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Impact of Two Years Distance Learning Instruction on the Students’ Learning Competency:

An Educators’ Perspective during Face-to-face Instruction

A Research study

Presented to the

Faculty of the Senior High School

School of Our Lady of Atocha, Inc.

Magsaysay, Alicia, Isabela

In Partial Fulfillment of the Requirement for

Practical Research 1

by:

Mark John T. Gandela

Ghiemzenth Charl Balinang

June 2023
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TABLE OF CONTENTS

Title page…………………………………………………………….………………………….i

Abstract…………………………………………………………………………………………..ii

CHAPTER I: THE PROBLEM AND ITS BACKGROUND

Introduction…………………………………………………………………………..….1

Statement of the Problem………………………………………………………………..3

Scope and Delimitation of the study…………………………………………………….4

Significance of the Study………………………………………………………………..5

Definition of Terms……………………………………………………………………...6

Theoretical Framework………………………………………………………………….7

Conceptual Framework………………………………………………………………….8

Research Paradigm……………………………………………………………………....9

CHAPTER II: REVIEW O RELATED LITERATURE AND STUDIES

Foreign Literature…………………………………………………………………..…..11

Foreign Studies…………………………………………………………………………14

Synthesis………………………………………………………………………………..15

Local Literature…………………………………………………………………………16

Local Studies……………………………………………………………………………19

Synthesis………………………………………………………………………………...20

CHAPTER III: RESEARCH METHODOLOGY

Research Design…………………………………………………………………………21

Respondents of the Study………………………………………………………………..22

Data gathering Instrument……………………………………………………………….22

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Data Gathering Procedure…………………………………………………………….…22

Data Analysis………………………………………………………………………….…23

CHAPTER IV: RESULTS AND DISCUSSION

Results…………………………………………………………………………………....25

Discussion……………………………………………………………………………..…26

CHAPTER V: SUMMARY, CONCLUSION, AND RECOMMENDATION

Summary of Findings………………………………………………………………….....32

Conclusion……………………………………………………………………………….32

Recommendations………………………………………………………………………..34

Bibliography……………………………………………………………………………..3
 ABSTRACT

This study was conducted to discern the impact of distance learning on students learning

competency after the two years distance learning experience, as perceived by the teachers of the

School of Our Lady of Atocha, Inc. As such, this study utilized a non-experimental, qualitative

research design and employ survey questionnaires as the primary data collection procedure.

Thematic analysis was used as the primary method to analyze qualitative data and present themes,

which allows for a comprehensive primary exploration of the participants experiences. As a

result of the findings, the study showed that the negative impact of distance learning is more

prevalent and has a significant impact on both the students and educators. These effects include

students’ poor comprehension, students became less attentive in class and internet dependent,

students’ learning progression slowed, learning loss on both literacy and social skills, students

became passive, and adjustments on preparation of learning instructional materials during the

migration of learning instruction. Participants also shared different coping mechanisms they used

to deal with the negative impact that occurred, such as: supplementing them with the necessary

learning Materials, giving of activities, used of mastery approaches learning, receiving advises

from their peers and co-teachers, and adjusting or adapting to the current state of the students and

the situation at hand. The result and implications shown in this study highlights the need for

comprehensive support of the education we have today, as we may still be coping to the

adjusting norm. Ultimately, this research aims to build a better system of education for both the

students and educators.

Keywords: Learning competency, educators perspective, qualitative research

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CHAPTER I

INTRODUCTION

The Corona virus disease is the recent cause of the global pandemic that drives the whole

world into crisis. Covid 19 disease (Corona virus disease 2019) is caused by the severe acute

respiratory syndrome corona virus-2 (SARS – CoV – 2), identified by the International

Committee on Taxonomy of Viruses (ICTV 2020). It was discovered on December 2019 in

Wuhan City, Hubei Province, China. Corona virus is a respiratory disease that spreads quickly

from one person to another (CDC 2022). Due to its sudden outbreak and being easily transmitted,

this disease spreads rapidly, even crossed national borders, and has become the greatest public

health challenge globally. Threatening the entire population of the world and exhibiting a

disturbance to the mass. Therefore, it was officially declared as a global pandemic on March 12,

2020, by the World Health Organization (WHO).

This crisis pressures the government administrations and force them to take caution and

safety measures. The social distancing, quarantine, and total lockdown are some of the measures

that the government implemented to prevent the disease from spreading (Mohamed 2020).

Several authorities worldwide mandated isolation, which impacted the natural daily lives of the

people and took a great toll on the society’s economics and several sectors; Education is no

exception.

However, these counter measures in response to Covid-19 has interrupted all level of the

education system. Multiple educational institutions around the world (in 192 countries) have

either implemented class suspension or localized closures affecting about 1.7 billion of students’

population worldwide (Mahdy, 2020). In regards to this unforeseen event, the educational
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institutions were administered to make amends in their present educational system to maintain

academic continuity and progression of the students (Butt et al.,). As a result of their concerted

effort, most of the educational institutions switched the mode of education from the traditional

face-to-face classes to the newly instituted distance or online learning.

Distance learning has been defined as a method of providing education through the

internet while using smartphones, laptops, desktops, or any electronic devices, etc. (Clark and

Mayer 2016). This new form of learning provides an alternative educational approach that

minimizes contact or any social gatherings. The WHO encouraged this narrative new mode of

education to support the continuity of education in these pandemic days. Moreover, the

government of many countries are exerting their effort in promoting the use of technology in

education processes (Tenorio et al., 2016). Particularly, it enables interactive communication,

provides up to date learning, facilitates flexible place option, and reduces spatial and temporal

problems linked with physical learning (Aldholay et al., 2018; Paniggrahi et al., 2018; Aldholay

et al., 2019).

