For Bookbind Chapter 1 5 - Final Revision January 30 2023

Students’ Perceptions in Learning During the Three Transitional
Phases – Pre-Pandemic, Pandemic, and New Normal
An Undergraduate Thesis
Presented to the Education Department
Faculty of the Bicol University Tabaco
Tabaco City
In Partial Fulfillment of the requirements for the course

SCI ED 21: RESEARCH IN SCIENCE II
RUBIE JOY BARIAS

RIZZA BROSA
CLARISE CAÑA
IRICA MAE CIERVO
CZARINE KAY PAMA
August 2023
Abstract
The emergence of the Covid-19 pandemic necessitated a rapid shift in educational
approaches, prompting the adoption of computer-based learning in the Philippines. While
previous studies have explored students’ perceptions during the COVID-19 pandemic, no
study has specifically focused on the three transitional phases. This research study aimed
to investigate students’ perceptions of their learning experience across three transitional
phases of learning approaches: pre-pandemic (traditional), pandemic (online), and new
normal (blended) at Bicol University Tabaco (BUT). The sample consisted of 84
respondents, determined using Slovin’s formula. Statistical tools, including frequency
distribution, Kruskal-Wallis, and post-hoc analysis, were utilized to compare the face-to-
face, online, and blended learning groups and explore students’ learning perceptions
irrespective of the course delivery method and online environment. The findings revealed
that students perceived face-to-face learning more favorably in terms of content quality,
accessibility, and flexibility. However, some students expressed high comfort levels with
online and blended learning due to the opportunities they provided for innovation through
computer-based technology. There were no significant differences in accessibility and
flexibility among the departments for all three learning approaches. The study also
highlighted the challenges faced by students during different transitional phases, such as
unstable internet connectivity during online learning and physical distractions in blended
learning. These results offer valuable insights for educational institutions, teachers, and
learners, informing the development of strategies to enhance instruction and improve
learning styles during various learning phases. The study’s outcomes contribute to the
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existing body of knowledge on effective instructional approaches and hold implications
for educators and students alike, fostering collaboration in optimizing the learning
experience. The research highlights the need for strategies to enhance instruction and
improve learning styles during various transitional phases, addressing content quality
variations and improving accessibility and flexibility in online and blended learning.
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Republic of the Philippines
BICOL UNIVERSITY TABACO CAMPUS
Education Department
Tayhi, Tabaco City
RECOMMENDATION FOR ORAL EXAMINATION
This undergraduate thesis entitled, “STUDENTS’ PERCEPTIONS IN

LEARNING DURING THE THREE TRANSISTIONAL PHASES-PRE-
PANDEMIC, PANDEMIC AND NEW-NORMAL” was prepared and submitted by
Rubie Joy Barias, Rizza Brosa, Clarise Caña, Irica Mae Ciervo, and Czarine Kay
Pama in partial fulfillment of the requirements for the degree of Bachelor of Secondary
Education major in Science, is hereby submitted to the committee for consideration and
approval.
July 23, 2023
ALEX P. CAMAYA, PhD

Adviser
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Dedication
We, the researchers, dedicate this research paper to all the individuals who have
been our guiding lights throughout this journey.
To our dear parents, for their unwavering love, support, and encouragement. Your
belief in us has been the driving force behind our pursuit of knowledge and excellence.
Accomplishing this would hopefully make you proud of us as much as we are proud of
having you as our parents.
To our mentors and advisors, whose expertise and guidance have shaped our
intellectual growth and inspired us to explore new horizons in research. Your
immeasurable knowledge has contributed a lot to make this research successful.
To our friends and colleagues, for their camaraderie, understanding, and the
occasional moments of respite that kept us going during the challenging times.
To all the researchers whose work laid the foundation for this study, and whose
dedication to advancing knowledge continues to motivate us to contribute to the scientific
community.
And lastly, to the subjects and participants who took part in this research. Your
willingness to share your time and insights made this study possible, and we hope that the
findings of this work contribute positively to the greater understanding of the subject
matter.
This research paper is a tribute to all of you, for you have been the pillars of our
journey, and without your support, this endeavor would not have been possible.
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Acknowledgement
The researchers would like to express their deepest gratitude and appreciation to
the following person and group of people who have supported and contributed to the
successful completion of this research paper. Without their invaluable assistance,
dedication, and encouragement, this endeavor would not have been possible.
Primarily, we recognize the guiding hand of the Almighty God, who has bestowed
upon us the wisdom, strength, and perseverance needed to overcome challenges and
obstacles along this scholarly path. It is through God's grace that we have been blessed
with the opportunity to embark on this intellectual journey.
Also, we extend our deepest appreciation to our esteemed adviser, professor,
chairman and member of the panelist namely Alex P. Camaya, Skorzeny De Jesus,
Antonino Mendoza, Renan U. Bobiles and Jose Michael B. Apan., that gives their
knowledge, wisdom, effort, and time on this paper. Their guidance and mentorship have
been instrumental throughout this research journey. Their expertise, constructive
feedback, past experiences, and unwavering support have truly enriched this paper.
We are also immensely grateful to the faculty members of the Education
Department, headed by Sir Domingo Bognalbal whose vast knowledge and academic
insights have been a constant source of inspiration. Their commitment to fostering a
nurturing academic environment has been instrumental in shaping the quality of this
paper.
Additionally, we are humbly grateful to the Dean of Bicol University Tabaco
Ma’am Maria Gisella N. Mortega, PhD, who gave us support, guidance, and approval in
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conducting this research paper. Thank you so much ma’am for letting us work on our
comfort zone and be able to face our fear without hesitation. Your trust and patience
make us eager to finish and continue to strive for our goals.
To the people that helps us to have the list of students in getting the numbers of
respondents, we are immensely grateful to give a sincere gratitude, especially the Bicol
University Tabaco Registrar headed by Ma’am Welhelmina Henson and Ma’am Daphne
Balin. Thank you so much for helping us and lending your hands with our research paper.
We cannot finish this thesis without you.
We would like to extend our thanks to our fellow researchers and colleagues who
have provided valuable insights and engaging discussions, which significantly
contributed to the development of our ideas and improved the overall coherence of this
research.
Furthermore, we wish to acknowledge the assistance and cooperation received
from various individuals, especially the 4th year students at Bicol University Tabaco and
some of the organizations that help us during the data collection and analysis phase. Their
willingness to share their expertise and resources has been essential in obtaining reliable
and relevant research findings.
Our deepest appreciation goes out to our family and friends for their unwavering
support, understanding, and motivation throughout this academic pursuit. Their love and
encouragement have been the driving force behind our perseverance.
Lastly, we would like to express our gratitude to the countless researchers,
scholars, research assistants, and pioneers of Bicol University Tabaco whose seminal
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works laid the foundation for our research. Their contributions have shaped the field and
have been indispensable in guiding and making our research paper.
TABLE OF CONTENTS
CONTENT PAGE
TITLE PAGE i
ABSTRACT ii
RECOMMENDATION FOR ORAL EXAMINATION iv
EDITOR’S CERTIFICATION v
APPROVAL SHEET vi
RESULT OF ORAL EXAMINATION vii
DEDICATION viii
ACKNOWLEDGEMENT ix
TABLE OF CONTENTS xi
CHAPTERS
I. THE PROBLEM
Introduction 1
Objectives 3
Hypothesis 4
Scope and Delimitation 4
Significance of the Study 5
Definition of Terms 8
II. REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature 11
Related Studies 22
Synthesis of the State-of-the Art 27
Gap Bridged by the Study 28
Theoretical Framework 28
Conceptual Framework 31
III. RESEARCH DESIGN AND METHODOLOGY
Research Design 36
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Sources of Data 37
Respondents 37
Research Instrument 38
Data Gathering Procedures 41
Statistical Tools 43
IV. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
Results 44
Demographic Profile of the Respondents 44
GEC Courses 46
Evaluation of Students’ Perceptions on Content 48
Quality during Pre-Pandemic, Pandemic, and New Normal
Students’ Perceptions on Content Quality during Pre-Pandemic 49

Students’ Perceptions on Content Quality during Pandemic 55
Students’ Perceptions on Content Quality during New Normal 61
Evaluation of Students’ Perceptions on Accessibility 67
During Pre-Pandemic, Pandemic and New Normal
Evaluation of Students’ Perceptions on Flexibility 70

Post-Hoc Analysis on Students’ Perceptions on Content 75

Quality during the Three Transitional Phases
Post-Hoc Analysis on Students’ Perceptions on 77

Accessibility during the Three Transitional Phases
Post-Hoc Analysis on Students’ Perceptions on Flexibility 79

During the Three Transitional Phases
Students’ Problems in Learning 80

Discussion 84
Content Quality: Students’ Perceptions during 85

the Pre-Pandemic (Traditional) Learning Approach
Content Quality: Students’ Perceptions during the 86

Pandemic (Online) Learning Approach
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Content Quality: Students’ Perceptions during 87
the New Normal (Blended) Learning Approach
Accessibility: Students’ Perceptions during the 89

Pre-Pandemic (Traditional) Learning Approach


New Normal (Blended) Learning Approach
Flexibility: Students’ Perceptions during the 92

Pre-Pandemic (Traditional) Learning Approach


New Normal (Blended) Learning Approach
Students’ Problems during the Traditional (Face-to-face) 95

Learning Approach
Students’ Problems during the Online Learning Approach 97
Students’ Problems during the Blended Learning Approach 99
V. SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Summary 102
Findings 103
Conclusions 104
Recommendations 105
References 108
Appendices 114
Curriculum Vitae 122
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LIST OF TABLES
TABLE PAGE
1. Target Respondents 38
2.0. Rating Scale and Interval in Content Quality 40
2.1. Rating Scale and Interval in Accessibility 40
2.2. Rating Scale and Interval in Flexibility 40
3. Distribution of Selected Demographic Characteristics 44
of Respondents in Bicol University – Tabaco
4.0. GEC Courses Taken during the Three Transitional Phases 46

4.6.1 Students' Perceptions on Content Quality during Pre-Pandemic, 76
Pandemic, and New Normal
4.7.1 Students' Perceptions on Accessibility during Pre-Pandemic, 77

4.8.1 Students' Perceptions on Flexibility during Pre-Pandemic, Pandemic, 79

and New Normal
4.9.1 Students’ Problems in Learning during the Pre-Pandemic 80
4.9.2. Students' Problems in Learning during the Pandemic 82
4.9.3. Students’ Problems in Learning during the New Normal 83
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LIST OF FIGURES
FIGURE PAGE
1. Theoretical Paradigm 31
2. Conceptual Paradigm 34
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LIST OF GRAPHS
GRAPH PAGE
1.1. Students’ Perceptions on Clarity of Class Objectives during the 49
Pre-Pandemic
1.2. Students’ Perceptions on the Alignment of Content with the 50

Learning Outcome during the Pre-Pandemic
1.3. Students’ Perceptions on the Content’s Provision of Broad 51

Understanding during the Pre-Pandemic
1.4. Students’ Perceptions on the Relevance of Course Content to 52

Students during the Pre-Pandemic
1.5. Students’ Perceptions on the Content’s Provision of Appropriate 53

Assessments during the Pre-Pandemic
1.6 Students’ Perceptions on the Content’s Interaction Encouragement 54

during the Pre-Pandemic
2.1 Students’ Perceptions on Clarity of Class Objectives during the Pandemic 55
2.2. Students’ Perceptions on the Alignment of Content with the Learning 56

Outcome during the Pandemic

Understanding during the Pandemic
2.4. Students’ Perceptions on the Relevance of Course Content to Students 58

during the Pandemic

Assessments during the Pandemic
2.6. Students’ Perceptions on the Content’s Interaction Encouragement 60

during the Pandemic
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3.1. Students’ Perceptions on Clarity of Class Objectives during the 61
New Normal
3.2. Students’ Perceptions on the Alignment of Content with the Learning 62

Outcome during the New Normal

Understanding during the New Normal
3.4. Students’ Perceptions on the Relevance of Course Content to Students 64

during the New Normal

Assessments during the New Normal
3.6. Students’ Perceptions on the Content’s Interaction Encouragement 66

4.1. Students’ Perceptions on Accessibility during the Pre-Pandemic 67
4.2. Students’ Perceptions on Accessibility during the Pandemic 68
4.3. Students’ Perceptions on Accessibility during the Pre-Pandemic 69
5.1. Students’ Perceptions on Flexibility during the Pre-Pandemic 72
5.2. Students’ Perceptions on Flexibility during the Pandemic 73
5.3. Students’ Perceptions on Flexibility during the New Normal 74
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CHAPTER 1
THE PROBLEM
Introduction
The traditional mode of learning has been the pioneering classroom setup over the
past decades, where the teaching-learning process is established through face-to-face
interaction. Discussions and learning take place in the four corners of the classroom,
making students more engaged and active in class because they see their teacher
discussing life in front of them. This traditional classroom setup, however, has been
called into question by an unprecedented event that has alarmed states all over the world.
The spread of Covid-19 disease to various states prompted the World Health
Organization (WHO) to declare a global pandemic (WHO, 2020). This was followed by
the Philippines declaring a state of calamity under Presidential Proclamation No. 929, s.
2020. The Philippine Government declared the start of Enhanced Community Quarantine
in March 2020, prohibiting institutions from conducting face-to-face classes. This gave
rise to a new learning modality known as distance learning, in which students and
teachers must meet virtually. The abrupt transition to online learning has been stressful
for instructors, professors, and, most importantly, students who prefer in-person
instruction. Online learning is frequently stigmatized as a weaker option that provides a
lower quality education than in-person face-to-face learning (Hodges et al., 2020).
Indeed, a fully online course that lacks active learning activities such as peer interaction
will feel more like an interactive book than a classroom (Sutterlin, 2018). The lockdown
caused by the emergence of the Covid-19 pandemic appears to have had a severe impact
on the learning of higher education students, as they were in the middle of their
semesters, and this lockdown imposed on them led to a shift in their learning methods.
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These students were unable to learn one on one with their educators, as the pandemic
initiated an immediate and complete closedown of all educational institutions in the
country. The transition from traditional classroom learning to computer-based learning
became one of the most significant academic alternatives that students had to deal with.
Students have undergone a virtual mode of learning for almost two years where
purely virtual discussion and online submission of activities and performances were made
to continue education in the country. After two years of the pandemic, there is a sudden
shift in the educational approach in the Philippines — distance learning now becomes
blended learning or the combination of onsite classes and virtual learning since we are
now living in the “new normal.” In this new normal educational approach, the institutions
are allowed to conduct limited onsite classes to primary, secondary, and tertiary
institutions only if they are ready to conduct in-person classes and if their schools and
campuses adhere to the minimum health protocols set by the government. In this sudden
transition of phases in the educational approach, students are expected to have different
perceptions about this as they will interact with a new normal classroom setup.
Therefore, this paper ascertains and analyzes students’ perceptions in a higher
education institution of Bicol University Tabaco (BUT) and compares the difference in
the perceptions of the 4th year students in Pre-Pandemic, Pandemic, and New Normal
approach of education using the software applications for descriptive and analytical
statistics, i.e., medium, minimum, maximum, and correlation. This study was conducted
to better understand students' perceptions of the three transitional phases of the
educational approach: The Pre-Pandemic, Pandemic, and New Normal associated with
the Covid-19 problem at higher education institutions inflicting a problem for fourth-year
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students in the school year 2022-2023. The purpose of this study is to investigate the
students' problems with their learning process during the three transitional learning
approaches. And to ascertain the effects of the three transitional phases of the educational
approach implemented by Bicol University Tabaco. The result of this paper will confirm
if there exists a statistically significant difference in the students' perceptions towards the
pre-pandemic and new normal learning methods, which indicates that students have a
higher perception of the pre-pandemic learning, which is traditional learning, than that of
the new normal learning which is web-assisted learning. Thus, this research contributed
to a better understanding of the country's three educational approach transitions.
Objectives
This study aims to evaluate the students’ perceptions on the three transitional
phases of the educational approach for the 4 th year students at Bicol University Tabaco.
Specifically, this study is designed to determine the perceptions of the student’s key
informants in terms of:
1. The content quality of the GEC courses during the pre-pandemic, pandemic, and
new normal learning approaches. Here are specific competencies and/or standards
that will serve as a guide in evaluating the content quality:
a) Clarity of class objectives.
b) Content is aligned with the learning outcome.
c) Content provides broad understanding to students.
d) Relevance of course content to students.
e) The content provides appropriate assessments.
f) Course content encourages interaction.

