Chapter 1

The Problem

Introduction

The Covid-19 pandemic presented many challenges to every individual in

the world. There were many affected in the society and one of which was the

students. Children and young adults are very vulnerable and it came to a shock

of hearing such news that all educational institutions will be forced closed. The

students aren’t ready for these sudden changes, from face-to-face classes being

the norm to everything becoming virtual.

School closures have devastating consequences for children’s learning

and wellbeing. The most vulnerable children and those unable to access remote

learning are at an increased risk of never returning to the classroom, and even

being forced into child marriage or child labor. According to latest data by

UNESCO, more than 888 million children worldwide continue to face disruptions

to their education due to full and partial school closures. The majority of

schoolchildren worldwide rely on their schools as a place where they can interact

with their peers, seek support, access health and immunization services and a

nutritious meal. The longer schools remain closed, the longer children are cut off

from these critical elements of childhood. Schools for more than 168 million

children globally have been completely closed for almost an entire year due to

COVID-19 lockdowns, according to new data released today by UNICEF.

Furthermore, around 214 million children globally – or 1 in 7 – have missed more

than three-quarters of their in-person learning. The analysis of school closure

report notes that 14 countries worldwide have remained largely closed from

March 2020 to February 2021. Two-thirds of those countries are in Latin America

and the Caribbean, affecting nearly 98 million schoolchildren. 1

Before the pandemic started, students were having the time of their lives,

having fun during discussions, solving problems together, having someone to

lean on when everything gets hard, and really understanding lessons that are

taught to them. Everything changed when Covid-19 broke. At first, of course just

like any normal student, they would be so happy because they thought they

could get a week off of school. Then it became months, and months became

years. Those 2 long years of doing everything virtually were exhausting, draining,

and caused discouragement to most. Not just that, many students missed out on

many things such as proper graduation ceremonies, proper awarding, extra-

curricular activities, and many more. While countries worldwide are taking some

actions to provide remote learning, at least 29 per cent of primary students are

not being reached. In addition to lack of assets for remote learning, the youngest

children may not be able to participate due to a lack of support using the

technology, a poor learning environment, pressure to do household chores, or

being forced to work.

Studies have shown that positive school experiences during this transition

period are a predictor of children’s future social, emotional and educational

outcomes. At the same time, children who fall behind in learning during the early
years often stay behind for the remaining time they spend in school, and the gap

widens over the years. The number of years of education a child receives also

directly affects their future earnings. memorable events that hard-working

students deserves to experience.2

According to IATF and CHED COVID-19 Advisory No. 3 which was issued

last March 11, 2020, They ordered to deploy available distance learning, e-

learning, and other alternative modes of delivery in lieu of residential learning if

they have the resources to do so, Facilitate alternative activities to enable

students to complete required, evaluate students on the basis of available

indicators as of this time and forego, and Exercise discretion to postpone

graduation ceremonies and other curricular activities for the remainder of the

semester.3

This is when the students started to adapt and some of the students

started a movement which was the “no students shall be left behind”. In the

Philippines, it was reported that for the school year 2020-2021 (“the pandemic

school year”) around three (3) million learners opted not to enroll or continue their

education at the basic education level. The causes of this forced “gap year” are

obvious. The shift to remote or distance learning modalities through self-learning

modules and online classes, coupled with the paradox of high price yet slow

speed internet connectivity in the country, puts a strain on the capacity of families

to shoulder the added costs for this mode of education. Although the effect may

vary across segments of society, it is clear that some households are just not

prepared, and without means, to catch up with this sudden digital transformation.
According to a discussion paper by the Philippine Institute for Development

Studies (PIDS), only 1 percent of poor households, 6 percent of low-income

households and 27 per cent of lower middle-income households, respectively,

have computers. This is further aggravated by the effect of pandemic measures

such as lockdowns and community quarantines on employment and business. In

July 2020, the unemployment rate in the Philippines was at the rate of 10 per

cent, twice the rate for the same month last year. In April 2020, the rate was as

high as 17.7 per cent. Among the workers most affected are those in the informal

sector, minimum wage earners and workers in a no-work, no-pay arrangement.

