Upper Villages Christian Academy Inc

Learning Difficulties Experienced During Online Distance Learning Among
Grade 11 Students of Upper Villages Christian Academy, Inc. S.Y. 2020-2021
UPPER VILLAGES CHRISTIAN ACADEMY INC.
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
This chapter contains the introduction of the topic and importance of the subject
chosen for the study, an explanation of need for research. Statement of the problem,
accompanied with the significance of the study. The theoretical and conceptual
framework of the study are also indicated in this chapter.
Introduction
The global pandemic has urged the education sector to venture on distance
education and was compelled to explore all means to deliver the learning that students
ought to receive despite the many challenges the pandemic is causing. Most of the
schools nowadays implemented online distance learning. Distance learning is a teaching
system consisting of video, audio and a written material designed to be used in studying a
subjects or courses at home. Distance learning is influenced majorly by computer and
electronics technology. Nowadays, internet, computers, laptops, and mobile phones have
become an important part of one’s daily life but some of the students encountered
learning difficulties in online distance learning. A learning difficulty is a condition that
can cause an individual to experience problems during online distance learning. Students
with online learning difficulties are those who lacks learning equipment (e.g. High-end
devices, stable internet, high megapixel camera, and quality earphones) and learning
strategies.
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In times of hardship and pandemic due to corona virus, students who continues to
study are the one who are gravely affected. The most important thing for the students is
their studies but some of them nowadays gave up due to poverty because their parents
faces unemployment.
It is timely to figure how the status quo affects the learners so they could be
helped accordingly. This study explored the subject matter with the aim of determining
the phenomenon and challenges when pandemic hits our world especially in a new
system of education through virtual classes, instant messaging or online submissions to
avoid face-to-face interactions. The researchers utilized a questionnaire to find the best
answers to the statement of the problem. Furthermore, the study identified the actual
learning difficulties experienced during online distance learning of the students of Upper
Villages Christian Academy, Inc.
Background of the study

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Online learning takes place through the internet. It is often referred to as "e-
learning" among other terms. However, online learning is just one type of "distance
learning" or the umbrella term for any learning that takes place across distance and not in
traditional classroom.
Many students participating in home learning programs also say that the work
load of online classes is larger than that of regular classes. According to Brady et al.,
(2010), in many parts of the world, learners have turned to online distance learning as a
reliable alternative to face-to-face education. These online distance learning usually are
carried through social networking sites such Facebook, YouTube (video lessons),
telegram and the like. In the Philippines, distance education offerings have been
organized and supported through learning management systems (LMS) of the Department
of Education (DepEd) E-Learning Portals. Furthermore, the Department of Education
have provided various means to cater the distance learning such as the DepEd TV,
Blended Learning which provided both online and offline learning course, and modular
learning which are facilitated by teachers. However, these learning modalities are
challenged by many factors such as the student’s capabilities to engage in online learning
platforms that requires fast internet connections and abilities to do self-learning at home.
As a result, educators have begun exploring alternative platforms to provide learners with
the social communication tools that allow for ease of use, pedagogical freedom, fluid
online discussions, and identity management (Brady et al., 2010). Though institutions
may not support a number of these platforms especially the Social networking Sites
(SNS) presumably because of their perceived loopholes and risk factors. However, many
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teachers and students believed that social networking sites are useful platform to deliver
the teaching-learning process for online distance learning because of many reasons such
as its availability and accessibility for everyone and the appealing, interesting and
engaging arrangement it provides.
The use of online social networks in online distance learning has been supported
by numerous educational technology researchers, who have highlighted the benefits of
participatory technologies in formal learning contexts in K-12 (Barbour & Plough, 2009).
Social networking technologies have been viewed as tools that enable the use of
participatory pedagogies able to address the problems that have traditionally plagued
distance education: creating a sense of presence, community-building, and learner
participation in interactive discussions (Brady et al., 2010). Greenhow (2011) suggests
that using online social networks as educational platforms may support learners in
forming social connections with others while they collaborate to share ideas, create
products, construct identities, and receive timely feedback. Additionally, research on
informal learning within social networking sites contexts suggests that participation
fulfills important social learning functions (Greenhow & Robelia, 2009).
However, there are still various inevitable flaws and pitfalls regarding the
inclusion of social networking sites as learning environment for online distance learning
such as additional workload concerns for teachers especially when it comes to
monitoring, prevalent distractions among students, lack of trust in peer feedback,
ownership issues with regards to public and collaborative spaces, difficulty in adapting
publicly available tools, and difficulty in protecting the anonymity of students.

