DON BOSCO TECHNICAL INSTITUTE OF VICTORIAS, INC.

VICMICO, Victorias City, Negros Occidental, Philippines 6119

Senior High School Department | S.Y. 2021—2022

PERCEPTION OF STUDENTS TOWARDS THE QUALITY

OF LEARNING IN ONLINE DISTANCE LEARNING

A QUANTITATIVE RESEARCH PAPER

Presented to

The Faculty of Senior High School Department and the Research Office

Don Bosco Technical Institute of Victorias, Inc.j

Victorias City, Negros Occidental

In Partial Fulfillment of the Requirements in

PRACTICAL RESEARCH 1

Qualitative Research

Proponents

Villasis, Ghabriele Kim G. | Leader

Ferrer, Louis Darwin | Secretary

Nabalona, Emmanuel John | Writer

Cortez, Fitz Kimuel | Writer

Dormitorio, Theo Angelo | Editor

Salazar, Dominic Christian | Custodian

11 Schwarz STEM-Engineering

S.Y. 2021—2022

May 2022

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 ACKNOWLEDGEMENT

The researchers wishes to convey their heartfelt gratitude to all those who contributed to

this humble work.

Almer L. Tayactac, who was very accommodating in sharing his brilliant suggestions and

recommendation n order to make this research valuable. For hs time and patience throughout

the completion of this study.

To the panel members, for their precious time and valuable assistance for sharing their

expertise in their specific fields to further refine this study.

The students under the Science, Technology, Engineering, and Mathematics

Engineering strand at the Don Bosco Technical Institute Victorias, for their help, cooperation,

and understanding in answering questions in the interview questionnaire.

To all others, who one way or another, helped the researchers made this study possible.

To all of you thank you very much.

Above all, to the Almighty God, who has been the researcher’s source of strength,

knowledge, and guidance.

To God be the glory.

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 ABSTRACT

Online distance learning is an educational process where students receive instruction

through online classes. It enables students to receive education without having to be physically

present in a classroom. The researchers conducted this study to learn about the perception of

students when it comes to the quality of online distance learning. Specifically, the researchers

focused on these areas: productivity, learning retention, interactions, and engagements during

online distance learning. The research design of this study was phenomenology. This method

was used since the primary goal of this study was to know the student’s perception of the quality

of education in online distance learning modality. The results of the data analysis led to a rich

and exhaustive description of the phenomenon. A phenomenological approach was used to

achieve an in-depth depiction of the phenomenon. Three cluster themes were identified and

revealed that the students are mostly unsatisfied with the online distance learning modality, the

reasons for their satisfaction was, varying perception, lack of focus, and communication lapses.

As to the students’ perception of their productivity, learning retention and interactions and

engagement during online distance learning, most of them perceived it negatively due to

distractions, and slow internet connectivity.

Keywords: Varying perception, lack of focus, communication lapses, productivity, retention,

interaction, engagement, phenomenology.

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 TABLE OF CONTENTS

PAGE

Title Page ........................................................................................................................... i

Approval sheet ................................................................................................................... ii

Acknowledgement............................................................................................................... iii

Abstract............................................................................................................................... iv

Table of Contents................................................................................................................ v

List of Tables…………………………………………………………………………………….... vi

List of Appendices............................................................................................................... vii

CHAPTER 1 INTRODUCTION

Background of the Study.................................................................................................... 1

Research Problem………...................................................................................................

Significance of the Study........................................................................................………

Scope of the Study............................................................................................................

Definition of Terms............................................................................................................

CHAPTER 2 METHODOLOGY

Research Design..................................................................................................................

Participants of the Study…………………………………………………………………………

Research Instrument............................................................................................................

Data Gathering Procedure.................................................................................................

Data Analysis.....................................................................................................................

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 Ethical Considerations........................................................................................................

CHAPTER 3 RESULTS AND DISCUSSIONS

Findings………………..........................................................................................................

Discussions………………………………………………………………………………………..

CHAPTER 4 CONCLUSIONS AND RECOMMENDATIONS

Conclusions.......................................................................................................................

Recommendations.............................................................................................................

REFERENCES …………………………………………………………………….….…………

APPENDICES ………………………………………………………………….........................

Letter for the Conduct of the Study ........…………………….………………….……. ……...

Research Instrument..................................…………………….……………………………..

Curriculum Vitae …………………….………………………………......................................