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2. Accessibility of resource materials provided to them during these three
transitional learning approaches.
3. Flexibility they used to adapt to these three transitions of educational approaches.
4. Students’ problems with their learning process during the normal, pandemic, and
new normal phases of the educational approaches.
Hypothesis
The following hypothesis was formulated to fulfill the research objectives:
The students’ perceptions of learning the GEC subjects were affected by the three
transitional phases of learning approaches, the pre-pandemic, pandemic, and new normal.
Scope and Delimitation
The general intent of this study is to determine the students' perceptions regarding
the content quality and standards, accessibility of the resource materials, and flexibility in
adapting to the General Education Course (GEC) with three (3) units which is the subject
of study, during the three transitional phases of the educational approach of Bicol
University Tabaco. Bicol University Tabaco is the chosen area of this study because the
students attending this university is diverse. Meaning, every student is unique in terms of
demographic profiles, social status, skills, capabilities, and perspectives. Hence, the
researchers have chosen this university as the setting of the study because the students are
suitable for the purpose of the study. The researchers have tracked back the various years
and semesters of these three approaches as they carry out their research. In tertiary
education, the pre-pandemic began in 2019, which is the first semester of the academic
year; the pandemic began in 2020, which is the second semester of the academic year;
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and the New Normal began in 2022, which is the first semester of the academic year.
Fourth-year students from the six department courses are the study's target respondents
(Education, Entrepreneurship, Food Technology, Fisheries, Nursing, and Social Work).
Only 10% of 536 fourth-year students were selected by the researchers to participate in
the study. Additionally, this study yearns to identify the students' problems with their
learning process as to how they acquire knowledge amidst the Covid-19 pandemic. This
study was conducted with limited financial resources and a time framework.
Significance of the Study

This study holds significant importance for various stakeholders, including
students, educators, parents, policymakers, institutions, and society. Here are some
significances of the study for these individuals:
 Students: The study provides a platform for students to express their perceptions and
experiences during different educational phases. It gives them a voice and allows
their opinions and concerns to be heard. The findings can validate their experiences,
help them feel understood, and contribute to improving their overall learning journey.
 Educators: Understanding students' perceptions during these transitional phases
enables educators to better support their students. The study can provide insights into
the challenges faced by students, their preferred learning methods, and the strategies
that help them succeed. This knowledge can guide educators in designing more
effective teaching methods and adapting their approaches to meet the needs of
students in distinct phases.
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 Parents: Parents play a crucial role in their children's education. The study can help
parents gain insights into their child's experiences during different educational phases.
Understanding their child's perceptions can enable parents to provide appropriate
support, communicate effectively with educators, and assist their child in navigating
these transitions.
 Policymakers: The study's findings can inform policymakers in developing evidence-
based policies and guidelines that address the specific needs and challenges of
students during transitional phases. It can guide the allocation of resources and the
implementation of supportive measures to ensure a smooth and successful transition
for students at a broader level.
 Institutions: The study can guide educational institutions in designing curricula,
pedagogy, and support systems that effectively cater to students' needs during each
transitional phase. Institutions can use the findings to implement targeted
interventions, enhance student engagement, and create a positive learning
environment that fosters successful transitions.
 Society: The study's findings have broader implications for society. Education plays a
crucial role in shaping individuals and societies, and understanding students'
perceptions during transitional phases contributes to a more effective and responsive
education system. By acknowledging and addressing the challenges faced by
students, society can work towards fostering resilient and adaptable learners who are
better prepared to navigate future transitions.
 Student Researchers: As student researchers conducting this study, they can gain
hands-on experience in the research process. They can develop essential research
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skills such as designing surveys or interviews, collecting, and analyzing data, and
interpreting findings. This study allows them to apply theoretical concepts learned in
their academic courses to a real-world context, enhancing their understanding of the
subject matter and research methodologies. It also provides them with a platform to
contribute to the academic community.
 Future Researchers: The findings and methodology of this study serve as a valuable
resource for future researchers who may be interested in exploring related topics or
expanding upon the existing research. Future researchers can build upon the insights
gained from this study and delve deeper into the complexities of students' perceptions
during transitional phases. The study provides a foundation for generating new
research questions, exploring different methodologies, and investigating other
variables that may influence students' experiences. Future researchers can benefit
from the knowledge and lessons learned from this study, contributing to the
advancement of research in this field.
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Definition of Terms
 Blending learning
Theoretical: is an educational strategy that combines conventional education with
online learning.
Operational: a combination of face-to-face and online learning under the new normal
education system.
 Covid-19
Theoretical: an acute disease in humans caused by a coronavirus, which is
characterized by fever and cough, capable of progressing to severe symptoms and, in
some cases, death, especially in older people and those with underlying health
conditions.
Operational: a disease that caused massive lockdowns in every country, which caused
the sudden closure of schools and altered the mode of learning of every academic
institution.
 Distance learning
Theoretical: is the education of students who may not always be physically present at
a school or where the learner and the teacher are separated in time and distance.
Operational: a setting wherein teachers and students are required to meet virtually.
 Learning method
Theoretical: are any activities deliberately undertaken or resources provided to help
the learning process at the individual, team, or organizational level.
Operational: these are the methods adopted by the students in their learning process
during the transitional phases of the educational approach in Bicol University Tabaco.
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 Lockdown
Theoretical: a state or period in which movement within or access to an area is
restricted in the interests of public safety or health.
Operational: A state or period where all academic institutions are closed to prevent
the spread of the virus and to secure the safety of all the students and teachers.
 New Normal
Theoretical: a previously unfamiliar or atypical situation that has become standard,
usual, or expected.
Operational: backdated to the first semester of the academic year in 2022, when
instructors and students are permitted to resume face-to-face instruction while
observing the minimal health standards established by the government.
 Pandemic
Theoretical: a widespread occurrence of an infectious disease over the whole country
or the world at a particular time.
Operational: in 2020, the second semester of the academic year, the period when
institutions had to conduct online classes to avoid the spread of the virus.
 Perception
Theoretical: the state of being or process of becoming aware of something through
the senses.
Operational: perspectives of the students towards the normal, pandemic, and new
normal learning approach and how it affects their academic performances.
 Pre-pandemic
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Theoretical: refers to the time extending from August 2019 to the beginning of March
2020.
Operational: in 2019, the second semester of the academic year, when schools and
institutions conduct traditional face-to-face classes.
 Traditional Classroom
Theoretical: involves a standard curriculum delivered by a teacher in-person.
Operational: a place where teachers and students conduct onsite academic activities.
 Traditional Learning
Theoretical: a setting where a teacher communicates with a group of students in a
typical brick-and-mortar classroom setup.
Operational: the pioneering classroom setup where the teaching-learning process is
established through face-to-face interaction.
 Transitional Phase
Theoretical: one in which things are changing from one state to another.
Operational: The three sudden shifts of phases of the educational approach in Bicol
University Tabaco namely - Normal, Pandemic, and New Normal
 Web-assisted Learning
Theoretical: A term for classes with some online component but for which the Web
does not play a significant role in assessment or contact time.
Operational: The mode of learning adopted by all the institutions to continue learning
despite the Covid-19 pandemic.
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CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter furnishes the discussion of related literature and studies analyzed as
the preparation of this research that duly supports the conceptualization of the current
study. It also includes the synthesis of state-of-the-art; gap bridged by the study,
theoretical framework, and conceptual framework. The theoretical and conceptual
framework with its respective paradigm is likewise shown to help readers identify the
different variables significant to the study.
Related Literature
The following literature was important in supporting the current study and
acquiring thoughts on the given problem that needed to be solved according to the
research problem. Additionally, various literature was reviewed to find relevance to the
current study with those who considered their authorities in their fields.
Local
The learning delivery system is a problem that must be addressed as we work to
combat the pandemic considering the existing state of society because of the existence of
the Covid-19 pandemic, which impacts not only the Philippines but all the other countries
in the world.
European Journal of Interactive Multimedia and Education (2020) stated that e-
Learning has been gradually included in the Philippine educational system as a medium
of instruction, however, there have been issues with its implementation, particularly in
mathematics classes. When converting from classroom training to online learning, there
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are 5 things to think about: Jumping the Gun, Replicating Classroom Training,
Assessment and Feedback, Cost Savings, and Virtual Location and Access (Harris,
2017). The results of a survey given to 342 senior high school students from various
strands at STI College Global City showed that the students’ socioeconomic status, the
quality of their internet connection, and the devices they own don’t have an impact on
how effective blended, distance, electronic, and virtual (BDEV) learning is perceived by
them. Despite having varying levels of mathematical proficiency and regardless of their
personal electronic devices, internet connection quality, or method of connecting to the
internet, most students believed they could participate in online or distance learning and
seeing that it was equivalent to learning in a traditional classroom. In addition, students
claimed that they learn more when watching video lectures, however, teacher approval is
still a valuable tool for building confidence in the knowledge gained through videos.
Furthermore, students’ perceptions of their ability to attend online lectures, watch video
lectures, and fulfill requirements online are not affected by socioeconomic status. Their
position in life does not affect their view or perception of their ability to conduct distance
education. Students at STI College Global City Senior High School demonstrate a desire
to transform the delivery of learning. Most students agreed that they could use the e-
learning materials to study the math class. This is backed by excellent reviews on eLMS
usage and effectiveness, considering most of them are constantly browsing the web.
Respondents are exposed to learning management systems, so their perceived ability to
take online courses indicates their willingness to adopt the BDEV learning style of
instruction. Despite poor internet connection quality, device types, and methods of
connecting to the internet, most students still consider BDEV learning possible and
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viable. Exposure to learning management systems has been shown to positively influence
perceptions of BDEV learning.
Nuñez, et. al., (2022), stated that the virus had a significant impact on the
education system, closing its doors to all students worldwide. And now, after being
closed for more than two years, schools are slowly reopening with different health
policies to accommodate returning students. Consequently, the review intends to know
the viewpoint of Filipino understudies from the three significant island gatherings of the
Philippines about returning to typical tutoring following two years of doing on the
web/distance learning. The researchers analyzed the numerical data using descriptive
statistics. The researchers also used thematic analysis (Javadi & Zarea, 2016) to collect
qualitative data on Filipino students’ opinions regarding returning to traditional brick-
and-mortar education using the form that contained three open-ended questions. The
result of the study revealed that, the majority of the three groups of respondents preferred
returning to normal instruction, and each question in the survey had recurring themes
about their impressions and opinions of returning to normal instruction, and these were
the responses to teachers’ and infrastructure’s teaching such as understanding the
guidance under related concerns. On the other hand, there are the following issues
regarding the awareness of students who continue online/distance learning: fear of
contracting the virus, finding suitable facilities in established learning environments,
shared family responsibilities, and socioeconomic concerns. Those who prefer hybrid
instruction understand the flexibility of modes that allow them to attend online and
school in a variety of situations, such as weather conditions, family commitments, and the
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need for hands-on activities, but respondents show the feelings of the majority and the
desire of students to return to regular classes as soon as possible.
Pingol (2022) expressed that distance learning includes individualized guidance
that permits students to utilize Self-Learning Modules (SLMs) on paper or advanced
design, whichever is relevant with regards to the student, and other learning assets like
student’s materials, course readings, movement sheets, concentrate on guides, and other
review materials. On the other hand, in Online Distance Learning, the instructor serves as
a facilitator, encouraging students to actively participate by utilizing a variety of online
technologies. In light of the Covid-19 pandemic, the study presents the preferences and
perceptions of students regarding distance education. It employs a descriptive
quantitative design, which is also the design of the current study’s research. The
University of Makati’s senior high school department’s students in grades 11 and 12 are
the study’s intended respondents. Because all the students in the study were enrolled in a
distance learning format and the researcher had easy access to the intended respondents,
the study used a convenient sampling method. This contrasts with the current study’s
sampling strategy, which employed the fishbowl method to identify the target
respondents and used simple random sampling. To gather information that is relevant to
the goals of the study, a survey questionnaire was created. Students’ perceptions and
insights regarding teacher-student interaction, feedback, and access to learning materials
considering the global health crisis are in line with their previously identified preferences
for distance education. The study also found that students’ lack of access to technology
and the internet has been a major source of concern. However, despite the physical
distance between them and this additional stressor, students still value constant
14
communication with their teachers and peers. As a result, the author suggests making
necessary adjustments to lesson delivery, assessment performance, the feedback system,
and other teacher and learning experiences to better meet the needs and capabilities of
students. Since only a few studies of this kind have been conducted at this educational
level, it is also suggested that other researchers carry out a study that is comparable to
this one, particularly about the method of providing online distance learning in primary
education (K-12).
According to Gafoor and Kurukkan (2015), Nabayra (2022) demonstrated that
most students regarded mathematics as a challenging subject prior to the pandemic due to
the adverse teaching style, difficulty comprehending the subject, and difficulty
memorizing its equations and methods of problem solving. The study by Ariyanti and
Santoso (2021) found that the average student’s positive reaction to mathematics before
and after online learning was higher during the pandemic. As a result, the study looked at
the subjects in Mathematics in the Modern World (MMW) that freshmen college students
at a state university in the Philippines had the least knowledge of and investigated how
they perceived mathematics education as the new normal during the pandemic. The
purpose of this study was to describe the students’ perceptions of mathematics learning in
the new normal and to identify the MMW topics that were least mastered. In addition, the
research was carried out at a state university in the Western Visayas region of the
Philippines. 77 first-year college students from three intact groups were selected at
random using cluster sampling. Additionally, a 24-student group participated in an
asynchronous Focus Group Discussion (FGD) via the Facebook Social Learning group to
discuss their perceptions of the new normal for mathematics education. To guarantee the
15
anonymity and confidentiality of the identities of the students, pseudonyms were used in
the qualitative data discussion. The instruments used in the study were asynchronous
FGD and researcher-created tests in Mathematics in the Modern World. Quantitative data
were also analyzed and interpreted using descriptive statistics like frequency count,
percentage, and bar graphs. The qualitative data were analyzed using thematic analysis.
The discoveries of the review featured that the most un-dominated points were on the
ideas of measurements, rationale, and critical thinking which check out since these
subjects were remembered for the last option parts of the fundamental training
educational program in the Philippines in the Middle School level. This merely
demonstrates that freshmen students continue to have issues with their conceptual
comprehension of these mathematics concepts as they enter the university system. In
addition, the expectations, and perspectives of typical students at a rural state university,
who perceived new normal learning as difficult, were exemplified by the freshmen
students’ perceptions of mathematics instruction in the new normal. As uncovered by
their reactions, this perspective was affected by their past bad encounters of arithmetic
learning in the pre-pandemic time and their nervousness and anxiety toward the subject.
Nevertheless, despite the difficulties posed by the Covid-19 pandemic, the eagerness to
learn, excitement, and positive attitude toward mathematics never diminished. Despite
the limitations imposed by the pandemic, the students still have hope that the new normal
will provide them with a meaningful mathematics education that will simplify the subject
through a variety of engaging activities. As a result, teachers in Philippine higher
education institutions who are responsible for MMW may use the least-mastered topics as
16
inspiration to devise strategies for making these concepts more comprehensive and
simpler to comprehend for new students.
The inclusion of alternative learning methods in a new normal classroom setting
has emerged as a common topic of discussion in the education sector, according to the
literature published in the International Journal of Theory and Application in Elementary
and Secondary School Education. As a result, the study’s objective was to investigate
students’ perceptions of the use of alternative learning modalities in the new normal
classroom setting of General Chemistry and to determine which of the two methods,
synchronous or asynchronous, students regarded as the more convenient medium for the
delivery of instruction. The members were haphazardly chosen in which 317 Grade 12
understudies in Exceptional Wellbeing Sciences Originate from a confidential clinical
establishment arranged in a metropolitan area of Cavite in the Philippines. The use of
synchronous and asynchronous learning modalities was compared using a dependent
sample t-test. The students’ conceptual comprehension was evaluated using summative
assessments administered in both synchronous and asynchronous modes. The students’
evaluations of the various aspects of distance learning, particularly the asynchronous
teaching method that was associated with improved performance on the asynchronous
assessment, were presented using descriptive statistics and thematic analysis as well.
According to the assessment that was carried out to gauge conceptual understanding
within the context of General Chemistry, the study revealed that students performed
better when using an asynchronous method than when using a synchronous one. The
study also found that while the synchronous method makes it easier to create immediacy,
the asynchronous method is more convenient, flexible, interactive, and collaborative
17
because it uses discussion boards and new teaching methods. According to their
responses, each approach has distinct advantages and disadvantages for learning. During
a pandemic and community lockdown, on the other hand, these alternative methods are
undeniably useful additions to traditional classes. It positively enhanced pedagogical
instructions and students’ conceptual understanding by incorporating additional
interactive technology-based applications that make virtual learning more meaningful and
valuable.
Learning continues in the comfort of everyone’s home and is effectively managed
through the utilization of alternative learning modalities, despite the distance and time
between teachers and students. It has been suggested that the ideal environment for
distance learning might be created by combining the best practices of synchronous and
asynchronous methods.
Foreign
Amidst the pandemic, a lot of students suffer anxiety, stress, and poor academic
performance. Technical support is crucial in distance learning, wherein it prevents the
students and even the teacher from being anxious and frustrated. Mobile devices and the
internet provide an uncomplicated way for students to study in e-learning and distance
learning environment. Online learning provides effective methods of communication for
both teachers and students. However, it depends on the feedback that students and
teachers provide. Teachers and students need to train to use available technologies
effectively (Gurajena, 2020).
Focusing on understanding Agricultural Student's perception and preference
towards online learning through an online survey, 70% of the respondents were ready to
18
opt for online learning and preferred to use smartphones. Students preferred recorded
classes rather than live classes. The recorded class could help students improve
themselves, and the effectiveness of learning is also imparting to them. Most of the
students had a positive attitude toward online classes since they provide flexibility and
convenience for the learners (T. Muthprasad, 2021).
Allen and Seaman (2014) to explore students' attitudes towards content quality in
traditional classrooms. The study utilizes a quantitative approach with a survey
questionnaire as the primary data collection method. The questionnaire measures
students' perceptions of clarity, relevance, comprehensiveness, and overall satisfaction
with the content provided. Participants include a diverse sample of students from various
disciplines and institutions, selected through purposive sampling. Data analysis involves
descriptive and inferential statistics using statistical software. The study aims to
contribute to knowledge about students' perceptions and provide insights for improving
instructional practices in face-to-face learning environments.
Means et al. (2013) conducted a meta-analysis on online learning effectiveness,
using a systematic approach to select relevant studies. The analysis included diverse
participants from K-12, higher education, and professional development, covering
various online learning environments. Data collection involved self-reports, surveys, and
qualitative feedback. The analysis revealed that students generally had positive
perceptions of content quality in online learning. This consistent finding supports the
notion that online learning provides valuable and engaging content, contributing to
positive learning experiences.
19
A review by Graham (2013) explored the benefits and challenges of blended
learning. This study examines the impact of blended learning on student perceptions of
content quality. Using a pre- and post-test approach, 100 undergraduate students
participated in a blended learning course that combined face-to-face instruction and
online activities. Results indicate positive perceptions of content quality with a moderate
effect size. These findings suggest that blended learning significantly influences how
students perceive the quality of content in their learning experiences. Educators and
institutions considering blended learning can expect benefits in terms of content quality
and student satisfaction. Further research should explore additional dimensions of student
perceptions and underlying factors contributing to the effects of blended learning.
In a 2005 study by Pascarella and Terenzini, student perceptions of accessibility
during face-to-face learning in traditional environments were examined. A mixed-
methods approach was used, involving surveys and interviews with students from various
educational settings. The findings revealed that students generally perceived accessibility
as very easy, which aligned with the data collected and analyzed quantitatively and
qualitatively.
Chiu et al. (2017) investigated students' perceptions of accessibility in online
learning. They used a quantitative survey-based approach with 500 undergraduate and
graduate students from diverse educational backgrounds. The researchers found that
students generally perceived accessibility as neutral, aligning with the conclusions drawn
from the data.
Garrison and Vaughan (2008) conducted a study to investigate students'
perceptions of accessibility in blended learning environments. The researchers employed
20
a quantitative research methodology, utilizing a survey questionnaire to collect data from
students enrolled in blended learning courses. The study aimed to understand how
students perceive the ease of accessing educational materials and resources in this
context. The findings suggest that students generally perceive accessibility in this context
as somewhat easy, aligning with their subjective perceptions.
From the aim to know the undergraduate student's perception of online learning
during the transition period from face-to-face to online learning in the Physics context,
most undergraduate students have sufficient facilities for online learning and have a
positive attitude towards digital technology literacy. However, the majority of them have
difficulty accessing fast internet connectivity, and they like a combination of online and
offline media learning. Hence, they do not like fully online learning. Therefore, teachers
should support students in online learning by providing appropriate physics learning
material and media for better online learning and literacy technology for the new normal
era (Surahman and Sujarwanto, 2020)
Online education turns into a tool for social isolation and outbreak control. Online
education offers helpful learning resources and 24/7 access to educational platforms at
the student's convenience. Anywhere and at any time, it also provides flexibility.
Additionally, it offers free questions and answers to students as well as commentary on
the subject matter of the assigned courses (Rosell, 2020, as cited by Almahasees et al.)
Not all students respond positively to the implementation of online learning.
Today, most colleges and universities still face virtual learning difficulties (Talidong &
Toquero, 2020, as cited by Harefa et al., 2021).
21
In online classes, students interact differently (Dumford & Miller, 2018). Due to
the perceived lack of interaction in online classes, some students prefer in-person or face-
to-face learning (Tichavsky, Hunt, Driscoll, & Jicha, 2018, as cited by Walker et al.,
2021). Meaningful interactions can help students feel more engaged in online classes
when there is a physical presence (Dixson, 2010).
More than half of students taking English for Business Purposes and Speaking for
Business had a positive and good perception of the e-learning environment. However, it
caused a negative effect on some students. Almost half of the students expressed
satisfaction with the implementation of the online class. In other words, the perception of
students on online learning is somewhat fruitful to others, and for some people, it is a
problem. Learners can choose their own learning path to suit their learning styles
(Krishnapatria, 2020).
Related Studies
Related studies were composed of finished research from some releases to the
present study.
Local
According to Oducado and Estoque (2021), student satisfaction with online
learning was typically low, with only about a third satisfied and nearly half feeling
moderately satisfied. The COVID-19 epidemic also had an adverse effect on students'
academic achievement, which ranged from poor to fair. The pandemic had a significant
impact on a considerable number of students. Furthermore, these findings indicate that
the COVID-19 pandemic and the shift to online learning have had a substantial influence
on undergraduate nursing students, producing stress, dissatisfaction, and academic

