COLLEGE OF TEACHER EDUCATION
SIATON CAMPUS
EXPERIENCES OF GRADE ONE LEARNERS ON THE CHALLENGES OF ONLINE
LEARNING DURING THE COVID-19 PANDEMIC
An Action Research Presented to the Faculty of Teacher Education
Negros Oriental State University – Siaton Campus
Siaton, Negros Oriental
In Partial Fulfillment of the Requirements for the Degree of
Bachelor of Elementary Education
Submitted by;
IRENE S. CATUBAY
CHRISTINE JOY B. CUNANAN
JANE LOVELY DOROMAL
MA. CONIE O. DURAN
GYPSY MAE S. ELNAR
January, 2022
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COLLEGE OF TEACHER EDUCATION
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I. ABSTRACT
COVID-19 has impacted negatively on the majority of the world's industries. Education is
the only industry that has been completely digitized in most of the world's countries. Online
education proved to be the most effective method of continuing education during the pandemic,
particularly in elementary education.
This study determines to identify the challenges encountered by Grade One learners in
Bayawan City Science and Technology Education Center – Elementary School during switching
to online learning in the second quarter of 2021 due to the COVID-19 pandemic. This study
determines to evaluate the learner's new experiences with online education and determine the
effectiveness of virtual learning methods. This is accomplished by analyzing the responses of
twenty learners to a survey-based questionnaire. A descriptive statistical method was used to
evaluate the study's validity. The primary issues influencing and impacting online learning during
COVID-19 are unstable internet connectivity, power outages, poor peer communication, a poor
learning environment, and financial concerns.
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COLLEGE OF TEACHER EDUCATION
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II. INTRODUCTION
Education problems in the Philippines have gotten worse due to the COVID-19 Pandemic.
The Department of Education (DepEd) has used distance learning modes and blended learning
programs. These include online classes, printouts, and lessons delivered through television and
social media platforms. Although many students and teachers prefer face-to-face classes, they have
come to accept online education as an alternative mode of instruction. As long as schools are
closed, online classes will be available. Some of these new learning tools, however, require internet
access.
The global decision to close the educational institutes was rational to keep social distancing
to stop its spread. Some countries switched to online learning immediately because they were
already prepared for online learning, and here in the Philippines, some schools adopted this new
way of teaching, and that is through online education.
This research focused on elementary Grade One learners' challenges during the current
global Pandemic and the possible solutions that can be delivered to overcome these problems in
the future. The significance of this study is to explore the influence of the COVID-19 Pandemic
on the Grade One learning process. The transition to online learning was the only option during
the situation's gravity because of the COVID-19 outbreak.
Online learning has its share of advantages and disadvantages. The advantages of online
learning are efficiency, affordability, accessibility of time and place, improved student attendance,
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and suitability to various learning styles. In teaching, we can say that lecture recording is one
advantage of online learning when students ask teachers to record the classes. The teachers review
and prepare well for recording, which improves teaching strategies and methods. Students can
access the lectures anytime and can understand better. Despite all of that, it has disadvantages. Not
all learners have good internet connectivity. Some learners suffered from network problems,
lacking high-quality learning devices and online access and online downloading.
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III. CONTEXT AND RATIONALE
This Pandemic has negatively impacted educational systems, affecting over 1.5 billion
students. It has compelled the government to cancel national examinations and temporarily close,
discontinue face-to-face instruction, and strictly enforce physical distance. These events sparked
higher education's digital transformation and tested its ability to respond quickly and effectively.
Schools adopted appropriate technologies, developed learning and staff resources, established
systems and infrastructure, created new teaching protocols, and revised curricula. However, while
some schools found the transition easy, others, particularly those from developing countries with
limited infrastructure, found it difficult (Pham & Nguyen, 2020; Simbulan, 2020). Adopting online
learning across various learning contexts, whether formal or informal, academic or non-academic,
residential or remote, is one such development. We saw schools, teachers, and students
increasingly adopt e-learning technologies that enable teachers to deliver interactive instruction,
seamlessly share resources, and facilitate student collaboration and interaction (Elaish et al., 2019;
Garcia et al., 2018). This study focuses on the Grade 1 Elementary learners of Bayawan City
Science and Technology Education Center. The experiences of Grade One learners on the
challenges of online learning during the COVID-19 Pandemic and potential solutions for dealing
with the situation and learners are evaluated through virtual learning.
The above information stimulated the researchers' interest, prompting them to devise an
action research study entitled Experiences of Grade One Learners on the Challenges of Online
Learning during the COVID-19 Pandemic. The researchers opted that it is very timely to conduct
action research to find out the effects of using online classes on the academic performance of Grade
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COLLEGE OF TEACHER EDUCATION
SIATON CAMPUS
One students of the Bayawan City Science and Technology Education Center- Elementary School.
