Experience of the Students in Online Learning Method During the Pandemic
A Research Paper
Presented to
The Faculty of the Maa National High School
Senior High School Department
Maa, Davao City
In Partial Fulfillment
of the requirements in 3 I’s
By
Diether R. Inres
March 2023
MAA NATIONAL HIGH SCHOOL
Maa, Davao City
SENIOR HIGH SCHOOL DEPARTMENT
Approval Sheet
This research paper entitled Experience of the Students in Online Learning
Method During the Pandemic is prepared and submitted by Diether R. Inres in partial
fulfillment of the requirements for 3 I’s in Senior High School Department of Ma-a
National High School, has been examined and is recommended for approval and
acceptance.
MORRIS JOHN I. LOBETOS Ph.D.
Subject Teacher
APPROVED by the panel of research examiners with a grade of PASSED.
MORRIS JOHN I. LOBETOS Ph. D.
Chairman
REX M. PALES
Member
March 2023
Chapter 1
Introduction
The pandemic changes the way of living of many people, especially the
education of students. Adapting to sudden changes is necessary. Online learning is
so difficult for the students who are having no internet connection especially in the
rural areas, no technology, and no money for buying data for internet connection. The
Department of Education or DepEd is making a solution to solve the problem on how
to give education to the students in the midst of the pandemic. One of the solutions is
online learning. But there are parents who see their children struggling even though
they are already using the online learning method.
In my own experience as a student, online learning gives a huge help because
I can interact with my fellow classmates and teachers. It can also help those students
who struggle learning without the guidance of the teacher. But being in the house I
was always ordered to do the household chores or running errands even though I am
in the middle of an online class. But it is the only way if I want to enhance my learning
ability by having connections with my teachers and classmates.
There are some students who have the same scenario as me. According to Shu
Cui et al, online education has been rigorously implemented in China. Since midFebruary 2020, schools and teachers at all levels have made significant efforts to
create and deliver online courses through internet-based methods or television
broadcasts. As a result, the largest online learning campaign in human history has
resulted (Cui, 2021). This means that online learning modality is needed to implement
because of COVID-19 pandemic. Despite the COVID-19 crisis, online learning has
allowed many people to continue teaching and learning uninterrupted. The pandemic
crisis is the reason why online learning is applied globally (Ferri et al., 2020).
According to Reiely (2020), because social distancing is so prevalent in India
at that point, it will have a negative impact on learning opportunities. Educational
institutions are scrambling to find solutions to this difficult situation. These
circumstances highlight the importance of scenario planning for academic institutions.
Another issue is that some parents and students do not own a computer or an Android
device, according to Wahab and Iskandar's research in Indonesia in the year 2020.
This condition makes it difficult for them to face reality. On the one hand, there is a
need to provide educational services to students, as required by the constitution. They,
on the other hand, face a lack of support facilities (Efriana, 2021). There are some
challenges for the students in Saudi Arabia that they may face like communications,
assessment, online education experience, technology use tools, time management,
anxiety, and coronavirus disease stress (Mahyoob, 2020). Remote learning reveals a
digital divide among Filipino students in this Philippine context. This current state of
remote learning may intensify inequalities and create barriers to online learning (Rotas
& Cahapay, 2020). Lack of equipment such as computers, laptops, and smartphones.
Internet access is also not afforded by other students due to poverty. Some
participants expressed their concerns about the emergency remote education setting,
claiming that they were spending a lot of money on internet access just to attend
synchronous classes. Many of them must obtain internet data due to a lack of reliable
internet infrastructure, which raises the cost (Samortin et al., 2022).
As a student, online learning is difficult because of the lack of money to buy
subscriptions. Living in the rural area is not good. Sometimes the internet is too slow,
I need to find the area that has a good connection always. According to an analysis
by Asian Development Bank (ADB) and Thinking Machines Data Science, Inc., nfearly
a million Filipinos in rural areas do not have access to digital connections because
most cell towers are located in wealthy cities. (Balinbin, 2021) The issue is rooted in
the broader social issue of digital inequality - only the privileged can continue their
education without risk. In the United States, for example, there is a term coined
"homework gap" to describe the barriers students face in their education when they
do not have access to a high-speed connection at home. (Villanueva & Núñez, 2020)
Most of the studies conducted before focused on the psychological impact of
the students (Irawan et al., 2020); attrition and achievement gaps in online learning
(Kizilcec & Halawa, 2015). The article reviewed by the researcher often utilizes
qualitative and quantitative research design. No study has been conducted before that
uses the qualitative research design that focuses on the experiences, struggles and
views of students in adapting to online learning methods. The research is not
generalized because only few participants are involved in this research.
