Chapters 1 4

LA CONSOLACION COLLEGE-PASIG
The Shift to Online Education: Its Influences on
the Social Relationships of Students
A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of
Bachelor of Science in Psychology
AVIÑANTE, Sophia Janel L.
DACILLO, Laurie Lhane
MENDOZA, Chris Coleene O.
SUSON, Danielle Collene E.
La Consolacion College Pasig
December 2023
Chapter 1
INTRODUCTION
Students used to spend time learning in a physical environment since their very first
years in school. Students can experience adjustments in their social behavior, considering that
the academic setup needed immediate changes to adapt to the new normal. No one was
prepared for the unexpected shift from traditional learning to online classes that brought
students to spend their studies alone in a four-corner room. On the other hand, it is expected
that changes in the way students interact with other people affect their social relationships.
Different schools and colleges embraced online learning when the pandemic happened
as it is the only way to support and provide education for everyone (Bridge, 2020). Students,
including all the school staff, made enormous adjustments to a new kind of teaching and
learning approach, as a bridge to continue the education of all students. Thus, the
implementation of online classes brought everyone a drastic change in the education setup, so
as with the everyday routine of students.
The digital world may not be new to students since the majority of institutions have
adopted technology already in their education system even before the pandemic happened.
However, making the new academic setup become fully online may still be a struggle for
students to get used to it. The new routine that students have been made in their learning is a
difficult one to stick with because it is draining to learn in an environment where gadgets are
the only ones that are physically present, without anyone to socialize with, face to face,
throughout the day—for the rest of the semester (Carter, 2020).
Social relationships, therefore, are connections that people have built through their
interactions with one another. Also, it can be defined as any voluntary or involuntary
interpersonal link between two or more people, may it be individually or within/between the
group. These relationships include members of the family, friendships, neighbors, workmates,
classmates, acquaintances, and alike (August & Rook, 2013). Relating it to the topic, this
research seeks to identify how the shifting of education setup influenced the social
relationships of students. This paper digs into the adjustments that students have made to cope
with the new academic setup affecting how they interact with people: from their usual everyday
interaction with different people to face-to-face classes to studying at home the whole day and
no one to exchange thoughts with.
Studies have shown that students experience a decrease in communication levels in an
online learning setup because they get to feel isolated from other people (Alawamleh et al.,
2020). Being in a room or a private space for hours with no distractions from other people just
to attend online classes and accomplish school works is what drains students because they feel
that they separate themselves for the sake of their studies. Physical interactions among their
classmates are rarely possible because the academic setup is online where all students are
expected to stay at home and finish the semester without the need to see each other face to
face. Therefore, learning at home may be draining to students because they lack social
interactions that can boost their motivation to study in their everyday lives.
Due to the pandemic, it was all of a sudden that online classes are being implemented,
without any choice for everyone to choose what kind of educational setup they want to pursue.
Therefore, the shift to online education indeed brought an impact on how students interact with
other people, especially their classmates/peers, and teachers. They got used to being with their
classmates for plenty of hours during academic hours but during online classes, interaction
with classmates hit differently. Students interact with each other using various digital
platforms, which is not enough for them to express themselves thoroughly compared to how
they express their thoughts, ideas, and knowledge in a face-to-face setup.
In addition, students encounter different barriers in communication that influenced how
they interact with others in the present times. These barriers include emotional barriers,
semantic barriers, and attention barriers (Girardin, 2020). First, emotional barriers are present
in online communication when students and teachers cannot fully express the message they
want to convey due to different setups of interaction. Second, semantic barriers happen when
people use language, emojis, and other symbols that are not within the extent of their
knowledge because of different cultures, beliefs, and other factors that do not support similar
understanding between people who are communicating. Third, accessibility barriers may also
be a challenge for students if they do not totally know how to utilize features in different digital
platforms. With this, there is a tendency that these barriers can be adopted by students even
during physical interactions with people. How they respond, interact, and react online may be
a great influence on how they will communicate with other people during physical contact
already.
Background of the Study
The concept of teachers doing all the talking in classrooms is in direct contrast to the
philosophy that learning is primarily a social activity (Dewey, 1963; Lindeman, 1926). During
the pandemic online classes were implemented due to the risk of getting infected by the virus.
Hence, why online classes became the way for students worldwide to continue their education.
During those long period of time teachers mostly does the talking during classes. Giving little
to no interaction between students. The best way for students to learn is to become readers,
writers, speakers, listeners, and thinkers in the classroom through active engagement in social
interaction with other students (Alvermann & Phelps, 2005; Vacca, Vacca, & Mraz, 2011).
Of course, in a normal classroom setup students can have the interaction that they need
daily in order to learn. While, in an online class setup students tend to be distant with each
other both presently and mindedly. Classes proceed quickly because of the lack of interactions
of the students. Preservice and Inservice programs need to model how social interaction
encourages collective problem solving and knowledge sharing (Darling-Hammond &
McLauglin; 1995). This program is the training of persons already employed. Collective
problem solving and knowledge sharing is how students can gain plenty of knowledge during
classes. It is essential for teachers to give students time to interact with each other and there
are many ways for teachers to provide such interactions. Teachers may do it through group
works, group activities, etc. Knowledge is expandable and it is important for students to
practice and for teachers to provide it to their students.

