READINESS OF GRADE 11 BLENDED STUDENTS

IN THE NEW NORMAL

A Research Proposal

Submitted to

The Faculty of the Senior High School

Saint Columban College

Pagadian City

In Partial Fulfillment

Of the Requirements for the Strand

Science, Technology, Engineering, and Mathematics

By

GROUP 4

September 2021
 ABSTRACT

Ancajas, A. L., Boaquina, K. J., Delima, S. S., Famor, A. M., Gapol, R., Glodove, D. D., …

Viray, A. (2021). Readiness of Grade 11 Blended Students in the New Normal.

Research Paper, Saint Columban College, Pagadian City.

In the current situation of facing the pandemic, the change from the traditional

educational system calls for flexible learning making the Grade 11 students concerned

about the challenges to probe and excel their skills in academics. This study investigates

the effects of COVID-19 restrictions on the independent learning performance and the

coping processes of students in blended learning. Participants of this study consist of 15

Grade 11 blended students in random strands of academic track at Saint Columban

College, Pagadian City. The research approaches premises exploration of the matter in

the events, applying case study, surveys, and interviews. The researcher's approach in

the data analysis procedure is used to establish the rigor of the research.

The outcome shows the senior high school students experiencing physiological,

psychological, and social problems manifesting negative thoughts of students in the

forms of distance learning. 

The expectation of students to future plan of education in observing dilemmas to

cope with strategies that include a positive mindset, worthwhile activities, the support of

family and friends, and a daily routine that give the students a positive view of the new

normal.

Keywords: Readiness in the new normal, Distance learning, Device and Internet

Accessibility, Grade 11 blended students.

 ACKNOWLEDGEMENT

First and foremost, glory to God the Almighty, for his shower of blessings

throughout our successful research work. Without His helping hand, we could have

failed this subject that we are studying. 

We researchers would like to express our deep and sincere gratitude to our

lovely supervisor, Ms. Hazel Albacite for the helpful advice and guidance all throughout

the term. For the faculty and staff, to the participants -which were the Grade 11 Senior

High School Blended Students in Saint Columban College. To our co-members, sharing

and helping each other for the sake of this completion. If it wasn't because of these

people, this success wouldn't be achieved and realizable. We have our set and own

roles to fulfill and everyone did great. May God bless us all
 DEDICATION

This research is dedicated to our co-students and the teachers who are trying

their best in coping up with the new way of learning. We promised that we’ll prove to

everyone how well the quality of education we all received is. With that, we hope we

made them proud through this research.

We, the researchers, also dedicate this to our parents. They have been there for

all of us so we hope all of this would somehow make them proud too. The success of

this research will serve as a trophy to all of them.

 Table of Contents

Chapter 1 1
The Problem 1
Introduction 1
Perspective of the Researcher 1
Theoretical Framework 2
Statement of the Problem 2
Scope and Limitations of the Study 4
Significance of the Study 4
Definition of Terms 5
Structure of the Research 5
Chapter 2 6
Review of Related Literature 6
Chapter 3 8
Research Methodology 8
Research Design 8
Research Environment 8
Research Subjects/ or Respondents 8
Sampling Techniques 9
Instrumentation 9
Data Gathering Techniques 9
Data Analysis ………………………………………………………………………………9

Ethical Considerations 9
Chapter 4 9
Presentation, Analysis and Interpretation of Data 10
Chapter 5 15
Summary of Findings, Conclusion/s and Recommendations 15
Summary of Findings 15
Conclusion/s 15
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Recommendations 15
Bibliography 17
Appendix A 17
Appendix B 17
Appendix C 17
Curriculum Vitae 17
 Chapter 1

The Problem

Introduction

For the past decades of education, students undergo face-to-face learning

where they interact with their teachers and classmates in person. They can ask

questions to their teachers, collaborate with their classmates without limitations,

wake up on time to go to school, and wait for the time the class ends to go home with

everyone. The times where freedom existed for students to learn, perform their skills,

and practice the skills they wanted to learn ended just like that (Riggsbee, 2020).

Senior High School is one of the stepping stones for each different career path,

considering that everyone should go through it with anticipation. By that, it has been

a priority for most people (Formoso, 2016). In today's global scenario of the deadly

pandemic impact of Covid-19, there is an up roaring call among schools to find ways

for students to study despite the pandemic. So they came up with the new learning

system which is the online learning modality. This is to keep education on going while

we're facing the pandemic (Hew et al., 2020, #). The Covid-19 pandemic has caused

learning to be carried out online. Not all students, however, are ready for online

learning. This study aims to examine the level of readiness of grade 11 students at a

senior high school. According to new research, in higher education, blended

synchronous learning (BSL) is becoming increasingly popular. In the context of the

COVID-19 epidemic, BSL may be a useful solution for higher education institutions,

as it allows for a reduction in the number of students engaging in face-to-face

activities by offloading certain students to the internet from their home or a remote

site (Lakhal et al., 2021). While online learning is one component of the blended

method, statistics show that not all Filipino households have internet connection.
 2i

DepEd reported that as of December 2019, 67 percent of the Filipino population had

internet connectivity, according to data from the National Telecommunications

Commission (Magsambol, 2020). Online learning is transforming the fabric of higher

education by influencing present university practices and policy (Rowley, Lujan, &

Dolence, 1998).

Educators, researchers, and instructional designers face the simultaneous

problems of recognizing the potential of digital tools and developing instructional

strategies for online teaching and learning. It is quite a challenge to the incoming

Grade 11 students. On how ready they are in taking these new steps in learning.

Because this would be a tricky journey for all the students who will be attending

online classes. The majority of students were placed in the "ready but needs a few

changes" category, according to the results. However, one item in the self-directed

learning dimension was included in the category of "not ready, requires some

improvement." The study's findings suggest that students, particularly timid pupils,

should be encouraged to actively communicate in online learning. Because

nowadays a lot has changed but the best challenge for us is education. Because we

need it on a daily basis. So in order to be ready to attend classes students should be

adjusting and preparing for these new learning systems.

Through this, we are inspired to study the Saint Columban College Senior

High school Department in Pagadian City to know the students' readiness for

distance learning; the effect of distance learning on students and know the difficulties

they have been facing and how they overcome them. We decided to propose this

study in our school because we wanted others to know how Saint Columban guided

their students in facing these new challenges. And how they mold their students to be

ready for every challenge they may face.

 3i

Perspective of the Researcher

The researchers are all Grade 12 who would like to assess the senior high

school students’ preparedness for the new form of learning. And how they manage to

cope up in terms of education amidst the pandemic caused by Coronavirus Disease

(COVID-19). Hence, the study is on blended grade 11 senior high school students’

readiness in the new normal; this particular topic is relevant to the researcher’s field

of interest.