However, after the two years of this mode being practiced it was deemed ineffective by

most of the students due to various implications. The most significant challenges encountered are

providing quality education, implementing quality systems required for online learning, adapting

the latest technologies (Almaiah et al., 2020), and the lack of access to the instruments needed

due to economical division.

Throughout the world, education has encountered a massive turn in recent years due to

the Covid 19 pandemic. At the current time, the pandemic seems to have settled down. As life

returns to normal little by little, the attention also turned to the implication of transition to the

traditional face-to-face education. And as of Nov. 2022, the Department of Education (DepEd)
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has announced that all public and private schools are mandated to hold face-to-face instruction

(DepEd Order 34, Series of 2022).

With the transition from the “new normal” to “back to normal”, there’s a lot of changes

and impact in which we could derive form the two years distance learning caused by the

pandemic.

Hence, this study was carried out to examine the perspective of the teachers of the School

of Our Lady of Atocha, Inc. on the impact of two years distance learning instruction on the

students’ learning competency during the implementation of face-to-face learning instruction in

the academic year 2022-2023.

STATEMENT OF THE PROBLEM

This study is conducted to discern the impact of distance learning on students learning

competency after the two years distance learning experience, as perceived by the teachers of the

School of Our Lady of Atocha, Inc.

Specifically, it sought to answer the following questions:

RESEARCH QUESTIONS:

1. What is the impact of two years distance learning instruction on the students’

learning competency as perceived by the SOLA teachers?

2. What are the learning loss of the students that emerged after the distance learning

instruction?

3. What are the strategies that the teachers used to address the learning loss of the

students?
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4. What are the challenges faced by the teachers during the migration of learning

instruction from online to face- to- face instruction?

5. How do teachers cope with the challenges during the migration of learning

instruction?

SCOPE AND DELIMITATION

This research covers the views and perspective of the School of Our Lady of Atocha’s

teachers on the impact of the two- years distance learning instruction on student’s learning

competency and performances.

This study primarily focuses on identifying and assessing the factors that resulted to the

students’ learning loss and how does the students perform after their migration from distance

learning to face-to-face instruction, from the educator’s perspective. Moreover, another intent of

this study is to evaluate the challenges the teachers are experiencing and provide strategies on

how both the educators and students could cope to these changes.

The presented study is limited only to the teachers that are currently teaching and

experienced teaching in an online based teaching as the participants and will be confined within

the vicinity of the School of Our Lady of Atocha. As this study will be conducted with limited

number of financial sources, manpower, and time framework.

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SIGNIFICANCE OF THE STUDY

The findings of this research will provide clear and concise perspective regarding the

system of education, and on how can we provide better education for the students.

This study is deemed beneficial to the following:

Community of education. The results of the study will formulate recommendations that the

community could provide to the various institution that will contribute to the improvement of the

system of education.

Institutions. This study will aid them in identifying the problems and errors regarding their

management and approaches on the system of education they are implementing. And enables

them on how they could make improvements by having the educator’s perspective.

Teachers. As those who play the significant role in the instructions of the students, this research

will provide them strategies that will help them in adapting, coping, and finding the right

approach on how could they make their teachings effective with the student’s current academic

behavior.

Students. Through the analysis presented in this study, the students will determine the factors

that affects their performances. And by the instructor’s perspective, it will aid them on how they

could cope to the sudden changes in the administration of education and improved their learning

competencies.
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Parents. The result of this study will help the parents to grasp the situation and challenges faced

by their children's and would provide them with different recommendations on how could they

guide their child on their learning especially in this migration of learning instructions.

Future researchers. This study will serve as a future reference and source for future researchers.

This material would be of great significance on providing results for the future researchers who

plans on undertaking with the same study and contribute to the improvement of education

DEFENITION OF TERMS

The terms indicated in this study are defined both conceptually and operationally.

Distance learning. Also known as online learning, is an educational approach in which students

learn via electronic and online classes without the student's needing to attend a school. Its main

elements include physical separation of teachers and students during instruction and the use of

various technologies to facilitate student-teacher and student-student communication (Simonson

& Berg, 2023).

Instruction. In this study it refers to the “communal sharing of knowledge” or the process of

teaching students.

Learning competency. Refers to the specific knowledge, skills, and attitudes that they will need

to master to efficiently perform in learning, living, and working. Competencies often define

specific applied skills and knowledge that enables people to successfully perform specific

functions in a work or educational setting (Abouchacra, 2021).

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Learning loss. Defined as the general loss of knowledge or skills and repulse in academic

progress due to the sudden breakdown in the student's regular education program due to school

closures during the COVID-19 pandemic (Frey & Verhagen, 2020).

Mastery learning approach. It is defined as an approach used by the teachers to ensure that all

students have mastered the key concepts of the lesson before moving up to the next topic.

System of education. It is defined as the management or a set of conduct in which the

educational institution follows.

THEORETICAL FRAMEWORK

As cited by Brian Fairbanks (2016), Jean Piaget (1964) presented the educational

learning theory of Constructivism. Constructivism is "The passive view of teaching views the

learner as ‘an empty vessel’ to be filled with knowledge," explains Simply Psychology,

"whereas constructivism states that learners construct meaning only through active engagement

with the world (such as experiments or real-world problem solving)." Moreover, as stated by

Jean Piaget (1964) learning is modeling, transforming, and understanding the way in which an

object is constructed. Through interactions with the environment, we change our internalized

view of the world.

