The Challenges On Online Class

Republic of the Philippines
Commission on Higher Education

Region V (Bicol)
Libon Community College
Libon, Albay
A.Y 2020-2021
Chapter 1
THE PROBLEM
Introduction
Over the past decade, Internet had a very big impact on higher education
by enabling the growth of online learning. Teachers are ought to teach face to
face but, since we are in the 21 st century were everything are done through
technology, even the form of Education has changed. Online classes are in
school especially those rich schools. Educators are able to construct such
possibilities of learnings even though they meet through chats, meets and other
forms of social media platforms. Considering the fact that were in the middle of
pandemic, the higher education creates a new path to those who are willing to
learn by means of Online Class. Most students nowadays have their own
gadgets to use in order to attend in online Class.
The online setting will not, however, replace activities taking place in face
to face environments in higher education. Rather, their research shows that both
the face to face and web-based learning environments have their respective
sues- but also their limitations. Therefore, they conclude that both setting work
together in complementary ways for students if a holistic model for blended
learning is adopted.
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Flexibility is another reported strength of online learning. Petrides stated
that participants reported it was easier to work in collaborative groups in an
online course without rearranging everyone’s schedule as one might do in a
traditional face- to- face course. In addition to flexibility with time, choices related
to the learning experience were also reported as positive. Participants in the
Chizmar and Walbert (1999) study indicated that the ability to freely pick and
choose from the menu of diverse learning experiences enabled them to find the
approaches that best fit the way they learn. (Petrides, 2012; Schrum, 2012).
Libon, Albay is a productive community since it has access to internet
resulting to good performance of the students. Students uses WIFI’s and even
mobile data. We choose Libon, Albay as the setting of the study because there
are several students who are attending online classes which can give valid and
reliable data that will surely help for the completion of the study.
With the abovementioned scenario and situations, the general objective of
this study is to gain information regarding the effects of online class in the
selected students of BUPC of Libon, Albay to their academic, social, mental and
emotional life.
Most educational institutions offer a lot of course that builds the future of
the students. We come up to this study for a reason of the differences of online
today and the past since we are suffering from crisis.
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Statement of the Problem
This study sought to know the effects of online class to the selected 1 st
year BUPC students.
1. What are the demographic profile of the respondents in terms of?
a. Age
b. Gender
c. Address
d. Course
2. What are the challenges that the students encountered in terms of?
a) Academic
b) Social
c) Mental
d) Emotional
3. What are the interventions can be made based from the findings of the study?
Assumptions of the Study
1. The demographic profile of the respondents varies in terms of age,
gender, address and course.
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2. There are challenges that the students encountered in terms of academic,
social, mental and emotional.
3. There are interventions can be made based from the findings of the study.
Significance of the Study
The importance of this study is to determine the effects of online classes
to the selected BUPC’s students.
The following persons can be benefited of this study.
Students. They will know the effects of online classes to their academic
performance both negative and positive effects of it.
Parents/ Guardians. They will be guided on how to handle the possible
problems that their child may encounter during online classes. They will know
how to manage the behavior of their children during online classes.
Teachers/ Instructors. They will know how to manage the behavior of their
students; they will know how to give activities that can that help the students in
terms of schooling even though through gadgets.
School Administration. They will know such ideas on students that is enrolled
in their institution on how to raise activities that will both strengthen the skills and
abilities of their students even though their class is through online.
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Local government Unit (LGU). They will know such measures that can help the
students especially those who are not capable of buying such expensive gadgets
that are needed in schooling such as laptop, Wi-Fi and printers.
Scope and Delimitation
This study aims to know the demographic profile of the respondents in
terms of age, gender, address and course. It also includes the challenges that
the students encountered on online class such as academic, mental, social and
emotional. The interventions to be made to help the students to overcome those
challenges of online classes to the selected 1 st year students of BUPC.
This study focuses only in the selected 1st year Students of BUPC which
all came from Libon, Albay. The main purpose of the study is to point out the
challenges of online class to the students.
Locale Setting of the Study
This study is based on the selected 1 st year students of BUPC who all