Abigail Rogainne B. Pacaro, a 17 years old student, currently living at

Paglaum, Dumalinao, Zamboanga Del Sur, daughter of Mr. Rodolfo G. Pacaro and

Mrs. Gemma B. Pacaro. She finished her Junior High School at Immaculate Heart

Academy (IHA) and is now studying senior high school at Saint Columban College

Senior High School Department taking the Science, Technology, Engineering, and

Mathematics strand of the academic track.

Alyssa Mareevin B. Famor, a 17 years old student, currently living at

Paglaum, Dumalinao, Zamboanga Del Sur, daughter of Mr. Joseph Famor Jr. and

Mrs. Maribeth B. Famor. She finished her Junior High School at Immaculate Heart

Academy (IHA) and is now studying senior high school at Saint Columban College

Senior High School Department taking the Science, Technology, Engineering, and

Mathematics strand of the academic track.

Rosebeth M. Gapol, a 17 years old student, currently living at Paradise

Sumadat, Dumalinao, Zamboanga Del Sur, daughter of Mr. Rosilo P. Gapol and Mrs.

Elizabeth M. Gapol. She finished her Junior High School at Immaculate Heart

Academy (IHA) and is now studying senior high school at Saint Columban College

Senior High School Department taking the Science, Technology, Engineering, and

Mathematics strand of the academic track.

 4i

Samantha Shane R. Delima, an 18 years old student, currently living at Pag-

asa, Dumalinao, Zamboanga Del Sur, daughter of Mr. Joel M. Delima and Mrs. Alma

Jane R. Delima. She finished her Junior High School at Immaculate Heart Academy

(IHA) and is now studying senior high school at Saint Columban College Senior High

School Department taking the Science, Technology, Engineering, and Mathematics

strand of the academic track.

Kamyla Jeanine T. Boaquina, an 18 years old student, currently living at

Sumadat, Dumalinao, Zamboanga Del Sur, daughter of Mr. Jeamear Boaquina and

Mrs. Kareen Boaquina. She finished her Junior High School at Immaculate Heart

Academy (IHA) and is now studying senior high school at Saint Columban College

Senior High School Department taking the Science, Technology, Engineering, and

Mathematics strand of the academic track.

Rea Maureen T. Silva, a 17 years old student, currently living at Paglaum,

Dumalinao, Zamboanga Del Sur, daughter of Mr. Roy Roger C. Silva and Mrs. Emily

T. Silva. She finished her Junior High School at Immaculate Heart Academy (IHA)

and is now studying senior high school at Saint Columban College Senior High

School Department taking the Science, Technology, Engineering, and Mathematics

strand of the academic track.

Angel Loraine B. Ancajas, a 16 years old student, currently living at Rebokon,

Dumalinao, Zamboanga Del Sur, daughter of Mr. Arnel S. Ancajas and Mrs. Lorivic

B. Ancajas. She finished her Junior High School at Saint Columban College Junior

High School Department and is now studying senior high school at Saint Columban

College Senior High School Department taking the Science, Technology,

Engineering, and Mathematics strand of the academic track.

Angel Mae O. Viray, an 18 years old student, currently living at Tiguma,

Pagadian City, daughter of Mr. Joel S. Viray and Mrs. Juvilyn O. Viray. She finished
 5i

her Junior High School at Pagadian Junior College (PJC) and is now studying senior

high school at Saint Columban College Senior High School Department taking the

Science, Technology, Engineering, and Mathematics strand of the academic track.

Mark Neil S. Tan-awon, a 17 years old student, currently living at Sugbay dos

Pitogo, Zamboanga Del Sur, son of Mr. Nelson A. Tan-awon and Mrs. Marissa S.

Tan-awon. He finished her Junior High School at Pualino Dari National High School

and is now studying senior high school at Saint Columban College Senior High

School Department taking the Science, Technology, Engineering, and Mathematics

strand of the academic track.

Deah Dixielou A. Glodove, a 17 years old student, currently living at Brgy.

Lala, Pagadian City, daughter of Mr. Dixon Glodove and Mrs. Reyjellu Glodove. She

finished her Junior High School at Lala National High School and is now studying

senior high school at Saint Columban College Senior High School Department taking

the Science, Technology, Engineering, and Mathematics strand of the academic

track.

Facing the pandemic and having to adjust in each different standpoint in life.

The researchers have also been impacted to the changes dealt by the pandemic.

The researchers studying have been greatly adjusted to different modalities fit for

their status in life. The researchers are all undergoing different circumstances. the

adjustments and struggles the researchers are undergo is different for each of them

Three of the researchers have chosen to learn in blended modality while others have

picked the modular learning because of the hard and limited, unstable access of

internet. The occurrence of such a new way of being able to learn has brought the

need for preparedness. Every student needs to be ready to protect themselves from

the negative impacts on today’s education.

 6i

Theoretical Framework

This study aims to impress qualitatively the level of awareness among the

people on to what extent the grade 11 students do to be prepared for their education.

The study is anchored on the following theories:

Nurunnabi M et al. (2020) in a cross-sectional study on Coping strategies of

students for anxiety during the COVID-19 pandemic in China reveals that university

students employ a number of coping strategies in relation to COVID-19, but also

suggests a need to strengthen such strategies in this population.

E-readiness of senior secondary school learners to online learning transition

amid COVID-19 lockdown of Bhaumik, R., & Priyadarshini, A. (2020) where they

stated that the delivery of online learning by teachers and digital skills of learners

were found lacking.

Jenna Wirth (2020) in her column titled “Online classes cause mental health

struggles for students”, states that the ongoing pandemic has utterly disrupted

students’ education, impacting the mental and physical health of countless students.

This study describes how we successfully addressed this crisis by

transforming two conventional flipped classes into fully online or modular upturn

modalities. With the help of any online apps. It's now painfully clear that schools

ought to have had more robust disaster preparedness plans for the adjustments

(Hew et al. 2020). Clearly, many faculty members and students do not see the value

of fully online learning, despite the fact that online learning has been around for many

decades. During the current health crisis, many instructors have had to improvise

quick online learning solutions (Hodges et al. 2020). And students are encouraged to

prepare for class by doing certain pre-class tasks, which is comparable to the

modular learning concept. Students in online and modular learning classes, however,
 7i

do not meet face-to-face, as they do before the pandemic (Stohr et al. 2020).

Students have been adjusting to these new learning systems, but a lot of them seem

to be having a hard time.  This study is focusing on how the incoming Senior High

School Students prepare for these new changes in education. Despite the fact that

online learning looks to be gaining traction in higher education, few researchers have

looked at its effectiveness (for an exception, see Stohr et al. 2020.)

