PERCEIVED CHALLENGES OF ONLINE CLASS LEARNING MODALITIES

CORRELATES TO ACADEMIC PERFORMANCE OF BSE- SOCIAL STUDIES

STUDENTS AT UNIVERSITY OF RIZAL SYSTEM ANTIPOLO CAMPUS:
INPUT TO DEVELOPMENT INTERVENTION ACTIVITIES

An Undergraduate Thesis

Submitted to the Faculty of the College of Education

University of Rizal System

Antipolo Campus

In partial Fulfilment

of the Requirements for the Degree of Bachelor

of Secondary Education

Major in Social Studies

ELLA MAE JANE S. SANTOS

TRISHA ANN S. LAURORA

CHAKIA MAE C. CODERIAS

DECIMAY L. PONSARAN

May 2021

i
 APPROVAL SHEET

This undergraduate thesis entitled “PERCEIVED CHALLENGES OF

ONLINE CLASS LEARNING MODALITIES CORRELATES TO ACADEMIC
PERFORMANCE OF BSE- SOCIAL STUDIES STUDENTS AT UNIVERSITY
OF RIZAL SYSTEM ANTIPOLO CAMPUS: INPUT TO DEVELOPMENT
INTERVENTION ACTIVITIES” prepared and submitted by TRISHA ANN
LAURORA, ELLA MAE JANE S. SANTOS, CHAKIA MAE CODERIAS and
DECIMAY PONSARAN in partial fulfillment of the requirements of the degree
BACHELOR OF SECONDARY EDUCATION major in BSE-SOCIAL STUDIES
are hereby recommended to your approval and acceptance.

May 24, 2021 EDWARD L. ANDRECIO, MAT

Date Adviser
Approved in partial fulfillment or the requirements for the degree
BACHELOR OF SECONDARY EDUCATION major in BSE-SOCIAL STUDIES
by Oral Examination Committee.

HERNAN E. GARADO, MAEd MARITES R. PALMA,

MAT
MEMBER MEMBER

MARCK FERDINAND A. AGUILAR, MAEd

CHAIRMAN

Approved in partial fulfillment or the requirements for the degree BACHELOR OF

SECONDARY EDUCATION major in BSE-SOCIAL STUDIES.

May 24, 2021 LOURDES T. TEJADA, Ed.D

ii
Date Dean, College of Education

ii
ii
 ACKNOWLEDGEMENT
The researchers would like to extend their sincerest gratitude and

appreciation to the following persons for their immeasurable guidance and

supports towards the accomplishment of the study.

DR. NANCY S. PASCUAL RGC, President, University of Rizal System for

her great concern in obtaiing the mission and vision of the university.

DR. DANILO PASCUAL, Campus Director, upon granting our letter of

approval to conduct this study.

DR. LOURDES TEJADA, Ed. D, Dean of College of Education,upon

granting and supporting our letter of approval to conduct and finish this study.

PROF. EDWARD L. ANDRECIO,MAT, Thesis Adviser, upon giving BSE-

Social studies a lot of considerations, for the concerns and understanding and

valuable suggestions and for being our guide to finish and accomplish this study.

Even our most profound gratitude is not enough.

PROF. MARCK FERDINAND A. AGUILAR,MAEd, Chairman,for giving

tips and resources that can be used for the improvement of our study and

monitoring throughout the process.

PROF.HERNAN E. GARADO, MAEd, Panel,for guidance and careful

monitoring to us while conducting this study.

PROF. MARITES R. PALMA, MAEd , Statistician, for exemplarily

guidance and constant encouragement for us and providing suggestions

throughout the process of our study.

 PROF. IRENE O. FELECIANO, MAEd, English Critique, for her

contribution in helping us in correcting our grammars.

Above all, to the CREATOR, GOD ALMIGHTY, for the blessings and

success given to the researchers, without HIS presence, this piece of work will

not be possible.

The Researchers
 DEDICATION

This research is humbly dedicated to

Our family, friends and instructors who
Have been our constant source of dedication
And inspiration
To our ALMA MATER and specially to our
GOD ALMIGHTY.

EMJSS
TASL
CMCC
DLP

iii
 TABLE OF CONTENT

PAGE

TITLE PAGE i
APPROVAL SHEET ii
DEDICATION iii
TABLE OF CONTENTS iv
LIST OF APPENDICES v

Chapter

1 THE PROBLEM AND ITS BACKGROUND

Introduction 1,2
Background of the study 2,8
Theoretical Framework 8,10
Conceptual Framework 10,11
Conceptual Model 12
Statement of the Problem 13
Hypothesis 14
Scope and Limitation of the Study 15
Significance of the Study 15,16
Definition of terms 16

2 METHODOLOGY OF RESEARCH

Research Design 17,18

Subject of the Study 18
Setting of the Study 19
Sources of Data 20,21
Procedure of the Study 21,22
Statistical Treatment 22

iv
3 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Profile of the Respondents According to Sex,

Area of Residency, Family Income

Challenges of Online Class Learning Modalities as

Perceived by BSE- Social Studies Students
with Respect to Educational Devices, Finacial Budget
Digital Literacy, Time Management, Environment

Performance through Quality Point Average of the

BSE major in Social studies students during the
first semester

Significant Difference between the Perception of the

students in terms of their Sex, Loccation and

Financial Income

Significant relationship between the academic performance

of BSE major in Social Studies students and the challenges

in online class learning modality

4 SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATION

Summary of Findings
Conclusions
Recommendations

BIBLIOGRAPHY

APPENDECIES

CURRICULUM VITAE

iv
 LIST OF FIGURES

Figure 1 Conceptual Framework showing the Perceived 12

Challenges of BSE- Social Studies Students in
Online Class Learning Modality

Figure 2 Vicinity Map of University of Rizal System 19

Antipolo Campus
 LIST OF TABLES

TABLE PAGE

1 Profile of the Respondents According to Sex, 24,25

Area of Residency, Family Income

2 Challenges of Online Class Learning Modalities as 25,26, 27

Perceived by BSE- Social Studies Students
with Respect to Educational Devices

3 Perceived Challenges of Online Class Learning 27,28

Modalities by Students of BSE- Social Studies
in terms of Financial Budget

4 Challenges of Online Class Learning Modalities 29,30

as Perceived by BSE- Social Studies Students
with Respect to Educational Devices

5 Challenges of Online Class Learning Modalities 30, 31

as Perceived by BSE- Social Studies Students
with Respect to Educational Devices

6 Challenges of Online Class Learning Modalities 32,33

as Perceived by BSE- Social Studies Students
with respect to Environment ( Study Area)

7 Composite table on the Challenges in Online

Class Learning Modality as perveived by the
BSE- Social Studies students in terms of
Educational Devices, Financial budget,
Digital Literacy, Time management and
Environment (Study Area)

8 Academic Performance through Quality Point Average 34,35

of the BSE major in Social studies students
during the first semester

9 Significant Difference Between the Perception 36,37

of BSE- Social Studies Students in Terms
of their Sex

10 Significant Difference Between the Perception 38,39

of BSE- Social Studies Students in
 Terms of their Location.

11 Significant Difference Between the Perception 39, 40 41

of BSE- Social Studies Students in Terms
of Family Income

12 Significant relationship between the academic Performance 41, 42

of BSE major in Social Studies students and the challenges
In online class learning modality
 APPENDECIES

APPENDIX PAGES

A Gantt Chart 57

B Certificate of Content Validation 58,59

C Letter Director & Dean 60

D Letter to Thesis Adviser 61

E Letter to Statistician 62

F Letter to English Critique 63

G Research Questionnaire 64

H Certificate of Validation Form from Statistic Center 65

v
 ABSTRACT

The purpose of this study was to determine the relationship of the

perceived challenges in online learning modality to the academic performance of

BSE social studies students, and developed an intervention activity towards the

perceived challenges of students in online class learning modality in University of

Rizal System Antipolo Campus during the school year 2020-2021.

The respondents of this study were the 74 BSE- Social Studies Students.

This study utilized descriptive correlational to determine the relationship between

the perceived challenges of BSE- Social Studies Students in online class

learning modality and their academic performance using a researchers’ made

questionnaire. To determine the academic performance of BSE Social Studies

as revealed in their quality point average in the first semester, mean and

standard were being used. While one way ANOVA test was utilized to determine

the significant relationship on the perception of the BSE- Social Studies students

on the challenges in online class learning modality in terms of their profile .

Pearson r was also being utilized to determine the significant relationship

between the academic performance of BSE- Social Studies and the challenges in

online class learning modality.

This study has shown that Family income has a significant relationship

with the perceived challenges of BSE- Social Studies in online class learning

modality in terms of environment ( study area) . Their perceived challenges in

terms of Educational Devices have a significant relationship with their academic

performance.

This study recommends strengthening the linkage between the University

and LGU particularly with barangays to strengthen policies regarding with noise

reduction in their places. Conducting a webinar regarding with the ways on how

students can cope up with the challenges and stress that they are experiencing

in online class learning in terms of environment (study area ) and financial budget

was also being recommended

1

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

This chapter presents the research problem and the background of the

study. This includes introduction, background of the study, theoretical framework,

conceptual framework, conceptual model, statement of the problem, hypothesis,

scope and limitation of the study and definition of terms.

Introduction

Education is often defined as the one key which can help an individual

deal with any issue or problem that one could face throughout his or her life.

However, in the last couple of years, it has been observed that there has been a

tremendous increase in terms of getting high-quality higher education. This has

led to the popularity of other systems of education or learning. One such system

of learning is online education or online classroom . It is an undeniable fact that

there are many benefits which students can get by opting for online education or

online classroom. However, there are also different challenges which are faced

by students while trying to study in an online classroom. Online education is

defined as a form of distance education that uses computers and the Internet as

the delivery mechanism. (Allen et.al, 2008)

Barnes & Noble conducted a survey in March, they found out that out of

400 college students whose schools recently switched over to online education,

60% of students said they felt at least somewhat prepared for the change. While,

64% of survey respondent expressed concerns about being able to focus and
2

maintaining the self- discipline needed to study remotely. While more recent

polling from College Reaction/ Axios in April showed that 77 % of more than 800

college students surveyed said they felt distance learning is worse. ( Friedman,

2020)

As the situation regarding COVID – 19 still goes on in the Philippines,

education will still continue. Department of Education and Commission on Higher

Education planned to have transition in the educational system, for face to face

learning was not being allowed this school year 2020. From traditional classes,

the educational system of the country transitioned into blended learning, modular

learning and online class learning. In this study, the researchers will only give

focus on the challenges that are being faced in online class learning modality.

We can’t deny the fact that the struggle this time is harder than before

because there are additional factors that affect the concentration of the students

during online classes. There are different distractions which come from their

study areas, that can lead to poor performance or motivation to pursue online

class.

(Zhong et al. 2020) mentioned that the absence of fresh air, or being

exposed to extremely hot, cold, dry, humid conditions, loud noise, even a quiet

room, and very bright or dark lighting, can negatively affect students’ academic

performance and attendance in their online classes. The information revealed

that students can be exposed to uncomfortable and unsafe conditions in online

classrooms since students are living in different residential area and their

academic performance may be consequently affected.

3

The students will benefit the most in this study. The researchers

conducted this study to understand the different challenges and struggles that

students are facing during online class and to develop an intervention activity

towards it. 

