RESEARCH Finalizedd56

REPUBLIC OF THE PHILIPPINES
POLANGUI COMMUNITY COLLEGE

Alnay Polangui, Albay
The Negative Impact from the Shift of Online
Learning During the Covid19 Crisis
A Research Presented to the Faculty of
POLANGUI COMMUNITY COLLEGE
Polangui, Albay
In Partial Fulfillment of the Requirements
for the Degree of Bachelor in Public Administration
Junjay V. Sarcia
Jayla Mae Yap
Ronnie O. Tabilog
Jesus Dayandante
Nicolle Anne T. Sarte
Mary Grace M. Canabe
John Carl G. Retumban
Bea Lory L. Baldemoro
Carl Edward Quiding
Joseph Realubit R. Dogillo
DECEMBER, 2022
Result of Oral Examination
The thesis entitled, “The Negative Impact from the Shift of Online Learning During
the Covid19 Crisis” was prepared and submitted by Group 1 in partial fulfillment of the
requirements for the degree of Bachelor of Public Administration who is hereby
recommended his oral examination.
Place: Polangui Community College
Date: December 15, 2022
This is to certify that, Junjay V. Sarcia, Jayla Mae Yap, Ronnie O. Tabilog, Jesus
Dayandante, Nicolle Anne T. Sarte, Mary Grace M. Canabe, John Carl G. Retumban,
Bea Lory L. Baldemoro, have passed the Oral Examination with the final rating of ___.
PANEL OF EXAMINERS ACTION TAKEN
MEI R. SASUCA, MPA _______________
Chairman
MANUEL C. MENDOZA, Ph. D. _______________
Member
ROSALINDA B. BARQUEZ, Ph. D. _______________
Member
PAGE \* MERGEFORMAT 80
RECOMMENDATION FOR FINAL ORAL DEFENSE
This thesis entitled, “The Negative Impact from the Shift of Online Learning During
Covid19 Crisis” prepared and submitted by Junjay V. Sarcia, Jayla Mae Yap, Ronnie
O. Tabilog, Jesus Dayandante, Nicolle Anne T. Sarte, Mary Grace M. Canabe,
John Carl G. Retumban, Bea Lory L. Baldemoro, Carl Edward Quiding, Joseph R.
Dogillo, in partial fulfillment of the requirements for the Degree of Bachelor of Public
Administration, is hereby submitted to the thesis committee for consideration.
MEI R. SASUCA, MPA
Adviser
THESIS COMMITTEE
This thesis entitled, “The Negative Impact from the Shift of Online Learning During
Covid19 Crisis” prepared and submitted by Junjay V. Sarcia, Jayla Mae Yap, Ronnie
O. Tabilog, Jesus Dayandante, Nicolle Anne T. Sarte, Mary Grace M. Canabe,
John Carl G. Retumban, Bea Lory L. Baldemoro, Carl Edward Quiding, Joseph R.
Dogillo in partial fulfillment of the requirements for the Degree of Bachelor of
Public Administration, in partial fulfillment of the requirements for the Degree of
Bachelor of Public Administration, is hereby submitted to the thesis committee for oral
examination.
MEI R. SASUCA, MPA
Chairman
APPROVAL SHEET
Upon the recommendation of the Oral Examination Committee, this thesis entitled “The
Negative Impact from the Shift of Online Learning During Covid19 Crisis”
prepared and submitted by Junjay V. Sarcia, Jayla Mae Yap, Ronnie O. Tabilog,
Jesus Dayandante, Nicolle Anne T. Sarte, Mary Grace M. Canabe, John Carl G.
Retumban, Bea Lory L. Baldemoro, Carl Edward Quiding, Joseph R. Dogillo, is
hereby approved in partial fulfillment of the requirements for the
Degree of Public Administration.
MEI R. SASUCA, MPA
BPA Program Head
MANUEL C. MENDOZA, Ph. D.
College Dean
ROSALINDA B. BARQUEZ, Ph. D
College Administrator
Acknowledgement
We would like to acknowledge and give a warmest thanks to our Instructor Mei R.
Sasuca who made this work possible. Her guidance and advice carried us through all
the stages of writing this research. We would like to thank each of us for letting our
defense be an enjoyable moment, and for a brilliant comments and suggestions, thank
to you.
We would like to give special thanks to our family for their continuing support and
understanding when undertaking our research and writing project.
Finally, we would like to thank God, for letting us through all the difficulties. We
experienced your guidance day by day. You are the one who let us finish our study. We
will keep on trusting you for our future.
Abstract
“The Negative Impact from the Shift of Online Learning During the Covid19
Crisis”
The researchers answer the following problems such as the socio- demographic
profile of the respondents, the negative impact from the shift of online learning by the
students and the general problem observed and experienced in a new normal system of
learning.
The shift to online learning has been a significant development in education, particularly
in the wake of the COVID-19 pandemic. Online learning refers to the use of technology
to facilitate learning and teaching remotely, typically through the use of a computer or
other device connected to the internet. One of the main benefits of online learning is its
flexibility, as it allows students to access course materials and participate in class from
anywhere with an internet connection. This can be particularly useful for students who
have busy schedules, those who live in remote locations, or those who need to balance
their studies with other responsibilities. Online learning also offers a range of tools and
resources that can enhance the learning experience, such as interactive multimedia
content, virtual classrooms, and collaborative platforms. These tools can help to create
a more engaging and interactive learning environment, and can facilitate the exchange
of ideas and knowledge among students and instructors. However, online learning also
presents challenges, such as the need for reliable internet access and technical
expertise, and the potential for distractions and isolation. To address these challenges,
it is important for online learners to be self-motivated and well-organized, and for
educators to provide clear instructions, support, and feedback. Overall, the shift to
online learning has the potential to expand access to education and provide more
flexible and convenient learning options, but it is important to consider the unique
challenges and opportunities it presents.
We use two complementary differences between learning in person and in virtual
instruction, one that leverage within instructor by course variation on whether student
started their courses in person or in online learning. We estimate the impact of this shift
to online learning to the academic performance of Polangui Community College
students. The researcher find out online approach of learning has negative impact on
course completion of the students than face to face approach of learning. Our result
stated that students experienced negative impact from the shift to online learning. In an
exploratory analysis, researchers find out that the students engaged in online learning
are emotionally and financially unstable, dealing with poor internet connection,
ineffective way of learning, weak time management, information overload and low
confidence of the students.
The conclusion of this study stated that respondents aged from 18-25 years old are
more prone from anxiety and depression affects his/her holistic health which leads to
overthinking negative thoughts that will make students unproductive and will be prone
to a habit of procrastination affecting the ability to make a good time management.
The researches notices that below 15,000 and above of monthly income was not
chosen and can be verified as one major factor of struggle on financial problem
encountering by the students especially to those students that has no financial support
for studying.
Most of the respondents are having a fatigue of overload information but despite a
schedule of students that only has one(1) class per week the highest result is
unemployed respondents that cannot properly handle a good time management than to
those student who works a full, part time jobs balancing school activities and work.
The researchers also realized that the respondents are all literate on using the
technology and internet but they are having difficulties learning from it with a percentage
of almost 86% of the respondents that online education is not giving sufficient teaching
to students with a poor internet connection too with a percentage of 89.5% students that
agreed.
The researchers also realized that the environment for learning can be also a
distraction if it was not to their comfort zone for example like those low esteemed
students that is not used to socializing and also most of the respondents are not
confident to themselves because of inefficient teaching happened on the online
learning because of the pandemic.
Although the respondent engaged in online education they have now properly and
effectively adopt to obey the school rules in health protocols and even accustomed to
the school rules and regulations of the student handbook and practice self-descipline
again and that the respondents also missed having an interaction at the traditional
classes.
The researchers recommended that with a hard work and perseverance we can
accomplish anything and that it’s up to the student on how he/she will handle their
problems whether it will be a problem to studying and even personal problems.
If the students are not being comfortable at their environment, learn to communicate
and talk to classmates and also notify parents of their studying hours and adjust, also if
the respondents are having trouble coping up from their lessons, as a researchers, we
recommend the students to use the internet as a way to improve their knowledge and
not for pleasure, refrain internet from controlling your productivity.
Overall, while online learning can be a useful and convenient option for many
students, it is important to carefully consider the potential negative impacts and ensure
that students have the necessary support and resources to succeed in this learning
environment.
TABLE OF CONTENTS
COVER PAGE ……………………………………………………………………………..1
RESULT OF ORAL EXAMINATION ……………………………………………….......2
RECOMMENDATION OF THE ORAL DEFENSE………………………………….....3
THESIS COMMITTEE…………………………………………………………………….3
APPROVAL SHEET………………………………………………………………………4
ACKNOWLEDGEMENT …………………………………………………………………5
ABSTRACT ……………………………………………………………………………….6
INTRODUCTION……………………………………………………………………….. 14
Statement of the Problem ………………..…………………………………..15
Significance of the Study………………………………….
………………………………………………….15
Definition of Terms …………………………………..……………………….16
REVIEW OF THE LITERATURE AND CONCEPTUAL FRAMEWORK
Review of Related Literature ……………….………………………………..17
Review of Related Studies ……………….…………………………………..19
Conceptual Framework ……………………………………………………………….20
Theoretical Framework………………………………………………………….….....22
METHODOLOGY
Research Design ………………………..……………………………………25
Data Gathering ……………….……………………………………………….25
Research Instrument …………………………………………….…………..27
PRESENTATION AND DATA ANALYSIS
Result Findings and Discussion……….…………………………………..29
Summary …….…………………………………………………………………59
CONCLUSION AND RECOMMENDATION
Conclusion ………….…………………………………………………………60
Recommendation …………………………………………………….………
62
Bibliography and References ……..……………………………………... 63
APPENDICES………………………………………………………………………… 65
a. Letter
b. Questionnaire
c. Tabulated Raw Data
d. Photo Documentation
LIST OF FIGURES
1.1 ……………………………………………………………………………………30
1.2 ……………………………………………………………………………………31
1.3 ……………………………………………………………………………………31
1.4 ……………………………………………………………………………………32
1.5 ……………………………………………………………………………………32
1.6 ……………………………………………………………………………………33
1.7 ……………………………………………………………………………………34
2.1 ……………………………………………………………………………………35
2.2 ……………………………………………………………………………………37
2.3 ……………………………………………………………………………………38
2.4 ……………………………………………………………………………………40
2.5 …………………………………………………………………………………….41
3.1 …………………………………………………………………………………….43
3.2 …………………………………………………………………………………….44
3.3 …………………………………………………………………………………….46
3.4 …………………………………………………………………………………….48
3.5 …………………………………………………………………………………….49
4.1 …………………………………………………………………………………….50
4.2 …………………………………………………………………………………….52
4.3 …………………………………………………………………………………….53
4.4 …………………………………………………………………………………….53
LIST OF TABLES
Table 1 …………………………………………………………………………. 29
Curriculum Vitae of the Researchers……………………………………………... 69
Introduction
The operation of the public basic education institution in the country and around
the world was severely affected by the Covid-19 pandemic which began in 2019 . It
became a worldwide health crisis were everyone were literally affected regardless of
age gender and social status the world stopped and economy collapsed as all the
business shut down operation for instance, most countries stopped the schools , college