came from in the various barangay in Libon Albay.
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Figure 1
LOCALE/SETTING OF THE STUDY
Definition of Terms
The following terms that are used in the study are conceptually and
operationally defined.
Academic Performance. Is the extent to which a students, teachers, or
institution has attained their short or long - term educational goals. In this study, it
refers to the performance of the students in terms of their academic results per
subject.
Challenges. A call to take part in a contest or competition, especially a duel. In
thi study, it refers to the problems that the students encountered.
Encounter. Unexpectedly experience or be faced with (something difficult or
hostile). In this study, it refers to the things that is faced by the students.
Gadgets. a small tool such a machine that has a particular function that is often
thought of as a novelty. In this study, it refers to the electronic devices that are
used by the students in order to attend online class.
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Online class. Is a course conducted over the internet. In this study, it refers to
the classes that are done using electronic devices such as laptops and phones.
They even submit and receive paperwork through online and connect with their
classmates and instructors.
Students. It is someone who is studying in order to enter a particular profession.
It is also a person who is studying at a school or college. In this study, students
refer to the respondents of the study.
Social. Seeking or enjoying the companionship of others; friendly; sociable;
gregarious of relating to, connected with, or suited to polite or fashionable
society: a social event, living or disposed to live in companionship with others or
in a community, rather than in isolation: People are social beings. In this study it
refers to the sort of connections of a student to its classmates as well as to their
instructors or teachers.
Mental health. Includes our emotional, psychological, and social well-being. It
affects how we think, feel, and act. It also helps determine how we handle stress,
relate to others, and make choices. Mental health is important at every stage of
life, from childhood and adolescence through adulthood. In this study it refers to
the emotions that they might get whether it is psychological when they interact
with each other.
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Emotional. It means you're aware of your emotions. You can deal with them,
whether they're positive or negative. Emotionally healthy people still feel stress,
anger, and sadness. But they know how to manage their negative feelings. In this
study it refers to the awareness of the students to the effect of online class.
NOTES
https://en.m.wikipedia.org/wiki/Academic_achievement
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https://www.dictionary.com/browse/advantage
https://www.merriam-webster.com/dictionary/disadvantage
https://www.dictionary.com/browse/challenges
https://en.m.wikipedia.org/wiki/Gadget
https://www.collinsdictionary.com/dictionary/english/encountered
https://tophat.com/glossary/o/online-class/
https://en.m.wikipedia.org/wiki/Citizenship_education (subject) social studies
https://www.google.com/search?
q=students&oq=students&aqs=chrome.69i57j0l2j69i60j69i61.3852j0j9&sourceid=
chrome-mobile&ie=UTF-8
https://www.dictionary.com/browse/social
https://www.mentalhealth.gov/basics/what-is-mental-health
https://familydoctor.org/mental-health-keeping-your-emotional-health/
Chapter 2
Review of Related Literature and Studies
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Related Literature
The digital revolution has profoundly affected daily living, evident in the
ubiquity of mobile devices and the seamless integration of technology into
common tasks such as shopping, reading, and finding directions (Anderson,
2016; Smith & Anderson, 2016; Zickuhr & Raine, 2014). The use of computers,
mobile devices, and the Internet is at its highest level to date and expected to
continue to increase as technology becomes more accessible, particularly for
users in developing countries (Poushter, 2016). In addition, there is a growing
number of people who are smartphone dependent, relying solely on smartphones
for Internet access (Anderson & Horrigan, 2016) rather than more expensive
devices such as laptops and tablets. Greater access to and demand for
technology has presented unique opportunities and challenges for many
industries, some of which have thrived by effectively digitizing their operations
and services (e.g., finance, media) and others that have struggled to keep up
with the pace of technological innovation (e.g., education, healthcare) (Gandhi,
Khanna, & Ramaswamy, 2016).
In Thailand, like many developing countries, e-learning and Information
Communication Technology (ICT) have become an important part of a national
effort to improve public education. On one hand, Thai educators hope that e-
learning will provide a pathway to education for students who are unable to
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access higher education; on the other, it is a necessary enhancement for the
country to become more competitive among the ASEAN neighbors (Khaopa,
2012; Saowapon, Laohajaratsaeng, Thammajinda, & Singharajwarapan, 2001).
Currently, 31 higher education institutions in Thailand have learning management
systems, 23 of which are public institutions (Rueangprathum, Philuek, & Fung,
2009). The Thai government has supported such efforts by providing funding for
