Kalinga State University

College of Liberal Arts & Social

Sciences
Dagupan Weste, Tabuk City, Kalinga

Chapter 1 PAGE
THE PROBLEM 24

Background of the Study

COVID-19 has turned into a global health emergency.

Nearly 36 million individuals have been infected and over

one million have died as of October 6, 2020. (Worldometer,

2020). Most countries have chosen to use quarantine

protocols and temporarily close their educational

institutions in order to stop COVID-19 from spreading. As a

result, over a billion students around the world have been

impacted. Over 28 million Filipino students across all

academic levels are among those who must remain at home and

adhere to the Philippine government's quarantine regulations

(UNESCO, 2020).

Over a billion students are at risk of falling behind

academically as a result of school closures intended to

contain the spread of COVID-19 (UNICEF, 2020). To slow the

spread of the virus and prevent infections, most countries

have temporarily closed educational facilities (Tria, 2020).

As a result, educators, who are on the front lines of this

educational crisis, bear a great amount of responsibility

for taking purposeful actions and ensuring that all learners

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

continue to receive a high-quality, inclusive, and equitable PAGE

24
education despite the pandemic (UNESCO, 2020).

Since the beginning of the pandemic, the DepEd's

flagship response has been the Basic Educational-Learning

Continuity Plan (BELCP). The BE-LCP involves the

dissemination of self-learning modules along with various

learning modalities such as online, blended, television-

based, and radio-based instructions in order to give quality

education in the "new normal “context. Not only students,

but also teachers and staff, have been protected from

contracting COVID-19 as a result of this initiative (DepEd,

2020). To stop the infection from spreading, distance

learning has grown popular. As stated by Quinones (2020),

distant learning is a kind of instruction in which learning

takes place between a teacher and students who are

geographically separated during instruction.

Southeast Asian neighbors have responded creatively to

similar challenges and have begun to pivot to a new era of

education. As early as May 2020, Indonesia, Thailand, and

Vietnam have started some type of distance learning.

Thailand's Education Ministry had intended to use a Distance

Learning Television (DLTV) platform to implement a learning

program. Educational courses, vocational education, non-

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

formal and informal education were broadcast on seventeen PAGE

24
television channels (Praphornkul, 2020). The method combines

on-air or television learning with online learning. However,

due to transmission issues and inadequate connectivity, the

rollout was met with criticism (Bangkok Post, 2020). After a

survey revealed that 60–70 percent of kids are not ready for

TV education, the ministry shifted its focus to preparing

for schools to reopen across the country (Bangkok Post,

2020).

Copeland et al. (2021) reported that the pandemic

adversely affected students’ behavioral and emotional

functioning, particularly attention and externalizing

problems (i.e., mood and wellness behavior), which were

caused by isolation, economic/health effects, and

uncertainties. In Fawaz et al.’s (2021) study, students

raised their concerns on learning and evaluation methods,

overwhelming task load, technical difficulties, and

confinement. To cope with these problems, students actively

dealt with the situation by seeking help from their teachers

and relatives and engaging in recreational activities. These

active-oriented coping mechanisms of students were aligned

with Carter et al.’s (2020), who explored students’ self-

regulation strategies.

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

Modular Distance Learning (MDL), Online Distance PAGE

24
Learning (ODL), and TV/Radio-Based Instruction are the three

types of this modality. Modular learning is the most common

method of distance learning in the Philippines. Bernardo

(2020) asserts that all public schools now use modular

learning since studying through printed and digital modules

has become the most popular distance learning technique

among parents. This also considers learners in remote

locations who do not have access to the internet for online

learning. Modular distance learning, on the other hand, has

several difficulties, particularly in the Philippines. Many

learners in basic education, according to Tibon (2020), are

not capable of independent learning. The development and

production of high-quality modules to meet the diverse

demands of learners necessitates considerable thought. It's

possible that the learners' overall growth will be harmed.

There may be minimal opportunities for students to engage

and mingle. This can be a problem for pupils who are unable

to cope with the abrupt changes in the educational

environment.

However, online learning is one of the methods used by

Higher Educational Institutions (HEIs) to support

traditional learning (Janse van Rensburg, 2018). The use of

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

modern tools such as email, audio, and video PAGE

24
teleconferencing for online learning (Schindler, Burkholder,

Morad, & Marsh, 2017) are some of the tools that can be used

by academicians (Rabacal, 2018) to augment the delivery of

education. The combination of both using online learning and

face to face instruction has paved the way for what is now

known as Blended Learning (Rasheed, Kamsin, & Abdullah,

2020).

With this said, Education is essential to every

student, which they can learn and improve their skills, as

well as help to become mature enough to achieve their goals

in life and become a professional someday, although the

current situation is different where the learning system is

through online.-------------------------------

The researchers are currently students who faced this

online learning system in KSU and they also encountered

academic disruption due to the pandemic. Therefore, the

aims to determine the impact of academic disruption to the

students, as well as the researchers provide a possible

Strategies/coping mechanism to the students in handling the

academic disruption, and the respondents also give their

own strategies or coping mechanisms in handling the

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

academic disruptions if they are not agreeing with the PAGE

24
possible strategies given by the researchers.

The struggles of students in the flexible learning

environment extend well beyond accessibility. In a study

done by Rotas & Cahapay in 2020, they found 12 themes that

contributed to the difficulties experienced by college

students under the remote learning setup. These included

“unstable internet connectivity, inadequate learning

resources, electric power interruptions, vague learning

content, overloaded lesson activities, limited teacher

scaffolds, poor peer communication, and conflict with home

responsibilities, poor learning environment, financial-

related problems, physical health compromises, and mental

health struggles”. In hindsight, this has posed a “survival

of the fittest” model among college students in which those

with the means were able to keep pace with the shift to

online modes. Meanwhile, those with limited resources and

who struggled with economic, psychological, and academic

issues were left out.