"Learning is defined as a process that brings together personal and environmental

experiences and influences for acquiring, enriching or modifying one’s knowledge, skills,

values, attitudes, behavior and worldviews," notes the International Bureau of Education.

“Foundational knowledge of how humans learn, and specifically how a child learns and
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develops cognitively, is essential for all educators to be their most effective instructors in the

classroom.” Fairbanks (2016).

CONCEPTUAL FRAMEWORK

This study investigates the impact of distance learning on the students’ academic

progression now that they’ve transitioned back to the face-to-face instructions, as perceived by

the educators. The study used the IPO framework. The input of the study are the participants

profile and perspective on the impact of two years distance learning. The process of gathering

the participants profile and perception on the impact of two years distance learning was

through requesting admission to the school head for the approval of the study and informing

consent to the participants. Once the participants were informed, the questionnaire was

distributed through online based form, google forms with the corresponding links provided in

their social media accounts. Once the gathered information was completed, the researchers

proceed with the analysis of the data through Thematic Analysis. Finally, the output was the

impact of the two years distance learning on the students’ learning competency, the students’

learning loss, the teachers’ strategies to address this learning loss, the challenges that the

teachers experience during the migration, and the various coping mechanisms they used to

cope with these challenges.

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RESEARCH PARADIGM

Process Output
Input
 Requesting admission  The impact of the two years
Respondents Profile: distance learning on the
to the school head
 Name students’ learning
 Distribution of self competency
 Age
structured survey
 Sex questionnaires (google  The students’ learning loss
 Educational attainment form)
 Online working  The teachers’ strategies to
 Analyzation of data address this learning loss
experience (Thematic Analysis)
 The challenges that the
faculty experience during
the migration
 The various coping
mechanisms the teachers
used to cope with these
challenges.

FEEDBACK

Figure 1. The research paradigm illustrating the relationship of the variable of the study

In reference to the paradigm of the present research, using the input-process-output

models, the input frame presents the respondents’ profile, consist of the following: Name, Age,

Sex, Educational attainment, and Online working experience. Under the process frame were

the data gathering procedure and data analysis, which is by first requesting of admission from

the school head, for the data gathering is distribution of self structured survey questionnaire

through google form, and for the analyzation of data is through thematic analysis. Finally, the

output or the final outcome of the study is the impact of the two years distance learning on the
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students’ learning competency, the students’ learning loss, the teachers’ strategies to address

this learning loss, the challenges that the teachers experience during the migration, and the

various coping mechanisms the teachers used to cope with these challenges.
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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the relevant studies and literature, including books, articles,

websites, and other important sources. The results of the reviewed studies and literature will

provide additional support, ideas, and insights that will serve as a guide for the researchers in

developing the project. Moreover, the information included in this chapter, will help in

determining the details that are opposite and similar to the present study.

FOREIGN LITERATURE

The global outbreak of the COVID-19 pandemic has spread worldwide, affecting almost

all countries and territories. The countries around the world cautioned the public to take

responsive care. The public care strategies have included hand washing, wearing face masks,

physical distancing, and avoiding mass gathering and assemblies. Lockdown and staying home

strategies have been put in place as the needed action to flatten the curve and control the

transmission of the disease (Sintema, 2020). Bhutan first declared closing of schools and

institutions and reduction of business hours during the second week of March 2020 (Kuensel,

2020). The complete nationwide lockdown was implemented from 1 August 2020 (Palden, 2020).

Consequently, this affected educational systems across the world. The number of cases of

COVID-19 started to rise in March 2020 and many educational institutions and universities

closed. Most countries decided to temporarily close educational institutions in order to reduce the

spread of COVID-19. UNESCO (2020) estimates that at the height of the closures in April 2020,

national educational shutdowns affected nearly 1.6 billion students in 200 countries: 94% of the

student population and one-fifth of the global population.

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In response to school closures, UNESCO recommended the use of distance

learning programs and open educational applications and platforms that schools and teachers can

use to reach learners remotely and limit the disruption of education. It is estimated that nearly

24 million will dropout, with South Asia and Western Asia being the most affected (UNESCO

2020).

These events have sparked the digital transformation of higher education and challenged

its ability to respond promptly and effectively. Schools adopted relevant technologies, prepared

learning and staff resources, set systems and infrastructure, established new teaching protocols,

and adjusted their curricula. However, the transition was smooth for some schools but rough for

others, particularly those from developing countries with limited infrastructure (Pham &

Nguyen, 2020;Simbulan, 2020).

Moreover, the migration to a new learning space has faced several major concerns

relating to policy, pedagogy, logistics, socioeconomic factors, technology, and psychosocial

factors (Donitsa-Schmidt & Ramot, 2020; Khalil et al., 2020; Varea & González-Calvo, 2020).

According to Franchi (2020) with reference to policies, government education agencies

and schools scrambled to create fool-proof policies on governance structure, teacher

management, and student management. Teachers, who were used to conventional teaching

delivery, were also obliged to embrace technology despite their lack of technological literacy. To

address this problem, online learning webinars and peer support systems were launched. On the

part of the students, dropout rates increased due to economic, psychological, and academic

reasons.