infrastructure projects. For example, the Thai government has established
Internet services for all schools and postsecondary institutions (School Net and
Unanet) and developed an e-learning portal called Thailand Cyber University
(Saekow & Samson, 2011; Saengpassa, 2013).
Higher education providers are becoming increasingly aware of the
diversity of their current and potential learnings and are moving to provide a
range of options for their engagement. The increasingly flexible delivery modes
available for university students provide multiple pathways and opportunities for
those seeking further education. The online environment also presents the one –
size- fits- all approach for external students who feel or experience isolation.
When compared to their internal counterparts, these students often face a
number of barriers to their full participation in coursework units. This barriers may
not be experienced by those engaging in the same units via face to face or
blended enrollment modes and therefore presents another type of learner to
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consider in the planning and implementation of learning activities online( Jenna
Gillett-Swan, 2017)
OIE has been employed as a pedagogical tool in foreign language
education for almost 25 years. Whereas the first reports of OIE were primarily
practitioner accounts of specific telecollaborative initiatives (Warschauer, 1995),
these were soon accompanied by more generic studies of the affordances of
particular online tools (eg, email) or typologies of virtual collaborative projects
(Eck, Legenhausen and Wolff, 1995; Fischer, 1998; Tella, 1992). This is,
perhaps, partly due to the publication of influential publications on culture in
foreign language education such as Corbett (2010) and Liddicoat and Scarino
(2013), which have identified telecollaboration as an essential tool for the
development of intercultural awareness, whereas others (Mehisto, Marsh, and
Frigols, 2008) also have recommended its application in content and language
integrated learning (CLIL) contexts. In university education, some isolated
European policy documents have also identified the value of telecollaboration.
For example, a recent European Commission Green Paper on promoting the
learning mobility of young people acknowledges telecollaboration’s role as a tool
for preparing for physical mobility and as a viable alternative for those students
and young people who are unable to engage in traditional mobility programmed
(Commission of the European Communities, 2010, p. 18).
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Many agree that it is important to engage especially pre- service teachers
in developing their capacity to use emerging technologies to develop teaching
approaches that sup[port interactive, engaging and collaborative
learning( Chigeza and Halbert, 2014), and several researchers ( Rivers,
Richardson, and Price, 2014; Simpson, 2016) focus on the pedagogical value of
dialogue to strengthen pre-service teachers reflective practices and improve their
knowledge in the values of talk to learning.
In the Philippines, although online learning is still an emerging market and
most of its users represent only a small segment of the education and business
communities (Arimbuyutan et al., 2007), the high regard for better quality
education among Filipinos can be manifested on various government programs
and policies that promote online learning into curriculum development. Online
learning is one of the process goals of the K to 12 Program (DepEd, 2012), a
qualitative assessment strategy of the Outcomes Based Education (OBE)
(CHED, 2014), and a mode of delivery policy of the Association of South East
Asian Nations (ASEAN) Integration's Open Distance Learning Act (RA 10650)
(Republic of the Philippines 16th Congress, 2014).
According to President Gloria Macapagal-Arroyo of the Philippines, she
envisions every child in the Philippines to acquire quality education, and that
every classroom should have a computer. Based on her State of the Nation
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Address (SONA), President Arroyo stated her program in providing an approach
the ensures high-quality education (Orani, 2003). In July 2003, President Arroyo
started the program known as the Strong Republic School Distance Learning
System (SRDLS). She stated the need for a government to support the use of
distance education utilizing e-learning as one approach to promote the provision
of quality education in the local communities and to promote equal access to
basic education that include the elementary and secondary school level.
Parallel to the Department of Education, the Commission on Higher
Education (CHED) advised other institutions of higher education in the
Philippines in the Philippines to implement distance education methods of
learning for its classes, such as the use of educational technology, to maximize
the academic term despite the suspensions. The commission has also advised
other institutions of higher education in the Philippines to implement distance
education methods of learning for its classes, such as the use of educational
technology, to maximize the academic term despite the suspensions. Several
other public and private tertiary institutions implemented such arrangements for
its classes; however, several student groups appealed to CHED to suspend
mandatory online classes in consideration of the logistical limitations and well-
being of a majority of students.
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The Philippines, in particular, faced a critical situation due to the rise of said