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Furthermore, in the study of Madge et al., (2009), they have suggested that online
learning might be more useful for informal rather than formal learning.
During this time of crisis, the students must protect their right to learn. Only
through education can people build the skills and resources they need to best respond to
crisis like the one our global community is currently facing. For some students, these
closures will only be a temporary shift in their schooling before they get back on track,
but for many in the communities that they serve, this could mean the end of their
education. However, as a student participating in the home learning program, online
school was confusing to adjust to as we had not been prepared through simulations or
practices beforehand. Moreover, most of the time students are affected by learning
difficulties. Having them does not make someone less intelligent, it just means they learn
in a different way–which is that rendered in a legitimate classroom setting. In conclusion,
online learning should be seen as a complement and extension of classical forms of
learning.
With all that mentioned, this study is conceptualized to understand the ordeal of
learners in online distance learning to help the students accordingly. It represents a great
way to study many fields and to boost the level of learning-motivation among learners,
particularly when it comes to the flexibility of schedule. During this pandemic, the
students had to face big adjustment, however, they must continue their education through
online distance learning. On the other note, an additional and equally important benefit of
online distance learning is to help students to develop their technical skills and online
learning strategies they need to pursue their future educational and professional goals.
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Theoretical Framework
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Figure 1: Anderson's model of online learning (Source: Anderson, 2008)
The research study was theoretically grounded in Anderson's model of online
learning (Source: Anderson, 2008, p. 61).
Anderson (2008) calls attention to two approaches to online learning shown on
the left and right sides — collaborative learning in a community of inquiry and
independent learning, respectively. The collaborative approach uses synchronous and
asynchronous communication technologies to enable dialogue, collaboration, and the
social construction of meaning. The independent learning approach uses tools that enable
learners to interact with, explore, and develop a deep understanding of content. The
elements of content, teacher, and learner are present in both approaches. However, the
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interactions among these elements that are foregrounded differ, with learner-learner
interaction being more prominent in the collaborative learning approach and learner-
content interaction being more dominant in the independent learning approach. Also,
teacher-learner interaction appears to be more direct in the collaborative learning
approach (i.e., teacher and learner are shown to interact directly in the community of
inquiry), whereas it is mediated by content in the independent learning approach (i.e., the
teacher provides structured learning resources that the student studies independently).
Learner-content interaction is also present in the collaborative learning approach in that
the focus of the dialogue is the course content. Similarly, there is the possibility of
learner-learner interaction in the independent learning approach, through the learner's
interaction with family members, colleagues in the workplace, and peers, including those
whom they might meet in online networks. According to Anderson, teachers and course
designers using his model of online learning need to decide which approach to take based
on the nature of the learning that is prescribed by the curriculum, among others. This
framework elaborates the process of online learning in which several problems may occur
to cause impediment to a successful teaching-learning process and cause burden to
learners and teachers as well.
Conceptual Framework
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The figure below shows the methods used in order to achieve the objectives of
this study.
INPUT PROCESS
1. Demographic -Descriptive Method OUTPUT
profile of the
-Questionnaires Learning Difficulties
respondents be
evaluation Experienced During
described in terms of
Online Distance
the following: -Statistical
Learning Among
Treatment of Data
1.1 Age; and Grade 11 Students of
-Analysis of Data Upper Villages
1.2 Gender Christian Academy,
2. The learning Inc. were determined
difficulties
experienced by
students during
online distance
learning
FEEDBACK
Figure 2: Conceptual Framework
Figure 2 shows the conceptual framework which follows the Input-Process-
Output model of research. The input is composed of the demographic profile, advantage
and disadvantage of online distance learning and effects of online distance learning
among learners. The process includes the collection of data through questionnaire and the
statistical analysis employed. The output of the study contains the Learning Difficulties
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Experienced During Online Distance Learning Among Grade 11 Students of Upper
Statement of the Problem
The new COVID-19 pandemic has presented a significant and unexpected impact
on many facets of life, specifically in education. According to an article by DARPE
(2021), COVID-19 is considered one of the most significant disruptions in education
systems' history. It has created an impact on approximately 1.6 billion learners globally.
Due to its emergence, academic institutions resorted to different learning modalities,
including distance learning, which scopes online learning. However, it was proven to be
unsuccessful in the study of Fabito et al. (2020) as it posed challenges to the learners and
educators. Thus, this study aims to understand the pandemic's educational consequences
by exploring senior high school students' experienced difficulties in online learning. This
study, in particular, sought answers the following questions:
1. What is the demographic profile of the respondents in terms of:
1.1 Age; and
1.2 Gender?
2. What are the learning difficulties experienced by students during online
distance learning?
Significance of the Study
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The chapter deals with opportunities and challenges of distance learning. One
challenge comes from the changing perceptions of what learning is all about. The second
challenge comes from new learning opportunities that technology now offers.
Constructivism, interpretivism, and computing technology, separately and often together,
have redesigned the conception of the challenges and opportunities of learning, and
brought about new learning possibilities for almost all teaching and learning situations,
including traditional classroom teaching, distance learning, and self-learning. Computer-
supported learning environments could have good problems that will stimulate students
to explore and reflect on their knowledge construction. Students who cannot afford
higher education are discouraged from seeking or completing a degree. Distance
learning-based programs could increase access for students to higher education, whereas
open and distance-learning programs may be difficult to implement in the laboratory
sciences, but they have real potential to maximize the use of technology. The following
listed below are the one who may benefit from the study:
To the students, this study provides ideas for students to learn between teachers and
technology. They will find solution not by their teachers but also through using internet
for information.
To the teachers, this study will help them to understand the situation of their students
since the difficulties of studying with distraction for environment and internet will lose
communication between them.
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To the parents, this study will help them to understand students and teachers in the
difficulties of communicating through technology.
To the future researchers, this study would help them to be aware and be
knowledgeable. Also, it would help them to be a better analyst and it can be a help as a
reference for more studies in the future.
Scope and limitations
The study entitled Learning Difficulties Experienced During Online Distance
Learning was conducted in Upper Villages Christian Academy, Inc. The participants in
this study are exclusively from Grade 11 student of Upper Villages Christian Academy,
Inc. In addition, this study specifically worked with distance online learning and its
effects as a variable, whereas, from studying this variable, the learning experiences of the
senior high school students were derived. Also, as the title suggests, the study
comprehensively tackled how the learning experiences during the time COVID-19 took
place.
Hypothesis
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This study entitled "Learning Difficulties Experienced During Online Distance
Learning Among Grade 11 Students of Upper Villages Christian Academy, Inc." has one
expected outcome among the following hypothesis:
Null hypothesis: There are no Learning Difficulties Experienced During Online
Distance Learning Among Grade 11 Students of Upper Villages Christian
Academy, Inc.
Alternative hypothesis: There are Learning Difficulties Experienced During
Online Distance Learning Among Grade 11 Students of Upper Villages Christian
Academy, Inc.
Definition of Terms
For a more in-depth understanding of the study, the following terms were defined.
1. E-learning refers to "learning facilitated and supported through the use of
information and communications technology" (JISC, 2012) such as computers,
interactive whiteboards, digital cameras, mobile phones, online communication
tools, and VLEs. E-learning may take place in the context of campus-based
instruction as well as in DE contexts, and the domain of e-learning includes e-
learning in the classroom, online learning, and blended learning.
2. Blended learning is a pedagogical approach "that combines face-to-face meetings
with deliberately designed online activity" (Haythornthwaite & Andrews, 2011, p.
13) such as online discussion forums to discuss particular course topics outside of
regular class hours.