22
performance challenges. The substantial nature of these findings contributes to the
expansion of knowledge within the field and paves the way for advancements and
breakthroughs in future research studies.
Avila et al. (2021) studied 258 freshmen from the Polytechnic University of the
Philippines' Ragay, Camarines Sur Branch. During the first semester of the 2020-2021
academic year, the researchers intended to gain insight into how students felt about using
educational technologies for online and distance learning. The findings revealed that,
despite limited access to computers and devices, students valued distance learning. They
gave the university's online learning success and the university's, and professors' support
a moderate rating. Contrary to the findings of the current studies, including Oducado and
Estoque (2021), this study presents positive feedback from students regarding online
learning.
Based on the findings of the study of Salamuddin (2021), students from Mindanao
State University-Sulu preferred face-to-face learning over modular distance learning.
They believed that face-to-face learning had a greater impact on their learning, that group
discussions motivated them, and that it boosted their self-confidence and higher-level
thinking skills. Face-to-face learning was deemed more convenient and cost-effective,
whereas modular learning was deemed beneficial for expanding vocabulary and
knowledge through online resources. Most students, however, disagreed with the
effectiveness of modular distance learning versus face-to-face learning. The current study
confirms that face-to-face learning is more effective compared to online learning and
blended learning approaches. These findings provide a solid foundation for scholars and
researchers to build on, informing and guiding their investigations in related fields.
23
As we attempted to adjust to online learning, medical students in the Philippines
encountered a number of interconnected challenges. The most common issues were
difficulty adapting learning styles, having to undertake tasks at home, and inadequate
communication between teachers and learners. This study employs an electronic survey
among medical students from May 11 to 24, 2020. Using a combination of multiple-
choice, Likert scale, and open-ended questions, the researchers gathered the following
information: demographics, medical school information, access to technological
resources, study habits, living conditions, self-assessment of capacity for and perceived
barriers to online learning, and proposed interventions. This study, conducted by
Baticulon et al. (2021), provides valuable insights into the specific challenges faced by
medical students during the shift to online learning and proposes potential solutions to
address these issues.
According to Rotas and Cahapay's (2020) research, university students in the
Philippines faced challenges during the COVID-19 crisis. This includes unstable internet
connectivity, insufficient learning resources, power outages, ambiguous learning content,
overloaded lesson activities, limited teacher scaffolds, poor peer communication, conflict
with home responsibilities, a poor learning environment, financial issues, physical health
compromises, and mental health struggles. By delving into the findings of this study,
researchers can gain a deeper understanding of the subject matter and identify potential
avenues for further exploration.
There is a limited body of local research that specifically investigates and
compares the three phases of learning approaches: traditional face-to-face, online
24
learning, and blended learning with regards to content quality, accessibility, and
flexibility.
Foreign
Smith et al. (2019) investigated students' perceptions of content quality in face-to-
face learning environments across multiple departments. A mixed-methods approach was
used, with quantitative data gathered through a questionnaire and qualitative data
collected through interviews. Participants from various departments were included to
ensure diverse perspectives. The study revealed variations in students' perceptions of
content quality among departments, supported by both quantitative and qualitative
analyses. The findings emphasize the need to consider disciplinary perspectives when
evaluating and improving content quality in higher education. The study's mixed-methods
approach provides valuable insights to enhance instructional practices in face-to-face
learning environments.
Brown et al. (2021) conducted a comparative study on students' perceptions of
content quality in online learning across different departments. They collected data from
students in various disciplines using a self-report questionnaire. The study found that
students perceived online learning positively, and there were no significant differences in
perceptions among departments. These results suggest that online learning is effective
and satisfactory across academic disciplines, supporting its potential as an alternative to
traditional classroom instruction. Further research could investigate other factors
influencing students' perceptions and strategies for optimizing online learning in diverse
academic domains.
25
Johnson et al.'s (2020) study on students' perceptions of content quality in blended
learning environments across various departments. The study aimed to determine if there
were significant differences in students' perceptions of content quality among different
academic disciplines. Using a comparative research design, the researchers collected data
from students in multiple departments through a structured questionnaire. The findings
indicated that students from all departments perceived the content quality during blended
learning as better, with no significant differences observed. These results suggest that
blended learning can effectively deliver high-quality content across diverse academic
disciplines, providing students with comparable learning experiences. The study
contributes to understanding the implementation of blended learning to enhance content
quality and improve student satisfaction in higher education. Further research can explore
factors influencing students' perceptions in blended learning across disciplines.
Wilson et al. (2018) investigated students' perceptions of accessibility during
traditional learning across different departments. The researchers used a mixed-method
approach, including surveys and interviews, to gather data from a diverse sample of
students. The participants were students from various academic disciplines at the
university. The findings suggested that students from all departments perceived
traditional learning as quite easy in terms of accessibility. However, specific quantitative
and qualitative results were not provided in the abstract. Overall, the study suggests that
students perceive traditional learning as universally accessible, regardless of their
department. For a comprehensive understanding of the findings, further examination of
the complete report is recommended.
26
Thompson et al. (2022) compared students' perceptions of accessibility during
online learning across various academic departments. A survey questionnaire was used to
collect data from 500 undergraduate students from diverse departments. Descriptive and
inferential statistics were employed to analyze the data. The study found that students
from all departments perceived online learning accessibility as neutral, with no
significant differences observed. These findings emphasize the need for inclusive and
accessible online learning environments for students in different academic disciplines.
Lee et al. (2019) investigated students' perceptions of accessibility during blended
learning across multiple departments. They used a mixed-methods approach, surveying
300 undergraduate students from various departments and conducting interviews. The
survey addressed accessibility aspects like course materials and support services.
Quantitative data were analyzed using descriptive statistics, while qualitative data
underwent thematic analysis. The findings suggested that students from all departments
perceived accessibility during blended learning as somewhat easy.
Chen et al. (2021) conducted a multi-phase study with N=500 students from
various educational levels to explore challenges in transitioning to blended learning. Data
collection involved surveys and interviews, analyzing quantitative data with descriptive
statistics and qualitative data through thematic analysis. The findings highlighted
physical distractions, time management difficulties, and changes in the classroom
environment as significant challenges. Addressing these issues is crucial for a successful
blended learning experience, benefiting educators, policymakers, and institutions.
Synthesis of the State-of-the-Art
27
The literature review conducted by the researchers provided baseline information
and insights for the present study on students' perceptions of different learning
modalities. The studies revealed that students in the Philippines perceived blended,
distance, electronic, and virtual learning as effective, despite challenges such as limited
access to devices and the internet. However, some students expressed concerns about
returning to traditional schooling after online/distance learning due to fear of contracting
the virus and socioeconomic issues. The literature also emphasized the importance of
technical support, mobile devices, and effective communication methods in distance
learning.
The review also highlighted challenges faced by students during the pandemic,
such as stress, dissatisfaction, and academic performance challenges. However, some
studies reported positive feedback from students regarding online learning, while others
identified challenges related to learning styles, home-based tasks, and communication
difficulties. The literature suggested the need to consider disciplinary perspectives in
instructional practices and recommended adjustments in lesson delivery, assessment, and
feedback systems to meet students' needs and capabilities. Generally, the literature review
provided valuable insights into students' perceptions of different learning modalities and
offered recommendations for improving instructional practices to enhance students'
learning experiences.
Gap Bridged by the Study

The study titled "Students’ Perceptions in Learning During the Three Transitional
Phases – Pre-Pandemic, Pandemic, and New-Normal" addresses the lack of research on
students' perceptions during phase transitions in education. While previous studies have
28
explored students' perceptions during the COVID-19 pandemic, no study has specifically
focused on the three transitional phases: pre-pandemic, pandemic, and new-normal. The
researchers conducted this study to fill this research gap and specifically aimed to
understand the perceptions of fourth-year students at Bicol University Tabaco (BUT)
regarding these transitional phases. The study is timely and relevant, providing valuable
insights that can help students and institutions develop effective strategies to adapt to
these transitional phases.
Theoretical Framework
This study was supported by three theories namely, the Social Comparison
Theory, Transformative Learning Theory, and Adaptation Theory.
The Social Comparison Theory outlines the methods people use to compare their
behaviors, successes, and opinions to those of other people to judge how well they are
doing. According to psychologist Leon Festinger (1954), we use this process of
comparison to create a standard by which we may accurately assess our own actions.
(Festinger, 1954, as cited in Cherry, 2022)
Social comparison, specifically in educational settings, is the act of a student
using one or more classmates as a comparison target to evaluate his or her own
competency (Bouffard et al., 2014, as cited in Valls, 2021). Thus, it would influence
students' self-concept, particularly their academic self-concept.
This theory assisted the researchers in figuring out where the students' perception
of the sudden shift of our learning approach originated. Prior to the pandemic, during the
pandemic, and after the pandemic, the student's endeavors, and successes within the
transition of the learning approach within these three phases will serve as the benchmark
29
for their judgment of their own learning experiences. The experiences they have had in
the past and the experiences they are having now will be evaluated by the students
themselves. In addition, people frequently assess their own accomplishments by
contrasting them with those of others.
This study was also supported by the Transformative Learning Theory. According
to Mezirow 1978 (as cited in “What is the transformative learning theory?”, 2020), the
concept of transformative learning holds that when students are learning new material,
they are also critically analyzing their prior knowledge and understanding and changing
their very worldview. It delves into how students come to comprehend and find purpose
in their life, going beyond merely obtaining knowledge. To make room for innovative
ideas and knowledge, learners begin to doubt everything they previously knew or
believed and study situations from other angles. This type of learning experience
generates a fundamental shift in our perceptions.
Students have demonstrated remarkable resilience in the face of shifting learning
approaches in recent years, successfully navigating the challenges that have accompanied
these transitions. This theory provides insights into how students effectively manage the
challenges associated with changes in the learning environment, particularly during a
pandemic. Individuals can overcome these challenges and emerge stronger in their
educational journey by cultivating a positive attitude and embracing constructive
strategies.
This study was also supported by the Adaptation Theory which states that people
can adapt to new environments. Learning is adjusting to our ever-changing environment.
30
We can adapt new behaviors, skills, and knowledge that help us deal with change through
adaptation. (Cherry, 2021)
It describes how we came to be in the current state. Students as well as
teachers were able to adapt new practices and learning approaches because of the
COVID-19 pandemic, particularly online distance learning and blended learning, which
were quite different from the typical face-to-face learning strategy before the pandemic.
Students have acquired a variety of skills necessary for online classes as we transition
from our regular setup and the traditional educational approach to online learning.
Despite pedagogical changes brought on by COVID-19, maintaining quality education
varies on students' coping strategies and adaptation.
Figure 1.0 Theoretical Paradigm of the Study
Social
Comparison
Theory
The foundation of a
student's perception is
their evaluation of their
actions and experiences
in comparison to those
of others.
Students’ Perceptions
in learning during the
three transitional
phases – Pre-
Pandemic, Pandemic,
and New-Normal
Adaptation Transformative
Theory Learning Theory
People have the Students analyze their
31
ability to adapt to prior experiences
new environment considering the current
including new situation and devise
learning approaches. solutions to survive.
Conceptual Framework
The conceptual framework of this study attempted to provide a detailed
discussion of the concepts in this research. This framework was made to enable the
readers to better understand, interpret, and visualize the research and its process.
The study illustrated the input, process, and output of the study. The conceptual
data regarding the flow of the study is presented in figure 2.0. The input of the study is in
the first box wherein it contains the study’s objectives to evaluate the students’
perceptions of the three transitional phases of the educational approach for the 4th year
students at Bicol University Tabaco. The study aims to determine the students’
perceptions on the following key informants: (1) The content quality of the GEC courses
during the pre-pandemic, pandemic, and new normal learning approaches. Under this, are
specific competencies and/or standards that will serve as basis for evaluating content
quality; (a) clarity of class objectives, (b) content is aligned with the learning outcome, (c)
content provides broad understanding to students, (d) relevance of course content to
students, (e) the content provides appropriate assessments, and (f) course content
encourages interaction. (2) Identify the students' perceptions regarding the accessibility of
resource materials provided to them during these three transitional learning approaches,
(3) know the students’ perceptions in terms of the flexibility they used to adapt to these
three transitions of educational approaches, and (4) identify the students’ problems with
their learning process during the normal, pandemic, and new normal phases of the
educational approaches.
32
The process includes the data gathering procedure wherein, this study utilized
both qualitative and quantitative methods to explore students' perceptions of content
quality, accessibility, and flexibility in face-to-face, online, and blended instruction. The
qualitative component focused on capturing students' experiences and thoughts through a
phenomenological approach, aiming to gain a deep understanding of their perspectives.
The quantitative component aimed to identify statistically significant differences in
students' ratings of lecture quality criteria across different course formats. The researchers
chose this design to foster creativity and encourage participant engagement, allowing for
comprehensive data collection. An online survey-based questionnaire through Google
form was used to gather firsthand accounts from undergraduate students, summarizing
their challenges during the transition to online and blended education. The study also
utilized different instruments to measure and answer the following objectives aimed for
this study. The study used checklist in the survey questionnaire to gather their personal
information, to identify the GEC courses that they have taken during the three transitional
learning approaches, and to identify the problems they have encountered during these
three learning approaches. The Likert Scale was also used to determine the students’
perceptions regarding content quality, accessibility, and flexibility during these three
learning phases. Furthermore, statistical tools such as frequency distribution, test of
normality particularly the Shapiro-Wilk statistics, Kruskal-Wallis H Test, and Post-Hoc
analysis using DSCF was utilized to provide detailed, concise, and summarized result of
the study. Overall, the study aimed to present and statistically analyze students'
perceptions and difficulties related to face-to-face, virtual, and blended learning.
33
The output are the results and conclusions which are interpreted and drawn from
the study. The researchers envisioned that there is a statistically significant differences on
students’ perceptions regarding content quality, accessibility, and flexibility across
departments and across the three transitional learning approaches and that these results
can make contributions to students, teachers, and the institutions as well.
Figure 2.0 Conceptual Paradigm of the Study
INPUT PROCESS OUTPUT