As a result, the researcher believes it is critical to shed light on students'
experiences in using online learning method, which cannot be fully explained using
quantitative studies. Furthermore, the relevant information gathered by this
investigation may be used as baseline data by school administrators, guidance
counselors, teachers, and other members of the school community in order to plan
technological advancement objectives and ways to assist the students in adapting to
new normal situations. In this time of pandemic, this study is critical because it will
provide school administrators with additional information about students' struggles in
adjusting to new normal classes. Future researchers can then use the results and
findings to further their research.
Additionally, national and international research fora will be considered by the
researcher as opportunities to share the results of this study. Further, online
publication is also another avenue that is considered by the researcher to provide the
community a wider access of the findings of this study. It is necessary to think carefully
about the steps to make the online learning method effective. Being the one who has
the experience of these kinds of problems this research should be initiated to further
benefit this article to other researchers.
Purpose of the Study
The present phenomenological study was designed to explore the experience
and difficulty of students in online learning method. It is significantly important to hear
the views of students as they adapt to the new normal in education.
Research Questions:
1. What are the experiences of students in adapting to the new normal
learning modality?
2. How do the students cope with the challenges like the difficulty of online
learning during the pandemic?
Theoretical Lens
This study will be anchored on the following theory namely: Technology
Acceptance Model (Davis, 1989)
The behavior is explained by the Technology Acceptance Model (Davis, 1989)
of a person accepting technology. According to the model, an individual's intention to
use technology based on self-determination influences the actual use of technology.
Taking the advantage of technology. The theory in this study is related to the topic to
the students because it explains how students adapt to technology in this new normal
of education, and research is important. If a person's experience with technology is
comfortable and convenient, he or she will be motivated to use it to make his or her
work more efficient and simpler. To put this into context, school leaders should help
the students to integrate technology in the classroom and provide more technological
facilities that can enhance learning capabilities of the students. Not only in the
classroom but the school leaders should integrate or give a technology that can be
used by the students while they are in their own homes. This theory is related to the
study because of the diversity or change in education in the new normal. Using
technology can help to learn while staying at home because of safety measures
implemented by the government.
Importance of the Study
This phenomenological study intends to depict the experiences of public school
students of Maa National High School in adapting to the new normal using online
learning method. This study is helpful to the administrators and future researchers
because it will give them a background of the experiences of the students who are
struggling. Giving them insights of online learning can help to decide whether it is good
or not to use the method.
Delimitation and Limitation of the Study
The study was delimited to the live experiences of eight public school students
of Maa National High School, Maa Davao City. These experiences focus on their ways
in adapting to the new normal education setting especially during online classes,
making online reports, and online meetings. This study is conducted at Maa National
High School, Maa, Davao City during the school year 2023. The participants of the
study are students who are having difficulty adapting and finding ways to learn through
online.
Meanwhile, this study has some weaknesses. One of the study's major flaws is
the lack of time and a small number of participants. The researcher had a limited
amount of time to observe the study participants. Because of the small sample size in
the study, this paper lacks generality.
Definitions of Terms
For clarity, the following important terms were defined conceptually and
operationally to provide common understanding of the concepts being discussed.
a. Technology- A manner of accomplishing a task especially using
technical processes, methods, or knowledge (Merriam Webster
Dictionary). In this study it refers to computer devices and softwares
used by students in their learnings.
b. Online learning- refers to instruction that is delivered electronically
through various multimedia and Internet platforms and applications. It is
used interchangeably with other terms such as web-based learning, elearning, computer-assisted instruction, and Internet-based learning.
c. Learning modality- is defined as the method of student participation in
instruction: In-person, Remote, or Hybrid. School districts operating
under the COVID-19 pandemic have adapted quickly to collect
information on how each student is participating in instruction for each
school day.
Review of Related Literature
In this section, the researcher presents his readings from the articles and
studies previously conducted that are related to the current study.
Online learning gave a lot of help especially during the pandemic. One of the
advantages of it are not going outside and safe from viruses. But there are also
disadvantages. Like no internet connection, lack of technology (laptop, smartphone
etc.), and our parents order us because sometimes they need our help and sometimes
it even coincides with the time we have to do school works.
