1

The Impact of Online Learning in Relation to the personal and academic/

work life like of the

A THESIS PROPOSAL

Presented to

the Principal and Faculty

of the University of Bohol

Victoriano D. Tirol Advanced Learning Center

________________________________________________________________

By:

Researchers

ZACHARY VINCENT G. PETALLAR

NICOLE OLAIVAR

KIEL CANTON

AALIYAH CADORNA

EMMAN REVILLA

May 2021
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CHAPTER I

THE PROBLEM AND ITS SCOPE

Rationale

It would take a few more years to flatten the curve. Given by the current

situation, students and teachers will have another year of online classes. The

COVID-19 pandemic has led to a dramatic change in our livelihood, and the

domain of education has also been affected drastically. After the school closings,

students have to stay at home and transitioned into online schooling. The effect

of the pandemic is felt differently, both students and teachers are affected by this

new change and are managing to cope. It would take a few more years to flatten

the curve. Given by the current situation, students and teachers will have another

year of online classes.

People cope with stress differently. The stress of having to change the

pattern of their lifestyle, leaving the comforts they had, the inevitable economic

impact, and the feeling of hopelessness, affecting their mental state.

Unfortunately, some may even go as far to taking their own lives due to

overwhelming stress.

The COVID-19 pandemic has caught the educational system by surprise

leaving it unprepared. Because the most radical remedy was to eliminate the

face-to-face teaching method, making it necessary to avail of the internet. Some

schools were unable to make use of the internet and had to resort to module
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learning. Other schools, their teachers and students have the complete facilities

such that they were able to adapt the online learning system.

As mentioned, the COVID-19 pandemic has resulted into so many

consequences but among the most significant is the new normal learning

process which is the online learning rather than face-to-face. There had been

many debates on the efficacy of online learning because of the lack of personal

interaction between students and teachers, and between students themselves.

It cannot be denied that the online learning method requires a higher level of

technology as compared to face-to-face method which in the Philippines is not

yet highly developed. This has caused difficulties among the teachers and

students and even of the parents themselves.

The training of the teachers (while they were still students) never

anticipated online learning and thus they were totally unprepared for this. On the

other hand, the students had been nurtured on the face-to-face learning and to

them online learning is a new animal.

Nishatha Abraham Bijeesh of BYJU technology company of Bengaluru,

India, in her article “Advantages and the Disadvantages of distance learning”,

mentioned that fraud and scam will become a possibility in the assessment of the

grading process and the issuance of degrees.

Obviously, the distance learning method has some disadvantages such as

the inability of the teachers to verify if their students actually read or answered

the modules or done by others. The phenomena of “ghost” students is a reality

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and cannot be denied. Even in conducting periodical examinations the teachers

can never be sure if the test results were by the students themselves. This reality

has wreaked havoc on the honor system. In one particular instance all the

students got perfect scores. The same applies to schools online. The use of

module system is made difficult because of the expenses involved in the

production of modules. The money required for the paper and the printers is

considerable.

Economically private schools are harder hit by the pandemic than public

schools. The teachers of private schools are paid by the student fees whereas

the public schools are paid by public funds. Thus, the lack of students in public

schools does not bother their teachers but on the other hand the lack of students

in private schools will lead to reduced salary of the teachers.

Recent reports by noted academicians such as Bob Spires of Georgia,

USA and Mike Head of Sydney, Australia indicated that some schools have now

opened up their face-to-face schools although some have yet to wait awhile to do

so. This is because they have attained the state of herd immunity which have

made COVID-19 on the same level as common colds.

It is predicted that online learning will become popular in these countries

such that some schools will adapt the hybrid system, a combination of online and

face-to-face classes. This is mentioned by no less than the Secretary of

Education Ms.Leonor Briones, who stated that the application of Online Learning

should be accepted as the new normal and there is no going back to the old

purely face-to-face method of teaching.

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For the Philippines however, the light of the end of the tunnel is not yet

seen and we have to expect a longer while for this pandemic to go away.