Background of the Study

The world today is facing pandemic crisis. New virus or the COVID- 19

which is life threatening still exist right now, there’s still no cure for it. Pandemic

started on December 2019, in Wuhan China. And spread around the world

rapidly. On 30 January 2020, the Philippines Department of Health reported the

first case of COVID-19 in the country with a 38-year-old female Chinese national.

On 7 March, the first local transmission of COVID-19 was confirmed. (World

Health Organization, 2020). The situation worsened that caused Philippines to

implement lockdown. Most of the establishments, infrastructures, business,

churches and even schools were being forced to close. The closing of schools,

colleges, and universities were being done early to avoid transmission of the

virus.

Due to this, face to face classes were being prohibited the president od

the Philippines announced during his fifth State of the Nation that there will be no

face-to-face learning until the COVID- 19 vaccine is not yet available. (CNN
4

Philippines, 2020) Due to this, Department of Education and Commission in

Higher Education decided to still continue the academic year. From face-to-face

classes they transitioned to Modular learning, Blended learning and Online

learning. The Department of Education and Commision in Higher education,

opened different learning modality to ensure that everyone could still access

education even if it is distant learning. In this study, the researchers only focus

on the Online learning Modality that is being used by the BSE Social Studies

Students in University of Rizal System Antipolo Campus.

Online class is often associated with extensive use of technology. Some

scholars believe that the format of a course challenges or influences student

success, the academic performance of students. (Jagger et.al, 2013)

Here in the Philippines, it is the first time that almost all of schools and

universities transitioned to Online Education. Home is the first classroom that we

experience, but now the situation has been change, classroom doesn’t only be

found from schools because the education system right now revolves and

happens inside our homes that is different and more challenging to the students.

In learning, we must consider different factors, such as the family income

of the students if they can afford the expenses in online education. Their learning

area should also be considered because it matters a lot on how students adopt

and perceive things that they learned. The study area has a lot of factor when the

student’s study, some students encountered challenges in their study area, lack

of motivation among students whose love of learning has been drilled right out of

them, pressures from testing, and more.

5

Based on the study of ABLE Research Consultants, one of the problems

that are being faced by the students is the Access to materials. The influence of

socioeconomic status on digital participation includes such factors as lack of

internet access in remote and rural places and barriers to the acquisition of the

technologies and related software needed to access the materials for online

learning, which negatively impact motivation and participation. Lack of access to

a reliable internet connection and an adequate computer or gadget with the

necessary software (e.g., Adobe, Word, Video Conferencing software,) are

fundamental barrier that affects students’ ability to participate in a fulsome

manner. ( Lai, 2015 ) this only implies that without reliable access internet

connection and an adequate technological gadget, might affect the learning and

participation of students in online classes.

The Financial Budget of the students and their family should also be

considered in enrolling in an online class learning modality, since they should

invest for educational devices such as computers, desktop, laptop, cellphone or

tablet. They should also have budget for accessing an internet plan or avail a

load for mobile data. These Educational devices are important so that the

students could access and attend their online classes. This confirms with the

study of Li & Qiu (2018), Though there may be many factors affecting a

student’s performance, the family’s socioeconomic status has the greatest

impact. They found out that though it is indirect, socioeconomic factors such as

accessibility to resources affected the students’ e-learning experience. In

relation to the findings of Santos (2020) Some parents, especially those who are
6

among the 27 million Filipinos who lost their jobs due to the COVID-related

economic slowdown, have refused at the unplanned expense. It Implies that one

of the challenges that the students are facing in online class learning this

pandemic is their budget. Since most of the Filipino workers lost their jobs. That’s

why most of the students didn’t have enough budget to buy digital devices for

online class and to afford internet plan or prepaid load for internet every day.

Another thing that the student might consider as a challenge is digital

literacy. Cornell University defines, digital literacy as the ability to find, evaluate,

utilize, share, and create content using information technologies and the Internet.

Students in general are “poor at deploying their digital skills in support of

learning” (Beetham et al. 2010). Digital literacy remains a barrier for online

learning environments in terms of students’ technological skills and how they

navigate media (Olesova, Yang and Richardson 2011). Even when instructors

provide access to computers and software, the complexity of the online learning

environment makes it difficult to use the technology (Warschauer and

Matuchniak 2010). Based on the study of the Instructional Technology Council,

online students did not feel they had media and digital literacy skills (Lai 2015).

Although some students are very comfortable with common technologies like

wikis and blogs, others unfamiliar with them have a variety of usability

reservations (Morong and DesBiens 2016).

Time management could also be one of the challenges that students

might facing in an online learning. In the study of Kotze et.al (2011) , e-learning

becomes 30% more time consuming for academics than traditional class.
7

Gustafson et.al (2011) stated that traditional methods have changed, teacher

and student roles remain, but e-learning allows the 24 hours a day for a class to

run. This means academic have to be working nights, weekends, holidays as the

students expect to have reply immediately. The literature shows a heavy demand

is made on academics when e-learning is introduced, if academics are

overworked and do not have time then students learning will suffer.

Another factor that should be considered in online class learning is the

environment (study area) of the students. Since they are not inside the classroom

where they used to study and learning usually happened. It is important to

ensure that students should have a conducive study area in their home.

However, because students are living in different locations, students are having

challenges in their environment. This confirms with the findings of Zhong et al.

( 2020) where he mentioned that the absence of fresh air, or being exposed to

extremely hot, cold, dry, humid conditions, loud noise, even a quiet room, and

very bright or dark lighting, can negatively affect students’ academic performance

and attendance in their online classes. The information revealed that students

can be exposed to uncomfortable and unsafe conditions in online classrooms

since students are living in different residential area and their academic

performance may be consequently affected. In fact, Bulunuz et al.(2020)

mentioned that a healthy school climate favors the academic development of

students. So, noise pollution negatively impacts their learning.

When it comes to the profile of the students, there are factors that we

should considered such as their sex, area of residency and the monthly income.
8

Because these factors might have relationship with the perceived challenges of

students in online class learning. In terms of sex and challenges in digital

literacy, the European Educational Research Journal ( 2013) found that gender

differences in performance on digital literacy items would be slightly in favor of

boys, whereas gender differences in performance on information literacy items

would be slightly in favor of girls. A recent study in the US measuring computer

attitudes among eighth grade students found that girls were more positive about

computers than boys were Hohlfeld et al.,( 2013). This only implies that sex has

a relationship with the digital literacy. Girls were more literate and positive than

boys when it comes in using computer.

In terms of sex and challenges in time management, the study of Razali et.al

(2018) confirms that gender and races of students show no significant

differences in time management behaviors. While year of study and faculty of

students reveal the significant differences in the time management behaviors.

Meanwhile, all the time management behaviors are significantly positively related

to academic achievement of students although the relationship is weak. It only

implies that Time Management has no significant difference in time management

between male and female students.

The profile of the students in terms of their residency should also be

considered, because these might also have relationship with their perceived

challenges in online class learning. In terms of area of residency and the

challenges in educational devices, the study of H. Thornthwaite et.al (2018) ,

found that rapid advancement of information and communication technologies

9

(ICTs) such as the Internet and technologies will bridge the gap of geographic

distance that separates learners from institutions, instructors, and each other.

This only implies that the there is significant relationship between the geographic

distance or the area of residency of the students to their learning experience

using information and communication technologies such as internet, computer or

educational devices. Students who have access with technologies and internet

can perform and learn well since they have devices which can be used to study

in online learning or distance education. In contrast, those students who have

lack of access with technologies and internet couldn’t perform well since these

are the things which are needed to bridge the gap of geographic distance from

instructor and each other to have learning and teaching process.

Lastly, the profile of the students in terms of their family income should

also be looked on, since this could also have relationship with the perceived

challenges of the students in online class learning modality. In terms of family

income and challenges in environment (study area). The study of Jensen( 2013)

found that the environment impacts the families with high/low income. Some

students who came from low-income families have different difficulties. The way

that the students will learn and understand the discussions in online learning

have different to others because of different situations, some may be because

their parents may not help them at home or they have single parent. If they are

poor, then their parents must work all, the day for them, which will be no time to

help their children with homework. Another thing is the stress they have and their

family at home. These may affect their grades because no one helps them or
10

even, sometimes, care about their success in schools. Another study proves that

each child must have his/her right to learn as others. No matter about their

backgrounds or their families’ income and whenever where you are or where do

you live. Schools must find solutions to help them for better education and not

judge them for their family low income even (Beck, 2011).

This study is significant because through this the researchers were able to

know the different and other challenges of students in online class learning

modality which has a relation to the academic performance of them. This study

finds out that there was a relationship between the perceived challenges in

online class learning modality and the academic performance of the students.

Through that, the researchers were able to develop an intervention activity which

can help the students towards their struggles in online class learning.

Theoretical Framework

The world had experienced changes in the educational system. From face

to face or traditional learning, most of the countries were being forced to

transition into online class learning. Because of that, students together with

faculties are still adjusting to it. Students are facing struggles in this new normal

setup of education which probably affects their academic performance.

According to Sanford’s theory of challenges and support (1968) ,optimal student

11

developmental growth in a college environment, challenges they experience

must be met with supports that can sufficiently tolerate the stress of the

challenge itself. Nevitt Sanford, a psychologist, was a scholar who theorized

about the process college students would encounter throughout their college

development He addressed the relationship between the student and their

college environment. Sanford proposed three developmental conditions:

readiness, challenge, and support.

Readiness refers to internal processes associated with maturation or

beneficial environmental factors. This condition of readiness can aid a student's

developmental growth if he or she is physically or psychologically ready. If not, it

could limit their developmental growth.Challenge refers to situations in which an

individual does not have the skills, knowledge, or attitude to cope.Support refers

to buffers in the environment that help the individual to successfully meet

challenges. Sanford speculated that if students are met with too much challenge,

they could regress in their developmental growth and give up on the challenge at

hand.( Sanford, 1968)

In connection with this study, Social Studies Students are having

challenges in the online class learning since the learning modality changes from

traditional classes to online class learning. Readiness and environment are some

of the factors that might affect their development and performance in class. Since

online learning modality is new for Social Studies Students, they weren’t able to

prepare themselves psychologically and financially. In terms of environment,

since they are living in different locations. They are having challenges in terms of
12

their study area, since there are lot of distractions such as noises from the

vehicles and animals around their surroudings. Those challenges are just some

of the factors that might affect the development and academic performance of

the Social Studies Students,that should be buffered by the support such an

intervention activity that might help the students in coping up with their

challenges in online class learning modality.

Not all of the students have their needs in online learning setup in the

Philippines, since they are not all prepared for the transition of the educational

system. That’s why some of the students weren’t able to meet their teachers in

synchronous classes also due to different factors. Online learning involves a

high degree of interactivity between teacher and student, even in rural and

isolated communities separated by perhaps thousands of miles. According to US

Congress (1988) Distance learning allows students to hear and perhaps see

teachers, as well as allowing teachers to react to their students’ comments. In

Desmond and Keegan ‘s theory of distance education, distance learning system

must artificially recreate the teaching-learning interaction and reintegrate it back

into the instructional process. This is the basis of their Iowa Model: To offer to the

distance learner an experience as much like traditional, face-to-face instruction,

via intact classrooms and live, two-way audiovisual interaction. This theory

implies that learning will become more effective if there will still be an interaction

between teacher and students even in online learning or distance education. And

this will only be attained if the students have their digital tools in studying and if

they have stable connection because it will be challenging for them to interact
13

with each other if their class will be interrupted because of slow internet

connection and also if they don’t have own gadget where they can access the

class meeting.