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 CHAPTER 1

Introduction

Background of the Study

With the world now going digital, many schools have offered online distance learning to

their students as a viable alternative to traditional face-to-face classes. Distance learning is an

educational process where students receive instruction through online classes. It enables

people to receive an education without having to be physically present in a classroom

(Loveless, 2022). One of the first instances of online learning in the whole world can be traced

back to 1960, at the University of Illinois, USA. The first-ever completely online course was

offered in 1984 by the University of Toronto.

The demand for a more flexible learning modality has increased, and online distance

learning in the Philippines has been the top viable option for the country’s education to continue.

Following President Rodrigo Roa Duterte’s directive for the Department of Education (DepEd)

has shifted to distance learning due to the COVID-19 pandemic, according to the Department of

Education.

In the Philippines, online distance learning (ODL) already existed in the Cordillera

Administrative Region (CAR) since 1997 (Galeon et al, 2019). Republic Act No. 10650

otherwise known as Open Distance Learning Act, which is an act expanding access to

educational services by institutionalizing open distance learning in levels of tertiary education

and appropriating funds therefor, enacted in 2014 to support public and private higher education

institutions to offer traditional and non-conventional open distance learning. In Negros

Occidental the opening of classes last October 5, 2020, is not like the other school years as for

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 the first time the distance learning modality was implemented, according to Marsette D.

Sabbaluca, Schools Division Superintendent, DepEd Negros Occidental.

As the number of online distance learning modalities has increased, concerns and

issues have arisen about the quality since a problem posed as some teachers found it difficult to

adapt to the revamped education system due to a lack of knowledge in technology. Amadora

(2020) also pointed out that with the lack of interaction during online classes, students tend to

get distracted easily rather than the ongoing online class. Because face-to-face interaction is

absent, it is theorized that students will experience a lack of interest in online classes (Pg. 98).

To address the issues of online distance learning modality, the teacher has to devote a lot of

time to creating material for independent work of students and show how important it is for

everyone to be flexible, how important it is to be able to adapt to different realities of life today.

Numerous issues on the difficulties and challenges the teacher and students face in the use of

online education were observed in connection to the concern on the quality of education

received. The increasing level of anxiety, study behavior, and academic stress experienced by

students, depression, social isolation, dissatisfaction, physical inactivity, decrease of goal

achievement and extreme media exposure (Avila et al 2021). The communication between

students and between students and instructor is a critical issue according to the study by

Howland & Moore (2022).

Regardless of the technology you use, it should be remembered that the key to making

the right technological decisions rests in fully understanding learning goals and objectives, the

current learning technology base, and the learning culture. The key to the success of any

distance learning initiative goes well beyond technology implementation but remains the

creation of effective and engaging learning using proven instructional design methodologies and

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 assessment strategies. Navigating the complexities of distance learning can be a daunting task.

(Stricoff, M. Ed & CTS, 2018). As concerns and issues continue to arise, we conducted this

study as there is the need to know the perception of students on the quality of education in an

online distance learning modality in lieu of face-to-face classes.

Research of the Problem

The researchers aimed to know the perception of students on the quality of education in

an online distance learning modality.

Significance of the Study

The following groups of people might benefit from this study:

Students. As the overall main concern, this study would be a great benefit and help for

the students which would give more flexibility, experience, and learning new skills that will help

in the advancement in their online distance learning.

Parents. As parents, they are one of the vital parts of the online distance learning

modality setting, this study would be of great help in providing advantageous and beneficial

information to parents about the effectiveness of online distance learning modality.

Teachers. The delivery of instructions that help in learning is the primary role of a

teacher. This study may encourage them to understand the significance of online literacy that

plays an important role and help solve a wide range of learning issues most significantly in the

online distance learning modality.

School Administrators. This study is a valuable source of information considering they

focus on addressing the challenges of the school. Especially with the emergence of the Covid-

19 pandemic, face-to-face classes had to be suspended and school closures, thus, school

administrators determine the changes, make adjustments and alter the program as deemed

necessary to address to help students achieve better learning outcomes.

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 Future Researchers. With the result of this study, future researchers may be

encouraged to conduct similar studies in a wider scope, which may include other topics in the

study.

Scope of the Study

This study focused on the experiences of senior high school students on the quality of

learning in a full online distance learning modality for the School Year 2021-2022. An interview

was conducted to gather data. The respondents of this study are the senior high school

students under the Science, Technology, Engineering, and Mathematics Engineering strand at

the Don Bosco Technical Institute Victorias.