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

PAGE
24

Conceptual Framework

This study seeks to delve into the difficulties

encountered by the students during online learning, aiming

to shed light on the factors contributing to this

challenges and their implication for student’s outcomes. To

accomplish this goal, we adopt a theoretical framework that

integrates concepts and variables relevant to the online

learning environment.

A parallel study was undertaken by Hew et al. (2020),

who transformed conventional flipped classrooms into fully

online flipped classes through a cloud-based video

conferencing app. Their findings suggested that these two

types of learning environments were equally effective. They

also offered ways on how to effectively adopt

videoconferencing-assisted online flipped classrooms. Unlike

the two studies, Suryaman et al. (2020) looked into how

learning occurred at home during the pandemic. Their

findings showed that students faced many obstacles in a home

learning environment, such as lack of mastery of technology,

high Internet cost, and limited interaction/socialization

between and among students.

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

PAGE
24

Figure 1 is illustrated on the next page.

INPUT PROCESS OUTPUT

Difficulties
Factors faced by the
affecting students
students’ Assessment of
the during the
learning
ability. difficulties online
encountered by learning.
the students
through online
learning.

Development of

instructional

material.

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

PAGE
24

Figure 1. Research Paradigm of the Study

Statement of the Objectives

The study aims to determine the difficulties faced by the

social work students in this new normal online learning.

Specifically, it sought to determine the following

objectives:

1. To determine the extent of difficulties encountered by

the students in learning through online classes.

2. To identify the factors affecting the students '

learning ability during the new normal learning.

Definition of Terms

The following terms are defined operationally within

the context of the study for better understanding:

Academic disruption. This refers to any event or

circumstance that significantly hinders or interrupts the

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

normal flow of educational activities conducted through PAGE

24
virtual platforms. This includes technical issues like

internet connectivity problems, digital inequalities

resulting in unequal learning opportunities, changes in

learning environments affecting student engagement,

adaptation challenges to online learning, and external

factors such as pandemics or socio-economic crises impacting

students' ability to focus on their studies.

Coping Mechanism. This refers to the strategy people often

use in the face of stress and\or trauma to help manage

painful or difficult emotions.

Formal education. This follows a structured curriculum and

is typically led by trained educators.

Home Distraction. This refers to interruptions or

disturbances that occur within the student’s home

environment while they are engaging in remote or virtual

learning activities.

Informal education. This refers to learning that occurs

outside of formal academic settings encompasses various

learning experiences that take place in everyday life.

Instructional Material. This refer to resources used by

educators to facilitate learning and support instructional

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

objectives in the classroom or online. These materials can PAGE

24
include textbooks, workbooks, handouts, multimedia

presentations, audiovisual aids, interactive software, and

online resources.

Learning Environment.

Learning innovation. This refers to the creative and

adaptive strategies employed to enhance the effectiveness,

engagement, and inclusivity of virtual education.

Learning resources. This refers to digital materials, tools,

and platforms that are used to facilitate and support a

learning process in virtual environments.

Modular distance Learning. It refers to an individualized

instruction that lets the learners use a self-learning

module either in print or digital format depending on the

applicability to the learners.

New Normal. This refers to the shift in educational

practices and methodologies resulting from significant

changes such as transition from traditional face-to-face

instruction to predominantly online modalities of teaching

and learning.

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

Online Learning. This refers to instruction that is PAGE

24
delivered electronically through various multimedia and

Internet platforms and applications.

Pandemic. Defined as an epidemic occurring worldwide, or

over a wide area, crossing international boundaries and

usually people.

Personal aspect. This refers to the unique challenges and

circumstances that students encounter on a personal level,

such as their emotional well-being, learning preferences,

social dynamics, and access to resources.

Technological Difficulties. This refers to limited access to

stable internet connection, insufficient hardware (e.g.,

laptops, tablets), and unfamiliarity with online platforms

can hinder students’ ability to participate effectively in

virtual classes.

Significance of the Study

This study was conducted to benefit the following:

School Administrators. The result of this study will

help the school administrators to plan intervention to meet

student’s needs and provide instructional material to

enhance quality education.

Faculty.

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

Students. This study may help the students on how to PAGE

24
deal or cope up with difficulties they may encounter

online/new normal learning.

Researchers.

Future Researchers. The conducted study would further

open doors for future researchers as a reference material

and guide in the conduct of a similar study.

Parents.

Scope and Limitations of the Study

The study focused on the difficulties of students

during new normal online learning among the Bachelor of

Science in Social Work Students of Kalinga State University

- Dagupan Campus.

It was further limited to factors affecting student’s

learning ability during the new normal online learning.

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

PAGE
24

CHAPTER 2

RESEARCH METHODOLOGY

This section presents the research design, locale of

the study, respondents of the study, instrumentation, data

gathering procedure, and data analysis used in the study.

Research Design

The study used the qualitative type of research

methods. The researchers gathered descriptive information

about the difficulties faced by the students during new

normal online learning.

Locale of the Study

The study was conducted at Kalinga State University,

Dagupan Campus. In particular, it is located at Dagupan

Weste, Tabuk City, Kalinga.

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

PAGE
24

Figure 2. Map of KSU-Dagupan Campus

Respondents of the Study

The study considered 184 out of 342 Social Work

students of Kalinga State University-Dagupan Campus,

enrolled in the academic Year 2022- 2023 from first year to

third year. The researchers made use of the slovin’s formula

to arrive at the total number of respondents needed in the

study.

