AROROY MUNICIPAL COLLEGE

Lubigan Hills, Ambolong, Aroroy, Masbate

AROROY MUNICIPAL COLLEGE STUDENTS’ POST-PANDEMIC LEARNING

CHALLENGES

An Undergraduate Thesis
Presented to the Faculty of
Aroroy Municipal College
Aroroy, Masbate

In Partial Fulfillment
of the Requirements for the Degree
BACHELOR OF TECHNICAL VOCATIONA TEACHER EDUCATION
MAJOR IN COMPUTER HARDWARE SERVICING

Members
SAN JOSE ANABEL
PARADO DARWIN
GERES HERLY
RIVAS JOAN

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Chapter 1

Background

The post pandemic gives a strong memory to us especially to student that encountered

difficulties challenges in learning. The student encountered challenges like transportation, low

internet connection, educator problems and students, also the community.

The major educational challenges generated by the COVID-19 pandemic are disrupted

learning especially for students from low socioeconomic home backgrounds, a widening digital

divide, limited effectiveness of emergency remote learning, and a neglect of holistic education.

Consequently, the pandemic has contributed to and intensified the physical, mental, social, and

emotional stress experienced by students and impaired their overall well-being. In response,

schools around the world have, to varying degrees of success, experimented with blended

learning and alternative teaching modes, utilized technologies, and collaborated with educational

stakeholders to meet the students’ needs. A silver lining in the midst of difficulties is an

opportunity for policymakers and educators to review, rethink, and reimagine the existing

educational theories, models, and practices to improve student well-being.

Over the years, there have been many factors that have had an influence on the landscape

for higher education of the teaching excellence framework and the formation of office for

students. A key performance indicator that has an impact on these factors is student experience,

which is influenced by positive or negative feedback and engagement. Although this forms a key

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part of the learning environment, it is still perceived as one of the weakest aspects when it comes

to enhancing the students experience especially for the students with learning difficulties. During

the recent pandemic, significant levels of changes have been introduced to the teaching and

learning approaches. Machine learning approaches are proven useful for providing flexible

solutions for various problems in different fields. With the focus on the students and analyze the

complexities of their learning difficulties to make sure they benefit from the new approaches in

the pandemic era. The proposed approach has been tested initially for dyslexia, where the main

complexities such as recognition of words, fluency in reading and writing are analyzed. This

research will lead to the novel introduction of intelligent approach to revolutionize the learning

ability and overcome any learning difficulties at different learning and teaching levels.

The COVID-19 epidemic has disrupted the normal teaching and learning in universities,

which poses significant challenges to higher education. The traditional face-to-face learning

mode has been switched to online (distance) learning, causing various influences on students’

academic performance, physical and psychological well-being. As higher education plays a

central role in technology innovation and society development, it is of great importance to

investigate and improve online learning in the context of COVID-19.

Global organization acknowledge disruption of classical educational processes and

emergency transition to distance learning during pandemic. Scientific literature examines

accessibility of online education, alternative forms of distance learning, and pandemic-induced

financial constraints of universities inhibiting new construction, social support for students,

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scholarship education, professional development of faculty members, and research growth. The

pandemic illuminated the issue of inequality in education, which worsened and resulted to

emergency transition to online studies. Researchers focus on the most vulnerable groups of

students, such as children from low-income families, children frim migrant backgrounds, and

students with disabilities. Projects aimed at studying the digitalization of education count for the

biggest chunk of research inspired by the new pandemic reality. Several studies discuss not just a

formal transition to distance learning but major technological turn that follow using unique

opportunities provided by digital technologist, which is especially important when teaching

medical students.

The coronavirus disease 2019 (Covid-19) pandemic, which has severely disrupted

educational institutions all over the world and affected billions of students of all ages, can be

regarded as the biggest challenge that education has ever faced. Due to safety and travel

limitations, educational institutions started offering courses online and having faculty and staff

work remotely. Since then, everything from graduation ceremonies to teaching and learning have

adopted virtual setups as the new standard. Face-to-face group learning at all educational levels

has been effectively eliminated by the catastrophic circumstances, which have also altered the

online learning environment.