health crisis. For higher education institutions, avoiding and limiting the risk of
infection of the academic community has become a primordial concern. hence,
with the implementation of community quarantine conduct of classes needed to
be immediately suspended. The Herculean challenge was how to continue
teaching and learning beyond the face-to-face instruction.
During several Congress and Senate hearings in the past three months,
lawmakers expressed concern about the readiness of the Department of
Education (DepEd) in transitioning to a blended type of learning, which would
entail continuous training, procurement of new learning materials, and installation
of broadband connections. In response, DepEd assured legislators and the
public that the government was all set for the August start of classes. It insisted
that teachers have been advised about innovative teaching strategies, internet
access is being improved, and modules are set for distribution.
Albay 2nd district Rep. Joey Salceda told the Commission on Higher
Education (CHEd) that there should be no virtual classes during coronavirus
crisis. “Online classes [are] not beneficial for students now the country is in [a]
pandemic situation,”. Salceda said by initiating it, it aggravates the crisis by
adding expenses to the quarantined families. It also added more pressure and
anxiety that compromise mental health and it also violates Inter-Agency Task
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Force (IATF) rules on social distancing among the vulnerable populations as it
encourages social contact outside of the home, including the purchase of load
which is neither food or medicine.
Related Studies
For many developing countries, e-learning is considered a solution to the
increasing demand for higher education. In Pakistan, online education is
promoted as “education for all” as it aims to reach out to students living too far
from the cities and unable to afford the cost of conventional higher education
(Iqbal & Ahmad, 2010). In Botswana, e-learning solves the problems of large
classrooms, increasing enrollment, and limited staff (Ikpe, 2011). The author
stated that the decision to integrate e-learning “was not borne out of a desire to
join an elite club of technologically savvy universities but was out of the need to
solve practical problems related to access and the quality of learning
experiences” (p. 84). E-learning is also expected to help improving students’
computer literacy – the skill needed in the current workforce (Addah, 2012; Akhu-
Zaheya, Khater, Nasar, & Khraisat, 2011; Bediang, et al., 2013).
To increase the accessibility to higher education by larger segments of the
public the Model of Massive Online Courses (MOOC) was introduced in 2008,
which include University based and corporate-based online offerings. The
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university based offering was initiated by Ivy- league higher education
institutions, including edX in 2012 by Harvard University and the Massachusetts
Institute of Technology (MIT),eduMOOC in 2011 by University of Illinois,
Springfield Coursera in 2012 by the joint efforts of five Universities ( Princeton,
Stanford, California/Berkeley, Michigan- Ann Arbor and Pennsylvania), etc. Most
of these are open to the public free charge, which shows the universities efforts
to encourage the public to participate in online education.
IEEE transactions on neural networks and learning systems 29 (10), 4802-
4821, 2018, As an emerging research topic, online class imbalance learning
often combines the challenges of both class imbalance and concept drift. It deals
with data streams having very skewed class distributions, where concept drift
may occur. It has recently received increased research attention; however, very
little work addresses the combined problem where both class imbalance and
concept drift coexist. As the first systematic study of handling concept drift in
class-imbalanced data streams, this paper first provides a comprehensive review
of current research progress in this field, including current research focuses and
open challenges. Then, an in-depth experimental study is performed, with the
goal of understanding how to best overcome concept drift in online learning with
class imbalance.
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Recent developments in information technologies have created exciting
opportunities for their educational use and further boosted the research on
promoting active learning with the support of computers (Alavi 1994). An
increasing number of studies have investigated the social interactions in
computer-supported learning environments (Kreijns et al. 2003; Weinberger and
Fischer 2006; Kwon et al. 2014). However, thorough investigations of teacher-
student interactional behaviors in an actual classroom still remained to be further
explored. Moreover, although there are ample studies addressing the teacher-
student interaction and student learning experiences at or below the tertiary level
(Murphy et al. 2009; Renn et al. 2014), little is reported about how adult learners
at post-graduate level interact with professors in actual classrooms.
At the University of the Philippines – Open University (UPOU), a single-
mode DE institution in the Philippines, the term “open and distance e-learning”
(ODeL) has been coined to refer to the new mode of online or Web-based DE.
More specifically, ODeL refers to “forms of education provision that use
contemporary technologies to enable varied combinations of synchronous and