Moreover, the study utilized random sampling in

selecting the respondents of the study to complete the 184

enumeration.

Table 1 present the category of the respondents as to gender

Gender Frequency Percentage

Female 179 97.28%
Male 5 2.72%
Total 184 100%

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

Table 2 present the population of respondents of the study PAGE

24
as to year level.

Year level Frequency Percentage

First year 44 23.91%
Second year 45 24.45%
Third year 95 51.64%
Total 184 100%

Instrumentation

In gathering data on the difficulties face by the

students during the new normal online learning among the

social work students, the researchers made use of the

questionnaire as the primary tool.

The preliminary part of the questionnaire solicits the

personal data of the participants as to their name

(optional), year level, and gender.

Part two solicited responses on the extent difficulties

encountered by the students. It was divided into two sub-

categories. The first sub-category gathered answers on the

learning environmental difficulties and the second sub-

category gathered responses on the technological

difficulties.

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

Part three solicited responses on the factors affecting PAGE

24
the students learning ability through online classes. It is

also divided into two sub-categories. The first sub-category

gathered responses on their personal aspect difficulties and

the second sub-category gathered responses on the learning

resources difficulties.

Significantly, the questionnaire was lifted from the

study of Rasheed et al. entitled “Students’ online learning

challenges and difficulties during the pandemic” and the

study of O, et al. entitled “an analysis on the difficulties

faced by the accountancy students at the universities in

South Africa. Accordingly, the researchers made few

modification on the indicators. Hence, it was deemed valid

and reliable.

Data Gathering Procedure

Figure 3 illustrates the procedure of gathering data

that was undertaken in this study.

Approval of Administering of Analysis and

Questionnaire Questionnaires Interpretation

Figure 3. Data Gathering Procedure

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

To give results to the objectives posted in this study, PAGE

24
the following steps were undertaken:

A. Approval of Questionnaire. The researchers sought

first the approval of the questionnaire from the Research

professor and the College Dean.

B. Administering of Questionnaires. After the permit

was granted, the researchers administered the questionnaires

to the respondents.

C. Analysis and Interpretation. This was undertaken

just after retrieving the questionnaires, the researchers

tallied, analyzed and interpreted the data gathered.

Data Analysis

The study made use of the following tools:

Percentage. This was used to identify the statistical

and equivalent response. Percentage is calculated by taking

the frequency in the category divided by the total number of

participants and multiplying by 100%.

Percentage = (Value/ Total Value) X 100

Weighted Mean. This was used to determine the

statistical meaning and equivalent of the response.

❑
Wifi
∑
❑
❑ XW =
fi

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

Where: PAGE
24
❑
o ∑
❑
❑ XW - weighted mean

o Wifi - summation of the weighted frequency

o fi - number of observations

To measure the responses on the two objectives the

extent difficulties encountered by the students in learning

and the factors affecting the student’s learning ability

during the new normal learning ability the following Five-

Point Likert Scale was used.

Arbitrary value Symbol Descriptive Limit

Interpretation

5 HA Highly Affected 4.00-5.00

4 A Affected 3.00-4.00

3 N Neutral 2.30-3.00

2 NA Not Affected 1.30-2.29

1 HNA Highly not affected 1.00-1.29

Slovin’s formula--------

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

PAGE
24

Chapter 3

RESULTS AND DISCUSSIONS

This chapter present the findings of the study as to

the posted objectives, which is the extent of difficulties

encountered by the student in learning through online

classes, covering the learning environmental difficulties

and technological difficulties. It also discusses findings

on the factors affecting the students’ learning ability

through to this new normal learning, covering the personal

aspect difficulties and learning resources difficulties.

The extent of difficulties encountered by the students in

learning through online classes.

This section present the extent difficulties

encountered by the students in learning through online

classes, as to learning environmental difficulties, and

technological difficulties.

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

Tables 1 to 2 present the extent difficulties PAGE

24
encountered by the students in learning through online

classes among Bachelor of Science in social work students of

Kalinga State University; wherein, it includes learning

environmental and technological difficulties.

Table 1 presents the extent difficulties on learning

environment experience by the respondent.

Table 1. Learning environmental difficulties (N=184)

5 4 3 2 1 Weighted
Indicator Description Rank
HA A N NA HNA Mean
1. Experienced 57 87 40
online distraction
Highly
such as social media 4.09 affected
1
during online 285 348 120
classes such as
2. Experienced 75 71 38
distraction at home Highly
4.3 affected
2
as a learning 375 284 140
environment
3. Have difficulties 27 95 54 8
in selecting the 3.8 Affected 3
best area. 135 380 162 16
4. Home set up 44 79 43 15 3
limits the
affected
completion of a 3.7 4
certain requirement 220 316 129 30 3
in every subject
Sub-Weighted Mean 4.17 Highly Affected
The Table above shows that the BSSW students are highly

affected with a total weighted mean of 4.17 with a

descriptive interpretation of “Highly Affected”. This means

that the most of the respondents perceived that they are

highly affected in difficulties on learning environment. The

statement suggest that based on the sub-weighted mean of

4.17, the majority of respondent in the study perceive

themselves as highly affected by difficulties in the

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

learning environment. This indicates that this difficulties PAGE

24
significantly impact their ability to learn effectively. It

implies that the students face considerable obstacle related

to their learning environment, such as distraction at home

and difficulties in selecting appropriate study times and

areas. Overall, the high sub-weighted mean underscore the

severity of these difficulties experienced by the students.

Among the four (4) learning environmental difficulties

indicators “Experienced online distraction such as social

media during online classes” obtained the highest weighted

mean of 4.9 describe as highly affected. Students are highly

affected by online distractions, like social media, during

online classes due to various statistical findings and

corroborating evidence. The weighted mean of 4.9 for the

indicator "Experiencing online distraction such as social

media during online classes" indicates a significant impact.