Considering however that the pandemic has resulted into so many

consequences it is decided to narrow down this study into inquiry of the

difficulties experienced by the students and teachers in the learning process and

the mental health of said students and teachers.

The most feasible method to gather information or data for this study is by

questionnaire supplemented by interviews of the respondents. The respondents

will be limited to students and teachers in the senior high UB VDT-ALC. The

responses of the respondents will then be compiled and subjected to analysis to

come up with reliable conclusions.

This study will be conducted on the new experiences and the resulting

difficulties encountered by the teachers and students with these new educational

methods such as, the lack of face-to-face teaching, developing teaching

materials, effective monitoring of the pupils learning level, and so many others,

causing an ineffective state of learning. Moreover, teachers and students may

not also have the best device encountering poor internet connection, low fps,

choppy call, and so on. The bewilderment of the students and teachers most

probably have affected their mental health.

Considering that the phenomena of the COVID-19 pandemic is very recent, it

follows that there would be several studies on the effects of the same on the
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learning process between students and teachers. But then none had yet been

published for reference such that this particular research will navigate on its own.

The totality of the broad impact of the COVID-19 pandemic upon the educational

process cannot be studied in this research. Thus, for practical reasons, we have

to narrow down to two areas: The effect upon the mental health and economic

situation of the students and teachers.

The researcher aims to gather information through questionnaires to be

answered by the respondents; students and teachers of VDT-ALC. The

responses will be sorted and analyzed to come up with answers on what is

happening. These will then be presented in the conclusions and to be the basis

of recommendations.

Theoretical Background

When the COVID-19 pandemic began to spread it was found out that it is

very contagious and by closed contact with the infected ones. So, among the

principal ways of containing the spread was by lock downs, social distancing, and

restriction of group gatherings. Thus, the schools became the first victim of these

restrictions or more precisely the face-to-face classes have to be stopped. But no

country can afford to have their students be doing nothing and stop their

schooling. They have to look for alternative methods of learning such as:

distance learning, which may be by online method or by the module method.

There had been many debates whether online or distance learning can

substitute for the traditional face-to-face method.

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However, some experts such as Terry Anderson (University Professional

& Continuing Education Association). Insisted that online learning can very well

substitute for the traditional face-to-face method.

In his dissertation, towards a theory of Online Learning, Terry Anderson of

Athabaska University discusses his views on the educational merits of learning

theories and how they can be utilized in an online learning environment.

Distance learning means the word distance itself, that there is no actual

presence of the students in the classroom, nor the teachers themselves, they are

actually far from each other. The absence of classes has taken away the social

aspect among the students and teachers. But man is a social animal and needs

social interaction. If deprived of such interaction he will suffer negative

psychological effects such as: mental depression, loneliness, and even

frustration.

On the other hand, lock downs caused widespread economic dislocations

among the populace. So many lost their jobs, so many businesses and

enterprises have to be closed. Parents cannot anymore support their children at

school and some schools can support the teachers. As to the extent and

seriousness of the economic impact is among the principal inquiries in this

research.

Legal Bases

Republic Act No. 10173 or the Data Privacy Act of 2012 (DPA) “to protect

the fundamental human right to privacy of communication while ensuring free

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flow of information to promote innovation and growth and the state’s inherent

obligation to ensure that personal information in information and communications

systems in government and in the private sector are secured and protected”. 

Moreover, The 1987 Constitution of the Republic of the Philippines - Article XIV

Section 1. The State shall protect and promote the right of all citizens to

quality education at all levels, and shall take appropriate steps to make such

education accessible to all.

The sudden impact of Covid 19 has affected students and teachers as

they cannot have traditional classes. All citizens have the right to quality

education at all levels. Thus, even with the pandemic, there must be appropriate

steps for such education to be accessible.

Furthermore, the Republic Act 6728, also known as the Government

Assistance to Students and Teachers in Private Education Act, is to provide

assistance to students and teachers in private institutions in the forms of tuition

fee supplement, scholarship grants, education loan funds, and etc.