An enormous health catastrophe has hit the education system, upending its foundation. It

is crucial to develop a detailed picture of students' online learning experiences during the

COVID-19 epidemic given the uncertainty of today. Although this topic has been the subject of

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numerous research, little is known about the difficulties students face and the methods they use

to overcome them. So, this research aims to fill the gap. The results of a mixed-methods

approach showed that the type and severity of online learning problems faced by college students

differed. Their home learning setting presented the biggest problem, whereas technical literacy

and competency posed the least amount of difficulty. The data also showed that the COVID-19

pandemic had the most significant effect.

The number of research examining the "new normal" in education has exploded. Others

narrowed in on the particular learning experience of kids during the pandemic, while several

concentrated on national policies, professional development, and curriculum. These include

Copeland et al. who looked at how COVID-19 affected the mental health and coping

mechanisms of college students. According to, Copeland et al. the pandemic had a negative

impact on students' behavioral and emotional functioning, especially attention and externalizing

issues which were brought on by isolation, consequences on the economy and health, and

uncertainties. Students voiced their worries about the study by Fawaz (2021) over the methods

used for instruction and evaluation, the burdensome task load, technical issues, and confinement.

To address these issues,

Tang (2020) looked at the effectiveness of several online teaching modalities among

engineering students in a different study. The results of a questionnaire showed that students

were generally unsatisfied with online learning, but notably with the communication and

question-and-answer formats. However, the flipped classroom and online teaching methodology

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enhanced student engagement, academic achievement, and course evaluation. Hew E (2020)

conducted a parallel study in which they used a cloud-based video conferencing program to

convert traditional flipped classrooms into completely online flipped classrooms. According to

their findings, these two categories of learning settings were equally efficient. They also

provided advice on how to successfully implement online flipped classes supported by

videoconferencing. Unlike the other two research, Suryaman (2020) investigated the process of

learning.

Others concentrated on the whole online learning experience for kids during the COVID-

19 pandemic. One such study was conducted by Singh E (2020), who used a quantitative

descriptive methodology to analyze students' experiences during the COVID-19 pandemic. Their

findings suggested that during the epidemic, students valued the usage of online learning. But

just half of them thought that the online learning environment was more efficient than the

conventional classroom. In terms of methodology, the researchers admit that the quantitative

character of their study prevents a more nuanced analysis of the results. Khalil (2020), in contrast

to the previous study, qualitatively investigated the effectiveness of synchronized online learning

in a Saudi Arabian medical school. The findings showed that students generally had favorable

perceptions of synchronous online learning, especially in terms of

Although there are few studies that detail the difficulties with online learning that students in

higher education face during the epidemic, less is known about the precise methods they employ

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to overcome these difficulties. The current investigation was conducted in this environment. This

mixed-methods study examines students' experiences with online learning in higher education.

The COVID-19 pandemic, which recently rocked the cornerstone of the educational

system, is an unparalleled health problem. To lessen the negative effects of the epidemic on

education, several governments throughout the world have started a crisis response. This reaction

entails, but is not limited to, curriculum updates, the supply of technical infrastructure and

resources, changes to the academic calendar, and regulations for the delivery of instruction and

evaluation. These trends inevitably forced educational institutions to switch to fully online

education until face-to-face instruction was permitted. Due to movement limits and health rules,

the current situation is special in that it might make problems encountered during online learning

worse (Gonzales, 2020; Kapasia, 2020). To become more knowledgeable about the current

uncertainties,

The need for education updating was required because of the fast advances in technology.

They need to learn at any time, and any place was in its way to be achieved (Wolfinger, 2016).

Over the past two decades, online learning has been activated in some global institutes.

However, most schools, colleges, and universities do not use this education mode, and their staff

does not know what is involved in e-learning. MOOC (Massive Online Open Course) has

facilitated and increased academics’ awareness of online learning and its involvements. The

utilization of guidance for students to be motivated in virtual learning depends on practical

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orientation on cognitive, emotional, and behavioral engagement (Hartnett and Louwrens, 2015).