Online learning to the Students
COVID-19 pandemic really made an impact especially to our education. Staying
in our houses is necessary. Due to the drastic changes online learning method is
implemented to protect from the disease. But there are some students struggling with
this kind of method. All face-to-face classes were suspended, the government use
social distancing principles due to the ongoing COVID 19 pandemic. Because of the
implications for our students, an online teaching session was held every day for 12
days. (Agarwal & Kaushik, 2020)
Being at home while also having academic
responsibilities causes stress for some students, who have reported a lack of parental
support for their studies. These students, who are usually away at academic
institutions, are now required to be quarantined at home. They are expected to take
on some of the family's responsibilities. A phone survey of 5,193 rural students in
Bangladesh found that when schools are closed, 80% of children work more than two
hours per day on household chores, and 19% work more than two hours per day on
the family's economic needs. (Akramova et al., 2020).
According to the findings of the study, students' perspectives on distance
education are not clearly separated from one another. However, a closer examination
reveals that there are more students who are dissatisfied with their education.
(Hebebci et al., 2020). Both the faculty members and students viewed inefficiency to
teach psychomotor skills, resource intensiveness and mismanaged decorum during
sessions as limitations of online learning. (Mukhtar et al., 2020)
I can relate to all of this based on the findings above. It is a hassle for me to
have an online session because sometimes there is no internet connection. Even
though I am a student I need to do the household chores. Giving 3-4 hours a day. My
auntie still commands me even though I am in the middle of the session. Online
learning is effective but for other students it is difficult because of what I mentioned
above.
Attitude of Students Towards Online Learning
Online learning can change the attitude of the students. Adapting to the new
system of education will take some time. Technology used in new learning like online
based education may vary. According to the author's interpretation, students who
reported that online classes were less appealing were less proficient on distance
learning platforms and thus did not recognize the value of online classes. It is worth
noting that the vast majority of students considered real-time face-to-face interactions
to be critical. The author considers the social value gained in a traditional classroom
to be an important factor in student attitudes. It appears that transitioning to new
environments and developing a "community of practice" model of online interaction
with staff and peers will take some time. (Ismaili, 2021)
According to the review of the author, students' behaviors or attitudes can vary
depending on how they use technology, but on the plus side, one of them is that it can
significantly improve student achievement. (Male et al., 2022) According to the
author's literature, Yacob et al. al. (2012) examined the awareness of e-learning
among students at TATI University College in Malaysia. Multiple regression analysis
was performed on the students' perceptions of gender, year of study, faculty,
technology usage, and e-learning implementation awareness. The results show that
both males and females are aware of the importance of e-learning in education at
TATIUC. (Kar et al., 2014)
As a student transitioning to a new modality of education is difficult. Being a
student who is used to face-to-face needs to interact in real life. It is so easy to make
an assignment or modules when in online learning, but some students cheat. And it is
hard to fight the eagerness to cheat because of conscience and not learning at all.
Organization of the Study
Chapter 1 of my study presents a substantial body of evidence to support the
Experience of the Students in Online Learning Method During Pandemic. The second
chapter demonstrated the method utilized in this study which include the research
design, participants of the study, data sources, collection procedure, trustworthiness
of the study, role of the researcher, ethical considerations. Chapter 3 presents the
results of the study and chapter 4 gives the discussion, conclusions, implications for
practice and recommendation for future research.
Chapter 2
Methodology
This chapter discusses the methodology of the study. It covers the following
components: research design, research participants, data sources, data collection,
data analysis, trustworthiness of the study, role of the researcher, and ethical
considerations of the study.
Research Design
In this research, I employed qualitative phenomenological study because it
involves interpretation and description of gathered information. Moreover, this
research investigates a contemporary phenomenon within a real life situation
(Creswell, 2007) and gathers pertinent information from the selected participants using
observations, interviews, and documents ( Yin, 2003).
The phenomenological inquiry is particularly appropriate in this study because
this research inquires the meanings and perspectives of the participants. Thus, the
most important concern of this phenomenological study is to understand how the
everyday, inter-subjective world is constituted” (Schwandt, 2000) from the selected
participants’ perspective.
The selection of the participants for this study corroborated Giorgi’s (2012)
recommendation of having “at least three participants’ in the phenomenological
method. He favored Creswell’s (2007) previous point that these numbers are enough
for the researcher to handle in terms of gathering the information.
The research design is suitable for this kind of research because it explores the
live experiences of students in online learning. This design can elaborate on their
experiences that can answer the inquiry of the study.
