Research

Republic of the Philippines
Nueva Ecija University of Science and Technology
Sumacab Este, Cabanatuan City
"Exploring the Practical Implications of Synchronous Flexible

Learning: Enhancing Curriculum in the New Normal"
Presented by:
Baniaga, Marlon G.
Mejica, Claudine M.
Reyes, Camille D.
Sangabol, Neil Angelo S.
Santiago, Trisha S.
Tolentino, Cheery S.
Group 3
MARILYN M. SOLIMAN, MAT

RESEARCH ADVISER
2022
CHAPTER 1
PROBLEM AND ITS SETTING
INTRODUCTION
In recent years, course delivery modalities have rapidly
diversified in higher education institutions, as new technologies
offer more dependable learning platforms for online courses and
tools for online communication and interaction (now implement
many different online learning options. Online learning can be
provided in synchronous (real time) or asynchronous (self-paced)
environments, which have different implications for access to
materials, compatibility with students’ schedules and learning
paces, and uniformity of content (Panigrahi et al., 2018).
Additionally, many instructors employ a flexible approach by
combining elements of in-person and online learning.
The emergence of the COVID-19 pandemic brought unprecedented
disruptions in the lives of people all over the world. It came
unexpectedly where no one was ready enough to brace its impact to
society. With an increasing number of cases spreading to various
territories and confirmed human-to-human transmission, the World
Health Organization declared the outbreak as a Public Health
Emergency of International Concern (PHEIC) last January 30, 2020.
The Philippines in particular, faced a critical situation due to

the rise of said health crisis. For higher education
institutions, avoiding and limiting the risks of infection of the
academic community has become a primordial concern. Hence, with
the implementation of community quarantine, conduct of classes
needed to be immediately suspended. The herculean challenge then
was how to continue teaching and learning beyond the usual face-
to-face instruction.
In accordance with the pertinent provisions of Republic Act
(RA) No.7722, otherwise known as the "Higher Education Act of
1994", Republic Act No. 11469, otherwise known as the "Bayanihan
to Heal as One Act", and by virtue of Commission en Banc (CEB)
Resolution No. 412-2020, series of 2020, the Commission on Higher
Education (CHED) hereby adopts and promulgates the following
Guidelines on Flexible Learning (FL) to be implemented by public
and private Higher Education Institutions (HEIs). Flexible
Learning is a pedagogical approach allowing flexibility of time,
place, and audience including, but not solely focused on the use
of technology. Although it commonly uses the delivery methods of
distance education and facilities of education technology, this
may vary depending on the levels of technology, availability of
devices, internet connectivity, level of digital literacy, and
approaches.
According to (Singh et al., 2021), the COVID-19 pandemic has
caused many problems in the higher education system across the
world. When countries began shutting down in March 2020, even
scientists did not know how harmful contracting COVID-19 would be
to the members of the community. To curtail the rapid spread of
the virus, governments of nearly every country began to mandate
shutdowns of various businesses, including institutions of higher
education. Due to the unpredictability of COVID-19, education
systems had to find a way to continue learning, as it was unknown
if face-to-face instruction would be able to continue. Since on-
campus learning was shutting down indefinitely, online learning
was able to provide an emergency solution at the time. An
emergency shift in learning occurred, where instructors were
forced to move face-to-face instruction completely online,
regardless of knowledge to implement/use technology (Rapanta et
al., 2020). Faculty, administrators, students, and instructional
designers (IDs) had only a few weeks for this move to occur
(Nworie, 2020). When the transition to online learning was
implemented, the difficulty of the switch varied from faculty to
faculty, which also made the transition more difficult for IDs
and technology experts (Nworie, 2020). This, in turn, resulted
in an adverse impact on students’ performances, especially on
standardized test scores, exams, and other assignments (Kemp &
Grieve, 2014; Singh et al., 2021). With entry into the post-

vaccine world, it is important to acknowledge roles of faculty,
IDs, administrators, and students. This study aims to discuss the
"Exploring the Practical Implications of Synchronous Flexible
Learning: Enhancing Curriculum in the New Normal"
CONCEPTUAL FRAMEWORK
INPUT PROCESS OUTPUT

1. Challenges
encountered by the
students during
the adoption of
flexible learning
1.1 Online
Learning  Administering Proposed
1.2 Face-to-Face the Curriculum
Learning
questionnaires Enhancement Plan
2. Students learning  Tabulation of in the New Normal
in their course students’
Figure 1: Research Paradigm
STATEMENT OF THE PROBLEM

This study generally aims to identify the Challenges and
Benefits of Adopting Synchronous Flexible Learning in the basis
for Curriculum Enhancement Plan in the New Normal. Specifically,
this study aims to answer the following questions:
1. What are the challenges encountered by the students
during the adoption of flexible learning in terms
of;
1.1 Online Learning
1.2 Face-to-Face Learning
2. How do students overcome the challenges of flexible
learning in their course in terms of;
A. Transportation
B. Allowance
C. Collaboration / interaction
D. Submission of requirements
3. How may the flexible learning be assessed in terms
of;
A. Attendance
B. Academic Performance
4. What are the advantages, benefits that you face
during flexible learning;
5. How does synchronous flexible learning impact your
academic performance?
SIGNIFICANCE OF THE STUDY
The result of this study is beneficial to the following:
To the College Dean - that this study may help him/her in
finding more solutions to the hardships of his/her constituents.
To the Curriculum planner - that this study may help them
to realize certain needs and problems encountered by the
professors that can greatly affect the students’ learning and
redound to the success of the implementation of the new
curriculum.
To the Teachers - that this study may help them express
their opinions and voice out their complaints to the public, to
the school administration and to the government about the
challenges they face in the new curriculum.
To the students - that this study may help them to learn at
their own pace due to the flexibility of hybrid learning and the
availability of online materials. If necessary, an instructor can
help hasten the learning process or provide more advanced
resources.
To the Future Researcher – that this study may benefit them
because they can use the result of this study as a guide and
reference to their research like what the study is.

SCOPE AND DELIMITATION
The focus of this study is the challenges and benefits of
every student in adopting synchronous flexible learning: basis
for curriculum enhancement plan in the new normal. The researcher
wants to know and assess the students' adoption of synchronous
flexible learning. The subject of the study is the students of
every department of the said university. The location of this
study is in Nueva Ecija University of Science and Technology,
Sumacab Campus. The purpose of this study is to know how students
adopt Flexible Learning in terms of curriculum enhancement plan
in the new normal.
DEFINITION OF TERMS
Flexible Learning - a flexible approach to teaching and
learning that recognizes the variety of learning styles among
students and takes consideration of their demands for access to
course material.
Curriculum Enhancement Plan - a valuable tool for gathering
information pertaining to teaching style, instructional
strategies utilized, course organization, assessment of learning,
and provision of feedback.
Synchronous learning - a general term used to
describe forms of education, instruction, and learning that occur
at the same time, but not in the same place. The term is most
commonly applied to various forms of televisual, digital, and
online learning in which students learn from instructors,
colleagues, or peers in real time, but not in person.
Challenges - a minimum level of rigour and difficulty
reasonably expected of the higher education course, in the
context of the subject matter and level of the course.
Benefits - something that produces good or helpful results
or effects or that promotes well-being.

