ONLINE LEARNING: THE NEW ROUTINE OF GRADE 11 STUDENTS IN THEIR

ACADEMIC LIVES

A Research Paper Presented to the Faculty of the Senior High School Department
Dr. V. Orestes Romualdez Educational Foundation, Tacloban City

In Partial Fulfillment of the Requirements for the Subject

Practical Research I

Submitted by:
CHU, KIRK MARTON, A
MORON, JARED ANTHONY, A
NIERRAS, SAMANTHA ISABEL, C
PARONE, GLEICY LENZ, A
PATROLLA, KRISTOFFER, L
VERZOSA, ANNE MARIE, C
 June 2021
TABLE OF CONTENTS

Title Page …………………………………………………………………………………… i

Approval Sheet ………………………………………………………………………………ii
Acknowledgment ……………………………………………………………………………iii
Table of Contents……………………………………………………………………………iv
CHATER I INTRODUCTION …………………………………………………………...1
Background and Rationale…………………………………………………………... 1
Statement of the Problem ………………………………………………………….....2
Theoretical Framework …………………………………………………………........3
Significance of the Study ………………………………………………………….....3
Scope and Delimitations ………………………………………………………….......4
Definition of Terms …………………………………………………………..............4
CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES………………8
Review of Related Literature………………………………………………………….9
Review of Related Studies …………………………………………………………..10
CHAPTER III METHODOLOGY ……………………………………………………….12
Research Design …………………………………………………………..................12
Research Locale …………………………………………………………..................13
Participants of the Study ………………………………………………………….....14
Data Collection Method….………………………………………………….............15
Research Instrument ………………………………………………….......................16
Statistics Treatment …………………………………………………………............16
Data Analysis………………………………………………………….......................17
CHAPTER IV RESULTS AND DISCUSSION ………………………………………….19
CHAPTER V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS……..…24
Summary ………………………………………………………….............................24
Conclusions ………………………………………………………….........................25
Recommendations …………………………………………………………...............26
REFERENCES ……………………………………………………….................................27
APPENDICES …………………………………………………………..............................35
Appendix A …………………………………………………………................. ......36
Appendix B …………………………………………………………........................38
Appendix C …………………………………………………………........................39
Appendix D …………………………………………………………........................52
Appendix E …………………………………………………………........................56
CURRICULUM VITAE ………………………………………………………….............57
 CHAPTER I

INTRODUCTION

Background of the Study

Before the start of lockdown, schools conducted face-to-face learning inside their

campuses. In this time of the pandemic, the presence of the disease has become a safety concern

for every citizen in the country, hence leaving schools with no option but to transition to

distance learning methods. Students are left with no choice but to adapt with this new method

of learning in order to not be left behind by their classmates. This pressure along with mediocre

capabilities of this country to fully support online learning and the students’ individual home

lives causes stress due to internal conflicts of balancing the priorities between the

aforementioned factors. Due to COVID-19, many, if not most, students have been learning

fully online, finishing out their semesters or courses from home and in front of the computer.

Though the initial transition from on-campus classroom to virtual “classroom” has passed,

there’s still a need to keep students motivated and on the path to success especially as

uncertainty surrounds upcoming terms and the likelihood of returning to “normal” campus life.

Online learning has been observed as a possible alternative to conventional learning. However,

according to a meta-analysis on e-learning, it is reported that online learning is better than

nothing and similar to conventional learning. To improve the e-learning experience, the

education institutions are required to comply with the guidelines and recommendations by

government agencies, while keeping students encouraged to continue learning remotely in this

tough environment. Bao (2020) addresses five high-impact guidelines for the efficient conduct

of online education. In this paper, we investigated and analyzed the potential consequences of

the COVID-19 pandemic on the life of students. Our research shows that there is a wide gap

between the government's policy aspirations and the implementation of these online education
policies at the grassroots level. Moreover, our study attempts to assess the mental situation of

students of different age groups using different parameters including sleeping habits, daily

fitness routine, and social support. Further, we analyse different coping mechanisms used by

students to deal with the current situation.

The aim of this research is to find out how students individually cope with the stresses

of transitioning from face-to-face to distance learning and how latter affects their daily lives

ranging from sleep to study patterns.

This research lies on how the students’ new lives in distance learning affect how they

live normally at home and how their home routine affects their academic performance.