The transition to a new environment of education, learners need special social care to improve

their concentration and motivation to online learning in such a crucial. The global decision to

close the educational institutes was rational to keep social distancing to stop its spread. Some

countries switched to online learning immediately because they were already prepared for online

learning. In Saudi Arabia, all the universities used the Blackboard tool for distance education and

taught some elective and general courses. This research focused on university EFL learners’

challenges and obstacles during the current global pandemic and the possible facilities and

solutions that can be delivered to overcome these problems in the future. The significance of the

present study is to explore the influence of the COVID-19 pandemic on the EFL learning

process. The shape of the hazardous change in the post-Covid-19 crisis will occur in all societal

institutions and mainly in the educational sector1. These changes need wise leaders to make

guidelines for reshaping the future of all the sectors. Higher education will play a vital role in

this process, starting from education, then healthcare sectors, economic, sport, etc. Otherwise, an

unguided plan will lead to failure and confusion. It has been noticed that the remarkable

responses and efforts of the academic and medical sectors in most countries globally during the

novel coronavirus crisis, and Saudi Arabia is one of these countries. The transition to online

learning was the only option during the situation’s gravity because of the COVID-19 outbreak.

Most states apply the lockdown to prevent society from the outbreak of the novel coronavirus.

Taibah university was able to launch online learning on 2nd March 2020. The university’s

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previous experience with blended learning before COVID-19 facilitated the rapid transition to e-

learning during the pandemic. Blended learning in all university colleges was activated with

some general or elective courses using the Blackboard platform before the coronavirus outbreak.

That enabled some faculty members to have good experience in using the Blackboard tool in

teaching online. Those faculty members organized training sessions for other colleagues in their

colleges about using Blackboard in online teaching. The university’s training and development

unit vigorously conducted online training sessions for all the faculty members in different

university colleges and branches. There are some advantages and disadvantages of online

learning; the accessibility of online education globally, saving time, money, and efforts are

advantages of online learning. In teaching, the lecture’s recording is one advantage of online

learning when students ask teachers to record the classes. The teachers are reviewing and

preparing well for recording, which certainly improves. Students can access the lectures anytime

and can understand better. Some difficulties were in English language skills and other English

courses, such as writing challenges, speaking challenges, and reading challenges. For linguistics

courses such as phonetics and phonology challenges where the teacher needs to teach phonemes,

allophones, morphemes, etc. face to face. Not all learners have good internet connectivity. Some

learners suffered from network problems, lacking high-quality learning devices. Nowadays, the

challenges to access online learning are less because both learners and teachers have been

experienced the excellent opportunity of knowing and interacting with educational technology

tools such as mobile-based learning, computer-based learning, and today’s learners are entirely

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different from their predecessors because they are native speakers of the technological language.

Their interaction with the virtual and digital world is more. The interactions of today’s’ learners

with different sorts of technology for various purposes enabled them to be active recipients of e-

learning. The role of information technology (IT) and COVID-19 pandemic in hastening current

and future e-learning entrepreneurship activation are considered a panacea at the time of crisis

and difficulties.

This pandemic has created a massive disruption of the educational systems, affecting

over 1.5 billion students. It has forced the government to cancel national examinations and the

schools to temporarily close, cease face-to-face instruction, and strictly observe physical

distancing. These events have sparked the digital transformation of higher education and

challenged its ability to respond promptly and effectively. Schools adopted relevant

technologies, prepared learning and staff resources, set systems and infrastructure, established

new teaching protocols, and adjusted their curricula. However, the transition was smooth for

some schools but rough for others, particularly those from developing countries with limited.

Inevitably, schools and other learning spaces were forced to migrate to full online

learning as the world continues the battle to control the vicious spread of the virus. Online

learning refers to a learning environment that uses the Internet and other technological devices

and tools for synchronous and asynchronous instructional delivery and management of academic

programs Synchronous online learning involves real-time interactions between the teacher and

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the students, while asynchronous online learning occurs without a strict schedule for different

students (Singh & Thurman, 2019). Within the context of the COVID-19 pandemic, online

learning has taken the status of interim remote teaching that serves as a response to an exigency.

However, the migration to a new learning space has faced several major concerns relating to

policy, pedagogy, logistics, socioeconomic factors, technology, and psychosocial factors. With

reference to policies, government education agencies and schools scrambled to create fool-proof

policies on governance structure, teacher management, and student management. Teachers, who

were used to conventional teaching delivery, were also obliged to embrace technology despite

their lack of technological literacy. To address this problem, online learning webinars and peer

support systems were launched. On the part of the students, dropout rates increased due to

economic, psychological, and academic reasons. Academically, although it is virtually possible

for students to learn anything online, learning may perhaps be less than optimal, especially in

courses that require face-to-face contact and direct interactions.

