CHAPTER 1

INTRODUCTION

Background of the Study

The COVID-19 pandemic is one of the most serious threats the world

has ever faced. It is primarily a humanitarian crisis with serious health and

socioeconomic consequences. According to Center for Disease Control and

Prevention (2022), COVID-19 is a respiratory disease caused by the SARS-

CoV-2 coronavirus discovered in 2019. The virus spreads mainly from one

person to another through respiratory droplets and small particles produced

when an infected person coughs, sneezes, or talks. The virus spreads easily

in crowded or poorly ventilated indoor spaces. Furthermore, the disease can

range from mild to severe symptoms. Thus, Covid-19 has had an impact on

lifestyle, particularly on how children are educated.

As the Philippines entered various lockdowns every month, online and

modular forms of learning were implemented. Although most teachers and

students would prefer to resume face-to-face education, they have been

forced to continue mobile learning during the past few months. However, the

fact remains that most youth cannot attend school, whether it is an online or

modular class, due to a lack of material resources and provisions. Hence, they

become out-of-school youth. As with most teaching methods, online learning

also has its own set of positives and negatives (Child Hope Philippines, 2021).

Decoding and comprehending these advantages and disadvantages

will assist educational institutions in formulating plans for more effective

lesson delivery, guaranteeing that students continue their learning process

1
without interruption. The phrase "new normal," which refers to a rise in the use

of online learning resources, has become one of the most frequently used

phrases since the pandemic (Gautam, 2020).

New methods of learning have been stimulated by the COVID-19

pandemic. The process of educating students is being carried out by

educational institutions all over the world using online learning platforms. Bob

(2022) stated that online learning has become the new norm in education,

which has undergone significant transformation. Today, digital learning is an

essential tool for all academic institutions and students. Many educational

institutions have been forced to adopt this brand-new approach to teaching.

Students can now access online education to learn extracurricular activities in

addition to academic ones.

Recently, the demand for online education has significantly increased,

and it is anticipated to do so in the future. Every educational method, including

online learning, has both advantages and disadvantages. By analyzing and

grasping these advantages and disadvantages schools can create plans for

more effective lecture delivery that will ensure students have continual

learning opportunities (Behr, 2023). Therefore, this study was formulated to

explore the experiences of grade-7 students in online learning platforms.

2
Theoretical Framework

This study is supported by Mezirow (1997) theory of transformative

learning. This theory explains that learning begins when the learners

experience a predicted situation or an uncomfortable position. The COVID-19

pandemic created differences in the education system around the world and

caused paradigm changes and transformations in the education system.

Transformative learning is the expansion of conscience through self-adaption

to a changing situation. Mezirow believes that a disorienting problem causes

changes that lead to mental differences and dramatic changes in education.

This theory is suitable for the current research paper because it examines

students' lived experiences of teaching and learning during a sudden

transformation in the education system.

The theory of transformative learning focuses on the experiences of a

person in a learning situation. When students experience learning, they create

meaning that causes a transformation in their understanding, attitude, and

behavior. The transformative learning theory proposes that learners

experience challenging tasks during paradigm changes so they should be

encouraged to think critically and rationally to measure their understanding of

the learning process (Hashemi et al., 2021). Mezirow points out that

transformative learning happens when the learners interact with the

environment and integrate with the learning process.

In order to enhance students' learning during a cognitive difference,

teachers should apply useful techniques and shift the learning process to new

3
norms. This change will lead to a sense of control and self-awareness among

student learners. As a result, these variations will lead to innovation and

transformation in the learning process.

Statement of the Problem

Generally, this study dealt with the experiences of teenagers with the

so-called “new normal education”.

Specifically, it sought to answer the following questions:

1. What are your experiences in online learning?

2. How do you adapt to online learning?

3. How does online learning affect your academic performance?

Scope and Delimitation of the Study

This study was limited to exploring the experiences of students in

online learning. The five participants were grade 7 students aged from 12 to

13 years old. They were officially enrolled at SKSU–Laboratory High School

and are residing in Tacurong City, and Isulan.

Significance of the Study

The result of this study will benefit the following:

a. Students. They may make use of the ideas on how to adapt to the

different forms of learning specifically speaking about online learning

which is what we talked about in this study.

4
 b. School. The results of this study will be beneficial to raise public

awareness of how and what students have done to adapt to the online

learning system.

c. DepEd. The findings of this study will provide insights as to which they

could use to strategize in formulating useful platforms that benefit the

youth’s education.

d. Future Researchers. This study could be used as a reference material

for future research regarding online forms of learning.

Operational Definition of Terms

 Covid-19 – This is a virus that affected the education of said students

thus leading to the formulation of mobile learning.

 New Normal - The phrase "new normal," which refers to a rise in the

use of online learning resources, has been frequently used to describe

the situation of said participants 2 years ago.

 Digital/Online Education – this refers to the online form of learning

that was formulated when the pandemic was at its peak, it helped in

delivering instructions to students despite the pandemic hindering

academic institutions.

 SKSU LABORATORY HIGH SCHOOL. – The 5 said participants are

officially enrolled in this academic institution for School Year 2022-

2023.

 Grade 7 Students – This term refers to the said participants of the

study.

5
 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter shows the related literature and studies pertaining to the

experiences of students in online learning, and how this form of learning has

affected their academic performance and their attitudes.