Statement of the Problem

This study aimed to find out of the Online Learning: The New Routine of G- 11

Students in their Academic Lives perform of the Grade 11 Bughaw, STEM student of Dr.

Vicente Orestes Romualdez Educational Foundation.

1. How do Grade 11 students balance their academic and personal lives?

2. How do Grade 11 students adapt with the new mode of delivery?

3. What are the perspective of students about education in the new normal?

Theoretical Framework

This framework explains the different theories on Online Learning. This theories are

anchored in the following: Behaviorism, Cognitive Theory, Constructism, Social Cognitive

Theory and The Theory and Practice of Online Learning, Terry Anderson.
 Behaviorism, Behavior theorist focus on observable behaviors, thus discounting

independent activities of the mind. Behaviorism defines learning as nothing more than the

acquisition of new behavior based on environmental conditions.

Cognitive theory is used in the traditional classroom to impart information from the

teacher to the student. The responsibility for learning lies with the student. A weakness of

cognitive theory is its inability to explain human thought and learning.

Constructivism, learning focuses on interpreting the world and in constructing meaning.

Learning is active and reflective which means there is doing, then reflecting about the doing

and then rethinking about the doing. Action and reflection enables the student to integrate new

knowledge with existing knowledge and experiences so that complex mental models can form.

Learning is authentic, complex, and contextualized, resembling real-life experiences.

Constructivist learning is process oriented and emphasizes collaboration and conversation

among learners and teachers.

Social Cognitive Theory, information is stored in schema. As new information is

internalized, it is compared with existing information and knowledge. The schemas are then

reorganized to accommodate the new information and thought patterns are altered. Sensory

input is stored for several seconds, and the information disappears unless it is deemed

important. If deemed important, the information will be stored in short-term memory. If the

information continues to be important, it will be moved into long-term memory.

The Theory and Practice of Online Learning, Terry Anderson (2011) examines whether

a common theory for online education can be developed. While recognizing that as a difficult,

and perhaps fruitless, task, he nonetheless examines possibilities and proposes his own theory

which he admits is not complete.

Scope and Delimitations

This study focuses of the Online Learning: The New Routine of G-11 Students in their

Academic Lives in the senior high students of Dr. Vicente Orestes Romualdez Educational

Foundation, Tacloban City, School Year 2020-2021. The respondents of this research study

would be the senior high school students of DVOREF who are officially enrolled in this school

year.

Significant of the Study

This study aims to explain the importance of Online Learning: The New Routine of G-

11 Students in their Academic Lives. It has a very significant value to the following:

Students - This study is important to the students so that they will know if these electronic

devices could affect their performance in the classes.

Teacher – It is important to the teachers because they are the front runner in molding the

learners to become better people and teach them how to excel in class. And in this research

they would be able to know about computer which is one of the aspects that affects the student’s

performance.

Parents – It is very important to parents because they are the one giving or providing these

gadgets. They should know the effects of what they have provided to their children and know

what these gadgets are doing to affect their children's performance in school.

School – This is significant to the school to implement rules and regulation regarding the

computer that can affect the students' performance.

Researchers – This study would somehow help researchers advance deeper knowledge and

skills about Online Learning: The New Routine of Students in their Academic Lives and make

their own significant conclusions on their study.

Definition of Terms

For a better understanding of this study, the following terms are defined in the context of this

research.

Academic Performance – It includes students’ learning skills, parental background, peer

influence, teachers' quality, learning infrastructure among others. It is the end result of the

efforts exerted by the students. It represents outcomes that indicate the extent.

COVID-19 Pandemic – The largest disruption of education systems in human history, affecting

nearly 1.6 billion learners in more than 200 countries. It is defined as illness caused by a novel

coronavirus now called severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2;

formerly called 2019-nCoV), which was first identified amid an outbreak of respiratory illness

cases in Wuhan City, Hubei Province, China.

Distance Learning – A method of study where teachers and students do not meet in a classroom

but use the internet, e-mail, mail, etc. to have classes. “Distance education (Fernstudium)…is

made possible at a distance by means of media which can cover long distances. The opposite

of ‘distance education’ is ‘direct education’ or ‘face-to-face education’: a type of education

that takes place with direct contact between leturers and students.”

Keegan used these six components to define distance education:

 Separation of teacher and student

 Influence of an educational organization

  Use of technical media

 Two-way communication

 Possibility of occasional seminars

 Participation in the most industrial form of education.