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3. Online learning is defined by Ally (2008) as "Nile use of the Internet to access
learning materials; to interact with the content, instructor, and other learners; and
to obtain support during the learning process, in order to acquire knowledge, to
construct personal meaning, and to grow from the learning experience" (p. 17).
Online learning may be a component of conventional on-campus education, as in
blended learning, or the sole mode of educational delivery, as in DE.
4. Distance education (DE) is "planned learning that normally occurs in a different
place from teaching and as a result requires special techniques of course design,
special instructional techniques, special methods of communication by electronic
and other technology, as well as special organisational and administrative
arrangements" (Moore & Kearsley, 2004, p. 2).
5. Online distance education (or online DE) is a term used in this study to
distinguish DE conducted via the Internet from other forms of DE, such as
correspondence study and radio- and television-based DE. The term also
distinguishes online learning where learners and teachers are geographically
separated, from online learning in blended learning contexts (cf. Forsyth et al.,
2010).
6. Constructivism is a theory in education that recognizes learners construct new
understandings and knowledge, integrating with what they already know.
7. Critical thinking is the analysis of facts to form a judgment.
8. Interpretivism is a school of thought in contemporary jurisprudence and the
philosophy of law.
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9. Mobile phone is a telephone with access to a cellular radio system so it can be
used over a wide area, without a physical connection to a network.
10. Pandemic is the outbreak of a disease that occurs over a wide geographic area
(such as multiple countries or continents) and typically affects a significant
proportion of the population.
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
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The literature and studies cited in this chapter tackle the different concept, ideas
and findings from past studies that are relevant and similar and which serves as the
researchers guide to present the study.
FOREIGN LITERATURE
On William Woods University site, a blog about, "Teaching Virtually: How
Students are Coping with Distance Learning?" was posted on May 15, 2020. The focus of
this literature is on how the teachers and students are grappling with taking their classes
online for the very first time. The rapid shift to distance learning may be contributing to
the declining morale among teachers and students. A recent Education Week survey finds
that 76 percent of the students and 66 percent of teachers are in lower spirits than they
were before the crisis.
According to UNESCO (2021) similarly, parents are also suffering from the same
dilemma as they assume a bigger responsibility for their child's education. Recognizing
the challenges faced by the education system during this pandemic, many organizations
and businesses have offered free resources to educators. The Online Learning Consortium
has created a page dedicated to teachers who are moving their classes online. The page
includes helpful workshops, articles, as well as a list of free-third party tools such as
Google Classroom- a web distance learning service developed by Google.
According to Kareem Farah (2016) while some teachers are deeply entrenched in
figuring out the complexities of teaching online, others are better positioned to offer
helpful tips based on their prior experience. One example of this is Kareem Farah, an
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Executive Director of The Modern Teacher Classroom Project which is a nonprofit that
trains teachers how to develop a blended, self-paced content approach using self-made
videos and face-to-face interaction. In his recent edutopia.org article, Farah offers four
tips for teachers shifting to teaching online. Remember that simplicity is a key. As remote
instruction offers little time for clarifications, assignment instructions should be simple
and direct, offering no more than two resources. Embracing the new method of teaching
and learning requires a great deal of planning and coordination, as technology needs to be
connected to the wanted learning outcomes. A study in the US reposted that 42% of the
surveyed teachers felt that their students knew more about technology and its uses than
they did. This sector of missing relevant professional development makes it difficult to
take a step that is necessary to move forward with the integration of technology in the
classrooms. However, as there may be a fear of technology factor, it is more widespread
than the implementation of technology is not working because of the lack of planning and
meaningful professional training on the part of teachers.
LOCAL LITERATURE
The delivery of education in the Philippines has greatly changed because of the
Coronavirus disease 2019 pandemic. Since public and private schools were closed to
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protect the health of learners and educators, teaching had to be performed remotely with
the use of modular and digital platforms.
Montemayor, M.T. (2020) made an article about the continuity of education amid
COVID-19 through the plan of the Department of Education. The Education Secretary
Leonor Briones said that the Basic Education Learning Continuity Plan (BE-LCP) is the
Department of Education's response and commitment to protecting the health, safety, and
well-being of learners, teachers, and personnel. Briones added that education must
continue under the health protocols set by the Department of Health and the World
Health Organization. The Inter-Agency Task Force for the Management of Emerging
Infectious Diseases approved the the Basic Education Learning Continuity Plan to ensure
that learning progresses among students despite the absence of face-to-face classes due to
the threat of COVID-19. Based on the reports, the Department of Education selected
teachers who were trained to be teacher-broadcasters by the country’s top journalists to
deliver lessons through the DepEd TV since not all areas in the country have an internet
connection. To further assist more learners and teachers in distance learning amid the
pandemic. The DepEd also upgraded its DepEd Commons which is an online learning
platform for both public and private schools. Classes resume in the Philippines on
October 5, 2020, even as campuses stay closed and face-to-face lessons remain
suspended due to the COVID-19 pandemic.
Magsambol, B. (2020) reported that while the coronavirus has infected over 322,
000 people in the Philippines, a total of 24,723,533 elementary and high school students
both in public and private schools start their classes again on Monday, October 5, 2020.
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Following President Rodrigo Duterte’s directive for schools to delay face-to-face classes
until coronavirus vaccine becomes available, the Department of Education has shifted to
distance learning. Distance learning is when teachers and the students are geographically
remote from each other during their classes. This means lessons are delivered outside the
traditional face-to-face set-up, through a mix of modular learning, online learning, TV,
and radio broadcasts. Magsambol also pointed out that various issues have hounded the
preparations for the school year. A week before the opening, the DepEd was still training
its teachers for distance learning. This posed a problem as some teachers found it difficult
to adopt the revamped education system due to a lack of knowledge in technology.
On December 6, 2020, an article was posted in the Association of Southeast Asian
Nations (ASEAN) Post authored by Uy, Anna M. She talked about the questions, “Is the
pandemic destroying the Philippine Education?” Even before the opening of the school
year, some segments of Philippine society were clamoring for an academic freeze due to
the COVID-19 pandemic. They have perceived problems related to the implementation of
the distance/blended learning program of the Department of Education. Aside from this,
the recent experience of the Philippines has gone through five typhoons (ie. Quinta,
Rolly, Siony, Tonyo, and Ulyses) in a row within a month, which have left trails of havoc
and devastation in their wakes, some university students and even some professors from
the University of the Philippines (UP), Ateneo de Manila University (ADMU), De La
Salle University (DLSU), University of Santo Tomas (UST), St. Louis University (SLU),
Polytechnic University of the Philippines (PUP) and the like called for a nationwide
academic freeze – Malacañang, on the other hand, dismissed the call for an academic
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freeze after series of typhoons brought damage to the country on top of the coronavirus,
claiming that these natural calamities did not affect education per se since the primary
modality of learning is online.
On responding to challenges, Uy (2020) posted that the challenges attributed to
the shortcomings of blended/flexible learning are due in part to the country's third world
information technology (ICT) amenities and infrastructures, alongside various socio-
economic issues. This has resulted in a digital divide where the disadvantaged have
limited access to technology infrastructures, resulting in low levels of digital literacy
among some students, parents, and teachers.
The Asia Society Journal (October 2020) posted an article on Asian Perspective in
Back-to-School: Challenges for the Philippines and Responses from around Asia. It is
noted in the article that resilience and adaptability are crucial do the education sectors
burden begins not with technology, not with content but with a major shift in enrolment
patterns. Some private schools have reopened to smaller student populations as early as
August 2020. Meanwhile, the classes in public schools officially restart on October 5,
2020.
The blend of online, broadcast and modular learning is designed to ensure the
safety of both the students and teachers. But with the risked adaptation and/or
development of curricula and materials for the blended modalities, gaps, and even risks
are unavoidable realities. A quick scan of public and private schools around the
Philippines provides snapshots of challenges as well as common efforts to adapt and
comply with government mandates to employ modular distance learning, online classes,
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and blended learning, or the combination of remote and traditional classroom set-ups in
the current COVID-disrupted environment. Common to everyone; problems in access
and affordability of the hardware and software to go online reliably and sustainably; the
logistics and health protocols for offline components of modular learning; the
redevelopment and adaptation of teaching content and materials on electronic and digital
transmission; lack of preparedness or comfort in new and experimental methods of
teaching, unresolved questions on monitoring, evaluation and grading of students and
teachers performance; the potentials, impact, and limiting effects of the described home
environment on online learning; rising anxiety and mental and psychological challenges
among teachers, students, and parents; and an acknowledgment that more issues and
unanticipated scenarios can only inevitably arise as classes, resume, especially where
special education needs are concerned. Also, unreliable and slow internet connection,
lack of technological skills, and devices are some of the hindrances to distance learning.
As technology evolves, so does people’s realm of possibilities. In the education sector,
for example, the path to becoming a teacher was very narrow. One must take up a degree
in education, apply as a school teacher, conduct one’s classes with readings and manila
paper aids in the ton. But these days, teachers have access to more sophisticated tools that
can break the monotony of everyday lectures and facilitate the learning experience in
different ways.
Natividad, N. (2016) shared about the teachers' need to adapt to a new learning
curve. Every teacher can tell you that no two people learn the same way. There are visual
learners, auditory learners, read-write learners, and kinesthetic learners. And because all
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these types of learners are mixed in one classroom, teachers need to be able to find ways
to accommodate these disparities.
Technology makes access to learning tools easier. Teachers can make use of
course management tools like Canvas to upload and organize resources such as syllabi,
assignments, or readings (Natividad, 2016). With the rapid growth of internet adoption
worldwide, people are now connected in ways that were previously deemed impossible.
This opens new doors for people to learn and teach.
FOREIGN STUDIES
Responses to the COVID-19 pandemic have created a long list of stressors for
students to deal with, including problems caused by the emergency conversion to online
language teaching.
Al-Maroof, R.S. et.al. (2020) conducted a study entitled, "Fear of COVID-19 and
Technology Adoption: The Impact of Google Meet during Coronavirus Pandemic",
which was published online journal Interactive Learning Environments last year. This
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study seeks to explore the effect of fear emotion on students' and teachers' technology
adoption during the COVID-19 pandemic. They have made use of Google Meet as an
educational social platform in private higher education institutes. The main hypothesis of
this study is related to the effect of COVID-19 on the adoption of Google Meet as
COVID-19 rises various types of fear. During the pandemic, fear due to family lockdown
situations, fear of education failure, and fear of losing social relationships are the most
common types of threats that may face the students and teachers. These types of fears are
connected with two important factors: the perceived case of use (PEOU) and perceived
usefulness (PU), with another external factor, which is the subjective norm (SN). The
results revealed that both data analysis techniques have successfully provided support to
all the hypothesized relationships of the research model.
Siron, Y. et.al. (2020) published research in the Journal of Technology and
Science Education with online ISSN:2013-6374 on August 2020. It is about the factors
affecting the adoption of e-learning in Indonesia: a lesson from COVID-19. The study
aims to examine factors affecting the use of e-learning during the COVID-19 pandemic
in Indonesia. This survey study utilized a quantitative approach to understand the related
variables. An online questionnaire was distributed to collect information from
respondents. A total of 250 questionnaires were gathered, the findings indicate that the
students' intention in using e-learning was determined by several variables, including
perceived enjoyment, study experiences, computer anxiety, and perceived self-efficacy.
These findings also confirm that both perceived case of use and perceived usefulness can
explain the students' intention in utilizing e-learning.