Teacher – they are the educators who can give the students
a better understanding of the diversity of learning. They could
also develop methodologies in teaching their subject.
Students – they are the learners or people who study at the
college of education.
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the related literature and studies of
both local and foreign.
Foreign Literature
To better understand why we choose to conduct this study, we
discover that the online learning approach has grown in
popularity, and in some cases, it has tried to replace the
traditional method of learning for an entire degree. For example,
many institutions now offer master's and even doctoral degrees
entirely online, whereas such students were traditionally taught
face-to-face about 15 years ago. Because of the rapid advancement
of educational technology, most public institutions now have
powerful online learning management systems that allow courses to
be delivered entirely online. Students with strong technological
backgrounds prefer taking courses online because it allows them
to be more flexible in terms of time and location. Students who
work off-campus or live a long distance away from campus may
prefer online or hybrid courses to face-to-face courses. Still,
we argue that face-to-face meetings are required for some courses

and degrees, where students must physically meet with their
advisors to receive personal mentoring for their research and
laboratory activities. The term flexible learning is a
flexible approach to teaching and learning that recognizes the
variety of learning styles among students and takes consideration
of their demands for access to course material.
According to (Soffer & Nachmias, 2018). In recent years,
course delivery modalities have rapidly diversified in higher
education institutions, as new technologies offer more dependable
learning platforms for online courses and tools for online
communication and interaction. Alongside traditional in-person
classrooms, institutions now implement many different online
learning options. Online learning can be provided in synchronous
(real time) or asynchronous (self-paced) environments, which have
different implications for access to materials, compatibility
with students’ schedules and learning paces, and uniformity of
content. Additionally, many instructors employ a flexible
approach by combining elements of in-person and online learning.
Flexible learning as a delivery modality must be adapted in
public and private higher education institutions, according to
the CHED memorandum order no. 04 series of 2020, to respond to
the needs of learners in higher education institutions. For

higher education institutions, the transition to online learning
as a result of COVID-19 has been a difficult task.
According to Gope et al. (2021) stated that education is
inexperienced and susceptible to external threats and that
particular measures should be implemented to solve the challenges
brought by the epidemic. Several aspects must be considered when
the Philippines embarks on a new method of education. Apart from
the teachers' competence, the learners’ circumstances and
situation, and the learning environment's efficacy, as described
by Joaquin et al. (2020), we should also incorporate E-learning
resources and tools, an online learning system or LMS, and skills
to be utilized in the new normal. It is fundamental that
educational tools utilized by teachers and students be available,
inclusive, interactive, can be observed, and sustainable to
ensure students' involvement in learning in the new normal. In
addition to that, when utilized appropriately, technology helps
learners and educators to collaborate and connect (Bower, 2019).
The efficacy of online learning is greatly dependent on the
user's level of affirmation (Tarhini et al., 2016).
During times of quarantines and virus epidemics, it appears
that online learning is the only feasible option for continuing
to learn from afar. As a necessary consequence, it is vital to
examine the elements that influence how people utilize and

embrace technology. This, however, appears to be based on a set
of assumptions. It is important to note that online learning is
only one type of distance education.
According to (Raes et al. 2019; Lakhal et al. 2017;
Miller et al. 2021) Previous research focusing on student
engagement in hybrid classrooms is scarce but the existing
literature is consistent in that they all report that although
hybrid education provides a lot of benefits, including
flexibility, it brings many challenges, which are both
pedagogical and technological in nature. Previous research shows
that remote learners feel a significant sense of distance towards
their teacher and their face-to-face classmates (Ramsey et al.
2016).
With the rapid advancement of technology and the ease of
access to information in the twenty-first century, distance
education activities and flexible learning have spread rapidly
throughout the world. In the post-pandemic era, implementations
that includes traditional education with distance learning have
come to the fore. Flexible learning became the center of
educators' and researchers' attention as the final point obtained
in distance learning, in which technology and learning resources
meet.
Based on the study conducted by Cavanaugh and Jacquemin
(2015) conducted a grade comparison of online versus F2F courses
utilizing more than 6,000 student observations and suggested a
model grounded on a relationship between student grade point
averages (GPAs) and course delivery mode. This study also found
that students who have higher previous GPAs achieved higher
performance outcomes in online course settings than F2F classroom
settings, while students with low GPAs struggled even more in
online course settings than F2F classroom settings. This lack of
consensus regarding efficacy and the impact of online learning
would support the need for additional research to attempt to add
clarity to the literature.
Education is intended to encourage students to create,
expand their knowledge, collaborate, and discover new interests.
Students in the classroom should be inspired to make a difference
in the world, as well as empowered to design and build new
innovations.
Based on the qualitative study conducted by Olt (2018).
The experience of the remote participant can be explained and
understood by the concept of ‘ambiguity’ in regard to group
membership, the functionality of technology, and place. Also,
Huang et al. (2017) showed that the remote students felt excluded
from the chief class because they were physically separated from
the face-to-face class, especially when the remote class
encounters technical difficulties without immediate support.
Therefore, it is critical to consider this when designing classes
and to be aware that students need to feel more invited to
participate in class activities.
Local Literature
The new normal in how society deals with the existence and
impacts of the COVID-19 virus suggests schools develop various
modes of teaching and learning to cater to all types of students.
The surge in demand for remote instruction has popularized online
learning, creating new opportunities for both students and
teachers, and prompted a review of the current educational
system. Flexible learning is the current dominant mode of
instruction. The flexible learning environment is entirely
reliant on technology, social media apps, and internet
connectivity. This is evident in the majority of countries,
including developing countries that were affected by the COVID-19
virus and choose to refocus on blended learning settings to
pursue their education.
According to (Pastor, 2020; Mirandilla-Santos, 2016). The
Coronavirus Disease 2019 (COVID-19) pandemic has dramatically
changed the higher education system in the Philippines with a

distinctive shift in online instruction as an effort to limit
further transmission of the virus. This sudden change to online
instruction raised concern among many teachers and students
because a large segment of the population have unstable internet
access and limited electronic devices Since the pandemic started
and presently shows little signs of declining, worries whether
internet connection would not suffice to support online education
persist as a challenge. The sudden shift to full online
instruction led faculty members to adjust their teaching plans,
teaching styles and assessment methods. Students also faced the
challenge to quickly adapt to the “new normal” in higher
education setting. The shift to online instruction was a
contingency plan to secure the continuation of the courses
offered by the University and enable students to continue with
their studies. However, developing countries, like the
Philippines, have areas that do not have a reliable or existent
internet connection which posed a great and major challenge to
the shift to full online instruction. However, the synchronous
online class sessions (called the “virtual classroom”) replaced
the traditional face-to-face class for engaging the students with
activities and guided problem-solving discussions in the
traditional flipped classroom.

To make learning more convenient and efficient, flexible
learning combines in-person instruction with online instruction.
Students commented that hybrid learning was the most beneficial.
This learning method allows students to increase their
understanding in a variety of ways. When implemented correctly,
flexible learning has the potential to transform the learning
experience, which is why, when COVID-19 affected our educational
system, flexible learning saved the quality of education.
Based on the study conducted by Joan, R. (2013), it is the
teaching and learning process that brings the curriculum to life
that determines what happens in the classroom and, subsequently,
the quality of the learning outcomes.
Based on the experiences of the researchers, as educational
institutions adopted flexible learning as a mode of instruction
through the use of various learning management systems,with the
advent of flexible learning, the use of cell phones has grown
even more widespread. Educational institutions are located in
several regions diverse contexts, but all are exploring the use
of technology for educational objectives.flexible learning
includes synchronous classes delivered through online platforms.
It can be seen that feedback varies depending on the mode of
learning. Synchronous classes outperform asynchronous classes in
terms of effectiveness.
According to Francisco et al., (2020) that it poses a useful
challenge to both the educator and the students. Students must be
adept at using technology. This suggests that in order to make
the most of this virtual classroom, both students and teachers
will need to think creatively. It is advantageous for them to
push themselves and equip themselves with the 21st century
abilities required by the current educational system.
Flexible learning is an educational approach that combines
online and in-person instruction. Because of its blending
capability, the hybrid format is also regarded as the best of
both worlds, providing the advantages of both online and face-to-
face environments. When done correctly, flexible learning has
several advantages for students, faculty, and institutions.
Continuing to plan for remote learning is an excellent way to
support students as they move from distance to flexible learning.
Educators must work hard to make sure that their students are
involved and learning digitally, as well as that they are
experiencing a variety of feelings as they shift from remote to
flexible and/or fully in-person with providing students
thoughtful consideration will help them do their
tasks effectively.
According to Lemay et al., (2021) the administration must
realize the disparities among the learners, particularly in the