Definition of Terms

Modality - conceptually, it is defined as how we take in, process, and learn using our

senses. (Linde, 2021)

Operationally, the term refers to the form of learning delivery by an educational

institution to cater to the students’ needs; the core method of teaching.

Online Distance Learning - conceptually, online distance learning, also called distance

education, e-learning, and online learning, is a form of education in which the main elements

include physical separation of teachers and students during instruction and the use of various

technologies to facilitate student-teacher and student-student communication (Simonson, 2020)

Operationally, it is a learning modality where the teacher facilitates the learning and

engaging the students’ active participation through the internet without having to be physically

present in a classroom.

Perception - conceptually, it is the study of how sensory information is processed into

perceptual experiences. (Twedt, Proffitt, 2018)

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 Operationally, it refers to the way of thinking or discernment of the students towards

learning.

Quality Education - conceptually, it refers to education that focuses on the whole

aspect of child needs - the social, emotional, mental, physical, and cognitive development of

each student regardless of gender, race, ethnicity, socioeconomic status, or geographic

location, it prepares the child for life not just testing. (Slade, 2017)

Operationally, it is providing all students with the capabilities to hone their knowledge

and skills to ensure lifelong opportunity and enhance individual well-being.

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 CHAPTER 2

METHODOLOGY

Research Design

The research design of this study was phenomenology. Phenomenology is commonly

described as the study of phenomena as they manifest in our experience, of the way we

perceive and understand phenomena, and of the meaning phenomena have in our subjective

experience. Phenomenology is the study of an individual’s lived experience of the world

(Woodruff, 2018). The method was used since the primary goal of this study was to know the

student’s perception of the quality of education in online distance learning modality.

Participants of the Study

Non-probability purposive sampling was used. The participants of the study were senior

high school students under the Science, Technology, Engineering, and Mathematics

Engineering strand at Don Bosco Technical Institute Victorias with at least one school year

experience in a full online distance learning modality. A purposive sample is a non-probability

sample that is selected based on the characteristics of a population and the objective of the

study (Crossman, 2020)

Research Instrument and Data Gathering

The instrument used to gather the data to determine the perception of students towards

the quality of learning in online distance learning was interview questioner. The interview

questionnaire consists of three questions. The researchers sent the informed consent form

(ICF) to the parents/guardians to ask permission to conduct the study and administer the

interview questionnaire to the students. The researchers, explained to the students and

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 parents/guardians the purpose of the study and explain on how to objectively and honestly

answer the interview questions.

Data Analysis

Colaizzi’s (1978) phenomenological method (as cited in Wirihana, 2018) is a rigorous

and robust method, ensuring the credibility and reliability of the qualitative paper’s results. It

allows researchers to reveal and create formulated meanings and their cluster themes.

Colaizzi’s phenomenological method is used to reliably understand the student’s perception

towards the quality of learning in online distance learning. This may be beneficial for students,

parents, teachers, school administrators, and future researchers by giving them information

regarding the perception of students and shed light on dilemmas and challenges.

Transcripts

Identifying significant statements and phrases

Formulated Meanings

Aggregation of the formulated meaning

Categories, Cluster of Themes and Themes

Integrating all the resulting ideas

Exhaustive Description of the Phenomenon

Reduction of the exhaustive description

Fundamental Structure

Returning to the participants

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 Validation of Exhaustive Description and its Fundamental Structure

Figure 1. Colaizzi’s phenomenological method

Ethical Considerations

The researchers asked the students to share with the team some personal and

confidential information. The students do not have to answer any question or take part in the

discussion/interview/survey if they don't wish. The researchers did not share any information

about the students to anyone outside of the research team. The information that the researchers

collected from this research project was kept private. Any information about the students had a

number on it instead of their name. Only the researchers knew what their number and the

researchers kept all information confidentially in an external drive. It was not shared with or

given to anyone except the research team.

Voluntary participation.

The student’s participation in this research is entirely voluntary. It is their choice whether

to participate or not. They may change their mind later and stop participating even if they agreed

earlier.

Informed consent.

The researchers informed the students regarding the purpose of the study which is to

know the perception of students towards the quality of learning in online distance learning.

There will be no direct benefit to the participants but their participation is likely to help the

researchers find out more about the perception of students towards the quality of online

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 distance learning. The students will not be provided any incentive to take part in the research.

However, they will be given a full copy of our research paper for their time.

Anonymity.

Any information about the students will have a number on it instead of their name. Only

the researchers will know what their number is and the researchers will keep all information

confidentially in an external drive.