As technological capabilities have grown over the past few decades, they have given

higher education institutions the ability to offer courses online—a booming market that has

reached over one hundred billion U.S. dollars. Universities can benefit from using the Internet to

teach courses by saving campus spatial resources, expanding their reach to students from farther

away, and so on. Distance learning1 might also offer benefits to students such as being more

compatible with a work-related lifestyle, saving resources such as costs and time on commuting

to campus, and attending universities with less regard to location. Thus, universities have cared

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about understanding success factors related to distance learning for quite some time. It seems

possible that distance learning will continue to become more widespread and even an integral

part of a “new normal” although we have yet to see the long-term effects. In studies on students’

experiences of the COVID-19 pandemic, the spatiality of education and learning, however, is

hardly considered. This should come as a surprise as the COVID-19 crisis has a very palpable

spatial dimension. Distance learning per se implies spatiality, both through the relocation of

aspects of learning and teaching to the students’ home spaces and their entanglements with

digital learning spaces, and through the fact that students no longer experience circulation

between their home spaces and the university as a space of education due to this outsourcing.

Gobbi and Rovea, (2020) argue, in this context, that spatial changes due to distance learning go

hand in hand with a reduction of the university as a joint (inter) actional and socio-material space

to scattered digital spaces on one or more devices. These devices are embedded in the everyday

living environments, the home spaces, of the students, which is why students experience a new

kind of homemaking.

Further elaboration of interactions between students appears to be important because

cooperative learning has been proposed as strategy that promotes inclusion. Furthermore,

research with low-achieving children has demonstrated that children with learning problems can

benefit from situations in which cooperative learning is introduced. Fuchs, Bentz, Phillips, and

Hamlett, for example, found that, when average-achieving children were trained to interact and

implement an explanatory procedure for working with low- achieving children in peer tutoring

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dyads, they provided more explanations in a more interactional style that involved both children

working together to construct clearer and more complete explanations. These explanations led to

greater ac- curacy with the problems that the children solved together. However, no individual

measure of student learning was re-ported, so the effect of the improved explanatory style on

learning outcomes is unknown.

Statement of the Problem

Generally, this study aims to determine the Learning challenges during pandemic through

the following questions:

1. What is the socio-demographic profile of AMC Students in terms of :

a) Age;

b) Civil status;

c) Sex;

d) Family income;

2. What are the post-pandemic learning challenges experienced by AMC students along:

a) Instruction;

b) Internal factor;

c) External factor;

3. What are the factors causing the learning challenges experienced by the Aroroy

Municipal College students?

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4. What are the coping mechanisms of Aroroy Municipal College students in their learning

challenges in the post pandemic?

Assumptions

The study will be conducted based on the following assumptions:

1. The socio- demographic profile of AMC students may varied in terms of age, civil status,

year level and family income.

2. Aroroy Municipal college students have different post-pandemic learning difficulties in

terms of instruction, internal factor, and external factor.

3. The factor causing the learning challenges experienced by the Aroroy Municipal College

students along with instruction is the difficulty in terms of syntax and grammar. The

internal factor that causes their difficulty is internet, exam system, and text book while

the external factor that caused their learning difficulty is motivation, family problem, and

lack of financial.

4. The coping mechanism in their learning challenges in the post-pandemic is through

reading books, practice to write a sentences with the correct grammar and search to the

internet about vocabulary words to get an idea or knowledge to help them.

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Scope and Delimitation

This study will focus on the post- pandemic learning challenges of the BTVTED CHS

students of Aroroy Municipal College. The participant of this study will be the 3 rd year CHS

student of Aroroy Municipal College for deeper analysis of the problem, the post- pandemic

learning challenges along instruction, internal factor, causing learning challenges of the AMC

students, and allow coping mechanism of AMC student in their learning challenges in the post -

pandemic will be examine.

The study include 80 CHS 3RD Year Students, 17 are male, and 63 are female. The study was

conducted through a survey questionnaire. Survey may be limited to the respondent who are

willing to respond to question. Their sincerity in answering may also affect the survey results

during the data gathering could also be one of the limitation of this study.