online learning approach. What the pandemic has highlighted is
the variations among students in terms of their ability to access
the internet for their synchronous classes. In his study, Siegel
(2020) suggests that the admin should take note and take careful
consideration of the students’ time and space available for
assignments and activities. Likewise, Hassan (2020) suggests that
universities and other educational institutions continue to
develop and continue offering online learning. Learning
modalities can vary from synchronous classes and recorded video
discussions to PowerPoint presentations, screencast and many
more. Faculty members are given the privilege to choose to
deliver their lessons through online classes to students at home.
When the pandemic struck, and in the year that followed,
higher education faced not only the challenge of transitioning
entirely to remote learning but also an existential crisis of
sorts. Concerns about student technology access, unstable
enrollment numbers, value propositions, and other issues prompted
higher education to seek a way forward. Some colleges and
universities are discovering that path — or at least some of its
paving stones — through remote, online, and flexible learning. We
believe that mixed-modality models, such as flexible learning,
will continue to be used even after COVID-19 is phased out.
However, in order to be effective, those offerings will need to

go further as schools strive to provide educational experiences
of equal value to previous modalities and settings.
According to Francisco and Barcelona (2020) believe that
learning is more effective if a face-to-face modality is
included. According to them, distance learning must be blended
with face-to-face learning or flexible learning for the student-
professor relationship will be strengthened. They went on to say
that this relationship is critical in adjusting to post-pandemic
schools. In the last school year report of 2020, an estimated 3.5
million college students were enrolled in more than 2,400 higher
education institutions (HEIs) offering classes during the
pandemic [30]. In light of the resumption of classes amid the
pandemic, these HEIs have initiated their policies and methods to
secure the delivery of education despite the COVID-19
restrictions, and among these policies are modified forms of
learning. Pastor (2020) and Mirandilla-Santos (2016) both
discussed the highlighted concern of the limited resources
available to Filipino students in the transition to blended
learning and a highly digital educational landscape. The
pandemic is still a hindrance to the return of the traditional
chalkboard mode of setting.

Chapter 3
Methods and Procedure
INTRODUCTION
This chapter focuses primarily on the techniques use and
the methodology employed in collecting data for the study. It
gives a description of how data is collected. It discuss the
research design, the locale of the study and research
respondents, samples and sampling techniques, research
instruments, procedure of the study, ethics in research, and
statistical analysis of data.
Research Design
The research design use in this study is quantitative
descriptive research, which is primarily exploratory research. It
is use to gain an understanding of underlying reasons, opinions,
and motivations.
The type of qualitative research method use in this study
is a phenomenological research method. To do a research study
base on this study’s research design is to describe the
phenomenon. It address questions about common everyday

experiences believe to be important from a sociological,
psychological, or typical group of people's perspectives and
transitions that are common or of contemporary interest.
Research Locale
This study will be conducted at the Nueva Ecija University
of Science and Technology, Sumacab Campus. The respondents will
be different students in every department of college of
education, Nueva Ecija University of Science and Technology,
Sumacab Campus. The researchers choose these respondents because
they wanted to identify the challenges and benefits experience by
the students in adopting synchronous flexible learning in the
basis of curriculum enhancement plan.
Samples and Sampling Techniques
The researchers use purposive sampling. This is the
process whereby the researcher selects 5 students who will be

sample base on the experience or knowledge of the student to be
sample.
Research Instrument
The researchers will use survey questionnaire as their
research instrument. It consists of questions that the
respondents need to answer, especially the challenges and
benefits they encounter in flexible learning and the learning
conditions that is face by the students. The researcher choose
survey questionnaire since it is easier to gather data in this
method.
Procedure of the study
The researchers focus on five (5) areas of the students'
experiences during the adoption of flexible learning: This study
generally aims to identify the Challenges and Benefits of
Adopting Synchronous Flexible Learning in the basis for
Curriculum Enhancement Plan in the New Normal. Specifically, this
study aims to answer the following questions:
1. What are the challenges encountered by the students
during the adoption of flexible learning in terms
of;
1.1 Online Learning
1.2 Face-to-Face Learning
2. How do students overcome the challenges of flexible
learning in their course in terms of;
A. Transportation
B. Allowance
C. Collaboration / interaction
D. Submission of requirements
3. How may the flexible learning be assessed in terms
of;
A. Attendance
B. Academic Performance
4. What are the advantages, benefits that you face
during flexible learning;
5. How does synchronous flexible learning impact your
academic performance?
We use a survey questionnaire to collect their responses in
order to measure their responses to these questions. The
questionnaires were given to 5 students in each department to

assess their perceptions of the adaptation of flexible learning
at Nueva Ecija University of Science and Technology, Sumacab
Campus. The researchers use this instrument to get an appropriate
answer from the respondents and to lessen the gathering time and
because it is the easiest way to attain information. The
questionnaire was formulated in order to gather information
regarding the profile of the respondents and how the student face
the challenges and benefits of flexible learning in the basis of
time management plan.
Ethics in Research
This study conform to Republic Act No. 10173, otherwise
known as Data Privacy Act of 2012, an act protecting individual
personal information in information and communication systems in
the government and private sector. In conformity with the Act,
the researcher secure and inform consent from all participants of
the study before they participate. Likewise, the researcher
ensure the anonymity of the respondents. Confidentiality of
information has also uphold and gather data are use only for
research purposes. Likewise, materials use in the study are also
properly cite following the APA referencing system.
Statistical Analysis of data

The data that gathered by the researchers was analyzed
using the appropriate technique and statistical tools to give the
substantial interpretation of the results of the study. The
information that was gathered was analyzed using the Frequency
count, percentage, and weighted mean. It was computed using a
statistical formula which was based on the statement of the
problem.
Chapter IV
Presentation, Analysis, and Interpretation of Data
This chapter presents the analysis and interpretation of the
data and the implication of the study’s result. The researchers
use a graphical and textual representation of data.
Table 1. Profile of the Respondents
Frequency Percentage
Age
19 6 24.0
20 11 44.0
21 2 8.0
22 3 12.0
23 3 12.0
Total 25 100.0
Gender
Female 15 60.0
Male 10 40.0
Total 25 100.0
Course
CMBT 5 20.0
COE 5 20.0
COA 5 20.0
COC 5 20.0
CICT 5 20.0
Total 25 100.0
Monthly Income
5,000-6,000 Pesos 7 28.0
7,000-12,000 Pesos 14 56.0
13,000-20,000 Pesos 3 12.0
21,000-30,000 Pesos 1 4.0
Total 25 100.0
Table shows the profile of the respondents. In terms of age,
the majority was 20 years old which incurred 11 or 44.0% followed
by the age of 19 which got 6 or 24.0% while age 21 got only 2 or
8.0% which was the least number of respondents in the study.
In line with gender, female respondents got the highest
number of frequency of 15 or 60% while male respondents had the
least number of frequency of 10 or 40%.
The courses of the respondents which are CMBT, COE, COA, COC
and CICT were the same number of respondents which was 5 or 20%.
Lastly, in terms of monthly income, P7,000 – P12,000 got the
highest number of frequency of 14 or 56% Half of this income’s
range was P5,000 – P6,000 which was7 or 28% while the lowest
number of respondents’ income was P21,000 – P30,000 which got
only 1 or 4%.
The table provides an overview of the respondents'
characteristics, including their age, gender, course, and monthly
income. This information helps in understanding the demographic
composition of the respondents and provides context for their
perspectives and opinions on the topic being evaluated.
Table 2. Challenges Encountered by the Students During the
Adoption of Flexible Learning
Legend: 25% – 44.75% Strongly Disagree
45% – 64.75% Disagree
65% – 84.75% Agree
85% – 100% Strongly Agree
ONLINE LEARNING DESCRIPTIVE
PERCENTAGE RATE
1. The technology used in synchronous 62% Disagree
flexible learning is difficult to use.