This is supported by corroborating evidence showing that

social media use is pervasive among college students, with

nearly half using it for 2-5 hours daily. Moreover, research

suggests that social media distraction during class

negatively affects academic performance. Justification for

these findings lies in the statistical significance and the

observed correlation between social media use and decreased

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

academic focus. Addressing this issue is essential for PAGE

24
promoting a conducive learning environment and optimizing

student engagement and performance in online classes.

Another indicator is the "Experienced distraction at

home as a learning environment" which rank the second

highest among the learning environmental difficulties with a

weighted mean of 4.3 described as highly affected. This

shows that these distractions could stem from limited space

for studying, interruptions from family members, and

parental disapproval of prolonged internet use. These

factors collectively hinder students' ability to concentrate

during online classes and negatively affect their learning

outcomes. Therefore, addressing distractions at home is

crucial to creating a conducive learning environment for

students and improving their academic performance.

On the other hand, "Having difficulties in selecting the

best time and area" is ranked as the third highest learning

environmental difficulty, with a sub-weighted mean of 3.8,

corresponding to the scale of "affected." This indicates

that a considerable number of students struggle with

determining the optimal time and location for studying. Such

challenges can disrupt their ability to effectively manage

their study schedules and find suitable environments

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

conducive to learning. Addressing these difficulties may PAGE

24
involve providing guidance and resources to help students

better organize their study time and create conducive study

environments, ultimately enhancing their learning

experiences and outcomes.

The last indicator "Home Setup Limits the completion of

a certain requirement in every subject" received the lowest

sub-weighted mean of 3.7 among the four Learning

Environmental Difficulties indicators, corresponding to the

scale of "affected." This suggests that while some students

face limitations in completing certain requirements due to

their home setup, it is not as prevalent or impactful as the

other challenges identified. Justification for this lower

rating may stem from the fact that while home setups may

present obstacles, students may still find ways to adapt or

work around these limitations. However, addressing this

issue is still important to ensure that all students have

equitable opportunities to fulfill their academic

requirements and succeed in their studies.

Students may experience difficulties with "Home Setup

Limits the completion of a certain requirement in every

subject" due to various factors related to their home

environment. These limitations could include inadequate

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

space, lack of necessary resources or equipment, and PAGE

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disruptions from family members or external factors.

Additionally, students may encounter difficulties in finding

a suitable environment conducive to studying, which can

impact their ability to complete assignments or engage in

coursework effectively. Justification for these difficulties

lies in the impact they can have on students' academic

performance and overall learning experience. Addressing

these challenges is essential to ensure that students have

equitable opportunities to fulfill their academic

requirements and succeed in their studies, regardless of

their home circumstances.

It was concluded through the data analysis that

students have less separate space in their home for study;

resultantly, they were unable to concentrate on their online

classes due to interruption of family members. Parents also

dislike using the internet by their children for extended

period of time. The study finds that social media

distraction interferes with visual, but not auditory,

learning in college students. Almost one-half of all college

students use social media for an estimated two to five hours

a day. Students who focus on social media during class are

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

not likely to fully acquire lecture information delivered by PAGE

24
the instructors that leads to poorer academic performance.

Table 2 present the analyzed responses on the extent

difficulties on technological difficulties by the
respondent.

Table 2. technological difficulties (N=184)

5 4 3 2 1 Weighted
Indicator Description Rank
HA A N NA HNA Mean
1. Have low 39 77 58 12
bandwidth and slow
processing 3.7 Affected 2
speed(internet 175 308 174 24
speed)
2.Experience technical
difficulties in 20 96 53 14 1
completing
3.6 Affected 3
assignment/activities 100 384 159 28 1
3. Low internet access 28 105 31 20 1
during online classes.
3.8 Affected 1
140 416 93 40 1

4. Unavailability of 33 77 52 21 2
smartphone and laptop to 3.6 Affected 4
access online classes. 165 308 156 42 2
Sub-Weighted Mean 3.65 Affected

As shown in the table, the BSSW students are affected on

technological difficulties with a sub-weighted mean of 3.65.

The significant number of respondents perceive technological

difficulties to be a challenge during online classes. In

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

this study Technological difficulties involve facing PAGE

24
sufficient or Complex online technologies and service

difficulties for their studies. Results of this study

revealed that female students, students who have no internet

accessibility, those who have less previous experience in

blended Learning classes specially the 1st year student, and

students with lower literacy computer skills level

encountered significant levels in TSC. Students felt that it

was hard for them to get access technology and not everyone

is equal when it comes to access to technology (Chen et al.,

2015: Akcayir & Akcayir, 2010). Some students lack access to

internet such as; a high broadband Wi-Fi or updated computer

devices (Rasheed, 2020. Also, students Might have found

technology to be complicated, or they might face technical

difficulties when doing their homework electronically and

feel distracted, their time and focus would be spending on

learning how to use New technology rather than doing their

homework (Safford & Stinton, 2016; service accessibility,

Prasad et al., 2018)

Among the four (4) technological difficulties

indicators “Low internet access during online classes”

obtained the highest weighted mean of 3.8 described as

Affected. This indicates that a significant number of

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

students perceive this issue to have a notable impact on PAGE

24
their online learning experience. This could stem from

various factors such as inadequate internet infrastructure,

geographical limitations, socioeconomic disparities, and

technical challenges. Insufficient internet access can

hinder students' ability to participate in online classes,

access course materials, and communicate with instructors

and peers effectively. Addressing this issue is crucial to

ensure equitable access to education and promote effective

online learning experiences for all students.