E-learning – A learning system based on formalised teaching but with the help of elecronic

resources. The authors developed a conceptual framework of nine factors of quality in e-

learning in higher education. These factors include content, delivery, technical provision

(referred to as tangibles) and globalisation. There are many terms for online education. Some

of them are: virtual education, Internet-based Education, Web-based Education, and education

via computer-mediated communiction. The Web-edu project uses a definition of online

education that is based on Deesmond Keegan's (1988) definition of distance education. Hence,

online education is characterized by:

 The separation of teachers and learners which distinguishes it from face to face

education.

 The influence of an eduactional organization which distinguishes it from self-study and

private tutoring.

 The use of a computer network to present or distribute some educational content

 The provision of two-way communication via a computer network so that the students

may benefit from comunication with each other, teachers and staff.

Electronic devices – It is a formalized learning that provides electronic devices such as

computers, tablets, and even cellular phones connected to the internet. Is any device commonly

used within a control system—such as a sensor, actuator, motor, transformers, circuit breakers,

and pumps—that is equipped with a small microprocessor that enables it to communicate

digitally.
Face to face learning – It lends a hand in organizing students and their studies. They are given

the ability to interact with their instructors and other students. Is any form of instructional

interaction that occurs “in person” and in real time between teachers and students or among

colleagues and peers.

Mental Situation – Students feelings of negative pressure, anxiety, and depression on their

family life significantly impact their studies. Is a state of well-being in which an individual

realizes his or her own abilities, can cope with the normal stresses of life, can work productively

and is able to make a contribution to his or her community.

Home routine – refers to the list of core things student does throughout the day, this includes

chores, morning routine, preferred activities, and education despite the pandemic.A routine is

the usual series of things that you do at a particular time. A routine is also the practice of

regularly doing things in a fixed order.

Stress – It refers to their inability to see a positive outcome for a difficult situation with their

studies due to COVID19 outbreak. It is an adaptive response to a perceived danger or threat

that involves physiological, cognitive, affective, and behavioral components.

 CHAPTER II

Review of Related Literature Studies

In this time of pandemic, the prevalence of e-learning systems and online courses has

made educational material widely accessible to students of varying abilities and backgrounds

that helped to continue the education. Asynchronous instruction means that teachers and

learners do not have synchronous sessions and that students have access to course content

through the Internet at any time they want or need. Communication among the participants

occurs mainly through email and online forums and is typically moderated by the instructor

(Watts, 2016). As stated by (Guskey, 2014), education is an important determinant of welfare,

both individually and nationally. As a result, there exists an encyclopedic body of literature

examining educational choices and production. COVID-19 pandemic has introduced

uncertainty into major aspects of national and global society, including for schools. This has

required adopting new educational strategies for digital teaching (synchronous and

asynchronous), which is still an emerging phenomenon in many educational settings. Based on

the study of (Park, 2009), this paved the way for implementing an online learning programs

among the schools here in the Philippines (Howlett, 2009) defined online learning as “the use

of electronic technology and media to deliver, support, and enhance both learning and teaching

and involves communication between learners and teachers utilizing online content”.

The COVID-19 pandemic is overwhelming the functioning and outcomes of education

systems—some of which were already stressed in many respects. This is true across the world

and affects all children, though to differing degrees depending on multiple factors—including

the country/region where they live and their ages, family backgrounds, and degree of access to

some “substitute” educational opportunities during the pandemic. Many believe that the

adoption of online distance learning will persist after pandemic. A new hybrid model of
education is expected to emerge, and, given the digital divide, new shifts in education

approaches could widen equality gaps (El Said, 2021) As a consequence, many of the children

who struggle the hardest to learn effectively and thrive in school under normal circumstances

are now finding it difficult, even impossible in some cases, to receive effective instruction, and

they are experiencing interruptions in their learning that will need to be made up for. If students

are to not see their temporary interruptions become sustained and are to regain lost ground, and

if our education system is to deliver on its excellence and equity goals during the next phases

of this pandemic, it will be critical to identify which students are struggling most and how much

learning and development they have lost out on, which factors are impeding their learning,

which investments must be made to address these challenges (Weiss & García, 2020).