Review of Related Literature

The pandemic truly redefined the word “normal” - changing the routinely

ways of line in more ways than one. This has affected the different sectors in the

world in an unimaginable scale, resulting in an inevitable halt to most of its

aspects. The global economy was gravely impacted when governments from all

over the world implemented measures such as large-scale quarantine and

lockdowns, travel restrictions, and social distancing in order to contain the

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transmission of the COVID-19 virus. As such, one of the most affected sectors by

this pandemic are those part of the education field. For the purposes of this

research, which is the education sector, specifically the teachers and students in

the University of Bohol Victoriano D. Tirol Advanced Learning Center, will be the

main focus as not only students and educators from this institution are affected,

but also the whole world. Therefore, the researchers have gathered literature

which explains the current situation of students and teachers during the

pandemic, and how it particularly affects the quality of online education in the

country. 

The crisis brought about by the COVID-19 pandemic has spread

worldwide, affecting almost all countries and territories. COVID-19 is a

respiratory illness brought about by the novel Coronavirus or SARS-COV2 which

began in Wuhan City in Hubei province of China in the last quarter of 2019

(November 2019). Despite this, it required over 7 weeks for the Chinese

government to act and contain the spread of the infection (De Silva, 2020). 

The government later admitted that they underestimated the impact of the

coronavirus outbreak in Wuhan around the 2nd week of January 2020. Hence,

they closed and quarantined Wuhan and the entire province of Hubei, China on

January 20, 2020. By that time, millions of Chinese workers (more than 5 million)

traveled to different parts of China to celebrate the New Year holidays while

hundreds of thousands were traveling to different places around the world as

tourists. As such, countries all around the world have warned the public to take

timely care measures, including - but not limited to - hand washing, wearing face
 10

masks, physical distancing, and avoiding mass gatherings. They implemented

immediate lockdowns to control the transmission of the disease (Pokrhel &

Chhetri, 2021). The virus has wreaked havoc on people's lives and left them

fearful and anxious of the future. 

Lockdown and social distancing measures due to the COVID-19 pandemic

have led to closures of schools, training institutes, and higher facilities in most

countries. There is a shift in the way educators deliver quality education through

various online platforms.Transitioning from traditional face-to-face learning to just

online learning can be an entirely different experience for the learners and the

educators, which they must adapt to with little or no options available.

The COVID-19 pandemic resulted in the largest disruption of education

systems, affecting almost 1.6 billion learners in more than 200 countries. The

closures of schools and institutions have impacted more than 94% of the world’s

student population. The imposed social distancing measures have significantly

changed and interfered with traditional educational practices. Opening of schools

again after easing of restrictions is another challenge with new standard

operating procedures to implement in the near future to protect students and

teachers from the virus (Pokrhel & Chhetri, 2021). 

As a result, student assessments are carried out online, with a lot of trial

and error, uncertainty, and confusion among teachers, students, and parents.

The approach adopted to conduct online examination varies as per the

convenience and expertise among the educators and the compatibility of the
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learners. Moreover, the use of online platforms like Google Classroom, Zoom,

virtual learning environment and social media and various group chat

applications such as Telegram, Messenger, WhatsApp and WeChat are tried for

teaching, communicating and learning for the first time ever to continue

education. Departments now are conducting studies of how this can still be

explored further even after face-to-face classes resumes, and these platforms

can provide additional resources and consultations to students (Kuensel, et al

2020).

With that said, online learning, distance, and continuing education have

become an alternative for this unprecedented global crisis, despite the

challenges this has brought to both educators and learners.

As aforementioned with the previous paragraph, there are certain

difficulties that the students face in the online learning setup in the midst of the

COVID-19 crisis. Due to the inadequate time designated for the preparation of

online classes, students, especially those coming from remote areas in different

parts of the world. 