Another indicator is “Have low bandwidth and slow

processing speed (internet speed)” which rank second among

technological difficulties with a weighted mean of 3.7

described as affected. Some respondents pointed out that

slow internet speed may result in lagging video or audio,

difficulty loading web pages, and overall frustration with

the online learning they experience. Low bandwidth and slow

processing speeds ultimately affect students’ academic

performance, as they may struggle to keep up with course

requirements, participate in online assessment, and meet

deadlines effectively.

Additionally, “Experience technical difficulties in

completing assignment/activities” and “Unavailability of

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

smartphone and laptop to access online classes” they have PAGE

24
the lowest rank of technological difficulties with they have

the same weighted mean of 3.6. Experience technical

difficulties in completing assignment or activities disrupt

the students’ workflow, cause frustration, and potentially

lead to missed deadlines or incomplete assignments on time.

The unavailability of smartphones and laptops to access

online classes is a significant technological difficulty

among students. This issue arises when students lack access

to essential devices required for participating in online

learning activities. Without smartphones or laptops,

students may face barriers in attending virtual classes,

accessing course materials, and engaging in online

discussions. This can lead to disparities in access to

education, affecting students' ability to learn effectively

and engage with course content. Addressing this difficulties

requires efforts to provide access to devices for students

in need, such as loaner programs, subsidies, or partnerships

with organizations providing technology resources. Ensuring

equitable access to devices is crucial to promoting

inclusive and accessible online learning environments for

all students.

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

This may include issues such as low internet PAGE

24
connectivity, particularly for students residing in

provinces where access to high-speed internet may be

limited. Additionally, technical difficulties, slow

processing speed of internet connections, and a lack of

access to smartphones or tablets can further exacerbate the

challenges faced by students. These factors collectively

contribute to the perceived impact of technological

difficulties on students' ability to effectively participate

in online learning. Addressing these difficulties requires

targeted interventions to improve internet infrastructure,

provide technical support, and ensure equitable access to

technology for all students, regardless of their

geographical location. These difficulties can disrupt

students' ability to engage effectively in online classes,

access course materials, and submit assignments on time,

leading to frustration, stress, and feelings of inadequacy.

Factors affecting the students' learning ability through to

this new normal learning.

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

This section presents the factors affecting the PAGE

24
students' on personal aspect difficulties through to this

new normal learning.

Table 3 Personal Aspect difficulties (N=184)

5 4 3 2 1 Weighted
Indicator Description Rank
HA A N NA HNA Mean
1. I could not seem 9 79 18 18 5
to experience any
positive feeling by
3.4 Affected 2
doing my 45 316 217 36 5
activities/assignmen
ts etc.
2. I felt that
12 87 56 25 5
studying through
3.3 Affected 3
online is 60 336 168 50 5
meaningless
3. Difficulties in 10 49 93 32
learning a new 3.2 Affected 4
technology 50 196 279 64

4.Emotionally 23 83 55 24 7
disconnected during 3.6 Affected 1
online classes. 115 332 165 48 7
Sub-Weighted Mean 3.37 Affected
The results show that the respondents affected on

personal aspect difficulties with an average sub-weighted

mean of 3.37. Students faced their personal lives that can

impact their academic performance and well-being. These

difficulties includes health issues, family

responsibilities, relationship conflicts, time management’s

struggles, and issues related to motivation and self-esteem.

“Emotionally disconnected during online classes” obtained

the highest weighted mean of 3.6 describe as affected.

According to the some respondents, they emotionally

disconnected during online classes due to the lack of

physical presence and direct interaction with instructors

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

and peers. This disconnection stem from various factors, PAGE

24
such as technological barriers, limited opportunities for

meaningful interaction, and the absence of non-verbal cues

that facilitate emotional connection in face-to-face

settings. This issue lies in its potential impact on

students' overall engagement, motivation, and mental well-

being, as emotional connection plays a crucial role in

fostering a supportive learning environment and promoting

academic success. Implementing strategies to enhance

emotional connection, such as interactive discussions, group

activities, and opportunities for virtual social

interaction, can help students feel more engaged and

connected during online classes.

“I could not seem to experience any positive feeling by

doing my activities/assignments etc.”, rank as the second

obtained weighted mean of 3.4 describe as affected. Among

personal aspect difficulties, experiencing positive feelings

while engaging in activities and assignments can provide

students with a sense of accomplishment, satisfaction, and

fulfillment. Despite facing difficulties in their personal

lives, students may find moments of joy, pride, or

excitement when successfully completing tasks, making

progress towards their goals, or engaging in activities that

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

align with their interests and passions. These positive PAGE

24
feelings can serve as motivators, helping students overcome

obstacles and stay resilient in the face of adversity.

Additionally, experiencing positive emotions can

contribute to overall well-being and mental health,

enhancing students' ability to cope with stress and navigate

their academic responsibilities more effectively.

Recognizing and fostering positive feelings in students'

academic experiences can play a crucial role in supporting

their holistic development and promoting a positive learning

environment.

“I felt that studying through online is meaningless” rank as

the third obtained weighted mean of 3.3. Feeling that

studying through online means is meaningless can be a

significant personal aspect difficulty for students. This

sentiment may arise due to various factors, such as the lack

of face-to-face interaction, reduced opportunities for

hands-on learning experiences, or difficulties in

maintaining focus and motivation in virtual environments.

This feeling lies in its potential impact on students'

engagement, motivation, and overall academic performance.