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Significance of the study

The following listed below was the beneficiaries of this study.

Students. The result of this study will be beneficial to the students because it will help them

determine and acquire the strategies on how they can overcome their post-pandemic challenges

experienced.

Instructor. Its purpose is to make clear why your study was needed and the specific contribution

your research made to furthering academic acknowledge in you field.

School Administrators. They will use this study as reading materials to help them collaborate

with the teachers in assisting about the students post-pandemic learning challenges.

Parents. It will help the parents have an idea on how they manage about the post-pandemic

learning challenges meet by their children.

CHED. This study would provide them substantial information to monitor the Students

competencies in the making learning strategies that could enhance learning skills of the students

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Future Researcher. This study will have a benefit to the future researcher because they can get

an idea based on the results of this study.

Locale of the study

This study will be conducted in Aroroy Municipal College located at Lubigan Hills,

Aroroy, Masbate. The school has land area of 3 hectares or 30,000 square meters and has a

population of 1,406 students there 89 employees, 70 are teaching staff, and 19 are non-teaching

staff.

Aroroy Municipal College is an institute of pioneering in higher education. Aroroy

Masbate education was stablished under municipal resolution no. 010-2015. According to

Commission En Banc Resolution No. 879-2016 of October 25, 2016, and CHED Memorandum

Order No. 42 of 2016, AMC is a recognized higher education. This institution initially offered

the two-year Computer Hardware Servicing program through the Technical Education and Skills

Development Authority (TESDA), with five graduates per year. Today, it offers the four-year

Bachelor of Technical Vocational Teacher Education (BTVTED) program with majors in Civil

Construction Technology (CCT) and Computer Hardware Servicing (CHS) and a Bachelor of

Arts in Education (BTVTED) .As of 2020 the college has an average of annual enrollment rate

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of 63.49% (2015-2020) the college physical facilities (56 part time intructors as of 2020) are

developing to keep up with the latest educational and technological advancement.

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Figure 1: Map of Aroroy Municipal College

Theoretical framework

This study was informed by APA’s Self- Determination Theory (SDT) and Wang, Liu,

and Wang’s Information Processing Theory (IPT) in examining the Aroroy Municipal College

Students’ Post-pandemic Learning Challenges. These two theories were selected due to their

applicability to post-pandemic learning challenges. The Self-Determination Theory (SDT) and

Information Processing Theory (IPT) are two prominent psychological Frameworks that can

offer valuable insights into students’ post-pandemic learning challenges. These theories can

provide a useful framework for understanding and addressing the diverse needs and challenges

that students may face as they navigate the complex learning landscape in the aftermath of the

pandemic.

APA’s Self-Determination Theory (SDT): The Self-Determination Theory of APA

which was develop in 2016, is a motivation theory that suggests that individuals are motivated to

pursue activities that allow them to meet their basic psychological needs for autonomy,

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competence, and relatedness. Autonomy refers to the need to feel in control of one’s actions and

decisions, competence refers to the need to feel capable and effective in one’s pursuits, and

relatedness refers to the need to feel connected and support by others.

In the context of post-pandemic learning challenges, SDT is particularly relevant because

students may experience disruption to their basic psychological needs, which can affect their

motivation and engagement in learning. For example, remote learning may limit students’

autonomy, as they may have less control over their learning environment and schedule. They

may also feel less competent in their learning, as they may struggle with new technologies or

have limited access to resources and support. Additionally, students may feel disconnected from

their peers and teachers, which can affect their sense of relatedness and motivation to learn.

To address these challenges, educators can use SDT principles to support students’

motivation and engagement in learning. For example, educators can promote autonomy by

providing students with choices and opportunities for self-directed learning. They can also

support competence by providing students with feedback and opportunities for skill-building.

Finally, educators can promote relatedness by fostering connections and collaboration among

students, and by providing opportunities for social support and interaction.

Moreover, educators can also help students identify and pursue their personal interests

and goals, which can increase their motivation and engagement in learning. This can involve

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providing opportunities for personalized and project-based learning, which allows students to

pursue topics and activities that are personally meaningful to them.

