The Productivity Level in Online Learning of the Grade 12 Students in MetroDagupan Colleges Productivity High School S.Y 2021-2022
ABSTRACT
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
INTRODUCTION
Mankind around the globe is in the middle of the novel corona virus tragedy. It
looks to be an out of world fight against the invisible enemy. The virus epidemic is already
changing the way we live as unprecedented lockdown, restrictions, ceasing services all
around the world cause chaos, uncertainty for billions of people.
According to the World Health Organization, COVID-19 is a novel disease with
an incompletely described clinical course. On the 30th of January 2020, the WHO
Emergency Committee declared a global health emergency based on growing case
notification rates at Chinese and international locations. Recent studies indicate that
patients above 60 years of age are at higher risk than children who might be less likely to
become infected or, if so, may show milder symptoms or even asymptomatic infection.
The recovery period for mild cases of COVID-19 is 2 weeks and that for severe cases is 6
weeks. In the most severe cases, the time from symptom onset to death ranges between 2
and 8 weeks.
Burgess (2020) stated that the global lockdown of education institutions is going
to cause major (and likely unequal) interruption in students’ learning; disruptions in
internal assessments; and the cancellation of public assessments for qualifications or their
replacement by an inferior alternative.
As the world is facing this pandemic, it also impacted social-distancing measures
forced an abrupt switch to online learning in most universities, putting immense pressure
on the students to creatively adapt to new ways of online learning.
In the Philippines, the new normal of worsening traffic and extreme rainfall has
taken a toll on the productivity not only of the country’s workforce but of the student
population as well.
The government passed the Work from Home Law in 2018 to ease the burden not
only on the students but also to the workers. For students, however, the travails of the daily
commute remain unaddressed for the most part.
The crisis in the Philippines comes as countries across the world, have been
grappling with one of the worst disruptions of public schooling in modern history.
Governments have struggled to balance the imperative of health and safety with the public
duty to educate children.
Where schools have been closed for a long time, such as the Philippines, education
experts have expressed concerns that the pandemic has created a lost generation of
students, buffeted by the limits of remote learning and by overstretched parents struggling
to serve as surrogate physics and literature teachers.
According to UNESCO, to curb the spread of COVID-19, most governments have
opted to employ quarantine protocols and temporarily shut down their educational
institutions.
As a consequence, more than a billion learners have been affected worldwide.
Among this number are over 28 million Filipino learners across academic levels who have
to stay at home and comply with the Philippine government’s quarantine measures.
According to (Oztok et al., 2013), to respond to the needs of learners, especially
of the 3.5 million tertiary-level students enrolled in approximately 2,400 higher educational
institutions (HEIs), certain HEIs in the country have implemented proactive policies for
the continuance of education despite the closure. These policies include modified forms of
online learning that aim to facilitate student learning activities.
(Briones 2020) stated that the Department of Education (DepEd) has prepared
various alternative learning delivery modalities as a response to COVID-19 situation in the
country.
The Department of Education (DepEd) took this opportunity to be more inclusive
in utilizing other modes of learning which are responsive, timely, and relevant in today’s
situation. It is eager to explore new paths so that the educational process will not be
hampered.
There is so much positive and negative feedback on this, but education must
continue. To carry on with the education, the Department of Education (DepEd) has
proposed three learning alternatives that students and parents can choose from, depending
on the availability of resources and other limitations which are the Modular Distance
Learning, Online Distance Learning and Blended Learning.
The Modular Distance Learning involves individualized instruction that allows
learners to use self-learning modules (SLMs) in print or digital format/electronic copy,
whichever is applicable in the context of the learner, and other learning resources like
Learner’s Materials, textbooks, activity sheets, study guides and other study materials.
The Online Distance Learning features the teacher as facilitator, engaging learners’
active participation through the use of various technologies accessed through the internet
while they are geographically remote from each other during instruction.
And lastly, Blended Learning which refers to a learning delivery that combines
face-to-face with any or a mix of online distance learning, modular distance learning, and
TV/Radio-based Instruction.
