Group Number 12

Group Number 12
Cosico, Joana Marie DB.
Javier, Gabriel Rein M.
De Castro, Khaira
Problems Encountered of Senior High School Students in Greenfields Integrated School of
Laguna during Online Classes
The advent of the COVID-19 pandemic has changed our educational landscape, forcing
schools to abruptly shift to online classes in lieu of face-to-face classroom set up. In the
Philippines, the Covid-19 crisis has affected about 27 million learners, 1 million teachers and
non-teaching staff, as well as the families of learners (Obana, J. 2020). The current situation
poses great challenges to educational institutions not only in the Philippines, but throughout the
world. The restrictions and community quarantine imposed on many areas particularly in the
country have left students with little choice but to attend online classes. In order for learners to
continue education, the Department of Education (DepEd) and other institutions have
implemented online distance learning. According to an education official, about 93 percent of
public schools nationwide already have devices that will be used in the online learning modality
for the school year 2020-20121 (Hernando-Malipot,2020). However, literature shows that e-
learning presents many challenges to both students and teachers alike (Baticulon et al., 2020).
Online learning is a form of education in which the main elements include physical
separation of teachers and students during instruction and the use of various technologies to
facilitate student-teacher and student- student communication (Simonson, 2020). This is in line
with the definition of Means which regards online learning as an educational instruction that
occur using web-based technology, which may be engaged in completely asynchronously or with
components of synchronous learning, and with no located face-to-face class time (Means, et. al.,
2009). Despite the conveniences of online distance learning, challenges also are encountered by
students and teachers. Distance education provides students much more freedom in how and
when they interact; however, Sun & Rueda (2012) argued that their ability to regulate learning
becomes critical. According to Amadora (2020) pointed out that with the lack of interaction
during online classes, students tend to get distracted easily on smartphones, pets, deliveries and
many others rather than the ongoing online class. Because face-to-face interaction is absent, it is
theorized that students will experience the lack of interest in the online class. On the other hand,
Tuckman (2007) found out that students may lack opportunities to collaborate and receive
feedback and social support. These theories showed that students in online learning suffered
from anxieties that lead to lack of participation. Students in online learning often feel less
pressure to perform individually, and more pressure to collaborate and be part of the team. When
this is not taken into consideration, the participation is generally low and dialogue is absent
(Palloff & Pratt, 2000). The theories pointed out that online learning puts pressure on students to
work more in groups and requires more participation and engagement.
Internet connectivity is a popular complaint being highlighted among teachers and
students as the Philippines is still one of the countries in Asia with slow internet. Wireless
connectivity is another challenge as the nation has seen on television or read news reports of
teachers and students going up on mountain sides or on hilltops to catch wireless signals to use
the internet (Averia, 2020). Adonis (2020) cited that teachers suspected that the decrease in class
size was related to poor internet connection as millions of students and parents struggled to
familiarize themselves with the new learning platforms prompted by the new coronavirus
pandemic. The Philippines' slow internet connection, posed a great challenge among students,
especially those who are from remote places. According to Friedman (2020) pointed out in his
article that challenges in online learning includes technical issues, distraction and time
management, staying motivated, understanding course expectations, lain of in-person interaction,
adapting to unfamiliar technology, and uncertainty about the future.

Group Number 12 - Review of Related Literature

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Cosico, Joana Marie DB.

Javier, Gabriel Rein M.

Problems Encountered of Senior High School Students in Greenfields Integrated School of

Laguna during Online Classes

implemented online distance learning. According to an education official, about 93 percent of

work more in groups and requires more participation and engagement.

Internet connectivity is a popular complaint being highlighted among teachers and

management, staying motivated, understanding course expectations, lain of in-person interaction,

adapting to unfamiliar technology, and uncertainty about the future.

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