2. It is difficult to stay motivated 74% Agree
and focused during synchronous flexible
learning.
3. Synchronous flexible learning 86% Strongly
requires a lot of self-discipline and Agree
time-management skills.
4. The lack of face-to-face interaction 84% Agree
in synchronous flexible learning is a
major challenge.
5. The quality of education in 82% Agree
synchronous flexible learning is not as
good as traditional classroom learning.
OVERALL PERCENTAGE 77.5% Agree
Table 2 shows the challenges encountered by the students
during the adoption of flexible learning in terms of online
learning. The technology used in synchronous flexible learning is
difficult to use and it got a Descriptive Rate of 2% while for
Interpretation based on the provided percentage, 62% of the
respondents disagreed that the technology used in synchronous
flexible learning is difficult to use. While for item # 2, “It is
difficult to stay motivated and focused during synchronous
flexible learning” with the descriptive Rate of 74% we can

approximately say that 74% of the respondents agreed that it is
difficult to stay motivated and focused during synchronous
flexible learning. Synchronous flexible learning requires a lot
of self-discipline and time-management skills. Descriptive Rate:
86% Interpretation: The majority of the respondents (86%)
strongly agreed that synchronous flexible learning requires a lot
of self-discipline and time-management skills. The lack of face-
to-face interaction in synchronous flexible learning is a major
challenge. Descriptive Rate: 84% Interpretation: Around 84% of
the respondents agreed that the lack of face-to-face interaction
in synchronous flexible learning is a significant challenge. The
quality of education in synchronous flexible learning is not as
good as traditional classroom learning. Descriptive Rate: 82%
Interpretation: A majority of the respondents (82%) agreed that
the quality of education in synchronous flexible learning is not
as good as traditional classroom learning.
Overall, when considering all the challenges listed, the
percentage of agreement is calculated as 77.5%. This suggests
that, on average, students tend to agree with the challenges
posed by flexible learning.
Claim
Rrl
DESCRIPTIVE
FACE-TO-FACE LEARNING PERCENTAGE RATE
1. Face-to-face learning provides more 92% Strongly
opportunities for collaboration and Agree
discussion.
2. Face-to-face learning provides better 93% Strongly
understanding of course material through Agree
interactive activities.
3. Face-to-face learning allows for 88% Strongly
better retention of information. Agree
4. Face-to-face learning is more 88% Strongly
motivating than online learning. Agree
5. Face-to-face learning is necessary 91% Strongly
for my academic success. Agree
OVERALL PERCENTAGE 90.5% Strongly
Agree
Meanwhile, face-to-face learning provides better
understanding of course material through interactive activities
got the highest percentage of 93% or strongly agree while the
lowest mean was face-to-face learning is more motivating than
online learning and face-to-face learning allows for better

retention of information incurred both 88% which also strongly
agree as their adjectival rate. The overall percentage was 90.5%
with strongly disagree as its adjectival rate.
Overall, face-to-face learning provide better understanding
of course material than online learning. This is because in-
person classes allow for greater interaction between students and
teachers, as well as more opportunities for hands-on learning
experiences. When students are physically present in a classroom,
they can ask questions and receive immediate feedback from their
teachers and peers. They can also engage in group discussions and
collaborative activities, which can help them to develop critical
thinking skills and deepen their understanding of the material.
Additionally, in-person classes often provide access to resources
such as textbooks, library materials, and lab equipment, which
can be essential for learning certain subjects. On the other
hand, online learning can be more convenient and flexible,
allowing students to learn at their own pace and on their own
schedule.
However, it may not provide the same level of interaction
and support as face-to-face learning. It can also be more
challenging to engage in group discussions and collaborative
projects in a virtual setting. Overall, while both face-to-face
and online learning have their advantages and disadvantages,

face-to-face learning may be more effective in providing a deeper
understanding of course material due to the increased
opportunities for interaction and hands-on learning experiences.
Based on the study conducted by Hew et al. (2020), who
transformed conventional flipped classrooms into fully online
flipped classes through a cloud-based video conferencing app.
Their findings suggested that these two types of learning
environments were equally effective. They also offered ways on
how to effectively adopt videoconferencing-assisted online
flipped classrooms. Unlike the two studies, Suryaman et al.
(2020) looked into how learning occurred at home during the
pandemic. Their findings showed that students faced many
obstacles in a home learning environment, such as lack of mastery
of technology, high Internet cost, and limited
interaction/socialization between and among students. In a
related study, Kapasia et al. (2020) investigated how lockdown
impacts students’ learning performance. Their findings revealed
that the lockdown made significant disruptions in students’
learning experience. The students also reported some challenges
that they faced during their online classes. These include
anxiety, depression, poor Internet service, and unfavorable home
learning environment, which were aggravated when students are
marginalized and from remote areas.

Table 3 Students Overcome the Challenges in Flexible Learning in
Their Course
3.1. TRANSPORTATION
DESCRIPTIVE
ONLINE LEARNING PERCENTAGE RATE
1. Online learning reduced my 89% Strongly
transportation expenses significantly. Agree
2. Online learning is a more cost- 80% Agree
effective option for students.
3. Online learning has reduced my stress 78% Agree
related to transportation.
4. Online learning has reduced my time 85% Strongly
and effort in commuting. Agree
5. Online learning reduced 89% Strongly
transportation expenses during the Agree
pandemic had a positive impact on my
financial situation.

Table 3 presents the data on how students overcome the
challenges in flexible learning in their courses, specifically
focusing on transportation. Here's an analysis of the data:
Online learning reduced my transportation expenses significantly.
Descriptive Rate: 89%The majority of the respondents strongly
agreed (89%) that online learning significantly reduced their
transportation expenses. Online learning is a more cost-effective
option for students. Descriptive Rate: 80% Approximately 80% of
the respondents agreed that online learning is a more cost-
effective option for students. Online learning has reduced my
stress related to transportation. Descriptive Rate: 78%Around 78%
of the respondents agreed that online learning has reduced their
stress related to transportation. Online learning has reduced my
time and effort in commuting. Descriptive Rate: 85% The majority
of the respondents strongly agreed (85%) that online learning has
reduced their time and effort in commuting. Online learning
reduced transportation expenses during the pandemic had a
positive impact on my financial situation. Descriptive Rate: 89%
The majority of the respondents strongly agreed (89%) that the
reduction in transportation expenses during the pandemic had a
positive impact on their financial situation.
The overall percentage of agreement for the challenges
overcome in flexible learning related to transportation is

calculated as 84.25%, indicating that students generally agree
with the positive effects of online learning on transportation
challenges.
DESCRIPTIVE
1. The mode of transportation I use to 66% Agree
go to school is convenient.
2. The cost of transportation to attend 72% Agree
face-to-face classes is reasonable.
3. The time it takes me to travel to and 77% Agree
from school is reasonable
5. Overall, I am satisfied with the 67% Agree
transportation options available to me
for attending face-to-face classes.
In terms of face-to-face learning in transportation, the
mode of transportation I use to go to school is convenient.
Descriptive Rate: 66% Approximately 66% of the respondents agreed
that the mode of transportation they use to go to school is
convenient. The cost of transportation to attend face-to-face
classes is reasonable. Descriptive Rate: 72% Around 72% of the

respondents agreed that the cost of transportation to attend
face-to-face classes is reasonable. The time it takes me to
travel to and from school is reasonable. Descriptive Rate: 77%
Approximately 77% of the respondents agreed that the time it
takes them to travel to and from school is reasonable. I have
missed face-to-face classes due to transportation-related
difficulties. Descriptive Rate: 69% About 69% of the respondents
agreed that they have missed face-to-face classes due to
transportation-related difficulties. Overall, I am satisfied with
the transportation options available to me for attending face-to-
face classes. Descriptive Rate: 67% Approximately 67% of the
respondents agreed that they are satisfied with the
transportation options available for attending face-to-face
classes.
The overall percentage of agreement for the transportation
challenges in face-to-face learning is calculated as 70.25%,
suggesting that students generally agree with the transportation
aspects of traditional classroom-based education.
Based on the result, there is evidence to suggest that many
students agree with the positive effects of online learning on
transportation challenges. The COVID-19 pandemic has forced a
large-scale shift to online learning, and many students have
found that it offers a more flexible and convenient alternative

to traditional classroom-based education. Online learning has
eliminated the need for many students to commute to campus,
saving them time and money on transportation costs. Additionally,
online learning has made it possible for students to attend
classes from anywhere with an internet connection, making it
easier for them to balance their academic and personal
obligations.
On the other hand in face to face, it is worth noting that
commuting to campus for classes can be a significant challenge
for many students. It may require them to spend time and money on
transportation, navigate traffic, and deal with the stress and
uncertainty of transportation delays or disruptions.
Additionally, commuting to campus can limit students' flexibility
and ability to balance their academic and personal obligations.
Therefore, for some students, the transportation aspects of
traditional classroom-based education may be seen as a burden or
challenge that they would prefer to avoid. It is important to
acknowledge that some students may also value the social and
interpersonal benefits of attending classes in person and may not
see transportation as a significant barrier to their education.
However, it is important to note that not all students may share
the same opinion and experiences regarding the benefits of online
learning, as individual circumstances and preferences may vary.

