The effects of the COVID-19 Pandemic on the

learning modality of Grade 12ABM

Students of LPENHS

Background of the study

It was determined that COVID-19 would have a significant influence on the learning of
Grade 12 students in the current and future academic years, considering the fact that all learning
institutions were closed prematurely on March 15, 2020, and all citizens were advised to self-
isolate in an effort to control the spread of COVID-19. With the documented constant growth in
the number of COVID-19 reported cases and decreased numbers of internet use among
secondary school students as a result of restricted technology resources, it is clear that a research
study to investigate these specific implications is needed now more than ever before. When it
comes to this particular scenario, it is necessary to discontinue face-to-face classes and transition
immediately to online and modular learning.

After considering this, the researchers decided to undertake a study on the impacts of the
COVID-19 pandemic on the performance of Grade 12 students in LPENHS. The researchers
believe that working on this research would be a beneficial study in discussing the students'
difficulties encountered during the implementation of a distant learning program in the midst of a
pandemic crisis. The researchers would like to know what obstacles the students in Grade 12
encounter when learning online.

Statement of the Problem

This study is focused on the challenges and difficulties of having an online learning modality
amidst a pandemic. The researchers specifically aim to address the following questions:

1. What is the level of difficulty of transitioning to alternative learning modality in terms of:
1.1 Internet connectivity
1.2. Self-paced learning
1.3. Submission timeline
1.4. Self-motivation

2. What is the assessment of the respondents in the barriers encountered in terms of:
2.1. Convenience in performing an activity
2.2. Available devices
2.3. Communication with instructors
Objectives

General Objective
The main purpose of this study is to identify the challenges and difficulties of having an
online learning modality in Grade 12 students at the LPENHS.

Specific Objectives
1. This study aims to determine the barriers that Grade 12 students face when learning
online.
2. It also seeks to evaluate their level of difficulty in switching learning modality.
3. It emphasizes the perspectives of Grade 12 students on the difficulty of shifting learning
methods and overcoming barriers in an online learning environment.

RRL

Education is vital in line with the essence of nation-building. It is also a potent factor in
the life of every human being. The learning process directly affects the overall aspect of a
person's behavior; knowledge, personality, and skills are part of this. This became the primary
reason behind the drawbacks of the pandemic in line with the educational system.

According to some research, compared to blended learning, the traditional classes uphold
a healthy education. It makes the learning processes easier, richer, and more significant; this can
raise the students' motivation, which can precisely inspire them to learn more. The absence of
direct supervision by teachers and the disparate abilities of learners to grasp and process lessons
may result in poorer outcomes. Wherein it tends to trigger the stress and pressure in the system
of a person. It does affect its ability to outstand productiveness and well growth. Unfortunately,
with the new normal, a lot of students experienced great despair in terms of dealing with their
studies. They might as well have a lack of leisure time for themselves. As De Guzman (2020)
mentioned, blended learning instructions did not affect students' skills as measured by actual
learning results.

In the national context, an article entitled "Blended Learning" in Virus-Hit Philippines

was written by an academic and former Lecturer on European/EU Studies at Ateneo De Manila
University's European Studies Program. The lack of adequate supervision upheld by the teachers,
along with the varying levels of ability among learners to process every learning, may result in a
negative outcome. Wherein the facts and information she stated was accurate on the current
situation. Students need to be engaged on the internet to learn. Despite its rapid growth, the
Philippines' information and communications technology (ICT) infrastructure is likewise
underdeveloped. (Malindog-Uy, 2020).

Online learning does provide convenience to students who come from higher-income
families or are privileged enough to be in such a setup. This is due to the fact that, the higher the
level of family income, the higher the percentage of 3 to 18 years old with home internet access
(National Education for Statistics, 2021). In a 2019 survey done by the National Education for
Statistics, they have found that 99% of the families in the highest income quarter have home
internet access. However, not all students are born with equal opportunities (Baticulon, et. al.,
2021) and resources; some even work to make ends meet. Even faculty members have also
shared struggles regarding the situation, citing a lack of government response (Magsambol,
2021). The industry is still not fully modernized nor well-equipped with the proper technologies
to transition seamlessly to online learning. According to Gramigna (2020), quarantine poses a
risk to people due to months of isolation, causing distress and anxiety in some teenagers and
adults because of the uncertainties this issue presents. Online learning gives them stress which is
bad for their mental health as well as their physical health.