Research Participants
The researcher applies a purposive sampling technique in selecting the
participant of the study. Participants that are selected are having difficulties in online
learning method. The participants of the study are the seven students who are
experiencing online learning during a pandemic in Maa National High School, Maa
Davao City coming from grade 12.
Data Sources
The sources of the data are the seven students who are experiencing online
learning during pandemic with the research participants. The researcher gathered data
through one-on-one interviews, documents and observations of the participants.
Data Collection
My study focused only on seven students. Observation and in-depth interviews
were the main sources of gathering the needed information for this study.
After identifying the seven students, I immediately gave them a letter of
invitation and consent form (see Appendix B). Before the in depth interview, I had a
one-on-one orientation with the participant as to the purpose of the study. The
participants were given three days to return the consent form by affixing only their
pseudonym. One-on-one in depth interview followed after an agreed date was set.
Before the gathering of information, I followed a thorough process of selecting
the possible participants. I conducted an observation of the students in their workplace
and interview some students that can give me an idea regarding the possible
participants of the study. After determining the possible participants, I gave a letter of
invitation to them to participate in the study. The participants were given three days to
return the consent form affixing their signature to participate in the study. After
determining the participants who agreed to participate in the study is the one-on-one
interview with them. The participants were given three questions to answer. I am able
to interview seven participants and gather their responses to the questions.
Data Analysis
A combination of inductive and deductive coding was used. The coding
structures for inductive analysis were based on the topics covered by the interview
schedules which map onto the domains of the main study. The questions asked of the
participants were framed by technology in the classroom from the experience of
students in online learning during pandemic. Each question is analyzed by open
coding. Thematic analysis entailed the examination of data to deduce patterns in
participants‟ responses, which were coded as emerging themes.
Trustworthiness of the Study
Trustworthiness of the study Fenton and Mazuwelicz (2008) as cited by San
Jose (2012) averred that there are four things to be considered in order for the
gathered information in a qualitative research reliable. These are credibility,
transferability, dependability, and confirmability. On his side, Yin (2003) conveyed that
incorporating necessary operational measures are of importance in meeting credibility
standards of a qualitative research. Thus, credibility is realized in this study by
ensuring that materials I used in collecting the information needed were presented to
the authorities and the participants.
Confirmability according to Shenton (2003) concerns with the objectivity of the
findings-that is whether the findings are the experiences and ideas of participants
rather than the researcher’s preferences and characteristics. To address this issue in
the study. The reference codes were seen in every citation of the transcripts as
articulated by the participants. Lincoln and Guba (1985) suggested that audit trail
should be done by ‘someone not related to the study’. Thus, the raw information was
given to the auditor for his impressions, comments and suggestions.
Moreover, credibility of this study established through making the description
of the research steps acquired from the very start to the process of developing and
reporting and analyzing of findings available. All materials used and transcriptions of
this study were kept and could accessed in case of further debriefing.
I am a trustworthy researcher because I am respecting the privacy of the
participants. Data during interviews are kept confidential.
Role of the Research
My role in this study is three folds. First I became an observer. As an observer
I am very keen to determine the possible participants of the study. I entered different
faculty rooms and offices to observe the natural behavior of students in the classroom.
Secondly, I took the role of an interviewer. As an interviewer, I prepared the necessary
materials needed for the interview. Interview protocol was observed. Prior to the
interview proper, the participants were given one-on-one orientation as to the purpose
of the activity. The interview questions used in the one-on-one interview underwent
validation by expert’s validation (Appendix D) namely Dr. Morris John I. Lobetos.
Thirdly, I served as the transcriptionist of the information gathered from the interview.
Ethical Consideration
Responsible researchers should always keep the privacy of the participants of
the study (Creswell, 1998). Privacy of participants in this study was given utmost
consideration. Initially before the formal conduct of the study, the participants were
given letter of invitation and consent. Further, their conformation does not indicate their
real names rather pseudonyms. Their identity is left in anonymity to protect their
privacy. They are given a free choice to withdraw any moment in the time of study.
The participants are given the time to review the results of the study for counter
checking purposes of their responses.
Social Value. Social value refers to the relevance of the study to an existing
social or health problem such that the results are expected to bring about a better
understanding of related issues, or contribute to the promotion of well-being of
individuals, their families, and communities. Furthermore, to get full participation from
the students the researcher explained the main purpose of the study and the
procedure for data collection. Results of the study will be presented to the respondents
and will be disseminated to other possible audiences who will benefit from this study.