Inadequate learning resources. Since online learning requires modern

to up-to-date technology, some students do not have the financial capability to

acquire and purchase these kinds of materials. This enunciates a “digital divide”

among privileged to fewer unfortunate students

Electric power interruptions. Given that online learning relies on

electronic devices, sudden electricity disruptions have become a challenge to

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students especially in difficult areas where unexpected electricity interruptions

occur.  

Vague learning contents.  Another challenge student face with online

learning is the lack of clarity in lesson contents. The same goes for

understanding the written instructions in the module. This appears to be due to

the content rather than the delivery method.

Conflict with home responsibilities. The students face difficulty with

balancing their responsibilities at home and online learning. It causes them to be

disengaged from their studies.

Poor learning environment. A good learning environment is important to

students in order for them to be fixated on their learning. However, not all

students studied at home.  Some go to computer shops and get distracted with

the background noises causing them to lose focus. Students, nevertheless, have

not found a suitable learning environment even in their own homes. Domestic

violence is on the rise which greatly affects the students’ well-being and mental

health (Ravichandran & Shah, 2020; Pokrhel & Chhetri, 2021).

Poor internet connectivity. From transitioning to face-to-face classes to

online learning, students must have stable internet connections in order to stay

connected in class. This problem is caused by the geological location, especially

in remote places. In most developing countries, weaknesses include regular and

consistent internet bandwidth, and data packages are expensive in comparison

to the income of many people in developing countries, making accessibility and

affordability inadequate (Pokrhel & Chhetri, 2021).

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 Financial related problems. Gadgets and internet data demands high

expenses where the majority of the students are from a family with low financial

status. Students are having struggles to keep up with their studies. 

 Poor social interaction. Peer support and communication is always vital

for students especially when it comes to group activities. As such, with online

learning, students in remote learning areas have difficulties in terms of

communicating with their classmates. Other students feel hesitant to ask their

classmates, knowing that they too, are struggling in this setup. 

 Mental health struggles. Students face challenges in the form of mental

issues as a result of the demands of online learning. The majority of them appear

to lose focus, resulting in a lack of motivation. Slow internet connections cause

students to feel anxious and frustrated and with the difficulties mentioned above,

have a significant impact on students' mental health.

With the situation still not permitting the face-to-face setup, online classes

are still to be expected. This poses more recurring challenges and difficulties for

students going into the next school year. 

Teachers, like students, have difficulties with online learning. They

experience stress not only with teaching online but also by the possibility of

getting the COVID-19 virus. This greatly affected their mental health and

motivation as educators (Oducado, et al 2020).

Stress. In a recent study, it was revealed that there is a significant

correlation between the perceived risk and stress related to COVID-19. It is said

that the higher the risk of contracting the virus, the greater stress that is
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experienced by the teachers. (Lam et al., 2020; Limcaoco et al., 2020; Yıldırım y

Güler, 2021). 

Lack of Connectivity. Moreover, the problems experienced by the

educators during online learning practices in the midst of the COVID-19

pandemic are about students’ internet connection problems, and lack of

educator-student interaction. (Korkmaz, et al. 2020) Because of the sudden shift

from physical to online classes, educators were not able to fully transition and

familiarize themselves well with the gist of the online processes such as Zoom,

Google Classrooms and other social media applications that were used for

educational purposes. On the other hand, consultations that require a more in-

depth explanation between students and educators are not as effective in virtual

classes as it is in the traditional classrooms. As such, it poses a serious problem

in the quality of education and learning that both students and teachers give and

take.  

Unreliable Assessments For Learning. With everything being done in

virtual classrooms, tests are no exception as well. Traditionally, to check the

student’s learning and understanding about a certain topic, tests and

questionnaires are handed out for students to answer in the classroom.

Teachers impose strict guidelines to refrain cheating and sharing of answers

between students. However, in the online setup, the assurance of students

answering the online test in all honesty is not guaranteed. Cheating may happen,

as they are not being monitored as well as in the classroom. This gives a

difficulty to teachers of not being able to make a reliable assessment of learning.