The purpose of doing so is to find out the possible solution to their challenges in an online class.
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IV. INNOVATION, INTERVENTION AND STRATEGY
Bayawan City Science and Technology Education Center: Elementary School aims high
on promoting and helping every learner to grasp information quickly. The school continues to find
any means to exert efforts to lessen the problems encountered by the pupils, specifically the grade
one elementary learner. Pupils' perceptions towards online learning are identified through the
survey-based questionnaire (google forms) that determines whether using online classes as a
medium may be a problem to some pupils. The questionnaire determines the number of pupils who
have encountered problems in an online class.
The questionnaire has ten (10) items which are answerable by "Never," "Seldom,"
"Sometimes," "Frequently," and "Always." The results will depend on how favorable pupils are in
each statement. Those who answered "Always," "Frequently," or "Sometimes" to each statement
in the challenges must be addressed in an online class, and reinforcement to employ possible
solutions to their problems must be developed.
By giving free Wi-Fi in every Barangay where each pupil lives, pupils can have a stable
connection and at the same time can easily access the materials online. For pupils who want not to
face problems in online learning, a step-by-step process is being considered like the following:
1. The government should provide free internet connectivity in each barangay.
2. The teachers will follow up to ensure that students access internet connectivity.
3. The students will sign in to a specific website to access free internet.
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COLLEGE OF TEACHER EDUCATION
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This study will give more understanding in dealing with and helping students who
encounter challenges during an online class. Through utilization and dissemination of results and
proposed prevention and intervention, pupils will not face problems anymore.
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COLLEGE OF TEACHER EDUCATION
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V. ACTION RESEARCH QUESTION
The study's purpose is to identify the challenges associated with online learning during the
COVID-19 Pandemic as experienced by Grade One elementary students. Specifically, this study
sought to answer the following question:
1. What challenges are experienced by the learners during online classes?
a) Unstable Internet Connectivity
b) Inadequate Learning Resources
c) Electric Power Interruption
d) Overloaded Lesson Activities
e) Limited Teaching Scaffolds
f) Poor Peer Communication
g) Conflict with Home Responsibilities
h) Poor Learning Environment
i) Financial Related Problems
j) Mental Health Struggle
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COLLEGE OF TEACHER EDUCATION
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VI. ACTION RESEARCH METHODS
A. Participants and other Sources of Information
The researchers employed a descriptive statistical method and conducted a random
sampling survey. The study was conducted among the Bayawan City Science and Technology
Education Center's Grade One – Elementary School.
B. Data Gathering Methods
A quantitative study was conducted to determine the problems encountered by Grade One
students in online learning. The data gathering was done through the following steps:
Step 1: Sending a letter of permission to our cooperating teacher.
Step 2. Sending a letter of permission to the respondents and a survey questionnaire through google
forms.
Step 3. Instructing the pupils before letting them answer the survey questionnaire.
The survey questionnaire was distributed to the Grade One pupils of Bayawan City Science
and Technology Education Center – Elementary School, with the guidance of the parents. Each
statement in the questionnaire was written to respond to the research study's questions.
C. Data Analysis Plan
Experiences of Grade One Learners On Online Learning Challenges During the Covid-19
Pandemic will be identified by computing the frequency, percentage distributions, weighted mean,
and rank.
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COLLEGE OF TEACHER EDUCATION
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The frequency of occurrences of a specific score in a given set of data is measured by
frequency. It enables the researcher to conveniently view the entire data set. It indicates whether
the number of observations is high or low, as well as whether they are concentrated in one area or
spread out across the entire scale.
In descriptive statistical analysis, the weighted mean is used to calculate the average of the
data's values. The average value in the weighted mean calculation can be calculated by assigning
different weights to some of the individual values.
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COLLEGE OF TEACHER EDUCATION
SIATON CAMPUS
VII. RESULTS AND DISCUSSIONS
This chapter discusses the information gathered for the survey questionnaire. Analyses and
interpretations have been made of the data. To facilitate a better understanding, please refer to the
graph below.
Graph 1. Statements regarding on the Challenges in an Online Learning
A. Unstable Internet Connectivity
0%
30%
35%
Never
Seldom
Sometimes
Frequently
Always
35%
Based on the graph A, it is found that six respondents, or 30% of the Grade One Elementary
learners, seldom experienced unstable internet connectivity. 35% or 7 of them sometimes
experienced, and 35% or seven respondents frequently experienced unstable internet connectivity.
It implies that most of the respondents "sometimes" and "frequently" experienced unstable internet
connectivity.
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COLLEGE OF TEACHER EDUCATION
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B. Inadequate Learning Resources
0%
Never
Seldom
Sometimes
Frequently
Always
100%
Based on the graph B, it is found that 100% or 20 respondents never experienced
inadequate learning resources. The result implies that the majority of the respondents "never"
experienced inadequate learning resources.