More importantly, the researcher adhered to social value in research.
This study is aimed to address the experience of the students of online learning
during the pandemic. The result of this study will present valuable information that will
guide school administrators in improving career decision-making in their respective
schools. Moreover, this study will also be beneficial to the students and researchers
who can explore the result of the study as an opportunity to conduct more research
involving the career track. It will also serve as an eye-opener for the school
administrators and an advantage to faculty for they are considered as the main
beneficiaries of this study.
Informed Consent Form. An informed consent form will be secured. The
participants of the study will be informed by the researchers regarding the effects of
being involved in any research. Consent forms will be sent to the respondents through
on line after the purpose of the study will be explained to them and that the participants
will fully be aware that they can withdraw at any time from participating in the study.
Further, Informed Consent Forms will also be sent through email to the research
respondents for their e-signature. Their responses will be held confidentially.
Vulnerability of Participants. In this study, the respondents will be considered
as adult participants for they have the capacity to make a sound judgement if they
wanted to be part of the study. They can make decisions for themselves as
respondents of this study.
Furthermore, the teachers will know the nature of the study. Vulnerable
participants are those relatively or absolutely incapable of deciding for themselves
whether or not to participate in a study for reasons such as physical and mental
disabilities, poverty, asymmetric power relations, and marginalization, among others
and who were at greater risk for some harm (NEGHHR, 2017).
Risk, Benefits, and Safety. The participation is completely voluntary and
anonymous to protect the privacy of teachers. There are no known risk in this study
because the gathering of data will be online using Google Forms. Online survey is the
most appropriate way to gather data in this study to follow the Inter Agency Task Force
on Infectious Diseases on health protocols especially the social distancing and
avoiding mass gatherings. These measures are need to prevent the spread of COVID19 virus and ensure the safety of the researcher and also the respondents as well.
Students can answer the form at their most convenient time and without the risk of
exposing them to COVID-19. This study can generate relevant information which can
be useful to public and private school administrators. The result discussions and
findings from this study can provide evidence-based information which can be used
by administrators in the process of implementing improvements in the mathematics
curriculum. The respondents of the study can help improve attitudes towards
mathematics and problem solving skills. More so, the researcher will value their
participation and place their welfare as the highest priority during the study.
Privacy and Confidentiality of Information. The researcher will adhere to the
principles of transparency, legitimate purpose, and proportionality in the collection,
retention, and processing of personal information (Data Privacy Act of 2012). Added
to this, the researcher has to protect her respondents’ privacy for they had a moral
and legal obligation for involving them in their study. Moreover, participants were not
forced to disclose information out of his or her willingness. In answering the survey
questionnaire, their names will not appear in the survey and their answers will be held
confidentially. The researcher will assure that the names and details of the
respondents will be secured. The researcher will also orient her research assistants
or representatives, documenters on the terms and conditions of privacy and
confidentiality observed in this study. In particular, the researcher will not mention
their names to protect their identity.
Justice. To ensure that the objectives of the study are achieve, only those in
Grade 12 will be selected to be the respondents of the study because it is also the
time wherein the students have gone through online learning in junior high school.
Results and findings of the study will be given back to the respondents if they would
ask to. It will be the commitment of the researcher to share the results of the study.
The researcher should share the benefits of the knowledge gained from the
respondents for taking the burden of participating in the research. Additionally, the
answers found in the questionnaire will be tallied and tabulated according to the
respondents’ responses.
Transparency. In this study, everything will be laid down to the respondents.
This is a manifestation that the researcher follows the element of transparency. The
researcher will be transparent about the aspects of a study that may have an impact
on the rights, health, and safety of the respondents. The researcher safeguards the
proper implementation of the methods used in the study by being compliant to the
ethical standards of research. He will include all the necessary documents that will
support the data analysis and will give the readers the access to read through these
in order to gain a better understanding of the results and findings of the study if asked
to. All respondents involved in the data gathering should complete a conflict of interest
management plan, which is to be reviewed by research committee and approved by
the school head of before the data gathering can go through. The researcher who is
also a student of the school where the study is to be conducted would not be involved
or influence the responses of the respondents as they answer the online
questionnaire.
Qualification of the Researcher. Being a student in Grade 12 is considered
a capable student researcher. Further, the researcher has a background in the field
of research in both quantitative and qualitative. Moreover, he always seeks direction
and advices from his mentor and the panelists, as well as his peers who are proficient
in this method. Likewise, he is guided by these experts in order to implement the
methods properly and to be able to gather the needed data for the intended purpose.