With this unique comprehensive global study of (Aristovnik, 2020), the lack of

computer skills and the perception of a relatively higher workload prevented students from

perceiving a higher performance while adapting to the ‘new normal’; namely, distance

education. During the lockdown, students primarily raised concerns about their future

professional careers and study issues and were mainly bored, anxious and frustrated. The study

that reported by (Hjelsvold, 2020), the lack of ready resources were important barriers to

sudden shift to distant learning. Even though learners and educators report a lack of practice in

online education, the study declared that they both adapted fast, showing a positive attitude

towards the change. According to the results of the survey, key factors affect the online

experience during the first weeks of distance learning, and these are as follows: from learners’

side: feedback to instructors, engagement in discussion forums, use of online tutorials, and

participation in group work. Majority of students do not have access to smartphones or TV at

home in addition to poor Internet connectivity. There is no or less income for huge population

due to closure of business and offices. The data package (costs) is comparatively high against

average income earned, and continuous access to Internet is a costly business for the farming
community. On-line classes is encouraged by most; however, some students (economically

disadvantaged) have expressed that the face-to-face online class consumes more data packages.

(Pokhrel & Chhetri, 2021)

Opponents of online classes disagree, worrying that online classes place too much of

the burden on students and may adversely affect education quality. Students have more

discretion over how they manage their time. While such flexibility is typically viewed as a

benefit, it could be a drawback if students fall behind on course material. Cramming for tests

is a notoriously bad method for learning (bloom&shuell, 1981), and if online courses breed

this type of preparatory behavior, students may view them as less effective. The lack of face

to-face interaction with the instructor also may negatively affect how students think about their

online instructors and the education they receive. However, from the online learner’s point of

view, too much interaction may be perceived as busywork and lead to frustration, boredom,

and overload; while too little interaction may result in student isolation. Both are considered

frustrating and a balance has to be found. It is also agreed that interaction is an important

variable for learning, primarily because it is important to learner satisfaction and motivation

(Berge, 1999). In this study, online learners echo the importance of interaction by requesting

interactive elements in their online experiences.

If we can’t learn as well online as we can in traditional classrooms, then online

education itself is suspect, and other clearly critical issues, such as access, student and faculty

satisfaction, and (dare we say it) cost effectiveness are largely irrelevant. Indeed, when online

learning was first conceived and implemented, a majority of educators believed that it could

never be as good as face-to-face learning. Recognizing excellence in academic performance is

a vital aspect of any learning community. But such recognition should not be grounded on

norm-based criteria that lead to deleterious competition, especially in a standards-based

environment. Instead, it should be based on clear models of excellence developed from

standards that represent our highest aspirations and goals for students (Guskey, T. R., & Bailey,

J. M. , 2010)
 CHAPTER III

METHODOLOGY

This chapter presents the discussion of the research of the Research Design, Research
Locale, Participant of the Study, Data Collection Method, Research Instruments, Statistical
Treatment, and Data Gathering Procedure. This chapter includes also the procedure used in
collecting data and the measurement used in treating the data statistically.

Research Design

The research design of the study will entail the basic approach as to how the
respondents will answer the questions given by the researchers. Researchers chose the
qualitative approach in meeting the aims of the study. This approach offers a complete
exploration and analysis of a research subject without limiting the scope of the research and
the nature of participants' responses (Collis & Hussey, 2003). The researchers of the study
made use of exploration research designs. This technique will not simply give a more extensive
outcome yet additionally, this will give an unrivaled perception to the extent the examination's
unmistakable point of view past the constraints of a single approach. The Contextual research,
as explained by the Province of Learning (COL, 2009), may furthermore help in building up
each approach both subjective and quantitative, what's more, to offset their shortcomings. With
this kind of approach, the research can be used as a referential strategy to the extent of online
learning the effects of online media's tension on understudies or young people. For the
constraints, the correlational examination configuration used in this investigation will not
choose the causation between the factors (Jackson, 2016). Thus, no derivations will be made
about whether an extension in the time spent utilizing web-based media causes an addition in
cordial disquiet. The instruments to be utilized in this investigation will rely upon self-report
gauges which may not absolutely reflect sentiments and practices, likewise affecting the
authenticity of the exploration. There is also a shortfall of a potential instrument with sound
psychometric properties to measure online media use. In spite of the way that Olufadi (2015)
made the essential potential instrument thus, the length of the examination isn't possible to use
with this general population. Finally, if individuals have diminutive however perpetual
correspondences with online media stages for the length of the day, it may be difficult for them
to process a precise measure of hard and fast each day time spent in web-based media.