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LOCAL STUDIES
Jacinto, M.A.T. (2017) conducted a study entitled, “Anxiety and Efficiency on
Computer Technology Integration among High School Students. The study aimed to
know the levels of computer anxiety, self-efficacy, use of computer applications in
instructions, and level of computer anxiety explained by computer self-efficacy,
computer usage, and selected characteristics. Findings show a total composite anxiety
score of 29.36 which is interpreted as low Technophobia, Generally, Relax or
Comfortable. Results revealed that groups having less self-efficacy has less enthusiasm to
perform activities compared to groups having higher self-efficacy. Other findings showed
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that there are several teachers whose responses are "not available" and only a few hands
are utilizing the benefit of using computer applications in their profession. It is
recommended that schools should be more open to students in using computers and to
provide comprehensive training to enhance their literacy and skills in computer
application.
Nueva, M.G.C. (2019) studied the Filipino teachers' attitude towards technology
determinants and association with technology integration practice in distance learning.
This was published in Asia-Pacific Social Science Review in 2019. This study describes
the attitude of Filipino teachers towards technology, including their determinants and
association with technology integration practice. Data were collected from a randomly
selected sample of 150 teachers who responded to a survey instrument adapted from the
tools of Venkatesh and Davis (2000) and of Florida Center for Instructional Technology
(2005). Results suggest that the teachers surveyed have a favorable attitude towards
technology. Moreover, the confirmatory factor analysis reveals that the grade level
assignment of the teachers is significantly associated with their attitude towards
technology. Besides, results of the structural equation model revealed that the only
perceived ease of use of technology significantly associates with the technology
integration practice of the teachers. It is suggested to conduct a large-scale survey to
obtain definitive findings on the topic.
Rabacal, J.S. et.al. (2020) conducted a study on the COVID-19 Impact on the
Quality of Life of Teachers: A Cross-sectional Study. This was published in an online
journal of the Asian Journal of Public Opinion Research. The study was conducted to
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determine the impact of the COVID-19 pandemic on the quality of life of professional
teachers in the Philippines. A descriptive cross-sectional study was used involving 139
licensed professional teachers. Results indicated a moderate COVID-19 impact on the
quality of life of teachers. There was a significant difference in the impact of COVID-19
on quality of life by degree program. However, the impact of COVID-19 on quality of
life did not significantly differ by age, sex, marital status, employment status, monthly
salary, and presence of COVID-19 case near their residence, personal knowledge of
someone who was infected or died of COVID-19, presence of medical conditions and
perceived threat. The psychological well-being and quality of life of teachers must be
recognized and teachers must be provided with support as they continue to adapt to the
impact brought about by the COVID-19 pandemic.
Rabago-Mingoa, T. (2017) presented research entitled, "Filipino teachers' stress
levels and coping strategies", during the De La Salle Research Congress in 2017. A total
of 100 teachers in Metro Manila were used to find the stress level, vulnerability to stress,
and the most common sources of stress, and the most common sources of stress and
coping strategies of teachers. Statistical analysis using t-test and multiple regression on
the different stressors and coping strategies were done with the variable of the study.
A computation of stressors and coping strategies collected in this study was
intended to help teachers and would-be teachers to brace up for factors that could cause
stress in their workplace and possibly affect classroom performance especially the
student-teacher relationship. Implications of the study point to various ways teachers deal
with stressors. Teachers in the study apply either direct action or palliative techniques.
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Teachers may also be made aware of their coping strategies for stress other than those
mentioned in the study like seeking outside help when needed and learning stress
management techniques. The study gives insight to school administrators on where they
can help alleviate stress in the workplace.
Talidong & Toquero (2020) worked on research about Philippine Teachers'
Practice to Deal with Anxiety Amidst COVID-19. This was published in the Journal of
Loss and Trauma 2020, Vol. 25 Nos. 6-7, pp. 573-579. School closures, home quarantine
and social distancing implemented worldwide can cause sudden anxiety even among
teachers. A designed online survey collected data from Filipino teachers' practices on
how they deal with anxiety due to the COVID-19 pandemic. The practices include
information seeking, preventive measures, and other coping mechanisms to deal with
anxiety during the quarantine period. Results revealed that teachers practice virtual
learning, communicate with the professional community, adhere to quarantine
requirements and find purposeful activities to deal with anxiety due to suspension of
national-related activities in the country brought by the pandemic.
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CHAPTER III
RESEARCH METHODOLOGY
This is a chapter contains the Research Methods, Sample and Sampling
Technique, Research Instruments, Data Gathering Procedure and Statistical Treatment of
Data.
Research Method
This study was conducted in order to determine the preparation and to gather
necessary data. The researchers used the descriptive method using qualitative approach.
The credibility of findings and conclusion extended defend the quality of the research
design through data collection, data management, and analysis. This research will cover
the following research design in method the respondents or subjects to be studied the data
collection instrument and data analysis.