asynchronous communication among learners and educators who are physically
separated from one another for part or all of the educational experience"
(Alfonso, 2012, n.p.). ODeL expands the term “open and distance learning” or
ODL to include use of e-learning or online learning methodologies to enable
multiple forms of interaction and dialogue that can bridge the distance between
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teachers and learners (Anderson, 2008c; Calvert, 2005; Garrison, 2009) and
provide access to a vast array of interactive and multimedia learning resources
that can be used to design learning environments for learners in diverse
circumstances (Bates, 2008; Haughey, Evans & Murphy, 2008; Tait, 2010).
Using online portals and VLEs further enables DE institutions to support both
independent learning and collaborative learning through “increasingly complex
pedagogical structures” (Haughey et al., 2011, p. 15).
The modern classroom now requires the use of computers, the internet
and mobile devices practically in every school activity. With this idea in mind, the
Department of Education has planned to modernize the Philippine classrooms in
line with its K to 12 programs. Today, education at all levels is gearing towards a
computer-centric learning environment. Through the implementation of
technology inside the classroom, teachers and students can yield positive results
within the learning environment and true-to-life situations. Thus, a decision to
embrace technology teaching to support the models of teaching that emphasize
learning with understanding and more active involvement is inevitable. The issue
when to use technology, what technology to use, and for what purpose cannot be
isolated from theories of teaching and learning that support learning with
understanding.
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Philippine national policy has, therefore, been formulated to advance the
use of ICT in education. In March 2001, the Senate Committee on Education in
cooperation with the DECS launched Project CARES. Project CARES was
designed to upgrade the use and application of ICT in public elementary and
secondary schools nationwide (17). The project’s primary concern is school
administration and is a response to the need for accurate and timely data that
administrators and teachers need to manage their classes. Rimando quotes
former DECS Undersecretary for Administration Isagani R. Cruz as saying that
CARES will provide public schools and district offices with “computer-based
management and operations support tools…and eventually make elementary
and high school principals…more efficient and productive in their work” .
The first reviewed paper was written by Kubota, Yamamoto, and Morioka
(2016) entitled, Promoting ICT education in developing countries: Case Study in
the Philippine. The paper generally highlighted the ICT education settings
through a depiction of the situation in two schools from the rural (100 kms from
Manila) and suburbs (50 kms from Manila). It was first and foremost emphasized
that despite the wide adoption of ICT in developed countries, in the Philippines, a
developing country, there is a gap of accessibility present between Kubota,
Yamamoto and Morioka (2018) in the educational setting by delving into the ICT-
adoption statuses of schools in the country. The need for ICT integration to the
educational set-up of the schools are given emphasis as it is part of the goal of
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the government of the Philippines that ‘a people-centered inclusive and
development- oriented information society, where everyone can create, access,
utilize and share information and knowledge’, is established (Kubota, Yamamoto,
and Morioka, 2018: 3). Also, the new millennium ushered in an information
revolution that puts pressure to the countries to catch up to the latest
technological developments. One of the key policy actions of the government,
under the Department of Education was the introduction of the subject,
Technology and Home Economics (THE), a subject combining the Home
Economic and Livelihood Education (HELE) in the secondary level (Magno,
2006; Kubota, Yamamoto, and Morioka, 2018). Furthermore, Kubota, Yamamoto,
and Morioka (2018:3) also highlighted the key policies of the Philippine
Department of Education that emboldens the integration of ICT in the curriculum
of education. These are as stated: Technology must be studied as a separate
subject, and then applied to other learning areas as a tool for learning how to
learn.
 Teaching-learning must not be textbook-driven but should include the
application of ICT, whenever appropriate.
An education modernization program will equip schools with facilities,
equipment, materials and skills, and introduce new learning and delivery
system, capitalizing on recent technological developments.
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Computers are powerful electronic tools; they evolved from labor-saving
speedy calculating machines which eased the burden of long computations by
hand and by the brain. As such they are extensions of some functions of the
human brain; as we discover more and more about brain functions and as we
know more and more about electronics, we are able to develop faster and quite
accurate electronic substitutes for some of these brain functions. But as
computer specialist told us early i the game, “Garbage in, garbage out.” That is to
say, the computer is a machine tool; it does work well if instructed to do work
well. It cannot of itself think for human beings but frees the human being from the