Research Locale

The research study was conducted at Dr. Vicente Orestes Romualdez Educational
Foundation, Inc. – SHS. Located at Brgy. 96, Calanipawan Road, Tacloban City. The
respondents are all Grade 11 STEM students and they were interview via Goggle Meet and via
dial number. The locale was chosen since this research is a school-based study and it is in close
proximity to the Group 2 Researcher Team which means lesser expenses to the conduct of the
study. It was also chosen because this is the institution where the researchers belong and they
are concerned with it simply, the said school as implementing the kind off online learning.

Participant of the Study

The sample for this research study were 6 students enrolled in online learning courses
of DVOREF. The participants received online instruction from different Section of Lila, Darag,
and Luntian. We have concluded that the purposive sampling is based on the assumption that
one needs to "select a sample from which they fill yield the best understanding and whatever
it is they wish to study.

However, convenience sampling was used in this study. Two males and four female
student participated in this study. Among the five one was from section Luntian, and three from
section Lila and two from section Darag. These participants were all enrolled in online classes
of DVOREF. Six of the participants received instruction of the online interview for this
afternoon.The first participant is from Section Darag and her name is Nathalie Yanish S.
Maglinte, 17 years old. and strand taking is STEM. The second participant is from section
Luntian and his name is Kylde Pette D. Cesista, 17 years old and strand taking is STEM. The
third participant is from section Lila and her name is Andrea A. Creer, 17 years old and strand
taking is STEM. The fourth participant is from section Lila his name is Cuthbert Gabriel B.
Silay, 17 years old and strand taking is STEM. The fifth participant is from Darag her name is
Rimmu P. Tanaka, 17 years old and strand taking is STEM. The last participant is from Lila
here name is Kathrina Mae B. Boleche, 18 years old, and strand taking is STEM.

The students of DVOREF-SHS were able to answer the following questions about
online learning during the interview. Students, on the other hand, are having difficulty
managing their time at school and at home. Particularly for pupils aspiring to be honor students.
Due to tasks and responding to activities and initiatives, a few of them are experiencing sleep
deprivation. When we questioned them which they prefer if an online class or face-to-face
school learning, they said that face-to-face schooling is better since they can manage their time
at school and at home. They are doing their best to maintain their grades throughout this
learning process. The online class is beneficial to students who have online classes, but the
modular students are struggling because they are self-learning from the first semester to the
second semester. They are hoping that after the pandemic is over, face-to-face learning will be
approved. The students also stated that they are not receiving the quality education that they
desire due to the online learning approach. They stated that not all lessons are understood and
that some of the lessons are self-taught.

Data Collection Method

Since Data Collection and Data analysis activities were constructed by parts
throughout this phase of study, the Researchers decided to describe the two parts separately for
enlightenment. The subject field that the researchers chose are the Senior High School Students
of Grade 11 Science, Technology, Engineering and Mathematics (STEM) strand of Dr. Vicente
Orestes Romualdez Educational Foundation at Brgy. 96, Calanipawan Road, Tacloban City.
There are a total of 6 respondents of this study- the Senior High School of Dr. Vicente Orestes
Romualdez Educational Foundation who are in the strand of Science, Technology, Engineering
and Mathematics (STEM).

Data Sources

The researchers made survey questionnaires for the topic, Online Learning: The New
Routine of Grade 11 Students in their Academic Lives.

The questions are related to the topic to conclude whether the respondents answer states
how Online Learning affects their New Routine as Students in their Academic Lives.

Data Collection
 The researchers had allotted vigorous time, effort and cooperation in making their
questionnaire so as to serve its intended respondents. The interview was created using suitable
question modified from related research and individual questions formed by the researchers.
The questionnaires are related to the Online Learning: The New Routine of Grade 11 Students
in their Academic Lives in Dr. Vicente Orestes Romualdez Educational Foundation at Brgy.
96, Calanipawan Road, Tacloban City. The researchers, respondents and the interview was
held at Google Meet with the code (mpn-vndf-mmk). The interview was digitally audio-
recorded by the researchers and transcribed for analysis purposes. The interview that was held
at Google Meet lasted between an hour and 30 minutes. Respondents were not offered for any
compensation for attending. And the participants were also receive a consent letter for
accepting of our interview via Goggle Meet.