28
The study is about the Learning Difficulties Experienced During Online Distance
Learning Among Grade 11 Students of Upper Villages Christian Academy, Inc. The
researchers used the descriptive method to describe the characteristic of the phenomenon
or population being studied. The researchers used this type of method to gather the data
that will help the researchers interpreting the responses of the participants.
Sample and Sampling Technique
The researchers used the Slovin's formula to determine the number of respondents
and simple random sampling is a method of sampling in which the researchers randomly
select a subset of participants from a population.
The Slovin’s formula is:
N
n=
1+ N e2
The computation for finding the sample is as follows:
N= 283 (Total population of Grade 11 students)
E= 10% (Margin of error)
N= 74 is the sample size of this study.
283
n=
1+(283)¿¿
29
283
n=
1+(283)(0.01)
283
n=
1+ 2.83
283
n=
3.83
n = 74
Research Instruments
The instrument used was a self-made questionnaire survey to gather the needed
data. The draft of the questionnaire was based on the problem about Learning Difficulties
Villages Christian Academy, Inc. In the preparation of the instrument, the requirements
in the designing of good data collection instrument were considered. For instance,
statement describing the situations or issues pertaining was toned down to accommodate
the knowledge preparedness of the respondents based on their experienced. Five-point
scale Likert’s scale were provided to accommodate the experiences of the Grade 11
students on the specific topic and issue. Moreover, the instrument was authorized to
obtain validated responses of the students. The researchers used a structured
30
questionnaire to provide less pressure to the respondents when answering the questions.
Researchers also used the Likert’s Scale to determine the Learning Difficulties
The statements in the survey questionnaire are negatively stated, hence, high
score equates to negative interpretation. The following data interpretation was created to
easily characterize the responses that were gathered in the study.
Weighted
Scale Descriptive Rating Interpretation
Value
5 4.20 – 5.00 Strongly Agree Negative Experience
4 3.40 – 4.19 Agree Fairly Negative Experience
3 2.60 – 3.39 Neutral Neutral Experience
2 1.80 – 2.59 Disagree Fairly Positive Experience
1 1.00 – 1.79 Strongly Disagree Positive Experience
Data Gathering Procedure
In order to conduct the study the researchers used the following procedures:
1. The researchers composed a self-made questionnaire that is related to the topic.
2. The researchers consulted the research adviser to validate the chosen questions in
questionnaire.
31
3. The researchers prepared a letter for permission to conduct the survey for the
school admission of the target respondents from Upper Villages Christian
Academy, Inc.
4. Upon the approval the researchers encoded the questionnaire in Google Forms
then submitted to the research adviser who uploaded the questionnaire through
GENYO LMS (Learning Management System) to be administered to the target
respondents.
5. After collecting sufficient responses, the researchers classified, encode and
summarized the gathered data.
Statistical Treatment of Data
For the statement of the problem number 1, the percentage is employed to
determine the number of respondents in terms of age and gender.
This formula is as follows:
f
p= x100%
n
Where,
P= percentage
f= frequency
n= number of sample
32
To answer the Statement of the Problem number 3, this researchers used the
weighted mean. Weighted mean is used to determine the mean or average score of the
Learning Difficulties Experienced During Online Distance Learning Among Grade 11
Students of Upper Villages Christian Academy, Inc.
ΣWiXi
Formula: X
xxi
Where:
X = Weighted mean
Wi = weight of ith item X
Xi = value of the ith item X
CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This part of the research presents and discusses the results and findings from
various experiments and tests conducted in the research as described in the Research
Methodology.
1. What is the demographic profile of the student respondents in terms of;
1.1 Age; and
1.2 Gender?
33
Table 1: Frequency and Percentage distribution in terms of Age
AGE FREQUENCY PERCENTAGE
18- 19 years old 17 22.97%
16-17 years old 57 77.03%
TOTAL: 74 100%
Table 1 shows the profile of the respondents based on their age. The highest
among the age of respondents is range of 16-17 years old with a percentage of 57 or
77.03%. The lowest frequency among the age of respondents is range of 18-19 years old
which got 17 or 22.97%.
Table 2: Frequency and Percentage distribution in terms of Gender
GENDER FREQUENCY PERCENTAGE