Conceptual Framework

A positive classroom environment helps the learners to support their

emotional and behavioral aspects, but as the world is experiencing changes in

the educational system where in face to face becomes to virtual meeting or

“online classes”. It Is far from what they used to experience, the classroom set up

today is their home wherein they have different surroundings to deal with.

Laptops, cell phones, tablets, computers and stable internet connection

are what students should have right now, however the situation they have at

home should be considered. Having a positive classroom environment can help

them to improve their attention and lead to more wonderful learning outcomes,

but they deal with different scenarios, some of them lives at the

roadside,suburban neighborhoods or rural town and those who are in informal

settlements. Also, it will depend on the member of the family they have at

home,especially when there are children who are crying or the students have

their own different obligations at their home and lastly the types of neighbors that

they have. Factors like these in terms of educational devices , financial budget,

digital literacy, time management and their environment (study area) will be

determinants that can affect the academic performance of the students.

14

There were input, process , output and feedback in the conceptual model

of this study. The input includes the: Profile of the students: Gender, Family

Income and Area of residency. Second was the Perceived challenges of online

learning modality in BSE- Social Studies Students in URSAC in terms of

educational devices, financial budget, digital literacy, time management, and

environment (study area) . For the process of this study, the researchers

conducted an online survey through google form. The survey questionnaire were

being sent to the social media of students. After the student respondents

answered all the questionnaires, the researchers retrieved all of it. And then

lastly, the data were being interpreted and analyzed. For the output of the study,

the researchers were able to determine the perceived challenges in online class

learning modality. And then, feedback was given after.

 15

Conceptual Model

INPUT PROCESS OUTPUT

1. Profile of the
students
1.1 Gender:
1.2 Family Income:
1.3 Area of
Residency:
Online Survey

2.Perceived Distribution of (survey

Challenges of Online questionnaire Likert Determine the
Learning Modality in Scale, Fill-out form perceived challenges
BSE- Social Studies section) in online learning
in URSAC in terms of: class modality
Retrieval of
2.1 Educational Questionnaire
Devices
Analysis and
2.2 Financial Budget Interpretation of Data
2.3 Digital Literacy
2.4 Time
Management
2.5 Environment
(Study Area)
16

FEEDBACK
Figure 1

Conceptual Framework showing the Perceived Challenges of BSE- Social

Studies Students in Online Class Learning Modality

Statement of the Problem

The aim of this study was to determine the correlation between the

challenges in online class learning modality as perceived by BSE- Social Studies

Students and their academic performance. It sought to answer the following:

1. What is the profile of the respondents in terms of:

1.1 sex:

1.2 location

1.3 monthly family income

2. What are the challenges in online class learning modality as perceived by

BSE- Social Studies students with respect to :

2.1 educational devices

2.2 digital and technological literacy

2.3 financial budget

2.4 time management: and

2.5 environment (study area)

3. What is the academic performance of BSE- Social Studies students as

revealed in their Quality Point Average in the first semester?

17

4.Is there a significant difference in the perception of the BSE- Social Studies

students with respect to the above mention variables in terms of their profile?

5. Is there a significant relationship between the academic performance of BSE

Social Studies students and the challenges in online class learning modality ?

Hypothesis

This study tested the null hypothesis that:

1. There is no significant difference between the perception of the BSE- Social

Studies students on the challenges in online class learning modality and their

profile .

2. There is no significant relationship between the academic performance of BSE

Social Studies students and the challenges in online class learning modality.
18

Scope and Delimitation of the Study

This study aimed to determine the relationship of the perceived challenges

of online learning modality to the academic performance of BSE social studies

students and to develop an intervention activity towards the perceived challenges

in online class learning modality. A total of 74 BSE major in social studies

students from URS Antipolo campus enrolled in school year 2020-2021 were the

respondents of this study.

Although the research will be able to reach it aims, there were some

avoidable limitations. The study is delimited to the academic performance of the

BSE major in Social Studies students on the first semester of SY 2020-2021

since the online classes was first implemented on the said school year.

Significance of the Study

The result of the study will be great benefits of the following:

19

Students- the output of this study will help the students when it comes on their

challenges in Online Learning Modality.

Teachers- The output of this study can help the teachers by implementing the

intervention activity to their students.

Administrator- the result of this study will help them to be aware of the

challenges that the students are facing in online learning modality and develop or

enhance their plans or programs towards it.

Parents- The result of this study will benefit them to be aware of the challenges

in online learning class that their child is facing, that will make them to think of

ways on how they can help their child.

Community- the result of this study gives awareness and knowledge about the

challenges that students facing in learning online. This will be the voice of the

youth to help them in overcoming these challenges in learning in the midst of

pandemic.

Definition of Terms:

Academic performance- It refers to the performance of the student in their

classes under Online Learning Modality.

Area of Residency – It refers to the location where the students are living. This

also pertains to the type of surroundings they have in their location.

20

Challenges in Online Learning Modality- This refers to the difficulties and

struggles that are being faced by the students in Online Learning.

Intervention Activity- Proposed activity by the researchers that will help the

students in the challenges that they are experiencing in online class learning.

Online Learning Modality- It is under E- learning that consist of learning

through digital resources. In this modality, students use computers, mobiles,

tablets, laptop in order to learn which is also connected with internet.

Quality Point Average – Over all average grade of the students during the first

semester.
21

CHAPTER 2

RESEARCH METHODOLOGY

This chapter presents the research method and procedures that were

used in this study. This includes research design, setting of the study, subject of

the study, sources of data, and procedures of the study.

Research Design

The researchers utilized quantitative design. Creswell (2002) noted that

quantitative research is the process of collecting, analyzing, interpreting, and

writing the results of a study. Quantitative Methods rely on the collection and

analysis of numerical data to describe, explain, predict or control variables and

phenomena of interest (Gay, Mills & Airasian, 2009).

This research was classified into descriptive correlational research.

Descriptive correlational studies describe the variables and the relationships that

occur naturally between and among them. (Sousa et al., 2007).The purpose of

descriptive studies was to describe, and interpret the current status of individuals,

setting, conditions or events (Mertler, 2014). The correlational method was also

being used in this research since it was intended to determine whether there is a

relationship between the challenges in online learning modality and the academic

performance of the students. Correlational designs involve the systematic

22

investigation of the nature of relationships, or associations between and among

variables, rather than direct cause-effect relationships. (Sousa et al., 2007). No

attempt is made to manipulate the variables.

Survey as method in data gathering, the researchers utilized a survey

questionnaire. The survey is defined as the collection of information from a

sample of individuals through their responses to questions (Check & Schutt,

2012) Surveying’ is the process by which the researcher collects data through a

questionnaire (O’Leary, 2014). The researchers distributed questionnaires to

BSE- Social Studies Students. Noted that, Questionnaire has divided into two

different parts. It contains Likert scale and filling-out form section. These

determined the challenges in online class learning modality as perceived by

BSE- Social studies and their academic performance by analyzing their general

weighted averages which they gave on the filling-out form.

The design was relevant in this study since one of the objectives was to

determine the perceive challenges in online class learning modality of BSE major

in Social Studies students and its relationship to their academic performance.

Subject of the study

The participants of this study were the students who are currently taking

up BSE- Social Studies from first year to third year.

23

The researchers utilized convenient sampling technique, also known as

availability sampling, it is type of non-probability sampling method that relies on

data collection from population members who are conveniently available to

participate in the study. (Saunders et.al., 2012)

The subjects and respondents of this study came from first year to third

year BSE- Social Studies students enrolled at University of Rizal System in

Antipolo Campus in the school year 2020-2021. Twenty-four (21) students, from

first year, Twenty-nine (25) students from second year and Twenty-nine (28) from

third year in a total of Eighty-three (74) students.

Setting of the Study

This study was being conducted in University of Rizal System – Antipolo

Campus. University of Rizal System -Antipolo Campus is located at Marigman St.

Barangay San Roque, Antipolo City Rizal. The school premise is surrounded by

different villages and houses.

Vicinity Map
24

Figure 2
Vicinity Map of University of Rizal System – Antipolo Campus

Sources of Data

Primary Data Sources

It was obtained from the original source of information. In Primary sources,

the researcher used various collected data from survey questionnaires that were

given to social studies student in URSAC. The survey questionnaire contain a

Likert Scale to measure the different perceived challenges in online classes.

Then, the researcher used the Quality Point Average In the first semester of the

BSE Social Studies students , it involves the collection and evaluation of

evidence on students' achievement or performance over an academic 1st

semester. Through this process of collecting the Quality Point Average of Social

Studies students, serves as proof that measures the students' performances

which summarized the students' accomplishments.

Below is the scale used in determining the perceived challenges of BSE-

Social Studies in Online Class Learning.

Numerical Scale Range Scale Verbal Interpretation

4 3.26- 4.00 Strongly Agree

3 2.51- 3.25 Agree
2 1.76- 2.50 Disagree
1 1.00- 1.75 Strongly Disgree
25

Below is the grading system of University of Rizal System that was being

used in determining the academic performance of BSE- Social Studies Students

in Online Class Learning.

Grades Percentage Equivalent

1.0 – 1.2 96 – 100 Excellent
1.3 – 1.7 88 – 95 Very Good
1.8 – 2.1 84 – 87 Good
2.2 – 2.9 76 – 83 Fair
3.0 75 Passing
4.0 71 Conditional
5.0 71 – 74 Failed

Secondary Sources

In Secondary sources, the researcher used a various Related literatures,

related studies, and online journal significant ideas or knowledge on how the

proposed research was related to prior thesis study in statistical data and

important information that the researcher conducting the thesis study.

Procedure of the Study

The study started with the problem conceptualization of the thesis title:

“Perceived Challenges of Online Class Learning Modality correlates with

Academic Performance of BSE- Social Studies Students at University of Rizal

26

System Antipolo Campus: Input to development intervention Activities” The

researcher analyzed initial researches.

The analysis deepened the understanding of the challenges that students

are facing in Online class learning modality, by preparing a tool which was survey

questionnaire that were given to BSE- Social Studies students.

The researchers distributed an online survey form to the BSE- Social

Studies students by sending the link of the form to their social media. After that

the researchers gathered, analyzed and interpreted and presented the data that

were being gathered.

Except from the initial analysis, the researchers also collected information

from the available resources such as online data, dissertation, and online

articles.

Out of the analysis and result of the study, the researcher developed

intervention activity that will help BSE- Social Studies from the challenges that

they are facing in online class learning modality.

Statistical Treatment

To determine the result of every process in this study, the researchers

utilized the following statistical treatment.

27

1. To determine the number of respondents who answer per questions; profile of

respondents in terms of gender, geographic location, Quality Point Average and

family income, frequency and percentage were being used.

2.To determine the perceived challenges in online class learning as perceived by

BSE- Social Studies Students, mean and standard deviation were being used.