According to the Commission on Higher Education (CHED) regional office that
some 46 colleges and universities in the Region 1 have already started their classes using
the flexible mode of learning,
Galera (2020) stated that they have issued an order to all tertiary schools in the
region to use the different modalities in learning and the mandate to observe health
protocols amid the coronavirus disease 2019 (Covid-19) pandemic.
In recent months, the demand for online learning has risen significantly, and it will
continue doing so in the future. As with most teaching methods, online learning also has
its own set of positives and negatives. Decoding and understanding these positives and
negatives will help institutes in creating strategies for more efficiently delivering the
lessons, ensuring an uninterrupted learning journey for students.
One of the advantages of the Online Learning is that it reduces the risk of
contracting the virus. Students only need to open their modules and go turn on their gadgets
and enter their virtual classrooms. Meanwhile there can be a lot of technical difficulties,
aside from the issue of slow and unstable internet that causes videos to freeze and streaming
to be disconnected, there may be problems with ambient noises that can be too distracting.
Like dogs barking, tricycles passing by, construction noises from the neighbor, just to name
a few, and because students are at home, there’s also the tendency to feel sleepy and lazy.
Metro Dagupan Colleges (MDC) is a private, non-sectarian institution located in
Mangaldan, Pangasinan. The school is duly recognized by the Commission on Higher
Education (CHED) and offers courses in the fields of Education, Business, Criminology,
and Computer Science. The school also offers a secondary level, the Junior High School
which is composed of Grades 7 to 10 and the Senior High School composed of Grades 11
and Grade 12. Lastly, also offered is a special studies program wherein you can attain your
Bachelor’s degree by studying online.
On the 1st week of August, Metro Dagupan Colleges Productivity High School
(MDCPHS) opens its doors to the New Normal of Education. The school offered Flexible
Learning Modes (FLMs) to the students which are the full online, partial online with
printed modules and offline printed modules.
As the classes started, the online learning presented many challenges to students,
educators, and parents, making their life had become more difficult and felt that learning
outcomes would be harder to achieve due to the sudden shift to online education due to the
rising cases of COVID-19.
The researcher being active on social media can see the different reactions,
opinions, rants and struggles of the other students from the other school, close friends and
the Grade 12 students about the online learning.
The researcher had the chance to conduct an informal interview to the Grade 12
students of the Metro-Dagupan Colleges Productivity High School about their different
experiences and thoughts on the new learning mode and how they manage it.
Student 1, who is under the strand of Humanity and Social Science (HUMSS) and
chose the blended learning this school year stated that she is experiencing stress and
withdrawals
Student 2, who is an honor student from the strand of Accountancy, Business and
Management (ABM) said that he is doing well in online recitations and submits his
activities on time.
Meanwhile, Student 3 under the strand of Science, Technology, Engineering, and
Mathematics (STEM) was asked and said that she is feeling so drained after answering
their modules causing her to feel lazy and unproductive.
The researcher asked the Student 4 who chose full module and said that he is having
a hard time on understanding and answering some of the topics and questions from the
module causing him to fall behind antithetical to Student 5 who also chose full module this
academic year and stated that he is even become more motivated and does not feel any
pressure from the school and people around him.
These questions were asked by the researcher to the Grade 12 students of MetroDagupan Colleges Productivity High School through sending private messages on their
Facebook Messenger accounts. It is visible that the students who were interviewed have
different viewpoints on their experiences to the new learning modalities.
Eze and Inegbedion (2015) pointed out the academic culture and system of the
host country as a significant factor that affects international students’ academic
performance. In particular, some international students were found to be lacking in their
ability to deal with a certain education technology that their local counterparts were
familiar with, so they have to struggle with the local technology to maintain their
studying
Whilst how students feel during the current pandemic and how their motivational
levels have been possibly adversely or positively affected, feeling a low sense of
academic motivation during the current pandemic.
Furthermore, the purpose of this study is to show how the COVID-19 pandemic
affect the Productivity Level the graduating Grade 12 students of the Mtero-Dagupan
Colleges Productivity High School
CONCEPTUAL FRAMEWORK