Analysis, Interpretation, and Presentation of Data

Problem #1: What is the level of difficulty of transitioning to alternative learning modality in
terms of:

Graph #1.1: Internet connectivity

Internet connectivity     
I can access a fast internet connection. 
14
12
12 (36.4%)

10 9
(27.3%)
8
6
(18.2%) 5
6
(15.2%)
4

2 1
(3%)
0

Very Difficult Difficult Moderately Difficult

Easy Very Easy
 Based on the graph, 27.30% of the respondents answered that it is moderately difficult for
them to access a fast internet connection. Meanwhile, 36.40% of the respondents answered
that it is easy for them to access a fast internet connection. This may be due to the fact that
they come from a higher-income family.
18.2% of the respondents rated the situation as difficult. 15.2 % said it was very easy.
While one respondent, or 3% of them, indicated that it was very difficult.
According to the National Center for Education Statistics (2021), the higher the level of
family income, the higher the percentage of 3 to 18 years old with home internet access. Their
survey results found that, in 2019, 99% of the families in the highest income quarter have
home internet access. This shows that students' access to a fast internet connection may
depend on their family income.

Graph #1.2: Self-paced learning

Self-paced learning         
I can analyze and understand the learning materials
given.
15
16 (45.5%)
14 13
(39.4%)
12
10
8
6 4
(12.1%)
4
2 1
0 (3%)
0 (0%)

Very Difficult Difficult Moderately Difficult

Easy Very Easy

Based on the graph, 39.40% of the respondents answered that it is easy for them to
analyze and understand the learning materials given to them. Meanwhile, 45.50% of the
respondents answered that it is moderately difficult for them to analyze and understand the
learning materials given to them. This means that the students who are having difficulties in
understanding the learning materials provided to them are more than those who are not having
any difficulties at all.
12.1% of the respondents rated the situation as difficult. 3% said it was very easy. In
contrast, no respondents indicated that it was very difficult.
 According to Rotas and Cahapay’s (2020) study entitled, “Difficulties in Remote
Learning: Voices of Philippine University Students in the Wake of COVID-19 Crisis,”
inadequate learning resources, vague learning contents, and overloaded lesson activities are
among those difficulties that students in remote learning faced. This causes the students to find it
difficult to understand the learning materials that were provided to them.

Graph #1.3: Self-paced learning

Self-paced learning         
I can answer the tasks after reading the learning mate-
rials.
15
16 (45.5%)
14 13
(39.4%)
12
10
8
6
3
4 (9.1%)
2 2
0 (6.1%)
0 (0%)

Very Difficult Difficult Moderately Difficult

Easy Very Easy

Based on the graph, 39.40% of the respondents answered that it is easy for them to
answer the tasks after reading the learning materials. Meanwhile, 45.50% of the respondents
answered that it is moderately difficult for them to answer the tasks after reading the learning
materials. Most students struggle because they all have unique study habits, and self-paced
learning is the most challenging approach.
9.1% of the respondents rated the situation as difficult. 6.1% said it was very easy. In
contrast, no respondents indicated that it was very difficult.
Some learning materials lack clear directions and explanations, making it difficult to
complete tasks. The module visuals are unclear, and the answer lines are too short. The
teaching materials are overloaded with activities, and the students are unmotivated. The study's
findings revealed challenges to self-directed learning among postgraduate virtual medical
students, according to Kohan (2017). These barriers include information overload, mind
wandering, role ambiguity, a lack of coping skills, a severe workload, and inadequate writing
abilities.
Graph #1.4: Submission timeline

Submission timeline      
I was given enough time to finish my activities and per-
formance tasks.
14
12
12 (36.4%)
10
(30.3%)
10

8
6
(18.2%)
6

4 3
(9.1%) 2
2 (6.1%)