The pre-pandemic conditions of job insecurity and a digital divide skewed heavily

against the poor are the key ingredients for an educational system ravaged by

the pandemic. Unfortunately, interventions to address these issues fell short and

children were left behind as the school year started. Now, the way forward is to

move on from this gap year, learn from the policy pitfalls and provide for

opportunities, programs and policies for these children to make the next school

year their “bounce-back” year. The proposals presented here are mechanisms

that the education sector itself may readily implement. The goal is to enable

these learners to seamlessly return to school and if possible, offset the effects of

the gap year on their overall educational advancement. 4

The massive shift to online activities which require electronic equipment

has resulted in the personal computing devices (PCD) industry experiencing

11.2% year-on-year growth in the sales of desktops, laptops and other related

devices in the second quarter of 2020 (International Data Corporation, 2020),

despite the negative growth that most economies experienced in the same

period. The extraordinarily high demand in PCDs due to the COVID-19 pandemic

has forced manufacturers to increase production. Although there is high-demand

in technologies that will be used as alternatives for learning, let us not forget

those who belong to the unprivileged who cannot keep up with the sudden shifts. 5

There are courses in certain colleges that require hands-on activities to

fully understand the methodologies of the field of study they are in. One of which

is the course Automotive Technology, it is a course in which it teaches interested

individuals who desire to work in the Automotive industry. They will be the future

of Automotive. Automotive technology is the practical application of knowledge

about self-propelled vehicles or machines. Students studying automotive

technology learn about engine construction, fuel and ignition systems, power

trains, brakes, transmissions, electronic and diagnostic equipment, and more.

Automotive technology students become skilled in operating a variety of hand

and machine tools and are in charge of repairing and maintaining automobiles of

all kinds. Students can also get involved in designing and constructing all kinds of

automobiles from large industrial equipment to the latest in sports car design.

People who study automotive technology have good job security because all

vehicles are bound to need repairs throughout their driving life. 6

The coronavirus disease (COVID-19) pandemic, related lockdown and

physical distancing measures caused not only unprecedented disruption in the

provision of education and training but also catalyzed innovation in distance

learning. While access to learning and skills development was maintained in

some contexts through a rapid shift to distance learning in technical and

vocational education and training (TVET), the pre-existing social and digital

divides deprived the most marginalized groups of continued learning and put

them at risk of falling further behind. With only a few exceptions, the increased

adoption of distance learning solutions by TVET programs has not facilitated the

acquisition of practical skills and organization of work-based learning, which are

essential components for the success of technical and vocational education. 7

Since Automotive Technology is better understood during hands-on

training and with the guidance of the instructors, the struggle of the students

trying to understand, learn, and to apply the lessons during the pandemic where

everything is set virtually is unthinkable. On the bright side, it is fortunate that the

pandemic broke during the boom of modern technology, there are various

technologies which can aid students during virtual learning. There are many

platforms that aid students’ need for further explanation towards the subject they

are learning such as E-books, Web searching, and watching related video

sources.

Thus, the researchers aim to study the “Different Learning Experiences of

BSAT Students in Time of Pandemic” since it is very timely and occurring. It will

be a great eye opener to the students as well as for the instructors in

understanding the different experiences every student experienced or still

experiencing.
 The researchers, as students of the same course and college, are fully

aware of the different presented challenges brought by the pandemic hence the

study.

Statement of the Problem

The study aims to know and identify the different Learning Experiences of

BSAT Students in Time of Pandemic. Specifically, this study will seek to provide

answers to the following questions:

1. What is the profile of the Automotive students in terms of:

 Age

 Sex

 Geographic location and;

 Source of internet connectivity?

2. What are the challenges encountered by the Automotive Technology

students in terms of academic activities during online learning?

3. What are coping strategies do the Automotive Technology students

practiced along online learning?

4. What is the relationship of the respondents’ profile, the prefered

instructional modality and the challenges encountered during online

learning?
Scope and Delimitation

The focus of this study aims to identify the different learning experiences

of the Automotive students in Bicol University during this pandemic. The

researchers of this study will gather data needed through a survey questionnaire

since this is descriptive-survey research.