monotonous and tedious work of record keeping, storage, retrieval, and
complicated mental calculations which must first be done by the human brain; a
program is then created to imitate or reach the same end through a proper
sequence of instructions for the machine.
Synthesis of the State of the Art
Previous studies, literature read, review and shows interconnectedness to
the present study. This studies and literatures herein quoted and identified
sprouts about the idea of conceptualizing the wholeness of this study.
The digital revolution has profoundly affected daily living, evident in the
ubiquity of mobile devices and the seamless integration of technology into
common tasks such as shopping, reading, and finding directions and most
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especially in education. The use of computers, mobile devices, and the Internet
is at its highest level to date and expected to continue to increase as technology
becomes more accessible, particularly for users in developing countries. In order
to attend classes particularly in our situation right now where in our country is
facing crisis, digital revolution can easily affect the life of every students of
academic, social, mental and emotional. Classes with the use of technology
increase the accessibility to higher education by the larger segments of the public
massive online courses.
This study will concentrate on the challenges of online class to the
selected 1st year students of BUPC who came from Barangays of Libon, Albay.
Gap Bridged by the Study
The aforementioned research studies were complete in terms of their
limits and purpose. This study aims to know the solutions and ways about online
education on the increasing demand for higher education. This also discusses
the use of online education into the higher institutions. However, technology
advancement of foreign countries are different from ours and in order to Improve
the technology advancement in our country, government are ensuring their best
to provide high quality f education especially on online courses.
Theoretical Framework
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Online Collaborative Theory (OCL) is a theory proposed by Linda Harasim
(2012) that focuses on the facilities of internet to provide learning environments
that foster collaboration and knowledge building. Harasim describes OCL as: a
new theory of learning that focuses on collaborative learning, knowledge,
building, and internet use as means to reshape formal, non- formal and informal
education for the knowledge Age” ( Harasim, 2012, p. 81). Like Siemens,
Harasim sees the benefits of moving teaching and learning to the internet and
large- scale networked education. In some respects, Harasim utilizes Alberto
Barabasi’s position on the power of networks. In OCL, there exist three phases of
knowledge construction through discourse in a group:
1. Idea generating: the brainstorming phase, where divergent thoughts are
gathered
2. Idea organizing: the phase where ideas are compared, analyzed, and
categorized through discussion and argument
Intellectual Convergence: the phase where intellectual synthesis and
consensus occurs, including agreeing to disagree, usually through an
assignment, essay, or other joint piece of work (Harasim, 1012, p. 82).
The relatedness of this theory to our study is the interaction of teacher-
students in order to come up with ideas and learnings. Teachers and students
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collaborate through social media platforms like group chats, messenger, google
class and google meet.
Social Constructivism Theory
Parallel to behaviorism and cognitivism was the work of several education
theorists, including Lev Vygotsky (1978), John Dewey, and jean Piaget. Their
focus on social constructionism was to describe and explain teaching and
learning as complex interactive social phenomena between teachers and
students. Vygotsky posited that learning is a problem solving and that the social
construction of solutions to the problems is the basis of the learning process.
Vygotsky described the learning process as the establishment of a “zone of
proximal development” in which the teacher, the learner, and a problem to be
solved exist. The teacher provides a social environment in which the learner can
assemble or construct with others the knowledge necessary to solve the
problem. Likewise, John Dewey saw a learning as a series of practical social
experiences in which learners learn by doing, collaborating, and reflecting with
others. While developed in the early part of the 20 th century. The use of reflective
practice by both learner and teacher is a pedagogical cornerstone for interactive
discussions that replaces straight lecturing, whether in a face- to- face or online
class. Seymour Papert, in designing the logo programing language, drew from
Jean Piaget the concept of creating social, interactive microworlds or
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communities where children, under the guidance of a teacher, solve problems
while examining social issues, mathematical and science equations, or case
studies. Papert’s approach of integrating computer technology into problem
solving so easily applied to many facets of instructional design.
The relatedness of this theory to present study is even though the mode of
learning is through internet teacher and students construct a solution to the
problems that exist in the process.
Theoretical Paradigm is presented in the Figure 2.
CHALLENGES ON ONLINE CLASS