Confidentiality.

The researchers will not be sharing information about the students to anyone outside of

the research team. The information that the researchers collect from this research project will be

kept private. Any information about the students will have a number on it instead of their name.

Only the researchers will know what their number is and the researchers will keep all

information confidentially in an external drive. It will not be shared with or given to anyone

except the research team.

Potential for harm.

The student’s participation in this research is entirely voluntary. It is the student’s choice

whether to participate or not. The students may change their mind later and stop participating

even if they agreed earlier. Therefore, physical, social, psychological and all other types of harm

are kept to an absolute minimum.

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 Integrity.

This study accurately represents the results. The researchers ensure that this study

accurately represents the results of the interview questionnaire on the perception of students on

the quality of learning in online distance learning.

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 CHAPTER 3

FINDINGS AND DISCUSSIONS

Findings

The focus of this chapter was to present the essential data gathered by the researchers

and discuss significant findings.

The results revealed that the students are mostly unsatisfied with the online distance

learning modality, the reasons for their satisfaction was, varying perception, lack of focus, and

communication lapses.

Table 1.1 Demographics

Participant Grade Level Location Transcript
Code Number
Victorias City, Negros Interview
01 11 Occidental, Philippines
Victorias City, Negros Interview
02 11 Occidental, Philippines
Victorias City, Negros Interview
03 11 Occidental, Philippines
Victorias City, Negros Interview
04 11 Occidental, Philippines
Victorias City, Negros Interview
05 11 Occidental, Philippines
Victorias City, Negros Interview
06 11 Occidental, Philippines

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 Extraction of Significant Statements

The significant statements were extracted from each of the students’ answers that the

researchers gained from the interview questionnaire with respect to the primary goal of the

study. Only the most suitable statements were selected for analysis.

Table 1.2 Extracted Significant Statements

Participant Significant Statement/s

Code Number
Question 1 Question 2 Question 3
01 “I say it’s still the same in “I don’t recall the “Communication with
face-to-face classes.” teaching.” others is difficult.”

02 “My productivity has “I wouldn’t say I “Communication is

changed for the worse.” remember it all getting harder due to
because I would be the unstable internet.”
dependent on Google.”
03 “I became much lazier.” “I really do forget some
“Sometimes while
of my lessons students are
sometimes.” conveying their
answers, they get
disconnected due to
internet issues.”
04 “Online class made me “Things that I learned “Communicating in
productive in class.” in online class just online class can be a
goes out of my head.” problem because of
connectivity issues.”
05 “I was not productive, not “The things that I “It’s hard to
like in face-to-face.” learned in online class understand each other
was not retained.” in online class
because sometimes
the internet has
problems.”
06 “I’m more productive in “I learned a lot, and I “It is quite hard to
online class .” also retain the things communicate with the
that I learned.” teachers or
classmates because
when class starts we
don’t interact much.”
Table 1.2 shows the extracted significant statements from each of the student’s answers.

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 Table 1.2 shows that in interview question no. 1, most of the students showed a negative
response in their perception towards the quality of learning in online distance learning. Students
01 and 06 showed a positive response, while the students 02, 03, 04, and 05 responded
negatively. In question no. 2, five out of six students answered that they had a difficult time
pertaining to their retention in an online distance learning modality. While in question no. 3, all
six students unanimously answered that they had a difficult time interacting with their fellow
students and their teachers in an online distance learning modality, mainly due to poor internet
connectivity.

Formation of Formulated Meanings

Table 1.3 Formulated Meanings from Significant Statements

Significant Statements Formulated Meanings
“I say it’s still the same in face-to-face The students have different perceptions in
classes.” (01, 11, Interview) their productivity, some of them answered that
“My productivity has changed for the worse.” they are productive while some of them
(02, 11, Interview) answered that they are not productive in online
“I became much lazier.” (03, 11, Interview) distance learning and still prefer face-to-face
“Online class made me productive in class.” classes.
(04, 11, Interview)
“ I was not productive, not like in face-to-face.”
(05, 11, Interview)
“I’m more productive in online class.” (06, 11,
Interview)
“I don’t recall the teaching.” (01, 11, Interview) Most of the students answered that they have
“I wouldn’t say I remember it all because I difficulty in their learning retention, they tend to
would be dependent on Google.” (02, 11, forget and not recall the lessons in online
Interview) distance learning.
“I really do forget some of my lessons
sometimes.” (03, 11, Interview)
“Things that I learned in online class just goes
out of my head.” (04, 11, Interview)
“The things that I learned in online class was

