Chapter I

Introduction

Education plays an undisputable role to people in modern society. It develops their mind

and sense of identity, and prepares them for future life experiences (Al-Shuaibi, 2014). It is for

this reason that governments issue specialized agencies with the sole purpose of managing and

keeping the quality of education high. More often than not, however, factors beyond the agencies

control may subject their known practices and policies to change toward uncharted territory.

On March 11, 2020, the World Health Organization (WHO) declared the COVID-19

outbreak from a global health emergency as a global pandemic (Bronze, 2023). During which

most activities involving mass human interaction, including school education, were put to a halt.

However, some form of reopening was imminent, as prolonged inaction would damage the

economy, and regarding education, the potential future of students as well. In response to this,

the Department of Education (DepEd) announced the opening of classes on October 5, 2020

under the new distance learning, the first time in Philippine history a non-in-person learning

modality was employed (DepEd, 2020).

Under the Modular Distance Learning (MDL), students witnessed a whole new

experience from what they were familiar with. MDL promoted self-directed learning, and little

socialization. Within that time, the average learner’s GWA dropped significantly by 2.25 percent

(Dargo & Dimas, 2021). Such change may be disregarded into being something temporary;

however, the Transformative Learning Theory formulated by Jac Mezirow suggests that in

contrary to education serving as preparation for life experiences, changing life experiences such

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is the MDL to students may also have affected their overall approach to learning (Simsek, 2012).

With the recent return to full in-person classes, these changes may be more visible than ever.

Distance learning has proven to be a life-changing experience for students, and as

learning theory suggests, may have potentially caused long-term effects to their study habits. As

a relatively new occurrence, little information can be gathered other than from the recipients

themselves. Hence, to further understand the state of education after distance learning, a

phenomenology of the readjustment of grade 11 students to in-person classes was conducted.

Statement of the Problem

The study aimed to analyze the state of education after distance learning by conducting a

phenomenology of the readjustment of grade 11 students to in-person classes. Specifically, it

aims to answer the following questions:

1. What new learning techniques did grade 11 students employ after going through distance

learning?

2. How did distance learning change the grade 11 student’s approach to learning as a

whole?

3. What struggles did grade 11 students face during their readjustment?

Significance of the Study

The results of the study contribute to the human understanding of learning theory and

student behavior. Hence, it will benefit people or groups who possess academic affiliation, most

notably:

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 Students will benefit from the validation of different learning techniques that they

themselves may employ in their school endeavors.

Education agencies may use the acquired information to make adjustments to

accommodate for different methods of learning.

Researchers would be able to use the added knowledge on learning theory as a guide in

their own future investigations.

Scope and Delimitations of the Study

The study focused on analyzing the experiences of grade 11 students during the early

phases of the in-person learning modality’s return. It emphasizes the techniques, struggles and

adaptations of the students within that time. Additionally, it used a combination of purposive and

snowball, non-probability sampling techniques to gather ten (10) respondents; thus, the data

collected are not representative of the entire student population. However, grade criteria for

respondents made it so that they are more likely to have strong insights about the learning

process, and that their techniques may be associated with good learning repertoire.

Chapter II

1. On Secondary Education

1.1. Implementation

According to El Mainit et. al. The implementation of the K-12 curriculum is the

government’s attempt to ameliorate the Philippine’s educational system. The

Department of Education in the Philippines implemented the Enhanced Basic

Education Curriculum in 2013 which open onto the creation of Senior High School

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 Proram(Estananto, 2017). Senior high school implementation aimed to supply

students with essential knowledge and skills that will help them prepare for the

chosen path in higher education, employment, or entrepreneurship. The addition of

two more years of education will better equip the students with the necessary skills

and knowledge needed for their successful future in their field or course.

1.2. Importance

As stated by Olila et. al.(2019) Education plays an important role in the lives of

students and society. Being a productive and responsive citizen is an essential

element to promote development, therefore the Philippines must be aware of the

crucial steps to produce graduates that are focused on themselves and the needs of the

society. Education changes people by giving them knowledge, it helps and guides

them to develop new insights, a sense of values, and abilities(Orimaco, 2000). Senior

High School implementation helps students develop their talents, formulate good

values, and discover new abilities through the activities that are conducted in the

classroom. Senior High School curriculum provides a path to escalate and develop

more skills for the graduates to become an expert to their field and become an agent

of change in society (Cogal, 2019).