One of the obstacles stopping learners from succeeding as online learners has been
social interaction concerns (Azmat and Ahmad, 2022). The COVID-19 pandemic's effects
have made online education popular among students in other parts of the world. It not only
creates many difficulties for students but also contributes to the continuity of education across
the country. Social contact problems have been cited as one of the hurdles keeping students
from succeeding as online learners. Students' opinions of are impacted by the perceived lack
of academic social contacts. The pandemic's effects on daily living and becoming acclimated
to online learning (Tea, 2022). In schools and universities, all teaching and learning activities
have been moved to an online learning environment. The unexpected switch from onsite to
online education required a quick adaptation to the new environment, with different levels of
preparedness among academic staff and students for the use of various online educational
platforms and tools. Despite the technology-related advantages of online learning, such as ease
of access, affordability, and flexibility. Because they become accustomed to studying alone in
their homes, this has an impact on the students' social batteries as well.
Arrangement, which puts the student under a lot of strain. The method this educational
set-up is handled online, students felt alienated owing to a lack of communication and in-
person encounters with their acquaintances (Pietrabissa and Simpson, 2020). In the middle of
a pandemic, internet set-up is tough; students can only access online learning if they have
devices such as a phone, computer, laptop, and so on. Many of them endure loneliness as a
result of their inability to communicate with their peers. This is especially true for
asynchronous students, who are recommended to attend lessons online. Syncrhonous students
are assigned numerous duties that must be completed on time. Students are specifically
instructed to study hard in order to pass their classes (Lobel et al. 2002). Because of this
confinement and lack of social connection, the majority of students return to being a low-level
person in terms of communication skills; they have disagreements with one's point of view,
which leads to distance in their relationship with one. (Dumitrache et al. 2021; Son et al. 2020;
Živčić-Bećirević et al. 2021). With the help of the educational system, distance learning has
become blended learning, where in some schools, students are allowed to have face-to-face
learning but only half of their class is allowed to have face-to-face learnin while the other half
is still enrolled in the online class.
Statement of the Problem
This study aims to determine how the shift to online education affects the social
relationships of students on a face-to-face basis. Specifically, this seeks answers to the
following questions pertaining to the changes that students experienced in their way of
interacting with people after years of having limited physical interaction due to the pandemic:
1. What is the impact of online classes on the social relationships of students?
2. What do students feel when interacting with people in a face-to-face setup, what has
changed?
3. What is the relationship between the interaction that takes place online on the
interaction that takes place face-to-face?
4. What are the significant habits that students have to preserve their social relationships
during the online setup?

Conceptual Framework
INPUT PROCESS OUTPUT

a. Data collection of The proposal of this
students' profiles study to different
Profile of the
respondents b. Administering schools will be the
according to: questionnaires way to have
intervention
a. Sex c. Organization of programs that will
students' help students
b. Age
responses handle properly
c. Year level their social
d. Statistical
d. Course analysis of data relationships.
Figure: 1
Schematic Diagram of the Study
The Input-Process-Output system is used to present the conceptual framework of this
study. First, it is shown in the input table the breakdown of the specific information needed to
identify to students. This includes the sex, age, year level, and course of the students. Second,
the data gathering procedure and interpretation of data are under the process table. Third, the
researchers aim to propose this study to different schools, once being accomplished, for them
to be aware of the students’ social relationships status that will help them to study programs
and activities that they may implement for their students.
Scope and Limitation
This study aims to determine how the shift to online education affects the social
relationships of students, assessing the changes that students encountered in their way of
communicating with other people. The selection of respondents is limited only to college
students of La Consolacion College Pasig.
The study will be conducted through a Likert scale where there are statements that
students need to rate. In this way, the researchers will get to measure and identify the
respondents’ way of communicating with others. The study will only need to identify how
online classes change the way students handle their social relationships in the new normal and
have nothing to do with providing interventions or solutions to the changes that happened to
them.
Significance of the Study
The study aims to determine how online classes affect students’ interaction with other
people. Thus, the findings of the present study may be of some help to:
Corporate world. Students are professionals in the making and they will be successful
people who will need to engage with different professionals too. Thus, this study would be of
great help to grow more businesses as students today will continue to nourish their social
relationships to be better communicators in the corporate world.
Teachers. Teachers will benefit from this study as they will have the ability to
understand students’ way of interacting and so they can be open and aware of students’
situations.
Students. This study will help students to understand themselves more in terms of the
changes they have encountered in the way they connect with their social relationships. Also, it
will be beneficial for students to acknowledge the impacts that online classes brought to them
and to address and manage what needs to be solved.
Institutions. The institutions will be aware of the students' adjustments in terms of
communication with other people. This can be the way for institutions to provide intervention
programs that will help students.
Individual Self. This study will help oneself in identifying the changes that had
happened to them in terms of communicating with other people face-to-face. It will be
beneficial to individuals as they will get to be aware of what they need to change, improve,
and manage within their social self.
Parents. This study will help parents to identify where their children are coming from,
and how the shift to online education affects how their children build and manage relationships
in this new normal.
Future researchers. Future researchers may use this as their reference in conducting
a more depth study regarding what could be the factors that may affect the social relationships
of students amidst this pandemic.