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 not retained.” (05, 11, Interview)
“I learned a lot, and I also retain the things that
I learned.” (06, 11, Interview)

“Communication with others is difficult.” (01, The students unanimously found it difficult to
11, Interview) interact and engage with their fellow students
“Communication is getting harder due to the and with their teachers mainly due to internet
unstable internet.” (02, 11, Interview) connectivity issues.
“Sometimes while students are conveying their
answers, they get disconnected due to internet
issues.” (03, 11, Interview)
“Communicating in online class can be a
problem because of connectivity issues.” (04,
11, Interview)
“It’s hard to understand each other in online
class because sometimes the internet has
problems.” (05, 11, Interview)
“It is quite hard to communicate with the
teachers or classmates because when class
starts we don’t interact much.” (06, 11,
Interview)
Table 1.3 shows the formulated meanings of the significant statements from the students.

Table 1.3 shows the researchers formulated meanings to the student’s statements following the
extracted significant statements from each of the participants with respect to the primary goal of
the study.

Table 1.4 Formulation of Themes

Formulated Meanings Cluster Themes

The students have different perceptions in Varying perception

their productivity, some of them answered that
they are productive while some of them

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 answered that they are not productive in online
distance learning and still prefer face-to-face
classes.
Most of the students answered that they have Lack of focus
difficulty in their learning retention, they tend to
forget and not recall the lessons in online
distance learning.
The students unanimously found it difficult to Communication Lapses
interact and engage with their fellow students
and with their teachers mainly due to internet
connectivity issues.
Table 1.4 shows how the formulated meanings were grouped into three different cluster themes.

Table 1.4 shows how the formulated meanings were grouped into three different cluster
themes.The formulated meanings were then grouped into three cluster themes with respect to
the primary goal of the study after the researchers formulated meanings from the student’s
significant statements. The three cluster themes were identified as follows: Varying perception,
Lack of focus, and Communication Lapses.

Discussions

After data analysis, three cluster themes were identified as follows: Varying perception,

Lack of focus, and Communication Lapses. For the theme Varying perception in this study, the

students have different perceptions in their productivity, some of them answered that they are

productive while some of them answered that they are not productive in online distance learning

and still prefer face-to-face classes. The theme Lack of focus in this study shows that most of

the students answered that they have difficulty in their learning retention, they tend to forget and

not recall the lessons in online distance learning. The theme Communication Lapses in this

study, the students unanimously found it difficult to interact and engage with their fellow

students and with their teachers mainly due to internet connectivity issues.

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 CHAPTER 4

CONCLUSIONS AND RECOMMENDATIONS

Conclusions

Based on the stated findings, the following conclusion were drawn:

As to the students’ perception of their productivity during online distance learning, some of

them answered that they are productive while most of them answered that they are not

productive and still preferred face-to-face classes. Students sometimes feel fatigued, lazy, and

tend to get distracted easily by smartphones, pets, deliveries, and many others rather than the

ongoing online class. As to the students’ perception in their learning retention, they answered

that they tend to forget and not recall the lessons in online distance learning because face-to-

face interaction is absent, it was theorized that students experienced a lack of interest in online

classes. As to the perception of students in their interactions and engagement in online distance

learning they found it difficult to interact and engage with their fellow students and with their

teachers mainly due to internet connectivity issues in online distance learning and pointed out

that with the lack of interaction during online classes they often times lost interest with their

classes.

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 Recommendations

The following recommendations for research are based on the study findings:

For the students, to be able to realize the flexibility and convenience of online distance

learning, they should try to develop self-regulation and self-motivation to gain positive

experiences in the online distance learning modality.

For the parents, to continue to support their children by providing psychological and

physical wellness as they take a rigorous journey in the online distance learning modality.

For the teachers, to let the students feel familiar, to increase flexibility of class

participation time, and a well-designed class course layout in order to positively influence

students in their online distance learning experiences

For the school administrators, to focus on addressing the challenges of the school. To

determine the changes, make adjustments and alter the program as deemed necessary to

address to help students achieve better learning outcomes by giving them easy navigation of

the online class interference.

For the future researchers, to accept the challenge of this study in exploring the

perception of students towards the quality of learning in online distance learning which could

eventually encourage future researchers like you to conduct similar studies in a wider scope,

which may include other topics in the study.