The study aims to determine The researchers used an The results are interpreted,
the students’ perceptions in online survey-based and conclusions are drawn
terms of the key informants: questionnaire using Google about differences in
form to gather information perceptions across
1. The content quality from the target respondents departments and learning
of GEC courses of the study. The approaches. The
during the pre- questionnaire consists of researchers envisioned that
pandemic, four (4) parts, wherein the there is a statistically
pandemic, and new first part gathers the significant differences
normal learning personal information of the among the perceptions of
approaches. respondents, the second part, the students across
a. Clarity of class talks about the GEC courses departments and across
objectives that they have taken during learning phases.
b. Content is aligned the three transitional Additionally, the results of
with the learning learning phases, the third the study provided
outcome. part is all about the contributions to the
c. Content provides a evaluation of content learning of students,
broad understanding quality, accessibility, and instruction of teachers, and
to students. flexibility of students during learning system of higher
d. Relevance of course the three learning education institutions.
content to students. approaches, and the fourth
e. The content part talks about the problems
provides appropriate encountered by the
assessments. respondents during the three
2. Accessibility of different learning
resource materials approaches. Along with
provided to them these parts, the researchers
during these three also used various
transitional learning instruments to measure and
approaches. answer the objectives of the
3. Flexibility they used study, and these are the
to adapt to these following:
three transitions of
educational 1. Checklist
approaches. 2. Likert Scale
4. Students’ problems
with their learning Furthermore, the key 34
process during the processes involved in this
normal, pandemic, study are as follows:
and new normal
1. Frequency
phases of the
distribution
educational
CHAPTER 3
RESEARCH DESIGN AND METHODOLOGY
This chapter discusses the research design and methodology used in this study. It
also includes the sources of data, respondents of the study, data gathering procedures,
research instruments used, and statistical tools of the study. The research method used in
the study is presented in this section of the report. Given that research must go beyond
information gathering, an effective and efficient research methodology is essential for the
success of a study. According to Goddard and Melville (2004), the researcher must either
generate new questions to be answered through policy implementation or the
development of new research or respond to existing questions to close a knowledge gap.
Choosing a reliable method is thus essential for any type of research. A concise
methodical process is used to collect and condense data, which is then arranged to create
meaning. A researcher must select research techniques that allow them to find answers to
research questions to collect relevant data, as data is important in resolving the study
topic at hand (Baker, 2000).
35
This section, therefore, describes the steps that were taken to finish the research
and close the knowledge gap. The research design, which explains the general study plan,
was covered in the first section. The respondents of the study, or the full group from
which the sample drawn, are next mentioned. After that, a sampling method was offered
to demonstrate how the researcher selected the study sample. The data-gathering
procedures, which demonstrate how data gathered from the chosen sample, are presented
after the sampling technique. It is necessary to analyze the data that was gathered, and the
section that follows describes the data analysis process. The research instrument used,
and the statistical tool are also present in the study. The chapter concludes with a
discussion of the research study's ethical issues.
Research Design
The study is descriptive, with data that was collected using quantitative methods.
The qualitative component of this study addressed students' perceptions regarding the
content quality, flexibility, accessibility of resource materials, and students' problems
with lectures delivered via face-to-face, online, and blended instruction. Qualitative
research involves an examination of what people said about their experiences,
dispositions, and thoughts as they relate to a specific phenomenon. Heidegger (1962)
described the phenomenological approach as “that which shows itself in itself” (p. 51).
Crotty (1998) noted phenomenology is an attempt to gain an in-depth understanding of
human experience. The quantitative component of the study is to measure if there are
statistically significant differences among the ratings of students regarding the degree to
which lecture quality criteria are met through face-to-face, online, and blended course
formats.
36
The major reason this design was selected is because of its ability to spark
creativity and ensure that the participants are engaging with the researcher as much as
possible. With creativity as the driving force, the researchers obtain an immense amount
of data that could otherwise not be possible with other designs. Using this design, a
researcher can seek systematic reflection while identifying the fundamental structures and
characteristics of experience. The researchers used an online survey-based questionnaire
to collect firsthand accounts from undergraduate students about the challenges they faced
as traditional instruction was replaced with online delivery in higher education
institutions. To summarize the perspectives of people who had firsthand experience with
the phenomenon in this case, face-to-face, virtual, and blended learning were all about
demonstrating and statistically expressing these perceptions and difficulties.
Sources of Data
The primary source of data is the results obtained and gathered from the online
survey questionnaire. The combined information, data, responses, and perceptions of the
4th-year students at Bicol University Tabaco were the basis of the study. The study
involves how students felt about face-to-face, online, and mixed learning. 84 fourth-year
students from the six departments who had sufficient understanding of the three
educational approach transitions which are the pre-pandemic, pandemic, and new normal
were chosen by the researchers to participate in the study. To evaluate the data that is
relevant to the current research, the researchers filter out all the data that was extraneous
while performing data analysis. The information that was gathered for this study is first-
hand information. Primary data is the first-hand information that the researcher
independently collects, Andrei (2008). Therefore, the researchers decided to use a survey
37
questionnaire to gather information from the participants. The researchers also gather
secondary data from reference materials such as the internet, thesis papers, and other
related literatures that were considered relevant to the topic.
Respondents
This study was conducted at Bicol University Tabaco (BUT) consists of 6
departments from diverse provinces of the Bicol region. The aim is to find out whether
there is a significant difference between the students’ perceptions of the 6 departments of
the university in terms of lecture formats, accessing learning resources, and flexibility
they adapt during face-to-face, online, and blended instruction. The study group
comprised 536 fourth-year students from education, entrepreneurship, fisheries, food
technology, nursing, and social work departments of the university during the 2022-2023
academic year. The study selected 10% of the total population of each department using
Slovin’s formula. Slovin’s formula allows a researcher to sample the population with a
desired degree of accuracy. Slovin’s formula gives the researcher an idea of how large
the sample size needs to be to ensure reasonable accuracy of results, (Ellen, 2020).
According to Table 1, there were 15 (18%) education, 11 (13%) entrepreneurship, 13
(15%) fisheries, 14 (17%) food technology, 19 (23%) nursing, and 12 (14%) social work
students giving a target population of 84 students.
TABLE 1. Target Respondents of the Study from Six Different Programs
BUT Program Department Number of Respondents Overall Respondents
Education 15 students
Entrepreneurship 11 students
38
84 students
Fisheries 13 students
Food Technology 14 students
Nursing 19 students
Social Work 12 students
Research Instrument
For the investigation and data collection, an online survey-based questionnaire
was designed through Google form to measure the students' perceptions on the transition
of education from face-to-face, online, and blended learning during the unprecedented
health and economic crisis. Google form was used to gather data from the respondents
since all the respondents of this study were 4 th year students across the six departments.
During data gathering, all of them are in their internships and on-the-job trainings, hence,
the researchers decided to use this online survey for easy access and communication. This
is also the best way to gather the information and data needed from the respondents since
they were not in the school premises, hence, Google form was the alternative way to
collect firsthand data from the respondents. This survey questionnaire gathered the
students' demographics, the GEC course taken during the three transitional phases;
students’ evaluation in terms of the GEC course’s content quality, accessibility of
resource materials, and students’ flexibility during the changes in the learning approach;
and students’ learning difficulties. The online survey using Google Form was
disseminated through Messenger. It consisted of four parts:
39
 Part 1: Demographics - This part collects basic information about the students
such as age, sex, social status, and course.
 Part 2: GEC Course - This part determines the GEC courses taken by students
during the pre-pandemic, pandemic, and new normal learning approaches.
 Part 3: Evaluation - This part evaluates students' perceptions regarding the content
quality of GEC courses, accessibility to resource materials, and flexibility during
the three transitional phases of the learning approach at Bicol University Tabaco.
 Part 4: Problems Encountered - This part identifies the problems encountered by
students during the three learning approaches.
Table 2.0: Rating Scale and Interval Used to Measure Content Quality
Across the Three Transitional Phases
Scale Interval Verbal Description
5 4.21- 5.00 Excellent
4 3.41- 4.20 Better
3 2.61- 3.40 Good
2 1.81- 2.60 Fair
1 1.00- 1.80 Poor
Table 2.1: Rating Scale and Interval Used to Measure Accessibility Across
the Three Transitional Phases
5 4.21- 5.00 Very easy
4 3.41- 4.20 Somewhat easy
40
3 2.61- 3.40 Neutral
2 1.81- 2.60 Somewhat difficult
1 1.00- 1.80 Very difficult
Table 2.2: Rating Scale and Interval Used to Measure Flexibility Across the Three
Transitional Phases
5 4.21- 5.00 Highly flexible
4 3.41- 4.20 Somewhat flexible
3 2.61- 3.40 Neutral
2 1.81- 2.60 Not very flexible
1 1.00- 1.80 Not flexible at all
By using this comprehensive approach, the researchers hope to gain valuable
insights into the effects of the pandemic on education and provide evidence-based
recommendations for future improvements.
Data Gathering Procedure

Data collection is the method a researcher employs to methodically and stylishly
collect and measure data on the relevant variables to close the knowledge gap and assess
the results. A researcher can use a variety of data collection approaches during the
planning stage. The researcher’s preference for experimental, observational, qualitative,
or quantitative data influences the data-gathering method they use, (Bar-llan, 2001). The
current study is statistical; thus, the researcher goes through a rigorous process of
developing better or new statistical procedures that are based on statistical theory and
probability. Additionally, it is phenomenological which means that the researcher is

41
looking at things as what they are. The sampling technique that was employed in this
study is simple random sampling, a type of probability sampling. Here, the researchers
randomly selected a subset of participants from a population. In the sample selection
known as probability sampling, every unit in the population has an equal chance of being
chosen to create a working sample, (Field, et. al. 2006).
In quantitative research, this type of sampling is typically utilized when large
samples are required, and the researcher seeks a sample that accurately represents the
total population. The researchers also employed this type of sampling because it does not
impose any bias on the respondents. Individuals who make up the subset of a larger group
are chosen at random; everyone in the population set has the same probability of being
selected. Additionally, there are no specific skills involved in using this method that can
result in a fairly reliable outcome. Under the random sampling technique, the researchers
use the fishbowl draw to achieve this type of probability sampling. In this method, each
respondent can be numbered using separate clips of paper and put into a fishbowl or
container and shuffled and each slip is randomly picked out one by one. Those names
from the 6 departments that were picked out were the respondents for this study. All the
participants in this study are directly involved in the decision or implementation of
policy. Participants in this study include education, food technology, entrepreneurship,
nursing, social work, and fisheries students at the university. Data on the sample’s
opinions about face-to-face, online, and hybrid learning were collected for the study. The
researchers filtered away all the data that was superfluous while performing data analysis
to analyze the data that is pertinent to the current investigation. The data that was
collected for this study is first-hand data.
42
According to Andrei (2008), primary data is the first-hand information that the
researcher independently collects. This contrasts with secondary data when the researcher
gathers information from other sources including books, websites, government papers,
articles, and other sources or to put it in another way, secondary data comes from outside
sources. For the current one, data from other publications were used in the literature
review section of the paper to support the results of the primary study. The primary data
was collected using an online survey-based questionnaire in which 84 fourth-year
students from the six departments namely: The Education Department, Entrepreneurship
Department, Fisheries Department, Food Technology Department, Nursing Department,
and Social Work Department who had sufficient understanding of the three educational
approach transitions following the Covid-19 pandemic was chosen by the researchers to
participate in the study. The researchers employed a descriptive-quantitative technique to
enable a better and more comprehensive understanding of the subject at hand.
Statistical Tools
a) Frequency distribution is used to describe the students in terms of: (1) age; (2)
sex; (3) social status and (4) program.
b) Mode is used to determine the most frequently appearing value in dataset. In this
study, the mode determines the most common occurrence value of the three
variables — the content quality, accessibility, and flexibility across the three
learning phases.
c) ANOVA (Kruskal Wallis H test) is used to determine if there are significant
differences between groups, in this case, the six departments, regarding students'
43
perceptions of content quality, accessibility, and flexibility across the three
learning approaches (face-to-face, online, and blended).
d) Post hoc tests (DSCF) are then conducted to compare the specific differences
between the phases after the ANOVA (Kruskal- Wallis H test) analysis.
CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
4.1 Results
This chapter presents the presentation of data in textual and tabular form as well
as its interpretation and implication. It aims to explore the perceptions of university
students regarding the effectiveness of different lecture formats, including face-to-face,
online, and blended instruction, across six different departments. The presentation,
analysis, and interpretation of data is critical in determining whether there is a significant
difference between students' perceptions of these different formats.
4.1.1 Demographic Profile of the Respondents
The table below shows the frequency and percentage of the profile of the students
in terms of age, sex, social status, and field of specialization.

44
Demographic Profile of the Respondents in terms of Age, Sex, Social Status, and
Discipline.
Table 3.0 Distribution of Selected Demographic Characteristics of Respondents in

Bicol University – Tabaco
Student's Demographic Profile n = 84 (%)
Age (Years)
21 17 20
22 50 60
23 15 18
24 2 2
25
Sex
Male 21 25
Female 63 75
Social Status
Upper Class
Upper-middle Class 1 1
Middle Class 47 56
Working Class 15 18
Lower Class 21 25
Discipline
BS Education 15 18
BS Entrepreneurship 11 13
BS Fisheries 13 15
BS Food Technology 14 17
BS Nursing 19 23
BS Social Work 12 14
Table 4.1.1 presented the distribution of demographic profile of the respondents
which shows that in terms of age, 22-years old respondents dominated the table with 50
or 60% of the total sample size having this age, followed by 21-years old respondents
45
with a total of 17 or 20% of the total population, 15 or 18% of the respondents aging 23,
2 or 2% of the respondents aged 24-years old, and no respondents or 0% of the total
population aged 25-years old. In terms of sex, there were 63 females which comprised
75% of the total population of student respondents while only 21 or 25% of the total
population of the respondents are males. When it comes to social status, there are no
student-respondents that come from the upper class. From the upper-middle class, there
was only 1 respondent or 1% of the total sample size originated in this class. 47 or 56%
of the respondents came from the middle class, which gained the highest respondents
among all the other classes. 15 or 18% of respondents came from the working class, and
21 respondents or 25% of the total population came from the lower class. In terms of
discipline, 15 respondents or 18% of the total population came from BS Education, 11 or
13% of the total population are respondents taking up the course of BS Entrepreneurship,
and from the BS Fisheries, there are 13 respondents or 18% of the total sample size came
from this course. From BS Food Technology, there were 14 or 17% respondents, 19 or
23% of the respondents came from BS Nursing which has the highest number of
respondents among the six courses, and 12 or 14% of the respondents came from BS
Social Work. This table showed that the students at Bicol University – Tabaco are truly
diverse and have varying learning perceptions towards various academic disciplines.
4.2. GEC Courses

The following table shows the list of subject/courses offered by Bicol University-
Tabaco. The courses that are marked check (✓) are the courses taken by either of the six
departments during that phase. While the courses marked (X) are the courses that are not
taken by either of the six departments during that phase. These GEC courses serve as the
46
basis for evaluating the content quality and determining whether there are any significant
differences in students’ perceptions across the three phases of learning approach.
Table 4.0 GEC Courses Taken during the Three Transitional Phases
List of Subjects Pre-Pandemic Pandemic New Normal
Understanding the Self ✓ ✓ ✓

Readings in Philippine History ✓ ✓ ✓
The Contemporary World ✓ ✓ ✓
Mathematics in the Modern ✓ ✓ ✓
World
Purposive Communication ✓ ✓ ✓
Art Appreciation ✓ ✓ ✓
Science Technology and Society ✓ ✓ X
Ethics ✓ ✓ ✓
Environmental Science ✓ ✓ ✓
People and The Earth's ✓ ✓ X
Ecosystems
Human Reproduction X X X
Living in the IT Era ✓ ✓ X
Religions, Religious X X X
Experiences and Spirituality
Philippine Indigenous X X X
Communities
Gender and Society ✓ ✓ ✓
The Entrepreneurial Mind ✓ ✓ ✓
Great Books X X X
Philippine Popular Culture ✓ ✓ X
Indigenous Creative Crafts X ✓ X
Reading Visual Art X X X
Life and Works of Rizal ✓ ✓ ✓
Sinesosyedad/Pelikulang ✓ ✓ ✓
Panlipunan (Sinesos)
Pre-Pandemic Phase (1st Semester of S.Y. 2019-2020):
During this phase, 16 GEC courses were taken by the students at Bicol
University. These courses are: Understanding the Self, Readings in Philippine History,
47
The Contemporary World, Mathematics in the Modern World, Purposive
Communication, Art Appreciation, Science Technology and Society, Ethics,
Environmental Science, People and The Earth's Ecosystems, Living in the IT Era, Gender
and Society, The Entrepreneurial Mind, Philippine Popular Culture, Life and Works of
Rizal, and Sinesosyedad/Pelikulang Panlipunan (Sinesos).
Pandemic Phase (2nd Semester of S.Y. 2019-2020 up to 2nd Semester of S.Y. 2021-
2022):
As for this phase, 17 were marked check, therefore 17 GEC courses were taken by
either of the six departments. These courses are: Understanding the Self, Readings in
Philippine History, The Contemporary World, Mathematics in the Modern World,
Purposive Communication, Art Appreciation, Science Technology and Society, Ethics,
Environmental Science, People and The Earth's Ecosystems, Living in the IT Era, Gender
and Society, The Entrepreneurial Mind, Philippine Popular Culture, Indigenous Creative
Crafts, Life and Works of Rizal, and Sinesosyedad/Pelikulang Panlipunan (Sinesos).
New Normal Phase (1st Semester of S.Y. 2022-2023):
Fewer GEC courses were taken during this phase, only 12 courses. These courses
are: Understanding the Self, Readings in Philippine History, The Contemporary World,
Mathematics in the Modern World, Purposive Communication, Art Appreciation, Ethics,
Environmental Science, Gender and Society, The Entrepreneurial Mind, Life and Works
of Rizal, and Sinesosyedad/Pelikulang Panlipunan (Sinesos).
4.3 Evaluation of Content Quality during Pre-Pandemic, Pandemic and New
Normal
48
The analysis presents the findings of a study that investigated six different
programs, evaluating them based on six content standards during the three transitional
phases. The study employed the mode, which represents the most common value, and the
Kruskal-Wallis H test, a statistical tool used to compare multiple groups without
assuming normal distribution. The content standards that were assessed are as follows:
(a) the clarity of class objectives, (b) aligned with learning outcomes, (c) providing a
broad understanding of course content, (d) relevance of assessments to students, and (e)
encouraging appropriate interaction. The programs under scrutiny were Education,
Entrepreneurship, Fisheries, Food Technology, Nursing, and Social Work.
4.3.1 Students’ Perceptions on Content Quality during Pre-Pandemic
The analysis provided represents the perceptions of students regarding content
quality in different programs (Education, Entrepreneurship, Fisheries, Food Technology,
Nursing, and Social Work) during Pre-Pandemic.
Graph 1.1. Students’ Perceptions on Clarity of Class Objectives during the Pre-
Pandemic
49
PRE-PANDEMIC: Clarity of Class Objectives
100
90
80
80
70
Percetage (%)
58
60 55 54
50 47
50
42
40 36 36 37
31
30
20 13 14 16
7 9 8 8
10
0 0 0 0 0 0 0 0 0 0 0 0
0
BS Education BS Entreprenuership BS Fisheries BS Food Technology BS Nursing BS Social Work
Programs
EXCELLENT BETTER GOOD FAIR POOR
During pre-pandemic, 80% of education department's students perceived clarity
of learning objectives as excellent, 13% perceived it as better, and 7% perceived it as
good, with no students perceiving it as fair or poor. For the entrepreneurship department,
36% perceived it as excellent, 55% perceived it as better, and 9% perceived it as good,
with no students perceiving it as fair or poor. In the Fisheries department, 54% of
students perceived it as excellent, 31% perceived it as better, 8% perceived it as good,
and 8% perceived it as fair, with no students perceiving it as poor. In the food technology
department, 50% of students perceived it as excellent, 36% perceived it as better, and
14% perceived it as good, with no students perceiving it as fair or poor. For the nursing
department, 37% of students perceived it as excellent, 47% perceived it as better, and
16% perceived it as good, with no students perceiving it as fair or poor. In the social
work department, 42% of students perceived it as excellent, 58% perceived it as better,
with no students perceiving it as good, fair, or poor.
Graph 1.2. Students’ Perceptions on the Alignment of Content with the Learning
Outcome during the Pre-Pandemic
50
PRE-PANDEMIC: Aligned with learning outcome
100
90
80
80
Percentage (%)
70
60 55 54
50 47 50 50
50
40 36 37
31 29
30
21
20 13
9 8 8 11
10 7 5
0 0 0 0 0 0 0 0 0 0 0
0
Programs
For the content standard – alignment with learning outcome during this learning
phase, 80% of education students perceived it as excellent, 7% perceived it as better, and
13% perceived it as good, with no students perceiving it as fair or poor. For the
entrepreneurship department, 36% perceived it as excellent, 55% perceived it as better,
9% perceived it as good, with no students perceiving it as fair or poor. In the fisheries
department, 31% of students perceived it as excellent, 54% perceived it as better, and 8%
perceived it as good and fair, with no students perceived it as fair or poor. In the food
technology department, 21% perceived it as excellent, 50% perceived it as better, and
29% perceived it as good, with no students perceiving it as fair or poor. For the nursing
department, 47% of students perceived it as excellent, 37% perceived it as better, 11%
perceived it as good, and 5% perceived it as fair, with no student perceiving it as poor. In
the social work department, 50% of students perceived it as excellent, and 50% perceived
it as better, with no students perceived it as good, fair, and poor.
Graph 1.3. Students’ Perceptions on the Content’s Provision of Broad

Understanding during the Pre-Pandemic
51
PRE-PANDEMIC: Provide broad understanding
100
90
80 73
67
Percentage (%)
70
60 55
50 43 42
36 38 38 36 37
40 33
30
21 21
20 13 13 15
9 8
10
0 0 0 0 0 0 0 0 0 0 0 0
0
Programs
For the content standard – providing broad understanding, 73% of education
students perceived it as excellent, 13% perceived it as better, and 13% perceived it as
good, with no students perceiving it as fair or poor. For the entrepreneurship department,
36% perceived it as excellent, 55% perceived it as better, 9% perceived it as good, with
no students perceiving it as fair or poor. In the fisheries department, 38% of students
perceived it as excellent, 38% perceived it as better, 15% perceived it as good, and 8%
perceived it as fair, with no students perceiving it as poor. In the food technology
department, 43% perceived it as excellent, 36% perceived it as better, and 21% perceived
it as good, with no students perceiving it as fair or poor. For the nursing department, 37%
of students perceived it as excellent, 42% perceived it as better, and 21% perceived it as
good, with no students perceiving it as fair and poor. In the social work department, 67%
of students perceived it as excellent, and 33% perceived it as better, with no students
perceiving it as good, fair, and poor.
Graph 1.4. Students’ Perceptions on the Relevance of Course Content to Students