Definition of Terms
Influence. It is the capacity to have an effect on the character, development, or behavior
of someone or something, or the effect itself (Oxford Languages).
When used operationally, influence presents the effect that the shift to online education
brought to the social relationship of the students.
Online education. Education is delivered digitally through various internet platforms
and applications (Tettegah & McCreery, 2015).
Operationally, online education refers to the kind of education system that replaced the
traditional way of teaching where the teaching-learning process is done using the Internet and
various digital platforms.
Shift. It is a slight change in position, direction, or tendency. (Oxford Languages).
When used operationally, shift relates to the change that happened in the educational
system during pandemic..
Social relationships. These are any forms of relationships that are built through
interaction, may it be voluntary or involuntary (Study Smarter).
When used in this study, social relationships are the closeness, interaction, and
connection of students with other people and how students handle their relationships with other
people after experiencing the shift to online education and getting used to interacting with few
people at their respective homes.

Review of Related Literature
The changes that happened in this world due to the pandemic are inevitable so people
had no choice but to adapt to the new normal (Long et al., 2020). Before, students interact with
each other face-to-face as everything is held in school. However, when the pandemic started,
institutions need to shift the education setup to online classes. Thus, it makes the ties or
relationships weak as the bonds became limited or even reduced to no physical contact with
other people. This study also mentioned that teenagers were the ones to experience worsening
in their relationships than those adults.
The shift to online education has brought students to experience stress, loneliness, and
other negative impacts on their mental health as the changes are really difficult to adapt to at
first (Algunmeeyn et al., 2020; Piquero et al., 2020). Education has been held online and so
students, whether they like it or not, for everyone’s safety, need to accept the fact that
interactions and gatherings with their classmates will be eradicated.
Students also experienced anxiety and depression about the changes that they have been
dealing with due to online education (Naser et al., 2020). Classes were canceled and continued
to be suspended for months and when classes started to operate again, students were still down
as it was only being done online. Students even find it harder to focus on their studies because
they are longing for their classmates’ laughter, stories, and other kinds of interaction they
needed to lessen the burden of school works. Their personal experiences in online education
affected the way they interact with people because they got used to being at home and they
tend to become shy and awkward when interacting with people today.
Studies have shown challenges occur when the transition from online interaction to in-
person socialization happened (Perez-Brumer et al., 2022). The participants of the study
discussed the feeling of being isolated in the house for months or years since all the activities
and programs in the country are being held online. Students got used to this kind of setup and
experienced isolation from other people. When the time comes that countries already decided
to live with the new normal, it was agreed that education should be implemented face-to-face
again. The students will then now adjust their way of interaction again from being used to
being alone at house and having no one to talk to, to the need to face and interact with people
again.
The students’ quality of relationships during the pandemic was affected because they
feel lonely and experienced diminished well-being (Miyamoto & Lyubomirsky, 2021). The
shift to online education may seem to be simple as attending classes online but in reality,
students encounter challenges in this setup as it also leads to changes in their everyday routine.
Since the social relationships and social interactions of students were at risk due to online
education, negative impacts in their communication were affected. They long for having
conversations with other people, different from conversations held online. Students find it
more difficult to interact again when face-to-face classes were implemented as they were
already weak at building strong connections with others.
Humans are known to be significant social species where it is their nature to socialize
and build relationships with other people (Filho et al., 2021). However, when the transition to
online education happened, students experience a lack of social interaction and feel that they
are disconnected from others. Their engagement with other people became limited because
they get no one to interact with aside from the people they are living in the four corners of their
house. Consequently, an individual’s self-esteem and sense of well-being are the primary
factors that are affected when social interactions are reduced. As the country embraces to live
with the new normal, implementation of face-to-face classes is already accepted and agreed
on, and therefore students need to manage their decreased self-esteem and sense of well-being
as they interact again with other people in-person.
The Coronavirus Disease 2019 (COVIID-19) pandemic's effects and the worldwide
university closures they precipitated resulted in significant social isolation among university
employees and students. The majority of students concur that they suffered from the absence
of social connection and communication during the social withdrawal/isolation; nonetheless,
there were notable variations between academic staff and students' responses to the lockdowns
(Filho et al., 2021). Staff and students who were unexpectedly forced into social isoltion have
trouble motivating themselves and dealing with mental health issues like boredom, loneliness,
and worry. These emotional stresses come in the form of ongoing work pressures like workload
and academic deadlines mixed with new stressors like a sudden disruption in homeschooling
and the perception that institutional support is insufficient. These emotional stresses are
overlaid and amplified by functional stresses.

