Division of Southern Leyte

District of Macrohon
Villa Jacinta National Vocational High School
Lower Villa Jacinta, Macrohon, Southern Leyte

Challenges of Grade 11 Students in Learning Statistics during the Implementation of

Distance Learning Modality

A Research Paper
Submitted to the Faculty of Senior High School Department
Villa Jacinta National Vocational High School

In Partial Fulfillment of the Subject in Practical Research 1

Grade 11-A

June 2021
 APPROVAL SHEET

The research entitled “Challenges of Grade 11 Students in Learning Modality during the
Implementation of Distance Learning Modality” prepared and submitted by Grade 11-A
students in partial fulfillment for the subject requirement Practical Research 1 (1A) is hereby
recommended for acceptance.

RESEARCH COMMITTEE

MYRNA T. CABALLERO LORNEDILA G. MENDOZA

Adviser Chairman

DENNIS J. BERNADES, MAT ARSELMA S. COSTILLAS

Co-Chairman/Statistician Member

HAYDE S. CASE JOSEPHINE E. DEMETERIO

Member Censor

Accepted and approved in partial fulfillment of the requirements for the subject Practical
Research 1 (1A).

HAYDE S. CASE
Subject Teacher

i
 Acknowledgement

We would like to extend our sincerity and heartfelt special appreciation to the following
persons who inspired us to make this research proposal, namely:

Ms. Hayde S. Case, our Subject Teacher who serves as our mentor and adviser in doing our
research proposal.

Respondents, especially students involved in this study who give us emotional support and
additional information to fill in regarding to this study amidst pandemic.

And lastly, to our Almighty God who is omnipotent that He gave us the right amount of
guidance while doing this study flawlessly victorious.

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 Abstract

The study entitled “Challenges of Grade 11 Students in Learning Statistics during the
Implementation of Distance Learning Modality” aim to focus on the identification of
challenges of Grade 11 Students in learning statistics during the implementation of distance
learning modality. This study employed qualitative approach using phenomenological design.
Standardized questionnaire was used as an instrument in data gathering. The researchers
utilized the cluster sampling in which a total of 20 respondents were chosen from grade 11
students in different sections. Respondents were randomly male and female learners from
Villa Jacinta National Vocational High School. As the study conducted, merely suggestions
and recommendations were thoroughly implied while its main aim is to get everyone
especially respondents involved. Many were honest while speaking their answers with the
guidance of the questionnaire. The result of the study shows that most of the Grade 11
students encountered challenges during the implementation of distance learning modality.

iii
iv
 TABLE OF CONTENTS

CHAPTER I
INTRODUCTION…………………………………………………………………………….1
STATEMENT OF THE PROBLEM…………………………………………………………2
PURPOSE OF THE STUDY…………………………………………………………………3
SIGNIFICANCE OF THE STUDY…………………………………………………………..3
CHAPTER II
LITERATURE REVIEW……………………………………………………………………..5
DEFINITION OF TERMS…………………………………………………………………...11
CHAPTER III
METHODOLOGY
RESEARCH DESIGN……………………………………………………………….13
RESEARCH LOCALE………………………………………………………………13
POPULATION & SAMPLING……………………………………………………...13
SCOPE AND DELIMITATION…………………………………………………….13
CHAPTER IV
RESULTS AND DISCUSSION…………………………………………………………….14
CHAPTER V
CONCLUSION……………………………………………………………………………...17
RECOMMENDATION……………………………………………………………………..18
REFERENCES……………………………………………………………………………...19
APPENDICES……………………………………………………………………………...23
APPENDIX A……………………………………………………………………….24
APPENDIX B……………………………………………………………………….25
APPENDIX C……………………………………………………………………….27
 CHAPTER I

Introduction

In December 2019, a cluster of unexplained pneumonia cases in Wuhan, the capital of

Hubei province in the People's Republic of China, rapidly progressed into a large-scale
outbreak, and a global pandemic as declared by the World Health Organization. The disease
caused by this highly contagious infection has since been named COVID-19 and is caused by
a single-stranded RNA coronavirus (SARS-CoV-2) similar to the pathogen responsible for
severe acute respiratory syndrome (SARS) and Middle East respiratory syndrome (MERS).
As of 29 March 2020, 657 140 confirmed cases and 29 957 deaths have been reported in
nearly 200 countries and territories globally.

The COVID-19 pandemic has had huge disruptive effects on normal life, difficult as it
already was in many countries. For schools, students, and parents the impact of closed
schools and children stuck at home with little or no access to learning, the effect has been
devastating. Experts estimate that a whole year of learning could be lost; meaning a whole
cohort of students could be permanently lagging behind in their learning. The crisis and the
response to it have exposed weaknesses in educational systems, while creating opportunities
to reshape school education to a new paradigm that is more resilient and robust. Various
control measures have been implemented worldwide, including isolation of confirmed and
suspected cases, contact tracing, and physical distancing, which also leads off to the
implementation of Distance Learning Modality approach to make sure that learning remains
unhampered and for every school to still attain its mission and vision which is to provide
quality education to every Filipino learner. The distance learning modality has three (3)
categories namely; Modular Distance Learning, Online Distance Learning and TV/Radio
Based Instruction. Though Distance learning has been slowly being a part of the medium of
instruction in the Philippine education, challenges have been evident on the use of it
especially in learning statistics. The level of academic performance of the students is likely to
drop for the classes held for both year-end examination and internal examination due to
reduced contact hour for learners and lack of consultation with teachers when facing
difficulties in different subject statistics.(Sintema,2020)

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 Emerging question is that, how can Grade-11 students conquer the challenges
encountered in the new Norm of teaching? Basically, there are 5 things to consider during the
implementation of Distance Learning Modality: Virtual Location and Access, Replicating
Classroom Training, Assessment and Feedback, Cost Savings, and Jumping the Gun (Harris,
2017). The use of distance learning modality encourages independent study yet leads to other
students getting challenges and difficulties. Challenges includes, having not enough time,
distractions depend on environment they have, inability to develop practical skills and lack of
interaction between a student and a teacher.