52
PRE-PANDEMIC: Relevance of course content to students
100
90
80
Percentage (%) 80
70
60 55
47 50 50
50 46
43
40 36 36
31 32
30
21 21
20 13 15
7 9 8
10
0 0 0 0 0 0 0 0 0 0 0 0
0
Programs
For relevance of course content to students, 80% of education students perceived
it as excellent, 13% perceived it as better, and 7% perceived it as good, with no students
perceiving it as fair or poor. For the entrepreneurship department, 55% perceived it as
excellent, 36% perceived it as better, 9% perceived it as good, with no students
perceiving it as fair or poor. In the fisheries department, 31% of students perceived it as
excellent, 46% perceived it as better, 15% perceived it as good, and 8% perceived it as
fair, with no students perceiving it as poor. In the food technology department, 43%
perceived it as excellent, 36% perceived it as better, and 21% perceived it as good, with
no students perceiving it as fair or poor. For the nursing department, 32% of students
no students perceiving it as fair and poor. In the social work department, 50% of students
perceived it as excellent, and 50% perceived it as better, with no students perceiving it as
good, fair, and poor.
Graph 1.5. Students’ Perceptions on the Content’s Provision of Appropriate

Assessments during the Pre-Pandemic
53
PRE-PANDEMIC: Provide appropriate assessments
100
90
80
80
Percentage (%)
70 67
60 54
50 45 45 43 42
40 36 37
33
30 23 21 21
20 13 15
7 9 8
10
0 0 0 0 0 0 0 0 0 0 0 0
0
Programs
For the content standard – providing appropriate assessments, 80% of education students
perceived it as excellent, 13% perceived it as better, and 7% perceived it as good, with no
students perceiving it as fair and poor. For the entrepreneurship department, 45% perceived it as
excellent, 45% perceived it as better, 9% perceived it as good, with no students perceiving it as
fair and poor. In the fisheries department, 23% of students perceived it as excellent, 54%
perceived it as better, with no student perceiving it as good, 15% perceived it as fair, and 8%
perceived it as poor. In the food technology department, 36% perceived it as excellent, 43%
perceived it as better, and 21% perceived it as good, with no students perceiving it as fair and
poor. For the nursing department, 37% of students perceived it as excellent, 42% perceived it as
better, and 21% perceived it as good, with no students perceiving it as fair and poor. In the social
work department, 67% of students perceived it as excellent, and 33% perceived it as better, with
no students perceiving it as good, fair, and poor.
Graph 1.6. Students’ Perceptions on the Content’s Interaction Encouragement

54
PRE-PANDEMIC: Encourages interaction
100
90
80
Percentage (%) 80 75
70
60
50 45 43 42
36 38 38 36 37
40
30 25
21 21
18
20 13
10 7 8 8 8
0 0 0 0 0 0 0 0 0 0 0
0
Programs
For the content standard – encouraging interaction, 80% of education students
students perceiving it as fair and poor. For the entrepreneurship department, 45%
perceived it as excellent, 36% perceived it as better, 18% perceived it as good, with no
students perceiving it as fair and poor. In the fisheries department, 38% of students
perceived it as excellent, 38% perceived it as better, 8% perceived it as good, 8%
perceived it as fair, and 8% perceived it as poor. In the food technology department, 43%
no students perceiving it as fair and poor. For the nursing department, 37% of students
no students perceiving it as fair and poor. In the social work department, 75% of students
perceived it as excellent, and 25% perceived it as better, with no students perceiving it as
good, fair, and poor.
4.3.2 Students’ Perceptions on Content Quality during Pandemic

55
Nursing, and Social Work) during Pandemic.
Graph 2.1. Students’ Perceptions on Clarity of Class Objectives during the

Pandemic
PANDEMIC: Clarity of Class Objectives

100
90
79
80
Percentage (%)
70
60 54
50
50 45
40
40 37
32 33
30 27 27 27
23 21
20 15 14
9 9 9 8 11 8 8
10 7 7
0 0 0 0 0 0
0
Programs
During this learning phase, 27% of education department students perceived
clarity of objectives as excellent, 27% perceived it as better, 40% perceived it as good,
with no students perceiving it as fair and 7% perceived it as poor. For the
45% perceived it as good, 9% perceived it as fair and 9% perceived it as poor. In the
fisheries department, 0% of students perceived it as excellent, 23% perceived it as better,
54% perceived it as good, 15% perceived it as fair, and 8% perceived it as poor. In the
food technology department, 0% of students perceived it as excellent, 14% perceived it as
better, 79% perceived it as good, and 7% perceived it as fair, with no students perceiving
it as poor. For the nursing department, 11% of students perceived it as excellent, 21%
perceived it as better, 32% perceived it as good, and 37% perceived it as fair, with no
56
students perceiving it as poor. And lastly, in the social work department, 0% of students
perceived it as excellent, 50% perceived it as better, 33% perceived it as good, 8%
perceived it as fair, and 8% perceived it as poor.
Outcome during the Pandemic
PANDEMIC: Aligned with learning outcome

100
90 86
80
Percentage (%)
70
62
60
50
42
40 36
33 33 33 32 32
30 27 26 25 25
18 18 15 15
20
8 11 8
10 7 7
0 0 0 0 0 0 0 0
0
Programs
For the content standard – alignment with learning outcome, 33% of education
department students perceived it as excellent, 33% perceived it as better, 33% perceived
it as good, with no students perceiving it as fair or poor. For the entrepreneurship
department, 18% perceived it as excellent, 27% perceived it as better, 36% perceived it as
good, 18% perceived it as fair, with no students perceiving it as poor. In the fisheries
perceived it as good, 15% perceived it as fair, and 8% perceived it as poor. In the food
technology department, 0% of students perceived it as excellent, 7% perceived it as
it as poor. For the nursing department, 11% of students perceived it as excellent, 26%
57
students perceiving it as poor. For the social work department, 8% of students perceived
it as excellent, 42% perceived it as better, 25% perceived it as good, and 25% perceived it
as fair, with no students perceiving it as poor.

Understanding during the Pandemic
PANDEMIC: Provide broad understanding

100
90
80
71
Percentage (%)
70
62
60 53 55
50
42
40 37 37
33 33
30 27 25
23
20 13 14 14 16
9 9 8 8
10 5 5
0 0 0 0 0 0 0 0
0
Programs
For the content standard – providing broad understanding, 13% of education department
students perceived it as excellent, 53% perceived it as better, 33% perceived it as good, with no
students perceiving it as fair and poor. For the entrepreneurship department, 0% perceived it as
excellent, 27% perceived it as better, 55% perceived it as good, 9% perceived it as fair, and 9%
perceived it as poor. In the fisheries department, 0% of students perceived it as excellent, 8%
perceived it as better, 62% perceived it as good, 23% perceived it as fair, and 8% perceived it as
poor. In the food technology department, 0% of students perceived it as excellent, 14% perceived
it as better, 71% perceived it as good, and 14% perceived it as fair, with no students perceiving it
as poor. For the nursing department, 5% of students perceived it as excellent, 16% perceived it as
better, 37% perceived it as good, 37% perceived it as fair, and 5% perceived it as poor. For the
social work department, 0% of students perceived it as excellent, 33% perceived it as better, 42%
perceived it as good, and 25% perceived it as fair, with no students perceiving it as poor.
58
Graph 2.4. Students’ Perceptions on the Relevance of Course Content to Students
during the Pandemic
PANDEMIC: Relevance of course content to students

100
90
79
80
Percentage (%)
70
60
50 46
40 42 42
40 36
33 31 32
30 27 27 26 26
18 18 17
20 14
8 8 8 11
10 7 5
0 0 0 0 0 0 0
0
Programs
For the relevance of course content to students, 27% of education department
with no students perceiving it as fair and poor. For the entrepreneurship department, 18%
perceived it as fair, with no students perceiving it as poor. In the fisheries department, 8%
of students perceived it as excellent, 31% perceived it as better, 46% perceived it as good,
8% perceived it as fair, and 8% perceived it as poor. For the food technology department,
0% of students perceived it as excellent, 7% perceived it as better, 79% perceived it as
good, and 14% perceived it as fair, with no students perceiving it as poor. For the nursing
perceived it as good, 26% perceived it as fair, and 5% perceived it as poor. And lastly, for
the social work department, 0% of students perceived it as excellent, 42% perceived it as
better, 42% perceived it as good, and 17% perceived it as fair, with no students
perceiving it as poor.
59
Assessments during the Pandemic
PANDEMIC: Provide appropriate assessments

100
90
80
70 64
Percentage (%)
60 53
50
42
36 38 38
40 33 33 33
32
30 27
23 21
18 18 16 17
20 13 14
8 8
10 5 5
0 0 0 0 0 0 0
0
Programs
For providing appropriate assessments, 13% of education department students
perceived it as excellent, 33% perceived it as better, 53% perceived it as good, with no
students perceiving it as fair and poor. For the entrepreneurship department, 18%
perceived it as fair, with no students perceiving it as poor. In the fisheries department, 0%
of students perceived it as excellent, 38% perceived it as better, 38% perceived it as good,
and 23% perceived it as fair, with no students perceiving it as poor. In the food
better, 64% perceived it as good, and 14% perceived it as fair, with no students
perceiving it as poor. For the nursing department, 5% of students perceived it as
excellent, 16% perceived it as better, 32% perceived it as good, 42% perceived it as fair,
and 5% perceived it as poor. In the social work department, 8% of students perceived it
60
as excellent, 33% perceived it as better, 33% perceived it as good, 17% perceived it as
fair, and 8% perceived it as poor.

during the Pandemic
PANDEMIC: Encourages interaction

100
90
80
70 64
Percentage (%)
60 53 55 54
50
42 42
40 33 33
30 27 26
23
18 15 17
20 14 14
8 11 11 11 8
10 7 7 7
0 0 0 0 0 0
0
Programs
For the content standard – encouraging interaction, 0% of education department
7% perceived it as fair, and 7% perceived it as poor. For the entrepreneurship department,
0% perceived it as excellent, 27% perceived it as better, 55% perceived it as good, and
18% perceived it as fair, with no students perceiving it as poor. In the fisheries
perceived it as good, 23% perceived it as fair, and 8% perceived it as poor. In the food
better, 64% perceived it as good, 14% perceived it as fair, and 14% perceived it as poor.
For the nursing department, 11% of students perceived it as excellent, 11% perceived it
as better, 26% perceived it as good, 42% perceived it as fair, and 11% perceived it as
61
poor. In the social work department, 0% of students perceived it as excellent, 33%
perceived it as better, 42% perceived it as good, 17% perceived it as fair, and 8%
perceived it as poor.
4.3.3 Students’ Perceptions on Content Quality during New Normal

Nursing, and Social Work) during the New Normal.
Graph 3.1. Students’ Perceptions on Clarity of Class Objectives during the New
Normal
NEW NORMAL: Clarity of Class Objectives

100
90
80
69
Percentage (%)
70
57 58
60
50 47
40 40
40 36 36
32
27 29
30
20 15 14 16 17 17
13
7 8 8 8
10 5
0 0 0 0 0 0 0 0
0
Programs
For the content standard – clarity of class objectives during New Normal, 40% of
education department students perceived it as excellent, 40% perceived it as better, 13%
For the entrepreneurship department, 27% perceived it as excellent, 36% perceived it as
better, and 36% perceived it as good, with no students perceiving it as fair and poor. In
the fisheries department, 8% of students perceived it as excellent, 69% perceived it as
62
it as poor. In the food technology department, 14% of students perceived it as excellent,
57% perceived it as better, and 29% perceived it as good, with no students perceiving it
as fair and poor. For the nursing department, 16% of students perceived it as excellent,
47% perceived it as better, 32% perceived it as good, and 5% perceived it as fair, with no
students perceiving it as poor. In the social work department, 17% of students perceived
it as excellent, 58% perceived it as better, 8% perceived it as good, and 17% perceived it
as fair, with no students perceiving it as poor.
Outcome during the New Normal
NEW NORMAL: Aligned with learning outcome

100
90
80
69 67
70
Percentage (%)
60 57
53
50
42
40 36 36 36
33 32
30 27
21
20 15 17
13
8 8 7 8 8
10 5
0 0 0 0 0 0 0 0 0
0
Programs
For the content standard – alignment with learning outcome, 53% of education
department students perceived it as excellent, 33% perceived it as better, and 13%
perceived it as good, with no students perceiving it as fair and poor. For the
and 36% perceived it as good, with no students perceiving it as fair and poor. In the
fisheries department, 8% of students perceived it as excellent, 69% perceived it as better,

63
15% perceived it as good, and 8% perceived it as fair, with no students perceiving it as
poor. In the food technology department, 0% of students perceived it as excellent, 57%
students perceiving it as poor. For the nursing department, 21% of students perceived it
as excellent, 32% perceived it as better, 42% perceived it as good, and 5% perceived it as
fair, with no students perceiving it as poor. And, for the social work department, 17% of
and 8% perceived it as fair, with no students perceiving it as poor.

Understanding during the New Normal
NEW NORMAL: Provide broad understanding

100
90
80
Percentage (%)
70
58
60 53
50
50 46
42
40 36 36 36 37
33 31
30 27 25
20 15 14 16 17
13
10 8 5
0 0 0 0 0 0 0 0 0 0
0
Programs
For the content standard – providing broad understanding, 53% of education department
students perceived it as excellent, 33% perceived it as better, and 13% perceived it as good, with
no students perceiving it as fair and poor. For the entrepreneurship department, 27% perceived it
as excellent, 36% perceived it as better, and 36% perceived it as good, with no students
perceiving it as fair and poor. In the fisheries department, 31% of students perceived it as
excellent, 46% perceived it as better, 15% perceived it as good, and 8% perceived it as fair, with
64
no students perceiving it as poor. In the food technology department, 0% of students perceived it
as excellent, 50% perceived it as better, 36% perceived it as good, and 14% perceived it as fair,
with no students perceiving it as poor. For the nursing department, 16% of students perceived it
as excellent, 42% perceived it as better, 37% perceived it as good, and 5% perceived it as fair,
with no students perceiving it as poor. In the social work department, 25% of students perceived
it as excellent, 58% perceived it as better, 0% perceived it as good, and 17% perceived it as fair,
with no students perceiving it as poor.
Graph 3.4. Students’ Perceptions on the Relevance of Course Content to Students during
the New Normal
NEW NORMAL: Relevance of course content to students

100
90
80
Percentage (%)
70
58
60 53 54
50 43
40 36 37 37
33
27 27 29
30 23 25
21
20 15 14 14 17
13
9 8
10 5
0 0 0 0 0 0 0 0
0
Programs
For the content standard – relevance of course content to students, 53% of
education department students perceived it as excellent, 33% perceived it as better, and
13% perceived it as good, with no students perceiving it as fair and poor. For the
27% perceived it as good, and 9% perceived it as fair, with no students perceiving it as
poor. In the fisheries department, 23% of students perceived it as excellent, 54%
65
students perceiving it as poor. In the food technology department, 14% of students
perceived it as fair, with no students perceiving it as poor. For the nursing department,
21% of students perceived it as excellent, 37% perceived it as better, 37% perceived it as
good, and 5% perceived it as fair, with no students perceiving it as poor. Lastly, in the
social work department, 25% of students perceived it as excellent, 58% perceived it as
it as poor.

Assessments during the New Normal
NEW NORMAL: Provide appropriate assessments

100
90
80
70 67
Percentage (%)
62
60 57
50 47 45
40 42
40 36 36
32
30
18 15 15 16 17
20 13
8 11 8 8
10 7
0 0 0 0 0 0 0 0 0
0
Programs
For the content standard – providing appropriate assessments, 47% of education
department students perceived it as excellent, 40% perceived it as better, and 13% perceived it as
good, with no students perceiving it as fair and poor. For the entrepreneurship department, 18%
students perceiving it as fair and poor. In the fisheries department, 8% of students perceived it as
excellent, 62% perceived it as better, 15% perceived it as good, and 15% perceived it as fair, with
66
no students perceiving it as poor. In the food technology department, 7% of students perceived it
as excellent, 57% perceived it as better, and 36% perceived it as good, with no students
perceiving it as fair and poor. For the nursing department, 16% of students perceived it as
excellent, 42% perceived it as better, 32% perceived it as good, and 11% perceived it as
fair, with no students perceiving it as poor. In the social work department, 17% of
students perceived it as excellent, 67% perceived it as better, 0% perceived it as good, 8%
perceived it as fair, and 8% perceived it as poor.

NEW NORMAL: Encourages interaction

100
90
80
70 67
Percentage (%)
62
58
60
50 43 43
40 36 36
32 32
30 27 26
20
20 15 15 14 17 17
8 11 8
10 7 7
0 0 0 0 0 0 0 0
0
Programs
For encouraging interaction content standard, 20% of education department
and 7% perceived it as fair, with no students perceiving it as poor. For the
entrepreneurship department, 27% of respondents perceived it as excellent, 36%
perceived it as better, and 36% perceived it as good, with no students perceiving it as fair
and poor. In the fisheries department, 15% of students perceived it as excellent, 62%
67
students perceiving it as poor. In the food technology department, 14% of students
no students perceiving it as fair and poor. For the nursing department, 26% of students
perceived it as fair, with no students perceiving it as poor. For the social work
4.4 Evaluation of Students’ Perceptions on Accessibility during the Pre-Pandemic,

The analysis provided represents the perceptions of students regarding
accessibility in different programs (Education, Entrepreneurship, Fisheries, Food
Technology, Nursing, and Social Work) during three distinct phases: Pre-Pandemic,
Pandemic, and New Normal. The study employed the mode, which represented the most
common value. The data has been analyzed using the Kruskal-Wallis's test, which is a
non-parametric statistical test used to compare more than two independent groups when
the data does not follow a normal distribution.
Graph 4.1. Students’ Perceptions on Accessibility during the Pre-Pandemic
68
Accessibility during the Pre-Pandemic
100
90
80
71
Percentage (%) 70
60 58
60 54
50
42 42
40 36 36
33
30
21 21 21
18 15 15
20
9 8 8 11
10 7 7 5
0 0 0 0 0 0 0 0
0
Programs
Very easy Somewhat easy Neutral Somewhat difficult Very difficult
The data revealed varying perceptions of accessibility across different academic
programs before the pandemic. In the education department, 60% of students perceived
accessibility as very easy, while 33% perceived it as somewhat easy, and 7% as neutral,
with no students finding it somewhat difficult and very difficult. Similarly, in the
entrepreneurship department, 36% of students found it very easy, 36% somewhat easy,
18% neutral, and 9% as somewhat difficult, with no students perceiving it as very
difficult. In contrast, the fisheries department had 54% of students finding it very easy,
15% somewhat easy, 8% neutral, 15% as somewhat difficult, and 8% as very difficult.
The food technology department had 21% of students finding it very easy, 71% as
somewhat easy, and 7% neutral, with no students perceiving it as somewhat difficult and
very difficult. The nursing department had 42% of students finding it very easy, 21% as
somewhat easy, 21% neutral, 11% as somewhat difficult, and 5% as very difficult. Lastly,
the social work department had 42% of students finding it very easy, and 58% as
somewhat easy, with no students perceiving accessibility as neutral, somewhat difficult,
and very difficult.
Graph 4.2. Students’ Perceptions on Accessibility during the Pandemic