Experiences of Students in Online Learning

Being an online student means that most of your time is spent in front of a

computer reading and finishing assignments. The growth of online learning

during the peak of the pandemic has been remarkably amazing. The same

study also found that the enrollment growth was far more than the overall

growth in education. These indicate that online learning has become a

detrimental mode of delivering instruction. Although the number of students

taking online courses is growing, research indicates that the students are in

many ways the same students who take courses offline. Students tend to be

relatively similar when comparing race, gender, socioeconomic status, and

physical distance from the institution. Several important studies have

documented that these students have good learning outcomes in online

courses. Such research most frequently compares online to offline courses in

experimental studies. The development and large-scale accessibility to digital

technologies and resources, together with the need for lifelong learning

motivate why many people decide to pursue their university education in

6
virtual environments. Many of these students cannot access traditional

learning centers because of living conditions, with conventional face-to-face

models, due to physical or economic constraints. However, they still need to

acquire specific knowledge and skills that are applicable to their personal and

professional lives. In addition, it is usually students with professional

experience and digital skills, who generally seek an education that allows

them to integrate their previous knowledge, with new skills and knowledge

while adapting to their emergent needs in their professional and personal

lives. The figure of the student in virtual environments as an apprentice with a

higher level of autonomy, not only emerges as a consequence of the

development and use of digital technologies in educational contexts, but also

emerges from previous efforts aimed at positioning the student as a leading

actor in the teaching and learning processes, and as a result strengthens their

autonomous learning, for example, suggest the profile of the successful online

student, that although emergent and mediated through the use of computers,

is marked by the abilities and skills to manage the tools and resources of

these learning environments. The student also gains skills and competencies

that facilitate their autonomous learning. identify these characteristics of

online students:

As the semester approaches, students will need to make critical choices

about online, hybrid, and in-person course offerings. Maintaining some of the

most successful online courses will enhance flexibility at this uncertain time

and allow some students to continue to make progress on their degrees if

they get sick or cannot return to campus for other reasons. For those

7
transitioning back to campus, administrators might consider additional in-

person programming, review sessions, tutoring, and other enhanced supports

as students make up for learning losses associated with the virtual instruction

of the past year.

Several studies have assessed online versus in-person learning at the

college level in recent years. A key concern in this literature is that students

typically self-select into online or in-person programs or courses, confounding

estimates of student outcomes. That is, differences in the characteristics of

students themselves may drive differences in the outcome measures we

observe that are unrelated to the mode of instruction. In addition, the content,

instructor, assignments, and other course features might differ across online

and in-person modes as well, which makes apples-to-apples comparisons

difficult.

Several new papers shed light on these issues, building on previous

work in higher education and assessing the efficacy of online education in

new contexts. The results are generally consistent with past research: Online

coursework generally yields worse student performance than in-person

coursework. The negative effects of online course-taking are particularly

pronounced for less academically prepared students and for students

pursuing bachelor’s degrees. New evidence from 2020 also suggests that the

switch to online course-taking during the pandemic led to declines in course

completion.

However, a few new studies point to some positive effects of online learning,

too. This post discusses this new evidence and its implications for the

8
upcoming

academic year.

The research is less clear on the impact of virtual instruction on college

completion. Although course completion rates appear to be lower for online

courses relative to in-person, the evidence is mixed on the impact of virtual

instruction on graduation and time-to-degree. The negative learning impacts,

reduced course completion, and lack of connection with other students and

faculty in a virtual environment could ultimately reduce college completion

rates. On the other hand, there is also evidence that the availability of online

classes may allow students to move through their degree requirements more

quickly.

Online Learning Affects Youth’s Academic Performance

In 2020, the pandemic pushed millions of students around the world

into virtual learning. As the new academic year begins, many colleges in the

Philippines are poised to bring students back to campus, but a large amount

of uncertainty remains. Some institutions will undoubtedly continue to offer

online or hybrid classes, even as in-person instruction resumes. At the same

time, low vaccination rates, new coronavirus variants, and travel restrictions

for international students may mean a return to fully online instruction for

some U.S. students and many more around the world. The most compelling

studies of online education draw on a random assignment design (i.e.,

randomized control trial or RCT) to isolate the causal effect of online versus

in-person learning. Several pathbreaking studies were able to estimate the

9
causal impacts of performance on final exams or course grades in recent

years. Virtually all these studies found that online instruction resulted in lower

student performance relative to in-person instruction; although in one case,

students with hybrid instruction performed similarly to their in-person peers.

The negative effects of online course-taking were particularly pronounced for

males and less academically prepared students.

One drawback of RCTs is that these studies are typically limited to a

single college and often a single course within that college, so it is not clear if

the results generalize to other contexts. Several papers in the literature draw

on larger samples of students in non-randomized settings and mitigate

selection problems with various econometric methods. These papers find

common themes: Students in online courses generally get lower grades, are

less likely to perform well in follow-on coursework, and are less likely to

graduate than similar students taking in-person classes.

On the other hand, new work considering course completion during

the pandemic is less promising. Looking at student outcomes in spring 2020

in Virginia’s community college system, Bird et al. find that the switch to online

instruction resulted in an 8.5% reduction in course completion. They found

that both withdrawals and failures rose. They also confirm findings in the

literature that negative impacts are more extreme among less academically

prepared students.