and universities to contain the spread of the virus the crisis become a dilemma not only
to the health sector but also the education sector when the Philippine government order
closures of all education institution the disruption were sudden since classes were still
running.
The purpose of this study is to assess the different engagement or factors prior to
the re-opening of classes at Polangui Community College, This study aims to examine
and discuss the challenges faced by the student for a new normal set up in education
as an effect of COVID 19 pandemic.
According to Edweek Research Center, the idea of low quality remote instruction on the
student achievement gap doesn't yet fully understand the effects of social isolation,
inconsistent structures and personal trauma on student engagement. And that student
engagement remains important to learning and achievement and it's likely that teachers
will need to find new ways to motivate and engage their students. (Edweek Research
Center,2021). (Micheal D. Toth, 2021).
The implementation of online learning poses different risks, problems and challenges to
both the teachers and students especially in higher education institutions. (BAO, 2020)
While in the higher education sector, the commission on higher education, HEIs were
given academic freedom and should implement available distance learning, e-learning
and other alternative modes of delivery to students. Several universities have opted to
implement their own policies regarding instruction and opening of classes starting
August 2020. It will be the new normal in education and strengthening education
planning and health is a concern to provide quality, inclusive and accessible education
for every student. (BAO, 2020).
Statement of the Problem
This requires a systematic approach to evaluation of learning. adaptations in
comparison to the previous format where in person education may have been the focus.
This study aims to know the following questions;
1. Socio- Demographic Profile of the Respondents.
2. Negative Impact from Shifting to Online Learning?
3. General problem Observed and Experienced in a New Normal System of
Learning at Polangui Community College?
4. Students Adopt Amidst the New Normal System of Education in Polangui
Community College?
5. Suggestive Measures may be Proposed based from the Findings of the Study.
Significance of the Study
This study will be undertaken to find out the Effects of new normal education
rendered by the Educators in Polangui Community College and to measure its impact in
adopting through the new implemented education system to the students.
Benefiting the study are the various sections as follows:
The Students. The Direct recipients of the output of this research are the students of
Polangui Community College, Any improvement of this research will determine its
negative effect on the students and it will indicate the better recommendation to a better
learning to survive and thrive in the college life of students.
The Teachers. This Study will be very beneficial to the students and the general
education teachers, specially to the teachers that will understand the struggles of
students from online learning to face to face classes. Through this research, teachers
may purposefully discover how students cope up to learning and engaging to a new
normal setup.
The Researcher. The Researchers will also benefit from this study and relate
independently as students of Polangui Community College and will accept any
participants that will continue this Study.
DEFINITION OF TERMS
For better understanding of this study, The following terms are defined in the content of
this research.
Covid-19 Pandemic. This is the infectious disease caused by the most recently
discovered Coronavirus disease which is also the reason why online classes were
implemented to protect students.
Education. This refers to the knowledge received through schooling or instruction and
to the institution of teaching as a whole.
Engagement. It is the implementation of the educational system to the students.
Non- conducive Learning Environment. It is the lack of learning supplies that give
difficulties to the students.
Online- Learning. It is an online education that takes place on the internet or it is often
referred to as “E-Learning ”.
Respondents. It means the students that answered the survey to support the study and
the students of Polangui Community College.
School. This is the Polangui Community College School that the researchers focused
on to conduct this research.
Struggle. This refers to the difficulties that have been struggling by the respondents in
both face to face classes or online classes.
Synchronous and Asynchronous Education. Synchronous education refers to a
Face to Face educational system while Asynchronous education refers to the online
based educational system.
Traditional Learning/ Face to Face Classes. It is an instructional method where
course content and learning materials are taught in person to a group of students.
Review of Related Literature
According to Dawan, The impact is far reaching and has affected learning during this
academic year or even more in the coming days. Several schools, colleges and
universities have discontinued face-to-face teaching. There is a pressing need to
innovate and implement alternative educational and assessment strategies. The
COVID-19 pandemic has provided us with an opportunity to pave the way for
introducing digital learning Research highlights certain death such as the weakness of
online teaching infrastructure, the limited exposure of teachers to online teaching, the
information gap, and non-conducive environment for learning at home, equity and
academic excellence in terms of higher education. This article evaluates the impact of
the COVID-19 pandemic on teaching and learning processes across the world. The
challenges and opportunities of online and continuing education during the COVID-19
pandemic is summarized and a way forward suggested. (Dhawan, 2020).
This literature implies that on the contrary the implementation of online learning has
greatly induced the struggle of students and also from teachers when the COVID19
pandemic strikes. The coping and learning of online education for 2 years and now with
face to face classes produces an anxious deliberation of inequity among the knowledge
and education system.
Face to face classes are structured in such a way that the instructor delivers knowledge,
is better able to gauge understanding and interest of students, can engage in class
activities, and can provide immediate feedback on clarifying questions during the class.
Additionally, the designing of traditional Face to face courses can be less time
consuming for instructors compared to online courses (Navarro, 2000). Navarro
indicated that face to face classes are very essential especially to the instructors in
terms of handling good time management and for the good engagement of the students
in terms of interest, understanding in the school and participating in school activities
Online learning is also particularly suited for nontraditional students who require
flexibility due to work or family commitments that are not usually associated with the
undergraduate student population (Carolyn Chisadza, Mathew Clance and Eleni
Yitbarek, 2021). Initially the nontraditional student belonged to the older adult age
group. Nontraditional student belonged to the older adult age group, but with blended
learning becoming more commonplace in high schools, colleges and universities, online
learning has begun to traverse a wider range of age groups. However, traditional F2F
classes are still more beneficial for learners that are not so self-sufficient and lack
discipline in working through the class material in the required time frame for the
purpose of this literature review, both pure online and blended learning are considered
to be online learning because much of the evidence in the literature compares these two
types against the traditional Face to Face learning. The debate in the literature
surrounding online learning versus F2F teaching continues to be a contentious one.
(Arias et al., 2018).
Review of Related Study
NEW NORMAL ACADEMIC ACQUISITION: CHALLENGES IN ACADEMIC
PERFORMANCES OF ABM STUDENTS UNDER THE NEW NORMAL EDUCATION
The operation of the education institutions in the country and around the world was
severely affected by the COVID 19 pandemic which began in December 2019. It
became a worldwide health crisis where everyone was literally affected regardless of
age, gender and social status. The disease is caused by the novel corona virus
(SarsCov-2, previously known as 2019 n Cov) and has receive global attention from
growing infections, symptoms include Cough, fever and shortness of breath which can
be transferred through close contact with an infected person by Coughing, sneezing and
respiratory droplets or aerosols. Though it affects people of all ages it is most vulnerable
to adults, children and people with underlying medical conditions. To avoid the spread
of the virus, the Philippine government ordered closures of all educational institutions,
the disruption was sudden since classes were still running. At the height of the
pandemic, educational institutions came out with remote learning as an alternative
solution.
The sudden shift to online learning created a hot debate in the Philippine citing
the poor living conditions of the learners. Believing the fact that not all students can
afford the resource in this new kind of information platform. The department of
education offers other flexible options like modular learning for completing the class
throughout the academic year, remote online learning combines both synchronous and
asynchronous activities, although online learning is not that effective, other schools and
universities are still trying to cope up with this new normal of education. Also, some
have suspended synchronous online classes but continued asynchronous online
learning so that ‘all student can learn at their own pace’.
The shift to online learning was too sudden at a very short notice but academic
institutions have to strategize and accelerate new forms of pedagogy. The question of
how ready the school is in terms of technical drawback is still left unanswered. As the
Philippines’s department of education (DepEd) secretary. Leonor Briones Equipped,’
education must continue even in times of crisis whether it may be a calamity, disaster,
emergency, quarantine or even war. “ No students must have left behind” then
education will be unbearable for now. These pronouncement aims to encourage the
continuance of learning.
Conceptual Framework
The researchers is used the input, process and output model, or input process
pattern, it is widely used approach for describing the structure of an information –
processing program or other process.
Input. It indicates the statement of the problem that the researchers want to find out as
they conducted the study; these are Socio-demographic profile of the respondents in
terms of Age, Gender, Civil Status, Nationality, Religion, Household Income, and
Employment.
Process. It is procedure that the researchers will do to answer the problem. The
researcher will gather the data with the use of survey questionnaire after the data will
gathered the researcher will analyze, compute tally, and interpret the data with
statistical tools.
Output. The researchers find out that the results and they will find out the negative
impact from shift of online learning during the cov19 crisis. With the findings, the
researchers also realized that the environment for learning can be also a distraction if it
was not to their comfort zone for example like those low esteemed students that is not
used to socializing and also most of the respondents are not confident to themselves
because of inefficient teaching happened on the online learning because of the
pandemic. Although the respondent engaged in online education they have now
properly and effectively adopt to obey the school rules in health protocols and even
accustomed to the school rules and regulations of the student handbook and practice
self-discipline again and that the respondents also missed having an interaction at the
traditional classes.
INPUT PROCESS OUTPUT