Statement of the Problem

This research is sought to determine the readiness of grade 11 senior high

school students in the new normal. It focuses on Saint Columban College utilizing the

senior high school department administrators, teachers, and Grade 11 students as

research participants. The study will be conducted during the academic year 2021-

2022.

To acknowledge the cited problem above, an answer to the following will be

sought:

1. What is the extent of preparedness of the grade 11 blended students to new

normal?

2. How prepared are the participants in correlation to their adaptability and

readiness to SHS in this pandemic taking into account of choosing blended
modality?

3. What are the changes in the new normal that the new grade 11 blended

students have to prepare for?

Scope and Limitations of the Study

Some always want to do the things they need to do but are still distracted.

Some wanted to achieve things but cannot. There are things that will prevent people
 8i

from doing things. However, by creating strategies that are applicable to the situation

you’re in, you will eventually achieve the things you want. 

This qualitative study will focus explicitly on Saint Columban College Senior

High school Department located in Pagadian city in the region of Zamboanga del

Sur. Choosing this school is convenient since this area is where it is easy to access.

Any remaining schools are excluded since including them would be a significant task

that can't be finished in the time distributed for this research. State-funded (public)

schools are excluded because they are relied upon to follow a similar educational

program and implement a similar way of thinking of training, while tuition-based

(private) schools all follow various projects and run under various methods of

reasoning of instruction. This study interviews students from any strands of Academic

Track. Number of participants will be a maximum of 15 students of Grade 11.

Interview data are collected every 3 minutes to 1 hour limited only for the 1st

Semester of School Year 2021-2022.

Significance of the Study

This study shows how the students prepare for distance learning before the

classes start and end; evaluate the performance of students during classes; their

time management strategy combining their personal activities at home and their

distance learning activities; The difference of how students in blended and modular

mode of learning cope up with their activities; And how they save their financial

budget for projects. This shows how the students survive in Senior High school

distance learning as this pandemic has not yet ended.

How does this study help the students?

Some students get stressed and depressed due to lack of sleep, bad eating

habits, insufficient exercise and academic stress, which includes financial concerns,
 9i

family issues, etc. Therefore, to prevent stress or depression, by studying the

different perspectives of students' readiness and their coping strategies will be of

help to other students needing advice in managing their study time and resting hours.

Also, this study will be able to create opportunities for the students to lessen their

worries in combining personal and academic activities at home.  The study shows

how the students prepare for distance learning before the classes start and end; their

time management strategy combining their personal activities at home and their

distance learning activities; How students in blended mode of learning cope up with

their activities; And how they save their financial budget for projects.

Definition of Terms

The following terms will be used extensively in this study and shall be taken

according to the definition given below:  

New Normal. This fits in during the COVID- 19 pandemic since it guarantees that

students may continue their education at home. It allows people to study at their own

speed as they prepare for the future. This also means that every school will offer

blended or entirely online courses.

Blended learning. It mixes classroom instruction with online learning, providing

students some control over the time, pace, and location of their studies. It also

Increases student learning, making the most use of active learning techniques, and

perhaps improves student learning outcomes. Lastly, It is not necessary for the

trainer to be there at all times.

Students’ Readiness. Is a student's present degree of knowledge, which impacts

their ability to accomplish a certain activity in a given amount of time. This might vary

across subjects or content areas.

 10i

Structure of the Research

The study will consist of five chapters:  Chapter 1 the Problem, Chapter 2

Review of Related Literature, Chapter 3 Research Methodology, Chapter 4

Presentation, Analysis and Interpretation of Data, and Chapter 5 Summary of

Findings, Conclusions and Recommendations.

Chapter 1 includes the introduction, theoretical framework, statement of the

problem, hypothesis, scope and limitation, conceptual framework, significance of the

study and the definition of terms used.

Chapter 2 discusses the review of related literature. This chapter should

summarize the literature that is relevant to the research project, bringing out where

the gaps in the literature are, and how the research helps to fill in one or more of

these gaps. Then lastly, review.

Chapter 3 covers three parts: (1) Purpose of the study and research design,

(2) Methods, and (3) Statistical Data analysis procedure. Part one, Purpose of the

study and Research Design, relates the purpose of the study and describes the

research design and the variables used in this study.

Chapter 4 the purpose of this chapter is to summarize the collected data and

the statistical treatment, and/or mechanics, of analysis. Explain the object of each

experiment, question, or objective, point out salient results, and present those results

by table, figure, or other form of summarized data.

Chapter 5 includes the research summary, conclusions and

recommendations of the whole study. The findings of the study without so much

detailed information is written in the summary.

 11i

Chapter 2

Review of Related Literature

This chapter reviews the literature related to the new normal of the academic

year in senior high school, blended learning modality related to the changes of

education of the present, and the student’s readiness of the new academic approach

set-up to grade 11 students of Saint Columban College senior high school

department, which will provide bases for the interpretation of the data that shall be

gathered later.

The coronavirus is first and foremost, brought a health catastrophe in the

country wherein most classes stopped and schools, universities and colleges were

being suspended. (Burgess & Sievertsen 2020).

The outbreak of the COVID-19 pandemic caused massive disruptions in the

educational system. Avoiding and minimizing the dangers of academic community

infection has become a top priority for higher education institutions. As a result, there

is a pressing need to investigate novel learning modalities that will make the

transition from traditional to flexible teaching and learning alternatives easier. As a

result of the paradigm change in the teaching and learning process in higher

education institutions in the Cordillera Administrative Region (CAR), a review of the

Cordillera's colleges and universities is required as part of the transition to a new

normal. This study used descriptive research to comprehensively examine the

circumstances of CAR's various Higher Education Institutions (HEIs). A survey of 28

participating schools in the region was performed online. The data was analyzed

using basic statistical tools such as frequency count, weighted mean, average, and

percentages. According to the findings, 25 or 89.3 percent of participating HEIs have

 12i

been using flexible learning systems (FLS), and 16 (57.1 percent) have FLS covered

in their institutional policies as they adjust to the new normal. Faculty and students

were also assessed for their readiness to adjust to the new normal, and it was

discovered that there are obstacles that both faculty and students must consider

when implementing online distance learning or flexible learning. According to the

findings of the study, school preparedness is a major element in deciding whether to

switch from a face-to-face learning system to a flexible learning system or online

distant learning in order to obtain excellent education. As a result, HEIs should

design their own framework, continuity plan, or game plan for continuous learning, as

well as form a consortium of HEIs in the region based on the institution's current tools

and resources, faculty and staff competency, and student capacity. Regardless of

teaching methods, schools must constantly strive to provide the greatest education

possible to all pupils. In the middle of the epidemic, kids must have access to an

equal and high-quality education (Palaoag,T., Catanes,J.G., Austria, R., Ingosan, J.,

2020). 