The key purpose of this research is to find out the challenges and obstacles
encountered by Grade 11 students during the current global pandemic in the implementation
of Distance Learning Modality. The significance of the present study is to explore the
influence of the COVID-19 pandemic on Learning Statistics . Moreover, this study aims to
determine the possible facilities and solutions in providing assistance to students who are
having difficulties in this new learning modality.

Statement of the Problem

Despite the implementation of the distance learning modality as we confront the

different issues brought by the COVID-19, Grade 11 students still faced challenges. And so
this study specifically aims to answer the following questions:

1.What is the perception of learners towards Distance Learning Modality?

2.What is the impression of learners in the subject statistics?
3.What are the possible solutions to help learners learn statistics during Distance Learning
Modality?
4.What are the challenges and hindrances in the effective learning of lesson in statistics
during Distance Learning Modality?

2
Purpose of the Study

The research study aims to identify the challenges associated in learning statistics
during the implementation of distance learning modality. This study also seeks the possible
actions or solutions to aid in the effective learning of the lessons in statistics.

Significance of the Study

This study outlined its importance as follow:

 To be able to know what are the challenges faced by the Grade 11 students
 To give insights to teachers and other educators in the use of distance learning
modality
 To address the challenges encountered by the students during distance learning
modality
 For the educational institutions to make necessary improvements regarding the use of
distance learning modality as a new normal teaching method
 To help students on making adjustments in order to achieve a more worthwhile
teaching-learning experience

Additionally, this study would be beneficial to the following:

Parents. This study may serve as their reasons to become more patient in
understanding the situation of the students these days. They can also get a chance to offer
mental and moral support to their child as they encountered challenges. This study will also
serve as an eye-opener for the parents who are not transparent, I guiding or assessing their
children in learning statistics.

Teachers. As facilitators of learning, this allows them to be more considerate in

understanding the situational status of every student and a great opportunity for teachers to
improve and develop their teaching styles in the new normal education.

3
 Students. This will help students in regards of adapting the new learning modality and
to seek possible solutions with the challenges they encountered during the implementation of
distance learning modality. Moreover, this study may serve as their lessons and realizations
in order for them to be an influential person to others

Respondents. The findings of the study enable their respondents to expand their
knowledge and get new informations regarding the implementation of distance learning
modality.

Future Researchers. This research will serve as a reference for future researchers
who wish to conduct the same experimental study or any study related to distance learning
modality

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 CHAPTER II

Literature Review

As schools have been closed to cope with the global pandemic, students, parents and
educators around the globe have felt the unexpected ripple effect of the COVID-19 pandemic.
While governments, frontline workers and health officials are doing their best slowing down
the outbreak, education systems are trying to continue imparting quality education for all in
learning statistics during these difficult times. (Petrie, 2020)

Many educational institutions have created solutions to their increasing educational

needs through the development of distance education. Distance education is defined as
formalized instructional learning, where time and geographic situations that limit learning
between educators and students cannot be in direct contact (King et al., 2001). The
educational process, all or part of the teaching is carried out separately in time and space,
through artificial electronic or print media (UNESCO, 2002). Distance education, which
is now also referred to as distance learning or e‐learning, has existed for centuries. Although
as Keegan says “the ideas surrounding the educational endeavor are somewhat similar”, it is
not easy to find a single definition of distance education. While according to North, a few
definitions even look to define it in terms of a single technology, according to long ‐distance
teaching, others display distance education simply as a recent development of the class into a
remote location. However, such definitions are restrictive and fail to recognize the actual
needs of distance education users. Mugridge provides a better definition, describing distance
education as “a form of education in which there is normally a separation between teacher
and learner and thus one in which other means—the printed and written word, the telephone,
computer conferencing or teleconferencing, for example—are used to bridge the physical
gap”.

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 Referring to Blaschke (2012), distance education is more appropriate in the form of
Heutagogy learning theory, because students are required to determine learning
outcomes independently. He also stated that in a distance education environment, students
need to understand that the distance education learning environment is different from the
traditional learning environment. In a heutagogical approach to learning, learners are highly
autonomous and self-determined and emphasis is placed on development of learner
capacity and capability with the goal of producing learners who are well-prepared for the
complexities of today's workplace. Distance education has been discussed by experts from
various perspectives, including challenges perspectives (Rezaei, 2009; Bower, 2001;
Moodley, 2002; Mapuva, 2009; Wang, 2015; Musingafi et al., 2015; Rosenblit, 2013;
Ramírez, 2013; Huang et al., 2020; Kebritchi et al., 2017; Mathew & Ebelelloanya, 2016;
Fojtik, 2018). Advantages and disadvantages perspectives (Pardanjac et al., 2009; Pishvanova
et al., 2015; Vlanseko & Bozhok, 2014; O'Donoghue et al., 2004; Oliveira et al., 2018;
Dumford & Miller, 2018; Arkorful & Abaidoo, 2015). Student's perception and satisfaction
perspectives (Messo, 2014; Martens & Kirschner, 2007; Nwankwo, 2015; Kutluk &
Gulmez, 2012; Markova et al., 2017). The implementation perspective (Dirani & Yoon,
2009; Nsamba, 2016). Distance education as a catalyst to change perspectives (Christo-
Baker, 2004).