3. To determine the academic performance of BSE Social Studies as revealed in

their quality point average in the first semester, mean and standard deviation

were being used.

4. One way ANOVA test was utilized to determine the significant difference in

the perception of the BSE- Social Studies students on the challenges in online

class learning modality in terms of their profile.

5. Pearson r was utilized to determine the significant relationship between the

academic performance of BSE- Social Studies and the challenges in online class

learning modality.
28

CHAPTER 3

PRESENTATION,ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of gathered data that

would answer the problem stated in the previous chapter. The data and statistical

findings are presented and given implications to concretize the concepts .

Profile of the respondents in terms of Sex, Location, Monthly Family

Income

Table 1 presents the profile of the respondents according to Sex,

Location, Monthly Family Income

Table 1
Profile of the Respondents in Terms of Sex,
location, Family Income
Sex Frequency Percent Rank
Male 20 27.0 2
Female 54 73.0 1
Total 74 100.0
Location Frequency Percent Rank
Surrounded by
16 21.6 3
mountains
Along the
20 27.0 2
roadside/highway
Subdivision/village 27 36.5 1
Informal
11 14.9 4
Settlements
29

Total 74 100.0
Monthly Family Frequency Percent Rank
Income
5,000 and below 24 32.4 2
6,000-10,000 32 43.2 1
11,000-20,000 12 16.2 3
20,000 and above 6 8.1 4
Total 74 100.0

As the table shows, in terms of Sex, there are 20 or 27% of the

respondents are male and 54 or 73% of the student-respondents are female. It

only means that most of the students enrolled in online class learning modality

taking up BSE major in Social Studies Students were female.

In terms of location, there are 27 or 36.5 of the respondents live in a

subdivision or village. Twenty or 27% of them came from along the

roadside/highway. There are 16 or 21.6% resides at the area surrounded by

mountains and 11 or 14.9% dwells in Informal Settlement. The results signify that

most of the students enrolled in BSE came from subdivision or village.

In terms of Family Income per month , there are 32 or 43.3% of the

students belongs to the family whose income range is 6000-10,000 monthly

which is below average earners. Twenty-four or 32.4% of the students belong to

the family who earns 5,000 and below monthly which belongs to low-income

earners. Only 12 or 16.2% of the students-respondents have parents earning

11,000-20,000 which classified as average income earners and there are 6 or

8.1% who belongs to the family whose parents’ salary is 20,000 and above which

belongs to high-income earners. This implies that most of the BSE- Social
30

Studies student enrolled in the course belongs to a below average income

earners.

Challenges of Online Class Learning Modalities as perceived by BSE-

Social Studies Students with Respect to Educational Devices
Table 2 presents the computed mean, and verbal interpretation on the

Challenges of Online Class Learning Modalities as perceived by Students of

BSE- Social Studies with respect to Educational Devices

Table 2
Challenges of Online Class Learning Modalities as
Perceived by BSE- Social Studies Students
with Respect to Educational Devices

Educational Devices Mean Verbal Interpretation

1. I own at least one of these: a

desktop, a laptop, a tablet and a cell Strongly Agree
3.58
phone that I can use for online
classes.
2. I am able to attend all of my Agree
synchronous classes because I have 2.70
stable internet connection.
3. I am able to do all of my school Agree
works because I have stable internet 2.61
connection.
4.The laptop, computer or Agree
smartphone that I'm using in online 2.70
schooling is in good condition.
5. The gadget that I use for the online Disagree
class is being borrowed by my family 2.53
member
Overall 2.82 Agree

It is depicted in table 2 the Challenges of Online Class Learning

Modalities as Perceived by BSE- Social Studies Students with Respect to

Educational Devices. An average of 3.58 of the students strongly agree that

31

they own at least one of these: a desktop, a laptop, a tablet and a cell phone

that they can use for online classes. Meanwhile,with mean of 2.53 BSE- Social

Studies disagree that the gadget that they use for the online class is being

borrowed by their family member. The overall average of 2.82 shows that most

of the BSE- Social Studies students agreed that educational devices was not a

major challenge in Online Class learning . Due to pandemic, the learning

modality in the Philippines changes from traditional learning to online learning,

that’s why some of BSE- Social studies invested to have their own gadgets

such as desktop, laptop, tablet and cellphone which are necessary to access an

online class, while most of BSE- Social Studies already own and using the

same gadget that they have before the pandemic started.

The results confirms with the study of Lai (2015), that Lack of access to a

reliable internet connection and an adequate computer or gadget with the

necessary software (e.g., Adobe, Word, Video Conferencing software,) are

fundamental barrier that affects students’ ability to participate in a fulsome

manner. It only implies that without reliable access internet connection and an

adequate technological gadget might affect the learning and participation of

students in online classes.

Challenges of Online Class Learning Modalities as perceived by BSE-

Social Studies students with Respect to Financial Budget
Table 3 presents the computed mean and verbal interpretation of

Challenges of Online Class Learning Modalities as perceived by Students of

BSE- Social Studies with respect to Financial Budget

32

Table 3

Perceived Challenges of Online Class Learning

Modalities by Students of BSE- Social Studies
in Terms of Financial Budget

Financial Budget Mean Verbal Interpretation

1. My family can afford to buy a Disagree
gadget that I can use for online 2.16
classes.
2. My family has a budget for Disagree
2.09
accessing an internet plan.
3. I have enough load for the week Agree
to have an access for online 2.62
classes.
4. I am able to attend all of my Agree
classes because I have load or 2.84
internet connection.
5. I am able to submit all my school Agree
works on time, because I have load
2.69
or internet plan for internet
connection.
Overall 2.50 Agree

Table 3 revealed the Perceived Challenges of Online Class Learning

Modalities by Students of BSE- Social Studies in Terms of Financial Budget. An

average of 2.84 BSE- Social Studies students agree that they are able to attend

all of their classes because they have load or internet connection, however an
33

average of 2.09 BSE- Social Studies students disagree that their family has a

budget for accessing an internet plan. As shown in the overall mean of 2.50,

students agreed that financial budget was one of the challenges in Online Class

Learning Modality. Due to pandemic, most of the people lost their job which

affects the budget of every household, that’s why BSE- Social Studies disagree

that their family afford to buy a gadget that they can use for online class and their

family has a budget for accessing an internet plan.

This confirms with the study of Li & Qiu (2018), Though there may be

many factors affecting a student’s performance, the family’s socioeconomic

status has the greatest impact. They found out that though it is indirect,

socioeconomic factors such as accessibility to resources affected the students’ e-

learning experience. In relation to the findings of Santos (2020) Some parents,

especially those who are among the 27 million Filipinos who lost their jobs due to

the COVID-related economic slowdown, have refused at the unplanned expense.

It Implies that one of the challenges that the students are facing in online class

learning this pandemic is their budget. Since most of the Filipino workers lost

their jobs. That’s why most of the students didn’t have enough budget to buy

digital devices for online class and to afford internet plan or prepaid load for

internet every day.

Challenges of Online Class Learning Modalities as Perceived by BSE-

Social Studies Students with Respect to Digital Literacy
34

Table 4 presents the computed mean and verbal interpretation of

Perceived Challenges of Online Class Learning Modalities by Students of BSE-

Social Studies in terms of Digital Literacy

Table 4
Challenges of Online Class Learning Modalities
as Perceived by BSE- Social Studies Students
with Respect to Educational Devices
Digital Literacy Mean Verbal
Interpretation
1. I have basic knowledge on search Strongly Agree
engine (Google, Yahoo, or other search 3.51
engines)
2. I have knowledge on office productivity Strongly Agree
software use (e.g., word 3.47
processing, spreadsheets, presentations)
3. I have knowledge in using Web 2.0 Strongly Agree
productivity tools such as file or document
storage (Google Docs, Dropbox, we
3.36
transfer), free call and video
communications (zoom, google meet,
Microsoft themes), Canva and etc.
4. I have knowledge in using digital Agree
creation and sharing applications for digital
photography, movie making, video editing, 3.18
animation, etc.
5. I have knowledge in downloading and Strongly Agree
using educational application such
as(Google classroom, Edmodo, editing 3.39
app, brochure and infographic maker etc.)
35

Overall 3.38 Strongly Agree

Table 4 shows the Challenges of Online Class Learning Modalities as

Perceived by BSE- Social Studies Students with Respect to Educational

Devices. An average of 3.51 of the BSE- Social Studies students believed that

they have basic knowledge on search engine such as Google, Yahoo, or other

search engines. Meanwhile an average of 3.18 on the BSE- Social Studies

agree that they have knowledge in using digital creation and sharing

applications for digital photography, movie making, video editing, and animation.

The overall average which is 3.38 suggest that majority of the BSE- Social

Studies students believe that Digital Literacy is not a challenge in Online Class

Learning. The generation Z are digital natives according to Mark Prensky (2012),

he defines it as a young person who has grown up in the digital age, in close

contact with computers, the Internet, and video game consoles, and later mobile

phones, social media, and tablets. That’s one of the reasons why BSE- Social

studies doesn’t perceived digital literacy as a challenge in online class learning

since they already have knowledge and they grew up already in using

technologies.

The results contradict with the study of the Instructional Technology

Council, online students did not feel they had media and digital literacy skills

(Lai 2015). Most students need more time at the beginning of a course to adjust

to the technological requirements and course navigation (Olesova, Yang and

Richardson 2011). Although some students are very comfortable with common
36

technologies like wikis and blogs, others unfamiliar with them have a variety of

usability reservations (Morong and DesBiens 2016).

Challenges of Online Class Learning Modalities as Perceived by BSE-

Social Studies Students with Respect to Time Management

Table 5 presents the mean and verbal interpretation of Perceived

challenges of Online Class Learning Modalities by Students of BSE- Social

Studies in terms of Time Management

Table 5
Challenges of Online Class Learning Modalities
as Perceived by BSE- Social Studies Students
with Respect to Educational Devices

Time Management Mean Verbal

Interpretation

1. I prioritize tasks that has the nearest Strongly Agree

3.46
deadline.
2. I set time or schedule when I should Agree
3.09
finish a task
3. I’m writing down the things that I Agree
3.19
should accomplish with its deadline.
4. I do school works in or before its Agree
3.24
deadline.
5. I choose a time with few distractions Strongly Agree
3.34
when studying my online course.
Overall 3.26 Strongly Agree

It is depicted in Table 5 the Challenges of Online Class Learning

Modalities as Perceived by BSE- Social Studies Students with Respect to

Educational Devices. An average of 3.46 BSE- Social Studies students believed

37

that they prioritize tasks that has the nearest deadline, while a mean of 3.09

BSE- Social Studies Students agree that they set time or schedule when they

should finish a task. It is presumed based on the overall mean of 3.26 that BSE-

Social Studies students believed that time management is not one of the major

challenges in online class learning. Despite of having different tasks in house and

online school, BSE- Social Studies can still able to handle and manage their time

well in doing their school works.

This contradicts to the findings of Kotze et.al (2011) that e-learning

becomes 30% more time consuming for academics than traditional class.

Gustafson et.al (2011) that traditional methods have changed, teacher and

student roles remain, but e-learning allows the 24 hours a day for a class to run.