Very Difficult Difficult Moderately Difficult

Easy Very Easy

Based on the graph, 30.30% of the respondents answered that it was moderately difficult
since they had not enough time to finish their activities and performance tasks. Meanwhile,
36.40% of the respondents answered that it is easy since they were given enough time to finish
their activities and performance tasks. This shows that students believe their teachers gave
them an appropriate timeframe or deadline to complete their assigned activities. In other words,
respondents find it simple to track progress and adhere to deadlines.
18.2% of the respondents rated the situation as difficult. 9.1 % said it was very difficult.
While two respondents, or 6.1% of them, indicating that it was very easy.
According to the Effects of Deadline Conditions on Learners of Different
Procrastination Tendencies in an Online Course (2007) study, online courses with a flexible
time frame for learning give students enough time to complete their studies. Achieve mastery
of the course material at their own pace, making individual personalities complimented.
Graph #1.5: Self-motivation

Self-motivation          
The transition to online learning has helped me to be
more motivated in studying.
16 15
(45.5%)
14
12
10
8 6
6 (18.2%) 5
4 (15.2%)
(12.1%)
4 3
2 (9.1%)

Very Difficult Difficult Moderately Difficult

Easy Very Easy

Based on the graph, 18.2% of the respondents answered that it is very difficult for them
to be more motivated in studying during the transition to online learning. Meanwhile, 45.50% of
the respondents answered that it is moderately difficult for them to be more motivated in
studying during the transition to online learning. This indicates that the number of students
experiencing moderate to severe challenges with self-motivation during online learning is higher
than the number of students experiencing no difficulties at all.
15.2% of the respondents rated the situation as easy. 12.1 % said it was difficult. While
three respondents, or 9.1% of them, indicating that it was very difficult.
Some students were unmotivated by online learning, while others were highly motivated.
According to Cahyani, Listiana, & Larasati (2020), Rachmat (2020), and Simamora (2020),
studies all found that external factors such as learning environment, learning time, and technical
assistance influenced their lack of motivation. Because online learning is done at home, many
parents believed their children could help with household chores while they were online learning.

Problem #2: What is the assessment of the respondents in the barriers encountered in terms of:
Graph #2.1: Convenience in performing an activity

Convenience in performing an activity        

Having the desired tools and equipment to use had
helped me to do my activities very well.
14 13 13
(39.4%) (39.4%)
12

10

4 3
2 (9.1%) 2
2 (6.1%) (6.1%)

Very Difficult Difficult Moderately Difficult

Easy Very Easy

Based on the graph, 39.4% of the respondents answered that it is moderately difficult for
them to have their desired tools and equipment to help them do their activities very well.
Meanwhile, 39.4% of the respondents also answered that it is easy for them to have their
desired tools and equipment to help them do their activities very well. This implies that
students are slightly divided on the issue of having the advantage of convenience when
conducting an activity during online learning.
9.1% of the respondents rated the situation as difficult. While 6.1% or two respondents
said it was very difficult and very easy.
The significance of desired tools, equipment, or even applications in education varies
with purpose. Video conferencing apps, dictionaries, calculators, and online editing tools are
now available. For students, these apps are essential for daily schoolwork. Gregory (2017)
discovered that online teaching tools improved student engagement and learning. Blogs,
discussion forums, wikis, and virtual classrooms kept students interested.
Graph #2.2: Available devices

Available devices
I am able to access at least 1-2 devices that I use to keep
up in online learning (smartphone, laptop, desktop,
tablet, iPad, etc.)
14
12 12
12 (36.4%) (36.4%)

10

8
6
6 (18.2%)
3
4 (9.1%)
2
0
0 (0%)

Very Difficult Difficult Moderately Difficult

Easy Very Easy

Based on the graph, 36.4% of the respondents answered that it is easy to access at least 1-
2 devices they use to keep up in online learning. Meanwhile, 36.4% of the respondents also
answered that it is very easy to access at least 1-2 devices to keep up with online learning. This
reveals that the devices are not a source of difficulty or challenge for most respondents, as they
can readily access at least one device.
18.2% of the respondents rated the situation as moderately difficult. 9.1% said it was
difficult. In contrast, no respondents indicated that it was very difficult.
In the local context, various studies in the Philippines revealed some differing views
regarding the availability of devices for online learning. According to a survey, underprivileged
students lack laptops and desktop computers and have limited access to the internet (Cleofas &
Rocha, 2021). Another study discovered that the more device types a student owns, the better
their readiness for learning (Estira, 2020).
Graph #2.3: Available devices