Academically, although it is virtually possible for students to learn anything online,

learning may perhaps be less than optimal, especially in courses that require face-to-face contact
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and direct interactions (Franchi, 2020). It has not been easy for everyone to change their way of

learning thoroughly. At some point, both teachers and students had a hard time adjusting to the

brand new environment. As seen by students with a habit of traditional education, online

education might be something that they despise, as they feel like it lacks a lot of things needed in

a learning system. Many think that online learning is not a great way of learning, we should keep

in mind that confusions and mistakes in online learning occur at times, especially during the

early stage of online education (Wicaksono & Setyowati, 2022). Furthermore, during the

COVID-19 pandemic, teachers of all ages have also faced the core challenges of online teaching

to varying degrees. The primary challenge is whether teachers are adequately equipped to use

online teaching applications and ICT, that is, do they have online teaching competence. Teachers’

professional competence greatly influences their teaching, as well as the academic achievement

and future development of their students (Liu et al., 2022).

Suryaman et al. (2020) looked into how learning occurred at home during the pandemic.

Their findings showed that students faced many obstacles in a home learning environment, such

as lack of mastery of technology, high Internet cost, and limited interaction/socialization between

and among students. In a related study, Kapasia et al. (2020) investigated how lockdown impacts

students’ learning performance. Their findings revealed that the lockdown made significant

disruptions in students’ learning experience. The students also reported some challenges that they

faced during their online classes. These include anxiety, depression, poor Internet service, and

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

and from remote areas. Contrary to Kapasia et al.’s (2020) findings, Gonzales et al. (2020) found

that confinement of students during the pandemic had significant positive effects on their

performance.
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FOREIGN STUDY

Khalil et al. (2020) qualitatively explored the efficacy of synchronized online learning in

a medical school in Saudi Arabia. The results indicated that students generally perceive

synchronous online learning positively, particularly in terms of time management and efficacy.

However, they also reported technical (internet connectivity and poor utility of tools),

methodological (content delivery), and behavioral (individual personality) challenges. Their

findings also highlighted the failure of the online learning environment to address the needs of

courses that require hands-on practice despite efforts to adopt virtual laboratories.

In a parallel study, Adarkwah (2021) examined students’ online learning experience

during the pandemic using a narrative inquiry approach. The findings indicated that Ghanaian

students considered online learning as ineffective due to several challenges that they encountered.

Among these were lack of social interaction among students, poor communication, lack of ICT

resources, and poor learning outcomes.

More recently, (Day et al., 2021) examined the immediate impact of COVID-19 on

students’ learning experience. Evidence from six institutions across three countries revealed

some positive experiences and pre-existing inequities. Among the reported challenges are lack of

appropriate devices, poor learning space at home, stress among students, and lack of fieldwork

and access to laboratories.

Alam and Asimiran (2021) conducted an evidence-based study to compare academic and

job-readiness of graduates using an empirical survey with a sample of 240 people (before and

during COVID-19). The findings reveal that better academic scores were achieved by during-

pandemic students compared to pre-pandemic ones, whereas prepandemic counterparts

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performed better in terms of job-readiness. Moreover, a study conducted by Iglesias-Pradas et al.

(2021) shows an increase in students’ academic performance in remote teaching. The analysis

supports the idea that successful remote teaching implementation may be contributed to the

organizational factors.

SYNTHESIS

The reviewed literature and studies provided that learning is not only based on

technology but also it is a process of interaction between teachers, students, and other leaning

resources. That is not all learning can be done or maximize in an online environment. Although

e-learning has several advantages, there is also several limitation of online learning environment.

It cannot replace learning in the classroom. Face to face learning provides the social interaction

which is needed for learning.

Adarkwah’s finding stated that, “Ghanaian students considered online learning as

ineffective due to several challenges that they encountered. Among these were lack of social

interaction among students, poor communication, lack of ICT resources, and poor learning

outcomes.” Khalil et al., also highlighted the failure of the online learning environment to

address the needs of courses that require hands-on practice despite efforts to adopt virtual

laboratories. Finally, Suryaman et al., findings showed that students faced many obstacles in a

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

limited interaction/socialization between and among students.

In other words, face-to-face processes are important, and it should not be left behind in

learning.
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LOCAL LITERATURE

Since the mid-1990s significant changes have been taking place in the field of distance

education (DE) as a result of rapid advances in Information and Communications Technology

(ICT) (Arinto, 2016). As cited by Arinto (2016) this has so altered the organisation, practices,

and cultures of DE (Abrioux, 2001; Bennett et al., 2009; Cleveland-Innes, 2010) that DE

scholars have characterised it as a generational shift (Taylor, 2001). At the University of the

Philippines – Open University (UPOU), a single-mode DE institution in the Philippines, the term

“open and distance e-learning” (ODeL) has been coined to refer to the new mode of online or

Web-based DE. More specifically, ODeL refers to “forms of education provision that use

contemporary technologies to enable varied combinations of synchronous and asynchronous

communication among learners and educators who are physically separated from one another for

part or all of the educational experience" (Alfonso, 2012). ODeL expands the term “open and

distance learning” or ODL to include use of e-learning or online learning methodologies to

enable multiple forms of interaction and dialogue that can bridge the distance between teachers

and learners (Anderson, 2008; Calvert, 2005; Garrison, 2009) and provide access to a vast array

of interactive and multimedia learning resources that can be used to design learning

environments for learners in diverse circumstances (Bates, 2008; Haughey et al., 2008; Tait,

2010).