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In the same manner, their lack of knowledge about how to evaluate the learners’

knowledge and skills in the online setup has also come into question and is

subject to more studies and research in the future (Korkmaz, et al 2020).

Lack of motivation. In recent studies, it was also revealed that a

significant factor in the difficulties teachers face is the school or university

administrators’ attitude and behaviors towards educators who teach online

during the online education period. The indifference they give to teachers is seen

as a factor in the lack of motivation to teach and the stress they experience while

teaching in the online environment. 

Internet Connection. Meanwhile, the hesitation of educators toward

online education is also in relation to the fact that the majority of teachers had a

somewhat stable internet connection, and only few had a very stable connection.

Not only this, even among college students, internet connectivity remains to be

an underlying issue that affects the quality of their education. Actually, the

Philippines is known to have the worst and slowest Internet connection speed in

the Asia Pacific countries.  Poor internet connection has already been a problem

in the country ever since the pandemic began. Even until there was a need to

shift to online education as it became a crucial and urgent necessity. Thus,

studies suggest that it is recommended that educators must be provided with

adequate resources and more technology facilities to support online education

(Oducado, et al 2020).

Additionally, the faculty’s feeling of engagement in online courses is

related to both social and teaching presence. To further expound on that, there
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are certain dynamics that work well in face-to-face instruction but not in virtual

classrooms. On the other hand, teachers must be provided information on how to

promote student engagement and participation in an online environment, to

assure quality education and teaching among students even in an online setup. 

The sole purpose of this literature review was to gather the information

that can help see what is still needed in order to aid the researchers in assessing

the impact of COVID-19 the quality of education between teachers and students

in University of Bohol-Victoriano D. Tirol Advanced Learning Center. With what

has been researched already, it is evident that COVID-19 surely impacted a lot of

aspects in the education sector, contributing to a lot of difficulties faced by both

students and teachers not only in the Philippines but also across the world. 

Moreover, following a series of extensive research, it is apparent that

similar studies can be done to assess the situation of the targeted participants in

the institution. As such, by researching how the COVID-19 pandemic impacted

the different variables suited for our study, the researchers can now gauge the

significant factors that may come up in the course of the study. This will help in

the discussion and assessments of the study. With all this being said, it should

be noted that the research will be constricted to a specific department and place.

Lastly, the uncertainty of the situation in regards to the pandemic may greatly

affect the results gathered and concluded in the study.

Related Studies

In the study entitled, “Perceived Stress due to COVID-19 Pandemic

Among Employed Professional Teachers” by Oducado, R., Rabacal, J., et al.

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(2020) tackles and assesses the stress among employed Filipino teachers

through the use of the COVID19 Perceived Stress Scale (COVID-19 PSS-10). 

The study utilized teachers in one State College here in the Philippines while

employing a certain criterion for its participants. The criteria go as follows: a

licensed professional teacher in the Philippines, currently employed as a full-time

permanent employee by a public or private school and presently enrolled in the

Master of Arts in Education. In the aforementioned study, through the use of

online surveys, the answers of 105 teachers were used for the analysis of the

research.  The result showed that the majority of the instructors experienced

moderate stress.  This study found that perceived stress associated with COVID-

19 is influenced by sex, self-rated health, and perceived risk of getting COVID-

19. (Oducado et. al, 2020, pp 8).

A study conducted by Erwin E. Rotas and Michael B. Cahapay (2020),

titled “Difficulties in Remote Learning: Voices of Philippine University Students in

the Wake of COVID-19 Crisis” aims to describe the difficulties in online learning

that university students face in the Philippines during the COVID-19 crisis. The

study follows a qualitative research design that surveyed 32 students enrolled in

a higher educational establishment. The results show that the problems

university students face during online learning in the middle of a pandemic in the

Philippines are about poor internet connection; insufficient learning resources;

electric power disruptions; vague learning contents; overloaded lesson activities;

limited teacher scaffolds; poor peer communication; conflict with home

responsibilities; poor learning environment; financial related problems; physical

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health compromises; and mental health struggles. (Rotas and Cahapay, 2020,

pp.  150-152).