1. Socio- demographic Profile of the
Data
Respondents. Gathering The Negative
2. Negative Impact from Shifting to with the use Impact from the
Online Learning ? of Survey Shift of Online
Questionnaire Learning
3. General Problem Observed and
During the
Experienced in a New Normal System Interpretation
Covid-19 Crisis
of the data
of Learning at Polangui Community
College?
4. Students Adopt Amidst the New
Normal System of Education in
Polangui Community College?
5. Suggestive Measures of the FEEDBACK
Respondents.
FIGURE1. Conceptual Paradigm
Theoretical Framework
There are many theories and approaches to online learning, and various authors
have contributed to the field over the years. Some key theories and authors in the field
of online learning include:
Cognitive load theory, developed by John Sweller, which suggests that the amount of
information that can be processed at one time is limited, and that instructional design
should take this into account in order to facilitate learning.
Self-determination theory, developed by Edward Deci and Richard Ryan, which
suggests that people are more likely to engage in and persist with activities that are
personally meaningful and meet their basic psychological needs for autonomy,
competence, and relatedness.
Connectivism, developed by George Siemens and Stephen Downes, which suggests
that learning occurs through the creation and cultivation of networks of connections
between people, knowledge, and resources.
Social constructivism, developed by Jean Piaget and Lev Vygotsky, which suggests
that learning occurs through social interactions and the construction of meaning through
collaboration and negotiation with others.
Problem-based learning, developed by Barrows and Tamblyn, which involves students
learning through the exploration and resolution of real-world problems. There are many
other theories and approaches to online learning, and these are just a few examples.
There are many different learning theories that have been proposed by researchers
and educators to explain how students learn in a face-to-face setting. Here are a few
examples:
Cognitive load theory: This theory, developed by John Sweller, suggests that the
human brain has a limited capacity for processing information at any given time. To
effectively learn new material, students need to be presented with information in a way
that does not exceed their cognitive load.
Constructivism: This theory, developed by Jean Piaget and others, suggests that
students construct their own understanding of the world through their experiences and
interactions with the environment. In a face-to-face setting, the teacher can facilitate this
process by providing opportunities for students to engage with and explore new
material.
Social learning theory: This theory, developed by Albert Bandura, suggests that
people learn through observation and imitation of others. In a face-to-face setting,
students can learn from their peers and the teacher through observation and interaction.
Self-determination theory: This theory, developed by Edward Deci and Richard Ryan,
suggests that people are more likely to engage in and persist with activities when they
feel competent, connected, and autonomous. In a face-to-face setting, the teacher can
create a supportive and empowering environment to foster these feelings in students.
The five-stage model of group development: This model, developed by Tuckman
and Jensen, suggests that groups go through five stages of development: forming,
storming, norming, performing, and adjourning. In a face-to-face setting, the teacher can
use this model to understand and facilitate the development of student groups and
promote effective collaboration.
ONLINE
LEARNING
FACE TO
FACE
LEARNING
COGNITIVE LOADS THEORY LEARNING

THEORIES
SELF DETERMINATION
THEORY
CONNECTIVISM
SOCIAL CONSTRUCTIVISM
PROBLEM BASED LEARNING
CONSTRUCTIVISM
SOCIAL LEARNING THEORY
THE FIVE STAGE OF MODEL