The perspective of the instructors will not be included in the study as the

researchers of this study will specifically focus on Automotive Technology

students in Bicol University. The researchers of this study will limit the

respondents to 100 students and will utilize a stratified sampling method. The

respondents are random students from 2 nd to 4th year BSAT students of Bicol

University. This study will only focus on the learning differences of Automotive

students as an informative material and for informative and educational purposes

only. Other applications of this study are hereby delimited.

Significance of the Study

The main purpose of this study is to identify different factors affecting the

learning experiences of Automotive Technology students during this pandemic. It

will benefit the following:

Automotive Students. As those individuals who encounter and

experience the different factors affecting their learnings during the pandemic, the
result of the study may help seek other alternative ways to have a better learning

experience.

Instructors. As respected educators who also are affected by the

pandemic, the result of the study may help them understand the situation of the

learners more and may create a new way of learning where no one is left behind.

Academe. The result of the study may cause them to implement and

commence various programs and/or activities that focus on the well-being of the

students.

Future Researchers. To provide them ideas and to guide them in case

their future study is relevant to this study. In case future researchers seek to

continue this study to provide updated and better study in the future.
 Notes

1
COVID-19: Schools for more than 168 million children globally have

been completely closed for almost a full year, says UNICEF. (n.d.). UNICEF.

Retrieved April 25,2022,from

https://www.unicef.org/philippines/press-releases/covid-19-schools-more-168-

million-children-globally-have-been-completely-closed

2
Filipino children continue missing education opportunities in another year

of school closure. (2021, August 25). UNICEF. Retrieved April 25, 2022, from

https://www.unicef.org/philippines/press-releases/filipino-children-continue-

missing-education-opportunities-another-year-school

3
Uaminal, J. M. (2021, February 5). The students who are left behind:

pandemic-induced gap year in the Philippines. Asian Studies Association of

Australia. Retrieved April 25, 2022, from https://asaa.asn.au/the-students-who-

are-left-behind-pandemic-induced-gap-year-in-the-philippines/
 4
Republic of the Philippines OFFICE OF THE PRESIDENT

COMMISSION ON HIGHER EDUCATION. (2020, March 11). CHED. Retrieved

April 25, 2022, from https://ched.gov.ph/wp-content/uploads/CHED-COVID-2019-

Advisory-No.-3.pdf

5
Yu, D. E. C., Yu, K. D. S., & Tan, R. R. (n.d.). Implications of the

pandemic induced electronic equipment demand surge on essential technology

metals, Cleaner and Responsible Consumption. DOI. Retrieved April 25, 2022,

from https://doi.org/10.1016

6
Major to Career: Automotive Technology. (n.d.). Major to Career:

Automotive Technology. Retrieved April 25, 2022, from

https://www.byui.edu/advising/career-and-major-exploration/major-to-career/

automoti ve-technology

7
Skills development in the time of COVID-19:. (n.d.). ILO. Retrieved April

25, 2022, from

https://www.ilo.org/wcmsp5/groups/public/---ed_emp/---ifp_skills/documents/

publicat
ion/wcms_766557.pd

Chapter II

This chapter is a presentation of the related literature and studies. This

shows the similarities and differences of past studies to the present study. The

theoretical framework, Conceptual framework, Synthesis of the State-of-the-Art,

Gap bridged by the study, and Definition of terms are also included.

Related Literature

COVID-19 (coronavirus illness 2019) is a disease caused by the SARS-

CoV-2 virus, which was found in Wuhan, China, in December 2019. It is very

contagious and has spread rapidly over the world (CDC,2021). COVID-19 is

most commonly associated with respiratory symptoms that resemble a cold, flu,

or pneumonia. COVID-19 has the potential to infect more than just your lungs

and respiratory system. The condition may also affect other sections of your

body. Coronaviruses are a type of virus that can infect humans and cause

respiratory disease. They're nicknamed "corona" because the virus's surface has

crown-like spikes. Coronaviruses that cause sickness in humans include SARS,

Middle East respiratory syndrome (MERS), and the common cold. Coronaviruses
are often found in bats, cats and camels. “The viruses live in but don’t infect the

animals. Sometimes these viruses then spread to different animal species.”