Much more research on virtual learning will undoubtedly be forthcoming

post-pandemic. For now, college professors and administrators should

consider that students pushed online may be less prepared for future follow-

10
on classes, their GPAs may be lower, course completion may suffer, and

overall learning may have declined relative to in-person cohorts in previous

years. These results seem particularly problematic for students with less

academic preparation and those in bachelor’s degree programs.

We find that students in online programs perform worse on nearly all

test score measures—including math, reading, writing, and English—relative

to their counterparts in similar on-campus programs. Results for shorter

technical certificates, however, are more mixed. While online students perform

significantly worse than on-campus students on exit exams in private

institutions, they perform better in SENA, the main public vocational institution

in the country, suggesting substantial heterogeneity across institutions in the

quality of online programming. Interviews with SENA staff indicate that

SENA’s approach of synchronous learning and real-world projects may be

working for some online students, but we cannot definitively call this causal

evidence, particularly because we can only observe the students who

graduate.

Online Learning Affects Youth’s Attitudes

Recently, the education system has faced an unprecedented health

crisis that has shaken up its foundation. Given today’s uncertainties, it is vital

to gain a nuanced understanding of students’ online learning experience in

times of the COVID-19 pandemic. Although many studies have investigated

this area, limited information is available regarding the challenges and the

specific strategies that students employ to overcome them. Thus, this study

11
attempts to fill in the void. Using a mixed-methods approach, the findings

revealed that the online learning challenges of college students varied in

terms of type and extent. Their greatest challenge was linked to their learning

environment at home, while their least challenge was technological literacy

and competency. The findings further revealed that the COVID-19 pandemic

had the greatest impact on the quality of the learning experience and

students’ mental health. In terms of strategies employed by students, the most

frequently used were resource management and utilization, help-seeking,

technical aptitude enhancement, time management, and learning environment

control. Implications for classroom practice, policy-making, and future

research are discussed.

In this abrupt shift to online teaching, students and lecturers in our

study identified both positive and negative experiences including the impact

on their physical and mental health. Our findings are important to provide

evidence for online pedagogical benefits and can serve to promote the

enhancement and adaptation of digital technology in education. Our findings

also aim to promote the importance of addressing physical and mental health

issues of the university community’s well-being through the provision of

emotional and mental health support and appropriate programs.

The negative mental health consequences of online learning among

students can include increased anxiety and absenteeism. These can stem

from the increased demand for new technological skills, productivity, and

information overload (Poalses and Bezuidenhout, 2018). The COVID-19

pandemic worsened these consequences when educational institutions

12
shifted from face-to-face activities to mostly online learning modalities to

mitigate the spread of COVID-19 (Malolos et al., 2021). While all students

may be affected, students from lower socioeconomic localities have higher

mental distress due to their limited financial capacity to obtain the necessary

gadgets and internet connectivity. Given these, a digital divide stemming from

socioeconomic inequalities can result in mental health disparities among

students during the pandemic (Cleofas and Rocha, 2021). In a recent article,

Hou et al. (2020) noted that young Chinese students from resource-scarce

localities may be at risk for mental disorders during the COVID-19 pandemic

due to social and cultural factors. Similar observations were noted in the

Philippines, a developing and resource-scarce country. Children had a higher

risk for poor mental health compared to adults in the Philippines partly due to

their shift to online learning modalities during the pandemic (Malolos et al.,

2021). Thus, measures cognizant of the resources of a developing country

are needed to mitigate the mental stresses from online learning including

videoconferencing.

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 CHAPTER III

METHODOLOGY

The research methodology in this chapter included research design,

locale, participants, sampling technique, research instruments, data gathering

procedure and analysis, researchers’ positioning, and ethical considerations.

Research Design

The study employed the qualitative phenomenological study method.

Creswell (2007) noted that "a phenomenological study describes the meaning

for several individuals of their shared experiences of a concept or a

phenomenon". In addition to this, Yin (2003) stated that a qualitative study

design should be considered when: (a) the focus of the study was to answer

"how" and "why" questions; (b) the behavior of those involved in the study

could not be manipulated; (c) contextual conditions needed to be covered

14
because they were believed to be relevant to the phenomenon under study; or

(d) the boundaries were not clear between the phenomenon and context.

For this study, the phenomenon that was investigated was the

formation of the lived experiences of the grade 7 students. The case was the

students residing in Tacurong City and Isulan, who were identified as

academically active. The design identified emerging themes to properly define

the study purpose clearly and deeply, which was to know how the

experiences of the grade 7 students in online learning were formed.

Locale of the Study

The study was conducted online due to a conflict of schedules.

Furthermore, the participants were 12-13-year-old youth residing in Tacurong

City, which had a population of 109,319 people. The figure shows the location

of the study site:

Figure 1. Shows the map of SKSU, EJC Montilla

15
Participants of the Study

The participants of this study were five (5) grade 7 students who were

officially enrolled in Sultan Kudarat State University – ACCESS Campus –

Laboratory High School. Purposive sampling was "used to select respondents

that were most likely to yield appropriate and useful information" (Kelly, 2010:

317) and was a way of identifying and selecting cases that would use limited

research resources effectively (Palinkas et al., 2015). Following Miles (2016),

to gain in-depth knowledge, five (5) students from Tacurong City and Isulan

were expected to participate.