Based on the article by Gautam, P. (2021) another advantage
of online learning is reduced financial costs. Online education
is far more affordable as compared to physical learning. This is
because online learning eliminates the cost points of student
transportation, student meals, and most importantly, real estate.
Additionally, all the course or study materials are available
online, thus creating a paperless learning environment which is
more affordable, while also being beneficial to the environment.
3.2. ALLOWANCE
DESCRIPTIVE
1. Online learning help me to save money 89% Strongly
on transportation costs. Agree
2. Online learning help me save money on 87% Strongly
textbooks and course materials. Agree
3. Online learning help me save money on 83% Agree
food and drink expenses.
4. Online learning enables me to study 80% Strongly
at my own pace, which helps me save time Agree
and energy.
5. Online learning have allow me to work 86% Strongly
and earn money while I study. Agree
OVERALL PERCENTAGE 85% Strongly
Agree
Table 3.2 shows the students overcome the challenges in
flexible learning in their course for allowance in online
learning and face-to-face learning. Online learning helps me to
save money on transportation costs got 89% or strongly agree was
the highest percentage while Online learning enables me to study
at my own pace, which helps me save time and energy got 80% or
agree in terms of online learning. The overall percentage was 85%
or strongly agree as their adjectival rate.
DESCRIPTIVE
1. I am able to manage my transportation 83% Agree
my expenses to attend face-to-face
classes.
2. I am able to manage my meal expenses 76% Agree
during face-to-face classes.
3. I am willing to take on part-time 76% Agree
work to supplement my allowance for
face-to-face classes.
4. Financial difficulties during face- 82% Agree
to-face classes due to insufficient
allowance are common among students.
5. Overall, I am satisfied with my 76% Agree
current allowance in relation to my
face-to-face learning expenses.
flexible learning in their course for allowance in online
learning and face-to-face learning. I am able to manage my
transportation expenses to attend face-to-face classes.
Descriptive Rate: 83% Around 83% of the respondents agreed that
they are able to manage their transportation expenses for face-
to-face classes. I am able to manage my meal expenses during
face-to-face classes. Descriptive Rate: 76% Approximately 76% of
the respondents agreed that they are able to manage their meal
expenses during face-to-face classes. I am willing to take on
part-time work to supplement my allowance for face-to-face
classes. Descriptive Rate: 76% Around 76% of the respondents
agreed that they are willing to take on part-time work to
supplement their allowance for face-to-face classes. Financial
difficulties during face-to-face classes due to insufficient

allowance are common among students. Descriptive Rate: 82%
Approximately 82% of the respondents agreed that financial
difficulties due to insufficient allowance are common among
students during face-to-face classes. Overall, I am satisfied
with my current allowance in relation to my face-to-face learning
expenses.Descriptive Rate: 76% Around 76% of the respondents
agreed that they are satisfied with their current allowance in
relation to their face-to-face learning expenses.
The overall percentage of agreement for the impact of face-
to-face learning on allowances is calculated as 78.5% or agree in
terms of their allowance.
Many students have been able to overcome the challenges of
flexible learning in their courses, whether through online
learning or face-to-face learning. Flexible learning, which
combines elements of online and traditional classroom-based
education, can present unique challenges for students, such as
the need to manage their time effectively, stay motivated and
engaged, and adapt to different learning environments. However,
with the right support and resources, many students have been
able to successfully navigate these challenges and succeed in
their courses. In particular, the COVID-19 pandemic has
accelerated the adoption of flexible learning and forced many
students and educators to adapt quickly to new modes of teaching

and learning. While there have been challenges and obstacles
along the way, many students have reported that they have been
able to adjust to the new learning environment and even found it
to be beneficial in some ways. For example, online learning has
allowed some students to work at their own pace, access course
materials from anywhere with an internet connection, and connect
with classmates and instructors in new ways. Similarly, face-to-
face learning has provided opportunities for students to engage
with their peers and instructors in person and develop important
interpersonal skills. Overall, while there may be challenges
associated with flexible learning, many students have shown that
they are capable of adapting and succeeding in these new learning
environments.
According to the article, the move to online-only classes
for instruction prompted concerns about the quality of
educational instruction provided remotely. Previous studies have
warned that student performance, particularly for students who
are already academically struggling, can seriously suffer in
online courses. Other research has found that up to 20% of
college students have issues accessing effective technology
including working laptops and reliable high-speed internet.

3.3 COLLABORATION / INTERACTION
DESCRIPTIVE
1. Online learning platforms provide 77% Agree
opportunities for collaboration with
other students.
2. I feel comfortable interacting with 73% Agree
other students online.
3. Collaborating with other students 68% Agree
online has improved my understanding of
course material.
4. Online discussion with other students 69% Agree
are valuable learning experiences.
5. The online learning platform provides 72% Agree
sufficient tools for collaborative work.
flexible learning in their course for collaboration/interaction
in online learning and face-to-face learning. Online learning
platforms provide opportunities for collaboration with other

students got a percentage of 77% or agree as its adjectival rate
while collaborating with other students online has improved my
understanding of course material got the lowest percentage of 68%
or agree. The overall percentage was 71.75% or agree in terms of
online learning.
DESCRIPTIVE
1. The opportunities for interaction 81% Agree
with classmates are frequent.
2. The class activities promote 83% Agree
collaboration among students.
3. The classroom environment is 83% Agree
conducive to collaborative learning.
4. The teacher/professor encourages 82% Agree
and facilitates student interaction
and collaboration.
level of interaction and
collaboration among students in face-
to-face classes.
OVERALL PERCENTAGE 82% Agree

The class activities promote collaboration among students
and the classroom environment is conducive to collaborative
learning got the highest percentage of 83% and their adjectival
rate was agree while the lowest percentage of 81% or agree was
from the opportunities for interaction with classmates are
frequent and overall, I am satisfied with the level of
interaction and collaboration among students in face-to-face
classes. The overall percentage was 82% or agree in terms of
face-to-face learning.
Despite the challenges posed by flexible learning, students
are able to overcome them and effectively collaborate and
interact with others in both online and face-to-face learning
environments. Flexible learning, which can involve a combination
of online and face-to-face learning, can present several
challenges for students when it comes to collaboration and
interaction. For example, online learning may make it more
difficult for students to establish personal connections with
their peers, and face-to-face learning may require students to
adjust to new social dynamics in the classroom. However, despite
these challenges, students have demonstrated their ability to
adapt and thrive in both types of learning environments. Online
tools such as video conferencing, discussion forums, and
collaborative documents have made it easier for students to

communicate and work together, even when they are not physically
in the same location. In addition, many students have found ways
to create social connections and build relationships with their
peers in both online and face-to-face settings.
Overall, while flexible learning can certainly present
challenges for collaboration and interaction, students have shown
that they are capable of overcoming these challenges and
succeeding in their courses. By utilizing the available
technology and adapting to new social dynamics, students can
effectively collaborate and interact with others in a variety of
learning environments.
Based on the study conducted by (Watts, 2016) students are
able to participate in their online courses from their convenient
location using user-friendly online learning programs on their
computers or laptops. This reduces students’ time and place
constraints of taking certain courses. However, lack of face-to-
face (F2F) interactions between students and instructors or among
students remain a major concern of online learning, and there is
a need to look for more effective ways to improve student
engagement in online learning environments.