(Cleveland Clinic, 2020). The viruses may change (mutate) as they transfer to

other species.

Business, research, health, economy, sport, transportation, worship, social

connections, politics, governance, entertainment and especially education were

all affected by the COVID-19 pandemic's infectious sickness (Orfan and Elmyar,

2020). The world has been stressful for everyone, and the viral pandemic has

generated educational issues.

The spread of COVID-19 led school closures and lockdowns all around

the world, which is understandable. According to Meng et al. (2020), practically

every country has witnessed educational transformations. Universities have

altered teaching and learning with the emergence of the COVID-19 epidemic,

and professors have begun delivering online classes.

The Ministry of Higher Education launched the "Higher Education Learning

Management System," an online learning system (HELMS). Furthermore, the

teachers have delivered their courses using various platforms such as Zoom,

Google Classroom, WhatsApp, and WebEx (Danish, 2020)

According to Day et al. (2021), pupils were stressed during the COVID-19

epidemic, which had a severe influence on their learning. They also claimed that

universities and testing centers hid exams that prevented people from enrolling in

college and universities. Many instructors have cut the quantity of instruction and
practice, or the time of the online lecture has been reduced from the scheduled

one, resulting in students not learning enough.

Many students did not have access to the materials supplied by their

teachers, according to Goldsteinal et al. (2020), Hamilton et al. (2020), and Wyse

et al. (2020). Students did not log into the online learning system in many

situations, indicating a poor degree of student involvement in online learning.

They also stated that the COVID-19 pandemic had a significant negative

influence on pupils' learning.

During the pandemic, e-learning tools were critical in assisting schools

and universities in facilitating student learning during the shutdown of universities

and schools (Subedi et al., 2020). Staff and student readiness must be assessed

and supported when the new changes are implemented. Learners with a fixed

mindset have a hard time adapting and adjusting, but learners with a growth

mindset adapt easily to new situations. For online learning, there is no one-size-

fits-all methodology.

There are numerous subjects with various requirements. Different ways to

online learning are required for different disciplines and age groups (Doucet et

al., 2020). Physically challenged students can also benefit from online learning

because it allows them to participate in learning in a virtual environment with

limited movement (Basilaia & Kvavadze, 2020)

Both teachers and students faced a unique situation during the COVID-19

pandemic. This one-of-a-kind event is likely to cause some anxiety and tension
requiring individuals to adapt and adjust to a new way of life during the epidemic.

Kumar, A., Sarkar, M., Davis, E. et al (2021)

Related Studies

The interaction between humans and digital technologies has been

thoroughly recorded in recent decades, but it has yet to be examined in light of

the current worldwide pandemic threat. According to the study "Digital technology

use during COVID-19 pandemic: A rapid review," 28 different types of

technologies have been used, ranging from computers to artificial intelligence, 8

different populations of users, primarily medical professionals, 32 generalized

types of activities, such as providing health services remotely, analyzing data,

and communicating, and 35 different effects have been observed.

The consequences are far-reaching, affecting learning this academic year

and possibly even more in the following days. Face-to-face instruction has been

phased out at some schools, colleges, and universities. Alternative instructional

and assessment strategies must be developed and implemented quickly. The

COVID-19 epidemic has given us the opportunity to lay the groundwork for digital

learning (Dhawan, 2020).

During the pandemic, e-learning tools were critical in assisting schools

and universities in facilitating student learning during the shutdown of universities

and schools (Subedi et al., 2020). Staff and student readiness must be assessed

and supported when the new changes are implemented. Learners with a fixed

mindset have a hard time adapting and adjusting, but learners with a growth
mindset adapt easily to new situations. For online learning, there is no one-size-

fits-all methodology.