Adequacy of Facilities. The researcher needs to secure the materials to
address the adequacy of facilities. Other tools to secure will be internet connection,
laptops and software applications which are needed for the study. Added on, the e-
library of the institution is accessible. Moreover, the adviser of the researcher is
always available.
Adequacy of facilities will be addressed as the materials are
readily available and accessible to the researcher. The researcher rest assured that
there are available and accessible resources needed in this study. Books, online
journals, thesis and dissertations are available for further readings and references
which will provide varied literatures and studies that support the association of the
variables used in the study. Furthermore, the study was conducted in senior high
school in a urban area.
Community Involvement. Community involvement will be taken into account
in this study as there will be a community of teachers involved. Also, the beneficiaries
of this study are part of the community where the study will be conducted. Added on,
findings of the study will be made known to the school stakeholders and the
community.
All activities done are subject to the permission of the school head and the research
adviser as well.
Chapter 3
Results
This chapter presents the results of the study. Raw data from the responses of
the participants in the questions during the one-on-one interview are being coded.
Open coding is used to reduce the responses of the participants into coherent themes
then group into categories.
Question # 1: What are your experiences as a student in online learning during the pandemic?
“of course
difficult
because
there are
hours
without
internet.”
I had
multiple
experienc
es as a
student in
online
learning
because it
was
something
new.
The school
has the
material
that we will
use in
online
learning
and they
are also
nice.
It's
difficult
because
there are
times
when the
signal is
lost or
there is
no load, I
can't
access
the link
that the
teacher
gave me.
It's a
mixture of
nervousnes
s and a
challenge
to myself
because it's
different
from faceto-face
even
though
there is a
teacher
who will
assist you.
My
experience
is that
sometimes
the signal
disappears
and then I
keep
looking at
the screen
and then
my eyes
are
damaged.
I'm too lazy
to learn
because I
don't have
anyone to
socialize
with
because of
the
pandemic.
hard to
adjust from
face-toface; cannot
comprehen
d the
lessons
faster than
doing a
face-to-face
classes; I
cannot
concentrate
when I am
at our
house.
There are
hours
without
internet.
It was
has the
something material
new.
that we will
use in
online
learning
signal is
lost or
there is
no load, I
can't
access
the link
it's different
from faceto-face
even
sometimes
the signal
disappears
; keep
looking at
the screen
and then
my eyes
are
damaged
too lazy to
learn; don't
have
anyone to
socialize
hard to
adjust from
face-toface;cannot
comprehen
d the
lessons;
cannot
concentrate
when I am
at our
house.
inconveni
ent
Need to
adapt
Having
necessities
Inconveni
ent
Need to
adapt
Inconvenie Lack of
nt; screen motivation;
time
isolated
Adapting to
new normal
Question # 2: What specific experience did you feel significant?
of course
it’s
convenie
nt but
sometime
s the
internet
suddenly
disappear
s.
During
that time I
constantly
have
problems
with the
internet.
You think
it's
impossible
to do it, but
we pulled it
off.
Like I'm
going to
overthink
because
maybe
there is a
new
topic.
I have
complete
equipment;
The only
difficult
thing is selflearning.
Can't
understan
d what the
teacher is
saying
because
the signal
is always
weak; it
affects our
learning
because it
is difficult
for you to
understan
d the
lessons
online.
especially
in
Mathemati
cs.
I don't know
any
classmates
in our
online
class.
no internet
connection
in our
house, due
to me living
in a
province
wherein the
signal is
limited and
you need to
find a stable
internet
connection
for me to
join the
class.
convenie
nt but
sometime
s the
internet
suddenly
disappear
s.
constantly
have
problems
with the
internet.
we pulled it
off.
overthink
because
maybe
there is a
new
topic.
complete
equipment;
only difficult
thing is selflearning.
can't
understan
d what the
teacher is
saying; it
affects our
learning
don't know
any
classmates
in online
class.
no internet
connection
inconveni
ent
Need to
adapt
Manage to
perform
Stress
Having
necessities;
hard to selflearn
Compromi
sed
communic
ation;diffic
No
socializatio
n
Inconvenien
t
ulty
learning
Question # 3: What are your experiences as a student in online learning method during the pandemic?