69
Accessibility during the Pandemic
100
90
Percentage (%) 80
70 64
60
50 50
50 46
40 40
40 36
32
30 27 26 25
23 23
20 14 16 16 17
13 11
7 9 8 8
10
0 0 0 0 0 0 0
0
Programs
The data illustrated the varying perceptions of accessibility during the pandemic
across different academic programs. In the education department, 7% of students found it
very easy, 40% somewhat easy, 40% neutral, and 13% as somewhat difficult, with no
students perceiving it as very difficult. Conversely, in the entrepreneurship department,
no students found it as very easy, 9% of students perceived it as somewhat easy, 64%
neutral, and 27% somewhat difficult, with no students perceiving it as very difficult.
Similarly, in the fisheries department, no students found it very easy, 23% perceived it as
somewhat easy, 23% as neutral, 46% as somewhat difficult, and 8% as very difficult. In
the food technology department, no students found it very easy, 0% as somewhat easy,
50% found it as neutral, 36% as somewhat difficult, and 14% as very difficult. The
nursing department had 16% of students finding it very easy, 16% as somewhat easy,
32% neutral, 26% somewhat difficult, and 11% as very difficult. Lastly, in the social
work department, no students found it as very easy, 25% as somewhat easy, 17% neutral,
50% as somewhat difficult, and 8% find it as very difficult.
Graph 4.3. Students’ Perceptions on Accessibility during the Pre-Pandemic
70
Accessibility during the New Normal
100
90
80
80
Percentage (%)
70
58
60 55
50 46
43 43
40 33
32 32
30 23 23
18 18 21
20 13
9 8 11 8
10 7 7 7 5
0 0 0 0 0 0 0
0
Programs
The data illustrated the varying perceptions of accessibility during the new normal
across different academic programs. In the education department, 13% of students found
it as very easy, 80% perceived it as somewhat easy, and 7% as neutral, with no students
perceiving it as somewhat difficult and very difficult. In the entrepreneurship department,
18% found it very easy, 55% as somewhat easy, 18% neutral, and 9% as somewhat
difficult, with no students perceiving it as very difficult. Similarly, in the fisheries
department, 8% found it very easy, 46% as somewhat easy, 23% neutral, and 23%
somewhat difficult, with no students perceiving it as very difficult. In the food
technology department, no students found it very easy, 43% perceived it as somewhat
easy, 43% as neutral, 7% as somewhat difficult, and 7% as very difficult. The nursing
department had 21% finding it as very easy, 32% as somewhat easy, 32% neutral, 11% as
somewhat difficult, and 5% perceived it as very difficult. Lastly, in the social work
department, no students found it very easy, 58% somewhat easy, 33% neutral, and 8%
somewhat difficult, with no students perceiving it as very difficult.
4.5 Evaluation of Students’ Perceptions on Flexibility during Pre-Pandemic,

Pandemic and New Normal
71
The analysis provided represents the perceptions of students regarding flexibility
in different programs (Education, Entrepreneurship, Fisheries, Food Technology,
Nursing, and Social Work) during three distinct phases: Pre-Pandemic, Pandemic, and
New Normal. The study employed the mode, which represents the most common value.
The data has been analyzed using the Kruskal-Wallis's test, which is a non-parametric
statistical test used to compare more than two independent groups when the data does not
follow a normal distribution.
The data analysis reveals nuanced trends in the perceived flexibility of different
academic programs across three distinct phases: Pre-Pandemic, Pandemic, and New
Normal. In the case of BS Education, there was a notable decrease in perceived flexibility
during the Pandemic, but a subsequent increase in the New Normal, with a predominant
shift toward a perception of "Somewhat flexible." Conversely, BS Entrepreneurship
demonstrated relative stability in perceived flexibility, with a discernible shift toward a
"Neutral" stance in both the Pandemic and New Normal phases. BS Fisheries experienced
an increase in perceived flexibility during the Pandemic, which further improved in the
New Normal, marked by a shift toward both "Somewhat flexible" and "Neutral." BS
Food Technology saw a decrease in perceived flexibility during the Pandemic, with a
partial recovery in the New Normal, primarily moving toward a "Neutral" perception. BS
Nursing maintained relatively stable perceived flexibility, exhibiting a slight increase in
the New Normal. Lastly, BS Social Work witnessed a decline in perceived flexibility
during the Pandemic, followed by an increase in the New Normal, notably leaning toward
a "Somewhat flexible" perspective. In summary, the analysis underscores the dynamic
72
nature of perceived flexibility across diverse academic programs, shedding light on how
these programs adapted during the challenging phases of the pandemic.
Graph 5.1. Students’ Perceptions on Flexibility during the Pre-Pandemic
Flexibility during the Pre-Pandemic

100
90
79
80
Percentage (%)
70 67
58
60 55
50 46
40 37
32 33
30 27 26
23
20 18
20 13 15 15 14
7 8
10 5
0 0 0 0 0 0 0 0 0 0
0
Programs
Highly flexible Somewhat flexible Neutral Not very flexible Not flexible at all
Based on the data shown in the table above about flexibility during pre-pandemic,
67% of education students perceived it as highly flexible, while the remaining 20% and
13% perceived it as somewhat flexible and neutral. No students from this department
perceived it as not very flexible and not flexible at all. In the entrepreneurship
department, 55% of the students answered highly flexible, 18% of students answered
somewhat flexible, and 27% answered neutral with no students perceived it as not very
flexible and not flexible at all. On one hand, 46% of the students coming from the
73
fisheries department perceived flexibility in this learning phase as highly flexible, 23% of
students perceived it as somewhat flexible, 15% perceived it as neutral and also, 15%
answered it as not very flexible with no students perceived it as not flexible at all. On the
other hand, 14% of students coming from the food technology department perceived it as
highly flexible, while the remaining 79% and 7% of students perceived it as somewhat
flexible and neutral, having no students answered it as not very flexible and not flexible
at all. In the nursing department, 37% of students perceived it as highly flexible, 32%
said it was somewhat flexible, 26% answered it as neutral, 5% of students perceived it as
not very flexible, and no students answered it as not flexible at all. And lastly, in the
social work department, 58% of students responded highly flexible, 33% answered it as
somewhat flexible, 8% of students perceived it as neutral, and no students answered not
very flexible and not flexible at all.
Graph 5.2. Students’ Perceptions on Flexibility during the Pandemic
Flexibility during the Pandemic

100
90
80
Percentage (%)
70
60
50
50 45
40 42
38 36 37
40 33 33
31 31 32
30 27 27 25
20
20 16
11
10 7 7 7 5
0 0 0 0 0 0 0 0
0
Programs
During pandemic, students coming different departments have varying
perceptions on flexibility starting with education department wherein 7% of students
74
answered it as highly flexible, 40% perceived it as somewhat flexible, 20% said it was
neutral, and no students answered not very flexible and not flexible at all. In the
entrepreneurship department, no students answered it as highly flexible, rather, 27% of
students perceived it as somewhat flexible and neutral and most of the students gathering
a 45% from the total sample perceived it as not very flexible with no students answered
not flexible at all. In the fisheries department, there are no students who answered highly
flexible, 38% answered somewhat flexible, 31% of students perceived it as neutral and
not very flexible, and no students responded not flexible at all. While, in food technology
department, 7% of students perceived it as highly flexible and also 7% perceived it as
somewhat flexible, 36% responded neutral, and the rest of the students in this department
having 50% answered it as not very flexible with no student responded not flexible at all.
In the nursing department, 11% of students responded highly flexible, 37% responded
somewhat flexible, 16% of students answered neutral, 32% perceived it as not very
flexible, and 5% perceived it as not flexible at all. Lastly, in the social work department,
no students responded highly flexible, 33% responded somewhat flexible, 42% answered
it as neutral, 25% said it was not very flexible and no student perceived it as not flexible
at all.
Graph 5.3. Students’ Perceptions on Flexibility during the New Normal
75
Flexibility during the New Normal
100
90
80
Percentage (%)
70 67
58
60 55 54
50 43 42
40 36 36
30 26 25
23 21
20 13 13 15
9 8 11 8 8
10 7 7 7 7
0 0 0 0 0 0
0
Programs
During the new normal period, most of the respondents coming from the six
departments have the same perceptions towards flexibility in which they perceived it as
somewhat flexible. To prove this, here are the following percentage of students’
perceptions starting in the education department, where there are 13% of students
perceived it as highly flexible, 67% of students perceived it as somewhat flexible, 13%
perceived it as neutral, and 7% of students perceived it as not very flexible with no
student perceived it as not flexible at all. In the entrepreneurship department, 9% of
students answered highly flexible, 55% answered it as somewhat flexible, 36% of
students answered it as neutral, and no students answered it as not very flexible and not
flexible at all. In the fisheries department, 15% of students responded to being highly
flexible, while the remaining 54% responded somewhat flexible, 23% responded neutral,
and 8% of students responded it as not very flexible with no students responded it as not
flexible at all. In the food technology department, 7% of students answered it as highly
flexible, 43% answered it as somewhat flexible, 36% of them answered neutral, and 7%
answered it as not very flexible and not flexible at all. In the nursing department, 26% of
students said it was highly flexible, 42% said it was somewhat flexible, 21% said it was
76
neutral, and 11% said it was not very flexible with no student said it was not flexible at
all. Ultimately, in the social work department, 8% of students perceived it as highly
flexible, 58% perceived it as somewhat flexible, 25% perceived it as neutral, and 8% of
students perceived it as not very flexible with no students perceived it as not flexible at
all.
4.6 Post-Hoc Analysis for Students' Perceptions on Content Quality during the
Three Transitional Phases
This post hoc analysis is conducted to compare students' perceptions of content
quality during three transitional phases: Pre-Pandemic, Pandemic, and New Normal. The
analysis involves pairwise comparisons to identify any significant mean differences
between these phases. The data is presented in a tabular form, with each row representing
a comparison between two transitional phases. The columns provide information on the
phases being compared, the mean difference in content quality perceptions, and the
corresponding p-values.
Table 4.6.1 Students' Perceptions on Content Quality during Pre-Pandemic,

Pairwise comparisons - Content Quality
W p
Pre-Pandemic Pandemic -4.02 0.012
Pre-Pandemic New Normal -2.38 0.212
Pandemic New Normal 3.82 0.019
77
The mean difference of content quality perception of students between Pre-
Pandemic and Pandemic is -4.02. The p-value — 0.012, indicates that this difference is
statistically significant at the conventional significance level of 0.05. It suggests that
students' perceptions of content quality significantly decreased during the pandemic
compared to the pre-pandemic phase.
The mean difference of perceptions of students regarding content quality between
Pre-Pandemic and New Normal is -2.38. The p-value — 0.212 is not statistically
significant, suggesting that there is no significant difference in students' perceptions of
content quality between the pre-pandemic and new normal phases.
The mean difference of content quality on students’ perceptions between
Pandemic and New Normal is 3.82. The p-value — 0.019 is statistically significant at the
conventional significance level of 0.05. It indicates that students' perceptions of content
quality significantly improved during the new normal phase compared to the pandemic
phase.
In summary, the post-hoc analysis revealed significant mean differences in
students' perceptions of content quality between different transitional phases wherein
students' perceptions significantly decreased during the pandemic compared to the pre-
pandemic phase, and these perceptions improved during the new normal phase. In
addition, there was no significant difference between the pre-pandemic and new normal
phases in terms of content quality perceptions. It is important to note that other factors,
such as changes in teaching methods or technological advancements during the new
normal, may have influenced these results.
78
4.7 Post-Hoc Analysis for Students’ Perceptions on Accessibility during the Three
Transitional Phases
This post-hoc analysis is conducted to compare students' perceptions of
accessibility during three transitional phases: Pre-Pandemic, Pandemic, and New Normal.
The analysis involves pairwise comparisons to identify any significant mean
differences between these phases. The data is presented in a tabular form, with each row
representing a comparison between two transitional phases. The columns provide
information on the phases being compared, the mean difference in accessibility
perceptions, and the corresponding p-values.
Table 4.7.1 Students' Perceptions on Accessibility during Pre-Pandemic, Pandemic,

and New Normal
Pairwise comparisons - Accessibility
W p

The mean difference of -3.87 indicates that students' perceptions of accessibility
in the Pandemic phase were on average units lower compared to the Pre-Pandemic
phase. The p-value of 0.017 is below the common significance level of 0.05, suggesting
that this difference is statistically significant. Therefore, we can conclude that there is a
significant difference in students' perceptions of accessibility between the pre-pandemic
and pandemic phases.
79
The mean difference of -2.71 shows that students' perceptions of accessibility in
the New Normal phase were on average units lower compared to the Pre-Pandemic
phase. However, the p-value of 0.135 is greater than the common significance level of
0.05, indicating that this difference is not statistically significant. Therefore, we cannot
confidently conclude that there is a significant difference in students' perceptions on
accessibility between the pre-pandemic and new normal phases.
The mean difference of 3.83 suggests that students' perceptions of accessibility in
the New Normal phase were on average higher compared to the Pandemic phase. Similar
to the previous comparison, the p-value of 0.019 is below the common significance level
of 0.05, indicating that this difference is statistically significant. Hence, we can conclude
that there is a significant difference in students' perceptions on accessibility between the
pandemic and new normal phases.
In summary, post-hoc analysis of students' perceptions on accessibility shows that
there is a significant difference between the pre-pandemic and pandemic phases as well
as between the pandemic and new normal phases. However, there is no significant
difference in accessibility between the pre-pandemic and new normal phases.
4.8 Post-Hoc Analysis for Student’s Perceptions on Flexibility during the Three
Transitional Phases
This post hoc analysis is conducted to compare students' perceptions on flexibility
during three transitional phases: Pre-Pandemic, Pandemic, and New Normal. The
analysis involves pairwise comparisons to identify any significant mean differences
between these phases. The data is presented in a tabular form, with each row representing
a comparison between two transitional phases. The columns provide information on the
80
phases being compared, the mean difference in flexibility perceptions, and the
corresponding p-values.
Table 4.8.1 Students' Perceptions on Flexibility during Pre-Pandemic, Pandemic,

and New Normal
Pairwise comparisons - Flexibility
W p

The mean difference between the Pre-Pandemic and Pandemic phases is -3.96,
and the p-value associated with this comparison is 0.014. The p-value is below the typical
significance level of 0.05, indicating that the difference in students' perceptions on
flexibility between these two phases is statistically significant. Thus, students'
perceptions on flexibility changed significantly during the transition from pre-Pandemic
to pandemic.
Similarly, the mean difference between the Pre-Pandemic and New Normal
phases is -3.96, and the p-value is 0.014. As the p-value is below 0.05, the difference in
students' perceptions on flexibility between the pre-pandemic and new normal phases is
statistically significant. This suggests that students' perceptions on flexibility underwent
significant changes during the transition from pre-pandemic to the new normal phase.
Lastly, the mean difference between the Pandemic and New Normal phases is
2.68, and the p-value is 0.140. With a p-value greater than 0.05, there is no statistically
significant difference in students' perceptions on flexibility between the pandemic and
81
new normal phases. In other words, students' perceptions on flexibility did not differ
significantly between these two phases.
In summary, this post-hoc analysis revealed that students' perceptions regarding
flexibility changed significantly during the transitions — pre-pandemic to both pandemic
and new normal phases. However, there was no significant difference in students'
perceptions on flexibility between the pandemic and new normal phases.
4.9 Students' Problems in Learning during Pre-Pandemic, Pandemic and New

Normal
The tables below depict the challenges faced by Bicol University Tabaco’s
students during the three transitional phases of the educational approach, namely pre-
pandemic, pandemic, and new normal. The table has three columns, with the challenges
faced by students during the three transitional phases in the first column. The sample size
of the students who are the study’s intended respondents is shown in the second column,
and the ranking of problems from the primary problem to the least problem experienced
by students in the three phases is shown in the third column.
4.9.1 Students’ Problems in Learning during the Pre-Pandemic
TRADITIONAL (FACE-TO FACE) LEARNING APPROACH

Problem's Description % of Students
Expressing This Rank
Problems
(n=84)
Lack of experiential learning 25 4
Lots of distractions (such as noise from the inside and 43 3
outside of the classroom)
External factors (such as family problems, financial 55 2
constraints, peer pressure, etc.)
Internal factors (such as low self-confidence and low 63 1
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self-motivation)
Teacher's lack of teaching strategies 20 5
Other (None, Teacher's insensitivity, failure to recognize
and lack of appreciation among silent and shy students) 4 6
Note: The researchers got multiple answers from each of the respondents regarding the problems they
experienced during the traditional (face-to-face) approach.
Table 4.9.1 presented the challenges faced by students during the traditional
learning approach. Twenty-five percent of students stated that they lacked experiential
learning. 43% of the understudies said that lots of distractions (such as noise from the
inside and outside of the classroom) influence their way of learning. 55% of the total
sample size responded that external factors (such as family problems, financial
constraints, peer pressure, etc.) affect how they learn. 63% of the students stated that the
issue they encountered during the traditional learning approach was caused by internal
factors, such as low self-confidence and self-motivation. 20% of the students, said that
the teacher’s lack of teaching strategies affected their learning, and only 4% of the
respondents said other problems affect their learning process such as teacher’s
insensitivity, failure to recognize and lack of appreciation among silent and shy students
or some of them never have the problems in their learning process during this learning
approach. According to the data that have been presented, the students’ primary
difficulty in their learning process during this phase was internal factors, such as low self-
confidence and low self-motivation, with the highest percentage of students expressing
this difficulty being the Rank 1 among the other problems.
4.9.2. Students’ Problems in Learning during the Pandemic
ONLINE LEARNING APPROACH
Problem's Description % of Students