There are numerous subjects with various requirements. Online learning

requires diverse approaches for different disciplines and age groups. Physically

challenged students can also benefit from online learning because it allows them

to participate in learning in a virtual environment with limited movement (Basilaia

& Kvavadze, 2020). 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 do their utmost

to contain the spread, educational systems strive to provide high-quality

education to all students during these tough times. Many students have

experienced psychological and emotional hardship at home/living environment

and have been unable to interact successfully. The greatest online

homeschooling techniques have yet to be discovered (Petrie, 2020).

Accessibility, cost, flexibility, learning methodology, life-long learning, and

educational policy are all problems with e-learning (Murgatrotd, 2020). Many

countries struggle to maintain a stable Internet connection and gain access to

digital devices. While many economically disadvantaged students in developing

nations cannot afford online learning gadgets, online education increases the

learner's exposure to screen time. As a result, offline activities and self-

exploratory learning have become critical for pupils.

 Although there have been numerous problems for educators, schools,

institutes, and the government in regard to online education, the COVID-19

epidemic has created multiple chances for those who are unprepared or have

long-term intentions to deploy an e-learning system.

Based on the study titled “Students’ online learning challenges during the

pandemic and how they cope with them: The case of the Philippines”, the types

and scope of online learning obstacles faced by college students varied. Their

greatest issue was related to their learning environment at home, while technical

knowledge and proficiency was their least significant challenge. The studies also

suggested that the COVID-19 epidemic had the largest impact on students'

mental health and the quality of their learning experience.

Synthesis State-of-the-Art

The reviewer articles provided useful information about the different

Learning Experiences of BSAT Students in Time of Pandemic. The researchers

found out that some authors shared the same ideas and concepts.

The CDC, Cleveland Clinic, Sintema, and Dhawan all agreed that COVID-

19 (coronavirus illness 2019) is a disease caused by the SARS-CoV-2 virus,

which was found in Wuhan, China, in December 2019. It is very contagious and

has spread rapidly over the world.

Orfan and Elmyar, Meng, and Petrie are aligned towards the argument

that the current pandemic has brought a lot of external effects. These effects

include but are not limited to things like education, transportation, economy, etc.
 Murgatrotd, Basilaia & Kvavadze, Goldsteinal, and Danish provided

information about the repercussions of the COVID-19 pandemic to the

educational system. These include learning experience, safety, modality, and

many other factors.

Gap Bridged by the Study

In line with the pandemic as well as its effect, more questions have been

raised with regards to its specific experience to the BSAT students.

Previous studies have shed light on general effects and experience

brought by the pandemic to the educational field. It revolves around vague and

unspecified characteristics that the learners and teachers reportedly claim amidst

the current pandemic.

In the present study, the researchers will be focusing on the same effects

and experiences but focused more into BSAT students. These students will have

their own unique experience and will be observed accordingly.

Theoretical Framework

This study is anchored on the following theories:

Mezirow's (1997) idea of transformative learning underpins this research.

According to this view, learning begins when learners encounter an anticipated

condition or a discomforting position. The global education system was shaken

by the advent of the COVID-19 pandemic, which resulted in paradigm shifts and

transformations in higher education. Transformative learning is defined as the

extension of one's conscience as a result of self-adaptation to changing

circumstances. Disorienting problem, according to Mezirow, creates alterations

that lead to cognitive disparities and severe changes in education.

Harasim (2012) established online collaborative learning theory (OCL)

from foundations in computer-mediated communication and networked learning

during the contemporaneous development of both constructivist learning

techniques and the Internet (Bates, 2015). OCL theory, according to Bates

(2015), is based on and integrates cognitive development theories centered on

conversational learning, deep learning circumstances, academic knowledge

progression, and knowledge creation. According to Harasim (2012), in OCL,

students are encouraged to work together to solve issues rather than memorize

right answers, and the teacher or instructor plays a critical part in this process.

Abik et al., 2012 Connectivism theory releases the learner from the

cognitive practices of acquiring knowledge through experience, study, and

receiving instruction. According to abik et al. connectivism allows students to

merge electronic devices for the “off-site” storage of information, treating the role

of memory differently than prior learning theories. With connectivism, technology

is required to become part of the student’s internal learning process.

