Tus
International Journal Of Advance Research And Innovative Ideas In Education, 2021
Online learning has become one of the most practical applications in education in this
pandemic. Because of online learning, students can still rely on learning a lot through
this application. Still, some students hesitate to enroll this school year because they do
not have confidence regarding their academic skills and performance even before in the
face-to-face classes. Therefore, the researchers aim to study the influence of self-
efficacy on the freshmen college students' academic motivation in public state
universities in the Philippines amidst the new normal of education. Furthermore, this
study investigates the relationship between first-year college students' selfefficacy and
academic motivation from public higher education institutions in the Philippines. Based
 on the statistical analysis, the findings revealed a significant relationship between self-
efficacy and academic motivation (r=. 332) with an associated probability value of 0.01
alpha level of significance.

C. Motivation and learning strategies of education students in online learning during

pandemic
Ernie C Avila, AMGJ Genio
Psychology and Education Journal 57 (9), 1608-1614, 2020
The motivation level to learn of the college students was affected by the sudden
implementation of online learning due to the COVID-19 pandemic. All schools are
closed for face to face classes to prevent the transmission of the virus. The sample
included the total enumeration of 196 education students currently enrolled at
Polytechnic University of the Philippines-Ragay, Camarines Sur Branch for the First
Semester of the School Year 2020-2021. Data was obtained using the Duncan and
Mckeachie (1991) Motivated Strategies for Learning Questionnaire (MSLQ) modified
into Google Survey Form. Descriptive statistics, One-Way Analysis of Variance, and
Pearson's correlation have been used to interpret results. The findings revealed that the
students Agreed that they are motivated to learn during the online classes and Often
Utilized the learning strategies to support self-paced learning. Furthermore, there is no
difference in the level of motivation among students' courses, and no correlations exists
between the motivation and learning strategies and the characteristics of the respondents
except in the Control of Learning Beliefs and the Year Level of the students. The
findings imply that students can be motivated in online learning despite the hindrance
through proper support, assistance, and encouragement. Furthermore, similar research
can be conducted to compare the motivation and extent of the utilization of the learning
strategies among the basic education and higher education students both from the public
and private sectors.

D. Impact of Modular Distance Learning on High School Students Mathematics

Motivation, Interest/Attitude, Anxiety and Achievement during the COVID-19
Pandemic.
Andie Tangonan Capinding
European Journal of Educational Research 11 (2), 917-934, 2022
anxiety and achievement in mathematics. This was done at the Gabaldon, Nueva Ecija,
Philippines during the first and second grading of the academic year 2021-2022. The
study included both a descriptive-comparative and descriptive-correlational research
design. The 207 high school students were chosen using stratified sampling. According
to the findings, students have a very satisfactory rating in mathematics. Students agree
that they are motivated, enthusiastic, and have a positive attitude toward mathematics.
They do, however, agree that mathematics causes them anxiety. When students are
subdivided based on sex, their mathematics interest and anxiety differ significantly.
However, there was no significant difference in interest/attitude and achievement. When
 students are divided into age groups, their mathematics motivation, interest/attitude,
anxiety, and achievement differ.

E. BRAIN-BASED APPROACH AND THE STUDENTS’MOTIVATIONS IN

LEARNING PHYSICAL SCIENCE
Gio Vincent A Balansag, Andrea G Azuelo
JOTSE: Journal of Technology and Science Education 13 (1), 276-287, 2023
The study investigated the effects of Brain-based Blended approach on students’
motivations among Senior High School in Physical Science. Motivation is a crucial
component of learning and is critical in determining students’ achievement. It is an
internal process that activates the learners’ behavior to engage in science learning
activities that is purposely designed in a form of learners’ material. Specifically the
study aimed to identify six (6) motivational constructs as exposed to Brain-based
Blended approach and find out the significant difference on students’ level of
motivations and Brain-based Blended approach. The use of KACIE Model built on
multiple Brain-based protocols on a web interface exposure was employed and Science
Motivation Survey questionnaire was used with a reliable Cronbach alpha of 0.78. One
shot pre experimental pretest-posttest research design was employed. Findings of the
study revealed that students’ exposure to Brain-based Blended approach exhibited high
motivations in their order of preferences such as control of learning beliefs, task value,
extrinsic goal orientation, intrinsic goal orientation, self-efficacy for learning, and test
anxiety. Further results show a significant difference between to students’ motivations
and Brain-based Blended approach. A reflective analysis indicated that students valued
and enhanced their learning in Physical Science.