GROUP DEVELOPMENT
Figure 2. Theoretical Paradigm
Research Design
The study aims to determine learner’s experiences in the online learning modality. A
phenomenological research approach will be employed in this study. The use of a
phenomenological approach in this study was necessary to understand the lived
experiences of learners in an online learning modality. Furthermore, qualitative research
methods will be used to elicit learners’ experiences in an online learning modality
because respondents’ thoughts, feelings, and experiences in a paperless learning
environment can be adequately captured by this inquiry approach.
A phenomenological approach should be used in this research study because it is
considered to be the best method of inquiry in terms of understanding learners’
experiences in an online learning modality, which are the main topics of this study.
Phenomenology is all about understanding phenomena which are learners’
experiences.
Lastly, the phenomenological research design will be used by researchers who are
interested in exploring an experience and how participants perceived that experience.
The current situation of learners necessitates to this kind of approach because the
researcher wants to elicit their experiences as they engage in online learning activities.
Data Gathering Procedures
This research will use the researcher-made survey as a tool for gathering data. The
survey will be conducted after the researcher has received permission from the school
administrator and all necessary documents have been submitted such as permits to
conduct research and release questionnaire forms for respondents. The researcher will
talk the class mayors per grade level to give the letter of respondents in undergoing
survey from her or his block. Survey will be conducted at a convenient time for each
respondents per grade level and will be done personally using survey questionnaire.
Data will be conducted through a semi-structured and close-ended survey which
consist of four parts namely: demographic profile, experiences, struggles or problems of
online learning and learning strategies. The researcher will conduct an unstructured
survey with one open-ended question that also allows respondents to freely express
themselves in their own words.
After completing the survey, researchers should undoubtedly have a lot of
information. Researchers read and make notes for each response from the
respondents. After taking notes from the survey questionnaire, the researcher will begin
analyzing the response of each respondent.
The first step to analyzing the gathered data is to develop and understand of what the
researchers have learned by looking at the words or answers of their respondents.
Next, the researchers transform their response from the Google form to easily analyze
his response.
Finally, researchers will determine key concepts for further exploration, these are that
seem particularly relevant or interesting based on what they have learned from
analyzing the data set.
Percentage Technique
To determine the proportionate number of respondents who answered certain questions
or quantifying the responses. Percentage technique was used with this formula:
P=
∑F
N
Where:
P= Percentage
∑ F = Summation of Frequency
N= Total number of Respondents
Research Instruments
The researcher-made survey guide to gather the data for this study. The researcher-
made survey guide contained closed-ended questions to easily understand by the
respondents. It was designed to elicit information on the respondents’ experiences in
the online learning modality.
The survey will last approximately 5-10 minutes and will be conducted through survey
questionnaire. The respondents will be given the opportunity to fully explain their
answers by asking clarifying questions.
The survey session to be conducted in this study entitled,” The Negative Impact from
the Shift to Online Learning During the Covid-19 Crisis”, is divided into four sections: (1)
background information such as name, course, year and block. (2) Demographic
questions contain gender, age, religion, nationality, marital status, and monthly income.
(3) Questions about respondents experience with online learning contains of what
problems and struggles they encountered. (4) Students adoptively to the new normal
setup.
Research Method
The researchers used descriptive method with a validated survey questionnaire as
the data gathering instrument. This method is designed to know and dissect the facts or
current condition concerning the nature or characteristics of a group of people or a class
of events which may involve organization, classification analysis, enumeration and
measurement. This is also the most widely used research design. Descriptive survey
describes and interprets what is concerned with conditions on relationship that exists,
opinions that are held, processes that are going on, effects that are evident, or trends
that are developing although it often considers events and influences as the relate to
current conditions.
The researchers used descriptive survey method to ascertain the negative impact
from the shift of online learning during the covid19 crisis of Polangui Community College
students. Researchers used qualitative and quantitative research to know their study
experiences of shifting to online learning.
Respondents
The respondents of this study were the students of Polangui Community College.
The researcher introduced the purpose of the study and encourages them to answer the
questionnaire cooperatively and with all honesty.
RESULT FINDINGS AND DISCUSSION
The researchers conducted a survey online to the students of Polangui Community
college and made the survey to be answered honestly, the result summary is indicated
with a thirty-seven (37) respondents who participated to answer with a list of courses of
the individual responding to the survey is indicated below.
COURSE:
Table 1 Course of Respondents
COURSE F P%
BPA 12 32.4
BSAB 18 48.6
BSED 1 2.7
BTLED 6 16.2
TOTAL 37 99.9 or 100
This tabular presentation determines the students who participated in the survey with a
total of Four (4) courses. The Bachelor of Public Administration (BPA), Bachelor of
Science in Agri-Business (BSAB), Bachelor of Secondary Education (BSED) and
Bachelor of Technical Livelihood Education (BTLED). Where BSAB students
participated the most with a total of (48.6%) rate and BPA as second with a total of
(32.4%), BTLED was third with a total of (16.2%) and the BSED with the least having a
total of (2.7%).
DEMOGRAPHIC PROFILE
1.1 Please Indicate Your Gender.
Figure 1.1 Gender of the Respondents
This Pie graph represents the gender of the participants with an option of Male
and Female respondents that undergo the survey, The male respondents has the higher
percentage of (55.3%) for 21 male respondents than the Female with a (44.7%) for 17
female respondents.
1.2 Please select the category that includes your Age
Figure 1.2 Age of the Respondents
This pie graph represents the age of the respondent with a selection of categories
from 18 years of age to 45 years old, and the result stated that almost (92.1%) of
respondents age is between 18 and 25 years old.
1.3 What is your religion
Figure 1.3 Religion of the Respondents
In this Pie graph the researchers was able to determine the Religion of the most
respondents that participated in answering the survey with a selection of 5 Options
which are the (1) Roman Catholic, (2) INC (Inglesia Ni Cristo), (3) Christian, (4) Islam
and (5) Born again. The highest rating in the selecting the religion is Roman Catholic
with a total of (92.1%).
Figure 1.4 Nationality
The nationality of the respondents based on the pie graph resulted in (100%) that
they are all Filipino citizens.
Figure 1.5 Household Income of the Respondents
The household income information helps the researchers determine the state of
respondents prior to the costing and ability to expense necessity for everyday living, the
option is categorized from poorest to rich and the result in pie graph presents that the
highest answer with a total of (71%) for 27 respondents are (below 10,000) of
household money income and the second with a total of (28.9%) for 11 respondents is
higher than 10,000 but do not exceed to 15,000 household monthly money income.
And in this result the researchers notice that below (15,000) and above was not chosen
and can be verified as one major factor of struggle due to the financial problem
encountered by the students.
Figure 1.6 Marital Status of the Respondents
The marital status is important especially for the researchers because this influences
the struggles of student in coping especially for those students who already have a
family and for those who don’t have great boundary of differences, and the result of
evaluating the marital status through pie graph stated that almost thirty-seven(37)
respondents are single with a total percentage of of (97.4%) and the married is only
One(1) respondent with a total percentage of (2.6%).
Figure 1.7 Employment Status of the Respondents
This question helps the researchers fully understand the employment status of the
students which also contributes to the burden of students such as the struggles of the
students balancing their study and work. The result as stated in the pie graph shows
that out of thirty-eighth(38) respondents and Twenty-seven (27) of them are
Unemployed students with a rate of (71.1%), Employed full time student has a
percentage of 15.8% for Six(6) respondents and Employed respondents with a contract
is (5.3%) or Two(2) respondents, and Employed part time respondents is (7.9%) for
Three(3) respondents. The analysis of this pie graph shows that the Employed students
are more vulnerable to the struggle and stress of patronizing balance between work and
study to survive than to those unemployed respondents.
2. The Negative Impact from shift to Online Learning?
Figure 2.1 The Negative Impact from Shift to Online Learning
The advancement of modern technology affects those people who are illiterate to
technology. The researchers view this as a problem, the result as stated in the pie
graph shows the majority of all Thirty-eighth (38) respondents answered “Yes” with a
Percentage of (100%) that they know how to use the internet and technology such as,
browsing, communicating and typing, dating.
There are many ways that technology can be used in various fields of study and in
everyday life. Here are a few examples of how technology is being used:
Education: Technology is being used to facilitate distance learning and online
education, as well as to enhance traditional in-person classroom experiences.
Medicine: Technology is being used in healthcare to improve patient care and
outcomes, such as through electronic health records, telemedicine, and medical
devices.
Business: Technology is being used to improve business processes, such as through
the use of customer relationship management systems, supply chain management
systems, and data analytics.
Social media: Technology is being used to connect people and facilitate communication
and collaboration through social media platforms.
Entertainment: Technology is being used to create and consume media, such as
through streaming services and video games.
Transportation: Technology is being used to improve transportation systems, such as
through the use of self-driving cars and ride-sharing apps.
Agriculture: Technology is being used to improve farming and food production, such as
through precision agriculture and the use of drones.
Environmental monitoring: Technology is being used to monitor and protect the
environment, such as through the use of sensors and satellite imagery.
Security: Technology is being used to improve security and surveillance, such as
through the use of biometric authentication and facial recognition.
Communication: Technology is being used to improve communication, such as through
the use of email, messaging apps, and video conferencing.
There are many other ways that technology is being used to improve and enhance
various aspects of society and industry.
Figure 2.2 Difficulties in Studying Online
The Pie Graph shows the difficulty of studying online by the respondents. if they are
struggling to learn online from a close ended question with an answer of Yes or No. The
Respondents that answered “Yes” is Thirty-three(33) with a percentage of (86.8%) and
the respondents that answered “No” is Three (3) with a percentage of (13.3%).There
have been numerous studies conducted on the challenges and difficulties that students
face when studying online. Some common difficulties that have been identified include:
Technical issues: Online learning often requires the use of technology and students
may face challenges with hardware, software, or internet connectivity.
Time management: It can be difficult for students to manage their time effectively when
studying online, as there may be fewer structured class times and more flexibility in their
schedules. Lack of motivation: Some students may find it harder to stay motivated when
studying online, as they may not have the same level of interaction and support from
peers and instructors as they would in a traditional classroom setting.
Difficulty concentrating: It can be challenging for some students to focus and
concentrate on their studies when they are not in a dedicated learning environment.
Social isolation: Some students may feel isolated when studying online and may miss
the social interaction and support that comes from being part of a classroom
community.
There are strategies that students can use to address these challenges, such as setting
a regular study schedule, creating a dedicated study space, and seeking out support
from peers and instructors. It is also important for students to communicate with their
instructors and let them know if they are having any difficulties, as they may be able to
offer assistance or accommodations.
Figure 2.3 Experience Stress and Anxiety and Lower Self-Esteem because of Online
Education
The pie graph result of question 2.3 illustrates the number of respondents experience
to stress, anxiety and lower self-esteem because of studying online, there are twenty-
nine(29) respondents that answered “Yes” with a percentage of (76%) while some
answered “No” with a number of Nine(9) respondents with a percentage of 23.7%. The
result shows that the majority of the respondents experienced Lack of confidence and
Anxiety and Stress due to minimal socialization because of online studying. Online
education can be a convenient and flexible way to learn, but it can also come with its
own set of challenges. Studies have shown that students who participate in online
education may experience higher levels of stress, anxiety, and lower self-esteem
compared to those who attend traditional, in-person classes.
One reason for this may be the lack of face-to-face interaction and social support that
can be found in a traditional classroom setting. Online students may feel isolated and
disconnected from their peers and instructors, which can lead to feelings of stress and
anxiety. In addition, the lack of structure and accountability that can come with online
education can make it difficult for some students to stay motivated and focused, leading
to lower self-esteem.
There are ways to mitigate these negative effects of online education. Students can try