Expressing This Rank
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Problems (n=84)
Unstable internet connectivity 95 1
Lack of gadgets to be used in online learning 57 7
Inadequate learning resources 55 8
Electric power interruptions 82 2
Overloaded lesson activities 74 4
Conflict with home responsibilities 80 3
Poor learning environment 64 6
Financial problems 52 9
Mental health struggles 69 5
Vague learning contents 40 10
Other (Unavoidable distractions such as noise from the 1 11
inside/outside the house)
experienced during the online learning approach.
The issues that students encountered because of the online learning approach were
depicted in Table 4.9.2. 95% of the understudies addressed that unstable internet
connectivity was their concern in their way of learning during this learning approach.
57% of students stated that lack of gadgets to be used in online learning affects their
learning, and 55% of students stated that inadequate learning resources were the issue
during this phase. Electric power interruptions have impacted 82% of the understudies in
going to synchronous and asynchronous classes that impacted their way of learning. In
response to this learning approach, 74% of the total sample size reported that overloaded
lesson activities had a significant impact on their learning, and 80% of students of the
total sample reported that conflicts with responsibilities at home had a significant impact.
64% of the respondents stated that a poor learning environment was the issue, and 52% of
the students stated that financial problems had a significant impact on their academic
performance. During this online learning approach, mental health issues were mentioned
by 69% of students as a problem, and 40% of the respondents said that vague learning
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contents affected their knowledge acquisition, which affected their learning process.
Meanwhile, only 1% of the total sample answered other problems like noise from inside
or outside the house or other unavoidable distractions affecting their learning process.
According to the data above, the most significant obstacle to students’ learning during the
online learning approach was unstable internet connectivity being the first in rank among
other problems.
4.9.3 Students’ Problems in Learning during the New Normal
BLENDED LEARNING APPROACH
Problem's Description % of Students Expressing

this Problems (n=84) Rank
Lack of time management 68 2
New setup of classroom environment 58 3
Physical distractions (such as the use of 71 1
facemask and barriers)
Other (Financial problems, mental health 2 4
struggles)
experienced during the blended learning approach.
The blended learning approach is depicted in Table 4.9.3, along with the issues
that students have encountered, their percentage and number. According to the provided
data, 68% of students indicated that their learning process during this learning approach
was impacted by a lack of time management. However, 58% of understudies reported
that the new classroom setup had a negative impact on their learning and academic
performance. Additionally, physical distractions, such as facemasks and barriers, were
cited by 71% of the total sample as having a significant impact on their learning process.
Lastly, in this blended learning approach, only 2% of students reported that other issues,
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such as financial concerns and mental health issues, contributed to their poor learning
experience. To conclude, physical distractions (such as the use of facemask and barriers)
was the principal issue and extraordinarily impacted the understudies in their way of
learning during this learning approach, having 71% of the students encountered this issue
and ranked as the first among the three other problems in this phase.
Discussion
Students’ perceptions have been affected by several factors during their learning
process. It can be the type of learning approaches or the challenges that they have
encountered during their learning process. Based on the result of the study, students'
perceptions varied significantly across the three transitional phases of learning approach
in terms of content quality, accessibility, and flexibility. Quality content refers to the
intended and taught curriculum of schools. National goals for education, and outcome
statements that translate those goals into measurable objectives, should provide the
starting point for the development and implementation of curriculum (UNICEF, 2000). It
has also content standards to measure if the quality of the content has been met or not. A
content standard in education is a statement that can be used to judge the quality of
curriculum content or as part of a method of evaluation (Kendall and Marzano, 1997). In
this study, the perceptions of students in content quality varies according to the three
transitional learning phases that the students underwent during their learning process.
Content Quality: Students’ Perceptions during the Pre-Pandemic (Traditional)

Learning Approach
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Based on the evaluation of students’ perceptions on content quality during the
pre-pandemic (traditional) learning approach, most of the respondents coming from the
six departments (Education, Entrepreneurship, Fisheries, Food Technology, Nursing, and
Social Work) perceived it as excellent. This means that the content standards have been
met to cater students’ needs and preferences during their learning process. This also
means that the content of the instruction and the lesson itself delivered to students was
made clear and comprehensive, attaining the objectives set for the learning of students.
However, based on the data analysis conducted using Kruskal-Wallis, it was presented
that students’ perceptions from the six departments significantly differs. Additionally,
using post-hoc analysis, there was a significant difference between pre-pandemic and
pandemic phases wherein students' perceptions significantly decreased during the
pandemic, while no significant difference between the pre-pandemic and new normal
phases. The differences in students’ perceptions across the three transitional learning
phases were supported by the three theories: The Social Comparison Theory, Adaptation
Theory, and Transformative Learning Theory. Social Comparison Theory, according to
Cherry (2022), describes the comparison processes people utilize to evaluate their
actions, accomplishments, and opinions in contrast to those of other people. Meanwhile,
Adaptation Theory, according to King (2018), is the ability of an organism to adapt to
changes in its environments and adjust accordingly overtime. And Transformative
Learning Theory focuses on the idea that learners can adjust their thinking based on
added information. Furthermore, the results of the study were like the study of Spencer et
al. (2014) who found out that students have positive perceptions of content quality when
engaged in traditional classroom settings. Their general results suggested that students
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performed better in and had higher levels of preference towards face-to-face formats.
Alongside this, students exhibited positive views towards their instructors’ skill level and
use of technology to support academic. This is like the result of this present study where
students have positive perceptions of acquiring the content of the instruction since
teaching and learning process between them and their professors happens in a face-to-
face interaction.
Content Quality: Students’ Perceptions during the Pandemic (Online) Learning

Approach
During the pandemic (online) learning approach, students’ evaluation of their
perceptions on the content quality showed that most of the respondents perceived it as
good. And based on Kruskal-Wallis's analysis, it was revealed that students have no
significant differences during this learning approach. Additionally, using the post-hoc
analysis, students' perceptions significantly decreased during the pandemic compared to
the pre-pandemic phase, and these perceptions improved during the new normal phase.
The varying perceptions of students’ perceptions in these three transitional learning
phases were supported by the following theories: Social Comparison Theory, Adaptation
Theory, and Transformative Learning Theory. Social Comparison Theory suggested that
people have an innate drive to evaluate themselves, often in comparison with others. The
Adaptation Theory that suggests people or any organism’s changes and adapt to suit to
their environment which is evidential to learners who adapt their selves especially their
learning styles to adapt to their new learning environment as transition of learning phases
happened. And the Transformative Learning Theory is the idea that learners who are
getting added information are also evaluating their past ideas and understanding and
shifts to obtain added information through critical reflection. Other study also supported
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the result of the present study such as the study of Yang and Cornelius (2004) who found
out that students have negative experiences in online learning. These are due to the
following factors such as delayed feedback from the instructor, unavailable technical
support from instructor, lack of self-regulation and self-motivation, sense of isolation,
monotonous instructional methods, and poorly designed course content. Therefore, this
indicates that the content quality during this learning approach perceived by the students
have not been truly met by the students as there are barriers affecting how they acquire
the instruction delivered by their professors/instructors. Thus, the content quality was
being affected by online learning since both the teachers and students were isolated
during their teaching-learning process. Those factors were also similar to the factors
contributing to the negative experiences of students in this present study, which is why
they perceived this approach as good. They have been affected to acquire the lesson
content due to inevitable circumstances such as power interruption and unstable internet
connection as well as due to lack of gadgets used in their online classes, and distractions
from the outside. Internal factors also affect them from absorbing the instruction
delivered by their professors such as fear of interacting online and low self-confidence.
Thus, these factors affect how the students acquire the content of the lesson delivered to
them by their professors, which in turn, makes an impact on how they perceive content
quality during this learning approach.
Content Quality: Students’ Perceptions during the New Normal (Blended) Learning
Approach
During the blended learning approach, most of the students from the six different
programs perceived the content quality as better. And based on the Kruskal-Wallis and
Post-Hoc analysis, the students’ perceptions have no significant differences, meaning,
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they all perceived the content quality during this approach as better than the online
learning approach. This result was similar to the study of Sawaftah and Aljeraiwi (2018)
who concluded that there was no statistically significant difference between male and
female students’ perceptions of the quality of blended learning in teaching physics at
KSU. The result of the study revealed that students’ overall perceptions on the use of
blended learning (based on the use of blackboard) in physics teaching at KSU was
generally perceived to be of high quality. This is because the teachers were highly
effective in facilitating learning within the online context of the physics course, the online
materials and activities supported learning within the physics course to a high degree, and
the load of work was highly appropriate to cope with the online components of the
physics course. This is like the factors contributing to the content acquisition of learners
in this study because they have given the opportunity to attend face-to-face and online
classes consecutively wherein, they can maximize their learning at school and maximize
doing homework at home. This perceptions of students of content quality across the three
transitional learning phases was also proven by Social Comparison Theory where
individuals compare their abilities with other people to measure their performance, the
Adaptation Theory saying that individuals adapt to changes to interact and suit to their
new environment, and the Transformative Learning Theory that says learners interpret
and reinterpret their sense of experience, knowledge, and ideas to make learning. The
result of this study also indicates that the content standards match the needs of the
students during their learning process. Hence, students and professors meet physically in
the classroom in which professors can deliver accurately and comprehensively the
instruction needed by the students.
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Overall, students perceived content quality as excellent during the traditional
learning approach, whereas, good during the online learning approach, and better during
the blended learning approach. This shows that students preferred the face-to-face
learning approach where they can interact, communicate, and learn physically.
Additionally, they perceived that blended learning approach is better than online learning
approach because they all preferred face-to-face since then even though there are barriers
that limit them to interact with one another. However, despite these barriers and
limitations, the content has been delivered accurately and appropriately which ensures
that they fully understand and learn from it.
Accessibility: Students’ Perceptions during the Pre-Pandemic (Traditional)

Learning Approach
Pre-pandemic is the period where students and professors meet daily in the
physical classroom for teaching and learning. The period where they can interact and
collaborate with each other during their teaching-learning process. Accessing learning
materials is also easy for the students since they are provided with handouts of it either in
a soft or hard copy which can serve as their reference during instruction. Therefore,
learning resources are very accessible during the pre-pandemic which was proven by the
respondents coming from the six different programs wherein they perceived accessibility
of learning materials during this phase as very easy. And based on the statistical analysis
using Kruskal-Wallis and Post-Hoc analysis, students' perceptions on accessibility show
that there is a significant difference between the pre-pandemic and pandemic phases.
However, there is no significant difference between the pre-pandemic and new normal
phases. This was supported by the study of Dios and Charlo (2021), wherein face-to-face
learning model is enriched with the use of the internet in the sense that teachers and
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students have class in traditional timetables and classrooms, but also use the virtual
platform or classroom where the teacher can upload diverse information needed for
teaching, and which is a learning support for the student at home. In addition, students
also mention that they must take notes of the teacher’s explanations because they do not
have videos to review these explanations, although they have at their disposal all the
content of the subject on the campus through PDF reading documents and class
presentations. This proves that during this learning phase, they have no difficulties in
accessing learning materials since they are directly provided with these during and after
instruction.
Accessibility: Students’ Perceptions during the Pandemic (Online) Learning

Approach
During the pandemic (online) learning approach, schools and other establishments
have been shut down and classes have stopped due to the Covid-19 that threatens
people’s lives. Hence, during the returning of classes, the government does not allow
schools to reopen and return physical classes, rather, they adapt the online classes where
students and professors will meet virtually and will conduct synchronous or
asynchronous classes. Therefore, accessing learning materials during this phase is quite
difficult especially to students with unstable connection, those with lack of gadgets to be
used and those who experience frequent power interruption. Thus, they cannot access
learning materials easily from the moment their teachers posted it in the virtual
classroom. And it was proven in this study based on the evaluation and data analysis of
students’ perceptions on accessibility where they perceived this as neutral. This is due to
some reasons like the unpredictable circumstances such as sudden power interruption,
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and sudden fluctuation in connectivity. This is consistent with the findings of Barrot et al.
(2021) in which families from lower socioeconomic strata have limited learning space at
home, access to quality service internet, and online learning resources. The students
frequently linked the lack of financial resources to their access to the internet, educational
materials, and equipment necessary for online learning.
Accessibility: Students’ Perceptions during the New Normal (Blended) Learning

Approach
Based on the result of the evaluation, the students across the six departments
perceived accessibility during this approach as having no significant differences,
indicating that they all perceived it as somewhat easy. Additionally, using the Kruskal-
Wallis and Post-Hoc analysis, students’ perceptions have no significant differences
between this learning approach and pre-pandemic approach and have significant
differences between this approach and the pandemic approach. This was supported by the
study of Rahman et al. (2020) who examined students’ perceptions on accessibility in
blended learning environments and found that there is positive perception in blended
learning environment among students of Computer Science, which aligns with the
conclusions drawn from the data. Blended learning in i-Learn platform offers great
flexibility and allows students to have easy access to the materials provided by their
teachers that allows learning at any time and at any place. This also aligns to the result of
this present study that there was an improvement of accessing learning materials
compared to the online learning approach, since the government permitted all the schools
to return to limited face-to-face classes. Thus, the students can now be able to access
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learning resources directly from their professors needed for the subject, in the same way,
access them through online platforms.
Generally, students across the six departments varied significantly in their
perceptions of accessing learning resources during the three transitional phases of
learning approach where they perceived as very easy accessing them during the pre-
pandemic approach, neutral during the pandemic approach, and somewhat easy during
the new normal approach. This means that all the students preferred the traditional
learning approach among the three approaches and blended learning approach is better
than the online learning approach.
Flexibility: Students’ Perceptions during the Pre-Pandemic (Traditional) Learning

Approach
Based on the result of the evaluation of students’ perceptions across the six
departments on flexibility or how they adapt and cope during their learning process, this
learning approach revealed that they are highly flexible. Additionally, through the
statistical analysis such as the Kruskal-Wallis and Post-Hoc analysis, students’
perceptions have significant differences between this learning approach and during the
online and blended learning approaches, inferring that all the students perceived
flexibility in this approach as highly flexible compared to the other two phases. This was
supported by the study of Dios and Charlo (2021), wherein students value direct
communication with the teaching staff within the classroom itself, with 75% of the
students talking about this idea in their answers since if personal doubts or other
questions arise, they can be resolved immediately. This allows the teacher to explain the
doubt that has arisen, making it clear and understandable to the students. This was also
like the reasons that might be applicable to the result of this current study since students
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and professors are interacting physically, they can raise questions if the lesson is vague
for them. Additionally, professors deliver more instructions to students than giving them
workloads to be accomplished every day making them more flexible in their academics.
Therefore, students perceived that they are highly flexible during this approach because
professors and instructors are balanced in giving tasks and instructing the students.
Flexibility: Students’ Perceptions during the Pandemic (Online) Learning Approach
During the pandemic (online) learning approach, students’ perceptions regarding
flexibility based on the evaluation revealed that they are neutral. However, using the
Kruskal-Wallis and Post-Hoc analysis, students’ perceptions have significant differences
between this approach and during the traditional learning approach and have no
significant differences between this approach and during the blended learning approach,
inferring that students’ flexibility is lower during this approach compared to the
traditional learning approach. This contrasts with the result of the study conducted by
Turan et al. (2022) where students’ flexibility of time management and flexibility of
content levels were quite high. The students benefited from online education such as
flexibility, time and place independence, and repeatability of lessons and resources.
However, it was determined that the self-regulated efforts of students in the online
learning process is moderate, suggesting that sometimes, students discontinued the work
they planned to do without completing it due to lack of focus and they gave up when the
course was not understood and studied only on its easily understandable parts.
Additionally, Mather and Sarkans (2018), revealed in their study that in terms of
flexibility of time and location, participants have chosen online delivery because they
were able to complete the course according to their personal schedule and in a quiet
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environment. On the other hand, when it comes to interactivity, participants find it
challenging to reliably determine how effective online discussions are for them because
they cannot personally acquire faculty-led lectures and explanations to understand the
principles and concepts taught in the course. This is like this current study, since due to
pandemic, teacher and students became isolated with each other, therefore they cannot
interact physically and its challenging for them to make clarifications regarding the
concepts they do not understand making them frustrated to understand the lesson all by
their selves.
Flexibility: Students’ Perceptions during the New Normal (Blended) Learning

Approach
During the new normal (blended) learning approach, students evaluated their
perceptions regarding their flexibility and revealed that they are flexible in this approach.
However, using the statistical analysis — the Kruskal-Wallis and Post-Hoc analysis
showed that students’ perceptions have significant differences between this approach and
during the traditional learning approach, and no significant differences observed between
this approach and during the online learning approach. According to Bouilheres et al.
(2020), students’ perceptions of their learning experiences at the university were
beneficially impacted because of the blended learning environment in their classes. The
four dimensions of benefits are engagement, flexibility of learning, online learning
experience, and self-confidence. The perception of a shared community and availability
of support stimulate social interaction and dispel the feeling of isolation caused by the
lack of face-to-face social interaction in online learning (Muilenburg and Merge 2005).
However, others reported that blended learning reduced their interaction with their
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teachers and their peers (Kim, 2012). Some students may feel isolated by blended
learning if teachers do not promote social networking and community building
(Donnelly, 2010) which could lead to reduced motivation to learn (Osguthorpe and
Graham, 2003). This is similar with the result of this present study, since students can
have the opportunity to have limited interaction with their classmates and professors, they
can now be able express their emotions and challenges they faced during their learning
process. Simply, they have someone who can lean on during their tough times which
make them cope easily with the problems they are facing in their academic life making
them flexible in their learning process during this approach compared during the online
approach.
Overall, students are highly flexible during the traditional (face-to-face) learning
approach because they can interact physically with their friends, classmates, and
professors who can help them about the problems they encountered during their learning
process and strengthening them to cope with those challenges. However, they are neutral
during the pandemic (online) learning approach since they must deal with those
challenges, they are experiencing them all by themselves knowing that they are totally
isolated from each other. And they are more flexible during the new normal (blended)
learning approach compared to the online approach since they return to limited face-to-
face classes where they can have the opportunity again to interact and express their
emotions to their classmates and their professors as well. To conclude, the traditional
learning approach is the best period for student’s flexibility.
Students’ Problems in Learning during the Traditional (Face-to-face) Learning