New Normal became a reality when Covid-19 rose. The normal that the

people accustomed to turn into something that they least expected. Alan Watts

quotes, “The only way to make sense out of changes is to plunge into it, move with it,

and join the dance” which emphasizes the attitude of a person towards change. This

can be related to the changes in one’s life such as the education system wherein

teachers and students must apply that attitude towards new normal.

According to Sevilla (2020), the coming academic year will be full of

interruptions due to Covid-19, but the Department of Education continues to prepare

for numerous situations to guarantee that the student’s learning will continue.  They

also stated that education may become the new normal amid the Covid-19 situation,

in which a tiny number of learners previously subscribed to online learning compared

to conventional schooling, but this may be reversed with the present circumstances.
 13i

Change is unavoidable. Sevilla's remark demonstrates that the Department of

Education is determined to reassure stakeholders that education would continue

even during Covid-19. It has brought tremendous changes to our environment

causing many adjustment lead by the government has been done and established.

The pandemic has created a quandary for educational institutions, particularly

because the government has stated and mandated that no face-to-face courses

would be held for Academic Year 2020-2021 until the Covid-19 vaccine is available.

The purpose of this study is to look at and analyse the problems that private basic

education institutions in the Philippines are facing as a result of the Covid-19

epidemic. The literature mentioned above establishes a framework for the steps that

every private basic education institution must follow to reopen its doors. Because

there are few studies on the subject, the author advises doing a detailed investigation

into the many aspects of online learning including children from private basic

education institutions (Tria, J. Z., 2020).

The second sub variable, blended learning, is traditional face-to-face

classroom instruction and high-tech eLearning that are combined. You can engage

all sorts of learners by covering all bases, including those who learn best in a

structured environment with face-to-face interaction with an instructor and those who

learn best with semi-autonomous, computer-based instruction (ELM Learning, 2021).

According to a quantitative study, it is said that because there is minimal

research focusing on students' opinions of blended learning based on their success,

blended learning may become the most popular instructional delivery option in

education. The connection between students' views of blended learning and their

course achievement, applying regression analysis using an online survey and e-mail

interviewing, along with assessing students’ perceptions based upon four factors

specifically convenience, engagement, overall satisfaction, and perceived learning

 14i

outcome, the result shows that students reported good opinions of blended learning's

convenience, regardless of achievement. High-grade students had more positive

perceptions of blended learning than low-grade students, especially in areas like

viewing online and face-to-face as enhancing each other, propensity to ask questions

in the course, improved quality of interaction with other students, and a sense of

connection with other students in the course. (Bidder C., Mogindol S.H., Saibin T.C.,

Andrew S.A., Naharu N., 2016).

In another study, Wargadinata, W., Maimunah, I., Dewi, E., & Rofiq, Z. (2020)

also stated that online learning using the WhatsApp Group was the most effective in

the early COVID-19 pandemic. However, to break down the online learning process

in the early pandemic as well as effective and optimal online learning or to break the

chain of COVID-19 by implementing social distancing and distance system lectures

using the internet network, descriptive qualitative research was published to address

student access by examining success and withdrawal rates in the blended learning

courses by comparing them to face-to-face and online modalities over an extended

period at the University of Central Florida. Through observation, questionnaires

distributed via Google forms, online interviews through social media, and

documentation, In the early stages of the COVID-19 epidemic, this study discovered

that online learning via WhatsApp Group was the most beneficial. WhatsApp is

straightforward and quick to use, and it doesn't use a lot of bandwidth. Students and

instructors were able to interact and exchange PowerPoint files, Microsoft Word files,

JPGs, Voice Notes, Videos, and other learning resource links using WhatsApp

accounts, which allowed for ideal learning. In actuality, however, it is discovered that

each student has a restricted internet connection, either owing to a geographical

location where internet signals are difficult to reach or due to the cost of acquiring

quota packages. The second most important element in choosing whether or not a

student should learn online is how much time they have available. The study
 15i

recommends that other researchers should investigate the resolution of problems

students had while studying online during the COVID19 pandemic, as well as the

development of the use of other media in the construction of better and more

successful online lectures. 

Students in the experimental group learnt using a group leadership promotion

method, whereas students in the control group learned through a traditional blended

learning approach. The findings demonstrate that using a group leadership promotion

strategy, students may improve their creativity, problem-solving, critical thinking, and

learning accomplishment. Finally, a sequential analysis of their behaviors revealed

that students' interactions with group leadership in online collaborative learning can

promote a lot more creative ideas and comments, improve reaching a consensus and

making decisions, and finally, make group learning tasks easier to complete (Cheng

S.C., Hwang, G.J., Lai, C.L., 2019).

The replies of 15 Saint Columban College students were analyzed using

structural equation modeling in this study. The researchers discovered that having a

favorable attitude toward online learning had a substantial impact on blended

learning preparedness. These findings imply that students who value online learning

are more open to blended learning. Higher education institutions should consider

investing in information technology resources to improve students' learning

experiences (Resurreccion, P.F., 2018).

In the 2018 academic year, the University of Phayao began using a blended

learning strategy to teach and study English as a general education course for first

and second-year students, which mixes face-to-face class with online learning mode.

This study seeks to evaluate students' preparedness for studying English in a mixed

learning setting, as well as the issues and obstacles they experienced during their

studies. The findings indicated that students' preparedness for learning English
 16i

through blended learning was slightly high, based on 364 surveys with closed and

open-ended questions, as well as focus group interviews with 20 respondents. They

were more likely to be able to learn English by combining two distinct learning

methods. They thought that studying English in a face-to-face classroom and online

learning mode enabled them to be more self-disciplined and accountable for their

own learning, as well as to create their own English learning plans and objectives.

The major problems and challenges that students faced in learning included losing

focus in the classroom due to large class sizes, limited access to online lessons due

to a severe Learning Management System (LMS) crash, difficulty in online interaction

with teachers and classmates, lack of experience and skills for digital tools, and time

management for two learning modalities (Sriwichai, C., 2020).

Outside of traditional classrooms, information technology (IT) has given a new

way for online learning. Blended learning, which makes use of technology, is a

method of combining classroom and online learning. It also aids higher education in

better understanding how students perceive blended learning and formulating

methods for implementing blended learning efficiently. The purpose of this study is to

see how students' views about various components of learning affect their

willingness to engage in blended learning. We give six different types of learning and

then have 85 students reply.Three major results emerged from the investigation. For

starters, kids do not face any difficulties as a result of their usage of technology in the

classroom. Second, four factors impact the capacity to follow blended learning:

attitudes toward online learning, study management, online engagement, and

learning flexibility. Third, students' preparedness to participate in blended learning is

negatively correlated with their views about classroom learning. Last but not least,

student attitudes toward various elements of learning can be useful in determining

students' preparedness for blended learning, which is a requirement for its effective

implementation (Firdaus, F., Muntaqo, R., Trisnowati, Eli., 2020).