Theoretical Paradigm

Theory of
Transformative
Learning

LEARNING
EXPERIENCES OF
BSAT STUDENTS
IN TIME OF
PANDEMIC
 Online Collaborative
Learning Theory

Figure 1.
Theoretical par Paradigm

Conceptual Framework

The researchers will focus on identifying the different learning experiences

of BSAT students in time of pandemic.

The study will focus on enumerating learning experiences that will be

provided by BSAT students. To determine and gather such information, the

researchers would be handing out survey forms as their main means of gathering

information. Such surveys include questions related to the topic and the

participants under BSAT would be answering such questions honestly.

After the gathering of data with the help of these forms, analysis and

organization of data will commence. Such collected information will be then

analyzed and assessed to produce the general learning experiences that BSAT

students have identified as they study under the COVID-19 pandemic.

Conceptual Paradigm

LEARNING EXPERIENCES OF BSAT

STUDENTS IN TIME OF PANDEMIC

DISTRIBUTION OF SURVEY FORMS

TO THE PARTICIPANTS

DATA GATHERING
ANALYZATION OF DATA
GATHERED

IDENTIFICATION OF LEARNING
EXPERIENCES BY BSAT
DEFINITION OF TERMS

COVID-19. An acute respiratory illness in humans caused by a

coronavirus, capable of producing severe symptoms and in some cases death

BSAT. Bachelor of Science in Automotive Technology. They are the main

participant in these study

Pandemic. of a disease prevalent over a whole country or the world.

Economy. The wealth and resources of a country or region, especially in

terms of the production and consumption of goods and services.

Learning Experience. refers to any interaction, course, program, or other

experience in which learning takes place, whether it occurs in traditional

academic settings (schools, classrooms) or non-traditional settings

Profile. background information of the subjects.

Instructional modality. learning platforms used by instructor in

synchronous classes.

Online learning. type of distance learning using internet.

Challenges. Struggles encountered or experiences by the students

Coping strategy. coping mechanism to overcome the challenges

encountered by the person.

 Notes
1
Edgar John Sintema, 07 Apr 2020 Effect of COVID-19 on the

Performance of Grade 12 Students: Implications for STEM Education ,

https://doi.org/10.29333/ejmste/7893

2
Subedi, S., Nayaju, S., Subedi, S., Shah, S. K., Shah, J. M. (2020).

Impact of e-learning during COVID-19 pandemic among nurshing students and

teachers of Nepal. International Journal of Science and Healthcare Research,

5(3), 9.4

3
Basilaia, G., & Kvavadze, D. (2020). Transition to Online Education in

Schools during a SARS-CoV-2 Coronavirus (COVID-19) Pandemic in

Georgia. Pedagogical Research, 5(4), em0060. https://doi.org/10.29333/pr/7937

4
Murgatrotd, S. (2020, March). COVID-19 and Online learning, Alberta,

Canada.https://hundred.org/en/collections/quality-education-for-all-during-

coronavirus

5
Amit Kramer, Karen Z. Kramer, 2020, The potential impact of the Covid-

19 pandemic on occupational status, work from home, and occupational

mobility,103442,ISSN 0001-8791 https://doi.org/10.1016/j.jvb.2020.103442.

 6
Deedra Vargo, Lin Zhu,Briana Benwell, Zheng Yan 28 December 2020

Digital technology use during COVID-19 pandemic: A rapid

https://doi.org/10.1002/hbe2.242

7
Barrot, J.S., Llenares, I.I. & del Rosario, L.S. Students’ online learning

challenges during the pandemic and how they cope with them: The case of the

Philippines. Educ Inf Technol 26, 7321–7338 (2021).

https://doi.org/10.1007/s10639-021-10589-x

8
Orfan, S. N., & Elmyar, A. H. (2020). Public knowledge, practices, and

attitudes towards COVID-19 in Afghanistan. Public Health of Indonesia,

6(4), 104-115. https://dx.doi.org/10.36685/phi.v6i4.356d

9
Goldstein, D., Popescu, A., & Hannah-Jones, N. (2020). As classes go

online, many students just aren’t showing up. New York Times.