CHAPTER 2
METHODS
This chapter encompasses the research design, population and sample size, sampling
techniques, the instruments used in gathering the data, data gathering procedure as well as the
statistical treatment of data that can be of help in the accomplishment of the study.
Research Design
This study seeks to identify how the shift to online education influences students’ social
relationships today. With this, the researchers used an explanatory research design in which
explains how online education impacts a student’s way of communicating with other people
(Formplus Blog, 2022). The objective of this research design is for the researchers to
understand the connection between the two variables and providing more information on how
and why the phenomenon happened. The explanatory research design also helps researchers to
understand the underlying aspects of how online education affects the social relationships of
students (Indeed Editorial Team, 2021).
Research Locale
The subjects of this research are the college students of an Augustinian Educational
Institution. The research was conducted inside the school but can also be conducted through
an online setup using Google Meet.

Population and Sample Size
The population of this research is the college students of La Consolacion College Pasig
for the School Year 2022-2023 which consists of 70 students. The college students served as
the participants of this study because they are at the right age already to extract the changes
they have encountered in terms of interacting with their social groups when the shift to online
education happened. The sample size came from the students who experienced at least two
years of online classes—with a total of 15 participants from different years and courses
Sampling Technique
The researchers employed convenience sampling, specifically voluntary response
sampling. The said sampling technique is classified as a non-probability type of sampling
where researchers advertise the study to gain participants who are willing to participate on the
interview. Consequently, students who volunteered may be truthful to the information they
have shared or provided as they became the participants by choice and not forced. This kind
of sampling will become beneficial to the researchers, as the interview questionnaire will be
answered by the participants who have an interest in the study which will result for researchers
to gain a higher chance of accurate results and data. To be clear, problems and invalid data
gathering may occur if the respondents will be forced or selected to take the survey, thus, a
non-probability type of sampling suit best for this research.

Data Gathering Instrument
The researchers made use of a questionnaire guide as an instrument to collect data. An
interview questionnaire is a list of pre-prepared questions that researchers formulated before
conducting an interview. In addition, it is a research tool that is utilized to collect useful
information from respondents. This kind of instrument can either be written or oral questions
that is compromised by an interview-style format.
Data Garthering Procedure
The interview questionnaire were carefully constructed by the researchers to be reliable
and helpful to the respondents. Second, the researchers secured approval for the study, teacher
input, the study's goals, and the rationale for choosing the college students from La
Consolacion College Pasig as college understudies. The researchers will formally request a
timeline of the target respondents' availability for the systematic administration, distribution,
and retrieval of the interview questionnaire after authorization has been granted.
Validity of the Research Instrument
The interview questionnaire was validated by three experts from the field of the
Psychology Department in which the questions are assessed and examined one by one by the
validators.
CHAPTER 3
PRESENTATION AND DISCUSSION OF RESULTS
1. What is the impact of online classes on the social relationships of students?
Participant Number 1
“Nu’ng nag-turn over na or nagbalik na sa normal ‘yung klase, uhm face-to-face na, sa una
talaga awkward kasi hindi mo naman alam, for years online class, hindi mo alam kung pa’no
makitungo face-to-face.”
“Just snap of a finger magbabago lahat parang mawawala 'yung confident mo, uhm, mahihiya
ka to approach kasi hindi mo naman alam eh, parang kung sa makikipag-usap ka lang sa
cellphone, parang hindi mo naman talaga nakakainteract ng maayos 'yung kausap mo.”
“So 'yung na-experience ko recently nu’ng nag-shift sa online, 'yung pakikipag-socialize ko sa
ibang tao, parang nahiya akong makipag-approach sa ibang tao.”
After years of being in an online setup where physical contact with every student is
prohibited, the students felt unusual for interacting personally again with their classmates or
schoolmates. Based on Long (2020), people need to adapt to the new normal as the pandemic
happened. Students depended on social media to keep in touch with their schoolmates during
the online education. Physical interaction may be limited during the online setup but the use
of social media did not hinder them from staying connected in terms of exchanging
conversations about school work and personal matters. Contrary to what Naser (2020) stated
about students who experienced anxiety and depression about the changes that they have been
dealing with due to online education, the findings of this study show that the students deal with
online education through interacting with their schoolmates using social media platforms.
2. What do students feel when interacting with people in a face-to-face setup, what
has changed?
“Kasi but I don’t have a hard time talking kasi even if it is online I’m so madaldal pa din so
either way face to face or online it’s the still same thing and it is based on my experience.”
“Yes, mas satisfied ako with face-to-face ganon, mas nasasatify—mas nasasatisfy 'yung
extrovert self ko with physical interactions. . Hindi din naman ako nabigla sa mga tao na
nakakainteract ko sila in personal gano’n. I was even more excited kasi since pagkadating ng
face-to-face is college ako. First year college, new environment, new people. So para sa 'kin
uhm, its interesting because I love meeting new people, I love learning about new people, and
new environment so for me it was interesting.”
“Ano, I'm super happy kasi sa pandemic life ko naipon 'yung kadaldalan ko. Tapos mas
sumaya ako, nung naipon kong daldal. Nu’ng naglipatan ng face-to-face, do’n ko nabuhos,
edi nagkaro’n po ako ng mas madaming friends, mas ma mas more on personal ako makipag-
friends, hindi ako marunong makipag-socialize sa media talaga.”
“Ayon, nung bumalik na sa face-to-face para akong nakawala sa koral, alam mo 'yung ibon
na nakawala sa hawla. Sobrang saya kasi ayon sanay talaga akong makipag usap in person
kesa sa online.”
“I feel like quite hmm, normal still doesn't feel like quite right. . It's pretty normal, just treat
them with kindness, respect.”
“Actually, when I’ve meet uhm my friends, classmate, so on and so forth or any people after
that transition, actually it’s so overwhelming ‘cause uhm mixed emotion tas uhm parang
kakakita mo lang sa kanila diba, you don’t know how to feel, you’ll feel excited, you’ll feel
happy.”
Education that was held online did not do much of a difference in terms of their social
relationships because they had alternative sources of communication to reach out to their
classmates and teachers. The students even felt excited when face-to-face classes were being
implemented already as they wanted to build stronger relationships with their schoolmates.
Thus, the findings prove the statement of Miyamoto and Lyubomirsky (2021) that the students’
quality of relationships during the pandemic was affected because they felt lonely and
experienced diminished well-being. The way they interacted personally with their schoolmates
before is still similar to how they interacted with people after the shift to online education.
Thus, online education did not cause negative impact on the way they interact during the shift
to face-to-face classes. Also, the students did a great way of maintaining the bond in their social
relationships which contradicts what Algunmeeyn and Piquero (2020) stated that the shift to
online education has caused students to experience stress, loneliness, and other negative
impacts on their mental health as the changes are really difficult to adapt to at first.
3. What is the significant difference between the interaction that takes place online
on the interaction that takes place face-to-face?
“Uhm sa online interaction ‘yung siguro sa paggamit ng words kasi sa online mas kailangan
mong maging ano eh careful sa mga gagamitin mo na words. Unlike sa face-to-face, mas
madali kasi makikita ‘yung facial reaction mo, ‘yung body language mo, and everything kaya
mas nakaka-avoid na maka-offend ka nang ibang tao compare online.”