ENCOUNTERED BY
SELECTED FIST YEAR

Online Social
Collaborative STUDENTS OF BUPC Constructivism
Theory Theory
(2012) WHO ARE RESIDENTS
(1978)
OF LIBON, ALBAY
26
Region V (Bicol)
Libon, Albay
A.Y 2020-2021
Figure 2
Theoretical Paradigm of the Study
Conceptual Framework
This study has a conceptual framework whereas the conceptual
enhancement is indicated. The framework of the study was based on effects of
Online Class to the selected 1st year students of BUPC.
As shown in figure 2, the flow of this conceptual study is illustrated. The
input component contains the demographic profile of the respondents in terms of
age, gender, address and course. The second box underpins the process of the
application of the research instrument to gather and analyze the data from the
response of the respondents. Then the third box states the possible outcome of
the study which is it proposed intervention on the challenges of online classes to
the selected 1st year students of BUPC.
27
Region V (Bicol)
Libon, Albay
A.Y 2020-2021
With this concept, the objective is come up with better results as may be
used as solution for the identified mentioned problem. The feedback of this study
would benefit the students as well as the teachers in a way of giving them
awareness that online class may have impacts on the students.
The conceptual paradigm of the study is presented in Figure 3.
INPUT PROCESS OUTPUT
-Demographic
profile of the
respondents in
terms of age,
gender, address
and course. -intervention
-Analysis of data proposed in
through survey order to help the
-Challenges that questionnaire. students
the students
encountered on
online class.
28
Region V (Bicol)
Libon, Albay
A.Y 2020-2021
FEEDBACK
Figure 3
Conceptual Paradigm of the Study
Notes
Literature review (2016) the digital revolution and the integration of technology
retrievedfromhttps://educationaltechnologyjournal.springeropen.com/articles/10.1
186/s41s 239-017- 0063-0 on September, 2020
Literature review (2013) Information and Communications technology retrieved
fromhttps://educationaltechnologyjournal.springeropen.com/articles/10.
/s41239- 016- 0034-x on September, 2020
Online International Exchange retrieved from https://www.amazon.com/Online-
Intercultural- Exchange-Introduction-Communication/dp/1847690092 on
September,2020
https://scholar.google.com.ph/scholar?q=foreign+related+literature+about+online
hghg+classses&hl=en&as_sdt=0&as_vis=1&oi=scholart#d=gs_qabs&u=%23p
%3DSyG6UWYKwnMJ
https://www.google.com/search?
q=Summary+of+Research+on+the+Effectiveness+of+s K-12+Online+Learning.
&sourceid=chrome-mobile&ie=UTF-8
https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-
016-0034-x
29
Region V (Bicol)
Libon, Albay
A.Y 2020-2021
https://www.researchgate.net/publication/229052306_A_Study_on_e-
Learning_for_Philippines
www.researchgate.net/publication/309242990_A_Review_of_Literature_on_E-
Learning_Systems_in_Higher_Education
https://scholar.google.com.ph/scholar?
q=related+studies+about+online+class&hl=en&a
s_sdt=0&as_vis=1&oi=scholart#d=gs_qabs&u=%23p%3DyB69vpMKGyAJ
https://link.springer.com/article/10.1007/s40692-015-0044-z
https://www.google.com/url?
sa=t&source=web&rct=j&url=http://citeseerx.ist.psu.edu/vielwdoc/sdownload
%3Fdoi%3D10.1.1.600.1191%26rep%3Drep1%26type
%3Dpdf&ved=2ahUKEwiUouuYqPfrAhWXdXAKHW2SBwUQFjAFegQIBBAB&us
g=AOvVaw1Mgfg_vL2TnXoH8D1xGPTu
https://www.google.com/url?
sa=t&source=web&rct=j&url=https://www.econstor.eu/bitstream/10419/216098/1/
Education%2520during%2520COVID-19%2520era%2520Are%2520learners
%2520in%2520a%2520less-economically%2520developed%2520country
%2520ready%2520for%2520e-
learning.pdf&ved=2ahUKEwiUouuYqPfrAhWXdXAKHW2SBwUQFjAOegQIBRAB
&usg=AOvVaw11H3_Y-jINLmm7f3mnJmN
https://www.google.com/url?sa=t&source=web&rct=j&url=https://ched.gov.ph/wp-
content/uploads/DRAFT-Guidelines-Flexible-Learning_for-Public-
Consultation.pdf&ved=2ahUKEwjgmKGmqvfrAhUsG6YKHfVEAvwQFjADegQIAB
&usg=AOvVaw1r7YFbUHWXfWhhTEF-A1bp&cshid=1600591104317
https://scholar.google.com/scholar?
hl=en&as_sdt=0%2C5&q=related+literature+about+challenges+in+online+learnin
g&oq=related+literature+about+challenges+in+online+#d=gs_qabs&u=%23p
%3DhZXknu227gEJ
30
Region V (Bicol)
Libon, Albay
A.Y 2020-2021
CHAPTER 3
RESEARCH DESIGN AND METHODOLOGY
This chapter presented the discussion of the research design, research
method and sources of data as well as the respondents, validation of the
research instrument, data gathering procedure and statistical treatment that are
used by the researchers to accomplish the basic purpose of the study.
RESEARCH DESIGN
This study utilized descriptive method to know The Effects of Online Class
to The Academic, Social, Mental and Emotional Aspects of The Selected1 st Year
BUPC Students of Libon, Albay
31
Region V (Bicol)
Libon, Albay
A.Y 2020-2021
This descriptive research used a quantitative method to evaluate the
information and feedback of the respondents. Descriptive design described the
current status of a variable or phenomenon. The researchers do not begin with a
hypothesis, but typically developed one after the data was collected. Data
collection was mostly observational in nature
Validity and Reliability of the Instrument
The study utilized the use of questionnaires that has been submitted for
the approval; it was checked by the research instructor. The researchers decided
to hand 20 questionnaires. The survey questionnaire provided the means of
grouping and solving unseen problems in the survey questionnaire.
Sources of Data
This study utilizes the primary and secondary sources of data.
The primary sources of data were the response of the respondents to the
interview designed by the researchers. The secondary sources of data were
taken from the internet, unpublished practical research and completed thesis.
Sampling
The sample of the study was consisted of 20 students of BUPC. The
researchers decided to have 20 respondents in the belief that they can provide
adequate data to be interpreted in this study.
32
Region V (Bicol)
Libon, Albay
A.Y 2020-2021
The purposive sampling was the one used by the researchers since the
population of the study has a limited range.
Population of the Study
The population of the study was formed from the BUPC students of Libon
Albay in the Academic Year 2020-2021. Purposive sampling of respondents is
used to get the total of 20 students.
Respondents Girls Boys Total