Available devices
My device/s meets the demands that I needed to finish
my tasks, attend synchronous sessions (includes storage
capacity, software applications like Microsoft Word,
Microsoft PowerPoint, etc.)
12
10
10 (30.3%) 9 9
(27.3%) (27.3%)
8

4 3
(9.1%) 2
(6.1%)
2

Very Difficult Difficult Moderately Difficult

Easy Very Easy

Based on the graph, 30.30% of the respondents answered that it is moderately difficult
since their device/s does not meet the demands to finish their tasks and attend synchronous
sessions. Meanwhile, 27.30% of the respondents answered that it is easy and very easy since
their device/s does meet the demands needed to finish their tasks and attend synchronous
sessions. This signifies that not all students have access to high-quality phone/laptop/pc
specifications and educational tools such as education programs, websites and applications that
can help students improve their performance.
9.1% of the respondents rated the situation as very difficult. While two respondents, or
6.1% of them, indicated that it was difficult.
Laptops provide students with the flexibility and freedom they need to complete
academic assignments at any time and from any place. Thus, device specifications should be
considered when purchasing a device, as they significantly impact the computer's utility.
However, not all students are born with equal opportunities and resources (Baticulon et al.,
2021); some students even work to support themselves and their families.
Graph #2.4: Communication with instructors

Communication with instructors

Based
It is easy to establish a good relationship
on
with my the
teachers.
18 16
16 (48.5%)

14
12 10
10 (30.3%)

8
6 4
(12.1%)
4 2
1 (6.1%)
2 (3%)
0

Very Difficult Difficult Moderately Difficult

Easy Very Easy
establish a good relationship with their teachers. Meanwhile, 48.50% of the respondents
answered that it is easy to establish a good relationship with their teachers. This could be
because some students with a moderate level of difficulty cannot communicate directly and
effectively with teachers and cannot visually perceive and interact with everything.
12.1% of the respondents rated the situation as difficult. 6.1 % said it was very easy.
While one respondent, or 3% of them, indicated that it was very difficult.
According to Martin's (2017) study, "Building Relationships and Increasing Engagement
in The Virtual Classroom: Practical Tools for The Online Instructor. " Once online teachers
built a good and healthy relationship, they could participate in meaningful conversations with
students to determine how they could educate and engage them. Without these connections, it
was as if a barrier stood between the student and their education. Strong relationships with
teachers have been shown to significantly increase students' motivation and thus learn.
Graph #2.5: Communication with instructors

Communication with instructors

I can easily understand the lessons discussed by my
teachers.
18 10
(51.5%)
16
14
12
10 16
(27.3%)
8
6 4
(12.1%)
4 2
1 (6.1%)
2 (3%)
0

Very Difficult Difficult Moderately Difficult

Easy Very Easy

Based on the graph, 27.3% of the respondents answered that it is easy to understand the
lessons discussed by their teachers. Meanwhile, 51.50% of the respondents answered that it is
moderately difficult for them to understand the lessons discussed by their teachers. This
indicates that most students either find it easy or moderately difficult to comprehend a lesson
discussed in a synchronous session by their teachers.
12.1% of the respondents rated the situation as difficult. 6.1 % said it was very easy.
While one respondent, or 3% of them, indicated that it was very difficult.
Students find it more difficult to study online because their traditional educational
environment has almost vanished. According to Safe, Equitable, Quality, and Relevant
(SEQuRe) Education survey on 1,299 public school students. 7 out of 10 students reported
missing a class and cannot understand a lesson discussed during synchronous sessions due to
device malfunctions, a poor internet connection, or the high cost of internet services. Thus,
online learning eases the transition for adaptable students who have the privilege of having
access to a computer and a dependable internet connection.

b. Conclusion and Recommendation (From concept paper. Add more based on the results of your
gathered data)

To sum it all up, the ongoing online classes have different challenges and difficulties. The
fact that this training provider tends to focus on building theoretical knowledge rather than
practical skills of a student is a large portion of a problem already. A lack of any form of a
traditional way of teaching can cause social isolation, which can cause students a lack of
motivation and anxiety. In the phase of online classes, the definition of education can be easily
devalued by learners as it no longer provides a significant development for them.

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