2. On Learning Modalities

2.1. Distance Learning

2.1.1. Definition

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 It is a learning delivery modality in which learning occurs between the

teacher and the learners who are geographically apart from each other during

instruction (DepEd, 2022).

2.1.2. Modular Distance Learning

Modular learning is a type of education that uses self-learning modules to

let students learn at their own pace, and is the common arrangement for remote

learning in the Philippines. It entails teaching students particular desirable

competencies. Students who participate in modular distance learning may receive

their course materials or modules online, by mail, or through email. Their learning

assessments can be in the form of writing assignments, performance tasks, and

portfolios. Additionally, students have the option of contacting their teachers by

phone, postal mail, email, or instant messaging services. Furthermore, the impacts

of distance learning on students in the Philippines are divisive; some argue that

this approach causes the students to be left behind because it is poorly

implemented, while others argue that it is the ideal path for the future of education

(Moneymax Editorial Team, 2022).

2.1.2. Online Classes

It's a way of learning that makes extensive use of the internet as a teaching

instrument. Although there is a physical separation between students and teachers,

they can communicate through online tests and virtual lectures. Students are

required to be online to participate in virtual lectures, which are frequently

scheduled at certain times. In this setting, students can interact with their teachers

in real time and ask questions about the lectures. They can also communicate with

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other students online through other platforms. Online learning has a variety of

effects on learners. Online learning has a variety of effects on pupils. Online

learning has a variety of effects on students, there are both advantages and

disadvantages to online learning depending on one’s perspective (Moneymax

Editorial Team, 2022).

2.1.3. Implementation of Distance Learning

In an address that was broadcasted nationwide, Sec. Leonor Briones of the

Department of Education (DepEd) said that the opening of classes would begin on

October 5, 2020 for the 24.7 million enrolled students and 866,512 teachers in

basic education nationwide. This was the first time in Philippine history, because

of COVID-19, that the whole basic education system would abandon in-person

instruction in favor of various distant learning modalities. SY 2020–2021 students

began their lessons online, via modular instruction, TV or radio-based instruction,

or a combination of the aforementioned modalities (DepEd, 2020). According to

the SY 2020-2021 year calendar issued by DepEd, the said school year ended on

June 11, 2021. Following this, the SY 2021-2022 started on September 13, 2021

and ended on June 24, 2022 with a total of 209 school days in line with the

Republic Act 7797 (An Act to Lengthen the School Calendar from Two Hundred

(200) Days to Not More Than Two Hundred Twenty (220) Class Days). The

conduct of face-to-face classes, whether in partial or full-scale, was still not

allowed unless permitted by the President Rodrigo Duterte (DepEd, 2021).

2.1.4. Effects of Distance Learning

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 According to Dargo and Dimas (2021) with their study “Modular Distance

Learning: Its Effect in the Academic Performance of Learners in the New

Normal”, following the adoption of Modular Distance Learning (MDL), learners'

GWA decreased by 2.25 percent, which indicates a significant difference in their

academic performance. MDL improves family ties, fosters self-directed learning,

and is economical. However, it adds to the stress for working parents, there is

little teacher-learner interaction, students don't socialize with other kids, and they

don't participate in meaningful school activities instead of being exposed to a lot

of distractions at home.

2.2. In-Person Learning

2.2.1. Definition

In-person learning (also known as face-to-face learning) is any form of

instructional interaction that occurs “in person” and in real time between teachers

and students (Robbie, 2013). In a face-to-face learning environment, a group of

students receive in-person teaching on course material and other learning

materials. This enables real-time communication between a learner and a teacher.

It is the traditional form of educational instruction. A greater level of interaction

amongst students is advantageous to learners. In face-to-face instruction, students

are committed for their development during the scheduled meeting time for the

class. Face-to-face instruction ensures a better grasp and retention of the lesson

material and provides an opportunity for students to form relationships with one

another (Top Hat, n.d.)