The
internet is
sometime
s down. I
can't
immediat
ely pass
on the
tasks that
are
assigned
to us.
As I said
earlier, it
was the
internet
The only
thing I can
say about
challenges
are
lessons.
But the
technicalitie
s are not
that much.
internet is
sometime
s down
it was the
internet.
technicalitie can't get
s are not
a signal
that much.
difficult
because of
because it’s slow
different
internet
from face-to
face.
inconveni
ent
Inconveni
ent
Technical
issues
Need to
adapt
We can't
get a
signal
right
away.
Inconveni
ent
As what I
said earlier,
it's a
mixture of
nervousnes
s and
difficult
because it’s
different
from face-to
face.
That
I didn't
because of learn those
slow
lessons
internet.
during the
pandemic
as in; What
is taught
face-to-face
is very
different,
especially
the Science
subject.
Learned
nothing;
online class
face-to-face
is very
different,
Inconvenie No
nt
socializatio
n; No
learnings
poor
internet
connection;
I cannot
directly tell
to my
teachers
those
concerns I
have
because I
am afraid to
talk about it
through
chat, and I
think that is
informal.
poor
internet
connection;
cannot
directly tell
to my
teachers
those
concerns I
have
Inconvenien
t;
Compromis
ed
communicat
ion
Question # 4: What specific challenges did you feel difficult and how did you handle it?
I
immediat
ely do the
tasks
given to
us
It is not
the best to
handle it I
would say
but it is
good to
cry. It’s
feel good
to cry, it is
good to
scream.
Rant, cried;
So it seems
you are still
wrong.
immediat
ely do the
tasks
given to
us
It’s feel
good to
cry, it is
good to
scream
Hassle
Expressin
g emotion
I'll look for
a strong
signal like
I'm going
out of the
house so
I can take
an
online
class.
It seems
like I can
cope-up
with that
you should
know how
to
understand
what you
read and
taught by
the teacher.
Time
managem
ent and
just try to
multitask
everything;
I'll have a
quick
mental
breakdown
because
my grades
might
drop, then
I'll go back
to what I'm
doing.
I just let my
mind rest
and then
answer
again.
I also rant
about
everything.
I am now
coping up
from those
experiences
through
installing a
personal
WiFi that I
can use for
my online
classes
Rant, cried; look for a
So it seems strong
you are still signal
wrong.
should
know how
to
understand
what you
read and
taught by
the teacher.
Time
managem
ent and
multitask;
have a
quick
mental
breakdown
because
my grades
might drop
just let my
mind rest
and then
answer
again; rant
about
everything.
installing a
personal
WiFi
Expressing
emotion;
No choice
Understand
ing the
situation
stress
Stress
Hassle
Hassle
Conceptual Organization of the themes of the study.
Interview Guide Questions
Interview Guide Questions:
Time of Interview:
Date:
Place:
Interviewer: Diether Inres
Interviewee:
Position of Interviewee:
Questions:
1. To explore the experiences of students in online learning methode during
pandemic:
1.1.1. What are your experiences as a students in online learning during the
pandemic?
1.1.2. What specific experience did you feel significant
2. To describe students challenges in oline learning using method during the
pandemic:
2.1.1. What are your challenges in online learning method during the pandemic?
2.1.2. What specific challenges did you feel difficult and how did you handle it?
References
Agarwal, S., & Kaushik, J. S. (2020). Retrieved February 22, 2023, from
https://link.springer.com/content/pdf/10.1007/s12098-020-03327-7.pdf
Akramova, L. Y., Akhmedova, K. O., & Khashimova, F. (2020). THE
PROBLEMS OF DISTANCE EDUCATION IN THE CONDITIONS OF THE
PANDEMIC.
https://web.archive.org/web/20210428105434id_/https://ieeexplore.ieee.org/ie
lx7/9339608/9339597/09339644.pdf
Balinbin, A. L. (2021, February 4). Digital gap between rich and poor PHL cities
persists.
BusinessWorld
Online.
Retrieved
February
3,
2023,
from
https://www.bworldonline.com/editors-picks/2021/02/04/342670/digital-gapbetween-rich-and-poor-phl-cities-persists/
Cui, S. (2021, May 19). Experiences and Attitudes of Elementary School
Students and Their Parents Toward Online Learning in China During the
COVID-19 Pandemic: Questionnaire Study. Journal of Medical Internet
Research.