to establish a regular routine and create a dedicated space for learning, join online
study groups or clubs, and reach out to their instructors or academic advisors for
support. It can also be helpful to take breaks and practice self-care to manage stress
and maintain a healthy work-life balance.
Figure 2.4 Lack Of Internet Connection Prior To Your Study Online
The Pie Graph 2.4 illustrates the result of the respondents that have been
encountering lack of Internet connection prior to studying online, which some
respondents are at the place with low signal coverage or no finance to subscribe a load
for the online learning. The respondents that Answered “Yes” totaled to Thirty-four(34)
that lack internet connection with a percentage of (89.5%) and “No” Totaled to Four(4)
respondents that don’t lack internet connection on studying online with a percentage of
(10.5%).
If you are experiencing a lack of internet connection before starting an online study
session, there are several things you can try to troubleshoot the issue. Here are a few
steps you can take:
Check your internet connection: Make sure that your device is connected to a working
network, and that the connection is stable. You can try restarting your router or modem
to see if that helps.
Check your device's settings: Make sure that your device's Wi-Fi is turned on, and that
the correct network is selected. You can also try resetting your device's network
settings.
Check for any ongoing maintenance or outages: If there are known issues with the
internet service in your area, it could be causing a disruption in your connection. You
can check with your internet service provider to see if there are any ongoing
maintenance or outages.
Use an alternative internet connection: If all else fails, you may need to use an
alternative internet connection. This could be a mobile hotspot or a different Wi-Fi
network.
If you are still having difficulty with your internet connection after trying these steps, you
may need to seek assistance from your internet service provider or a technical support
specialist.
Figure 2.5 Consider Environment as Learning Distraction
The Pie graph illustration result of 2.5 demonstrates the Environment as a learning
distraction especially for those students that prefer a quiet environment to study or in a
situation that most students can concentrate on if at home that was always commanded
to do household chores. The respondents that answered “Yes” was totalled to Twenty-
four(24) that consider the environment as a learning distraction with a percentage of
(63.2%) and the respondent answered “No” was totaled to Fourteen(14) that don't
consider their environment as a learning distraction with a percentage of (36.8%).
There is a body of research that suggests that certain types of environmental
distractions can have a negative impact on learning and performance. For example,
noise, visual distractions, and interruptions can all interfere with a person's ability to
focus and absorb information.
One study found that students who were exposed to high levels of ambient noise (such
as traffic noise or conversation) while studying scored significantly lower on a
subsequent test compared to students who studied in a quiet environment. Other
research has shown that visual distractions, such as billboards or posters, can also
impair learning and memory.
It is important to note that not all distractions are negative, and some may even
enhance learning. For example, some research suggests that moderate levels of
background noise may actually enhance creativity and problem-solving. However, it is
generally best to minimize distractions as much as possible when trying to learn or
perform a task that requires focus and attention.
3. General Problem Observed and Experienced In New Normal
Figure 3.1 Lack of Financial Support at School
The Pie graph result of 3.1 illustrates the respondents answer on encountering a lack
of financial support for studying, the respondents that Answered “Yes” was totaled to
Twenty-Four(24) that was struggling to financial support with a percentage of (60.5%)
and the respondents that answered “No” was totaled to Fifteen(15) respondents that
have the financial support for studying with a percentage of (39.5%).Lack of financial
support can be a significant barrier to education for many students. There are a number
of studies that have looked at the impact of financial difficulties on students' academic
performance and overall well-being.
One study found that students who experienced financial strain were more likely to
report lower grades and less satisfaction with their education. They were also more
likely to report feeling stressed and overwhelmed, and to have lower levels of social
support. Another study found that students who struggled with financial issues were
more likely to drop out of college, even after controlling for other factors such as
academic ability and background.
There are also a number of programs and resources available to help students who are
facing financial challenges. These can include financial aid, scholarships, grants, and
work-study programs. Some schools also offer on-campus jobs, emergency funds, and
other types of support to help students overcome financial barriers to education. It is
important for students to seek out and take advantage of these resources if they are
facing financial challenges, as they can make a big difference in helping them to
succeed academically and achieve their goals.
Figure 3.2 Feeling Overload from Information after Last Subject
This Pie Graph illustrates the Mental Stress of the students because of overloaded
information from a full schedule of classes. The respondents that answered “Yes” was
totaled to Twenty-nine (29) that suffers from overloaded Information of lesson with a
percentage of (76.3%) while respondents that Answered “No” was totaled to Nine (9)
that don’t suffer from overload of information from lessons with a percentage of
(23.7%).It is common for students to feel overwhelmed or overloaded with information
after a class or subject, especially if the material was dense or difficult. This feeling of
overload can be particularly acute in situations where students are taking multiple
classes or subjects at the same time, which can lead to a sense of being overwhelmed
or overburdened.
There are a few strategies that students can use to manage their workload and reduce
the feeling of being overwhelmed by information:
Break up the material into smaller chunks: Instead of trying to tackle a large amount of
material all at once, try breaking it up into smaller, more manageable pieces. This can
help make the material feel less overwhelming and make it easier to understand.
Take breaks: It's important to take breaks and give your mind a chance to rest and
recharge. Taking breaks can help you stay focused and avoid feeling overwhelmed by
information.
Prioritize tasks: It can be helpful to prioritize tasks and focus on the most important or
time-sensitive items first. This can help you manage your workload and reduce the
feeling of being overwhelmed.
Seek help: If you're struggling to understand the material or are feeling overwhelmed,
don't be afraid to ask for help. Talk to your instructor, a tutor, or a study group for
assistance.
Use study strategies: There are many different study strategies that can be helpful for
managing a heavy workload and reducing the feeling of being overwhelmed. Some
strategies include summarizing, highlighting, and creating flashcards.
By following these strategies and finding what works best for you, you can help manage
your workload and reduce the feeling of being overwhelmed by information.
Figure 3.3 Having Trouble in Coping up On the Lesson Due To Inefficient Teaching at
Online Education Because Of Pandemic
This pie graph represents the result of trouble by respondents coping up on the lessons
due to inefficient teaching at online education because of the pandemic. The
respondents that answered "Yes'' was totaled to Thirty-four(34) that they been
struggling coping from lessons because of inefficient teaching of online education with a
percentage of (89.5%) while the respondent that answered "No" was totaled to Four(4)
don't struggle to cope at online education with a percentage of (10.5%). The COVID-19
pandemic has had a major impact on education, with many schools and universities
moving to online or hybrid learning models. This shift has not been without challenges,
and it's not uncommon for students to have difficulty adjusting to and coping with online
learning.
There are a few reasons why students may struggle with online education:
Limited in-person interaction: Online learning can be isolating, as students may not
have the opportunity to interact with their teachers and classmates in person. This can
make it harder to ask for help or clarification, and can make it more difficult for students
to build a sense of community with their peers.
Technical difficulties: Online learning can be disrupted by technical issues such as poor
internet connectivity, software problems, or hardware issues. These issues can make it
difficult for students to access course materials or participate in online discussions and
activities.
Distractions: It can be easier to get distracted at home, especially if students have other
responsibilities or obligations. This can make it harder for them to focus on their studies.
To cope with these challenges, students may need to be proactive in seeking out
support and resources. This might include seeking help from their teachers or
classmates, setting up a dedicated study space, and finding ways to stay motivated and
focused. It's also important for students to communicate with their teachers and let them
know if they are struggling, as teachers may be able to provide additional support or
accommodations.
Figure 3.4 Struggles at Balancing Each Subject Prior To Proper Time Managing
This Pie Graph of 3.4 illustrates the result of respondents struggling to balance each
of the subjects prior to proper time management. The respondents that answered “Yes”
was totaled to Thirty-two (32) that struggled to balance the time management to each of
subjects with a percentage of (84.2%) and the respondents that answered “No” was
totaled to Six (6) don't struggle in balancing time management in each of subjects with
a percentage of (15.8%).Effective time management is an important skill for students to
learn in order to be successful in their studies. Here are some tips for balancing multiple
subjects and managing your time effectively:
Make a schedule: Create a schedule for each day and week that includes blocks of time
for each subject. Consider the time of day when you are most productive for each
subject and schedule accordingly. Set specific goals: Determine what you need to
accomplish for each subject and set specific goals for each study session. This will help
you stay focused and make the most of your time.
Use study aids: There are a variety of study aids available that can help you manage
your time and stay organized. For example, you could use a planner or a to-do list to
keep track of assignments and deadlines.
Take breaks: It is important to take breaks when studying to avoid burnout. Schedule in
short breaks between study sessions to give your brain a chance to rest.
Stay motivated: Find ways to stay motivated, whether it's setting rewards for completing
tasks or finding a study group to work with.
By following these tips, you can effectively balance your studies and manage your time
more efficiently.
Figure 3.5 Encounter Difficulties in Performing School Activities
The Pie Graph 3.5 illustrates the result of respondents that find it hard to do school
activities. The respondents that answered "Yes" was totaled to Twenty-two(22) that they
had been encountering difficulties in performing school activities with a percentage of
(57.9%) while respondents that said "No" was totaled to Sixteen(16) that don't
encounter difficulties in performing school activities with a percentage of (42.1%).There
have been numerous studies that have investigated the challenges that students face in
performing school activities, particularly in the context of the COVID-19 pandemic and
the widespread shift to remote learning. One common challenge that students have
reported is a lack of access to technology and reliable internet connection, which can
make it difficult to participate in online classes and complete assignments. Other
challenges include difficulty in maintaining motivation and focus, difficulty in interacting
with teachers and classmates, and difficulty in managing time and staying organized. In
addition to these challenges, students may also face personal or family-related
challenges that can impact their ability to perform school activities. These can include
issues such as mental health concerns, financial difficulties, or responsibilities at home
that take time away from schoolwork.
Overall, it is clear that students can encounter a range of difficulties in performing
school activities, and it is important for educators and schools to be aware of these
challenges and work to support students in overcoming them. This may involve
providing additional resources or support, such as access to technology or mental
health counseling, or adjusting teaching methods to better meet the needs of students.
4. Students Adopt Amidst the New Normal System of Learning.
Figure 4.1 Accustomed to the Health Protocols of Polangui Community College
Pie graph 4.1 demonstrates the adaptively of students to the health protocols that
needs to be followed strictly every time the respondents are present to the school, the
respondents that answered “Yes” was totaled to Thirty-two (32) was already
accustomed to the health protocols with a percentage of (84.2%) and the respondents
that answered “No” was totaled to Six (6) that is not accustomed with a percentage of
(15.8%). The respondents that answered ‘Yes’ are the highest.
The "new normal" of learning in the Philippines refers to the changes in the education
system that has occurred as a result of the COVID-19 pandemic. These changes
include the widespread use of remote learning and the implementation of various
measures to ensure the safety of students and staff, such as social distancing, wearing
masks, and frequent hand washing.
There has been some research on how students in the Philippines have adapted to
these changes. One study found that students generally had positive attitudes towards
remote learning, with most reporting that they preferred it to face-to-face learning.
However, the study also identified some challenges that students faced, such as a lack
of access to technology and reliable internet, difficulty in maintaining motivation and
focus, and difficulty in interacting with teachers and classmates.
Other research has found that students in the Philippines have experienced various
impacts on their mental health and well-being as a result of the pandemic and the shift
to remote learning. For example, a study conducted in 2021 found that students
reported increased levels of stress, anxiety, and depression, as well as decreased
levels of social support and overall well-being.
Overall, it appears that students in the Philippines have adapted well to the new normal