MALE 30 40.54%
FEMALE 44 59.46%
TOTAL: 74 100%
Table 2 presents the profile of the respondents based on their gender. The highest
frequency between the genders of the respondents is female which got 44 or 59.46%. The
lowest frequency is male which got 30 or 40.54%.
2. What are the learning difficulties experienced by students during online distance
learning?
34
Table 3
Learning Difficulties Experienced During Online Distance Learning
Among Grade 11 Students
Weighted Descriptive
Questions Interpretation
Mean Rating
1.) I can’t control my stress 3.54 Agree Fairly Negative
in online distance learning. Experience
2.) I had a negative 3.54 Agree Fairly Negative
experience during distance Experience
learning.
3.) I feel unmotivated and 3.56 Agree Fairly Negative
distracted while learning Experience
online.
4.) Online distance learning 3.43 Agree Fairly Negative
is stressful during this time Experience
of COVID-19 Pandemic.
5.) I experience lack of 3.81 Agree Fairly Negative
confidence while facing Experience
online classes.
6.) The distractions and 2.98 Neutral
background noise make Neutral Experience
learning difficult during
online distance learning.
7.) I feel uncomfortable 4.85 Strongly Agree Negative
with online learning. Experience
8.) Distance learning can 3.86 Agree Fairly Negative
affect our mental health Experience
negatively.
9.) I ever feel stressed 3.93 Agree Fairly Negative
because of school works Experience
especially in online distance
learning.
10.) Online distance 4.20 Strongly Agree Negative
learning can cause social Experience
isolation.
11.) I can't attend online 4.18 Agree Fairly Negative
classes due to unstable Experience
internet connection.
35
12.) I find it difficult 4.13 Fairly Negative