From these various studies, issues arise from the challenges of implementing
distance education, including the need for a change in learning culture, technical
improvements, and a need for strong budget support (Rezaei, 2009). Re-adjust, re-
organize, re-strategy, re-align with educational goals (Mapuva, 2009). Discrimination against
people who are less well off, both intellectually and financially, if distance education is
carried out in full (O'Donoghue et al., 2004). Distance education is still vague and ineffective,
there needs to be a philosophy and adjustment of the learning structure (Christo-Baker,
2004). Unequal access to technology, less reliable internet access, high cost of internet
bandwidth, technophobia, and lack of pedagogic educator skills (Mathew & Ebelelloanya,
2016). There needs to be a change in the learning system, it requires new skills for educators
and students, there is a paradigm shift in the learning process, there is a shift in the learning
centre, there is a change in the administrative system at the faculty (Bower, 2001).

The Effectiveness of Implementing Distance Learning

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 In achieving the effectiveness of the application of distance learning, there are 74% of
literature research results that state that distance education is as effective as face-to-face
(traditional) learning in terms of student learning outcomes. About 12% of the literature study
collected indicated that face-to-face learning formats were more effective, and 14% showed
mixed findings. Indicators of the effectiveness of distance learning can be achieved because
there are major improvements in technology, and there is an increasing demand for
innovative ways from teachers to deliver learning which has led to changes in learning and
teaching methods (Affouneh et al., 2020; Favale et al., 2020; Mahlangu, 2018; Sadeghi,
2019). Electronic devices are used to keep students in touch with the teacher. This tool
provides access to communication between students and teachers anytime, anywhere to
bridge gaps and distribute educational materials through distance learning programs
(Affouneh et al., 2020; Halvoník & Kapusta, 2020).

Distance Learning Problems

Now modern technology is available to support distance learning (online), but for
some teachers and students sometimes it creates difficulties. These difficulties are related
with modern technology that ranges from download errors, problems with installation, login
problems, audio and video problems (Dhawan, 2020), and difficulty understanding
instructional objectives are the main obstacles to distance learning (Affouneh, Salha, &
Khlaif, 2020). Students find distance learning (online) boring and uninteresting (Au, Li, &
Wong, 2018). Student interest and focus on distance learning activities is a problem that
needs attention. Often students expect a two-way interaction even though this is difficult to
implement (Ha & Im, 2020). Online content is generally theoretical, not enabling students to
learn and practice effectively (Darling-Hammond, Flook, Cook-Harvey, Barron, & Osher,
2020). Some students were found to be less ready for certain types of e-learning
competencies and academic competencies (Dhawan, 2020). On the other hand, e-learning
methods and processes have a very strong influence (Hart et al., 2019). The power of distance
learning methods can save us from difficult times such as the COVID-19 pandemic (Lapada,
Miguel, Robledo, & Alam, 2020).

In addition, distance learning studies have explored the potential that students
generate as a form of interactive formative and summative assessment (Buelow et al., 2018).
In online formative assessments, teachers sometimes face obstacles that hinder the integration

7
of information technology and computers (ICT) in their work, including lack of training for
teachers, lack of appropriate software and hardware, and lack of administrative assistance
(Lajane, 2020).

Advantages and Disadvantages of Distance Learning

Some of the advantages of implementing distance learning are students learning

independently, flexibility in space and time (accessible anywhere and anytime), saving time,
having access to more materials (Alip et al., 2020; Anjum et al., 2020; Bondar et al., 2021),
and distance learning are often cheaper than learning from home to school (Wakil et al.,
2019). Students can freely communicate with the teacher, greet classmates, complete study
materials, and access the internet (Buelow, et al., 2018; K. Lee, 2020; Paul & Jefferson,
2019).

The distance learning method (e-learning) allows teachers to adjust teaching

procedures and processes based on student needs. Teachers can use technology with a
combination of audio, video, and text strategies to reach all students and to maintain a human
touch to them (Dhawan, 2020). This strategy helps create a collaborative, interactive, and
effective learning environment (Lajane, 2020).

The disadvantages of distance learning include: such as isolation, a hard struggle to

stay motivated, a lack of face-to-face social interaction, difficulty getting immediate feedback
from teachers (Sugilar, 2019), and a need for reliable and continuous technology access
(Buelow et al., 2018; Mahlangu, 2018; Muljana & Lao, 2019; Raes, Detienne, Windey, &
Depaepe, 2019; Traxler, 2018).

Challenges in the Implementation of Distance Learning Modality

Facilitating distance teaching and learning in an online learning environment poses a

number of challenges to adapting distance learning practices during the Covid-19 pandemic
(Dhawan, 2020). These challenges range from problems of students, educators, content,

8
internet networks, and the learning environment (Alip et al., 2020; Diehl, 2020; Wong et al.,
2019).

The Covid-19 pandemic threatens to reduce the quality of education and deprive
students of the right to study. On the other hand, this pandemic brings students to two things,
namely: find new ways to learn or they are helpless by this situation (Ferraro et al., 2020;
Fidalgo et al., 2020). The condition of the COVID-19 pandemic is an opportunity for
academic institutions to take an active role in overcoming educational problems through the
application of distance learning methods (Lapada, Miguel, Robledo, & Alam, 2020).
Teachers can design flexible online programs through advanced technology to improve
student understanding. Teachers can also apply innovative pedagogical approaches in this
state of panic. The application of distance learning will test educators and students to improve
problem-solving skills, critical thinking skills, and communication skills among students.

CHALLENGES ASSOCIATED WITH DISTANCE EDUCATION

These are as follows(Srinivasan,2011):

Challenges faced by Distant Learners

Generally distance students have some difficulties about learning due to reasons:

 Disruption of family life

 Perceived irrelevance of their studies

 No face to face contact and have trouble in self-evaluation

 Isolated feeling and miss school community; social lives

 Nature of study Material(Wood,1986)

 Lack of Multi-Media Instruction

 Insecurities about teach (Sweet,1986)

 Lack of feedback or contact with the teacher

9
  Lack of Social Interaction (Wood,1996)

 Course content affects students persistence because of poorly designed course

materials

Challenges faced by Teachers

 A lot of upfront is needed to design distance learning material

 Faculty must meet the needs of distance students without face-to-face contract

 Teachers may need to change their teaching style which is not an easy task

 Misconception about the Role of Distance Education Departments

 Lack of support by the faculty

 Student Assessment

 Interest and motivation are not success factors reserved only for the student; even the
teachers need the same.