of learning, but have also faced a range of challenges and negative impacts. It will be
important for schools and educators to continue to support students and address these
challenges as the pandemic continues to evolve.
Figure 4.2 Having Good Connection Now Within Classmates Rather Than Staying at
Home before the Pandemic
The Pie graph 4.2 demonstrates the result of respondents socializing connection
within the classmates rather than staying at home. The respondents that answered
"Yes" was totaled to Thirty-six(36) that they are having good connection an socializing
with classmates at school with a percentage of (94.7%) while the respondents that
answered "No" was totaled to (2) that prefers being at home with a percentage of
(5.3%) over One-Hundred percent.(100% ). The respondents that answered “Yes” are
the highest.
Figure 4.3 Adopt a New Learning Habits at a New Normal System of Education
The Pie Graph of 4.3 demonstrates the result of adaptively habits by respondents in a
new normal system of education. The respondents that answered "Yes" was totaled to
Thirty-six(36) that adopted to the new normal learning habits with a percentage of
(94.7%) while respondents that answered "No" was totaled to Two(2) that don't adopt
the new normal system of education with a percentage of (5.3%). The Respondents that
answered “Yes” are the highest.
Figure 4.4 Practice Self-Discipline in Accordance to the Rules of Student Handbook of
the School
The 4.4 Pie Graph represents the result of respondents Self-discipline practice to
herself in accordance with the rules of the student hand book. The respondents that
answered "Yes" was totaled to Thirty-seven(37) that totally practice self-discipline as a
student of Polangui Community College with the guide of student handbook with a
percentage of (97.4%) while the respondents that answered "No" was totaled to
One(1) didn't practice it, with a percentage of (2.6%). The respondents that answered
‘Yes’ is the Highest.
4.5 How do you cope up to a new environment of learning in terms of School or at
home? Defend your answer.
 In terms of school, I was just easily cope up especially on how to manage my
time for me to finish the activity ahead of time. I written all my schedules to
lessen the burden of paper works and stressing out myself. So that time
management is very important in this time of new environment of learning,
although I experience depression nowadays, it was personal matter and it affects
my studies.
 A matter of time management.
 I already have a family yet I'm pursuing my college to finish my studies. These
struggles depends on each of us on how we'll be managing our time and efforts.
Sipag at Tiyaga is the key. Samahan mo pa Ng diskarte walang mahirap na
pagsubok.
 In term of school, it challenging and difficult at first, but now and then i coped and
its fine
 In terms of school, I was just easily cope up especially on how to manage my
time, for me to finish all the activities ahead of time. I wrote all my schedules to
lessen the burden of paper works and stressing out myself. So that, time
management is very important in this time of new environment of learning.
Although I experience depression nowadays, it was personal matter and it affects
my studies also.
 By obeying school rules and regulations.
 Time management easily find your self cramming before exam and stressing out
without strong time management abilities eliminate distraction focus on your goal
 By adjusting my time and give more effort since its natural to getting hard time on
adapting from it.
 There's an adjustment in school by simply following or obeying the school rules
and regulations.
 For me to cope up with a new environment today face to face classes more
knowledge do you know and at home more challenges and difficulties studying.
 It is not easy to cope up with the new environment especially in school and
home, there's a big adjustment with the new situation.
 It is hard to do the chores together with studying and vice versa
 Simply following the rules and regulation of the school to a new environment of
learning.
 For me, to cope up with new environment learning as of today is im setting up a
routine to keep focused, and practicing good self care.
 Through obeying of rules and regulation of the school, and socializing with my
classmates
 One of the important things you should do when learning in the new normal is to
create a personal goal. When you set clear goals, it's easier to manage your time
and stick with your tasks.
 In school, we can practice the time management, take notes, ask questions and
eliminate distraction, like when the prof tell us to listen then our classmate will
stay focused, when were at home we will not able to tell the Environment the
case
 By school because it can really help the students to gain their knowledge by in
actual learning skill, but for now it is not easy to cope up new environment in
school because sometimes you feel like there is missing by yourself of learning.
 Be patient and responsible as a child and a student.
 Mas natututo ang mga estudyante kung full face to face class na
 I cope up my new environment of learning in terms of school , in which I followed
all of the school and regulations by wearing a face mask, using a hand sanitizer,
and wash my hand before I entered in our room also doing a physical distancing
by one another to prevent the spread of COVID-19 disease .At my home I also
do immediately all of the activities that are given by our instructor and doing the
house chores .
 By creating personal goal and motivate myself
 In school I get easily motivated and I can plan out what to do next on my
activities and at our house i keep procrastinating though I'm comfortable doing
many things in our house
 When you find yourself in a new places changes are they wont be different from
the former. There might be a certain place about the former place that you miss
but you don’t need to compare. I now love the audacity of being in school rather
than being bored all the time.
 Honestly speaking it was not easy due to the poor internet connection, during the
new environment and new way of learning with a lesson with a poor internet
connection it was really hard for me to join online class meetings etc.
 by adjusting and having a good connection with classmates and having discipline
 School, because of struggling and anxiety
 Yes ,to follow the rules and regulation and for applying self-discipline
 I cope up by using my time efficiently and that my priority will be in the first line
over my gullible traits as a extrovert person and that my side is quite so
depressing at times when compelled but i always do my best and do it well and
before deadline it was ready. Although the environment at school is exhausting
especially at my last subject I’m totally drained yet it’s just a 1 times a week so no
problem.
 In using mobile phone
 good for me the learning school schedule
 Have a Study Plan.
 Yes Because online learning at home is very difficulties that's why many student
did understand the lesson compare at Face to face classes
 To study Hard ...
 Pag gawa ng maayos
 Excellent
 Keep your mindset high in order to do well in school activities
 By managing he time because right now I my sister is in a hospital so I manage
my time to school and to the hospital
 I cope my learning by focusing and the best way I do, is I don't gave myself fully
to education, the best thing is balance yourself to any aspect
The 4.5 question demonstrates the open-ended answers of the respondents on how
they cope up with the new environment of learning in terms of school or at home. The
researchers focused on the answer that will greatly contribute to this study and
summarize it thoroughly, Thirty-Eight(38) Respondents answered this question.
Most of the respondents mentioned that they cannot do the time management efficiently
and that they had been suffering depression and anxiety. Other respondents are
struggling with having poor internet connection and consider Environment as a
distraction.
Respondents also stated Good recommendations for their fellow batch mates to
overcome this stress, struggle that they had been encountering as students such as,
Having study plans, personal goals and positive motivation to keep on fighting and that
following health protocol rules reminds them as a disciplined student of Polangui
Community College.
Summary
The purpose of the study was to examine the negative impact from the shift of online
learning during the Covid19 Crisis. The study sought to find out the following: (1) The
negative impact from shifting to online learning such as technology, difficulties in
studying online, experience of stress, anxiety and lower self-esteem, lack of internet
connection, environment as learning distraction. (2) General problem observed and
experienced in the new normal such as encountering lack of financial support, feel
overloaded from information after your last subject, having trouble in coping up on the
lesson due to inefficient teaching at online education because of pandemic, struggle in
balancing each of the subject prior to proper time management and encounter difficulty
in performing school activities. (3) Students adopt amidst the new normal system of
learning such as accustomed to the health protocols of Polangui Community College,
having a good connection now within your classmates rather than staying at home
before the pandemic, adopt a new learning habits at a new normal system of education,
and practice self- discipline in accordance to the rules of student handbook of the
school.
This study employed descriptive survey design since it facilitates adequate data
collection basically by the use of survey questionnaire. The design also accommodates
both qualitative and quantitative approaches of the data collection and analysis. The
target population for this study consisted of students in Polangui Community College.
The study targeted 1st years, 2nd year, 3rd year, and 4th year students. These groups
were preferred because they have a direct experienced of the impact from the shift of
online learning. The sample frame included 12 students in Bachelor of Public
Administration, 18 students in Bachelor of Science and Agri-Business, 1 student in
Bachelor of Secondary Education, 6 students in Bachelor of Technical Livelihood
Education.
Stratified sampling was used to sample students while purposive sampling procedure
was used to select the students to be involved in this study. The instruments that were
used for this study were survey questionnaire. The collected data was coded with the
help of Google form. Data was analyzed using descriptive statistics such as frequencies
and percentages and summarized in tables and figures.
Conclusion
The following conclusions are based on the key findings of the study and in line with
the major research questions.
The respondents aged from 18-25 years old are more prone from anxiety and
depression affects his/her holistic health which leads to overthinking negative thoughts
that will make students unproductive and will be prone to a habit of procrastination
affecting the ability to make a good time management.
The researches notices that below 15,000 and above of monthly income was not
chosen and can be verified as one major factor of struggle on financial problem
encountering by the students especially to those students that has no financial support
for studying.
Most of the respondents are having a fatigue of overload information but despite a
schedule of students that only has one(1) class per week the highest result is
unemployed respondents that cannot properly handle a good time management than to
those student who works a full, part time jobs balancing school activities and work.
The researchers also realized that the respondents are all literate on using the
technology and internet but they are having difficulties learning from it with a percentage
of almost 86% of the respondents that online education is not giving sufficient teaching
to students with a poor internet connection too with a percentage of 89.5% students that
agreed.
The researchers also realized that the environment for learning can be also a distraction
if it was not to their comfort zone for example like those low esteemed students that is
not used to socializing and also most of the respondents are not confident to
themselves because of inefficient teaching happened on the online learning because of
the pandemic.
Although the respondent engaged in online education they have now properly and
effectively adopt to obey the school rules in health protocols and even accustomed to
the school rules and regulations of the student handbook and practice self-descipline
again and that the respondents also missed having an interaction at the traditional
classes.
Recommendation
The researchers that recommended that with a hard work and perseverance we can
accomplished anything and that its up to the student on how he/she will handle their
problems whether it will be a problem to studying and even personal problems.
If the students are not being comfortable at their environment, learn to communicate
and talk to classmates and also notify parents of their studying hours and adjust, also if
the respondents are having trouble coping up from their lessons, as a researchers, we
recommend the students to use the internet as a way to improve their knowledge and
not for pleasure, refrain internet from controlling your productivity.
Bibliography
Bao W. Covid -19 and online teaching in higher education: a case study of Peking
University. Hum behav Emerg
Technol. 2020;(2): 113-5
https://doi.org/10.1002/hbe2.191.
Carolyn Chisadza,et al.,Online and face-to-face learing: Evidence from students’
performance during the covid-19 pandemic. (2021)
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8250490/#!po=93.2692
Edweek Research Center., Why Student Engagement is Important in a Post-Covid
World and 5 Strategies to Improve It. (2021)
https://www.learningsciences.com/blog/why-is-student-engagement-important/
EdWeek Research Center. (2021). Data snapshot: What teacher and student morale
looks like right now. Education Week. https://www.edweek.org/leadership/data-
snapshot-what-teacher-and-student-morale-looks-like-right-now/2021/01
Paulines, Galido, Lardizabal, Magboo, Maganda,et Al. (Arellano University Andres B)
New Normal Academic Acquisition: Challenges in Academis Performances of ABM
Students under the New Normal Education (May 6, 2021)
https://www.scribd.com/doc/506717420
APPENDICES
(Letter, Questionnaire, Tabulated Raw Data, Photo Documentation)
Names of the Respondents:
1. Ruby Bataller
2. Rosalinda D. Marilag
3. Kayce D. Cecista
4. Bataller, Ruby
5. Santor, Vince Juan
6. Glaiza f. Bongcalos
7. Dennis
8. Panding
9. Cañeda, Angelica
10. Flora Mae
11. Remelyn Marie Regalado
12. Paula B. Base
13. Ana
14. Garell patriarca palles
15. Tris Boral
16. Rold Bryan Codilana
17. Mylyn Rosales
18. Ma. Catrina Lao
19. Errol lontayao
20. Antonette
21. Chrizel Casiño
22. Mariscel Asinas
23. Marsha Azulis
24. Carlo Samole
25. Hans Roger A. Drio
26. Sandy P. Quintanella
27. James
28. Edmar john
29. Rodz Mariscotes
30. John Andrew De Asis
31. Retumbab, John Carl C.
32. Joescel Marc M. Sabucor
33. France Clifford F. Sagaysay
34. Rosantina, Victor Mari R.
35. Sabaybay Onmar Joshua R.
36. Mark ivan borja
37. Renz Sapo
Curriculum Vitae
Name: Jayla Mae Yap