When students perceive online learning as meaningless, they

may become disengaged, leading to decreased participation,

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

lower quality of work, and ultimately, diminished learning PAGE

24
outcomes. Addressing this challenge requires efforts to

enhance the relevance and effectiveness of online learning

experiences, such as incorporating interactive activities,

providing opportunities for peer collaboration, and ensuring

clear alignment between course content and learning

objectives. By addressing feelings of meaninglessness in

online learning, educators can help students re-engage with

their studies and find value and purpose in their academic

pursuits.

Among four indicators of personal aspect “Difficulties

in learning a new technology” this obtained the lowest

weighted mean of 3.2 describe as affected. Among personal

aspect difficulties, experiencing difficulties in learning a

new technology can significantly impact students during

online learning. This difficulty may arise due to various

factors, such as lack of familiarity with digital tools,

discomfort with technology, or limited access to resources

for learning new technologies. This lies in its potential to

hinder students' ability to fully engage in online classes,

access course materials, and effectively navigate virtual

learning environments. Learning new technologies is

essential for students to participate actively in online

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

learning activities and adapt to digital learning platforms. PAGE

24
Addressing this difficulty requires providing students with

adequate support, resources, and training opportunities to

develop their digital literacy skills and gain confidence in

using new technologies. By addressing difficulties in

learning new technology, educators can empower students to

overcome barriers and succeed in their online learning

endeavors.

Table 4 present the analyzed responses on the extent

learning resources difficulties experienced by the

students.

Table 4 Learning Resources difficulties (N=184)

5 4 3 2 1 Weighted
Indicator Description Rank
HA A N NA HNA Mean
1. limited 18 115 44 7
information on 3.8 Affected 2
online learning. 90 460 132 14
2. Lower quality of 29 84 61 9 1
material delivered 3.7 Affected 3
online 145 336 183 18 1
3. Experienced
financial 47 82 45 6 4
difficulties when Highly
4.1 Affected
1
accessing learning
resources and 235 328 135 12 4
technology
4. Have limited
access to textbooks,
34 70 47 31 2
worksheets, and
3.5 Affected 4
others and I use
only phone and need
other resources. 170 280 141 62 2
Sub-Weighted Mean 3.77 Affected

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

As shown in the table, learning resources PAGE

24
difficulties obtained a sub-weighted mean of 3.77 as

describe as affected.

Students face in accessing or utilizing the educational

materials and tools necessary for their academic success.

These difficulties can include limited access to resources

due to financial constraints or logistical barriers,

difficulties in navigating online learning platforms or

using educational technology effectively, struggles to find

relevant or up-to-date learning materials, language barriers

for non-native speakers, and issues with disorganized or

inaccessible content. These difficulties involves ensuring

equitable access to educational materials, providing support

and training in utilizing technology tools, and creating

inclusive learning environments that accommodate diverse

learning needs.

Among learning resources difficulties “Experienced financial

difficulties when accessing learning resources and

technology” obtained the highest mean of 4.1 describe as

highly affected. Students are highly affected by

experiencing financial difficulties related to the cost of

internet load needed for online classes. This indicates that

a significant number of students face difficulties in

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

affording the data or internet access required to PAGE

24
participate in virtual classes, access online resources, and

engage in online learning activities. This high impact lies

in the essential role that internet access plays in

facilitating effective online learning experiences. Without

reliable internet connectivity, students may struggle to

attend classes, access course materials, and interact with

instructors and peers, leading to academic setbacks. This

difficulties is crucial to ensuring equitable access to

education and supporting students in overcoming financial

barriers to online learning. Providing financial assistance,

subsidies for internet services, or access to free or low-

cost internet options can help alleviate the financial

burden on students and promote inclusivity in online

learning environments.

Among learning resources difficulties, “Limited

information on online learning” rank as the second obtained

category mean of 3.8 describe as affected. This indicates

that a significant of the students face lack access to the

necessary educational materials and resources required for

their online coursework. This difficulty may arise due to

various factors, such as outdated or insufficient course

materials, lack of access to textbooks or online resources,

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

or gaps in the availability of information relevant to their PAGE

24
studies. This difficulties lies in its significant impact on

students' ability to fully engage in their coursework and

achieve academic success. Without access to the information

needed for their classes, students may struggle to

understand course concepts, complete assignments, or

participate effectively in online discussions. Addressing

this difficulties requires efforts to ensure equitable

access to educational materials, provide support and

resources to students in need, and create inclusive learning

environments that accommodate diverse learning needs. By

addressing limited information difficulties, educators can

help students access the resources they need to succeed

academically and reach their full potential.

Furthermore, “Lower quality of material delivered

online” rank as third obtained a weighted mean of 3.7

describe as affected. Lower quality of materials delivered

for online classes to the difficulties of the students face

the educational materials provided for their online classes

are of inferior quality compared to traditional in-person

resources. This difficulty may manifest in various ways,

such as poorly formatted digital textbooks, outdated online

modules, or inadequate multimedia content. This difficulties

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

lies in its significant impact on students' learning PAGE

24
experiences and academic outcomes. Lower-quality materials

can hinder students' understanding of course content,

diminish their engagement with the material, and ultimately

impair their ability to achieve learning objectives.

Lastly, among the learning resources indicators “Have

limited access to textbooks, worksheets, and others and I

use only phone and need other resources” have the lowest

weighted mean of 3.4 describe as affected. Among learning

resources difficulties, students are affected by limited

access to textbooks, worksheets, and other educational

materials, especially when they rely solely on a smartphone

for accessing course content. This difficulties arises when

students face barriers in obtaining or using essential

learning resources due to factors such as financial

constraints, technological limitations, or lack of access to

physical materials. This difficulties lies in its

significant impact on students' ability to engage

effectively in their online classes and achieve academic

success. Without access to textbooks, worksheets, and other

resources, students may struggle to understand course

concepts, complete assignments, or participate actively in

online classes.