This means academic have to be working nights, weekends, holidays as the

students expect to have reply immediately. The literature shows a heavy demand

is made on academics when e-learning is introduced, if academics are

overworked and do not have time then students learning will suffer. It only

implies that there are students who are having struggles in managing their time

even if they are already enrolled in online class learning despite of having their

own pace of learning, however in the case of BSE- Social Studies students, they

didn’t perceived time management as a challenge in online class learning

modality.

Challenges of Online Class Learning Modalities as perceived by BSE-

Social Studies Students with Respect to Environment ( Study Area)
38

Table 6 presents the mean and verbal interpretation of Perceived

challenges of Online Class Learning Modalities by Students of BSE- Social

Studies in terms of Environment (Study Area)

Table 6
Challenges of Online Class Learning Modalities
as Perceived by BSE- Social Studies Students
with respect to Environment ( Study Area)
Environment Mean Verbal
Interpretation
1. I am studying in a place free from distractions. 2.39 Disagree
2.I can still focus on the online class, even if Disagree
there are noise distractions from the vehicles 2.26
and animals.
3. I can focus on my lessons even if my work Disagree
1.99
area is messy.
4. I can concentrate with our online discussion Disagree
even if my family members are instructing me to 2.01
do household chores during class hours.
5. I can focus at class because I have stable Disagree
2.47
internet connection in my location.
Overall 2.22 Disagree

Table 6 illustrates the Challenges of Online Class Learning Modalities as

Perceived by BSE- Social Studies Students with respect to Environment ( Study

39

Area). An average of 2.47 of the BSE- Social Studies students disagree that they

can focus in class because they have stable internet connection in their location.

While The average of 1.99 disagree that they can focus on their lessons even if

my work area is messy. The overall mean of 2.22 indicates that students

consider environment as one of the major challenges in online class learning

modality. Since BSE- Social Studies are living in different area, they have

different environment (study area) and surroundings. There are students who are

living near the roads and in informal settlement , that’s why most of them are

really having challenges in the noises and other distractions in their places.

Those BSE- Social Studies students who are living in the mountains might

struggle with having stable internet connection with their location. Aside from

that, since they are studying at home, they can’t avoid the fact that their family

members are also instructing them to do household chores even if they are

having class that’s why they can’t concentrate and focus on their online

discussions.

This approves to the findings of Zhong et al.( 2020) where he mentioned that

the absence of fresh air, or being exposed to extremely hot, cold, dry, humid

conditions, loud noise, even a quiet room, and very bright or dark lighting, can

negatively affect students’ academic performance and attendance in their online

classes. The information revealed that students can be exposed to

uncomfortable and unsafe conditions in online classrooms since students are

living in different residential area and their academic performance may be

consequently affected. In fact, Bulunuz et al.(2020) mentioned that a healthy

40

school climate favors the academic development of students. So, noise pollution

negatively impacts their learning. Therefore, since the students are in distance

learning, they have different study area at home, there are students who are

living near the roads and highways that are prone to noises from the vehicles,

there are also some students who have neighbors who have pets such as dogs

and roosters that also contribute to the noise in their area. It only implies that the

study area is really one of the challenges of the students.

Composite table on the Challenges in Online Class Learning Modality as

perveived by the BSE- Social Studies students in terms of Educational
Devices, Financial budget, Digital Literacy, Time management and
Environment (Study Area)
Table 7 presents the overall mean, verbal interpretation and rank of Perceived

challenges in Online Class Learning Modalities by BSE- Social Studies Students

in terms of Educational Devices, Financial budget, Digital Literacy, Time

management and Environment (Study Area).

Table 7
Composite table on the Challenges in Online Class Learning Modality as
perveived by the BSE- Social Studies students in terms of Educational
Devices, Financial budget, Digital Literacy, Time management and
Environment (Study Area)
Perceived Overall Mean Verbal Rank
Challenges in Interpretation
terms of :
Educational Devices 2.82 Agree 3
Financial Budget 2.50 Agree 2
Digital Literacy 3.38 Strongly Agree 5
Time Management 3.26 Strongly Agree 4
Environment ( study 2.22 Disagree 1
area)
41

Table 7 shown that the major challenges in online class learning perceived

by BSE- Social Studies Students, based on the rank is the Environment ( study

area), since there are BSE- Social Studies who are living along the roadside,

informal settlements and surrounded by mountains, they are having challenges

with their surroundings since these areas are prone with noises, other

distractions and interruption with signal due to their locations. While Digital

literacy that is ranked 5, is not being perceived as a major challenge in online

learning since BSE- Social Studies belong to Generation Z, they are digital

natives that’s why they already have knowledge and grew-up already with

technologies.

This confirms to the study of Braat-Eggen et al. (2020) found that the

noise was distracting for students when they were performing cognitive tasks.

This also applies to BSE- Social Studies students who take online classes, since

they are exposed to a higher level of noise at home, and therefore, a higher level

of distraction when taking online classes from home. On the other hand, the

study carried out by Batho et al .(2020) makes it clear that variations in noise

level impact students’ reading and writing, which in turn ends up impacting their

academic performance

In terms of Digital Literacy, Leung et. Al (2012) confirms in their study that

adolescents who have higher informational digital literacy (i.e., who can locate,

browse, and access different information resources and who are knowledgeable

about the context under which the information was created) performed better

both in overall grades and in academic competence.

42

Academic Performance through Quality Point Average of the BSE Major in

Social studies Students During the First Semester
Table 8 presents the mean, standard deviation and verbal interpretation of

the Academic Performance through Quality Point Average of the BSE major in

Social studies students during the first semester

Table 8
Academic Performance through Quality Point Average
of the BSE major in Social studies students
N Mean Verbal

Interpretation

Very Good
Quality Point Average 72 1.45

during the first semester

Table 8 revealed the performance of BSE major in Social studies students

during the first semester through the Quality Point Average. The overall mean is

1.45. The grading system of University of Rizal System was being used to

interpret the mean of their quality point average, BSE- Social Studies Students

got a very good grades during the first semester of the online class.This only

implies that even they are having challenges in terms of their environment (study

area) as shown in the result in table 7, still it doesn’t affect their academic

performance in online class learning modality.

This result contradicted the conclusion of Bernard et.al (2014) that states

that the element of technology integration in blended learning course seems to

lead to very low, though significant improvement in student’s achievement

-particularly when technology yield cognitive results. On the other hand, this
43

result favors the statement of Gonzales-Gomez et.al (2016) that believed that it is

the adoption of a flipped classroom model of blended learning in general science

course that results in higher grades among teacher training students when

compared with those achieved by students following a traditional classroom

setting.

Significant Difference Between the Perception of the Students in Terms of

their Sex

Table 9 presents the sum of squares, ratio, p-value Null Hypothesis,

Verbal Interpretation Significant difference between the Perception of the

students in terms of Sex

Table 9
Significant Difference Between the Perception
of BSE- Social Studies Students in Terms
of their Sex

Sum of Squares F p-value

Ho VI
Educational Devices 14.876 .414 .522F NS
R
Financial Budget 21.754 .011 .916 F NS
R
Digital Literacy 12.854 .063 .802 F NS
R
Time Management 15.499 .258 .613 F NS
R
Environment 17.276 .258 .613 F NS
R
LEGEND: F- Ratio, Probability, Ho- Null Hypothesis, FR- Failed to Reject VI-
Verbal Interpretation, NS- Not Significant
Table 9 uncovered Significant difference between the Perception of the BSE-

Social Studies Students in terms of their Sex. The p-value of .522 between sex

and the Educational devices confirms that the two have no significant
44

relationship. Financial Budget which has .916 has no significant relationship

between sex since the p-value is above .05 which is the accepted level of

significance. In terms of Digital literacy, it is shown that .802 is above the level of

significance which indicates that the latter is not significant with sex. Time

management on the other hand has .613 p-value which signifies that sex and

time management has not significant with each other. Lastly, the p-value of

Environment which is .637 is above the accepted level of significance revealed

that environment and sex are not significant. It means that sex is not significant

to the perceived challenges of BSE- Social Studies in online class learning in

terms of educational devices, financial budget, digital literacy, time management

and environment ( study area).

This contradicts on the study of European Educational Research Journal

(2013) That gender differences in performance on digital literacy items would be

slightly in favor of boys, whereas gender differences in performance on

information literacy items would be slightly in favor of girls. Furthermore, some

recent studies have confirmed that the disadvantage of girls in computer attitudes

and computer competencies is disappearing. A recent study in the US measuring

computer attitudes among eighth grade students found that girls were more

positive about computers than boys were Hohlfeld et al.,( 2013). It only implies

that sex has relationship with challenges and performance of students in Digital

Literacy. On the other hand, Hohlfeld et.al (2013) finding is contradictory to the

result of this study. Wherein sex doesn’t have significant difference to the

challenges in performing digital literacy of BSE- Social Studies Students. No

45

matter what the sex of the student is , it doesn’t affect his or her perception

towards the challenges in digital literacy.

When it comes to significant factor of sex to time management, the study of

Razali et.al (2018)confirms that gender and races of students show no significant

differences in time management behaviors. While year of study and faculty of

students reveal the significant differences in the time management behaviors.

Meanwhile, all the time management behaviors are significantly positively related

to academic achievement of students although the relationship is weak. It only

implies that Time Management has no significant difference in time management

between male and female students. In connection with the this study, sex doesn’t

have significant difference to the perceived challenges of BSE- social studies

students in terms of managing their time in online class learning.

Significant Difference Between the Perception of BSE- Social Studies

Students in Terms of their Location .
Table 10 presents sum of squares, ratio, p-value Null Hypothesis and

Verbal Interpretation of the significant difference between the perception of the

students in terms of location.

Table 10
Significant Difference Between the Perception
of BSE- Social Studies Students in
Terms of their Location.
Sum of Squares F p-value Ho VI
Educational Devices 14.876 .468 .706 F NS
R
Financial Budget 21.754 1.211 .312 F NS
R
Digital Literacy 13.854 2.429 .072 F NS
R
46

Time Management 15.449 .103 .958

F NS
R
Environment 17.276 1.649 .186 F NS
R
LEGEND F- Ratio, Ho- Null Hypothesis, FR- Failed to reject VI- Verbal
Interpretation NS- Not Significant , S- Significant
It is revealed in Table 10 the Significant difference between the Perception

of the BSE- Social Studies students in terms of their location . As shown in the

table, Area of Residency has no significant relationship to educational devices

since the p- value is .706 which is higher than .05 which is the accepted level of

significance . Financial Budget on the other hand has .312 p- value which

means that there is no significant difference between the financial budget and

environment (study area). Depicted also in the table that the level of significance

of the digital literacy is .072, which means that it has no significant difference

between location since it is higher than .05 which the accepted level of

significance . The .958 p-value of time management discloses that it has no

significant difference with area of residency since it is higher than the accepted p-

value. Lastly, environment as one of the perceived challenges is not substantially

in the location since the p-value is .186 which is higher than .05. This only

implies that location doesn’t have significant difference with the perceived

challenges that the BSE- Social Studies students are experiencing in online class

learning in terms of educational devices, financial budget, digital literacy, time

management and environment (study area).

The result contradicts to the study of Thornthwaite et.al (2018) that the

rapid advancement of information and communication technologies (ICTs) such

as the Internet and technologies will bridge the gap of geographic distance that
47

separates learners from institutions, instructors, and each other. This only implies

that the there is significant difference between the geographic distance or the

location of the students to their learning experience using information and

communication technologies such as internet, computer or educational devices.