“Sa pakikipag-interact naman through online, of course mahirap din maiwasan na mahiya
makipag interact kasi walang bond eh like di mo naman sila nakikita personally so wala ka
idea if yung kinakusap mo ba ay mapagkakatiwalaan.”
“So do’n sa online interactions, ang limited lang non like parang after class nung subject na
'yon wala nang bonding nangyayari compare don sa face-to-face interaction sa mga students
or teachers, mas nagkakaro’n ng attention at nagkakaro’n ng bonding so mas lumalawak 'yung
pagkakilanlan sa isa't isa.”
According to Filho (2021), humans are known to be significant social species where it
is their nature to socialize and build relationships with other people. Students are still hesitant
to start a conversation with others since they are not used at communicating with them face-
to-face. They are still in the stage of getting to know their schoolmates and building
connections deeper which they cannot do online. Therefore, the interaction that students
acquired in an online setup was their initial way of building a relationship with their
schoolmates as it was easier to exchange thoughts, while the interaction that acquired in a face-
to-face setup led them to strengthen the relationship they built rather than being shy or hesitant
to communicate with each other. Since they already started a relationship online, they get to
be more comfortable with each other when they interact personally.

4. What are the significant habits that students have to preserve their social
relationships during the online setup?
Participant 2
“Yung sa akin, yung kung paano ko siya i-manage, siguro nakatulong sa akin ang nanonood
ako usually sa Youtube ng mga kung paano, how you bring yourself in front of people. Tapos
ayun palagi akong gusto ko din makipag usap sa ibang tao.”
Participant 3
“Siguro sa pakikipagusap, online is masasabi ko na naging okay naman. Nagkaroon ka kasi
ng mga panibagong kaibigan na sa online mo lang hananap then yung sa face-to-face naman
is masasabi ko wala naman piangkaiba sa online kasi makakausap mo din naman sila ng
personal ih. Kumbaga, ‘di na awkward. I-manage siguro sa kasi naadopt ko naman yung
pakikipagusap sa online and sa face to face. Pinagsabay ko gano’n kasi ayun na yung
nakasanayan eh kaya kumbaga na adjust ko na siya.”
Participant 5
“Dahil sa natutunan ko naman na yung dalawa kung paano makipag-interact virtual or
personal man. Ayun wala naman na magbago, lalo ko na-enhance yung communication skills
ko kasi kumbaga sanay na ako sa ganon set up. Masasabi ko na wala naman sila pinagkaiba
kasi ‘andon ka pa din sa point na nakakausap mo yung mga kaibigan mo ma-personal or soc
med man ‘yan.”