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 References

Becton Loveless, March 17, 2022. Distance Learning: The Ultimate Guide to
OnlineaLearning.aAvailable:ahttps://www.educationcorner.com/distance-
learning/distance-online-learning-guide.html

Louis Stricoff, M. Ed & CTS, June 04, 2018. An Introduction to Distance

Learning | IMSaTechnologyaServices.aAvailable:ahttps://www.imsts.com/an-
introduction-to-distance-learning

Tania Heap, June 05, 2017. 5 Benefits of Studying Online (vs. Face-to-Face
Classroom).aAvailable:ahttps://online.illinois.edu/articles/online-learning/item/
2017/06/05/5-benefits-of-studying-online-(vs.-face-to-face-classroom)

ChildHope Philippines, October 12, 2021. Online Education: Today’s

Alternative Learning for Students.aAvailable:ahttps://childhope.org.ph/alternative-
learning-online-education/?
fbclid=IwAR235f22dpop8IPQmQj7SmIKQmnS_ModDyNH5qWAPimhikxl1XVNKpuU
q54

Ashley Crossman, March 19, 2020. Purposive Sampling Definition and

Types. Available: https://www.thoughtco.com/purposive-sampling-3026727

Brian Neubauer, E. et al. April 05, 2019. How phenomenology can help us
learnafromatheaexperiencesaofaothersa|aSpringerLink.aAvailable:ahttps://
link.springer.com/article/10.1007/s40037-019-0509-2

Soumik Sarkar, May 16, 2020. A Brief History of Online Education | Adamas
University.aAvailable:ahttps://adamasuniversity.ac.in/a-brief-history-of-online-
education/

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 D H Galeon, et al, 2019. IOP Conf. Ser.: Mater. Sci. Eng. 482 012012.
Available: https://iopscience.iop.org/article/10.1088/1757-899X/482/1/012012/pdf

ElyssaaTwedt, DennisaProffitt R., June 27, 2018. Perception - Psychology -

OxfordaBibliographies.aAvailable:ahttps://www.oxfordbibliographies.com/view/
document/obo-9780199828340/obo-9780199828340-0119.xml

Ernie C. Avila et al, 2021. J. Phys.: Conf. Ser. 1933 012130. Available:
https://iopscience.iop.org/article/10.1088/1742-6596/1933/1/012130/pdf

Smith, David Woodruff, April 21, 2018. "Phenomenology", The Stanford

Encyclopedia of Philosophy (Summer 2018 Edition), Edward N. Zalta (ed.),
Available: https://plato.stanford.edu/archives/sum2018/entries/phenomenology/

Meyers, A., May 2019. A Phenomenological Study of the Lived Experiences

of Counseling Students in a CoFacilitated Experiential Group. Graduate Theses
and Dissertations Available: https://scholarworks.uark.edu/etd/3272

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 APPENDICES

A. Definition of Key Terms

Varying perception: Each person’s perspective vary from one another, mainly due to different

backgrounds and outlooks in life. (Business Communication for Success - Differences in

Perception)

Lack of focus: Being unable to remember things that occurred a short time ago. (Why Am I

Unable to Concentrate? - healthline.com)

Communication lapses: Failure in communicating with others.

Productivity: Using the processes in schooling to have an increased chance of the students’

desired outcomes or passing grades. (5 Improving the Productivity of Schools | The National

Academies Press)

Retention: The process of transforming new information into a long-term memory. (Lorman

Education Services)

Interaction: Actively working with the lesson’s concepts and people.

Engagement: The degree of attention, curiosity, interest, optimism, and passion that students

show when they are learning or being taught. (Glossary of Education Reform)

Phenomenology: The study of an individual’s lived experience of the world (Woodruff, 2018).

B. Budgetary Requirements

Particulars Quantity Amount Total

Bond Paper (Short) 1 Ream Php 500.00 Php 500.00

Folder 6 Pcs. Php 20.00 Php 120.00

Budgetary 6 members Php 72.00 - 77.00 Php 437.00

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 Requirements

Grand Total Php 1,057.00

APPENDIX I

Letter to Conduct the Study

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 APPENDIX II

Research Instrument

1, What is your perception on your productivity during online distance learning?

(Para sa imo, ano ang imo panan-awan sang nag-online distance learning ka sa imo
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 APPENDIX III

Curriculum Vitae

LEADER

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 SECRETARY

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 SECRETARY

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 SECRETARY

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 SECRETARY

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 CUSTODIAN

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