Technological Challenges for Distance Education (Kim and Shih,2003)

 Instance hints and intelligent tutoring

 FAQ summarization and automatic reply

 Online supervision of chat room discussions

 Remote lab and simulation

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Sociological Challenges for Distance Education

To solve student problems, it is one of the key factors that will determine the success of a
distance learning program.

 To create distance learning courseware

 Education professionals, engineers and art designers need to work together

 Instructor reviews and manages courses as well as the curriculum schedule and can
maintain the distance learning platform, as well as managing the schedule.

Definition of Terms

Distance Learning Modality/ Distance Education - is a learning delivery mode where

learning takes place between the teacher and the students who are geographically remote
from each other during instruction.

COVID-19 – is an infectious disease and ill caused by a newly discovered corona virus.

Pandemic – an outbreak of a disease that occurs over a wide geographic area and typically
affects a significant proportion of the population.

Statistics Education – is the practice of teaching and learning statistics, along with the
associated scholarly research.

Disruptive – causing or tending to cause disruption.

Paradigm – a model or pattern for something that maybe copied.

11
Robust – strong and healthy; vigorous.

Resilient – able to withstand or recover quickly from difficult conditions.

Cohort – a group of people banded together or treated as a group.

Implementation –the process of putting a decision or plan into effect; execution.

Pedagogical Approach-the methods adopted for conducting teaching-learning sessions.

It includes the various strategies and approaches adopted by teachers to ensure meaningful
learning sessions for students.

Isolation- the state of being in a place or situation that is separate from others

Collaborative-to work jointly with others or together especially in an intellectual endeavor

Interactive- involving communication between people or reactions between things that work
together

Vague- stated in a way that is general and not specific 

Technophobia-  is the fear or dislike of advanced technology or complex devices, especially
computers

Catalyst- a person whose talk, enthusiasm, or energy causes others to be more friendly,
enthusiastic, or energetic.

Heutagogical Approach- learners are highly autonomous and self-determined and emphasis
is placed on development of learner capacity and capability with the goal of producing
learners who are well-prepared for the complexities of today's workplace

Endeavor-  to attempt (something, such as the fulfillment of an obligation) by exertion of

effort

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 CHAPTER III

Methodology

Research Design

In this study a phenomenological approach is used to determine and examined the

thoughts and their insights that they choose. It entails gathering of data needed to answer the
questions and the current status of the study.

Research Locale

This study will be conducted through online distribution of questionnaires.

13
Population and Sampling

The total sample for this phenomenological study was comprised of 20 respondents
randomly male and female, exclusively Grade 11 students from Villa Jacinta National
Vocational High School. Due to the current issues brought by the Covid-19 pandemic, this
study was conducted through online distribution of questionnaires. Qualified respondents was
identified and selected through sampling technique in which a standardized questionnaire was
administered to elicit responses for the needed data. Participants may have benefited knowing
they were contributing to a body of knowledge that further informed concepts linked to the
challenges encountered by learners in the subject statistics during the implementation of
Distance Learning Modality. The responses given by the respondents were protected and
abided with a strict code of confidentiality.

Scope and Delimitation

This study focuses on the identification of challenges of Grade-11 students in learning

statistics during the implementation of Distance Learning Modality. This does not include
other subject enrolled in the current school year. Thus, it is only intended for students in Villa
Jacinta National Vocational High School who were used as a sample in conducting a survey.

CHAPTER IV

Results and Discussion

The findings of this study showed that majority of the respondents claim the
effectiveness on the implementation of distance learning modality. This could be
explained by the fact that there were 74% of literature research result state that
distance education is as effective as face-to-face (traditional) learning in terms of
student learning outcomes. Indicators on the effectiveness of distance learning can be
achieved
because there are major improvements in technology, and there is an increasing
demand for innovative ways from teachers to deliver learning which has led to

14
changes in learning and teaching methods (Affouneh & Favale,2020).Kapusta and
Halvonik (2020) also indicated the use of electronic to keep students in touch with the
teacher. This tool provides access to communication between students and teachers
anytime, anywhere to bridge gaps and distribute educational materials through
distance learning programs.

Nevertheless, the data also revealed the uncertainty of respondents in the

application of distance learning in regards of providing quality education. According
to Au,Li and Wong (2018), students find distance learning boring and uninteresting.
Some were found to be less ready for certain types of e-learning and academic
competencies (Dhawan,2020).Distance education is still vague ,there needs to be a
philosophy and adjustment of the learning structure (Chiristo-Baker,2004).There
needs to be a change in the learning system, it requires new skills for educators and
students, there is a paradigm shift in the learning center and there is a change in the
administrative system at faculty (Bower,2001).In addition, students are not satisfied
with the distance learning provided by the educators. Technical challenges are one of
the main reasons. As concluded by Bozkurt and Sharma (2017), distance education
must be intelligently combined with face-to-face teaching because the student
relationship with the teachers is essential and distance education, paradoxically,
strengthens it, providing learners agency, responsibility and choice.

As the COVID-19 pandemic continues, the education field is producing a

growing body of useful resources to support student learning and well-being during
school closures. It was of utmost importance as it helps in accelerating students
learning, emphasized by the respondents. Learning resources that are used in the
education are often available online. The variety of online learning resources (learning
content and learning tools) facilitates informed use and enables students to create the
learning environment that is most appropriate for their personal learning needs and
preferences. Institutions in higher education mostly use limited forms of ICT-
supported learning, such as course management systems, virtual learning
environments and web-based applications to deliver curriculum and student support
(Jelfs and Richardson,2013). In fact, online learning resources represent one of the
most common sources for learning among students. In our constantly changing
education landscape, educators need these tools to harness and effectively implement
remote or distance learning. When done well, distance learning can be used to create
and facilitate deeper connections and deeper learning.