learning new things in Agree Experience
13.) Aside from having an 3.82 Agree Fairly Negative
internet connection problem Experience
there are some learning
difficulties we encounter
during online class.
14.) Time management is a 3.54 Agree Fairly Negative
difficult task while learning Experience
online.
15.) I experience lack of 3.54 Agree Fairly Negative
interaction during online Experience
distance learning.
16.) I do not feel attentive 2.65 Neutral Neutral
when using gadgets in Experience
17.) Online distance 2.63 Neutral Neutral

learning has more negative Experience
impacts.
18.) During online distance 2.81 Neutral Neutral
learning some of us can’t Experience
improve communication
skills.
TOTAL: 3.61 AGREE Fairly Negative
Experience
As shown in Table 3, the over-all mean of distance learning experience of
respondents is 3.61 with an interpretation of fairly negative experience. The over-all
findings are attributed to the individual mean weight of each item that described the
learning experience of students during distance learning where most items including 1, 2,
3, 4, 5, 8, 9, 11, 12, 13, 14, and 15 were agreed upon by the respondents resulting to a
Fairly Negative Experience interpretation. While items 7 and 10 which garnered the
highest mean weight resulted to a Negative Experience interpretation. Furthermore,
36
items 6, 16, 17, and 18 resulted to a neutral experience interpretation. These findings
speak about that the over-all experience of students under distance learning is either
neutral, fairly negative to negative learning experience.
CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter discusses the following; the summary of the research presented,
findings of the study were discussed and interpreted by the researchers. This research
study deals with the opportunities and challenges that the students deals during the online
distance learning system as a new tool for teaching and learning. This research study will
benefit the students, teachers, parents and also the future researches that will study the
difficulties and challenges that the educational sector deals using the online distance
learning.
The scope of the following conclusions is limited to the context of the review of
related literature and to the results given in the research study. Still conclusions and
findings in this study may still vary in a period of time due to the present situations and
due to the progress and development of the following research studies.
Summary of Findings
1. The profile of the respondents