Furthermore, they were required to meet the following criteria as

participants of the study. He or she had to (a) be a Filipino citizen, (b) be aged

12-13 years old, (c) be a resident of Tacurong City and Isulan, and (e) have

the confidence to share thoughts and ideas regarding their lived experiences

in online learning.

Research Instruments

To attain the appropriate data needed, the researchers had a set of

researcher-constructed open-ended instruments consisting of two (2) parts.

The first part asked for the participants' basic information to establish the

profile for discussion purposes. The second part was the semi-structured

interview questions. This included the guide questions and the follow-up or

clarifying questions, to gather more information from the participants. The

interview questions were used as a guide to provide structure for the interview

process.

16
Data Gathering Procedure

Figure 2. Waterfall Diagram of the Data Gathering Procedure

The data was gathered using semi-structured interviews. Initially,

letters of communication were sent to the Chairman of The Laboratory High

School for permission to conduct the study. After obtaining permission to

17
conduct the study, the participants for the interview were identified using the

inclusion criteria. Letters of invitation were sent to the chosen participants.

Hence, consent forms were obtained. Then, the questions for the semi-

structured interviews were prepared. The one-on-one interviews for the

interview participants were conducted in person. However, if any issues or

problems arose during the interviews, they were recorded using an audio

recorder. After each interview, some of the questions were reviewed for

clarification, and the participants were asked if they wanted to provide

additional information. For every interview, the researchers listened to the

recorded interviews at least twice. The recordings were transcribed, reviewed

for accuracy, and translated into English by the researcher. In the

transcription writing, all utterances that had transpired in the semi-structured

interviews were written verbatim. Then, the final transcribed interviews were

subject to data analysis.

Data Analysis

The data gathered was analyzed using Thematic Analysis (TA). This

analysis is widely used in the field of qualitative research, particularly in social

and behavioral sciences. It is a method for identifying, analyzing, organizing,

describing, and reporting themes found within a data set (Braun & Clarke,

2006) as cited by Nowell et al. (2017). Additionally, Braun & Clarke (2006)

and King (2004) argued that thematic analysis is an appropriate method to

examine the perspectives of different participants, similarities and differences,

and to generate unprecedented insights. Lastly, thematic analysis is also

18
useful for summarizing key features of a large data set, as it provides a well-

structured approach to handling data, resulting in a clear and organized report

(King, 2004). When the data transcript was ready, the researchers (a)

identified the significant statements, (b) identified initial themes, (c) formulated

clustered themes, and (d) named relevant themes.

Ethical Considerations

The confidentiality of the participants had to be ensured in a way

where full permission to participation was obtained. Participants based on the

information given by the researchers if it was sufficient and precise according

to the topic being conducted. The consideration of whether taking part in the

research was freely given without pressure, force, or constraint.

Only relevant components of the gathered data were included, and

evaluations were kept as simple as possible. Biased information or misleading

ideas were avoided. The research data had an adequate level of privacy.

Participants were well informed about the evaluation, wherein the

transparency of the topic was presented, excluding the gathered data. The

protection of participants against privacy leaks was of paramount importance.

Finally, the participants chosen for the interviews were free to withdraw at any

time without negatively impacting their involvement in the study.

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 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter centers on the presentation, discussion, and interpretation

of the findings.

A. Participants of the Study

The participants have been chosen through the following criteria: They

should meet the following criteria as participants of the study. He or she must

(a) be a Filipino citizen, (b) aged 12-13 years old, (c) be a resident of

Tacurong City and/or Isulan, and (e) have the confidence to share, thoughts,

and ideas regarding their lived experiences in online learning.

The first participant, Ms. Lea (not her real name), is a thirteen-year-old

female student, a resident of Tacurong City, Sultan Kudarat, and is currently

living with her family.

20
 The second participant, Mr. Steve (not his real name), is a thirteen-

year-old male student and a resident of Tacurong City, Sultan Kudarat.

The third participant, Ms. Kia (not her real name), is a thirteen-year-old

student who currently lives in Isulan, Sultan Kudarat, with her family. Mr.

Gabriel (not his real name).

The fourth participant is a thirteen-year-old student who resides in

Tacurong City, Sultan Kudarat.

And finally, the fifth and final participant, Ms. Akira (not her real name),

is thirteen years old and currently lives in Isulan, Sultan Kudarat.

B. Participants’ Expectations on Online Learning

The following are the responses of the five participants on their

expectations of online learning:

Table 1. Responses to Expectations on Online Learning

Theme Common responses

T.1 Source of Information The interview was conducted via
google form, thus giving the
participants more time to reflect on
their answers.
T.2 Students’ experience on online “I expected online learning to be just
learning like face to face, but when I went
through it, it was a very different
experience. As a student I dislike the
online learning method, because some
students attend to ignore their teacher
but compared to the traditional way it
was far more better. Online learning
made my study habits less active,
because it was easy to find answer in
the internet, but when I want to study
now I have to learn the lessons the
teachers gave.”
-(Mr. Steve)

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 “As an online student, you can expect
a different learning experience
compared to traditional classroom
learning. Here are some expectations
you may have. Flexibility, Access to
resources, Communication,
Technology, Self-discipline,
Assessment, Support. Online learning
Hs the potential to affect both your
study habits and your mental health in
various ways. It also provides access
to a wide range of courses and
resources. Online learning can be
more flexible, allowing students to
balance their studies with other
commitments such as work or family.”
- (Ms. Kia)