Participant 11
“So sa online conversation, ang limited lang like kapag nakikipag-interact ako sa mga students
or kaklase regarding lang siya sa activites parang wala ng iba puro school na lang wala ng
personal life pero compare ngayon na face-to-face, may mga bonding kami sa mga kaklase ko,
may mga gala nakakapag-usap about personal life hindi lang school, so mas okay 'yung face-
to-face talaga.”
Participant 13
“Hmm, sa online kasi parang limited lang 'yung mga sinasabi ko ganon nu’ng nag-in person
parang mas napalawak 'yung mga ano ko parang pagkausap ko sa ibang tao na parang ano
nag-ttry na akong maglabas ng mga damdamin ko gano’n. Kesa sa chat lang parang wala
lang parang gano’n lang, short na pag-uusap lang 'di katulad kapag in person na mas
napapalalim ko 'yung pakikipag-usap ko sa ibang tao.”
Participant 14
“But personally pag nakikipag-usap ako, or during a conversation, uhm ‘yun nga parang or
parang what I’ve said ealier parang na-eexpress ko yung sarili ko don parang ‘yun ‘yung
parang, kung ano ako, ‘yun yung napapakita ko personally. Unlike sa, uhm sa internet na or
socially na pwede kong matago yung ganto ko, ganyan ko though hindi naman niya ako
nakikita ah uhm ‘yon.”

Participant 15
“So pag-manage naman is same lang din sa face to face dahil nga na-adapt na at sanay na
parang normal na lang din na yung bond na nabubuo sa social relationship.”
According to Perez-Brumer (2022), students experienced challenges when the
transition from online interaction to in-person socialization happened. However, the
participants were clear to the interviewers that they did not adjust that much when face-to-face
setups were already implemented. The students get to interact with each other through the use
of different social media platforms such as Facebook, Messenger, Google Meet, and others.
Consequently, interaction during the face-to-face classes was not that hard for them to deal
with each other since they had already been in touch with each other.
Chapter 4
DISCUSSION
This chapter presents the summary of the study, the conclusions that were drawn based
on the findings, and recommendations that could help future researchers.
Summary
The college students who were willing and voluntarily participated in the interview
made it possible for the researchers to conduct the study and gather valid information on how
the shift to online education affected their social relationships with others. The population of
the respondents was 70 and the sample size was only 15 participants. The researchers spent
time providing accurate questions to thoroughly extract the experiences of the participants. The
researchers used convenience sampling to gather valid and truthful results because the
participants were willing to share their experiences.
Conclusion
1. The shift to online education did not change the way students interact with their
schoolmates when face-to-face classes were being implemented already.
2. The use of social media led the students to keep connected with their schoolmates,
resulting in them being comfortable interacting in a face-to-face setup.
3. All of the participants did not encounter any negative impacts in terms of interacting
with other people during the shift to online education.

4. The students are much more willing to strengthen and build more relationships
personally rather than refusing to interact after getting used to online conversations.
Recommendations:
1. La Consolacion College Pasig, should implement more activities or programs that will
maintain and strengthen more the bonds and relationships of students which will help
them be more confident in interacting and be more connected with each other rather
than limiting their interaction inside the classroom.
a. Acquiantance Party
• Attendees: College students
• Venue: School grounds
• Purpose: For college students to spend time getting to know each other
more
b. Yearly Retreat
• Attendees: College students
• Venue: Retreat house
• Purpose: For college students to be more open with their schoolmates
about life and setting aside academic-related topics first
2. Future researchers may provide a similar study that will fill in the gap in this research
which can be used to determine what was lacking in this research.

References:
• Agaton, C. B., & Cueto, L. J. (2021). Learning at home: Parents’ lived experiences on
distance learning during COVID-19 pandemic in the Philippines. International Journal
of Evaluation and Research in Education (IJERE), 10(3), 901.
https://doi.org/10.11591/ijere.v10i3.21136
• Alawamleh, Al-Twait, & Al-Saht, G.R. (2022), "The effect of online learning on
communication between instructors and students during Covid-19 pandemic", Asian
Education and Development Studies, Vol. 11 No. 2, pp. 380-
400. https://doi.org/10.1108/AEDS-06-2020-0131
• Algunmeeyn A., El-Dahiyat F., Altakhineh M. M., Azab M., Babar Z.-U.-D. (2020).
Understanding the factors influencing healthcare providers’ burnout during the
outbreak of COVID-19 in Jordanian hospitals. Journal of Pharmaceutical Policy and
Practice, 13(1), 1–8. https://doi.org/10.1186/s40545-020-00262-y
• Alvermann, D.E., & Phelps, S.F. (2005). Content reading and literacy: Succeeding in
today's diverse classrooms (4th ed.). Boston: Allyn Bacon.
• Alqurashi, E. (2019), “Predicting student satisfaction and perceived learning within
online learning environments”, Distance Education, Vol. 40 No. 1, pp. 133-148.
• August, K. J., & Rook, K. S. (2013). Social relationships. Encyclopedia of Behavioral
Medicine, 1838-1842. https://doi.org/10.1007/978-1-4419-1005-9_59
• Azmat, Momna and Ahmad, Ayesha. 2022. Lack of Social Interaction in Online
Classes During COVID-19.