Additionally, subject statistics was mainly perceived as difficult which takes

time to comprehend. Although, distance education provides an opportunity for self-
study the main challenge that distant learners face is how to keep-up with the lessons.
Since most of the subjects are practical, therefore, it is not easy to learn it remotely.
Thus, COVID-19 has a profound impact on the academic performance of students in
learning statistics during the implementation of distance learning modality. This is an
agreement with previous studies that distance education has also a negative effect on

15
students; reduction of students’ progress and success has been reported to be
associated with this.

The internet has become a key source for student in managing the tasks in
modules in Statistics due to both its availability and currency. This change to more
open access to information and more online materials being accessed outside is likely
to accelerate and change the way students are learning. During the last few years,
teaching and learning methods have been influenced by educational technology
development (Babe,2008). Existing research on the use of online learning resources
revealed that it improves students’ achievements and faculty performance (Jones et. al
2011). Moreover, the use of Internet has improved students’ academic self-confidence
and academic self reliance. Students can acquire knowledge forms massively
available online learning resources, such as (MOOCs), open education resources
(OERs) and commercial e-learning products, opening up a gateway of lifelong
learning opportunities (Kerrison et. al. 2016).

Furthermore, Supplemental Audio-Visual Lesson/TV Based Instruction and

conducting simplified activities are also the possible ways to assist students in
learning Statistics. With the passage of time, altered methods and techniques are
entered in the fields of education and teacher use different kind of aids to make
effective learning. According to Burton (2015), visual aids are those sensory objects
or images which initiate or stimulate and support learning. The materials like models,
charts, film strip, projectors, radio, television, maps etc. are called instructional aids
(Rather,2004). Visual aids are effective tool that distribute the learners with true
knowledge, which detention their devotion and help in the understanding. When we
use visual aids as teaching aid, it is one of the aspects which root participation of
students in the lessons and make learning process more productive.

From the various studies, issues arise from the challenges of implementing
distance education while doing tasks in Statistics is the difficulty in understanding the
concepts despite the instructions and examples given. Lapada and Miguel (2020) said
that the condition of the COVID-19 pandemic is an opportunity for academic
institutions to take an active role in overcoming educational problems through the
application of distance learning methods. Teachers can design flexible online
programs through advocated technology to improve student understanding. Teachers
can also apply innovative pedagogical approaches in this state of pandemic.
Generally, these strategies help create a collaborative, interactive and effective
learning environment (Lajane,2020).

16
 CHAPTER V

Conclusion

Given these findings, it can be inferred that Distance Learning Modality is an effective
method in terms of learning outcomes. The effectiveness of distance education has more to
do with who teaches, who is learning and how the learning interactions are carried out.
Learners indicated this strategy as collaborative, interactive and effective learning
17
environment where they can learn independently, save time, improve critical thinking skills
and adaptability.However,the implementation of distance learning still faces obstacles that
hinder the integration of learning Statistics. Generally, subject statistics was mainly perceived
as difficult which takes time to comprehend. Although, distance learning provides an
opportunity for self-study, the main challenge that distant learners faced is how to keep up
with the lessons. Since most of the subjects are practical, therefore, it is not easy to learn it
remotely.

In order to help learners in learning statistics during the implementation of distance

learning modality, teachers should have tendency to facilitate student-centered, constructivist
way of learning in teaching process. While the teachers are the facilitator, students should be
active, self-responsible and feel the sense of home atmosphere. There should be healthy
communication out of technical, semantically and psychologically barriers in between. As
some literature stated that interactions together with quality learning content are important
elements in facilitating student involvement in distance learning. Moreover, distance
education will be effective if it is well prepared, in terms of content, learning interaction
models, learning media, communication strategies and assessments.

However, facilitating distance teaching and learning poses a number of challenges to

adapting distance learning practices during the Covid-19 pandemic. These challenges range
from problems of students, educators, content, internet networks and the learning
environment. These includes isolation, struggle to stay motivated, lack of face-to-face social
interactions, difficulty getting immediate feedback form teachers, a need for reliable
continuous technology access and learning resources.

Recommendation

Based on the result of the study, the researchers wish to make some recommendations, which,
if taken into consideration, might bring some positive changes to the current issue.

18
  As to the implementation of Distance Learning Modality, expanding and increasing
the availability of learning materials and resources should be further developed.

 Educational institutions should make necessary improvements regarding teaching

procedures, methods and styles in order to help learners in the effective learning of
lessons in subject statistics.

 Educators must enhance strong communication, interaction and connection with

students.

 There is need for teachers in the field to develop distance learning rules and monitor
students’ learning process.

 Adequate support systems and services must be provided to students.

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http://www.iiste.org/book/

http://www.iiste.org/conference/upcoming-conferences-call-for-paper/

23
APPENDICES

Appendix A

24
 Letter of Approval

July 12,2021

MYRNA T. CABALLERO
Secondary School Principal I
Villa Jacinta National Vocational High School
Villa Jacinta,Macrohon,So. Leyte

Ma’am,
As initial fulfilment of the demand in Practical Research I. We, the Senior High School
students, of Villa Jacinta National Vocational High School want to ask your permission to
conduct a survey of this school, questionnaire will be administered to preferred Grade-11
students of VJNVHS.The research is entitled “Challenges of Grade 11 Students in Learning
Statistics during the Implementation of Distance Learning Modality”.
Rest assured that data resulting from the investigation will remain confidential and will only
be used in academic purposes only.
Your approval to conduct this study will be great heartedly valued.
Thank you!

Respectfully yours,

Grade 11-A

Remarks:
____ Approved
____ Disapproved

MYRNA T. CABALLERO
Secondary School Principal I

25
 Appendix B
Questionnaire

Challenges of Grade 11 Students in Learning Statistics during the Implementation of

Distance Learning Modality

Dear Student,

Greetings!