Research Instrument

The research instrument that will be used in the interview. The reason we chose this
research instrument is because we believe that this instrument is appropriate for our research
and so we can get the most information out of our interviewees as they answer with their
personal thoughts, ideas, and opinion on the question asked. The goal with using our research
instrument is to get the most out of our interviewees’ answers based on their personal thoughts
and opinions.

Statistical Treatment

Although the study uses a qualitative approach, it is a must that the researchers will use
Statistical Tools in order to clearly determine, analyze, interpret and present the study’s results.
With regards in processing the study’s results, the following statistical methods are to be
employed:

Frequency Distribution. It refers to the number of check marks (/) located in each
responses on the scale of measurement.

Proportion. It is the total frequency divided by the number of check marks (/) in each
responses and is derived from the frequency distribution.
 Percentage. According to Calmorin (2003), this is a way of expressing a proportion, a
ratio, or fraction in relation to a whole, with 100 as the denominator; a proportion that is
expressed in %.

Formula: Percentage (%) = f/N (100)

Where:

f – Stands for the frequency of responses

N – Stands for the number of participants

Data Analysis

Data analysis is a key component of qualitative research. Transcripts made of pre-

record video interviews were checked for accuracy against the original recordings. Data
analysis was also conducted simultaneously with data collection. Extensive coding of the
interview and observation transcripts was conducted by researchers. The constant comparative
method (Glaser & Strauss, 1967) was used to analyze the qualitative data from different sources
over time. Data were organized around each research questions, which related to experiences
of students who were taking online classes and the factors that shaped those experiences. The
researchers examined the interviews, observations, and archival data for similarities and
differences. This information was then complied around two major areas. These areas were
positive experiences and negative experiences of online education. The positive experiences
included: flexibility, cost-effectiveness, convenience, self-paced, availability of technical
support, and ease of connection. The negative experiences included: delayed instructor
feedback, unavailable technical support from instructor, self-regulation, self-motivation, self-
esteem, a sense of isolation, lacking of sleep, and lacking of time to do household chores. The
factors that attributed to participants’ positive experiences were: easy access to computers and
Internet, well designed course layout, available technical support from the school and library,
spontaneous grade postings after assessments, and flexible class participation time. The factors
that attributed to participants’ negative experiences were: untimely or lack of feedback from
instructor; monotonous instructional methods, lack of technical support, lack of interpersonal
communication, and poorly-designed course interface. Limitations of the analysis is reported
and discussed in the findings section of this paper. Data collection and analysis provided
answers to the following research questions:
1. How are you doing in your online virtual classes?

2. Do your household chores affect your performance and participation during online classes?

3. How do you balance your academics and personal life as you undergo online classes?

3.1 Do you follow a schedule as a way of balancing between academics and personal life?

3.2 Do your academics and personal life get caught up with each other?

4. What do you feel about this method learning?

4.1 Do you feel uncomfortable with it?

4.2 In what way are you comfortable with it?

4.3 In what way does it make you feel that way?

5. Do your academics and schedule affect your sleep?

5.1 Do you feel like you get enough rest out of it?

5.2 Do you feel worn out halfway through the day?

6. How does the current semester affect your academic and personal life compared to the last
semester?

7. Can online learning provide the same benefit as face to face classes? Why?

8. How would you like to be learning right now?

9. How do you manage your time while doing online session and household chores?

10. How much effort are you putting into your online classes right now compared to when we
used to have face to face classes?
 CHAPTER IV

RESULTS AND DISCUSSIONS

This chapter presents the findings and results of the abovementioned study. The
discussion will give focus on the demographic profile of the respondents, the effects,
perceptions, and the benefits of “Online Learning: The New of Grade 11 Students in their
Academic Lives” as it was being implemented among the Senior High School students of Dr.
Vicente Orestes Romualdez Educational Foundation, Inc. All findings were analysed on the
specific questions stated.

DEMOGRAPHIC PROFILE OF THE RESPONDENTS IN IDENTIFIED VARIABLES

Presented in the following tables are the demographic profile of the respondents in
terms of their Age, Section, Strand, Gender and General Average during the 1st Semester of
S.Y 2020-2021.

AGE
Table 1. Demographic Profile of the Students in terms of their Age
AGE GROUP FREQUENCY PERCENTAGE
16-17 5 12.82%

18-19 1 2.56%

Out of 10 respondents, there are 6 or (15.38%) are 16-17 years old which outnumbered the
age group that participated in the interview.