Retrieved
January
29,
2023,
from
https://www.jmir.org/2021/5/e24496/
Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19
Crisis. https://journals.sagepub.com/doi/pdf/10.1177/0047239520934018
Efriana, L. (2021, February 1). Problems of Online Learning during Covid-19
Pandemic in EFL Classroom and the Solution | JELITA. Retrieved February 2,
2023, from https://jurnal.stkipmb.ac.id/index.php/jelita/article/view/74
Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online Learning and Emergency
Remote Teaching: Opportunities and Challenges in Emergency Situations.
MDPI. Retrieved January 29, 2023, from https://www.mdpi.com/20754698/10/4/86
Hebebci, M. T., Bertiz, Y., & Alan, S. (2020). Investigation of Views of Students
and Teachers on Distance Education Practices during the Coronavirus
(COVID-19) Pandemic. https://files.eric.ed.gov/fulltext/EJ1271267.pdf
Irawan, A. W., Dwisona, & Lestari, M. (2020). sychological Impacts of Students
on
Online
Learning
During
the
Pandemic
COVID-19.
http://ejournal.radenintan.ac.id/index.php/konseli/article/viewFile/6389/3564
Ismaili, Y. (2021). Evaluation of students’ attitude toward distance learning
during the pandemic (Covid-19): a case study of ELTE university.
https://d1wqtxts1xzle7.cloudfront.net/67869586/10_1108_OTH_09_2020_003
2-libre.pdf?1625422209=&response-contentdisposition=inline%3B+filename%3DEvaluation_of_students_attitude_toward
_d.pdf&Expires=1677159343&Signature=JzCDCqPyUF3aIShxGqhXgAXGk3GDiYo9TZTgB
Kar, D., Saha, B., & Mondal, B. C. (2014). Attitude of University Students
towards
E-learning
in
West
Bengal.
http://article.scieducationalresearch.com/pdf/EDUCATION-2-8-16.pdf
Kizilcec, R. F., & Halawa, S. (2015). Attrition and Achievement Gaps in Online
Learning.
https://rene.kizilcec.com/wp-
content/uploads/2013/02/kizilcec2015attrition.pdf
Mahyoob, M. (2020). Challenges of e-Learning during the COVID-19 Pandemic
Experienced by EFL Learners. ERIC. Retrieved February 2, 2023, from
https://files.eric.ed.gov/fulltext/EJ1287713.pdf
Male, H., Muniarti, E., Sinatupang, M. S., Siregar, J., Sitohang, H., & Gunawan,
R. (2022). Attitude of Undergraduate Student's Towards Online Learning
During
COVID-19
Pandemic.
http://repository.uki.ac.id/2873/9/HasilTurnitinAtittudeOfUndergraduateStudent
sTowardsOnlineLearning.pdf
Mukhtar, K., Javed, K., Arooj, M., & Sethi, A. (2020). Advantages, Limitations
and Recommendation for Online Learning During COVID-19 Pandemic Era.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7306967/
Rotas, E. E., & Cahapay, M. B. (2020). Difficulties in Remote Learning: Voices
of Philippine University Students in the Wake of COVID-19 Crisis. ERIC.
https://files.eric.ed.gov/fulltext/EJ1285295.pdf
Samortin, M. B., Corcuera, L. C., Alverez, A. V., & Palmero, H. R. (2022).
Education and the Pandemic: Examining Students' Remote Learning
Experiences in the Philippines. DergiPark. Retrieved February 3, 2023, from
https://dergipark.org.tr/en/pub/ueader/issue/71159/1064312
Toh, M. (2015, June 30). How the Philippines plans to improve 'pathetic'
Internet speed. Christian Science Monitor. Retrieved February 4, 2023, from
https://www.csmonitor.com/Technology/2015/0630/How-the-Philippinesplans-to-improve-pathetic-Internet-speed
Underwood, Z. (2016). Connectivism: A Learning Theory for Today’s
Academic.
https://nacada.ksu.edu/Resources/Academic-Advising-
Today/View-Articles/Connectivism-A-Learning-Theory-for-Todays-AcademicAdvising.aspx#:~:text=Siemens%20(2004)%20emphasizes%20the%20idea,th
e%20knowledge%20leads%20to%20learning.
Villanueva, M. C. C., & Núñez, J. (2020, July 25). A Study on the Impact of
Socioeconomic Status on Emergency Electronic Learning during the
Coronavirus
Lockdown.
ERIC.
Retrieved
https://files.eric.ed.gov/fulltext/ED607644.pdf
February
4,
2023,
from