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2.2.2. Return to In-Person Classes

On February 2, 2022, during the Sy 2021-2022, the then Education

Secretary Leonor Briones had given all regional directors the go-signal to start the

gradual expansion phase of face-to-face classes for both public and private

schools after the President approved the recommendation for their

implementation. The primary guidelines and requirements in the DepEd-DOH

Joint Memorandum Circular 001, series 2021 was continued to apply as necessary

while a revised joint memorandum was being issued for the expansion phase. The

following were the main parameters to be followed: expansion schools should be

verified as compliant with the standards of the School Safety Assessment Tool

(SSAT), schools must be located in areas under alert levels 1 and 2 based on the

periodic risk assessment by the Department of Health, schools may already

include other grade levels based on the capacity of schools, the Local Chief

Executive in the City or Municipality where the expansion school is located must

have given his or her consent, and the schools must have taken the necessary steps

to coordinate with the appropriate barangay officials, parents' written permission

is required for students who attend in-person classes, as long as meals are not

consumed on school property other than during supervised recess, schools are

given flexibility regarding contact time for teaching and learning, and only

vaccinated teachers are permitted in the in-person classes, and vaccinated students

are preferred (DepEd, 2022)

Following the limited face-to-face classes that was implemented in the SY

2021-2022, the DepEd officially implemented the full-time face-to-face classes as

8
 they formally opened the SY 2022-2023 on August 22, 2022 with 28,035,042

enrolled learners nationwide. Schools that began using in-classroom setups had

adhered to safety regulations, such as the requirement for face masks, temperature

monitoring, and proper sanitation. In accordance with the health and safety

guidelines for the safe reopening of classes amid the coronavirus pandemic,

handwashing stations were among the amenities in schools. Police help desks

were also stationed close to schools to preserve safety on school grounds

(Mingoy, 2022).

3. On Learning Theory

3.1. Transformative Learning Theory

3.1.1. Definition

A process of learning that was developed by Jac Mezirow that goes

beyond simply acquiring knowledge and supports significant ways that learners

consciously create meaning of their lives is known as transformational learning.

Learning that leads to a fundamental transformation in our worldview as a result

of moving away from mindless or uncritical acceptance of the material at hand to

reflective and conscious learning experiences is the kind that truly enables

emancipation. Transformational learning, is being critically aware of implicit

assumptions and expectations and evaluating their relevance for creating

interpretations (Simsek, 2012).

3.1.2. Three Stages of Learning

3.1.2.1. Identification of a Dilemma or a Crisis

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 People are frequently motivated to look for new knowledge or

reevaluate their opinions when they realize that they have been hanging

onto false or inaccurate notions or that they don't know everything there is

to know about a certain subject. They are all extremely affected by the

crisis of not knowing or not realizing that they have the incorrect

knowledge. One must demonstrate to his/her students what they don't

know in order to pique their interest in what he/she are attempting to teach

in order to support transformative learning (Desmarais, 2021)

3.1.2.2. Establishment of Personal Relevance

This is the response to the age-old "what's in it for me?" question

that motivates and inspires adult learners. To pique interest, one should

start establishing the context immediately at the start of the course. It

might be social, professional, or personal. In order for one’s students to

continue on this new learning route, h/she should then mention it

frequently throughout the lesson or activity. The ability to see the

consequences of their efforts motivates adult learners to learn, therefore

it's critical that he/she gives them quick feedback (Desmarais, 2021).

3.1.2.3. Critical Thinking

To encourage individuals to reexamine their beliefs and attitudes, it

is critical to give them the time and space for guided reflection. They will

be more open to accepting and incorporating new information into their

knowledge schema if they are given the freedom to sort through their

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 emotions and thoughts and determine for themselves what and why they

need to revise, delete, or acquire (Desmarais, 2021).

Chapter III

Research Design

The study was a qualitative-type research and followed a phenomenological design using

interviews to gather in-depth information about the learning techniques and struggles involved in

the readjustment of grade 11 students from distance to in-person learning. Content and narrative

analyses was utilized for an organized and comprehensive interpretation of the gathered data.