C. Electric Power Interruptions
0%
Never
30%
Seldom
Sometimes
Frequently
70%
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COLLEGE OF TEACHER EDUCATION
SIATON CAMPUS
Based on the graph C, it is found that 70% or 14 respondents seldom experienced electric
power interruptions. While 30% or six respondents sometimes experienced electric power
interruption. It implies that most respondents "seldom" experienced electric power interruptions.
D. Overloaded Lesson Activities
0%
Never
Seldom
Sometimes
Frequently
Always
100%
Based on the graph D, it is found that 100% or 20 respondents never experienced
overloaded lesson activities. The result implies that most respondents "never" experienced
overloaded lesson activities.
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COLLEGE OF TEACHER EDUCATION
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E. Limited Teacher Scaffolds
0%
Never
Seldom
Sometimes
Frequently
Always
100%
Based on the graph E, it is found that 100% or 20 respondents never experienced limited
teacher scaffolds. The result implies that most respondents "never" experienced limited teacher
scaffolds.
F. Poor Peer Communication
0%
10%
Never
10%
Seldom
Sometimes
Frequently
Always
80%
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COLLEGE OF TEACHER EDUCATION
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Based on the graph F, it is found that 16 respondents, or 80% of the Grade One Elementary
learners, never experienced poor peer communication. 10% or 2 of them seldom experienced, and
10% or two respondents sometimes experienced poor peer communication. It implies that most
respondents "never" experienced poor peer communication.
G. Conflict with Home Responsibilities
0%
Never
Seldom
Sometimes
Frequently
Always
100%
Based on the graph G, it is found that 100% or 20 respondents never experienced having a
conflict with home responsibilities. The result implies that most of the respondents "never"
experienced conflict with home responsibilities.
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COLLEGE OF TEACHER EDUCATION
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H. Poor Learning Environment
0%
10%
Never
15%
Seldom
Sometimes
Frequently
75%
Always
Based on the graph H, it is found that 15 respondents, or 75% of the Grade One Elementary
learners, never experienced a poor learning environment. 15% or 3 of them seldom experienced
while 10% or two respondents sometimes experienced a poor learning environment. This implies
that most respondents "never" experienced a poor learning environment.
I. Financial Related Problems
0%
20%
Never
Seldom
Sometimes
10%
Frequently
70%
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COLLEGE OF TEACHER EDUCATION
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Based on the graph I, it is found that 14 respondents, or 70% of the Grade One Elementary
learners, seldom experienced related financial problems. 10% or 2 of them sometimes experienced
financial problems, while 20% or four respondents frequently experienced related financial
problems. It implies that most of the respondents "seldom" experienced financial-related
problems.
J. Mental Health Struggles
0%
Never
Seldom
Sometimes
Frequently
Always
100%
Based on the graph J, it is found that 100% or 20 respondents never experienced having
mental health struggles. The result implies that most respondents "never" experienced mental
health struggles.
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VIII. ACTION PLAN
Goal: To identify the experiences of Grade One learners on the challenges of online learning during
the COVID-19 pandemic.
Program Objective: To recommend actions to implement the best methods and modes as an
intervention to lessen the Grade One elementary learner's problem and enhance and reinforce
education during the pandemic.
ACTION RESEARCH WORK PLAN AND TIMELINE
1.
Implementation
Responsibility
Timeline
(What will be done)
(Who will do)
(When)
Government and Teachers
January, 2022
Teachers
February, 2022
The
department
of
education should partner with
the local ICT unit to install
internet connectivity.
2.
Teachers
must
have
systems to check for the status
of internet connectivity.
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IX. REFERENCES

Barrot, J. S., Llenares, I. I., & Del Rosario, L. S. (2021). Students’ online learning
challenges during the pandemic and how they cope with them: The case of the Philippines.
Education
and
Information
Technologies,
26(6),
7321-7338.
https://doi.org/10.1007/s10639-021-10589-x

Rotas, Erwin E., & Cahapay, Michael B. (2020). Difficulties in Remote Learning: Voices
of Philippine University Students in the Wake of COVID-19 Crisis. Asian Journal of
Distance Education, 15(2). https://doi.org/10.5281/zenodo.4299835

Mahyoob, M. (2020). Challenges of e-Learning during the COVID-19 Pandemic
Experienced by EFL Learners. Arab World English Journal, 11 (4) 351-362.
https://dx.doi.org/10.24093/awej/vol11no4.23
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X. FINANCIAL REPORT
Total
Activity
Item
Quantity
Unit Price
Price
Preparation of materials
for research and
Bond Paper
½ ream
140
Internet Data
3 days’
55 (per person)
70
implementation of
interventions
275
internet
Data gathering
services
Transportation
4 persons
166 (back and
664
Fee
forth)
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