As of June 26, 2020, the World Health Organization (WHO) has recorded 9,472,473

confirmed COVID-19 cases, and the Philippine Department of Health has recorded more than

30,000 COVID-19 positive cases. Responding to the call of WHO, the Department of

Education (DepEd, Philippines), created a series of DepEd Memorandum (DM) No. 15, 21, 23,

31 and 34 in the first quarter of 2020 entitled “Creation of a Task Force for the
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Management of Department of Education Response to Novel Coronavirus Acute Respiratory

Disease (2019-nCoV ARD)”(Department of Education, 2020). The DepEd, Philippines, also

created a learning website called DepEd Commons catering for Alternative Learning

School (ALS) students, Out-of-School-Youth (OSYA), regular learners from Kindergarten to

Grade 8 (Alea et al., 2020).

The online learning hub is available both for public and private schools all over the

country. The website aims to reinforce education anytime and anywhere suitable for learners

who have access to the internet using equipment such as smartphones, tablets, laptops, and

desktop computers (Department of Education, 2020).

Amidst COVID-19 situation, the Philippine Commission on Higher Education (CHED)

prepares for the new normal in tertiary education. One of the recommendations of the CHED for

State Colleges and Universities (SUCs) is the adoption of flexible learning. Although according

to CHED, flexible learning may not necessarily mean that instruction will be delivered purely

online education is an inevitable option to decongest classrooms amid physical or social

distancing protocol and help mitigate COVID-19 transmission in schools when SUCs start to

open their campuses and begin classes again. While it may be argued that complete online

modality of the instruction can be feasible and even though Filipinos are among the top users of

Internet worldwide ,the lack of preparation of faculty members to conduct online classes along

with the problem long before on poor internet connection in the country pose challenges in the

adoption of online education in the Philippine context (Moralista & Oducado, 2020).

On research conducted by Moralista & Oducado (2020), the faculty agreed that students

learn less, that there is less student-teacher interaction and that student discussions seem

impersonal and lack feeling in online learning environments. They also agreed that the
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technology of online education is difficult to manage and that there is a high degree of

depersonalization and more academic dishonesty (cheating, plagiarism) in online education. Also,

they agreed there is no way for teachers to know if students did the reading in an online

education class. Nonetheless, they also agreed that good teaching principles will carry over from

face-to-face to online education courses.

Moreover, a survey conducted by Alea et al. (2020). Stated that the problems

encountered by teachers in offering distance learning education are the challenges on knowledge

and skills required in delivering distance learning education classes, problems on establishing

communication with students, challenges on having stable internet access intended for

distance learning education, challenges on the use of phones, laptops, and tablets or any

devices for distance learning education, and challenges on the use of any Learning

Management System. In addition, the faculty also agreed that they encountered challenges in the

use of social media, emails and other platforms of distance learning education, giving

instruction and responding to queries through email and messages, encouraging

participation and utilization of features in online classes, time management in the conduct of

classes, monitoring of responses, availability of students and other online classes issues and the

sudden shift from face to face to online classes. Lastly, the educators also agreed that they

faced problems managing the stress caused by community quarantine at home and in between

online classes demands. As well as beating the deadlines and requirements set by the

school administrators, establishing a network of communication among

stakeholders such as parents for support at home, checking and evaluating students output

from the email of an online learning Management System and building a positive environment in
 19

online classes through emotional support among students aside from content-based

teaching and learning.

LOCAL STUDIES

Copeland et al. (2021) reported that the pandemic adversely affected students’ behavioral

and emotional functioning, particularly attention and externalizing problems (i.e., mood and

wellness behavior), which were caused by isolation, economic/health effects, and uncertainties.

In a related study, Kapasia et al. (2020) investigated how lockdown impacts students’

learning performance. Their findings revealed that the lockdown made significant disruptions in

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

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

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

remote areas.

Khalil et al. (2020) qualitatively explored the efficacy of synchronized online learning in

a medical school in Saudi Arabia. The results indicated that students generally perceive

synchronous online learning positively, particularly in terms of time management and efficacy.

Rasheed et al.’s (2020) review of students’ experience in an online learning environment.

These challenges are grouped into five general clusters, namely self-regulation (SRC),

technological literacy and competency (TLCC), student isolation (SIC), technological sufficiency

(TSC), and technological complexity (TCC) challenges (Rasheed et al., 2020). SRC refers to a

set of behavior by which students exercise control over their emotions, actions, and thoughts to

achieve learning objectives. TLCC relates to a set of challenges about students’ ability to

effectively use technology for learning purposes. SIC relates to the emotional discomfort that
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students experience as a result of being lonely and secluded from their peers. TSC refers to a set

of challenges that students experience when accessing available online technologies for learning.

Finally, there is TCC which involves challenges that students experience when exposed to

complex and over-sufficient technologies for online learning. To extend Rasheed et al. (2020)

categories and to cover other potential challenges during online classes, two more clusters were

added, namely learning resource challenges (LRC) and learning environment challenges (LEC)

(Buehler, 2004; Recker et al., 2004; Seplaki et al., 2014; Xue et al., 2020). LRC refers to a set of

challenges that students face relating to their use of library resources and instructional materials,

whereas LEC is a set of challenges that students experience related to the condition of their

learning space that shapes their learning experiences, beliefs, and attitudes. Since learning

environment at home and learning resources available to students has been reported to

significantly impact the quality of learning and their achievement of learning outcomes (Drane et

al., 2020; Suryaman et al., 2020).

SYNTHESIS

The above collection and compilation of local literature and studies provides information

that indicates similarities of the proposed study. As stated, with the restrictions in mobility

during the pandemic, it is only expected that such conditions would aggravate these challenges.