Self-Determination Theory provides a useful framework for understanding the challenges

that students may face in post-pandemic learning environments, and for developing strategies to

support their motivation and engagement in learning. By considering students’ basic

psychological needs for autonomy, competence and relatedness, educators can promote a more

supportive and engaging learning environment, and help students overcome the challenges of

remote and hybrid learning.

Information Processing Theory: This theory suggest that learning involves acquisition,

encoding, storage, and retrieval of information. The Wang, Liu, and Wang (2003) Information

processing theory proposes that there are three stages of information processing: sensory input,

working memory, and long-term memory. Sensory input refers to the initial perception of

information, which is the transferred to working memory. Working memory is responsible for

processing and manipulating information, while long-term memory is responsible for storing and

retrieving information for later use.

In the context of post-pandemic learning challenges, this theory is particularly relevant

because the pandemic has caused significant disruptions to traditional classroom learning. Many

students have had to adjust to remote learning, which can be more challenging due to

distractions, and the lack of face-to-face interaction with teachers and peers. As a result, students

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may struggle with the sensory input stage of information processing, as they may not have access

to the same level of engagement and stimulation as they would in a traditional classroom setting.

Moreover, remote learning may also present challenges for working memory, as students

may struggle to process and manipulate information in a virtual environment. For example,

students may experience difficulties in managing multiple screens, or in adapting to different

learning management systems and online tools.

Finally, the pandemic may also affect long-term memory, as students may struggle with

retaining information over time, particularly in subjects that require hands-on learning or social

interaction. As a result, educators may need to develop strategies to help students better engage

with the material and retain information, such as through the use of interactive and collaborative

learning tools.

The Wang, Liu and Wang (2003) Information Processing Theory provides a useful

framework for understanding the challenges that students face in post-pandemic learning

environment. By considering the stages of information processing, educators can develop

strategies to support students in their learning, and ensure that they are able to adapt to the new

challenges of remote and hybrid learning.

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ARORY MUNICIPAL COLLEGE STUDENTS’ POST-PANDEMIC

LEARNING CHALLENGES

WANG, LIU, AND

APA’S (2016) WANG (2003)
SELF- INFORMATION
DETERMINITION PROCESSING
THEORY THEORY

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Figure. 2. Paradigm of theoretical framework

Conceptual Framework

The conceptual paradigm of this study implies the IPO model or the System Approach, in

which the INPUT contains the socio-demographic profile of AMC Students including the age,

civil status, year level, family income. The post-pandemic learning difficulties experienced of

AMC students along: a. Instruction; b. internal factor; c. External factor. The coping mechanism

in their learning challenges in the post-pandemic is through reading books, practice to write a

sentence with the correct grammar and search to the internet about vocabulary or knowledge to

help them. The factors causing the difficulties experienced by the Aroroy Municipal College

students are Lack of knowledge and skills, struggling in analyzing and understanding the lessons,

and Financial concerns due to unemployment, the PROCESS is the survey questionnaire

interview, distribution, collating, presentation, analysis and interpretation of data gathered, and

formulation of conclusion and recommendations, and the OUTPUT includes Determined the

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socio- demographic profile of AMC students may have bearing learning Determined the different

post-pandemic learning difficulties in terms of instruction, internal factor, External factor.

Determined a variety of coping mechanisms of AMC students in their learning difficulties.

Determined the

INPUT OUTPUT

Socio-demographic profile of AMC Determined the socio-

Students includes Age, Civil status, demographic profile of AMC

Year Level, Family income students may have bearing

PROCESS
learning
The post-pandemic learning

difficulties experienced of AMC Determined the different post-

 survey questionnaire
students along: a. Instruction; b. pandemic learning difficulties in
 Data analysis and
internal factor; c. External factor. terms of instruction, internal
interpretation
factor, and External factor.
The factor causing the learning  Develop strategies to
challenges experienced by the aroroy Determined a factors that caused
address learners’ post-
municipal college students learning challenges of AMC
pandemic learning
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students in post-pandemic.
 Lack of knowledge and skills challenges

 struggling in analyzing and Intervention and Activities to

understanding the lessons address the Post-pandemic

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Figure. 3. Paradigm of conceptual framework

Definition of Terms

In this section, the terms used were defined operationally and conceptually.