 17i

Blended learning combines the benefits of both online and traditional

classroom learning. However, just mixing online learning with traditional classroom

instruction may not be sufficient to meet students' needs, and may result in

unanticipated failure. As a result, knowing the students' preparedness is a

precondition for the successful application of this learning approach. This is a

qualitative and quantitative descriptive study that attempts to describe students'

preparation for Blended Learning deployment as seen through the lens of their

attitudes about learning components in Blended Learning. 108 students from the

Faculty of Information and Technology were given questionnaires to learn about their

use of technology, internet access, online activities, and attitudes toward learning. In-

depth interviews with students were performed to understand more about their

attitudes regarding learning in BL. The results demonstrate that the students were

well prepared for Blended Learning implementation. Students' favorable attitudes

toward online features (learning flexibility, online learning, online engagement, and

study management) are as high as 83 percent, which is higher than their score for

traditional classroom learning, which is 77 percent. The preparedness of students is

a basis for the effective implementation of Blended Learning, and both lecturers and

organizations should support it (Yulia, H., 2017).

For decades, students around the world learned in a classroom setting or

through face-to-face interaction. Face-to-face lectures, interactive exercises, actual

experiments, hands-on practicum, and other methods were once employed by

teachers to convey their courses. Students were accustomed to asking questions

immediately following class talks, as well as taking exams and quizzes under the

direct observation of lecturers. Anderson, T. (2011). 

However, because of the COVID19 virus, which is causing a health

catastrophe as a result of the Pandemic, various universities and colleges are now
 18i

offering online classes (Dewey, J., 1916). Unfortunately, most individuals are affected

monetarily, physically, emotionally, cognitively, and socially throughout this

pandemic. Educational institutions are being impacted. Although teachers and

students appear unprepared for this pandemic, life and education must continue. Due

to the fact that most universities and colleges offer blended learning, students are

impacted in terms of educational setup (Gagné, R. M., 1977).  Despite the pandemic,

education should continue so that the students can still study even though it's in

blended learning. Given the limitations of time, location, and access to an appropriate

communication channel, we are having difficulty adopting the new principles for

teaching and learning for our teachers and students. The students struggle in class

since many of them do not have access to devices that allow them to conveniently

access modules, courses, and other resources. So most of the students prepare by

buying new laptops, cellphones, internet, and other stuff that is needed in online

learning. Above all, education is very important because it is one of the ways to

achieve our goals.

Online learning is defined as computer or smart phone-based instructions

obtained by students outside of typical classroom learning situations via the internet.

While online learning has the potential to increase students' cognitive reading ability,

autonomy, and motivation, it also has a high dropout rate (70 to 90 percent). Some

research has been conducted on Malaysian higher education institutions' readiness

for online learning. According to the data, students are just partially prepared.

Recognizing student readiness from the start may encourage participation and

engagement, and therefore enhance effective learning. The goal of this study was to

see if physiotherapy undergraduates were ready for online learning. When compared

to previous studies, this study indicates that readiness for online learning has

remained stable or has only moderately improved. One possible cause is a previous

lack of expertise with web-based courses (pre-university level). This study did not
 19i

collect any data on educator preparation, which is a limitation of this study. When

compared to previous research from other geographical contexts, the current study's

findings show that Malaysian students' online readiness is in the center. A survey of

students and alumni from the Faculty of Business Management in Ukraine and

Georgia discovered a lower level of readiness for online learning [16].

Undergraduates in the humanities, science, and engineering in Japan demonstrated

a comparable lack of preparation [27]. Nursing students [23] and undergraduate

dental students [25] in Saudi Arabia demonstrated a high level of readiness for online

learning (Ranganathan, Singh, Kumar, et al., 2021). 

Several technologies have been developed to assess students in readiness in

online learning. The significance is acknowledged in valuing online readiness of

students for distance education. The present study analyzed undergraduate students’

online readiness using the instruments that were developed by the researchers that

included constructs such as information communications technology engagement,

self-awareness, motivation, and their behavior. The addition of these are further

strengthens the authenticity and efficacy of online learning readiness in capturing all

the domains of student online readiness. (Doe, Castillo, & Musyuka, 2017)

There are few studies on the subject, the author advises doing a detailed

investigation into the many aspects of online learning including children from private

basic education institutions (Ancheta, R., Ancheta, H.B., 2020). Some study

recommends that Other researchers should investigate the resolution of problems

students had while studying online during the COVID19 pandemic, as well as the

development of the use of other media in the construction of better and more

successful online lectures (Wargadinata, W., Maimunah, I., Dewi, E., & Rofiq, Z.,

2020). However, in determining the readiness of grade 11 blended students, it is

 20i

highly advised to investigate with a greater amount of population in different locations

to get the accurate and precise results.

Based on the review of related literature, it has been found that there is a

dearth of materials related to the relationships of the three variables.  Hence, this

study is proposed to focus on the relationships of sub variables 1 and 2 to sub

variable 3 in Saint Columban College Senior High School Department.

Chapter 3

Research Methods

The purpose of this chapter is to outline the methodological approach used to

learn about a student's personal experience with blended learning, both financially

and psychologically. This chapter will present the research's goal and the

methodological approach adopted. It will present the sample that was chosen, as well

as the method used for data collection and the data analysis process. Finally, it will

go over any ethical concerns and limitations associated with this research. This

chapter presents the research methodology of the study.  It includes discussion on

the research design and research methods covering the research environment,

research participants, sampling techniques, instrumentation, data gathering

techniques, data analysis, and the ethical considerations in research.

Research Design

This study is using a case study design. A review of Ridder, (2012) states that

a case study is an empirical investigation that looks into a current phenomenon in-

depth and within its real-life setting, particularly when the lines between phenomenon

and context are blurry. A qualitative study is one that is founded on a specific set of
 21i

facts (Yin, 2011) and when the researcher(s) considers different "how’s" and "whys,"

this is referred to as an explanatory case study (Yin, 2011). In this study, it

investigates the readiness and challenges the participants encountered in the New

Normal to acquire information on how effective and helpful the new mode of learning

is to students.

Research Environment

The locale of this study is Saint Columban College Senior High School

Department of Pagadian City, Zamboanga Del Sur. Saint Columban College is a

private, Catholic, coeducational basic and higher education institution in Pagadian

City, Zamboanga del Sur, Philippines, sponsored by the Roman Catholic Diocese of

Pagadian. It is the largest of the Pagadian Diocesan Schools, having been founded

in 1957 as Saint Columban School.