37
1.1 The summary of findings in terms of age of the respondents based on their
profile. The highest among the ages are 16-17 years old with a percentage of
57 or 77.03%. Furthermore, the lowest among the ages are 18-19 years old
who are only 17 or 22.97% among the 74 respondents.
2. The research found out that the over-all experience of students under distance
learning is either neutral, fairly negative to negative learning experience.
Conclusions
Based on findings, the following conclusions have been concluded.
1. Profile of the Respondents
1.1 Based on the findings that is stated earlier in this research, the majority of the
respondents are from 16 – 17 years old, which got 57 or 77.03%. While the
lowest or few respondents are 18 – 19 years old which got 17 or 22.97%.
There are more female respondents (44 or 59.46%) than male respondents (30
or 40.54%).
2. The learning difficulties experienced during online distance learning
The research found out that the over-all experience of students under distance
learning is either neutral, fairly negative to negative learning experience. The un-
comfortability of online learning and the social isolation that it is causing among
students were the most factor that contribute to their negative experience.
3. Hypothesis: The researchers accept the alternative hypothesis for the reason it is
in accordance to the results of the study.

38
Recommendations
The following recommendations are offered based on the findings and conclusion
of the study.
1. A committee should be created to develop a program that can help learners by
providing engaging, interactive and with social community building features of
online learning where a planned and measured e-learning environment will allow
ease of use, pedagogical freedom, fluid online discussions, and identity
management. All teachers should be trained to utilize efficiently theses platforms in
online teaching.
2. On the use of existing social networking sites in distance learning, such as social
media networks i.e. Facebook, teachers and students should be both informed about its
risks factors and should be advised accordingly on how to prevent such risks.
3. School-wide projects and activities related to safety and proper use of online
platforms as learning environment should be developed and implemented.
4. The school should develop a School-Home Partnership Program aimed at
undertaking mutual involvement and assistance in guiding and disciplining students
towards online learning.
5. Future studies can focus on developing institutional policies and strategic
planning about the online distance education.

39
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Learning Difficulties Experienced During Online Distance Learning Among

Grade 11 Students of Upper Villages Christian Academy, Inc. S.Y. 2020-2021

UPPER VILLAGES CHRISTIAN ACADEMY INC.

THE PROBLEM AND ITS BACKGROUND

framework of the study are also indicated in this chapter.

schools nowadays implemented online distance learning. Distance learning is a teaching

subjects or courses at home. Distance learning is influenced majorly by computer and

learning difficulties in online distance learning. A learning difficulty is a condition that

UPPER VILLAGES CHRISTIAN ACADEMY INC.

system of education through virtual classes, instant messaging or online submissions to

Villages Christian Academy, Inc.

Background of the study

UPPER VILLAGES CHRISTIAN ACADEMY INC.

of Education (DepEd) E-Learning Portals. Furthermore, the Department of Education

UPPER VILLAGES CHRISTIAN ACADEMY INC.

engaging arrangement it provides.

by numerous educational technology researchers, who have highlighted the benefits of

distance education: creating a sense of presence, community-building, and learner

participation in interactive discussions (Brady et al., 2010). Greenhow (2011) suggests

products, construct identities, and receive timely feedback. Additionally, research on

fulfills important social learning functions (Greenhow & Robelia, 2009).

such as additional workload concerns for teachers especially when it comes to

monitoring, prevalent distractions among students, lack of trust in peer feedback,

publicly available tools, and difficulty in protecting the anonymity of students.

UPPER VILLAGES CHRISTIAN ACADEMY INC.

education. However, as a student participating in the home learning program, online

in a different way–which is that rendered in a legitimate classroom setting. In conclusion,

online learning should be seen as a complement and extension of classical forms of

UPPER VILLAGES CHRISTIAN ACADEMY INC.

UPPER VILLAGES CHRISTIAN ACADEMY INC.

Figure 1: Anderson's model of online learning (Source: Anderson, 2008)

The research study was theoretically grounded in Anderson's model of online

learning (Source: Anderson, 2008, p. 61).

Anderson (2008) calls attention to two approaches to online learning shown on

independent learning, respectively. The collaborative approach uses synchronous and

asynchronous communication technologies to enable dialogue, collaboration, and the

UPPER VILLAGES CHRISTIAN ACADEMY INC.

teacher-learner interaction appears to be more direct in the collaborative learning

Learner-content interaction is also present in the collaborative learning approach in that

learner-learner interaction in the independent learning approach, through the learner's

to cause impediment to a successful teaching-learning process and cause burden to

learners and teachers as well.

UPPER VILLAGES CHRISTIAN ACADEMY INC.

Figure 2: Conceptual Framework

Figure 2 shows the conceptual framework which follows the Input-Process-

UPPER VILLAGES CHRISTIAN ACADEMY INC.

Experienced During Online Distance Learning Among Grade 11 Students of Upper

Villages Christian Academy, Inc.

Statement of the Problem

on many facets of life, specifically in education. According to an article by DARPE

(2021), COVID-19 is considered one of the most significant disruptions in education

Due to its emergence, academic institutions resorted to different learning modalities,

study, in particular, sought answers the following questions:

1. What is the demographic profile of the respondents in terms of:

1.1 Age; and

2. What are the learning difficulties experienced by students during online

Significance of the Study

UPPER VILLAGES CHRISTIAN ACADEMY INC.