“To be provided with specific

information with enough time for
myself, and my academic performance
while, or during online classes. I don’t
dislike it or like it either, since there are
pros and cons when it comes to
teaching physically or digitally.
According to my own experience, it felt
both good, and bad since I enjoyed it
well, but the connection wasn’t that
stable so I struggled.”
-(Mr. Gabriel)

“In general, online learning can offer

many benefits such as flexibility and
accessibility to wider range of courses.
It can also provide opportunities for
students to develop self-motivation,
time-management, and digital literacy
skills. The impact of online learning on
students’ performance can vary
depending on many factors such as
the quality of instruction, the
technology infrastructure, the students’
learning style, and their access to
resources and support.”
-(Ms. Lea)

“I expected online learning would be

easy, and I’d be able to understand the
teachers’ discussion, and lessons.

22
 Personally, I prefer traditional learning.
I didn’t particularly like online learning,
it was hard for me to understand the
teachers’ lectures due to Wi-Fi
problems. Traditionally learning is
much easier for me, I could
understand better, and if I couldn’t
quite get something I could easily ask
my teacher to repeat or explain it
again, while in online class I could not.
Since I didn’t understand lessons very
well during online learning, my study
habits were greatly affected. I
especially had a hard time studying
and ended up procrastinating and
stressed.”
-(Ms. Akira)

The table above shows the experience of students with online learning.

It shows that most of the participants discussed their expectations and

compared their online learning experiences to their traditional classroom

experiences. However, there was one participant who had no expectations

since the participant did not have access to the internet to take an online

course. Therefore, the participants’ experience in online classes can vary

depending on several factors, including the individual’s learning style, the

quality of the online platform, and the level of engagement and interaction

provided by the instructor and classmates.

Online learning is a different experience than traditional classroom

learning. It provides access to resources, communication, technology, self-

discipline, assessment, and support. It can be more flexible, allowing students

to balance their studies with other commitments. However, there are pros and

cons when it comes to teaching physically or digitally. Online learning can

offer many benefits, but its impact on students' performance can vary

23
depending on the quality of instruction, technology infrastructure, learning

style, and access to resources and support. Ms. Lea and Ms. Akira both

experienced difficulties understanding the teachers' lectures due to Wi-Fi

problems, leading to procrastination and stress.

C. The Participants’ Adaptation to Online Habits

The following are the answers of the five participants on the measures

they took to cope with their inline studies.

Table 2. Participants’ Adaptation to Habits

Theme Common Responses

T1. Adaptation of the participants "Adapting to online habits may take some
to online habits time and effort to find what works best for
you. Be patient with yourself and don’t be
afraid to try new strategies until you find
what works for you”?
-(Ms. Kia)

“By using my gadget or device and

learning things through the internet.”
-(Mr. Gabriel)

“I simply tried my best to keep up and I

eventually learned how to adapt, how to
learn and understand lessons through
trying my best and studying”
-(Ms. Akira)
T2. The measures that the “The measure I took when studying was
participants did to cope with their searching for the lesson on YouTube or
inline studies other ways. It affected my performance

24
 greatly because even if I didn’t get the
chance to attend, I could just look at a
video.”
-(Ms. Steven)

“Many students have had to adapt to

online studies due to COVID-19
pandemic. Some measures I have taken
to cope with online studies are
establishing a routine, creating a
designated workplace, staying organized,
participating in online discussions,
seeking support.”
-(Ms. Kia)

“Establishing a routine, create a

dedicated study place, stay organized,
ask for help. I followed these steps and
managed to adapt to the online learning
environment.”
-(Ms. Lea)

“I tried making friends online to cope and

relieve stress. I was really stressed at that
time from school and trying to keep up, so
I decided to make friends in hopes it
would make me happy when I felt
hopeless and stressed from everything.
My class performance was affected by
this as well, I started chatting with them
more instead of focusing on my studies
which heavily affected my grades and
performance.”
-(Ms. Akira)
T3. The participants’ “I feel the connection of the teacher and
communication between the student because we couldn’t actually
themselves and their teacher talk or get in touch with our teacher”
-(Mr. Steven)

“The way I feel about the communication

between myself and my teacher or
classmates can vary depending on a
number of factors, such as their age,
personality, cultural background, and past
experience.”
-(Ms. Kia)

“It feels good communicating with

classmates and teachers even with the

25
 struggles of unstable connection.”
-(Ms. Gabriel)

“ I feel ignored at times, Communication

has been a problem when it came to
online classes.”
-(Ms. Lea)

“For me and my teachers during online

learning, I’d say that it would be
complicated. When I pass assignments
and performance tasks, it would take
them so long to reply or see that
sometimes they would not at all which led
to me having some missing assignments
and performance tasks. I would say I felt
annoyed and stressed at this. For me and
my classmates, I’d say I felt really happy
about our communication because during
online learning our friendships got
stronger so when I could not understand
lessons, I would ask them, and they
would help me.”
-(Ms. Akira)

In this table, it infers that the students have had to adapt to online

studies due to the COVID-19 pandemic. Different strategies have been

employed to enhance effective online learning, including establishing routines,

creating a designated workspace, staying organized, participating in online

discussions, seeking support, and making friends. Thus, all the participants

discussed how they coped with online studies due to the COVID-19

pandemic. Ms. Steven suggested establishing a routine, creating a

designated workplace, staying organized, participating in online discussions,

and seeking support. Ms. Lea suggested making friends online to cope and

relieve stress, while Ms. Akira suggested feeling connected to the teacher and

classmates. Ms. Gabriel suggested feeling ignored at times, while Ms. Lea

suggested feeling happy about their communication.