We would like to solicit your assistance in providing the needed data and information
for our study regarding the Challenges of Grade 11 Students in Learning Statistics during the
Implementation of Distance Learning Modality. The data collected will provide useful
information which enables us to attain the purpose of the study. Thank you for taking part in
this survey.

Direction: Kindly indicate your answer by putting a check in the blank.

1.) How effective is the implementation of distance learning modality to you?

__ Less Effective

__ Effective

__ Very Effective

2.) Does the implementation of distance learning modality provide you quality education?

__ Yes

__ No

__ Maybe

3.) How helpful is your school in offering resources to learn from home?

__ Less Helpful

__ Helpful

26
 __ Very Helpful

4.) What is your impression of the subject Statistics?

__ A difficult subject which needs close supervision with teacher

__ Easy to learn

__ Takes time to comprehend the subject matter

5.) How did you manage to accomplish the tasks in your module in Statistics?

__ Through the help of support systems (parents, guardian, cousins, tutor)

__ Through the help of Internet sources

__ Direct consultation with subject teacher through online messaging

__ I had others do the tasks for me

__ I copied from my classmates

6.) Aside from the modules given, what do you think are the possible ways to help learners
learn Statistics? Check all that apply.

__ Supplemental Audio-Visual Lesson/TV Based Instruction

__ Integration of scheduled Online Classes

__ Simplified Activities

7.) Did you experience any of the following while doing tasks in Statistics?

__ Difficulty in understanding the concepts despite instruction & examples provided

__ Poor retention of pre-requisite knowledge

__ Lack of support systems

__ Time Management

__ Poor Internet Connection

__ Workload given

27
 Appendix C

CURRICULUM VITAE

Name: Erlinda R. Dalangin

Sex: Female

Age:17

Civil Status: Single

Home Address: Laca Padre Burgos, Southern Leyte

Birthdate: November 21, 2003

Birthplace: Laca Padre Burgos

Religion: Roman Catholic

Nationality: Filipino

Mother’s Name: Chona R. Dalangin

Father’s Name: Rolando Dalangin Sr.

EDUCATIONAL BACKGROUND

Senior High School: Villa Jacinta National Vocational High School, Lower Villa Jacinta ,
Macrohon , So. Leyte

Junior High School: Villa Jacinta National Vocational High School, Lower Villa Jacinta ,
Macrohon , So. Leyte

Elementary: Laca Elementary School

Work Experience: None

28
 CURRICULUM VITAE

Name: Dorothy Yvonne O. Remedios

Sex: Female

Age: 17

Civil Status: Single

Home Address: Laca Padre Burgos, Southern Leyte

Birthdate: April 9, 2004

Birthplace: Quezon City

Religion: Roman Catholic

Nationality: Filipino

Mother’s Name: Dinah O. Remedios

Father’s Name: Jeffrey S. Remedios

EDUCATIONAL BACKGROUND

Senior High School: Villa Jacinta National Vocational High School, Lower Villa Jacinta,
Macrohon , So. Leyte

Junior High School: Villa Jacinta National Vocational High School, Lower Villa Jacinta ,
Macrohon , So. Leyte

Elementary: Laca Elementary School

Work Experience: None

29
 CURRICULUM VITAE

Name: KC Joy M. Opolentisima

Sex: Female

Age:17

Civil Status: Single

Home Address: Laca Padre Burgos, Southern Leyte

Birthdate: November 17, 2003

Birthplace: Laca Padre Burgos

Religion: Roman Catholic

Nationality: Filipino

Mother’s Name: Elisa M. Opolentisima

Father’s Name: Mansueto A. Opolentisima

EDUCATIONAL BACKGROUND

Senior High School: Villa Jacinta National Vocational High School, Lower Villa Jacinta ,
Macrohon , So. Leyte

Junior High School: Villa Jacinta National Vocational High School, Lower Villa Jacinta ,
Macrohon , So. Leyte

Elementary: Laca Elementary School

Work Experience: None

30
 CURRICULUM VITAE

Name: Ricabea O. Nepomuceno

Sex: Female

Age: 17

Civil Status: Single

Home Address: Upper Villa Jacinta, Macrohon Southern Leyte

Birthdate: November 29, 2003

Birthplace: Maasin Provincial Hospital

Religion: Roman Catholic

Nationality: Filipino

Mother’s Name: Rose O. Nepomuceno

Father’s Name: Ricardo M. Nepomuceno

EDUCATIONAL BACKGROUND

Senior High School: Villa Jacinta National Vocational High School, Lower Villa Jacinta ,
Macrohon , So. Leyte

Junior High School: Villa Jacinta National Vocational High School, Lower Villa Jacinta ,
Macrohon , So. Leyte

Elementary: Villa Jacinta Elementary School

Work Experience: None

31
 CURRICULUM VITAE

Name: Engelbert R. Abordo

Sex: Male

Age:17

Civil Status: Single

Home Address: Poblacion Padre Burgos

Birthdate: September 07, 2003

Birthplace: Poblacion Padre Burgos

Religion: IFI

Nationality: Filipino

Mother’s Name: Nenita R. Abordo

Father’s Name: Edwin N. Abordo

EDUCATIONAL BACKGROUND

Senior High School: Villa Jacinta National Vocational High School, Lower Villa Jacinta ,
Macrohon , So. Leyte

Junior High School: Villa Jacinta National Vocational High School, Lower Villa Jacinta ,
Macrohon , So. Leyte