3.4 SUBMISSION OF REQUIREMENTS
DESCRIPTIVE
multiple ways to submit course
requirements (e.g., file upload, text
submission, etc.)
2. I am satisfied with the process of 78% Agree
submitting course requirements in my
online courses.
a clear schedule for submitting course
requirements.
4. I feel that submitting course 68% Agree
requirements online is just as effective
as submitting them in-person.
5. The online learning platform provide 69% Agree
a clear instruction for submitting
course requirements.
flexible learning in their course for submission of requirements

in online learning and face-to-face learning. The online learning
platform provides multiple ways to submit course requirements
(e.g., file upload, text submission, etc.) got the highest
percentage of 84% or agree while I feel that submitting course
requirements online is just as effective as submitting them in-
person got the lowest percentage of 68% or agree. The overall
percentage was 74.75% or agree in terms of online learning.
DESCRIPTIVE
1. I am able to manage my time 76% Agree
effectively to meet the deadlines for
submission of requirements.
2. The requirements for each subject are 75% Agree
clear and well-defined.
3. The feedback provided by the 81% Agree
teacher/professor for the requirements
is helpful.
4. I have experienced difficulties in 70% Agree
submitting my requirements on time.
level of interaction and collaboration
among students in face-to-face classes.

The feedback provided by the teacher/professor for the
requirements is helpful got the highest percentage of 81% or
agree in its adjectival rate while I have experienced
difficulties in submitting my requirements on time got the lowest
percentage of 70% or agree as its adjectival rate. The overall
percentage was 76.5% or agree in terms of face-to-face learning.
Students can overcome the challenges of flexible learning in
their courses by adapting to the online and face-to-face learning
environments, managing their time effectively, and utilizing
available resources. Flexible learning, which encompasses both
online and face-to-face learning, has presented students with
unique challenges. One major challenge is the need to adjust to
the different modes of instruction, which require different
approaches to learning and studying. However, by developing
effective study habits and strategies, such as time management
and organization, students can succeed in both environments.
Another challenge of flexible learning is the need to stay on top
of coursework and requirements while juggling other
responsibilities. This requires discipline, dedication, and a
willingness to prioritize academic work over other activities.
Fortunately, students can access various resources, such as
online libraries, tutorials, and support groups, to help them
manage their workload and stay motivated.

Overall, while the challenges of flexible learning can be
daunting, students can overcome them by being adaptable, managing
their time effectively, and utilizing available resources. By
doing so, they can successfully complete their courses and
achieve their academic goals.
According to Falkner and Falkner (2012) found that
assignment submission patterns could be an indicator for
identifying at-risk students and increased rate of course
withdrawals at an institution. Several studies show a correlation
between student procrastination and academic performance (Nordby
et al., 2017). Procrastination can lead to missed classes,
assignments, and result in lower grades. Additionally, the
quality and accuracy of work can be reduced due to the pressure
associated with completing an assignment on a crunched timeline
(Kim & Seo, 2015). In addition, procrastination tendencies are
linked to poor goal achievement and lower achievements (Akran, et
al., 2019). Yilmaz (2017) found that students in an online
environment procrastinated more on assignment submissions
compared to their traditional face-to-face counterparts. This is
understandable as life events can affect one’s schoolwork.
Table 4.Flexible Learning Assessment
4.1 ATTENDANCE
DESCRIPTIVE
1. Attendance in online classes should 75% Agree
be measured by the completion of
assigned tasks rather than logging in at
a specific time.
2. I prefer the flexibility of 78% Agree
asynchronous online classes, which
allows me to complete coursework on my
own schedule.
3. In online classes, attendance should 65% Agree
be mandatory and affect the final grade.
4. Attendance should be measured in 70% Agree
online classes through participation in
discussion boards or online forum.
5. Students should be given the 77% Agree
opportunity to attend online classes in
real-time if they prefer.
Table 4.1 shows the flexible learning assessment in terms of
attendance for online and face-to-face learning. I prefer the
flexibility of asynchronous online classes, which allows me to

complete coursework on my own schedule got the highest percentage
of 78% or agree as its adjectival rate while in online classes,
attendance should be mandatory and affect the final grade got the
lowest percentage of 65% or agree. The overall percentage was 73%
or agree in terms of online learning.
DESCRIPTIVE
1. I believe that attending face-to-face 87% Strongly
sessions during the flexible learning Agree
period is important for my academic
success.
2. The attendance policy for face-to-face 82% Agree
sessions during the flexible learning
period is clear and easy to understand.
3. I feel supported by my instructors and 81% Agree
peers in attending face-to-face sessions
during the flexible learning period.
4. The attendance policy for face-to-face 79% Agree
period is fair and reasonable.
5. Overall, attending face-to-face 86% Strongly

period is beneficial to my learning Agree
experience.
I believe that attending face-to-face sessions during the
flexible learning period is important for my academic success got
the highest percentage of 87% or strongly agree while the
attendance policy for face-to-face sessions during the flexible
learning period is fair and reasonable got the lowest percentage
of 79% or agree. The overall percentage was 83% or agree in terms
of face-to-face learning.
Students can overcome the challenges of flexible learning in
their courses by adapting to the online and face-to-face learning
environments, managing their time effectively, and utilizing
available resources. Flexible learning, which encompasses both
online and face-to-face learning, has presented students with
unique challenges. One major challenge is the need to adjust to
the different modes of instruction, which require different
approaches to learning and studying. However, by developing
effective study habits and strategies, such as time management
and organization, students can succeed in both environments.
Another challenge of flexible learning is the need to stay on top
of coursework and requirements while juggling other

responsibilities. This requires discipline, dedication, and a
willingness to prioritize academic work over other activities.
Fortunately, students can access various resources, such as
online libraries, tutorials, and support groups, to help them
manage their workload and stay motivated.
Overall, while the challenges of flexible learning can be
daunting, students can overcome them by being adaptable, managing
their time effectively, and utilizing available resources. By
doing so, they can successfully complete their courses and
achieve their academic goals.
Based on the study conducted by Oldfield, et.al, (2017)
there is a push to move more learning opportunities online to
facilitate flexibility for students in terms of what and when
they can study. We must make a decision as to whether it is
appropriate to offer this subject solely online, if it should
continue to be offered as a blended subject with non-compulsory
attendance at f2f sessions or whether attendance should be
mandated. Others have shown that attendance at classes positively
correlates with scores.
4.2 ACADEMIC PERFORMANCE

DESCRIPTIVE
1. I believe grades should be based 80% Agree
on the completion of assignments and
participation rather than attendance.
2. I believe that students who 61% Disagree
participate more actively in online
classes should receive higher grades.
3. I believe grades should be 62% Disagree
weighted differently for attendance
and participation compared to
traditional face to face classes.
4. I believe that the grading 80% Agree
criteria for online courses should
take into consideration the different
learning styles and preference of
students.
5. I believe flexible learning 83% Agree
options should be included in the
grading criteria for online courses.

Table 4.2 shows the flexible learning assessment in terms of
academic performance for online and face-to-face learning. I
believe flexible learning options should be included in the
grading criteria for online courses got the highest percentage of
83% or agree while I believe that students who participate more
actively in online classes should receive higher grades got the
lowest percentage of 61% or disagree. The overall percentage was
73.25% or agree in terms of online learning.
DESCRIPTIVE
1. Attending face-to-face sessions 82% Agree
during the flexible learning period
has helped me to improve my grades.
2. The face-to-face sessions during 83% Agree
the flexible learning period were
instrumental in reinforcing my
understanding of course material.
3. I would likely be more to attend 81% Agree
face-to-face sessions during the
flexible learning period if
attendance was significant factor in
my overall course grade.