During the 2 years of online instruction and even before that students are already faced with

challenges caused by the disruption which all rooted from the pandemic. They lack the resources,

proper guidance, and instruction; given these evaluations it is expected that the impact of the

distance learning instruction mostly affected the students negatively as it causes them

implications during the instruction.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter reveals the methodology employed by the researchers in conducting the

study which covers the research design, participants of the study, data gathering instrument, data

gathering procedure, and data analysis.

RESEARCH DESIGN

This study focuses on the perspective and the view of the educators on the impact of the

2-years distance learning on the students’ learning competency. The research approach is

non-experimental, qualitative research which used phenomenology to study a particular

phenomenon, thoughts, feelings, emotion, and experiences of the participants.

Phenomenology is a type of research that seeks to explain the nature of things through the

way people experience them. It translates literally as the “study of phenomena.” In other words,

it’s the study of the meaning these things (or phenomena) have in the minds of the audience

you’re studying (Hugh, 2023).

According to UTA (2023) “Qualitative research is a process of naturalistic inquiry that

seeks an in-depth understanding of social phenomena within their natural setting. It focuses on

the "why" rather than the "what" of social phenomena and relies on the direct experiences of

human beings as meaning-making agents in their everyday lives”. Qualitative research is type of

social science research that collects and works with non-numerical data rather than logical and

statistical procedures, which seeks to interpret meaning that help understand social life

(Crossman, 2022).
 22

PARTICIPANTS OF THE STUDY

The subject of the study focuses on the nineteen (19) out of twenty six (26) teachers at

School of Our Lady of Atocha, Inc., that are currently and actively teaching within the institution

and has a teaching experience during the implementation of the distance learning, for us to be

able to use this as a valid basis of the study.

DATA GATHERING INSTRUMENT

The researchers use a survey questionnaire to collect a primary data as the data gathering

instrument. The survey will be conducted in a web based online form, google form. This will

make the gathering and analyzing of data much efficient and easier. Moreover, it is inexpensive

and easy to administer.

The questionnaire is divided into three sections: The participants profile, six (6) Agree or

Disagree checklist, and thirteen (13) Essays. It is composed of a total of 19 questions that will

collect the data from the respondents on their perspective about the impact of the distance

learning on the students’ learning competency.

DATA GATHERING PROCEDURE

The gathering of the data proceeds first with the selection of the participants, in which the

researchers used the purposive sampling to identify the said participants. After the selection of

the participants the researchers formulated a self-structured questionnaire that are expected to

answer the objectives of this study. For the gathering of the data to take place the researchers

asked permission from the school principal and administration to conduct a survey within the

schools’ vicinity. The researchers then proceed with the collection of data using surveys. The

surveys are conducted online, providing the respondents with an informed consent for their

participation and the corresponding links to the google formed questionnaire.

 23

DATA ANALYSIS

For this research study, the primary method of data analysis was thematic analysis.

Thematic analysis is a commonly used method to analyze qualitative data and present themes,

allowing for a comprehensive primary exploration of the participants experiences. The analysis

of data was conducted manually by the researchers with the use of interpretation and assessment

of the presented data. After the data collected from the surveys were interpreted and assessed,

initial codes were then assigned to each segments of the data that appears to be significant. The

classified codes with distinct patterns and relationships were then grouped into themes. The

formulated themes are arranged based on its frequency and relevance and were further discussed

on the results and discussions of the study.

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CHAPTER IV
RESULTS AND DISCUSSIONS

This chapter presents the summary of findings, analysis, and interpretation of the

gathered data in reference to the study being investigated. The five research questions are

addressed alongside with the textual presentation of the findings that answer the specific

problems indicated in the study with supporting evidence, including both quotations and

feedback from the participants. Additionally, it significantly covers relevant aspects leading to

the realization of the impact of two years distance learning on the students’ learning competency

as perceived by the teachers of the School of Our Lady of Atocha.

RSEARCH QUESTIONS

These are the five (5) primary research questions that guided this study.

1. What is the impact of two years distance learning instruction on the students’ learning

competency as perceived by the SOLA teachers?

2. What is the learning loss of the students that emerged after the distance learning

instruction?

3. What are the strategies that the teachers used to address the learning loss of the

students?

4. What are the challenges faced by the teachers during the migration of learning

instruction from online to face- to- face instruction?

5. How do teachers cope with the challenges during the migration of learning instruction?
 25

THEMATIC ANALYIS

This part presents the different themes analyzed by the researchers, which were grounded

in the data gathered in the study.

RESEARCH RESULTS

There were Eight (8) themes that emerged in the data that was analyzed through thematic

analysis.

The following are the discussions on the theme emerged from the study:

1. The participants perceived that the impact of two years’ distance learning on the students’

learning competency resulted to students’ poor comprehension and students become less

attentive.

2. The participants perceived that students’ become internet dependent as the impact of

two years’ distance learning on the students’ learning competency.

3. The learning loss of the students brought by distance learning instruction as perceived by

the participants were learning loss on Literacy and Social skills.

4. The participants’ strategies to address the learning loss of the students is through

providing activities and supplementing learning materials.

5. The participants also used mastery learning approaches to address the learning loss of

the students.

6. The challenges faced by the participants during the migration of learning instruction from

distance learning instruction to face-to-face learning instruction was the passive learners’

attitude in class.
 26

7. The participants also stated that the adjustment on preparation of learning

instructional materials was one of the challenges they face during the migration of learning

instruction.

8. The participants’ approach of coping to these challenges was through asking advises from

co-teachers and making adjustment on the situation.