Selected 1st year 15 5 20
students
Table 1
Distribution of the Respondents
RESEARCH INSTRUMENT
The researchers use a survey questionnaire to gather the necessary data
for the completion of the study. The interviews is composed of four (4) sets of
questions: the first part pertains to the demographic profile of the respondents in
terms of age, gender, address and course; the second part pertains to the
challenges encountered on of online classes of the students; the third part
pertains to the interventions on the challenges to help the students.
DATA GATHERING PROCEDURE
33
Region V (Bicol)
Libon, Albay
A.Y 2020-2021
After the presentation of this study to the panelists, a survey tool was
prepared. The researchers secured a letter of permission to conduct a research.
The researchers then distributed the survey questionnaires and conducted the
study personally.
The researchers will request the respondents to answer the survey
questionnaire after a comprehensive orientation and explanation especially about
the purpose and importance of the study. After the respondents successfully
accomplished the survey questionnaire, the researchers accumulated, and the
result has been tallied for statistical analysis and interpretation.
Statistical Treatment
The study used simple descriptive statistics in analyzing and interpreting
the data gathered.
The interpretation and analysis of data gathered, frequency counts and
percentage were utilized. It was used to described the responses of respondents
in terms of quality to get the sample size.
Percentage is used to express the relative participation of the set of
respondents with the total number of cases and by multiplying the quotient by
100. For problem 1, frequency count is utilized using the formula:
f
P= x 100
n
34
Region V (Bicol)
Libon, Albay
A.Y 2020-2021
Where:
f= frequency
n= total number of respondents
For problems 2 and 3, the study utilizes the average weighted mean using the
formula.
∑ f (x )
χ̈ =
n
Where:
x- represents the item value of the rate given
f- frequency
χ̈- average weighted mean
n- population of the respondents
The findings are interpreted using the scale
Scale Numerical Rating Adjectival Rating

5 4.21 – 5.00 Strongly Agree
4 3.41 – 4.20 Agree
3 2.61 – 3.40 Neither agree or
disagree
2 1.81 – 2.60 Disagree
5 1.00 – 1.80 Strongly Disagree
Table 2
35
Region V (Bicol)
Libon, Albay
A.Y 2020-2021
Scale
NOTES
Dilao, S.J, et.al (2007) Advance Algebra Trigonometry and Statistics
36
Region V (Bicol)
Libon, Albay
A.Y 2020-2021
37

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Republic of the Philippines

Commission on Higher Education

gadgets to use in order to attend in online Class.

together in complementary ways for students if a holistic model for blended

Flexibility is another reported strength of online learning. Petrides stated

that participants reported it was easier to work in collaborative groups in an

online course without rearranging everyone’s schedule as one might do in a

to the learning experience were also reported as positive. Participants in the

Libon, Albay is a productive community since it has access to internet

With the abovementioned scenario and situations, the general objective of

today and the past since we are suffering from crisis.

Statement of the Problem

year BUPC students.

1. What are the demographic profile of the respondents in terms of?

Assumptions of the Study

1. The demographic profile of the respondents varies in terms of age,

gender, address and course.

2. There are challenges that the students encountered in terms of academic,

social, mental and emotional.

Significance of the Study

The importance of this study is to determine the effects of online classes

to the selected BUPC’s students.

The following persons can be benefited of this study.

performance both negative and positive effects of it.

Parents/ Guardians. They will be guided on how to handle the possible

how to manage the behavior of their children during online classes.

terms of schooling even though through gadgets.

abilities of their students even though their class is through online.

that are needed in schooling such as laptop, Wi-Fi and printers.

Scope and Delimitation

This study aims to know the demographic profile of the respondents in

emotional. The interventions to be made to help the students to overcome those

challenges of online classes to the selected 1 st year students of BUPC.

challenges of online class to the students.

Locale Setting of the Study

came from in the various barangay in Libon Albay.

Academic Performance. Is the extent to which a students, teachers, or

Challenges. A call to take part in a contest or competition, especially a duel. In

thi study, it refers to the problems that the students encountered.

Encounter. Unexpectedly experience or be faced with (something difficult or

used by the students in order to attend online class.

classmates and instructors.

Students. It is someone who is studying in order to enter a particular profession.

It is also a person who is studying at a school or college. In this study, students

refer to the respondents of the study.

Social. Seeking or enjoying the companionship of others; friendly; sociable;

gregarious of relating to, connected with, or suited to polite or fashionable

society: a social event, living or disposed to live in companionship with others or

in a community, rather than in isolation: People are social beings. In this study it

refers to the sort of connections of a student to its classmates as well as to their

Mental health. Includes our emotional, psychological, and social well-being. It

relate to others, and make choices. Mental health is important at every stage of

with each other.

whether they're positive or negative. Emotionally healthy people still feel stress,

ubiquity of mobile devices and the seamless integration of technology into

common tasks such as shopping, reading, and finding directions (Anderson,

continue to increase as technology becomes more accessible, particularly for

users in developing countries (Poushter, 2016). In addition, there is a growing

number of people who are smartphone dependent, relying solely on smartphones