26
D. How Online Learning Affected the Participants’ Academic

Performance

The following are the answers of the five participants on how online
learning affected their academic performance.

Table 3. Online Learning Affecting the Participants’ Academic

Performance

Theme Common Responses

T1. Online learning affects the “For me there was no positive impact of
academic performance of the online learning because it was so easy
participants to enter meet, mute yourself, and turn
off the camera and just go on with
yourself. Many students just entered
and ignored the lesson. It has made me
lazy on focusing on my studies and the
most often challenge I encountered was
with the connection of the internet,
because sometimes I couldn’t even join
the meet. As a student I would like for
the students to be more active, a first
thing to do is turning on their cameras.”
-(Mr. Steven)

“The impact of online learning on a

student’s academic performance is a
complete issue that can vary depending

27
 on a variety of factors. The shift to
online classes due to COVID-19
pandemic has had a significant impact
on the students’ academic performance
but as a student, there are several ways
I can improve online learning such as
Set up a dedicated workplace, Build a
schedule, stay organized, engage with
coarse materials, seek help when
needed, practice good time
management, and finally take care of
yourself.”
-(Ms. Kia)

“It doesn’t, but it helped me more. There

are a lot of positive impact when it
comes to my experience, it helped me
well with my studies and also helped me
learn a lot of new stuff while learning
through online class, there wasn’t any
negative impact, but I could say that I
could help improve it by reading books
through online websites.”
-(Mr. Gabriel)

“Since I did not understand most of the

lessons and had a hard time catching
up, it affected my performance greatly,
but for me because of online class I
learned how to not rely on others, which
helped me improve myself. So many
negative experiences happened to me
because of stress from academics
which affected my mental health
significantly, the challenges I mostly
encountered, was the slow and the on
and off Wi-Fi during classes and having
a hard time understanding lessons. By
learning something based on your own
experiences and hard work instead of
relying on the internet and other people
do things for you. That is a real
education, it is based on what you
learned.”
-(Ms. Akira)

28
 In this table, it depicts that the students had to adapt to online studies

due to the COVID-19 pandemic. Different strategies have been employed to

enhance effective online learning, including establishing routines, creating a

designated workspace, staying organized, participating in online discussions,

seeking support, and making friends. Thus, all the participants discussed how

they have coped with their online studies due to the COVID-19 pandemic. Ms.

Steven suggested establishing a routine, creating a designated workplace,

staying organized, participating in online discussions, and seeking support.

Ms. Lea suggested making friends online to cope and relieve stress, while Ms.

Akira suggested feeling connected to the teacher and classmates. Ms. Gabriel

suggested feeling ignored at times, while Ms. Lea suggested feeling happy

about their communication.

29
 CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter centers on the summary of findings, conclusions, and

recommendations of the study.

Summary of Findings

The study on “Life Experiences of Grade 7 Students with the Online

Learning Platform” was conducted to explore the experiences of Grade 7

students with the online learning platforms. This qualitative study was

conducted with 5 participants from Tacurong City using purposive sampling.

On the expectations of students on online learning, it was found out that the

grade 7 students were aware of the negative impacts of the online method of

learning particularly because they experienced how difficult it was to adapt to

the so-called “new normal”. On the students’ adaptation to online learning

habits, it was found that students found it difficult to adapt to the said method

of learning, specifically because of poor/unstable internet connection, difficulty

30
in understanding topics and discussions, and the effects of online learning on

their mental health. These issues made the students realize that online

learning wasn’t as efficient and helpful as it seemed. On the issues

encountered in the implementation of online learning the following are found:

1.) Difficulty in understanding topics, 2.) Hard time communicating with

teachers and peers, 3.) Negative Impacts of Online Learning on the Mental

Health of Students.

Conclusions

Based on the findings the conclusions were drawn:

1. Grade 7 students were aware of the negative impacts of the online method

of learning particularly because they experienced how difficult it was to adapt

to the so-called “new normal”.

2. With the implementation of the online method of learning, it was found out

that students found it difficult to adapt to the new learning environment

because of unstable network connection causing the students to have a hard

time communicating with their teachers and comprehending topics and

discussions causing for their performance to be greatly affected thus also

affecting their mental health.

3. There were issues and concerns found in the study which are classified into

three categories: (1) Difficulty in understanding topics, (2) Hard time in

communicating with teachers and peers, and (3) Negative impacts of online

learning on students’ mental health.

31
Recommendations

In this case, the researchers recommended the following after having a

result from the data analysis.

1. It was found out that students were aware of the negative impacts of online

learning particularly from experience but were not knowledgeable enough

about how greatly it could possibly affect their academic performances. Thus,

it is recommended for the government, particularly the Department of

Education (DepEd) to conduct other methods of learning that would affect the

performances of students for the better.