Themes 1 and 2 answered the first research question: “What is the impact of two years

distance learning instruction on the students’ learning competency as perceived by the SOLA

teachers?”. Theme 3 answered the second research question: “What are the learning loss of the

students that emerged after the distance learning instruction?”. Themes 4 and 5 answered the

third research question: “What are the strategies used by the teachers to address the learning

loss of the students?”. Themes 6 and 7 answered the research question: “What are the challenges

faced by the teachers during the migration of learning instruction from online to face- to- face

instruction?”. Finally, Theme 8 answered the research question: “How do teachers cope with the

challenges during the migration of learning instruction?”.

DISCUSSION

The eight (8) distinct themes that emerged are discussed with the participants quotation

and the frequency of each themes that are arranged according to the research questions that the

study presents.

THEME 1: Less Attentive and Poor Comprehension

The result of the study shows that thirteen (13) out of nineteen (19) responses from the

participants stated that the impact of two years distance learning instruction on the students’
 27

learning competency was poor comprehension and the students’ become less attentive in class.

Participant 4 stated, “To be honest, I observed that there are students that has a low level of

comprehension and understanding most especially to the lower grade level like grade 7. I cannot

give the intended activity on a certain lesson it is because they cannot do it even a simple concept,

so I need to adjust and think of another way”. Participant 14 mentioned, “The impact of two

years distance learning to the students are: they are less focus and cannot comprehend a single

text easily”. Finally, Participant 2 commented, “though i handle grades 10 and 11, some students

seem went back to basic. Before I could proceed to the lesson I have to teach the basic… there is

no prior knowledge…back to 1…it takes too much time to teach simple lesson or topic”.

Participant 17 said that “While Distance learning was implemented to prevent the spread of the

COVID-19, students weren't able to go to school for their education which made some negative

impact especially on the comprehension of the learners. Since students are at home, their focus in

learning is lessen. They become distracted to the noise in their house, chores, and social media”.

THEME 2: Internet dependent

Eight (8) out of nineteen (19) participants concluded that the students became internet

dependent as the impact of the two years distance learning. Participant 7 indicated that,

“Because of the pandemic the student's ability to think and work output become dependent on

internet which is not good because no authenticity and they become passive”. Participant 17

stated that, “students became dependent on gadgets and internet for learning instead of answering

the questions on their own”. Participant 11 in relation with theme 1 stated that, “They become

less attentive and rely on internet for some answers and their level of comprehension and

understanding on some concepts decrease”. Participant 10 also answered, “No critical and

analytical skills developed because mostly students became dependent on the aid of internet”.
 28

THEME 3: Literacy and Social Skills

Twelve (12) out of nineteen (19) participants concludes to the same exact responses that

the learning loss of the students after the distance learning was literacy skills and three

participants (3) out of nineteen (19) participants said social skill. Participant 2 stated, “Numerical

Literacy lost. Particularly on the computation or problem solving…comprehension tends to

deteriorate”. Participant 4 said that the learning loss of the students are, “the mastery of

understanding or the higher level of knowledge and also the ability to explore and try things that

may enhance more of their skills, talents or competency in the different subject areas”.

Participant 7 also denotes “Declining or even worsening reading literacy and numerical literacy”.

Participant 12 stated that, “Writing and technical skills, Active participation, Reading and

comprehension skills”. While participant 16 stated, “the learning losses of the students during the

2 year pandemic are not able to communicate or express themselves well in the subject”.

Participant 10 also added that “Interaction and good communication” are the learning loss of the

students.

THEME 4: Providing Activities and Supplementing Learning Materials

Seven (7) out of nineteen (19) participants make use of different activities and four (4)

out of nineteen (19) participants supplements learning materials as a method to address the

learning loss of the students. Participant 17 stated, “I let them read stories, poems, articles, and

texts from their books and online and let them answer questions using their own words and

understanding”. Participant 3 and 4 used analyzation activities as their strategy, “sometimes I ask

them to explain their own understanding to the lesson or concept. I give situations that they need
 29

to analyze or sometimes they need to have a critical thinking to express more of their

understanding”. “I let the students analyze articles and write their own opinion about the article”.

Participant 11 suggested that she, “advise them to read and improve themselves through reading

and other activities. Giving activities that could increase their reading and comprehension”.

While participant 16 stated that “To determine the weaknesses of my students as English teacher,

I provided learning materials that suit to their strength and weaknesses to further enhance their

strength and aid their weaknesses. Like SRA materials”. Participant 8 also noted that “As a

teacher the strategies and methods that I used to address those learning loss are sometimes I am

including reading materials to enhance their reading skills and make it to a point for them to

understand and give their understanding about it and sometimes during the discussion I

encourage them to read what is in the power-point”. Participant 14 further discusses, “I give

them more reading material so that they can practice and enhance their comprehension skills”.

Finally, participant 10 quoted that, “Cooperative and collaborative learning. I believe each

student has something to share for "No one has the monopoly if knowledge".

THEME 5: Mastery of learning

Four (4) out of nineteen (19) participants used mastery of learning approaches as a

strategy to amend to the learning loss of the students. Participant 4 stated that, “I see to it that

before I move to another concept, they have mastered their knowledge on the certain lesson. I

give formative assessments and activities that is connected to the lesson, and I will be able to

measure their competencies”. Participant 3 stated that she, “Focus on personalization and teach

core skills using spiraling method”. Participant 12 noted that he gives “Remedial to those

students”. and participant 14 who stated that “I always use the law of repetition as one of my

teaching strategies”.
 30

THEME 6: Passive Learners

Six (6) out of nineteen (19) participants reported that the passive learners’ attitude in class

made the migration of learning challenging for them. Participant 8 stated that “The migration of

the students during the distance learning or the so-called online distance learning has lessen their

interest in the real world which is the face to face and it also lessen their focus which makes

them become a passive learner”. Participant 5 mentioned that “my problem is every students now

are passive”. Participant answered that, “The problems and challenges that I encounter are they

are inactive, they are always sleepy and sometimes they loss the interest to listen and to do some

of the activities”. Participant 5 added, “The students are not active during their discussion”.