• Baber, H. (2020), “Determinants of students’ perceived learning outcome and
satisfaction in online learning during the pandemic of COVID-19”, Journal of
Education and E-Learning Research, Vol. 7 No. 3, pp. 285-292.
• Bridge. (2020). Opinion: How Edtech will keep our students on. ProQuest | Better
research, better learning, better
insights. https://www.proquest.com/docview/2377556452?accountid=147490&forced
ol=true&forcedol=true
• Carter. (2020). Department of civil, construction, and environmental engineering.
Department of Civil, Construction, and Environmental Engineering
. https://www.ccee.ncsu.edu/news/2020/adapting-to-change-the-challenges-of-online-
teaching-and-learning/
• Course. (n.d.). Cambridge Dictionary | English Dictionary, Translations &
Thesaurus. https://dictionary.cambridge.org/us/dictionary/english/course
• Darling-Hammond, L., & McLaughlin, M.W. (1995). Policies that support
professional development in an era of reform. PHi Delta Kappan, 76(8), 597-604.
• Definitions of sex and gender. (2015, June 17). Canadian Institutes of Health Research
/ Instituts de recherche en santé du Canada. https://cihr-irsc.gc.ca/e/47830.html
• Dewey, J. (1963). Experience and education. New York: Collier.
• Distance education during the COVID-19 outbreak: A cross-sectional study among
medical students in North of Jordan. (2020, October 2). Distance Education During the
COVID-19 Outbreak: A Cross-sectional Study Among Medical Students in North of
Jordan - ScienceDirect. https://doi.org/10.1016/j.amsu.2020.09.036

• Filho, Wall, Rayman-Bacchus, et al. Impacts of COVID-19 and social isolation on
academic staff and students at universities: a cross-sectional study. BMC Public Health
21, 1213 (2021). https://doi.org/10.1186/s12889-021-11040-z
• Formplus Blog. (2022, March 14). Explanatory research: Types, examples, pros & cons.
Create Free Online Forms & Surveys in 2 Mins |
Formplus. https://www.formpl.us/blog/explanatory-research
• Girardin. (2020, May 28). The 7 barriers to digital communication.
GovLoop. https://www.govloop.com/community/blog/7-barriers-digital-
communication/
• Holland, A.A. (2019), “Effective principles of informal online learning design: a
theory-building metasynthesis of qualitative research”, Computers and Education, Vol.
128, pp. 214-226.
• Indeed Editorial Team. (2021). Explanatory research: Guide to the secondary research
process. Indeed Career Guide. https://www.indeed.com/career-advice/career-
development/explanatory-research
• Interaction. (n.d.). Cambridge Dictionary | English Dictionary, Translations &
Thesaurus. https://dictionary.cambridge.org/us/dictionary/english/interaction
• Lindeman, E.C. (1926). The meaning of adult education. New York: New Republic.
• Long, Patterson, Maxwell, et al. COVID-19 pandemic and its impact on social
relationships and health. J Epidemiol Community Health 2022;76:128-132.

• McIsaac, M. S., & Gunawardena, C. N. (1996). Distance education. In D. H. Jonassen
(Ed.), Handbook of research for educational communications and technology. New
York: Macmillan.
• MEŞE, E., & SEVİLEN, I. (n.d.). Factors influencing EFL students’ motivation in
online learning: A qualitative case study. Journal of Educational Technology and
Online Learning &Raquo; Submission &Raquo; Factors Influencing EFL Students’
Motivation in Online Learning: A Qualitative Case Study.
https://dergipark.org.tr/en/pub/jetol/issue/60134/817680
• Miyamoto, & Lyubomirsky. (2021). Social connection and well-being during COVID-
19. The World Happiness Report. https://worldhappiness.report/ed/2021/social-
connection-and-well-being-during-covid-19/
• Nam. (2015, June 29). Face-to-face interaction. Psychology
Dictionary. https://psychologydictionary.org/face-to-face-interaction/
• Naser AY, Al-Hadithi HT, Dahmash EZ, Alwafi H, Alwan SS, Abdullah ZA. The
effect of the 2019 coronavirus disease outbreak on social relationships: A cross-
sectional study in Jordan. International Journal of Social Psychiatry. 2021;67(6):664-
671. doi:10.1177/0020764020966631
• Online class. (2019, October 19). Top Hat. https://tophat.com/glossary/o/online-class/
• Pavin Ivanec, Tea. 2022. The Lack of Academic Social Interactions and Students'
Learning Difficulties during COVID-19 Faculty Lockdowns in Croatia: The Mediating
Role of the Perceived Sense of Life DIsruption Caused by the Pandemic and the
Adjustment to Online Studying. Social Sciences 11:42.