Challenges - is the threat that students meet during the COVID-19 pandemic in their

learning area, something that needs great mental or physical effort in order to be done

successfully and therefore tests a person’s ability.

Learning – is the knowledge that students gain during the pandemic in their learning area

it is also a process of acquiring new understanding, knowledge, behaviors, skills, values,

attitudes, and preferences.

Post pandemic - the decrease of pandemic surveillance due to a decrease of pandemic

outbreak

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Students –a person formally engaged in a school or other educational institution but in

this study students are the participants or the respondents of this study that meet difficult

challenges after pandemic.

Internet – is a worldwide system of computer networks, a network of networks in which

users at any computer can, if they have permission, get any information from any other

computer.

References:

Gillies, Robyn M, and Adrian F Ashman. “The Effects of Cooperative Learning on Students with

Learning Difficulties in the Lower Elementary School." : 19-27.

Gillies, Robyn M, and Adrian F Ashman. “The Effects of Cooperative Learning on Students with

Learning Difficulties in the Lower Elementary School.” : 19–27.

Gillies, Robyn M, and Adrian F Ashman. “The Effects of Cooperative Learning on Students with

Learning Difficulties in the Lower Elementary School.” : 19–27.

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 AROROY MUNICIPAL COLLEGE
Lubigan Hills, Ambolong, Aroroy, Masbate

Chapter II

Method and peocedures

This chapter discuss the research design, research respondents, sampling

procedure,research instruments, data gathering procedure, and statistical procedure.

Research design

The particpants of this study will The researcher made use of the descriptive - analitical

method that determine Aroroy Municipal College (AMC) . student post pandemic learning

challenges . The descriptive methods of research aims to present , analyze and interpret the data

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 AROROY MUNICIPAL COLLEGE
Lubigan Hills, Ambolong, Aroroy, Masbate

gathered . This method in generally employed in studies that have the chief purpose of describing

the phenomena, in controst, to ascertain what their value and importance are. Good and skates

stressed that descripted research include studies the purposes to present facts of concerning the

future and status of any things . This means that descriptive research gives meaning to the quanti

and standing of the facts that are going on.

Population

The population of this study will be all the third year college students of Batchelor of

Teachnical Vocational Teacher Education majors in Computer Hardware Servicing at Aroroy

Municipal College.

Sampling Teachniques

This study used purposive – convenience sampling where the researchers collected data

from a conveniently available pool of respondent. The researcher will be used slovin’s formula.

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 AROROY MUNICIPAL COLLEGE
Lubigan Hills, Ambolong, Aroroy, Masbate

N
¿n ' To compute for the sample size
1+ NC 2

Respondent

The respondent are all 3rd year CHS students in Aroroy Municipal College.

Research instruments

This study utilized a questionnaire as the main instrument in gathering the need data. The

research instrument used in the study was the survey questionnaire. The questionnaire was

supplemented by the survey questionnaire or checklist some data gathered, particularly on AMC

student post- pandemic learning challenges. The researcher should be given the survey

questionnaire or checklist to those CHS third year student. The researcher made of short

orientation of the main objection of the study, the content of the questionnaire and until everyone

finished the survey questionnaire should be given in our free time to answer the questionnaire .

Data gathering procedure

The researcher will be asked permission from the President and Dean of the education

program. The questionnaire was prepared based on the statement of the problem after the

approval of the tittle. The researcher constructed the questionnaire with expert assistance of their

adviser and instructor. The instrument consists of four questions: What is the socio-demographic

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 AROROY MUNICIPAL COLLEGE
Lubigan Hills, Ambolong, Aroroy, Masbate

profile of AMC students. What are post-pandemic learning challenges experience by AMC

students along: Instruction, Internal factor, and External factor. What are the factors causing the

challenges experienced by the Aroroy Municipal College students. What are the coping

mechanism of AMC students in their learning challenges in the post-pandemic. The survey will

be conducted in one month by the data gathering.

Statistical treatment of data

The data gathered were subject to statistical treatment, specifically through the following

measures: Rank for factor affecting choice of CHS third year students. Weighted mean for the

Aroroy Municipal College (AMC) students post-pandemic learning challenges. Formula: Mw =

∑ PX/∑f

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