Research Participants

In this study, the research participants were 15, Grade 11 senior high

students in blended learning modality from random strand, for the perspective of their

experiences in the new normal or learning system. Participants voluntarily participate

with consent for evidence. The participants were interviewed during their leisure time.

The number of students interviewed is limited since we are still in pandemic states.

Sampling Techniques

The researchers applied the purposive sampling technique, which relies on

his or her discretion in selecting individuals to participate in this study. According to

Dudovskiy, purposive or purposeful sampling is a non-probability sampling method

wherein "elements picked for the sample are chosen by the researcher's judgment."

In other words, sample participants in the study were selected on the basis of the
 22i

researcher's notion. This method also only focuses on the participant’s perception

about the topic, reflecting his or her views and opinions without any constraint. 

In selecting research participants, the researchers scout some individuals that

are suited to participate in the study. Particularly, the Grade 11 blended students

from Saint Columban College- Senior High School Department. Any strand and

section are not being restricted and are qualified as long as the participant is a

blended/ online learner. The willingness and honesty will be much appreciated in

cooperating with the research team.

Instruments

The researchers interview students to measure their readiness for the new

normal. To measure blended pupils' readiness for the new normal, the researchers

used a single study item. In addition, the researchers prepared three questions for

the subjects to respond to. Because the interview could not be conducted face to

face, the researchers used Google Meet to do it. Google Meet is a video

conferencing application. The app, formally known as Google Hangouts, allows users

to join pre-scheduled and instant online meetings. Faculty can host video calls

directly from their web browsers, invite students to participate, screen share, and

moderate text or audio-based discussions. The interview is taking place in both

English and Bisaya.

Data Gathering Techniques

The researchers will seek approval from the head of the senior high school

department. When the research permit is approved, the researcher will notify the

senior high school coordinator and research subject teacher, who will consent the

research permit.
 23i

Following the approval, the researchers will arrange a meeting with the

participant and conduct an interview using the prepared questions via Google Meet.

By collecting their signature on an informed formal consent document, the researcher

ensured that these individuals agreed to participate in the study. This served as

evidence of mutual agreement between the researcher and the research participants.

Data Analysis

The research data were analyzed with the Thematic Analysis approach. It is a

method of identifying, analyzing, and reporting patterns (themes) within data (Braun

& Clarke, 2006). The required data for Thematic Analysis was analyzed with Google

Docs. The responses were pointedly assessed as the researchers receive and

conduct the codes from the participant’s experiences, views, and opinions with the

use of guide questions in analyzing the data. Then, the codes were grouped based

on their similarities and themes were formed. Lastly, the process of interpreting the

codes and themes was concluded.

Ethical Considerations in Research

In doing research, ethics are considered. Being ethical is important to a

research and adhering to various research ethics, many work processes are

accounted for throughout it. Deemed as one of the important parts of conducting a

research, by not complying, the research can be biased and at worst ineffective.

Therefore, the researchers are guaranteed to be ethical. Some of the ethical

considerations this study assured are:

Informed consent. The participants are given a documented consent for their

personal decisions of wanting to be part of this research or not. Along with this, is the

information of the procedures, benefits, and the topic’s relevance.

 24i

Respect and Dignity. Any thoughts and opinions of the participants in

research is to be respected. This research is also to be conducted while considering

the participants dignity along with the researcher during the study.

Plagiarism. No copying and plagiarizing are to happen in this research and

will include different citations of the sources. The researchers will not present any

work of others and claim it as theirs.

Privacy and Confidentiality. Ensuring their safety, any identifying information

will be considered carefully to avoid any conflicts of maintaining the participant’s

privacy and confidentiality.

Fraud. There will be no fabrication and wrongful deception that will happen

amid doing the research. The researchers are guaranteed to never do a false

representation of facts using dishonest means.

Integrity and Justice. The researchers will comply to use the honest and

verified answer of the participants. Guaranteeing that any response used in the

research will be in terms of the researcher’s integrity in conducting the research,

justifying any participants.

Chapter 4
Presentation, Analysis, and Interpretation of Data

Educators, researchers, and instructional designers are all struggling to grasp

the potential of digital tools while also developing online teaching and learning

methodologies. The incoming Grade 11 students have a tremendous challenge in

terms of their readiness to tackle these next steps in their education. Therefore, the
 25i

goal of this research is to see if students are equipped for distance learning in the

new normal, as well as the influence of distance learning on students and the

problems they've experienced, and how they've overcome them. This chapter depicts

the researchers' presentation, analysis, and interpretation of data acquired from an

interview with a group of Saint Columban Grade 11 Blended Students.

Extent preparedness of the Grade 11 blended students to the new normal.

For better understanding, unto how the Grade 11 blended students prepare

themselves for the new learning modality. In this section, it will be shown about the

extent of preparedness of the Grade 11 blended students in the new normal. Based

on the participants' common replies, the following themes were developed: through

self-check and study readiness.

Self-check. Due to the pandemic, schools are not permitted to hold face-to-

face classes, and students are not permitted to attend school. Students will be able

to support themselves and maintain their composure throughout the distance

learning in the new normal by using self-check. Self-checking entails regularly asking

yourself the following questions about your performance (St. Clair & Granpeesheh,

2014).

“Uhm.. my preparations I make in.. uh preferred for this learning modality

is.. kuan.. you need to…ana bitaw kanang…uhh nalimot
ko..uhh..kanang..dapat gyud iready imong self sa mga activities.. sa mga
teachers kay usahay…magkuan man gud ka usahay ma.. sahay
magmental breakdown bitaw ka usahay. Pero.. pero we need to be ey..
kanang.. prepare our.. kanang health uhm.. our body nga uh.. or di pud,
kanang..kanang atoa bitawng panglawas nga always.. always..like
healthy kay usahay maka skip tag takfas, kay kaning sayo lagi ang
kuan..kanang magstart ang class.” [The preparations I make for my
preferred learning modality is you need to prepare yourself for the
activities that were given by the teachers. Since sometimes, you’ll
experience a mental breakdown, but we need to prepare our health or
our body to be always healthy because sometimes we skip breakfast due
to the early classes.] – P2
 26i

“uhm, preparations, more like katong summer i prepared myself mentally

and physically na... uhm--- i had lot of time to prepare with the
quarantine-- happening quarantines and lockdowns so i think mauto
syay murag ,tungod sa dakong time nakuan, nalaan sa akuang self, sa
akuang family, mas na enganyo na nuon ko malearn even though online
method sya ” [Uhm, preparations, more like in summer, I prepared myself
mentally and physically. That--the-- I had a lot of time to prepare with the
quarantine--- happening quarantines and lockdowns so I think that was
the-- more like because of the time I… stored for myself, to my family.
That is why it appeals to me to learn even though it is an online method.]-
P5
[I prepare my gadgets and of course myself.] - P6

Study Readiness. In many ways, being prepared entails having the skills

required to deal with what lies ahead and to both learn from and contribute to what is

happening. This balance of preparation and eagerness to learn is critical for

development. It indicates that you have the skills necessary to not only survive but

also thrive in your next learning opportunity (Blyth, 2015).