Birthdate: January 14, 2001
Age: 21
Birthplace: Magurang Polangui, Albay
Civil Status: Single
Nationality: Filipino
Religion: Roman Catholic
Father's Name: Amador S. Bata
Mother's Name: Alfe V. Yap
Educational Background
Elementary: Itaran Elementary School
High School: Polangui General Comprehensive High School
Senior High School: Polangui General Comprehensive High School
Curriculum Vitae
Name: Jesus Dayandante
Birthdate: March 28, 2000
Age: 22
Birthplace: Ligao City
Father: Norberto Pelonio Loza
Mother's Name: Elizabeth Dayandante Loza
Elementary: Ligao West Central Elementary School (B). 2007-2013
Junior High School: Ligao National High School 2013-2017
Senior High School: Ligao Nationa High School 2017-2019
Curriculum Vitae
Name: Tabilog, Ronnie O.
Birthdate: April 6,1990
Age: 32 y/old
Birthplace: Parañaque City
Religion: Catholic
Father's Name:Tabilog, Rolando N.
Mother's Name: Tabilog, Myrna O.
Elementary: San Agustin Elementary school
High School : Deogracia P. Prensesa Memorial High School
Vocational: Computer Servicing System, NCII - 2016
Curriculum Vitae
Name: Nicolle Anne T. Sarte
Birthdate: June 17, 2002
Age: 20
Birthplace: Quezon City
Father's Name: Samson Faldas
Mother's Name: Doris Sarte
Elementary: Polangui Adventist Elem. School
High School: Polangu General Comprehensive High School
Senior High School: Polangu General Comprehensive High School
Curriculum Vitae
Name: Carl Edward Quiding
Age: 20
Birthplace: Ubaliw Polangui Albay
Father's Name: Eduardo R. Quiding
Mother's Name: Ofelia S. Quiding
Elementary: Polangui South Central School
Curriculum Vitae
Name: Bea Lory L. Baldemoro
Birthdate: August 25, 2004
Age: 18
Birthplace: Polangui, Albay
Father's Name: Jan Lory Baldemoro
Mother's Name: Ladita Baldemoro
Elementary: Polangui North Elementary School
Curriculum Vitae
Name: Dogillo Joseph R.
Birthdate: July 19, 1997
Age: 25
Guardian: Salvasion Realubit
Elementary: Polangui South Central Elementary School
Curriculum Vitae
Name: Mary Grace M. Canabe
Age: 19
Father's Name: Edgar Canabe
Mother's Name: Mila Canabe
Elementary: Anopol Elem.
High School: Itaran National High School
Senior High School: Itaran National High School
Curriculum Vitae
Name: John Carl C. Retumban
Birthdate: October 27 2003
Age: 19
Birthplace: Magurang Polangui Albay
Father's Name: Selvestre Allan Retumban
Mother's Name: Amelia Retumban
Elementary: Polangui South Central School
Curriculum Vitae
Name Sarcia Jay V.
Birthdate: February. 22, 2000
Age:22
Birthplace: Polangui Albay,
Religion: Catholic
Father's Name: Sarcia , Mateo Jr.
Mother's Name: Scrcia Ledina V.
Elementary: Pintor Polangu,i Albay
High School: Polangui General comprehensive High School
Senior High: Polangui General comprehensive High School