Approach
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Based on the result of the study, the major problem encountered by students
during this learning approach is the internal factors such as low self-confidence and low
self-motivation. According to Leslie et al. (2010); Li and Lerner, (2011), low academic
engagement among adolescents can lead to academic failure, dropping out of school,
drug abuse, juvenile crime, and the increase of negative emotions such as anxiety and
depression. Students with low self-confidence and motivation tend to be quiet all the time
even though they have the capabilities. Low self-motivation also affects the performance
of the students because they are always anxious and hesitant about their work, ideas, and
accomplishments. Having this problem is difficult to deal with since your opponent is
yourself, and it is hard for a student to compete with him/herself. Therefore, someone, a
family, friends, relatives, or loved ones should help them overcome their own fear and
boost their self-confidence for them to achieve their fullest potential. The second major
problem is external factors such as family problems, financial constraints, peer pressure,
etc. Students find it difficult to acquire information during this approach if these external
factors play their roles during their learning process. Family problems and financial
constraints really affect the learning process of the students because instead of focusing
on their academics, they tend to focus more on their problems in their family and in
finance. Thus, it can affect how the students acquire information and in turn affect their
academic performance. This was supported by the study of Rodriguez, et al. (2000), that
Latinas experience stress resulting from family obligations, educational aspirations that
conflict with parental expectations, and gender-role conflict and that socioeconomic
conditions of the students lead to low achievement, high drop-out rates, and inadequate
college preparation. These barriers make it difficult to attend onsite classes which in turn
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could affect how they perceive the content of the instruction delivered by their teachers.
The third major problem is the lots of distractions such as noise from the inside and
outside of the classroom during the learning process of students. According to Drozdenko
(2012), difficulty in understanding the instructor and students talking in the class were
rated the most potent distractions. External distractions (i.e., those produced by other
people and things) were significantly more potent than distractions produced by the
students themselves and thus affected the process of their learning. Hence, most of the
students learn fast if their environment is peaceful and learn slow if there are so many
distractions from the environment.
Other problems experienced by the students during this approach are the
following: lack of experiential learning, teacher’s lack of teaching strategies, and other
problems such as teacher’s insensitivity, failure to recognize and lack of appreciation
among silent and shy students. This also had significant impacts on how the students
acquire information and learn from the lesson. Some of them are inevitable, however,
there are problems that can be solved if they take action to overcome those problems.
Students’ Problems in Learning during the Online Learning Approach
During the online learning approach, the major problem encountered by students
during their learning process is the unstable internet connectivity. Unstable internet
connectivity hindered the students from attending synchronous and asynchronous classes
which in turn may affect their performance in a specific area of discipline. Students,
especially those who were in the upland, always experience this, hence, they tend to miss
their activities virtually and cannot access the learning materials on time due to unstable
connections which in turn affect their learning process negatively. This was supported by
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the study of Dwomoh et al. (2021), that the major challenges faced by students’
participation in e-learning include poor internet connectivity and the excessive cost of
internet data. In Malaysia, Ramli et al. (2020) reports that high data costs hindered
learners from fully participating in online learning affecting the students to missed out the
instruction delivered by their teachers. As they have missed out the instruction delivered
by their teachers, they perceived that the quality of the content was low since they were
hindered by the poor internet connectivity and excessive costs of internet data. The
second major problem of the students in virtual classes is the electric power interruptions
that are unpredictable yet frequently happen. Electric power interruptions disrupt
students' learning because they cannot attend asynchronous or synchronous classes and it
is difficult for them to finish activities especially virtual laboratory activities and submit
them on time affecting their academic performance negatively. This was supported by the
study of Carale et al. (2023), that students continued to encounter difficulties and
obstacles when participating in online learning and one of these is the electric power
interruption which generated them stress and burnout which led to physical exhaustion
from inactivity. The third major problem is the conflict of students with home
responsibilities. Because students were attending online classes, they were always at their
homes, however, instead their homes are their comfort zones, they are distracted since
they have responsibilities to do such as household chores, and many others. Hence, this
could affect their learning process because instead of giving their full time attending their
online classes, they must allot additional time doing their responsibilities in their house.
Thus, affecting their learning process negatively. This is also like the study conducted by
Ahmadon et al. (2020), who revealed that being at home while also having academic
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responsibility is a source of tension for some students who reported a lack of parental
support for their studies. Additionally, 80% of children work more than two hours daily
for household chores and 19% work for more than two hours a day for the family’s
economic needs.
Other drawbacks affecting the learning process of the students negatively are as
follows: Overloaded lesson activities, mental health struggles, poor learning environment,
lack of gadgets to be used in online learning, inadequate learning resources, financial
problems, vague learning contents, and other problems like unavoidable distractions such
as noise from the inside/outside of the house. According to Savitha Basri et al. (2022),
perceived stress and lack of social interactions with higher online exposure puts pressure
on students. When students feel exhausted and perceive themselves to be incompetent,
the frustration or tension about academic performance forces them to engage in
avoidance behaviors such as abstaining from classroom activities and being absent from
learning context. Furthermore, the study’s result was supported by the study conducted
by Hodges et al. (2020) who investigated the challenges faced by students during the
COVID-19 pandemic and highlighted issues such as unstable internet connectivity, lack
of gadgets, and mental health struggles during online learning, which was aligned with
the conclusion drawn from the data. These problems contributed negatively to the
learning process of the students which in turn affected their academic performance
negatively. Some of them are inevitable but all of them can be given solutions for the
students to cope with these challenges.
Students’ Problems in Learning during the Blended Learning Approach
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The major problem of the students during the blended learning approach is the
physical distractions such as the use of facemask and barriers. According to Khan
(2022), most of the participants in the current study reported some difficulties in hearing
other people when they are wearing a mask which correlates with an investigation by
Suanders et al. (2020). Participants had reported that facemasks and coverings have an
overall negative impact on hearing. Most participants reported that it was harder for them
to feel engaged/connected to the lecturers, tutors, doctors, nurses, and other healthcare
workers than their friends and family which in turn affect how they perceived the quality
of the instruction delivered by their lecturers. During blended learning approach, the
setup of every classroom adheres to the health protocols administered by the government
wherein the chairs are distanced with each other, the table of the professors and chairs of
the students have barriers and all of them should wear facemasks. These physical
distractions affected the learning process of the students since they cannot properly hear
the discussion of their professors because of facemask. Likewise, professors cannot
deliver the instructions well because they have face masks and the students cannot
communicate well with them due to the same reason, affecting the learning process of the
students. The second major problem is the lack of time management. According to Bansal
(2014), one of the students’ identified challenges in blended learning approach was lack
of time management skills. According to him, time management can become a
particularly acute struggle for students in a blended course where online activities are
required to be completed between the face-to-face classes. Since they must attend online
and onsite classes and most of the students are far from the school, they must travel back
to their houses to attend online classes and travelling is time-consuming affecting their
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time to attend the online classes. The third major problem is the new setup of the learning
environment. After two years of conducting synchronous and asynchronous classes,
students are still adapting to the new learning environment during this approach, hence,
they have lots of adjustments to adapt in this new learning environment which in turn
could affect their learning process along the way. This result was proven by the study of
Chen et al. (2021) who examined the challenges faced by the students during the
transition to blended learning and found issues related to physical distractions, time
management, and changes in the classroom environment, supporting the conclusion
drawn from the data. Other problems that the students encountered during this phase are
financial problems and mental health struggles which contributed negatively to their
learning performance.
Overall, the students experienced various problems in three learning approaches
that affect their learning process negatively. Hence, professors and parents should take
considerations, more patience, and understanding to their children and students for them
to boost themselves in academics and strive harder in their studies. Professors should
always monitor students’ behaviors and actions in school because this reflects their
emotions, and this might affect their academic performance negatively. Thus, they should
observe how their students act and behave in school for them to do strategic ways of
instruction to help students improve themselves and their performance in various
disciplines. Additionally, parents should monitor their children’s behavior and actions
because these might affect their studies, hence, they should always be available to talk to
them. Open communication among loved ones is also an essential way to know about the
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students’ progress, emotions, and the challenges they are experiencing to help them cope
with this and improve their academic life.
CHAPTER V
SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary, findings, conclusions, and recommendations.
Summary
This study aimed to evaluate students’ perceptions of the three transitional phases
of the educational approach for 4th-year students at Bicol University Tabaco. The study
focused on four key aspects: the content quality of the General Education Curriculum
(GEC) courses, accessibility of resource materials, flexibility in adapting to the
transitions, and problems faced during the distinct phases of education.
The study involved 536 fourth-year students from six departments at Bicol
University Tabaco. A sample size of 10% of the total population was selected using
Slovin’s formula. Data was collected through an online survey-based questionnaire, and
both primary and secondary data were used in the analysis.

104
The study found that students’ perceptions of content quality varied during face-
to-face learning. However, during online and blended learning, there were no significant
differences in students’ perceptions of content quality, and they perceived it as good.
Regarding accessibility, students perceived face-to-face learning as very easy,
online learning as neutral, and blended learning as somewhat easy. There were no
significant differences in perceptions of accessibility among the students for all three
learning approaches.
In terms of flexibility, there were no significant differences in students’
perceptions for all three learning approaches. Students perceived face-to-face learning as
highly flexible, online learning as neutral, and blended learning as somewhat flexible.
In general, the study suggests that face-to-face learning received higher ratings for
content quality, while online and blended learning approaches were perceived as good.
There were no significant differences in accessibility and flexibility for all three learning
approaches.
It is important to note that the effect sizes were moderate, indicating some degree
of variation in perceptions among the students. The study provides insights into students’
perceptions of different learning approaches and can inform future improvements in the
educational system.
Findings
Based on the result of the data analysis, it shows that there is a statistical
difference regarding the pre-pandemic and pandemic phase, however when it comes to
pre-pandemic and new normal phase it shows no statistical difference. Therefore, we can
105
conclude that the blended learning approach during the new normal phase is almost as
good as the traditional face-to-face learning approach.
On an overall insight, traditional face-to-face has a higher statistical rating as
perceived excellent by the six departments than online learning which is perceived as
good and blended learning as perceived as better in terms of content quality. In terms of
accessibility, students’ perception remained relatively stable during the Pre-Pandemic and
New Normal phases, but there was a noticeable dip during the Pandemic phase.
Furthermore, in terms of flexibility, the results indicate that during the Pandemic,
students were having difficulties in adapting to new learning approaches but showed
signs of recovery in the New Normal phase, though not entirely returning to the Pre-
Pandemic levels.
This research also suggests that students at Bicol University-Tabaco have
experienced difficulties and challenges in their learning experiences during the pre-
pandemic, pandemic, and new normal learning phases. And those difficulties have
affected their perceptions of the different learning approaches that were offered during
the three phases.
Conclusions
The study analyzed students' perceptions of different learning approaches and drew
several conclusions:
 In terms of content quality, there were significant differences in students’
perceptions during face-to-face learning. However, during online and blended
learning, no significant differences were found, and all students perceived the
content quality as good.
106
 Accessibility perceptions varied based on learning modality, with face-to-face
learning being very easy, online learning being neutral, and blended learning
being somewhat easy. Thus, there were no significant differences in accessibility
perceptions.
 Regarding flexibility, no significant differences were observed, with face-to-face
learning perceived as highly flexible, online learning as neutral, and blended
learning as somewhat flexible.
 The study also highlighted the challenges faced by students during different
transitional phases, such as internal and external factors during pre-pandemic,
unstable internet connectivity during online learning, and physical distractions in
blended learning.
In general, the findings emphasize the evolving challenges students have
experienced during educational transitions and provide insights for enhancing the
educational system, including addressing content quality variations and improving
accessibility and flexibility in online and blended learning.
Recommendations
Based on the findings of the study regarding students' perceptions in learning
during the pre-pandemic, pandemic, and new-normal phases, the following
recommendations are proposed:
 In-Depth Analysis of Content Quality: Conduct an in-depth analysis of content
quality through qualitative research methods such as interviews or focus groups to
gather insights on students' perceptions of class objectives, content alignment with
learning outcomes, and the effectiveness of assessments in promoting learning.
107
 Resource Material Accessibility Enhancement: Investigate the reasons behind
the varying perceptions of resource material accessibility during the three phases.
This could lead to insights on optimizing the delivery and availability of resource
materials to students.
 Flexibility Assessment and Strategies: Delve deeper into the flexibility aspect of
educational approaches. Identify strategies that helped students adapt to each
phase and explore whether certain types of flexibility were more effective than
others. This could involve examining teaching methods, assessment formats, and
technological tools used.
 Addressing Challenges in Online Learning: Given that online learning during
the pandemic phase posed difficulties for students across departments, conduct a
focused study on the challenges faced during this phase. This could include
investigating the specific technical, social, and pedagogical obstacles that students
encountered and proposing strategies to mitigate these challenges.
 Long-Term Impact and Adaptation: Investigate the long-term impact of the
three transitional phases on students' learning outcomes and attitudes toward
education. This could involve following up with the same cohort of students over
a longer period and assessing whether their perceptions and learning experiences
have changed as they transitioned through these phases.
 Pedagogical Techniques for Blended Learning: Given that blended learning
was perceived as better than online learning during the new normal, explore the
pedagogical techniques and strategies that contributed to this perception and
108
investigate how the combination of face-to-face and online elements enhanced the
learning experience.
 Comparative Analysis with Other Institutions: Extend the study to compare
the findings with students' perceptions in similar institutions or educational
settings. This could provide a broader context for understanding the impact of the
transitional phases on students' learning experiences and help identify best
practices.
 Faculty Training and Support: Based on the challenges faced during the
pandemic phase, consider offering faculty training and support to improve their
online teaching skills and techniques. This could enhance the quality of online
learning experiences and reduce difficulties faced by students.
 Technology Integration Assessment: Evaluate the effectiveness of the
technology used during each phase, especially during the pandemic and new
normal phases. Identify most beneficial technological tools for students' learning
and investigate whether any improvements can be made to enhance the overall
learning experience.
 Student Support Services: Establish or enhance student support services that
specifically address the challenges identified in the study. This could include
providing technical assistance, counseling, or resources to help students cope with
the demands of different learning phases.
Remember that although the study has offered valuable insights, there is still space
for additional exploration and enhancement. These suggestions are intended to expand
109
upon the current research and enhance our grasp of students' viewpoints and encounters
throughout these periods of transition.
By implementing these recommendations, educational institutions can create
supportive and adaptable learning environments that address the needs and preferences of
students during the pre-pandemic, pandemic, and new-normal phases.
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APPENDICES
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CURRICULUM
VITAE
CURRICULUM VITAE
RUBIE JOY C. BARIAS
PERSONAL INFORMATION
Address : Purok 1 Sta. Teresa, Malilipot, Albay
Date of Birth : May 31, 2002
Place of Birth : Malilipot
125
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Father’s Name : Roderick Barias
Mother’s Name : Josephine Barias
ACADEMIC BACKGROUND
Elementary : Malilipot Central School

Bonafe Street, Malilipot, Albay
2008-2014
Junior High School : Malilipot National High School

Barangay 4, Malilipot, Albay
2014-2018
Senior High School : Malilipot National High School

Science, Technology, Engineering, and
Mathematics Strand
Barangay 4, Malilipot, Albay
2018-2020
Tertiary : Bicol University Tabaco

Bachelor of Secondary Education Major in
Science 313 M. H. Del Pilar St. Tayhi, Tabaco
City, Albay
2020– Present
CONTACT INFORMATION
Mobile number : 09505404949

E-mail Address : rubiejoybarias20@gmail.com
CURRICULUM VITAE
RIZZA B. BROSA
Address : Zone-6, Comon, Tabaco City, Albay
126
Place of Birth : Comon, Tabaco City, Albay

Father’s Name : Ramon B. Brosa
Mother’s Name : Felipa B. Brosa
ACADEMIC BACKGROUND
Elementary : Comon Elementary School

Comon, Tabaco City, Albay
2008-2014
Junior High School : Comon High School

2014-2018
Senior High School : Dr. Ruby Lanting Casaul Educational

Foundation Inc.
General Academic Strand (GAS)
Tomas Cabiles St. San Juan, Tabaco City, Albay
2018-2020

City, Albay
2020– Present
CONTACT INFORMATION

E-mail Address : rizzabrosa052@gmail.com
CURRICULUM VITAE
CLARISE B. CAÑA
Address : Zone-1, Comon, Tabaco City, Albay
127
Date of Birth : November 13, 2001
Place of Birth : Comon, Tabaco City, Albay
Father’s Name : Alfredo C. Caña
Mother’s Name : Trinidad B. Caña
ACADEMIC BACKGROUND
Elementary : Comon Elementary School

2008-2014
Junior High School : Comon High School

2014-2018
Senior High School : Comon High School

2018-2020

Bachelor of Secondary Education major in Science
313 M. H. Del Pilar St. Tayhi, Tabaco City, Albay
2020– Present
CONTACT INFORMATION

E-mail Address : clarisecana95@gmail.com
CURRICULUM VITAE
IRICA MAE G. CIERVO
128
Address : Zone-2 Sugcad, Malinao, Albay
Place of Birth : Malinao
Father’s Name : Arlin Ciervo
Mother’s Name : Glenda Ciervo
ACADEMIC BACKGROUND
Elementary : Sugcad Elementary School

Sugcad, Malinao, Albay
2008-2014
Junior High School : Malinao National High School

Balza, Malinao, Albay
2014-2018
Senior High School : Malinao National High School

Balza, Malinao, Albay
2018-2020

City, Albay
2020– Present
CONTACT INFORMATION

E-mail Address : iricamaegallano.ciervo@bicol-u.edu.ph
CURRICULUM VITAE
CZARINE KAY N. PAMA
129
Address : #225, Purok 3 Palanog, Camalig, Albay
Date of Birth : September 12, 2001
Place of Birth : Palanog, Camalig, Albay

Father’s Name : Eduardo N. Pama
Mother’s Name : Odessa N. Pama
ACADEMIC BACKGROUND
Elementary : Palanog Elementary School

Palanog, Camalig, Albay
2008-2014
Secondary
Junior High School : Bariw National High School

Bariw, Camalig, Albay
2014-2018
Senior High School : PLT College of Guinobatan, Inc.

San Francisco, Guinobatan, Albay
2018-2020

City, Albay
2020– Present
CONTACT INFORMATION

E-mail Address : czarinekaynpama@gmail.com
130

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Students’ Perceptions in Learning During the Three Transitional

Phases – Pre-Pandemic, Pandemic, and New Normal

In Partial Fulfillment of the requirements for the course

RUBIE JOY BARIAS

The emergence of the Covid-19 pandemic necessitated a rapid shift in educational

approaches, prompting the adoption of computer-based learning in the Philippines. While

to investigate students’ perceptions of their learning experience across three transitional

phases of learning approaches: pre-pandemic (traditional), pandemic (online), and new

normal (blended) at Bicol University Tabaco (BUT). The sample consisted of 84

respondents, determined using Slovin’s formula. Statistical tools, including frequency

computer-based technology. There were no significant differences in accessibility and

learners, informing the development of strategies to enhance instruction and improve

RECOMMENDATION FOR ORAL EXAMINATION

This undergraduate thesis entitled, “STUDENTS’ PERCEPTIONS IN

July 23, 2023

ALEX P. CAMAYA, PhD

been our guiding lights throughout this journey.

having you as our parents.

intellectual growth and inspired us to explore new horizons in research. Your

immeasurable knowledge has contributed a lot to make this research successful.

dedication to advancing knowledge continues to motivate us to contribute to the scientific

successful completion of this research paper. Without their invaluable assistance,

with the opportunity to embark on this intellectual journey.

Also, we extend our deepest appreciation to our esteemed adviser, professor,

been instrumental throughout this research journey. Their expertise, constructive

We are also immensely grateful to the faculty members of the Education

insights have been a constant source of inspiration. Their commitment to fostering a

Additionally, we are humbly grateful to the Dean of Bicol University Tabaco

make us eager to finish and continue to strive for our goals.

We cannot finish this thesis without you.

have provided valuable insights and engaging discussions, which significantly

Furthermore, we wish to acknowledge the assistance and cooperation received

and relevant research findings.

encouragement have been the driving force behind our perseverance.

Lastly, we would like to express our gratitude to the countless researchers,

have been indispensable in guiding and making our research paper.

Students’ Perceptions on Content Quality during Pre-Pandemic 49

Evaluation of Students’ Perceptions on Flexibility 70

Post-Hoc Analysis on Students’ Perceptions on Content 75

Post-Hoc Analysis on Students’ Perceptions on 77

Post-Hoc Analysis on Students’ Perceptions on Flexibility 79

Students’ Problems in Learning 80

Content Quality: Students’ Perceptions during 85

Content Quality: Students’ Perceptions during the 86

Accessibility: Students’ Perceptions during the 89

Accessibility: Students’ Perceptions during the 90

Accessibility: Students’ Perceptions during the 91

Flexibility: Students’ Perceptions during the 92

Flexibility: Students’ Perceptions during the 93

Flexibility: Students’ Perceptions during the 94

Students’ Problems during the Traditional (Face-to-face) 95

Students’ Problems during the Online Learning Approach 97

Students’ Problems during the Blended Learning Approach 99

V. SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

4.0. GEC Courses Taken during the Three Transitional Phases 46

4.7.1 Students' Perceptions on Accessibility during Pre-Pandemic, 77

4.8.1 Students' Perceptions on Flexibility during Pre-Pandemic, Pandemic, 79

4.9.1 Students’ Problems in Learning during the Pre-Pandemic 80

4.9.2. Students' Problems in Learning during the Pandemic 82

4.9.3. Students’ Problems in Learning during the New Normal 83

1.2. Students’ Perceptions on the Alignment of Content with the 50

1.3. Students’ Perceptions on the Content’s Provision of Broad 51

1.4. Students’ Perceptions on the Relevance of Course Content to 52