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

Meanwhile, the findings of the studies (e.g. Coleman, PAGE

24
2011; and Henaku, 2020) corroborate the other result of this

study in which learning resource challenges are among the

difficulties confronting the students. This result may imply

that students cannot completely participate in and benefit

the finding from online learning. This also confirms the

findings of Saavedra (2020) that access to online learning

devices like Computers has been a Lecturing challenge for

student’s d schools shift to online distance learning in the

middle of a global health emergency. This problem may stem

from financial-related problems as another difficulty

disclosed by student participants. This finding is the same

as that Matswetu et al., (2013) in which students in

Zimbabwe face financial problems in distance learning set-

up. The current Crisis has made it even more difficult for

the students surveyed who articulated difficulty in finding

a job to support their learning needs. Noteworthy, in the

Philippines, financial struggles have started to worsen for

poor families during the outbreak due to an unprecedented

economic shutdown (Adle, 2020).

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

PAGE
24

Chapter 4

SUMMARY OF FINDINGS, CONCLUSSION AND RECOMMENDATION

This chapter presents the summarized findings on the

objectives posted in the study.

To determine the extent of difficulties encountered by the

students in learning through online classes.
The study highlights that students perceive learning

environmental difficulties describe as highly affected, such

as distractions at home and challenges in selecting study

times and areas, as significantly hindering their learning

experiences, with a weighted mean of 4.17. Among these,

online distractions, particularly from social media,

received the highest weighted mean of 4.9, while

distractions at home had a mean of 4.3, emphasizing the

impact of family interruptions and limited study space.

Despite ranking lower overall, technological difficulties

remain significant describe as affected, with a sub-weighted

mean of 3.65. Notably, low internet access during online

classes received the highest weighted mean of 3.8,

indicating its notable impact. Slow internet speeds and

technical difficulties also pose challenges, with means of

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

3.7 and 3.6, respectively. Addressing these issues requires PAGE

24
interventions to create conducive environments and ensure

equitable access to technology, supporting students in

navigating online learning effectively.

To identify the factors affecting the students' learning

ability during the new normal learning.
Personal aspect difficulties, averaging a sub-weighted

mean of 3.37 describe as affected, reveal how students'

personal lives affect their academic performance and well-

being. The top challenge, "Emotionally disconnected during

online classes," with a weighted mean of 3.6, highlights the

struggle to maintain emotional engagement in virtual

learning due to various factors like technological barriers.

Learning resources difficulties, averaging a sub-weighted

mean of 3.77 describe as affected, encompass challenges

accessing educational materials. "Experiencing financial

difficulties when accessing learning resources and

technology," with a weighted mean of 4.1, reflects the

significant impact of financial constraints on internet

access, while limited access to textbooks, worksheets, and

resources, with a weighted mean of 3.4, underlines

challenges in obtaining essential learning materials,

especially when relying on smartphones.

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

PAGE
24
Conclusions

Based on the findings of the study, the researchers

conclude that:

1. The extent of difficulties encountered by the students in

learning through online classes among the respondents the

difficulties identified that experience by the social work

student is highly affected; and

2. The factors affecting the students' learning ability

during the new normal learning among the respondent is

affected.

Recommendations

Base from the findings and conclusions the following

recommendation are offered:

1. Student in the context of difficulties faced during the

new normal learning period and instructional material

development should develop their motivation in self-study

that instructional designer can better tailor their

approaches and material to support student learning and by

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

attending various training and workshop on how to operate PAGE

24
and we use technology devices and other platforms.

2. Teachers should device monitoring strategies to help

struggling or disengaged students. Students who are missing

due dates, struggling with concept or not actively

participating may need nudge to restart their motivation.

3. Teachers play a vital role in supporting students during

the new normal learning period. Their understanding,

adaptability, and commitment to students success are crucial

in developing effective instructional material and creating

a conductive learning environment.

4. The researchers, highly recommend the professors should

post or upload recorded lectures in order for the students

to easily go back to the recording in case they missed an

explanation.

5. Researcher contribute significantly to addressing the

difficulties faced by the students during the new normal

learning period and the development of instructional

materials. Their work helps inform educational practices and

interventions that support students learning and well-being.

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

6. Parent should join orientation about the flexible PAGE

24
learning to help them understand more the new normal and

their child more time for learning.

7. Parents involvement and support are crucial in helping

students navigate the difficulties faced during the new

normal learning period. By creating a supportive

environment, collaborating with teachers, and providing

emotional and academic support, parents play a vital role in

their children’s educational journey.

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 Kalinga State University
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Dagupan Weste, Tabuk City, Kalinga

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 Kalinga State University
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Dagupan Weste, Tabuk City, Kalinga

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 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

Van Rensburg Janse ES. PAGE

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Appendix A

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

(Letter to Authority) PAGE

24
May, 2023

Mr. Rodolfo B. Tucay, Jr.

Dean, CLASS
This University

Dear Sir:
The Researchers are currently undertaking a study titled,
“Difficulties faced by the students during the new normal online
learning; Basis for instructional material Development.”
In line with this, may we solicit your permission to allow
us to conduct this study among the Bachelor of Arts in Political
Science students of our respective college.
Rest assured that the information and the answers to the
questions will be disclosed for the study only.
Thank you very much for your kind consideration of this
earnest request.
Researchers,

Felomina G. Caniw
Shelmayre A. Dagson
Arianne Jane D. Olao
Hanna Grace Tallocoy

Noted: Approved By:

Loneza Carbonel PhD Mr. Rodolfo B. Tucay, Jr.