THEME 7: Adjustments on Preparation of Learning Instructional Materials

Seven (7) out of nineteen (19) participants finds the adjustments on preparation of

learning instructional materials challenging on the migration of learning instruction. Participant

11 said that “Adjustment for making learning plans, student's difficulty in understanding the

topics and activities, inattentiveness of student during the discussion”. are the most common

problems they face during the migration. Participant 17 commented that, “We had to adjust to the

new normal kind of teaching not just in preparing the lessons but also the classrooms”.

Participant 4 answered that, “there are adjustments again in terms of preparing the materials

needed for the class, paper works, curriculum and subjects matters that is more applicable to the

needs of learners especially after the 2 years distance learning, and even the time schedule to be

follow in a day. Also, difficult on how we as teachers will approach the students’ level of

understanding and competency after the 2 years distance learning”.

THEME 8: Adjustment to situation and Asking Advises

 31

Four (4) out of nineteen (19) participants are adapting and adjusting in the situation and

three (3) out of nineteen (19) participants ask advises for other teachers for them to cope with the

challenges brought by the migration of learning. Participant 10 stated that, “Simply by

understanding the nature of learners; their entry point, learning styles, pace, difficulties, etc.to

adjust instruction according to their level and needs”. Participant 8 mentioned that “As a teacher,

I did not pressure them and trigger them to everything that they do with their first day of school

in a face-to-face learning. I always encourage them speak for themselves, to work with their own

work and to not be dependent on the internet”. Participant 18 responded that, “As teachers, we

should be open to changes, learn to adjust, and be resilient while continuing to provide good

education to the learners”. Participant 7 added that “Just an enough time to understand them and

to teach them patiently”. While, Participant 18 responded that, “As teachers, we should be open

to changes, learn to adjust, and be resilient while continuing to provide good education to the

learners”. Participant 7 added that “Just an enough time to understand them and to teach them

patiently.” Finally, participant 5 said, “as a teacher, we need to face all the challenges they gave

to us because i do believe that we are the providers of education”.

 32

CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary of findings, documented conclusion and

recommendations that can be derived on the study of the Impact of Two years Distance Learning

on the Students’ Competency as perceived by the teachers.

SUMMARY OF FINDINGS

This research studied about the Impact of Two years Distance Learning on the Students’

Competency as perceived by the teachers. In reference to the purpose of gaining the insights and

perspective of the educators regarding this issue. The data were collected through the distribution

of google based form online survey questionnaires to the nineteen (19) teachers of School of Our

Lady of Atocha, Inc. With the use of thematic analysis the gathered data presents a total of eight

(8) themes that sought the different impacts of distance learning on the students’ competency, the

learning loss of the students that emerged after the distance learning instruction, the strategies

they used to address those learning loss, the challenges they face as the educators during the

migration, and the coping mechanism they used to adapt to these sudden changes.

CONCLUSION

Considering the findings of the study the following conclusions can be drawn or articulated.

1. The study concluded that the teachers at School of Our Lady of Atocha perceived that the

impact of distance learning were resulted to students’ poor comprehension, and they

become less attentive in class. Furthermore, some of the students are perceived to be as

internet dependent after the distance learning instruction.

 33

2. The study also found that the students’ learning progression slowed due to the various

learning loss that emerged after the distance learning were students’ learning loss on

literacy and social skills.

3. To address the learning loss of the students, the educators mentioned strategies that they

used such as giving of activities, supplementing them with the necessary learning

materials that they’ll use, and the used of mastery approaches learning.

4. The study revealed that the students’ passiveness in class was one of the challenges that

the educators face. Moreover, the finding of the study also reported that the educators

experiences challenges in adjustments on preparation of learning instructional materials

during the migration of learning instruction.

5. Finally, the study found that the educators used various coping mechanisms to deal with

the different challenges imparted by the two years distance learning which includes:

receiving advise from their peers and co-teachers and adjusting or adapting to the current

state of the students and the situation at hand.

As a result of the findings, the study showed that the negative impact of distance learning

is more prevalent and has a significant impact on both the students and educators at the School of

Our Lady of Atocha, Inc.

 34

RECOMMENDATIONS

Based on the significance and effect of this issue, it is important to address this matter.

Here are some recommendations to be considered:

1. The community of education should always be prepared on flexible learning platforms

such as distance and online learning options that are suitable for individual student needs.

2. Institutions should adjust instruction to support the learning needs of students and

focus on important foundational skills. Additional classes or summer classes should be

considered to address the various learning loss of the students.

3. The educators should foster strong relationship in the classroom and facilitate relevant

experiences for students. Consistent social and emotional learning activities practice help

students feel a sense of belonging which results in productive habits that shape student

learning and life experiences.

4. Students should be clustered according to their academic performances and provide

necessary assistance to those that falls behind to lessen their learning gaps.

5. Emphasize the role of parents as essential to their children’s education with parental

empowerment and engagement educators need to work with parents in order to ensure a

successful educational process.

6. Future researchers may compare the findings of the current study with other studies

and explore another demographic or different aspect of the study and suggest policies for

improvement at both school and university level.

 35

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