Students who have access with technologies and internet can perform and learn

well since they have devices which can be used to study in online learning or

distance education. In contrast, those students who have lack of access with

technologies and internet couldn’t perform well since these are the things which

are needed to bridge the gap of geographic distance from instructor and each

other to have learning and teaching process. Which was contradictory to the

perception of BSE- Social Studies students that location doesn’t have significant

difference with educational devices and vice versa. It only implies that no matter

where the location of the student or whether where are they leaving, it doesn’t

have difference on how they perceived challenges in terms of educational

devices.

Significant Difference Between the Perception of the Students In Terms of

Family Income
Table 11 presents sum of squares , ratio, p-value Null Hypothesis and

Verbal Interpretation of the significant difference between the perception of the

students in terms of family income.

Table 11
Significant Difference Between the Perception
of BSE- Social Studies Students in Terms
of Family Income

Sum of Squares F p-value Ho VI

48

Educational Devices 14.876 1.457 .234 FR NS

Financial Budget 21.754 2.672 .054 FR NS
Digital Literacy 13.854 1.990 .123 FR NS
Time Management 15.449 2.279 .087 FR NS
Environment 17.276 3.082 .033 R S

LEGEND: F- Ratio, Ho- Null Hypothesis, FR- Failed to Reject, R- Reject VI-
Verbal Interpretation, NS- Not Significant, S- Significant ,
It is discovered in Table 11 the Significant Difference between the

Perception of the BSE- Social Studies students in terms of Family Income.

Educational Devices are not considered as significant to Family Income since the

p-value is .234 which is higher than the accepted level of significance on the

other hand .054 p-value of Financial budget is also not significant to the Family

Income. Like the results of the first two perceived challenges, Digital Literacy

which takes .123 and Time Management which has .087 p-value is not

significant to the family income. In contrary, environment which has .033 which is

lower than .05 which is the p-value . This means that perceived challenges in

environment (Study area) has a significant difference with Family Income. Due to

pandemic, many people have lost their jobs, that’s why their monthly income has

been affected. Those students who belong to families that have a low and below

average income might be living in informal settlement , or along the roadside,

which are very prone to distractions in terms of the noises around their

surroundings. Most of the houses in these areas are not also in good condition

and they were not well established. Since students need a conducive area to

focus and learn, they are now having challenges in terms of their environment

(study area). On the other hand, those students who are living in subdivision

might also struggling in their environment, it doesn’t mean that, even if they are
49

living in subdivisions and villages, they are not already experiencing challenges

in their environment. Because there are row houses and national housing

( pabahay) that were being considered and called also as villages. And that might

be one of the reasons that, even if most of BSE- Social Studies students who

are living in subdivisions and villages, many of them still belongs to family that

has a low and below average income. Aside from that, the family of the students

who are living in subdivision and villages might also be affected by the pandemic,

maybe their parent/s lost their jobs that why their income was affected.

This result approves with the study of (Jensen, 2013), that the

environment impacts the families with high/low income. Some students who

came from low-income families have different difficulties. The way that the

students will learn and understand the discussions in online learning have

different to others because of different situations, some may be because their

parents may not help them at home or they have single parent. If they are

poor,then their parents must work all, the day for them, which will be no time to

help their children with homework. Another thing is the stress they have and their

family at home. These may affect their grades because no one helps them or

even, sometimes, care about their success in schools. Another study proves that

each child must have his/her right to learn as others. No matter about their

backgrounds or their families’ income and whenever where you are or where do

you live. Schools must find solutions to help them for better education and not

judge them for their family low income even (Beck, 2011). In connection with the

study, BSE- social studies students who belongs to low income earner family
50

might be living in informal settlements where in the place is not that conducive for

them to study. In contrast, those who belongs to the high income earner family

might be living in subdivisions or villages doesn’t perceived the environment as a

main challenge in online class learning modality.

Significant Relationship Between the Academic Performance of BSE Major

In Social Studies Students and the Challenges In Online Class Learning
Modality
Table 12 presents correlation coefficient, level of significance, null

hypothesis and verbal interpretation of Significant relationship between the

academic performance of BSE major in Social Studies students and the

challenges in online class learning modality.

Table 12
Significant Relationship Between the Academic Performance
of BSE major in Social Studies Students and the Challenges
in Online Class Learning Modality
Quality Point Perceived R p-value Ho VI
Average Challenges In
online class
learning modality in
terms of:
1.45 Educational .262 0.03 R S
Devices
1.45 Financial Budget .153 0.20 FR NS
51

1.45 Digital Literacy .029 0.81 FR NS

1.45 Time Management .196 0.10 FR NS
1.45 Environment .063 0.60 FR NS
LEGEND: R- Correlation Coefficient , Ho- Null Hypothesis, FR- Failed to Reject,
R- Reject ,VI- Verbal Interpretation, NS- Not Significant , S- Significant
Table 12 presented the significant relationship between the academic

performance and the challenges in online class learning modality. As shown in

the table, the p-value of 0.03 revealed that Educational devices affects the

academic performance of the students since it is lower that the accepted p-value

which is 0.05. In contrary to this result, Financial Budget with 0.20, Digital literacy

which takes .081 p-value , Time management with 0.10 p-value and

Environment which has 0.60 p-value do not affect the academic performance of

the students. This implies that the null hyphothesis of this study was being

rejected.The result shows that the challenges in educational devices have

significant relationship between the academic performance of BSE major in

Social Studies students. This means that, if the students don’t have educational

devices, there is a tendency that they will not perform well in their class.

However, In the case of BSE- Social Studies students, educational devices are

not perceived as a major challenge in online class learning since most of them

have an access in digital learning resources such as educational devices, they

have gadgets which are needed for them to attend their online classes and to

submit their school works. That’s why they had still a very good academic

performance during the first semester as revealed in their quality point average.

This confirms with the study of “Student Access to Digital Learning

Resources Outside of the Classroom” which positioned that there is relationship

52

between computers access at home in academic performance. There is positive

relation between computer access at home and students’ academic

performance, also found no negative relation between using computers and

academic performance. (Vigdor et.al, 2014). This only indicates that if the

student has access to digital learning resources such as educational devices,

then there will be a positive relationship between their digital resources and

academic performance.

Chapter 4

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Summary of Findings
53

From the analysis of data gathered and the result obtained in the previous

discussion, the following significant findings are hereby summarized:

1. Profile of Respondents

1.1 Most of the students enrolled in BSE- Social Studies are female.

1.2 Most of BSE- Social Studies students are living in subdivision and village.

1.3 Most of BSE- Social Studies belong to the Family who are low income and

below average income earners.

2. Challenges in Online Class Learning Modality as Perceived by BSE-

Social Studies Students with respect to :

2.1 Educational devices, the overall mean of 2.82 BSE-Social Studies students

perceived that educational devices are not a major challenge in online class

learning.

2.2 As shown in the overall mean of 2.50, BSE- Social Studies students

perceived that one of their major challenges in online learning is financial budget,

in the mean of 2.16 BSE Social Studies students disagreed that their family can

afford to buy a gadget that they can use for online classes. They also disagreed

that their family has a budget for accessing internet plan.

2.3 The overall average which is 3.38 suggest that majority of the BSE- Social

Studies students believed that Digital Literacy is not a major challenge in Online

Class Learning.
54

2.4 It is presumed that BSE- Social Studies students perceived that time

management is not one of the major challenges in online class learning modality

based on the overall average of 3.26.

2.5 The overall mean of 2.22 indicates that students considered environment

( study area) as one of the major challenges in online class learning modality.

Most of BSE- Social Studies Students Disagreed that: they are studying in a

place that is free from distractions, they can still focus on the online class even if

there are noise distractions from the vehicles and animals. BSE- Social Studies

Students also perceived that they are having challenges in focusing on their

lessons when their work area is messy, they are struggling in concentrating with

their online discussion when their family members are instructing them to do

household chores during class hours. And lastly, BSE- Social Studies Students

also disagreed that they can focus at class because they have stable internet

connection in their location.

3. Academic Performance of BSE major in Social Studies Students as

Revealed in their Quality Point Average in the First Semester.

Revealed the performance of BSE major in Social Studies students during the

first semester through the Quality Point Average. With the overall mean of 1.45

which means that the students got very good grades during the first semester of

the online class.

55

4. Significant Difference in the Perception of the BSE- Social Studies

Students on the Challenges in Online Class Learning Modality with respect

to their Profile

Sex and Area of Residency are not significant to the perceived challenges of

BSE- Social Studies Students in online class learning. However, Family Income

has a significant relationship with the perceived challenges of BSE- Social

Studies students in online class learning in terms of environment ( study area) .

5.Significant Relationship Between the Academic Performance of BSE

major in Social Studies Students and the Challenges in Online Class

Learning Modality

Educational devices have significant relationship between the academic

performance of BSE major in Social Studies students.

Conclusions

Based on the findings of the study, conclusions were formulated

56

1. Most of the students enrolled in BSE- Social Studies are female.Most of them

are living in subdivision and village. Most of them also belongs to the Family who

are low income and below average income earners.

2. The major perceived challenges by BSE- Social Studies in online class

learning modality is the environment (study area) followed by Financial Budget.It

implies that,the students are having difficulty in adjusting with their environment

(study area) due to the transition that happened from traditional classes into

online learning since they were used to study in school classrooms that were

conducive to them. In terms of financial budget, due to pandemic many people

lost their job, and the families of BSE- Social Studies Students might be one of

those who have been affected, that’s why financial budget became one of their

challenges in online class learning modality.

3. The Academic Performance of BSE- Social Studies Students are very good as

revealed in their quality point average.

4. Family Income has a significant relationship with the perceived challenges of

BSE- Social Studies students in online class learning in terms of environment

( study area). Those students who belong to families that have a low and below

average income might be living in informal settlements, or along the roadside,

which are very prone to distractions in terms of the noises around their

surroundings. Most of the houses in these areas were not also in good condition

and they were not well established. While those students who belong to families
57

that are high-income earners might not perceive the same challenges in terms of

environment (study area) in online class learning.

5. Students have financial constraint, that’s why they can’t afford to access an

internet plan, however they can still able to buy a load for internet connection.

Most of them are just using mobile data, that resulted in having an unstable and

weak internet connection.

58

Recommendations

The following recommendations are hereby forwarded based on the

findings of the study:

1. Strengthening the linkage between the University and LGU particularly with

barangays to strengthen policies regarding with noise reduction in their places.

2. The students must sustain or increase their quality point average.

3. Conduct a webinar regarding with the ways on how students can cope up with

the challenges and stress that they are experiencing in online class learning in

terms of environment (study area ) and financial budget .

4. The professors should lessen the time for synchronous class and give

students tasks and activities that they will do in their asynchrounus class, since

there are students who are struggling with their internet connection.

5. A related study may be conducted to revalidate the findings of the present

study and also to discover other challenges that the students are experiencing in

online class learning, to give more intervention activities that could help the

students.
 47

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Republic of the Philippines

UNIVERSITY OF RIZAL SYSTEM
Antipolo Campus

ACTIVITY PROPOSAL

AY: 2020-2021

ACTIVITY TITLE : Coping Up with Challenges in Online Class Learning

PROPONENT : Ella Mae Santos, Coderias Chakia Mae, Trisha
Ann Laurora
Decimae Ponsaran

THEME : “Coping Up with Stress and Challenges in Online Class

Learning Modality in the Midst of COVID-19: Stress and
Challenges Management.”