• Perez-Brumer, A., Balasa, R., Doshi, A., Brogdon, J., Doan, T., & Oldenburg, C. E.
(2022). COVID-19 Related Shifts in Social Interaction, Connection, and Cohesion
Impact Psychosocial Health: Longitudinal Qualitative Findings from COVID-19
Treatment Trial Engaged Participants. International journal of environmental research
and public health, 19(16), 10264. https://doi.org/10.3390/ijerph191610264
• Picciano, A.G. (2017). Theories and frameworks for online education: Seeking an
integrated model. Online Learning, 21(3), 166-190.
• Piquero A. R., Riddell J. R., Bishopp S. A., Narvey C., Reid J. A., Piquero N. L. (2020).
Staying home, staying safe? A short-term analysis of COVID-19 on Dallas domestic
violence. American Journal of Criminal Justice, 45, 601–635.
https://doi.org/10.1007/s12103-020-09531-7
• Rawashdeh, A. (2021). Advantages and Disadvantages of Using e-Learning in
University Education: Analyzing Students’ Perspectives. The Electronic Journal of E-
Learning, 19(2), 107–117. https://files.eric.ed.gov/fulltext/EJ1296879.pdf
• Robinson, M. (2020, October 21). How online learning can affect social interaction
between students. How Online Learning Can Affect Social Interaction Between
Students – Quest News. https://dalquestnews.org/18959/features/how-online-learning-
can-affect-social-interaction-between-students/
• Social Constructivism - an overview | ScienceDirect Topics. (n.d.). Social
Constructivism - an Overview | ScienceDirect Topics. https://doi.org/10.1016/B978-0-
08-100626-9.00001-0
• Social relationships. (n.d.). StudySmarter
UK. https://www.studysmarter.co.uk/explanations/social-studies/social-relationships/
• Tang, H.H.H. and Tsui, C.P.G. (2018), “Democratizing higher education through
internationalization: the case of HKU SPACE”, Asian Education and Development
Studies, Vol. 7 No. 1, pp. 26-41.
• Tettegah & McCreery. (2015). Emotions, technology, and learning. Academic Press.
• Vacca, R.T., Vacca, J.L., & Mraz, M. (2011). Content area reading: Literacy and
learning accross the curriculum (10th ed.). Boston: Pearson.
• Wang, H. (2005). A qualitative exploration of the social interaction in an online
learning community. International Journal of Technology in Teaching and Learning,
1(2), 79-88.
• What is new normal. (n.d.). IGI Global: International Academic
Publisher. https://www.igi-global.com/dictionary/from-equality-to-equity-to-
justice/96023
• Year level definition. (n.d.). Law Insider. https://www.lawinsider.com/dictionary/year-
level
• Zulfikar, A.F., Muhidin, A., Suparta, W., Trisetyarso, A., Abbas, B.S. and Kang, C.H.
(2019), “The effectiveness of online learning with facilitation method”, Procedia
Computer Science, Vol. 161, pp. 32-40.
• 1285.0 - Demographic variables, 1999. (n.d.). Australian Bureau of
Statistics. https://www.abs.gov.au/ausstats/abs@.nsf/Lookup/8A82CE62440E5D2DC
A25697E0018FEA8?opendocument

Chapters 1 4

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Chapters 1 4

Uploaded by

Copyright:

Available Formats

LA CONSOLACION COLLEGE-PASIG

The Shift to Online Education: Its Influences on

the Social Relationships of Students

A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of

Bachelor of Science in Psychology

AVIÑANTE, Sophia Janel L.

DACILLO, Laurie Lhane

MENDOZA, Chris Coleene O.

SUSON, Danielle Collene E.

La Consolacion College Pasig

as with the everyday routine of students.

throughout the day—for the rest of the semester (Carter, 2020).

no one to exchange thoughts with.

Studies have shown that students experience a decrease in communication levels in an

they express their thoughts, ideas, and knowledge in a face-to-face setup.

In addition, students encounter different barriers in communication that influenced how

Background of the Study

encourages collective problem solving and knowledge sharing (Darling-Hammond &

practice and for teachers to provide it to their students.

is still enrolled in the online class.

Statement of the Problem

relationships of students on a face-to-face basis. Specifically, this seeks answers to the

1. What is the impact of online classes on the social relationships of students?

interaction that takes place face-to-face?

during the online setup?

INPUT PROCESS OUTPUT

Schematic Diagram of the Study

The Input-Process-Output system is used to present the conceptual framework of this

and activities that they may implement for their students.

Scope and Limitation

students of La Consolacion College Pasig.

Significance of the Study

relationships to be better communicators in the corporate world.

and to address and manage what needs to be solved.

Institutions. The institutions will be aware of the students' adjustments in terms of

programs that will help students.

happened to them in terms of communicating with other people face-to-face. It will be

and manage within their social self.

in this new normal.

of students amidst this pandemic.

Influence. It is the capacity to have an effect on the character, development, or behavior

of someone or something, or the effect itself (Oxford Languages).

brought to the social relationship of the students.

Online education. Education is delivered digitally through various internet platforms

and applications (Tettegah & McCreery, 2015).

various digital platforms.

Shift. It is a slight change in position, direction, or tendency. (Oxford Languages).

system during pandemic..

interaction, may it be voluntary or involuntary (Study Smarter).

people at their respective homes.

Review of Related Literature

in their relationships than those adults.

interactions and gatherings with their classmates will be eradicated.

already weak at building strong connections with others.

as they interact again with other people in-person.

of social connection and communication during the social withdrawal/isolation; nonetheless,

overlaid and amplified by functional stresses.

students (Indeed Editorial Team, 2021).

an online setup using Google Meet.

Population and Sample Size

The researchers employed convenience sampling, specifically voluntary response

sampling. The said sampling technique is classified as a non-probability type of sampling

non-probability type of sampling suit best for this research.