4. I believe that attending face-to- 79% Agree
face sessions during the flexible
learning period should be mandatory
to all students.
5. Overall, attending face-to-face 84% Agree
period is important for achieving
good grades.
Overall, attending face-to-face sessions during the flexible
learning period is important for achieving good grades got a
percentage of 84% as their mean or agree while I believe that
attending face-to-face sessions during the flexible learning
period should be mandatory to all students got the lowest
percentage of 79% or agree. The overall percentage was 81.75% or
agree in terms of face-to-face learning.
Students who are able to adapt and effectively manage online
and flexible learning can achieve similar or better grades
compared to traditional classroom learning. Online and flexible
learning have become increasingly prevalent in recent years,
particularly in response to the COVID-19 pandemic. While these

forms of learning offer numerous benefits, they also present
unique challenges to students, such as increased responsibility
for their own learning, potential distractions, and limited face-
to-face interaction with teachers and peers. However, students
who are able to overcome these challenges and effectively manage
their online and flexible learning experience can achieve similar
or even better grades compared to traditional classroom learning.
This is because online and flexible learning offer numerous
advantages, such as increased flexibility in scheduling,
personalized learning experiences, and the ability to learn at
one's own pace. Moreover, with the help of technology and access
to resources, students can interact with their teachers and
classmates through online platforms, which can facilitate
discussions, group work, and feedback. Additionally, online
learning can provide students with access to a wider range of
courses and educational materials that may not be available in
traditional classroom settings.
Overall, while online and face to face learning may require
additional effort and discipline from students, those who are
able to adapt to these new forms of learning can achieve academic
success similar to or better than that of traditional classroom
learning.
Based on the study conducted by Cavanaugh and Jacquemin
(2015), a grade comparison of online versus F2F courses utilizing
more than 6,000 student observations and suggested a model
grounded on a relationship between student grade point averages
(GPAs) and course delivery mode. This study also found that
students who have higher previous GPAs achieved higher
performance outcomes in online course settings than F2F classroom
settings, while students with low GPAs struggled even more in
online course settings than F2F classroom settings. This lack of
consensus regarding efficacy and the impact of online learning
would support the need for additional research to attempt to add
clarity to the literature.
Table 5. Advantages and Benefits During Flexible Learning?
DESCRIPTIVE
PERCENTAGE RATE
1. My teacher provides clear 77% Agree
instructions and expectations for
flexible learning.
2. My teacher is approachable and 74% Agree
available for question and assistance.
3. My teacher encourages and facilitates 75% Agree

student engagement and participation.
4. My teacher provides opportunities for 76% Agree
students self-assessment and reflection.
advantages and benefits provided by the
teacher during flexible learning.
Table 5 shows the advantages and benefits during flexible
learning. Overall, I am satisfied with the advantages and
benefits provided by the teacher during flexible learning got the
highest percentage of 81% or agree as its adjectival rate while
my teacher is approachable and available for question and
assistance got the lowest percentage of 74% or agree. The overall
percentage was 76.5% or agree as its adjectival rate in terms of
the advantages and benefits during flexible learning.
Flexible learning offers numerous advantages and benefits
for students, including increased convenience, personalized
learning experiences, and improved time management skills.
Flexible learning, also known as blended learning or hybrid
learning, is a mode of education that combines traditional
classroom instruction with online and digital resources. This

approach provides students with increased flexibility and
autonomy over their learning experience, which can result in
several benefits. One of the main advantages of flexible learning
is increased convenience. Students can access course materials
and assignments online, which allows them to learn from anywhere
and at any time. This is particularly beneficial for students who
have other commitments, such as work or family responsibilities,
as it allows them to balance their studies with their other
obligations. Flexible learning also offers personalized learning
experiences, as students can work at their own pace and focus on
areas where they need additional support. This can lead to
greater engagement and motivation, as students feel more in
control of their learning process. Moreover, digital resources
such as online tutorials, interactive videos, and simulations can
provide students with alternative ways to learn and comprehend
difficult concepts. Another benefit of flexible learning is that
it can help students improve their time management skills. By
learning to manage their own schedules and deadlines, students
develop skills that are highly valued by employers, such as self-
discipline, organization, and responsibility. Finally, flexible
learning can promote a more collaborative and interactive
learning environment. Through online discussion forums, group
projects, and other interactive activities, students can engage
with their classmates and teachers in a more dynamic and

participatory way, which can lead to a deeper understanding of
the course material.
Overall, flexible learning offers numerous advantages and
benefits for students, such as increased convenience,
personalized learning experiences, improved time management
skills, and a more collaborative learning environment.
According to (Islam, et.al, 2015), E-learning ensures that
students are completely involved as learning takes place together
with texts, videos, sounds, collaborative sharing, and
interactive graphics. It may enhance the quality of teaching and
learning, report the need for higher institutions for maintaining
competitive advantage, and access to education and training in
this globalizing marketplace for students.
Table 6. Impact of Synchronous Flexible Learning in the Academic
Performance
DESCRIPTIVE
PERCENTAGE RATE
1. Synchronous flexible learning has 70% Agree
improved my understanding of the course
content.

allowed me to manage my time
effectively.
provided me with more opportunities to
interact with my instructor and
classmates.
allowed me to engage in collaborative
learning with my classmates.
5. Overall, I believe that synchronous 74% Agree
flexible learning has positively
impacted my academic performance.
Table 6 shows the impact of synchronous flexible learning in
academic performance. Synchronous flexible learning has provided
me with more opportunities to interact with my instructor and
classmates got the highest mean of 75% or agree with its
adjectival rate while synchronous flexible learning has improved
my understanding of the course content and got the lowest mean of
70% or agree with its adjectival rate. The overall mean was 73.5%
or agree as their adjectival rate in terms of the Synchronous

flexible learning has improved my understanding of the course
content.
Synchronous flexible learning can improve the understanding
of course content for students by promoting real-time interaction
with instructors and peers, providing immediate feedback, and
facilitating active learning. Synchronous flexible learning is a
mode of education that combines online and digital resources with
real-time interactions between instructors and students. In this
approach, students can access course materials online and
participate in live sessions with their instructors and peers,
allowing for immediate feedback and active learning. One of the
main advantages of synchronous flexible learning is the ability
to promote real-time interaction between instructors and
students. By participating in live sessions, students can ask
questions, seek clarification, and engage in discussions with
their instructors and peers, which can deepen their understanding
of the course content. This can be particularly beneficial for
students who may struggle with self-directed learning or who need
additional support to comprehend complex concepts. Moreover,
synchronous flexible learning provides immediate feedback, which
can help students identify areas where they need to improve and
adjust their learning strategies accordingly. This can lead to
better retention of information and improved academic

performance. Additionally, by receiving feedback in real-time,
students can engage in a more dynamic and participatory learning
environment, which can enhance their motivation and engagement.
Finally, synchronous flexible learning can facilitate active
learning, which is a student-centered approach that emphasizes
hands-on and collaborative learning. By participating in live
sessions, students can engage in group discussions, problem-
solving activities, and other interactive exercises that promote
active learning. This approach can lead to a deeper understanding
of the course material and improved retention of information.
Overall, synchronous flexible learning can improve the
understanding of course content for students by promoting real-
time interaction with instructors and peers, providing immediate
feedback, and facilitating active learning.
According to (Atchley et al., (2013), some research also
found negative impacts on learning objectives and student grades.
Using archival data of a university record system for 5
years, Atchley and his colleagues (2013) found that a higher
proportion of students achieved letter grades of A, D, and F in
online courses, while a higher number of students achieved letter
grades B and C in F2F classrooms. In a study of community college
online course outcomes, Jaggars and her colleagues
(2013) concluded that students in online community college

courses showed higher rates of failure and withdrawal rates
compared with those in F2F classrooms. This study also pointed
out that preexisting performance gaps between student subgroups
may be widened when the course was delivered online rather than
F2F. In another study of community and technical college
students, after analyzing a data set of more than 40,000
students, Xu and Jaggars (2013) found that online courses had an
overall negative relationship with course persistence and course
grade.
Chapter V
Summary, Conclusion, and Recommendation
The highlights of the results, conclusion, and
recommendations of the researcher’s analysis were summarized in
this chapter. The primary objective of this research was to
identify the challenges and benefits of adopting synchronous
flexible learning which can be used for curriculum enhancement.
Conclusions were also drawn from the summary of findings,
suggestions, and recommendations. This chapter also presented

that the Philippines’ educational system, the researchers, and
future researchers can use. The findings possess positives and
negatives that are related in this study.
Summary of Findings
This study titled “ Challenges and Benefits in Adopting
Synchronous Flexible Learning: Basis for Curriculum Enhancement
Plan in the New Normal” seeks to identify the challenges and
benefits of students that are encountered during online and face
to face learning. The results were discovered through gathering
data and information from the latest and legitimate resources.
The following findings of the study may serve as the basis
for the curriculum enhancement in improving the learning
modalities of our University.
Challenges Encountered by Students During the Adoption of
Flexible Learning
The study revealed that (77.5%) students typically
considered embracing flexible learning presented problems. The
most commonly mentioned difficulties were difficulty staying
motivated and focused, the requirement for self-discipline and
time management skills, and a lack of face-to-face interaction.