OBJECTIVES
This activity aims to:
1. Help the students to cope up with the stress and challenges that they are
experiencing in online class learning.
2. Guide and give students tips regarding with ways that they can do to
lessen and cope up with their stress and challenges in online class
learning.

I. RATIONALE
The Researcher aims to develop an intervention activity that will help the
students regarding with their perceived challenges in online class learning
modality. The activity will be targeting to guide and give students tips regarding
with the ways that they can do to cope up with their stress and challenges in
online class learning which can help them to study and perform better in their
online classes.
II. BRIEF DESCRIPTION
The researchers will be conducting a culminating activity to the students of
University of Rizal System Antipolo Campus in College of Education. The activity
will be one of the ways that could help the students in managing and coping up
with their stress and challenges in online class learning modality.
 53

II. METHODOLOGY
A. PRE- IMPLEMENTATION

I. The Researchers will coordinate to the Office of Student

Organizations and Activity to consult and ask permission on the said
activity
II. The Researchers will conduct a meeting regarding the said
activity.
III. The Researchers will secure all the documents needed to run
the activity

IV. The Researchers will announce to inform and encourage the

students to join in culminating activity through Facebook post.

B. IMPLEMENTATION
I. The Researchers will be conducting a webinar with a theme,
“Coping Up with Stress and Challenges in Online Class Learning Modality
in the Midst of COVID-19: Stress and Challenges Management.”
II. The participants will be given a link through google form, wherein
they will register to join in the webinar.

II. All the participants will receive a Certificate of Participation.

C. POST IMPLEMENTATION
I. Researchers will secure all the accomplishment report and
pertinent documents.

IV. TIME FRAME / VENUE

The Activity will begin on June 19, 2021 (Saturday). The means of
the activities and webinar will be in online form (Email, Facebook, and Google
Meet. The assigned date and time of every activity are mentioned below:
 53

Activity Time
June 19,2021

Opening Ceremony 8:00 AM-9:00 AM

Webinar via Google Meet and Facebook

Stress and challenges management in online class 9:00AM-10:30 AM
learning in terms of environment (study area ) and
financial budgeting

10:30 AM – 11:00 AM
Closing and Awarding of Certificate Ceremony

V. COMMITTEE DESIGNATION
Executive Committee
Chairman: Ella Mae Jane Santos
Vice Chair: Trisha Ann Laurora
Documentation Committee
Chairman: Chakia Mae Coderias
Vice Chair: Decimay Ponsaran
Technical Committee
Chairman: Trisha Ann Laurora
Vice Chair: Chakia Mae Coderias
Member: Decimay Ponsaran
Programs and Certificates
Chairman: Trisha Ann Laurora
Public Relations/ Information Committee
Chairman: Ella Mae Jane Santos
Vice Chair: Chakia Mae Coderias
Powerpoint Presentation/ PPT Slides
Chairman: Trisha Ann Laurora
Vice Chair: Decimay Ponsaran
Registration
Chairman: Chakia Mae Coderias
Evaluation
 53

Chairman: Ella Mae Jane Santos

VI. PROGRAMME
June 19, 2021

I. Registration/Attendance

II. Opening Program

Opening Prayer Chielo Parago

National Anthem Audio Video Presentation

URS Mission, Vision

Core Values, Quality Policy Ela Diantan
URS Brand

Opening Remarks Prof. Edward Andrecio, MAT

Thesis Adviser

Inspirational Message Prof. Lourdes T. Tejada, Ed. D.

Dean, College of
Education

III. Webinar

Introducing the Speaker/s EMCEE (Cristine Toledo)

1st Topic *Resource Speaker

Stress and Challenges Management
in Online Class Learning in terms of
Environment (Study Area) and
Financial Budgeting
 54

IV. Awarding of Certificate of the Speaker Trisha Ann Laurora

V. Closing Program

Closing Remarks Ella Mae Jane Santos

Thesis Leader

Chakia Mae C. Coderias and Cristine May Toledo

Master of Ceremony

Prepared by:

CHAKIA MAE CODERIAS

ELLA MAE SANTOS
TRISHA ANN LAURORA
DECIMAE PONSARAN

Researchers

Noted by:

EDWARD L. ANDRECO, MAT

Research Adviser

LOURDES T. TEJADA, Ed. D

Dean, College of Education
 55

Recommending Approval:

REGINE JASMIN M. URBANO, MBA

Chief, Student Organizations and Activities

IMEE E. FLORES, MAEd

Head, Office of Student Development Services

Approved by:

DANILO M. PASCUAL, Ed. D.

Campus Director

57
56
 56

Appendix A

Gantt Chart

Sept. Oct. Nov. Dec. Jan. Feb. March April May

1. Planning of
the study
2. Formulation
of research
title
3. Title Proposal
4. Writing
proposed
Study
(Chapter 1, 2,)
5. Colloquium
6. Revisions of
Chapter (1,2,)
7. Construction,
Validation and
Finalization of
Research
Instrument
8. Seeking
Permit to
Conduct
study
9. Conduct of
the study
10. Chapter 3
(Presentation,
analysis and
presentation
of data)
11. Preparation of
the Final
Manuscript
12. Oral Defense
13. Final Revision
of Manuscript

14. Submission of
the copy of
manuscript
(hardbound)
 57

Appendix B

Republic of the Philippines

UNIVERSITY OF RIZAL SYSTEM
Antipolo City

COLLEGE OF EDUCATION
CERTIFICATE OF CONTENT VALIDATION
This is to certify that the research instrument used by the researchers in
conducting the study entitled “PERCEIVE CHALLENGES OF ONLINE CLASS
LEARNING MODALITIES CORRELATES TO ACADEMIC PERFORMANCE OF
BSE- SOCIAL STUDIES STUDENTS AT UNIVERSITY OF RIZAL SYSTEM
ANTIPOLO CAMPUS: INPUT TO DEVELOPMENT INTERVENTION
ACTIVITIES” has been content validated.

Name Signature Date

EDWARD L. ANDRECIO MAT

Adviser

February 21, 2021

GIEDEL A. SAMSON

Teacher 1
February 23, 2021
JOAN BERNADETTE M. VICENTE
Teacher 1
March 18, 2021
JESSA ATIENZA
Teacher 1

PRINCE JOSHUA A. SANTOS March 18, 2021

Teacher 1

March 15, 2021

JOHN REY J. PACUBAS
Teacher 1
 57

February 21, 2021

MAXELINDA DEMATERA
Teacher 1

March 28, 2021

CARLOS RAFAEL C. ARCE

Teacher 1
February 21, 2021
HELEN MADRIGAL, MAEd
Master Teacher 1

BERNADETTE SONGALIA, MAEd February 21, 2021

Master Teacher 1
 60

Appendix C
Letter to Director
Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Antipolo Campus

January 28,2021

DR. DANILO M. PASCUAL Ed.D

Director, University of Rizal System
Antipolo Campus

Dear Mr. Pascual:

Good Day!

The researchers are presently conducting a study titled “PERCEIVE

CHALLENGES OF ONLINE CLASS LEARNING MODALITIES CORRELATES
TO ACADEMIC PERFORMANCE OF BSE- SOCIAL STUDIES STUDENTS AT
UNIVERSITY OF RIZAL SYSTEM ANTIPOLO CAMPUS: INPUT TO
DEVELOPMENT INTERVENTION ACTIVITIES” this second semester SY 2020-
2021 in partial fulfillment of the requirement for the degree Bachelor of
Secondary Education major in Social Studies . The study will be conducted
through online platform. Attach here is the instrument that will be converted into
google form.

We humbly request you to allow us conducting this study since the outcome will
be used by our college. Thank you very much and we are yearning that this
entreaty merits your favorable response.

Respectfully yours, Noted By:

Santos, Ella Mae Jane EDWARD L. ANDRECIO, MAT

Coderias, Chakia Mae Adviser
Laurora, Trisha Ann
Ponsaran, Decimae EDWARD L. ANDRECIO, MAT
Subject Teacher
Recommending Approval By:

LOURDES T. TEJADA , Ed. D

DEAN,COE
 60

Appendix D

Letter of Appointment to the Adviser

Republic of the Philippines

UNIVERSITY OF RIZAL SYSTEM
Antipolo City

EDWARD L. ANDRECIO
Adviser

Dear Sir:

Greetings!
In line with your endeavor, we would like to entreat you to be our chairman in
conducting a study entitled “PERCEIVED CHALLENGES IN ONLINE CLASS
LEARNING MODALITIES CORRELATES TO ACADEMIC PERFORMANCE OF
BSE-SOCIAL STUDIES STUDENTS AT UNIVERSITY OF RIZAL SYSTEM
ANTIPOLO CAMPUS: INPUT TO DEVOLOPMENT INTERVENTION
ACTIVITIES”.

Your bestowed attention on this matter will certainly uphold us to fulfill ours study.

Thank you very much, we are yearning that this merits your favorable response.

Respectfully Yours,

CHAKIA MAE C. CODERIAS

TRISHA ANN S. LAURORA
DECIMAY L. PONSARAN
ELLA MAE JANE S. SANTOS

Researchers

Conforme:

PROF. EDWARD L. ANDRECIO, MAT

Thesis Adviser
 60

Appendix E

Letter of Appointment to the Statistician

Republic of the Philippines

UNIVERSITY OF RIZAL SYSTEM
Antipolo City

PROF.MARITES R. PALMA
Statistician

Dear Sir:

In line with your endeavor, we would like to entreat you to be our chairman in
conducting a study entitled “PERCEIVED CHALLENGES IN ONLINE CLASS
LEARNING MODALITIES CORRELATES TO ACADEMIC PERFORMANCE OF
BSE-SOCIAL STUDIES STUDENTS AT UNIVERSITY OF RIZAL SYSTEM
ANTIPOLO CAMPUS: INPUT TO DEVOLOPMENT INTERVENTION
ACTIVITIES”

Your bestowed attention on this matter will certainly uphold us to fulfill ours study.

Thank you very much, we are yearning that this merits your favorable response.

Respectfully Yours,

CHAKIA MAE C. CODERIAS

TRISHA ANN S. LAURORA
DECIMAY L. PONSARAN
ELLA MAE JANE S. SANTOS

Researchers

Conforme:

MARITES R. PALMA, MAT

Statistician
 60

Appendix F

Letter of Appoinent to the English Critique

Republic of the Philippines

UNIVERSITY OF RIZAL SYSTEM
Antipolo City

PROF. IRENE O. FELICIANO

English Critique

Dear Sir:

In line with your endeavor, we would like to entreat you to be our adviser in
conducting a study entitled “PERCEIVED CHALLENGES IN ONLINE CLASS
LEARNING MODALITIES CORRELATES TO ACADEMIC PERFORMANCE OF
BSE-SOCIAL STUDIES STUDENTS AT UNIVERSITY OF RIZAL SYSTEM
ANTIPOLO CAMPUS: INPUT TO DEVOLOPMENT INTERVENTION
ACTIVITIES”.