“uhm, akong preparation na akuang gibuhat para sa akuang gipili na learning

modality is that time management, gimaster nko akong time management
since krun di lng school akuang buhatun, pati na pud ang daily chores, tapos
sugo-suguon ko, naa koy adtuon na place, ana.'' [uhm, the preparation I did
for my chosen learning modality is time management. Mastering my time
management since now, not only school works that I need to do but also my
daily chores, and sometimes running some errands outside.. like that.]- P4

[Well at first I have to wake up at exactly 6 am in the morning then I have to

do my household chores. Then after that, I go to the rooftop which I can
access a better internet connection. Then I have to review all of my take
notes and read all of the lessons to prepare for our oral recitation. Then our
asynchronous class will start. And that’s how I prepare for my new learning
modality.]- P7

“As a blended learner the preparations that I make is during the visual
class I'll make sure that there's no distraction in my surroundings so I
could focus in listening the lesson that would be discussed” [As a blended
learner the preparations that I make is during the visual class I'll make
sure that there's no distraction in my surroundings so I could focus in
listening to the lesson that would be discussed ] - P9

Participants emphasized Self-Check and Study Readiness as the level of

preparedness of Grade 11 blended students to the new normal as a method of

 27i

preserving their composure as they confront the challenges of remote learning in the

new normal.

The adaptability and readiness of Grade 11 students in this pandemic take into

account choosing a blended modality.

With this pandemic, everyone has to make new adjustments for the new

normal. What has been affected the most is the education of every student. With the

new school year being postponed, students are encouraged to stay at home. And

schools have to use online learning platforms. An alternative way of teaching and

learning has emerged. Drawing on the participants’ replies, the themes below were

introduced: learning from the source of assistance and the Inability to adapt to the

new time frame.

Learning from the source of assistance. Because blended students take both

online classes and are given learning materials, some students in the blended mode

of learning are still unable to adapt to their new way of learning without the

assistance of others.

“um, this new normal affects me in ways that i-uhm- i have not experienced
before. First of, would be uhh--me not having my friends, me not having my
friends around physically as my support system, kay kanang sa 4 yrs nako
prmi rko naa sa skwelahan kay dghan kaayo ug buhatunon first mga
activities. so kadalasan naa rko sa balay kuan sunday, usahay tibuok week
naa rko sa skwelahan so prmi nko kuyog akuang mga barkada and katong
nagkaquarantine grabe kaayu syag impact sa akua kay naa rko sa blay ako
ra isa, dayun akua rang parents, family, so mauto. Second is that i spent
more time with my family than i have in the past years of my life, kay kuan
mauto naa rko prmi sa school. so- knang naa rko sa blay gabii, buntag dayun
sayu ko molakaw, krun kay pila na ka yrs naa rko sa balay so dghan kog
nakat-unan ug nahibaw an and uhm about my performance, i think i am
doing just fine since my academic life during my junior year was way tougher
than what i am experiencing now. kay grabe sab ang teaching sa amua atong
junior highschool nako uhm pressure, everyday buhatunon. so murag wla
nlang sya sa- ay di mn sa wla- pero murag naanad nko gamay sa mga
buhatunon except nlang sa ako ra isa kay wa koy kauban free time, tas kuan
time managemnnt will always be my answer, kay kung kabalo ka momanage
sa imong time-- pero di sya applicable sa tanan-- so kung kblo ka momanage
sa imong time makaadjust ra dayun ka sa online classes nmo ” [Um, this new
 28i

normal affects me in ways that i-uhm- i have not experienced before. First
off, would be uhh--me not having my friends, me not having my friends
around physically as my support system. Because within those past 4 years,
i'm always at my school-- because of so many things to do,-- first of all, the
activities. So usually, i only spent my time at home during sunday, sometimes
i even spent my whole week at school so that is why i’m always with my
friends and when quarantined was being implemented, those times brought
big impact to me, because i’m only at my house, alone-- then with my
parents, family. Second is that I spent more time with my family than I have
in the past years of my life, like what i’ve said before, i’m always at school,---
so i only spent my time at my house during the night then i go out early in the
morning.For a couple of years now i’m only at my house so i’ve learned a lot
during those times and uhm about my performance, i think i am doing just
fine since my academic life during my junior year was way tougher than what i
am experiencing now. Because in my junior highschool years, the teaching
was intense-- uhm- pressure, everyday new activities… so i guess-- i mean
that not really-- but it’s like i’m getting accustomed to it a little more, than
spending my time alone during my free time…. and-- uhm, time management
will always be my answer, because if you know how to manage your time ---
but it’s not applicable for everyone-- so if only you know how to manage your
time, you’ll be able to adjust with your online class in a short amount of time.]
- P4

“I think i am still performing well with the online class since dghan-- uhm.. mn
ug materials na naprovide sa internet so therefore i can uhm mas-- ahh, wla
nalimit akuang learnings po ” [I think I am still performing well with the online
class since there are a lot of materials that the internet can provide so,
therefore, I can... Uhm- my learning is not being limited.]- P5

The Inability to adapt to the new time frame. Given that the new way of

learning has been implemented in schools for students, the adaptability and

readiness of students are important to understand because they are the ones who

use this method of learning. However, not everyone adapts well to their

surroundings. We must have altered our behavior, become accustomed to the

general issues, and most likely developed techniques to adapt to the school and

college environments (Mukherjee, 2020).

“So, I would say that it has a lot of things that may change. It affects my job
application which it was half of my career job. But due to the time
management that is conflicting to do. But due to the time management and
conflicting to my new learning. But after all I would say I have a great
performance despite of this pandemic. With the new modality learning things
may change and improve my academic excellence.” [So, I would say that it
has a lot of things that may change. It affects my job application which was
half of my career job. But due to the time management that is conflicting to
do. But due to the time management and conflicts with my new learning. But
after all, I would say I have a great performance despite this pandemic. With
 29i

the new modality learning things may change and improve my academic
excellence.]- P7

“The effect of the New Normal for me and my performance with the new
learning modality is it affected me deeply, because everyday i expose myself
to digital media, sometimes I am being to attach to my gadget and sometimes
I eat late, sleep late and my performace in blended sometimes in class I use
my phone because we are allowed to off our cams so it tempted me to use
my phone, and I usually procrastinate thats why I sleep late” [The effect of the
New Normal for me and my performance with the new learning modality is it
affected me deeply, because every day I expose myself to digital media,
sometimes I am being to attach to my gadget and sometimes I eat late, sleep
late and my performance in blended sometimes in class I use my phone
because we are allowed to off our cams so it tempted me to use my phone,
and I usually procrastinate that's why I sleep late] - P8