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REPUBLIC OF THE PHILIPPINES

POLANGUI COMMUNITY COLLEGE

The Negative Impact from the Shift of Online

Learning During the Covid19 Crisis

A Research Presented to the Faculty of

POLANGUI COMMUNITY COLLEGE

In Partial Fulfillment of the Requirements

for the Degree of Bachelor in Public Administration

Jayla Mae Yap

Nicolle Anne T. Sarte

Mary Grace M. Canabe

John Carl G. Retumban

Bea Lory L. Baldemoro

Carl Edward Quiding

Joseph Realubit R. Dogillo

requirements for the degree of Bachelor of Public Administration who is hereby

recommended his oral examination.

Place: Polangui Community College

Date: December 15, 2022

PANEL OF EXAMINERS ACTION TAKEN

MEI R. SASUCA, MPA _______________

MANUEL C. MENDOZA, Ph. D. _______________

ROSALINDA B. BARQUEZ, Ph. D. _______________

O. Tabilog, Jesus Dayandante, Nicolle Anne T. Sarte, Mary Grace M. Canabe,

Administration, is hereby submitted to the thesis committee for consideration.

MEI R. SASUCA, MPA

O. Tabilog, Jesus Dayandante, Nicolle Anne T. Sarte, Mary Grace M. Canabe,

Dogillo in partial fulfillment of the requirements for the Degree of Bachelor of

Public Administration, in partial fulfillment of the requirements for the Degree of

MEI R. SASUCA, MPA

Retumban, Bea Lory L. Baldemoro, Carl Edward Quiding, Joseph R. Dogillo, is

hereby approved in partial fulfillment of the requirements for the

Degree of Public Administration.

MEI R. SASUCA, MPA

BPA Program Head

MANUEL C. MENDOZA, Ph. D.

ROSALINDA B. BARQUEZ, Ph. D

understanding when undertaking our research and writing project.

will keep on trusting you for our future.

it is important for online learners to be self-motivated and well-organized, and for

challenges and opportunities it presents.

We use two complementary differences between learning in person and in virtual

to online learning to the academic performance of Polangui Community College

confidence of the students.

to a habit of procrastination affecting the ability to make a good time management.

confident to themselves because of inefficient teaching happened on the online

learning because of the pandemic.

problems whether it will be a problem to studying and even personal problems.

not for pleasure, refrain internet from controlling your productivity.

COVER PAGE ……………………………………………………………………………..1

RESULT OF ORAL EXAMINATION ……………………………………………….......2

RECOMMENDATION OF THE ORAL DEFENSE………………………………….....3

Statement of the Problem ………………..…………………………………..15

Significance of the Study………………………………….

Definition of Terms …………………………………..……………………….16

REVIEW OF THE LITERATURE AND CONCEPTUAL FRAMEWORK

Review of Related Literature ……………….………………………………..17

Conceptual Framework ……………………………………………………………….20

Research Design ………………………..……………………………………25

Data Gathering ……………….……………………………………………….25

Research Instrument …………………………………………….…………..27

PRESENTATION AND DATA ANALYSIS

Result Findings and Discussion……….…………………………………..29

CONCLUSION AND RECOMMENDATION