The study entitled “Faculty Perception toward Online Education in a State

College in the Philippines during the Coronavirus Disease 19 (COVID-19)

Pandemic” conducted by Moralista R. et al (2020) aims to find out how faculty

members at a state university in the Philippines feel about online education.

Using a descriptive online survey involving 27 faculty members, the result shows

that the majority of faculty had intermediate computer skills and no experience in

online teaching, and only a handful had a stable internet connection. The faculty

find it difficult to manage in terms of technology but there are no clear results if

they were in favor of online education. 

  The AMA Olongapo Campus is the only IT Academic Institution that offers

an E-learning that integrates with blended learning and face-to-face learning

(Mobo. F et al 2019). Learning is sticking to the learning pattern as it is intended.

Whereas numerous need learning at a state of need, numerous lessons during

evenings and at weekends, making it difficult to manage both school and house

work.  By giving an option to the paper-based learning and customary

classrooms, e-learning is a successful route for associations to lessen their

carbon impression. On one occasion, online learning is noticed that at any rate it

is as viable as customary instructional techniques (Rosenberg, Graduate and

Matear, 2003), and that there are no significant contrasts in scholastic execution

between the more conventional and more innovation. (Cavanaugh, 2001).

Though many surveys mirror a primarily inspirational state of mind towards the
 19

effect of e-learning (Mayer, 2003). When we measure the students’ performance

through the use of e-learning, it gives information through every period of

learning. This information can be used to improve their learning technique. The

researchers evaluate the effectiveness of online learning in AMA Computer

College Olongapo Campus.

In the study of Korkmaz, G., & Toraman, Ç. (2020) entitled “Are We Ready

for the Post-COVID-19 Educational Practice? An Investigation into What

Educators Think as to Online Learning” expounds and studies the challenges

educators experienced in online learning in the midst of a pandemic. In the

aforementioned study, 1016 teachers who teach different levels of education

from basic to higher - in various urban communities of Turkey were carried out to

conduct the study. Consequently, the results showed that the problems

experienced by the educators during online learning practices in COVID-19

pandemic in Turkey are about students’ internet connection problems, lack of

educator-student interaction, not being able to make a reliable assessment of

learning, and among others (Korkmaz and Toraman, 2020, pp. 13).

A study entitled “Evaluation and Improvement of students’ satisfaction in

Online learning during COVID-19” conducted by Faize, F., & Nawaz, M.

(2020) aims to support the students from the University of Islamabad, Pakistan,

for online learning through the use of collaboration. The study was conducted

through identifying the problems students face in the online setup, and routines

and practices during online classes were then modified to gather the students’

opinions using Google forms. The student’s satisfaction level, pre, and post-
 20

modification were then measured to assess the students' adaptation to online

learning. As such, the study revealed the students' big problem with online

learning was the connectivity and the lack of resources (38.2%). Online schools

require a good internet connection and good quality devices, which not all

students can obtain. A huge problem is the unstable and slow internet

connection, theory-laden lectures with no activity, the lack of interaction, a

change of routine, and distractions at home. Sadly, many parts of the country

(mainly the rural areas) cannot access the internet due to the unavailability of the

internet connection, and gadgets.