The procedure consisted of two (2) parts, namely, the Gathering of Respondents, and the

Interviewing.

Research Locale

All procedures were conducted in Isok 1, Boac, Marinduque (13.4457 N, 121.8397 E).

Sampling was conducted at Marinduque National High School, and interviews were conducted

one by one at a researcher’s house throughout several days.

Gathering of Respondents

Ten (10) respondents were gathered through a combination of purposive and snowball

sampling techniques. Selected students were given a letter of invitation with details of the

interview. Then they were asked for people from the population who they think may have a

noteworthy experience during their readjustment, as well as meet the following criteria:

1. Has an average grade of at least 90 for the first quarter of the current school year.

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 2. Has been a student of Marinduque National High School since the pre-distance learning

period.

Interviewing

Selected respondents were interviewed one by one throughout December when they were

available. They were asked variations of the research questions of the study.

1. What new learning techniques did you employ after going through distance learning?

2. How did distance learning change your approach to learning as a whole?

3. What struggles did you face during their readjustment?

Follow-up questions were asked accordingly until satisfactory data for each research

question was collected.

Chapter IV

Presentation of Results

The study gathered, organized, and analyzed relevant data regarding the readjustment of

grade 11 students to in-person classes. Table 1 shows the demographics and relevant information

of the respondents. Letter variables were used in place of names to keep confidentiality.

Table 1. Respondent’s Information

Respondent Age Sex First Quarter Strand

Average Grade

A 17 Female 95 STEM

B 17 Female 95 ABM
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 C 16 Female 95 STEM

D 17 Male 92 STEM

E 16 Female 92 HUMSS

F 17 Male 95 STEM

G 16 Female 96 STEM

H 16 Male 93 STEM

I 17 Male 95 HUMSS

J 16 Female 94 STEM

Respondents A, C, F, and I employed continuous reading; respondents B, D, E, and I

learned effective time management, where B, D and I followed strict schedules, whereas E did so

by prioritizing topics they were proficient in; respondent G, I, and J learned to use online sources

and, especially YouTube; and respondent H was able to methodically craft study notes.

Respondents A, B, and E learned to take a more solitary approach, requiring less

assistance and guidance; respondents C, D, and I learned to take a meticulous approach, opting

for perfection in every activity; respondent F learned to stop their over-relaxed approach for a

more disciplined due to the stress of piled-up activities; respondent G developed over-reliance on

online sources; and respondent H learned to be more methodical than carefree.

Respondent A, B, C, and D struggled with socialization with both peers and teachers;

respondents C, H, and I struggled with time pressure; respondents E, F, and J struggled from

13
exhaustion due to being unaccustomed to the in-person schedule; and respondent G struggled

with the loss of their sources.

Discussion

The students mostly developed techniques that are still applicable for in-person classes. A

considerable portion of their struggles can be attributed to being unaccustomed to the schedule of

in-person classes. Respondent H and I gained a habit of perfectionism and meticulous answering

which led them to struggle with the time pressure of in-person classes. Additionally, respondent

G’s problem arises from the prohibition of her online sources in a standard class.

Chapter V

Conclusion

The phenomenology of the readjustment of grade 11 students to in-person classes

revealed the following about the nature of students after distance learning:

1. Grade 11 students employed continuous reading, effective and methodical time

management, usage of online sources and YouTube, and efficient usage of study

notes.

2. Distance Learning caused grade 11 students to learn solitary, meticulous, disciplined,

and methodical approaches.

3. Grade 11 students struggled with socialization, time pressure, exhaustion, and loss of

sources.

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Recommendations

The results of the procedures revealed the methods and struggles of the grade 11 students,

but brings about the question of how this knowledge can be applied to further improve the

quality of learning. For this reason, the following are recommended for future investigations:

1. Future researchers should find the viability of incorporating elements from distance

learning such as the regular assistance of gadgets to in-person classes in improving

academic performance.

2. Future researches could try a more quantitative approach to analyzing the effects of

distance learning to the students.

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%20the,%2C%20and%20is%20cost%2Deffective

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