2. It was also found that students had trouble adapting to the online learning

method because of unstable network connections causing them to have a

hard time communicating with their teachers and understanding the topics

clearly thus greatly affecting their performance; causing their mental health to

also be affected. Therefore, it is recommended that the government

thoroughly review the possible effects and outcomes of online learning on

students.

32
3. It was also noticed that there is a problem with unstable network conditions,

difficulty in understanding topics clearly, and the negative effects of online

learning on student’s mental health as common issues. Thus, it is

recommended that the students, through DepEd, find an alternative mode of

learning that substitutes the way of gaining knowledge online.

4. For future researchers, the results of this study may help them come up

with another study concerning the students and the effects of online learning

in their education.

BIBLIOGRAPHY

Alibudbud, R. (2021). On online learning and mental health during the COVID-

19 pandemic: Perspectives from the Philippines. Asian Journal of

Psychiatry, 66(102867), 102867.

https://doi.org/10.1016/j.ajp.2021.102867

‌ Barrot, J. S., Llenares, I. I., & del Rosario, L. S. (2021). Students’ online

learning challenges during the pandemic and how they cope with them:

The case of the Philippines. Education and Information

Technologies, 26(7321–7338). https://doi.org/10.1007/s10639-021-

10589-x

How does virtual learning impact students in higher education? (n.d.).

Brookings. https://www.brookings.edu/articles/how-does-virtual-

learning-impact-students-in-higher-education/

Moore, J. (n.d.). 5 Baseline Expectations We Must Have for Online Learning.

Blog.extensionengine.com. https://blog.extensionengine.com/5-

baseline-expectations-we-must-have-for-online-learning

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Idris, F., Zulkipli, I. N., Abdul-Mumin, K. H., Ahmad, S. R., Mitha, S., Rahman,

H. A., Rajabalaya, R., David, S. R., & Naing, L. (2021). Academic

experiences, physical and mental health impact of COVID-19 pandemic

on students and lecturers in health care education. BMC Medical

Education, 21(1). https://doi.org/10.1186/s12909-021-02968-2

Muthuprasad, T., Aiswarya, S., Aditya, K. S., & Jha, G. (2021). Students’

perception and preference for online education in India during COVID -

19 pandemic. Social Sciences & Humanities Open, 3(1), 100101.

https://doi.org/10.1016/j.ssaho.2020.100101

‌Noori, A. Q. (2021). The impact of COVID-19 pandemic on students’ learning

in higher education in Afghanistan. Heliyon Volume 7, Issue 10,

e08113. ISSN 2405-8440,

https://doi.org/10.1016/j.heliyon.2021.e08113.

(https://www.sciencedirect.com/science/article/pii/S2405844021022167

Patel, D. (2021, June 25). Online Learning’s Impact on Student Performance.

Penn Today. https://penntoday.upenn.edu/news/online-learnings-

impact-student-performance

Spitzer, M. W. H., & Musslick, S. (2021). Academic performance of K-12

students in an online-learning environment for mathematics increased

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pandemic. PLOS ONE, 16(8), e0255629.

https://doi.org/10.1371/journal.pone.0255629

34
Wright, S. (n.d.). Home. ICF Foundation. https://foundationoficf.org

APPENDICES

35
 Appendix A
Republic of the Philippines
SULTAN KUDARAT STATE UNIVERSITY
LABORATORY HIGH SCHOOL
ACCESS, EJC Montilla, 9800 City of Tacurong
Province of Sultan Kudarat

PERMIT TO CONDUCT

February 8, 2023

MAY NECTAR CYRILL L. TABARES, PhD

Chairperson – Laboratory High School
Sultan Kudarat State University:

We, the Grade 7 student-researchers will be conducting our study entitled “ A

LIVED EXPERIENCE OF G7 STUDENTS ON ONLINE LEARNING”. This
study is a requirement in our Research 7 Subject – Introduction to Qualitative
Research.
Because of this, we are asking for your permission to conduct the said
research specifically in the Laboratory High school of Sultan Kudarat State
University where our participants are conveniently located.

Rest assured, the data which will be gathered in this study will be treated with
the utmost confidentiality and for academic purposes only.

We hope for your approval. Thank you.

Sincerely yours,
CHLOE MARIELLE B. GAMBOA (SGD)
Group Representative

Noted:
ADONIS S. BESA, PhD (SGD)
Research Adviser

Approved By:
MAY NECTAR CYRILL L. TABARES, PhD (SGD)
Chairperson, Laboratory High School

36
 Appendix B

Republic of the Philippines

SULTAN KUDARAT STATE UNIVERSITY
LABORATORY HIGH SCHOOL
ACCESS, EJC Montilla, 9800 City of Tacurong
Province of Sultan Kudarat

LETTER FOR PARTICIPANT

_________________
_________________
_________________

We, the Grade 7 student-researchers will conduct our study entitled “A

LIVED EXPERIENCE OF G7 STUDENTS ON ONLINE LEARNING”. This
study is a requirement in our Research 7 Subject – Introduction to Qualitative
Research.

Because of this, we have chosen you to be one of our research participants.

Your positive response to this undertaking will greatly help in the completion
of our study.

Rest assured that all gathered information will be treated with the utmost
confidentiality and for academic purposes only.

Thank you.