“So, the new normal affects my performance when the new modality learning,
in a way that I have less interaction with my classmates and my teachers. It is
d- disadvan- It disadvantages me in making new friends since I don’t get to
meet some of my classmates, as well as it is ad- a disadvantage, since my
learning abili- to my learning ability since gadgets is riken my attention and
make me procrastinate. Also, I have noticed that during this new normal, we
students learn less topics than what we used to before.” [So, the new normal
affect my performance when the new modality is learning, in a way that I have
less interaction with my classmates and my teachers. It disadvantages me in
making new friends since I don’t get to meet some of my classmates, as well
as it is a disadvantage to my learning ability since gadgets weaken my
attention or focus and make me procrastinate. Also, I have noticed that during
this new normal, we students learn fewer topics than what we used to before.]
– P3

Grade 11 students in this pandemic consider choosing a blended modality as

a way of accommodating their accustomed face-to-face classes, citing learning from

the source of assistance and inability to adapt to the new time frame as the way of

adaptability and readiness of Grade 11 students in this pandemic consider choosing

a blended modality.

The changes in the new normal that the Grade 11 blended students have to prepare

for.

With this pandemic, everyone has to make new adjustments for the new

normal. What has been affected the most is the education of every student. With the
 30i

new school year being postponed, students are encouraged to stay at home. And

schools have to use online learning platforms. An alternative way of teaching and

learning has emerged. Drawing on the participants’ replies, the themes below were

introduced: struggle with adaptability, problems with technology, time administration.

Struggle with adaptability. Students struggle with adaptability during this

pandemic because it is a new way of life for them. Adaptability, according to Patrick

J. Rottinghaus, was a critical survival skill even before the pandemic, given all of the

changes in the economy that forced people to change professions, relocate to

different cities, or switch schools on a regular basis (Heath, 2020).

“The challenges I encountered in online learning is…kanang… sa mga

deadline..kay usahay di ko makaopen sa genyo, usahay makalimot sa
deadline, dayun..mag.. ma late na ug pass sa mga.. usahay sa school
works.” [The challenges I encountered in online learning is the deadline
because sometimes I can’t open the genyo and I seldom forget the deadline
which results in submitting the school works late.] – P2

“Challenges-- -- I haven’t actually encountered quite a lot of challenges sa

online learning, but yeah I guess kana jung mawala/ mawal-an ug motivation
since less pressure jud ang mafeel sa online class” [Challenges-- I haven’t
actually encountered quite a lot of challenges in online learning, but yeah... I
guess-- especially when you’ll lose motivation since you’ll just feel less
pressure in the online class.]- P5

Problems with technology. The majority of the difficulties that students

encountered during digital learning were related to network connections. Students in

remote areas, in particular, were told that getting good and stable signals was difficult

(Nartiningrum & Nugroho, 2020).

“Hmm, the challenges i encountered in online learning is that knang hinay

ang internet while nagdiscuss ang teacher kay mawala nkag kalit tapos
knang di nka kabalik, maglisod nkag kuan cope up so kelangan napd nimo
iwatch ang mga pre recorded videos, maura.” [Hmm, the challenge I
encountered in online learning is the slow internet. While the teacher is
virtually discussing the internet will suddenly be lost, and I can’t access it
again, having difficulty coping up so we need to watch the pre-recorded
videos, that’s all.]- P4
 31i

“The challenges that I encountered in online learning are the

unstable connection or signal and also the lack of power supply,high
fees, financial needs and the poor computer compliance and literacy
level.” [The challenges that I encountered in online learning are the
unstable connection or signal and also the lack of power supply, high
fees, financial needs, and the poor computer compliance and literacy
level.] - P9

“I don’t have my own laptop which causes me a lot of trouble. And I also have
a life outside the school.” [I don’t have my own laptop which causes me a lot
of trouble. And I also have a life outside the school.] – P6

Time administration. Finally, one of the changes that Grade 11 blended

students must prepare for in the new normal is time management. Time management

is not as simple as most people believe. The student must know how to manage and

muster their time, as this is one of the most significant issues that students face,

which is caused by cramming, procrastination, and any distraction from their

surroundings. Using strategies and tactics will increase productivity, which will have

an impact on the learner's online learning.

“So, uhm.. the challenges is.. I’m always challenged if…the deadline is..
uhm..if the teacher will give us a sort.. time to..to answer the activity and they
will give the activity.. they will.. give us activity so long and.. the deadlay- th-
um it.. and then they give us a sort.. a sort time to answer. It challenge me..
well because.. I’m not, because there’s just just even one subject for me to be
able to answer but… I have nine subject. So, it- I think it soo so challenging..
You need to.. to answer it. I need to uhhm.. to make it more priority for me to
be able to passit as it has an.. uhhm.. uh short time to answer so.. Time
management. Really.. that’s the main point.” [ So, for the challenge, I’m
always challenged when the teacher attached the activity too late. Since we
have nine subjects that were simultaneously attached which is the reason I
think it’s challenging. Another reason is that I need to answer the activities
and make them the top priority so I would be able to submit them on time.
Hence, the main point is to manage time.] - P1

“The challenges I encountered in online learning is being tempted to use my

phone during class and procrastinating because sometimes I get lazy and
answer my activities before and on the due date. But this challenges help me
in learning more and improving. Even with this challenges I am always
learning I understand the lessons given even being tempted to use phone
during class, because while using phone I also listen so that when I am called
I can answer and eventhou I expose myself to gadgets I still have time to
learn” [The challenges I encountered in online learning is being tempted to
use my phone during class and procrastinating because sometimes I get lazy
 32i

and answer my activities before and on the due date. But these challenges
help me in learning more and improving. Even with these challenges, I am
always learning, I understand the lessons are given even being tempted to
use the phone during class because while using the phone I also listen so
that when I am called I can answer, and even though I expose myself to
gadgets I still have time to learn] - P8

“ The challenges kay isa rajud, isa ra ang challenge nga muabot sa akoa, ang
oras ra jud, ang oras nga makulangan sa akoa nga ang guilt nga maabutay
nga wala pa diay ko nahuman sa akoang mga activities nga hapit na diay ang
deadline sag unsa nalang man diay akong ipangbuhat.” [The only challenge
that reached me is the time. I feel like the time I spent is lacking, and that
would build up the guilt inside me because the deadline is coming up and
none of my works are done when I just do anything I want.] - P10

Students emphasized the struggle with adaptability, technological issues, and

time administration as changes in the new normal that Grade 11 blended students

must prepare for in order to adapt and learn in blended learning.