Elementary: Padre Burgos Central

Work Experience: None

32
 CURRICULUM VITAE

Name: Kylle D. Rodulfa

Sex: Male

Age:17

Civil Status: Single

Home Address: San Juan Padre Burgos

Birthdate: July 26,2003

Birthplace: Green Hills West , San Juan Metro Manila

Religion: Roman Catholic

Nationality: Filipino

Mother’s Name: Evelyn D. Rodulfa

Father’s Name: Aladin S. Rodulfa

EDUCATIONAL BACKGROUND

Senior High School: Villa Jacinta National Vocational High School, Lower Villa Jacinta ,
Macrohon , So. Leyte

Junior High School: Villa Jacinta National Vocational High School, Lower Villa Jacinta ,
Macrohon , So. Leyte

Elementary: San Juan Elementary School

Work Experience: None

33
 CURRICULUM VITAE

Name: Leah Grace M. Yenogacio

Sex: Female

Age:17

Civil Status: Single

Home Address: San Juan Padre Burgos

Birthdate: November 24, 2003

Birthplace: Children’s Hospital Makati City

Religion: Roman Catholic

Nationality: Filipino

Mother’s Name: Eva M. Yenogacio

Father’s Name: Gilberto Yenogacio

EDUCATIONAL BACKGROUND

Senior High School: Villa Jacinta National Vocational High School, Lower Villa Jacinta ,
Macrohon , So. Leyte

Junior High School: Villa Jacinta National Vocational High School, Lower Villa Jacinta ,
Macrohon , So. Leyte

Elementary: San Juan Elementary School

Work Experience: None

34
 CURRICULUM VITAE

Name: Recel A. Makilang

Sex: Female

Age:19

Civil Status: Single

Home Address: Upper Villa Jacinta , Macrohon Southern Leyte

Birthdate: August 27, 2001

Birthplace: Maasin Provincial Hospital

Religion: Roman Catholic

Nationality: Filipino

Mother’s Name: Alejandra A. Makilang

Father’s Name: Jerry B. Makilang

EDUCATIONAL BACKGROUND

Senior High School: Villa Jacinta National Vocational High School, Lower Villa Jacinta ,
Macrohon , So. Leyte

Junior High School: Villa Jacinta National Vocational High School, Lower Villa Jacinta ,
Macrohon , So. Leyte

Elementary: Villa Jacinta Elementary School

Work Experience: None

35
 CURRICULUM VITAE

Name: Beverly Reo N. Orit

Sex: Female

Age:17

Civil Status: Single

Home Address: Upper Villa Jacinta , Macrohon , Southern Leyte

Birthdate: August 14,2003

Birthplace: Maasin Provincial Hospital

Religion: Roman Catholic

Nationality: Filipino

Mother’s Name: Josephine N. Orit

Father’s Name: Larry M. Orit

EDUCATIONAL BACKGROUND

Senior High School: Villa Jacinta National Vocational High School, Lower Villa Jacinta ,
Macrohon , So. Leyte

Junior High School: Villa Jacinta National Vocational High School, Lower Villa Jacinta ,
Macrohon , So. Leyte

Elementary: Villa Jacinta Elementary School

Work Experience: None

36
 CURRICULUM VITAE

Name: Rodolfo T. Mendoza Jr.

Sex: Male

Age:17

Civil Status: Single

Home Address: Lower Villa Jacinta Macrohon Southern Leyte

Birthdate: September 10, 2003

Birthplace: Lower Villa Jacinta Macrohon Southern Leyte

Religion: Roman Catholic

Nationality: Filipino

Mother’s Name: Rebecce T. Mendoza

Father’s Name: Rodolfo C. Mendoza

EDUCATIONAL BACKGROUND

Senior High School: Villa Jacinta National Vocational High School, Lower Villa Jacinta ,
Macrohon , So. Leyte

Junior High School: Villa Jacinta National Vocational High School, Lower Villa Jacinta ,
Macrohon , So. Leyte

Elementary: Villa Jacinta Elementary School

Work Experience: None

37
 CURRICULUM VITAE

Name: Erika A. Guarte

Sex: Female

Age:17

Civil Status: Single

Home Address: Canlusay , Macrohon Southern Leyte

Birthdate: January 11, 2004

Birthplace: Chan Maternity Clinic, Zapote Las Pinas City

Religion: UCCP

Nationality: Filipino

Mother’s Name: Azucena A. Guarte

Father’s Name: Renato B. Guarte

EDUCATIONAL BACKGROUND

Senior High School: Villa Jacinta National Vocational High School, Lower Villa Jacinta ,
Macrohon , So. Leyte

Junior High School: Villa Jacinta National Vocational High School, Lower Villa Jacinta ,
Macrohon , So. Leyte

Elementary: Bus-Can Elementary School

Work Experience: None

38
 CURRICULUM VITAE

Name: Micah James L. Garcia

Sex: Female

Age:17

Civil Status: Single

Home Address: Sta. Cruz ,Macrohon Southern Leyte

Birthdate: December 10 , 2003

Birthplace: Lingaw Albay

Religion: Roman Catholic

Nationality: Filipino

Mother’s Name: Marife L. Pequero

Father’s Name: Ceferino Pequero

EDUCATIONAL BACKGROUND

Senior High School: Villa Jacinta National Vocational High School, Lower Villa Jacinta ,
Macrohon , So. Leyte

Junior High School: Villa Jacinta National Vocational High School, Lower Villa Jacinta ,
Macrohon , So. Leyte

Elementary: Macrohon Central

Work Experience: None

39
 CURRICULUM VITAE

Name: Merry Jean P. Magalona

Sex: Female

Age:17

Civil Status: Single

Home Address: Upper Villa Jacinta , Macrohon , Southern Leyte

Birthdate: March 28, 2004

Birthplace: Upper Villa Jacinta , Macrohon , Southern Leyte

Religion: Roman Catholic

Nationality: Filipino

Mother’s Name: Emalen Magalona

Father’s Name: Rogelio Magalona

EDUCATIONAL BACKGROUND

Senior High School: Villa Jacinta National Vocational High School, Lower Villa Jacinta ,
Macrohon , So. Leyte