Sincerely yours,

CHLOE MARIELLE B. GAMBOA (SGD)

Group Representative

Noted:
ADONIS S. BESA, PhD (SGD)
Research Adviser

Approved by
MAY NECTAR CYRILL L. TABARES, PhD (SGD)
Chairperson, Laboratory High School

37
 Appendix C
Republic of the Philippines
SULTAN KUDARAT STATE UNIVERSITY
Laboratory Science High School
ACCESS, EJC Montilla, Tacurong City

CERTIFICATION
This is to certify that the undersigned has thoroughly reviewed the
research paper of GAMBOA, CHLOE MARIELLE B., DADIVAS ALTHEA
MARIELLE G. , URBANO, JAM CARMELIE, BERMUDEZ, YOWARD BRENT
EMOR B. entitled A LIVED EXPERIENCE OF GRADE 7 STUDENTS ON
ONLINE LEARNING as regards the content, grammar, organization, and
mechanics leading to its improvement.

This certification is granted as one of the requirements in preparation for

their research’s final printing and binding.

Issued this 7th day of June, 2023 in Sultan Kudarat State University ACCESS,
EJC Montilla, Tacurong City.

RUSSEL SENECA
Critic Reader

38
 Appendix D
Republic of the Philippines
SULTAN KUDARAT STATE UNIVERSITY
Laboratory Science High School
ACCESS, EJC Montilla, Tacurong City

APPLICATION FOR FINAL PRINTING AND BINDING

May 05, 2023
MAY NECTAR CYRILL L. TABARES, PhD
Chairwoman, Laboratory High School
Sultan Kudarat State University

Ma’am,
The undersigned would like to apply for the FINAL PRINTING AND
BINDING of their research paper, which was successfully defended on May
12, 2023 at Sultan Kudarat State University – Laboratory High School.
Likewise, the advisory committee approved the final draft as affixed
their respective signatures as shown below.
Very truly yours,

CHLOE MARIELLE B. GAMBOA RUSSEL SENECA

Group Representative Critic Reader

ADONIS S. BESA MARK ONIA

Member, Examining Committee Member, Examining Committee

ADONIS S. BESA, PhD

Adviser

Recommending approval:
ANAMARIE G. VALDEZ, MAT MAY CYRILL NECTAR L. TABARES, PHD
Research Coordinator Chairperson, Laboratory High School

CURRICULUM VITAE

39
Name: Jam Carmelie Urbano
Address: #24 Burgos St. Poblacion, Tacurong City
Contact No.: 09958773697
Date of Birth: August 19, 2009
Age: 13
Sex: F
Weight: 46 kg.
Height: 5’0 Ft..
Religion: Roman Catholic
Mother: Camille Marie B. Urbano
Occupation: Nurse

EDUCATIONAL ATTAINMENT

Elementary School: Notre Dame Of Tacurong College- Grade

School Department
Tacurong City
With
Honors
2022

Junior High School: Sultan Kudarat State University - LHS

ACCESS, EJC Montilla, Tacurong City
With Honors
2023

CURRICULUM VITAE

40
Name: Yoward Brent Emor B. Bermudez
Address: Purok 3-A New Pangasinan,Isulan
Contact No.: 0955522114
Date of Birth: March 10, 2010
Age: 13
Sex: M
Weight: 43 kg.
Height: 5’6 Ft..
Religion: Roman Catholic
Father’s Name: Felkris L. Bermudez
Occupation: Nurse
Mother: Cherylyn Gesta Birang
Occupation: House wife

EDUCATIONAL ATTAINMENT

Elementary School: Isulan Community School

Incorporated
Kalawag 2, Isulan Sultan Kudarat

With High Honors

2022

Junior High School: Sultan Kudarat State University - LHS

ACCESS, EJC Montilla, Tacurong City
With Honors
2023

CURRICULUM VITAE

41
Name: Althea Marielle G. Dadivas
Address: New Carmen, Purok Pagkakaisa
Contact No.: 009706054004
Date of Birth: February 23, 2010
Age: 13
Sex: F
Weight: 32 kg.
Height: 5’0 Ft..
Religion: Roman Catholic
Father’s Name: Jeffrey D. Dadivas
Occupation: Businessman
Mother: Marivic G. Dadivas
Occupation: Private Employee

EDUCATIONAL ATTAINMENT

Elementary School: Rockfort Educational Institution, Inc.

Tacurong City

With High Honors

2022

Junior High School: Sultan Kudarat State University - LHS

ACCESS, EJC Montilla, Tacurong City
With Honors 2023

CURRICULUM VITAE

42
Name: Chloe Marielle B. Gamboa
Address: 1450, Prk, Katilingban, Brgy. San Pablo
Contact No.: 09202205672
Date of Birth: August 17, 2010
Age: 12
Sex: F
Weight: 62 kg.
Height: 5’4 Ft..
Religion: Roman Catholic
Father’s Name: Ariel S. Gamboa
Occupation: Gov’t Employee
Mother: Arlene B. Gamboa
Occupation: School Administrator

EDUCATIONAL ATTAINMENT

Elementary School: Rockfort Educational Institution, Inc.

3 Lapu-Lapu Street, Tacurong City

With High Honors

2022

Junior High School: Sultan Kudarat State University - LHS

ACCESS, EJC Montilla, Tacurong City
With Honors
2023

43