Your bestowed attention on this matter will certainly uphold us to fulfill ours study.

Thank you very much, we are yearning that this merits your favorable response.

Respectfully Yours,

CHAKIA MAE C. CODERIAS

TRISHA ANN S. LAURORA
DECIMAY L. PONSARAN
ELLA MAE JANE S. SANTOS

Researchers

Conforme:

IRENE O. FELICIANO, MaEd

English Critique
 61

Appendix G
Research Questionnaire
Sex: ____ *required
location * required ( put check on the box that corresponds to your
answer)
Surrounded by mountains Along the road side/ highways
subdivision / village
Informal Settlement
Quality Point Average (Average of Grade) in first Semester:
_____________________ *required (put check on the box that corresponds
to your answer)
Monthly Familiy Income : 5,000 & Below 6,000 – 10,000
11,000- 20,000
20,000 & Above *required
This survey will be used to determine the challenges that you’re facing in online
learning. The data that will be gathered here is for research study purposes only.
The researchers assure you that all the information will be secured and
protected. Republic Act No. 10173 or the Data Privacy Act of 2012 (DPA)
“inherent obligation to ensure that personal information in information and
communications systems in government and in the private sector are secured
and protected”.
DIRECTIONS: Please respond to each of the following questions by putting a (/)
in the box at the appropriate spot: ‘Strongly Agree’ ‘Agree’ ‘ Disagree’ ‘Strongly
Disagree.
 62

4 3 2 1
Strongl Agree Disagree Strongly
y Agree Disagree
1. I own at least one of these: a desktop, a
laptop, a tablet and a cell phone that I can
use for online classes.
2. I am able to attend all of my synchronous
classes because I have stable internet
connection.
3. I am able to do all of my school works
because I have stable internet connection.
4 The laptop, computer or smartphone that
I'm using in online schooling is in good
condition.
5. The gadget that I use for the online class
is being borrowed by my family member
PART I. Educational Devices

PART II. FINANCIAL BUDGET

4 3 2 1
Strongl Agree Disagre Strongly
y Agree e Disagree
1.My family can afford to buy a gadget that I
can use for online classes.
2. My family has a budget for accessing an
internet plan.
3. I have enough load for the week to have
an access for online classes.
4.I am able to attend all of my classes
because I have load or internet connection.
5.I am able to submit all my school works on
time, because I have load or internet plan for
internet connection.
DIRECTIONS: Please answer each question accurately as possible. Please
respond to each of the following questions by putting a (/) in the box at the
appropriate spot: ‘Yes’ or ‘No
 63

PART III. DIGITAL LITERACY

4 3 2 1
Strongly Agree Disagree Strongly
Agree Disagree
I have…
1. basic knowledge on
search engine
(Google, Yahoo, or other
search engines)
2. Knowledge on office
productivity software
use (e.g., word
processing, spreadsheets,
presentations)
3. knowledge in using
Web 2.0 productivity tools
such
as file or document storage
(Google Docs, Dropbox, we
transfer),
free call and video
communications
(zoom, google meet,
Microsoft themes), Canva and
etc.
4. Knowledge in using
digital creation and sharing
applications for digital
photography, movie making,
video editing, animation, etc.
5.Knowledge in
downloading and using
educational application
such as
(Google classroom, Edmodo,
editing app, brochure
and infographic maker etc.)

DIRECTIONS: Please respond to each of the following questions by

choosing the appropriate spot: ‘Strongly Agree’ ‘Agree’ ‘Disagree
‘Strongly Disagree
 64

PART IV. TIME MANAGEMENT

4 3 2 1
Strongl Agree Disagree Strongly
y Agree Disagree
1.I prioritize tasks that has the
nearest deadline.
2.I set time or schedule when I
should finish a task
3. I’m writing down the things that I
should accomplish with its
deadline.
4.I do school works in or before its
deadline.
5.I choose a time with few
distractions when studying my
online course.
DIRECTIONS: Please respond to each of the following questions by putting a (/)
in the box at the appropriate spot: ‘Strongly Agree’ ‘Agree’ ‘Disagree’ ‘Strongly
Disagree.
PART V. ENVIRONMENT (STUDY AREA)
DIRECTIONS: Please respond to each of the following questions by putting a (/)
in the box at the appropriate spot: ‘Strongly Agree’ ‘Agree’ ‘Disagree’ ‘Strongly
Disagree.
4 3 2 1
Strongly Agree Disagre Strongly
Agree e Disagree
1. I am studying in a place free from
distractions.
2. I can still focus on the online class,
even if there are noise distractions from
the vehicles and animals.
3. I can focus on my lessons even if my
work area is messy.
4. I can concentrate with our online
discussion even if my family members
are instructing me to do household
chores during class hours.
5. I can focus at class because I have
stable internet connection in my location.
 65

Appendix H

Certificate of Validation Form from Statistic Center

 66

CURRICULUM VITAE

NAME: ELLA MAE JANE S. SANTOS

ADDRESS: 128 R. Martinez St. Brgy Dalig Antipolo City Rizal
CONTACT NO. 09308404910
EMAIL: [email protected]

PERSONAL DATA
Birthday: January 23, 2000
Gender: Female
Religion: Roman Catholic
Nationality: Filipino
Language Spoken and Written: Filipino and English

EDUCATIONAL BACKGROUND
Primary: Isaias S, Tapales Elementary School
Year: 2006-2012
Junior High School: San Jose National Highschool
Year:2012- 2016
Senior High School: Skill Power - Institute
Year: 2016-2018
Tertiary Course: Bachelor of Secondary Education Major in Social Studies
Year: 2018-Present

Affiliations: University of Rizal System- Antipolo Campus

SEMINAR ATTENDED
October 3, 2018: “2018 Gender and Development Seminar”
December 11, 2018: COE Convention: “Revamping 21st Century Educators
through Salient Seminars and Workshops”
February 3, 2020: Teen Age Pregnancy, Mental Health Awareness and Anti-
Bullying: “Health mind, healthy soul: Improving man as man”
May 12, 2020: “Teacher’s Response and Action to Challenges in Distance
Teaching and Learning”
June 2, 2020: “Rizal on Lockdown: Sources sa Pagtuturo ng Araling Panlipunan,
Rizal at Kasaysayan sa New Normal”
June 2, 2020: “Utilizing Common Applications and Devices in Inclusive
Education for Learners with Visual Impairment During COVID-19 Pandemic”
June 4, 2020: “Key Consideration in Designing Modules for Distance Learning”
August 12. 2020: “Virtual Platform Management Using Google Meet”
August 13, 2020: “Virtual Platform Management Using Microsoft Teams”

62
 67

CURRICULUM VITAE

NAME: TRISHA ANN S. LAURORA

ADDRESS: 118 ML Quezon St. Brgy. San Roque Antipolo City
CONTACT NO. 09362341627
EMAIL: [email protected]

PERSONAL DATA
Birthday: July 21, 1999
Gender: Female
Religion: Born Again Christian
Nationality: Filipino
Language Spoken and Written: Filipino and English

EDUCATIONAL BACKGROUND
Primary: Dona Nieves Songco Memorial Elementary School
Year: 2006-2012
Junior High School: Antipolo National High School
Year:2012- 2016
Senior High School:Antipolo City Senior High School
Year: 2016-2018
Tertiary Course: Bachelor of Secondary Education Major in Social Studies
Year: 2018-Present

Affiliations: University of Rizal System- Antipolo Campus

SEMINAR ATTENDED
February 3, 2020: Teen Age Pregnancy, Mental Health Awareness and Anti
Bullying
Healthy mind, healthy soul: Improving man as man"
April 21,2020: The future of instructional Design
 68

May 16, 2020: Prioritizing Curricular Concerns: Pushing the boundaries of the
New Normal
May 26, 2020: Horizontal Integration of Subject Area Competency
July 23,2020: Kulturya Serye Webinar: Apolinario Mabini’s Ideals and the
promises of Good government
August 12, 2020: Virtual Platform Management using google Meet
August 13,2020: Virtual Platforms Management Using Microsoft Themes
August 14,2020: Virtual Platforms Management using Google Form
October 30,2020: The teaching of high school social studies: Legitimizing
Stories and Experiences beyond the new normal
November 21,2020: Youth Leadership Virtual Summit 2020
 69

CURRICULUM VITAE

NAME: CHAKIA MAE C. CODERIAS

ADDRESS: Block 23 Lot 14 Phase 2 Southville9 Brgy.
Pinugay Baras, Rizal
CONTACT NO. 09075544260
EMAIL: [email protected]

PERSONAL DATA
Birthday: May 10, 1999
Gender: Female
Religion: Roman Catholic
Nationality: Filipino
Language Spoken and Written: Filipino and English

EDUCATIONAL BACKGROUND
Primary: Fortune Elementary School
Year: 2006-2012
Junior High School: Baras-Pinugay National High School
Year:2012- 2016
Senior High School: ICCT Colleges Foundation Inc.
Year: 2016-2018
Tertiary Course: Bachelor of Secondary Education Major in Social Studies
Year: 2018-Present

Affiliations: University of Rizal System- Antipolo Campus

SEMINAR ATTENDED
October 3, 2018: “2018 Gender and Development Seminar”
December 11, 2018: COE Convention: “Revamping 21st Century Educators
through Salient Seminars and Workshops”
February 3, 2020: Teen Age Pregnancy, Mental Health Awareness and Anti-
Bullying: “Health mind, healthy soul: Improving man as man”
May 12, 2020: “Teacher’s Response and Action to Challenges in Distance
Teaching and Learning”
 70

May 17, 2020: “Edukasyong Filipino: Mga Teknik sa Mahusay na

Implementasyon at Pagkakahanay Batay sa K-12 Kurikulum”
June 2, 2020: “Rizal on Lockdown: Sources sa Pagtuturo ng Araling Panlipunan,
Rizal at Kasaysayan sa New Normal”
June 2, 2020: “Utilizing Common Applications and Devices in Inclusive
Education for Learners with Visual Impairment During COVID-19 Pandemic”
June 4, 2020: “Key Consideration in Designing Modules for Distance Learning”
August 12. 2020: “Virtual Platform Management Using Google Meet”
August 13, 2020: “Virtual Platform Management Using Microsoft Teams”
 71

CURRICULUM VITAE

Name: DECIMAY L. PONSARAN

Address: Lot 4, Circumferential Rd. Siete y
Media, Brgy. San Isidro, Antipolo City
Email: [email protected]
Number: 09070679794

PERSONAL DATA
Birthday: July 17, 1999
Gender: Female
Religion: Iglesia Ni Cristo
Nationality: Filipino
Language Spoken and Written: Filipino and English

EDUCATIONAL BACKGROUND:
Primary: New Era Elementary School
Year: 2006-2012
Junior High School: San Jose National High School
Year:2012- 2016
Senior High School: Skill Power Institute
Year: 2016-2018
Tertiary Course: Bachelor of Secondary Education Major in Social Studies
Year: 2018-Present

SEMINAR ATTENED:
•“Revamping 21st Century Educators through Salient Seminars and Workshops”
University of Rizal City
December 11, 2018
•“URS: Overcoming Challenges, Strengthening, Resilience, and Sustainable
Excellence in the New Normal”
Virtual Google Meet
August 12, 2020