Research instructo Dean, CLASS

Appendix B
(Letter to Respondents)

May, 2023

Dear Respondents:
Greetings!

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

The undersigned students - researchers of Bachelor of Arts PAGE

in Political Science, Kalinga State University-Dagupan Campus are 24
conducting a study entitled, “Difficulties faced by the students
during the new normal online learning; Basis for instructional
material Development.”
In this regard, we are asking for your precious time and
effort to answer all the questions in the survey questionnaires,
which are very important and helpful for the completion of the
study.
Rest assured that all the data to be gathered from you will
be kept confidential and will only be used in this study.
Your response to this request will be valuable contribution
to the success of the study and will be highly appreciated.
Thank you very much for your cooperation.
Researchers,

Felomina G. Caniw
Shelmayre A. Dagson
Arianne Jane D. Olao
Hanna Grace Tallocoy

Noted: Approved By:

Zandjie Dominique P. Taya-an Loneza Carbonel PhD

Adviser Research Professor

Appendix C
(Questionnaire)

I. Profile of the Respondents

NAME: ________________________ (optional)

YEAR LEVEL: _________________

SEX: [ ] Female [ ] Male

II. To determine the extent of difficulties encountered

by the students in learning through online classes.

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

Instruction: Please answer the following questions by PAGE

putting a check mark (/) on the space provided. Please refer 24

to the scale below.

5 – Highly Affected 4 – Affected 3 - Neutral

2 – Not Affected 1 – Highly Not Affected

5 4 3 2 1
Indicators HA A N NA HNA
Learning environmental Difficulties
1. Experienced online
distraction such as social
media during online classes.
2. Experienced distraction at
home as a learning
environment
3. Have difficulties in
selecting the best time and
area.
4. Home set up limits the
completion of a certain
requirement in every subject.
Technological difficulties
1. Have low bandwidth and
slow processing speed
(internet speed)
2. Experience technical
difficulties in completing
assignment/activities.
3. Low internet access during
online classes.
4. Unavailability of
smartphone and laptop to
access online classes.

III. To identify the factors affecting the students learning

ability in this new normal online learning.

Instruction: Please answer the following questions by

putting a check mark (/) on the space provided. Please refer
to the scale below.

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

5 – Highly Affected 4 – Affected 3 – Neutral PAGE

24
2 – Not Affected 1 – Highly Not Affected
Indicators 5 4 3 2 1
HA A N NA HNA
Personal Aspect Difficulties
1. I could not seem to
experience any positive feeling
by doing my
activities/assignments etc.
2. I felt that studying through
online is meaningless
3. Difficulties in learning a
new technology
4. Emotionally disconnected
during online classes.
Learning Resources Difficulties
1. limited information on
online learning.
2. Lower quality of material
delivered online.
3. Experienced financial
difficulties when accessing
learning resources and
technology.
4. Have limited access to
textbooks, worksheets, and
others.

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

PAGE
24

Curriculum Vitae

Personal Background
Name : Ariane Jane D. Olao
Gender : Female
Civil Status : Single
Date of Birth : December 8, 2000
Place of Birth : Malucsad, Pasil, Kalinga
Present Address : Malucsad, Pasil, Kalinga
Religion : Catholic
Name of Parents
Father : Alfredo Olao
Mother : Harriet Olao
Educational Background
Elementary : Pasil Central School
Secondary : Central Pasil National High
School
Tertiary : Kalinga State University
Dagupan Weste, Tabuk City
Course : Bachelor of Science in Social
Work

Contact Details

Contact Number : 09996553873

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

PAGE
Email Address : [email protected] 24

Personal Background
Name : Felomina G. Caniw
Gender : Female
Civil Status : Single
Date of Birth : October 31, 2002
Place of Birth : Danac West,Boliney Abra
Present Address : Dangtalan Pasil Kalinga
Religion : Pentecost
Name of Parents
Father : Benito B.Caniw
Mother : Perla G. Caniw

Educational Background
Elementary : Danac Elementary School
Secondary : Central Pasil National High
School
Tertiary : Kalinga State University
Dagupan Weste, Tabuk City
Course : Bachelor of Science in Social
Work

Contact Details

Contact Number : 09312101905

Email Address : [email protected]

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

PAGE
24

Personal Background
Name :Shelmayre A. Dagson
Gender : Female
Civil Status : Single
Date of Birth : August 23, 2000
Place of Birth : Pugong, Pasil, Kaling
Present Address : Pugong, Pasil, Kaling
Religion : Roman Catholic
Name of Parents
Father : Milagros Dagson
Mother : Cambel Dagson

Educational Background
Elementary : Pasil Central School
Secondary : Central Pasil National High
School
Tertiary : Kalinga State University
Dagupan Weste, Tabuk City
Course : Bachelor of Science in social
work

Contact Details

Contact Number : 09530836887

Email Address : [email protected]

BS Social Work
 Kalinga State University
College of Liberal Arts & Social
Sciences
Dagupan Weste, Tabuk City, Kalinga

PAGE
24

Personal Background
Name : Hanna Grace B. Tallocoy
Gender : Female
Civil Status : Single
Date of Birth : February 12, 2001
Place of Birth : Babalag West, Rizal, Kalinga
Present Address : Purok 1,Liwan West, Rizal,
Kalinga
Religion : Free Believers
Name of Parents
Father : Benjamin B. Tallocoy
Mother : Grace B. Tallocoy

Educational Background
Elementary : Calaocan Elementary School
Secondary : Rizal National School of Arts and
Trades
Tertiary : Kalinga State University
Dagupan Weste, Tabuk City
Course : Bachelor of Science in Social
Work

Contact Details

Contact Number : 09269639616

Email Address : [email protected]

BS Social Work