A study entitled, “A Literature Review on Impact of COVID-19 Pandemic

on Teaching and Learning” by Pokrhel S., and Chhetri R., (2021) evaluates the

impact of the COVID-19 pandemic on the teaching and learning process of

students and teachers all over the world. This study highlights the causes of

weaknesses of online education. Based on the results discussed, in the case of

developing countries, suitable teaching methods and platforms for different class

levels of higher secondary, middle and primary education need to be explored

and experimented further. Weaknesses include regular and consistent internet

bandwidth, and data packages are costly in comparison to the income of the

people in many developing countries, thus making accessibility and affordability

inadequate. Moreover, the affordability and accessibility for all the learners of

varied economic backgrounds is also identified as a challenge (Pokhrel &

Chhetri, 2021). 
 21

Alves, R. et al (2021) conducted a study entitled “Teachers” well-being in

times of Covid-19 pandemic: factors that explain professional well-being.” The

study aimed to describe and analyze factors related to the educators’ well-being

in Portugal. In conducting the study, a validated, anonymous and online

questionnaire was applied to a non-probabilistic sample of Portuguese teachers.

They measured the subjective and professional well-being of the teachers and

the level of satisfaction with the education system. As such, the results show that

the teachers weren't satisfied with online education when the pandemic

happened. The teachers' well-being in relation to the profession decreased when

COVID-19 hit.   

This study was conducted by Michael Agyemang Adarkwah (2021)

entitled” An Outbreak of Online Learning in the COVID-19 Outbreak in Sub-

Saharan Africa: Prospects and Challenges”. The study gives an overview of the

challenges, prospects, and practical implications of online learning in Sub-

Saharan Africa. This includes the countries of Ethiopia, Ghana, Kenya, Nigeria,

and Zambia. Based on the results and discussions concluded by the study, there

is a significant digital divide that resulted in the inequality in the online learning

environment. In most countries under this region, students from rich households

have a better experience in the online setup than the students from poor

households, due to lack of needed resources. The study also highlights that

many teachers are in a state of burnout and students lament on limited ICT

resources, no access to affordable and stable internet, power outages, and

anxiety over academic stress. 

 22

The study conducted by Mishra, L. et al (2020) entitled “Online teaching-

learning in higher education during lockdown period of COVID-19 pandemic” is a

portrayal of online teaching-studying modes followed through the Mizoram

University for the teaching-learning system and next semester examinations in

India. This research aims to study the perception of teachers and students on the

online teaching-learning process during the COVID-19 lockdown period while

addressing the necessities of the online learning and teaching process in

education in the midst of the COVID-19 pandemic and how it can help in the

effective transition from formal to online education.  The study found that

students experienced problems regarding connectivity and video issues due to

their relative location and could not make time to familiarize themselves with

machine learning. As for teachers, it was a strenuous task for them to utilize a

new instructional strategy, especially in online virtual classes.

Research Flow

THEORIES LEGAL BASES

The satisfaction and perspectives of Republic Act No. 10173 or the Data
Privacy Act of 2012 (DPA)
students and teachers helps to
Republic Act 6728
determine whether the new style of
learning is comfortable for them or not The 1987 Constitution of the Republic

of the Philippines - Article XIV

INPUT

Data on:
 Profile of the respondents PROCESS
 Received Students and Teachers’ Perspectives on Online Learning

Statistical Treatment
 Weighted Mean
 2 Sample Unpaired T-Test
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OUTPUT

Figure 1
 Proposed Recommendation

THE PROBLEM

Statement of the Problem

This research involves an inquiry into the effect of the pandemic upon the

economic situation as well as the mental health of the students and teachers at

the VDT-ALC for the school year of 2020-2021.

This study therefore brings understanding on what the UBVDT-ALC Junior

High School students and teachers’ perspectives on online learning. It

specifically sought to answer the following questions.

1. What is the profile of the Junior High School Students of UB -

VDTALC?

1.1 Age;

1.2 Sex; and

1.3 Grade Level

2. What is the profile of the Junior High School Teachers of UB -

VDTALC?

2.1 Age;

2.2 Sex;
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2.3 Marital Status; and

2.4 High Educational Attainment

3. How does Online Learning affect their life as perceived by the students

and teachers in terms of:

3.1 Personal

3.2 Academic / Work

4. What are the difficulties during Online Learning as perceived by the

Junior High School students and teachers of UB - VDTALC?