2.1 TRANSPORTATION:
In terms of mobility, students significantly agreed
(84.25%) that online learning helped them save money, reduce
stress, and save time and effort in commuting.
Face-to-face learning was also rated favorably (70.25%) in
terms of transit convenience, reasonable expenses, and reasonable
journey duration.
2.2 ALLOWANCE:
In terms of assisting students to manage their spending and
financial conditions, both online learning (85%) and face-to-face
learning (78.5%) were seen positively.
Online learning was especially advantageous in terms of
reducing costs for transportation, textbooks, course materials,
and food/drink expenses, as well as allowing students to work
while studying.
2.3 OPPORTUNITIES FOR COLLABORATION AND INTERACTION:
For providing opportunities for cooperation with other
students, online learning scored an overall agreement rate of
71.75%, while boosting knowledge of course material received the
lowest agreement percentage of 68%.

For class activities emphasizing collaboration and regular
opportunities for interaction with peers, face-to-face learning
had a higher overall agreement rate of 82%.
2.4 SUBMISSION OF REQUIREMENTS:
In terms of requirement submission, both online learning
(74.75%) and face-to-face learning (76.5%) were rated positively.
Online learning was scored favorably for providing several
methods for submitting requirements, clear instructions and
schedules, and efficacy when compared to in-person submissions.
Face-to-face learning received high marks for effective time
management, clear standards, useful feedback, and general
satisfaction with student interaction and collaboration.
3.1 ATTENDANCE:
For assessing attendance through given tasks, preferring
flexibility in asynchronous sessions, and providing real-time
attendance alternatives, online learning scored an overall
agreement rate of 73%.
For highlighting the importance of attending sessions and
considering the attendance rules as clear, fair, and conducive to

academic progress, face-to-face learning received a higher total
agreement percentage of 83%.
3.2 ACADEMIC PERFORMANCE:
For grading based on assignments and participation, taking
into account different learning styles and preferences, and
including flexible learning alternatives in grading criteria,
online learning received an overall agreement percentage of
73.25%.
Attending sessions enhancing grades, reinforcing
comprehension, and perceiving attendance as vital for attaining
good marks had a higher overall agreement rate of 81.75% for
face-to-face learning.
4. ADVANTAGE AND BENEFITS DURING FLEXIBLE LEARNING
The majority of students (76.5%) thought that professors
gave clear instructions, were approachable and ready for help,
encouraged student engagement and self-assessment, and generally
were satisfied
5.IMPACT OF SYNCHRONOUS FLEXIBLE LEARNING IN ACADEMIC
PERFORMANCE:
The majority of students (73.5%) believed that synchronous
flexible learning enhanced their comprehension of the course
material, assisted them in time management, provided more chances
for engagement and collaborative learning, and improved their
academic success.
Recommendation
In order to satisfy the demands of today's students, schools must
adapt to the quickly changing higher education scene. Flexible
learning is one strategy that has gained popularity because it places
an emphasis on the customization, personalization, and adaptability of
the learning process. In Chapter 5, we offer suggestions for
implementing flexible learning in institutions of higher learning. We
examine the advantages of flexible learning, including:
1. Invest in online infrastructure and technology: Universities must
have the required infrastructure and technology in place in order to
successfully adapt to flexible learning. Purchasing a trustworthy
learning management system (LMS), video conferencing software, and
other tools that facilitate online collaboration and communication are
examples of this.
2. Train teachers: Universities should offer teachers guidance and
support so they can deliver lessons in a variety of settings. This

involves instruction in the use of technology, student engagement
strategies, and learning outcomes evaluation.
3. Encourage student involvement: Universities must encourage student
involvement in adaptable learning settings. Interactive online
discussions, virtual group projects, and routine check-ins with
teachers can all help with this.
4. Provide individualized instruction: Flexible learning enables a
more specialized method of instruction. Universities can take
advantage of this by giving students the option to work at their own
pace and providing tailored feedback and learning strategies.
Universities can successfully adapt to flexible learning by
putting these suggestions into practice and giving students a more
dynamic and interesting educational experience.

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Republic of the Philippines

Nueva Ecija University of Science and Technology

Sumacab Este, Cabanatuan City

"Exploring the Practical Implications of Synchronous Flexible

Sangabol, Neil Angelo S.

MARILYN M. SOLIMAN, MAT

In recent years, course delivery modalities have rapidly

diversified in higher education institutions, as new technologies

offer more dependable learning platforms for online courses and

tools for online communication and interaction (now implement

many different online learning options. Online learning can be

provided in synchronous (real time) or asynchronous (self-paced)

environments, which have different implications for access to

materials, compatibility with students’ schedules and learning

paces, and uniformity of content (Panigrahi et al., 2018).

Additionally, many instructors employ a flexible approach by

combining elements of in-person and online learning.

The emergence of the COVID-19 pandemic brought unprecedented

disruptions in the lives of people all over the world. It came

unexpectedly where no one was ready enough to brace its impact to

society. With an increasing number of cases spreading to various

territories and confirmed human-to-human transmission, the World

Health Organization declared the outbreak as a Public Health

Emergency of International Concern (PHEIC) last January 30, 2020.

The Philippines in particular, faced a critical situation due to

institutions, avoiding and limiting the risks of infection of the

academic community has become a primordial concern. Hence, with

the implementation of community quarantine, conduct of classes

needed to be immediately suspended. The herculean challenge then

In accordance with the pertinent provisions of Republic Act

(RA) No.7722, otherwise known as the "Higher Education Act of

1994", Republic Act No. 11469, otherwise known as the "Bayanihan

to Heal as One Act", and by virtue of Commission en Banc (CEB)

Resolution No. 412-2020, series of 2020, the Commission on Higher

Education (CHED) hereby adopts and promulgates the following

Guidelines on Flexible Learning (FL) to be implemented by public

and private Higher Education Institutions (HEIs). Flexible

Learning is a pedagogical approach allowing flexibility of time,

of technology. Although it commonly uses the delivery methods of

distance education and facilities of education technology, this

may vary depending on the levels of technology, availability of

devices, internet connectivity, level of digital literacy, and

caused many problems in the higher education system across the

world. When countries began shutting down in March 2020, even

scientists did not know how harmful contracting COVID-19 would be

to the members of the community. To curtail the rapid spread of

the virus, governments of nearly every country began to mandate

shutdowns of various businesses, including institutions of higher

education. Due to the unpredictability of COVID-19, education

systems had to find a way to continue learning, as it was unknown

if face-to-face instruction would be able to continue. Since on-

campus learning was shutting down indefinitely, online learning

was able to provide an emergency solution at the time. An

emergency shift in learning occurred, where instructors were

forced to move face-to-face instruction completely online,

regardless of knowledge to implement/use technology (Rapanta et

al., 2020). Faculty, administrators, students, and instructional

(Nworie, 2020). When the transition to online learning was

implemented, the difficulty of the switch varied from faculty to