Junior High School: Villa Jacinta National Vocational High School, Lower Villa Jacinta ,
Macrohon , So. Leyte

Elementary: Villa Jacinta Elementary School

Work Experience: None

40
 CURRICULUM VITAE

Name: Tesa Lonica M. Jualo

Sex: Female

Age:17

Civil Status: Single

Home Address: Villa Jacinta , Macrohon , Southern Leyte

Birthdate: September 16, 2003

Birthplace: IPHO, Maasin city

Religion: Roman Catholic

Nationality: Filipino

Mother’s Name: Apolonia M. Jualo

Father’s Name: Ricardo T. Jualo

EDUCATIONAL BACKGROUND

Senior High School: Villa Jacinta National Vocational High School, Lower Villa Jacinta ,
Macrohon , So. Leyte

Junior High School: Villa Jacinta National Vocational High School, Lower Villa Jacinta ,
Macrohon , So. Leyte

Elementary: Villa Jacinta Elementary School

Work Experience: None

41
 CURRICULUM VITAE

Name: Maria Marites M. Sabesaje

Sex: Female

Age:18

Civil Status: Single

Home Address: Lower Villa Jacinta Macrohon Southern Leyte

Birthdate: July 02,2003

Birthplace: Maasin Provincial Hospital

Religion:Born Again Christian

Nationality: Filipino

Mother’s Name: Edwina M. Sabesaje

Father’s Name: Rio J. Sabesaje

EDUCATIONAL BACKGROUND

Senior High School: Villa Jacinta National Vocational High School, Lower Villa Jacinta ,
Macrohon , So. Leyte

Junior High School: Villa Jacinta National Vocational High School, Lower Villa Jacinta ,
Macrohon , So. Leyte

Elementary: Villa Jacinta Elementary School

Work Experience: None

42
 CURRICULUM VITAE

Name: Ramil Vallente Magallanes

Sex: Female

Age:20

Civil Status: Single

Home Address: Asuncion Macrohon

Birthdate: June 18 , 2001

Birthplace: Maasin Provincial Hospital

Religion: Roman Catholic

Nationality: Filipino

Mother’s Name: Mae Frances Magallanes

Father’s Name: Ramil Magallanes Sr.

EDUCATIONAL BACKGROUND

Senior High School: Villa Jacinta National Vocational High School, Lower Villa Jacinta ,
Macrohon , So. Leyte

Junior High School: San Roque National High School

Elementary: Cantutang Elementary School

Work Experience: None

43
 CURRICULUM VITAE

Name: Gemmina G. Santoya

Sex: Female

Age:18

Civil Status: Single

Home Address: Upper Villa Jacinta Macrohon Southern Leyte

Birthdate: December 11, 2002

Birthplace: Ichon Macrohon Southern Leyte

Religion: Roman Catolic

Nationality: Filipino

Mother’s Name: Anna Jean Santoya

Father’s Name: Jaime Santoya Jr.

EDUCATIONAL BACKGROUND

Senior High School: Villa Jacinta National Vocational High School, Lower Villa Jacinta ,
Macrohon , So. Leyte

Junior High School: Ichon National High School

Elementary: Ichon Elementary School

Work Experience: None

44
 CURRICULUM VITAE

Name: Savannah Santoya

Sex: Female

Age:17

Civil Status: Single

Home Address: Upper Villa Jacinta Macrohon Southern Leyte

Birthdate: May 12, 2004

Birthplace: Ichon Macrohon Southern Leyte

Religion: Roman Catholic

Nationality: Filipino

Mother’s Name:

Father’s Name:

EDUCATIONAL BACKGROUND

Senior High School: Villa Jacinta National Vocational High School, Lower Villa Jacinta ,
Macrohon , So. Leyte

Junior High School:

Elementary:

Work Experience: None

45
 CURRICULUM VITAE

Name: Jenny L. Melano

Sex: Female

Age:17

Civil Status: Single

Home Address: Buenavista , Padre Burgos, Southern Leyte

Birthdate: April 12, 2004

Birthplace: Buenavista , Padre Burgos

Religion: IFI

Nationality: Filipino

Mother’s Name: Nonina L. Melano

Father’s Name: Mamerto B. Melano

EDUCATIONAL BACKGROUND

Senior High School: Villa Jacinta National Vocational High School, Lower Villa Jacinta ,
Macrohon , So. Leyte

Junior High School:

Elementary: Padre Burgos Central

Work Experience: None

46
 CURRICULUM VITAE

Name: Vebie Ann S. Demisa

Sex: Female

Age:19

Civil Status: Single

Home Address: Lungsodaan Padre Burgos Southern Leyte

Birthdate: March 08, 2002

Birthplace: Lungsodaan Padre Burgos

Religion: IFI

Nationality: Filipino

Mother’s Name: DEAD

Father’s Name: DEAD

EDUCATIONAL BACKGROUND

Senior High School: Villa Jacinta National Vocational High School, Lower Villa Jacinta ,
Macrohon , So. Leyte

Junior High School: Villa Jacinta National Vocational High School, Lower Villa Jacinta ,
Macrohon , So. Leyte

Elementary: Lungsodaan Elementary School

Work Experience: None

47
 CURRICULUM VITAE

Name: Maria Nelia V. Macalit

Sex: Female

Age:17

Civil Status: Single

Home Address: Caraatan Malitbog Southern Leyte

Birthdate: November 09,2003

Birthplace: Caraatan Malitbog So. Leyte

Religion: Roman Catholic

Nationality: Filipino

Mother’s Name: Leah Macalit

Father’s Name: Daniel Macalit

EDUCATIONAL BACKGROUND

Senior High School: Villa Jacinta National Vocational High School, Lower Villa Jacinta ,
Macrohon , So. Leyte

Junior High School: Santo Nino Academy

Elementary: Caraatan Elementary School

Work Experience: None

48
.

49