4.1 Internet Connection

4.2 Device Used

4.3 Time Management

5. Is there a significant degree of difference on how online learning affects

the personal and academic/work life as perceived by the Junior High School

students of UB - VDTALC?

6. Is there a significant degree of difference on how online learning affects

the personal and work life as perceived by the Junior High School teachers of UB

- VDTALC?

7. Is there a degree of relationship between the difficulties during online

learning of students and their personal and academic life?

8. Is there a degree of relationship between the difficulties during online

learning of teachers and their personal and work life?

9. What recommendation could be proposed of the basis of the findings?

Null Hypothesis
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1. There is no significant degree of difference on how online learning

affects the personal and academic life as perceived by the Junior High

School students of UB – VDTALC.

2. There is no significant degree of difference on how online learning

affects the personal and work life as perceived by the Junior High

School teachers of UB – VDTALC.

3. There is no degree of relationship between the difficulties during online

learning of teachers and their personal and work life.

Significance of the Study

Aside from the satisfaction of the researchers’ desire, the result of this

study will also benefit the following:

Students – The proposed study will help the students of the department

feel comfortable and satisfied of the new normal of learning, it can help them in

their studies in school.

Faculty and Staff – The proposed study may serve the faculty and staff

as a basis or a guide in creating their own teaching skills when having their

online classes.

Parents – The proposed study will help the parents of the youth to

encourage their sons and daughters to take better responsibility of their modules

and online classes.

Future Researchers – The proposed study will benefit and help the future

researchers as their guide to their own study.

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RESEARCH METHODOLOGY

Design

This study uses a quantitative design, it determines how the students and

teachers of the UBVDT-ALC comply with their impact and satisfactory about the

online learning. The researchers will use questionnaires to gather data from

respondents. Having an abundant number of students and teachers in the

UBVDT-ALC Junior High department, the researchers could surely gather

enough data to back up this study.

Respondents

The respondents of the questionnaires are bona fide from grade 7 to

grade 10 students and teachers of the UBVDT-ALC Junior High School

Department.

Environment

The study will be conducted in the UBVDT-ALC campus, located at

Penaflor St, Tagbilaran City, Bohol. Currently, it is recognized as a school that

will show the students and teachers’ impact and perspectives in their online

learning. The environment is a perfect place to conduct data gathering since its

students and teachers in the UBVDT-ALC Junior High department is diverse in

age and sex.

Instrument
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Computer – We will use a computer to gather data as it will contain close-

ended questions and open-ended questions which will help the respondents

elaborate more on their opinions, and because of the pandemic, computer

questionnaires will be safer and put less pressure on the respondents as they

can take their time in answering. Furthermore, the use of a computer will help us

gather a good amount of data with ease, and the respondents’ anonymity is

better kept as they answer the questionnaire.

The questionnaire will have dichotomous questions as they will be easy

for respondents to answer. For example, a question asking whether the

respondent is satisfied with the “new normal” education, the respondent can

choose from either “Yes” or “No.”

PROCEDURE

Data Gathering Procedures

The researchers, will use questionnaires as our method of gathering data

as our research is qualitative due to the fact that we want to know the opinions or

experiences of the respondents.

Ethical Considerations

Anonymity – Explain

Confidentiality – Explain

Informed Consent – Explain

Statistical Treatment
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The researchers will use the statistical treatment of a 2-sample unpaired t-

test. This statistical treatment will be used to determine if the null hypothesis is

true.

Operational Definition of Terms

Learning –

Technology –

Internet

Synchronous -

Asynchronous –

Reference list

McQuirter, R. L. (2020). Lessons on Change: Shifting to Online Teaching during

COVID-19. Brock Education Journal, 29(2), 47. Accessed last April 26,2021

Retrieve from https://bit.ly/2R2s3mM

Faize, F. A., & Nawaz, M. (2020). Evaluation and Improvement of students’

satisfaction in Online learning during COVID-19. Open Praxis, 12(4), 495.

Accessed last April 26,2021 Retrieve from https://bit.ly/3gF2B1p

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