10
Dana Goldstein, Adam Popescu and Nikole Hannah-Jones April 6,

2020As School Moves Online, Many Students Stay Logged Out

11
Siemens, G. (2004). Connectivism: A learning theory for the digital age

[html]. Retrieved from http://www.itdl.org/journal/jan_05/article01.htm

https://www.ejmste.com/article/effect-of-covid-19-on-the-performance-of-grade-

12-students-implications-for-stem-education-7893

https://journals.sagepub.com/doi/10.1177/0047239520934018

Subedi, S., Nayaju, S., Subedi, S., Shah, S. K., Shah, J. M. (2020). Impact of

e-learning during COVID-19 pandemic among nurshing students and

teachers of Nepal. International Journal of Science and Healthcare Research,

5(3), 9.

https://www.pedagogicalresearch.com/article/transition-to-online-education-in-

schools-during-a-sars-cov-2-coronavirus-covid-19-pandemic-in-7937

https://hundred.org/en/collections/quality-education-for-all-during-coronavirus

Murgatrotd, S. (2020, March). COVID-19 and Online learning, Alberta,

Canada.

doi:10.13140/RG.2.2.31132.8512.
 CHAPTER 3

RESEARCH DESIGN AND METHODOLOGY

This chapter presents the procedures and methodology on how the

research problems are to be answered. Below are the research method, sources

of data, population and sample, research instrument, data gathering procedure,

and statistical treatment of data.

Research Methods

The researcher used mixed and correlation method as their research

method. The study is a qualitative and quantitative research. It aims to know the

quality of the new learning system and quantitative research to gather

information in a vastly manner.

Research Design

The researcher will use the descriptive-survey research design in order to

gather the necessary data and information needed in the study.  Review of

documents will also be undertaken to validate the claims made by the

participants/respondents.

Sources of Data

Primary sources of data will be sourced out from the responses to the

survey questionnaires to be gathered from the respondents. The respondents of

the study will be the 2nd year, 3rd year and the 4th year student of the BS

Automotive Technology of Bicol University College of Industrial Technology.

Secondary sources will come from to journals, publications, books,

unpublished master’s thesis and dissertations and other available online

documents relevant to the study.

Respondents

The respondents of the study will be selected through stratified sampling.

This includes the students under taking the course of BS Automotive

Technology. The respondents will be determined using stratified sampling

technique. The researchers will take 29 students from second year, 44 students

from third year and 33 students from the fourth year. A total of One Hundred six

(106) respondents were taken from Slovin formula with 5% margin of error.

Table 1
Sample Size
BSAT No.of students Percentage Sample size
2nd Year 40 27.6% 29
3rd Year 60 41.4% 44
4th Year 45 31.0% 33
Total 145 100% 106

Research Instrument 

The research instrument that will be used in this study is the researcher-

made survey questionnaire. Survey questionnaires consists of a series of

questions directly inclined to the statement of the problem. 

The questionnaire will be divided into five (5) parts. The first part will be

the Demographic Profile of the respondents. These series of questions includes

the name (optional), age, and sex. The second part is the modality prefer used

during online class. Is it synchronous or is it asynchronous? Third consists of the

challenges that might be encountered during pandemic. This part will consist of

series of open- ended questions which means respondents are free to answer

based on their opinions and experience. Fourth will be the strategies that are

used in times of pandemic. And the last part will be the suggestions and/or

recommendations that can help improve the present modality and learnings of

the students.

Data Gathering Procedure 

In order to efficiently undertake the requirements of this study, the

following procedures will be conducted in preparation for entry into the target

population. First, the researchers will ask permission to the BUCIT (Bicol

University College of Industrial Technology) registrar to seek for the list of the

students from second year up to fourth year level of the course BS Automotive

Technology that are studying in Bicol University.

Second, the questionnaires will be distributed to the respondents through

google form to avoid personal contact and to prevent spreading of the

coronavirus disease (COVID-19).

Lastly, after gathering the questionnaires, the researchers will observe

and differentiate the data. Data gathered will be manually reviewed by the

researchers to make a concrete conclusion.

Statistical Treatment