SECTION
Table 2. Demographic of the Students in terms of their Section
SECTION FREQUENCY PERCENTAGE
LILA 3 7.69%

DARAG 2 5.13%
 LUNTIAN 1 2.56%

Table 2 reflected that, there were 6 students that are from Grade 11, in which they comprise
15.38% of the 6 respondent. The table only means that half part of the students that are part
of the study are Grade 11 students, thus representing the total population of Senior High
School students in which is counted as 350 students.

GENDER
Table 3. Demographic Profile of the Students in terms of their Gender
GENDER FREQUENCY PERCENTAGE
MALE 2 5.13%

FEMALE 4 10.26%

In Table 1.3, majority of the respondents are female with 10.26% percentage of the
total respondents.

D. GENERAL AVERAGE DURING 1ST SEMESTER

Table 1.4. Demographic Profile of the Students in terms of their General Average
during 1st Semester
GENERAL AVERAGE DURING 1ST FREQUENCY PERCENTAGE
SEMESTER
96-100 1 2.56%
91-95 3 7.69%
86-90 2 5.13%
81-85 0 0

Table 1.4 shows that 3 student (7.69%) have got a general average between 91 to 95
general average during the first semester. This only signifies that most of the students can
stabilize and improve their grades in spite of prohibiting of low internet connection.
Furthermore, this also means that the general average of the students has somehow no specific
and significant relationship to the implementation of Online Learning: The New Routine of
 Grade 11 Students in their Academic Lives at Dr. Vicente Orestes Romualdez Educational
Foundation, Inc. – SHS, for with or without internet connection, the students can still maintain,
stabilize and improve their grades.

PART II. EFFECTS OF ONLINE LEARNING: THE NEW ROUTINE OF GRADE 11

STUDENTS IN THEIR ACADEMIC LIVES IN TERMS OF ACADEMIC AND
PERSONAL ASPECT IN THE LIFE OF THE SENIOR HIGH SCHOOL STUDENTS

This part presents the findings on the effects of “Online Learning: The New Routine
of Grade 11 Students in their Academic Lives” at Dr. Vicente Orestes Romualdez
Educational Foundation, Inc. – SHS.

A. ACADEMIC ASPECT
Table 2.1 Effects of “Online Learning: The New Routine of Grade 11 Students in their
Academic Lives”
RESPONSES FREQUENCY PERCENTAGE
I can take more focus upon my studies and distractions were 0 0
minimized
I’m doing pretty well in coping with all my school works. I have 1 2.56%
been learning and I have been better
There are some points it tips over the balance and sometimes it 1 2.56%
is manageable.
It is challenging. 3 7.69%
It affects me in a way that my everyday life has become much 1 2.56%
more constant exposure to gadgets because I have to work on
extra work activities.
It is affecting me both academic and personal life. When I’m 1 2.56%
having a hard time with a subject it really takes time to know
the solutions for that specific problems
I feel being outdated at all subject by having difficulty in taking 0 0
up online session if I don’t have a capable internet connection

Other Responses 1 2.56%

Table 2.1 presents the frequency and the percentage of the responses concerning the effects of
“Online Learning: The New Routine of Grade 11 Students in their Academic Lives” on the
 students’ academic aspect of life. The highest percentage of response is 7.69% that is
equivalent to 3, in which the response states that “it is challenging”. It only signifies that this
online learning can help the students to give more focus on their studies and the challenges of
each students as they giving more hardship upon the online learning on their studies and
academic life as the said of online learning was being implemented at Dr. Vicente Orestes
Romualdez Educational Foundation, Inc. – SHS.

C. ACADEMIC ASPECT
Table 2.2 Benefits of “Online Learning : The New Routine of Grade 11 Students in their
Academic Lives”

RESPONSES FREQUENCY PERCENTAGE

Resources that I needed for studying are accessible through the 1 2.56%
use of internet.
Online lectures are now all recorded. There are easily be find on 3 7.69%
archives and be shared for future references.

It’s easy for minds to wander during a lecture 0 0

Online education is far more affordable as compared to physical 2 5.13%
learning
It allows us the students to attend classes from any location of 0 0
their choice.
Other Responses 1 2.56%

As pertaining to the benefits of “Online learning” in terms of the Senior High School Students’
academic life (see Table 4.1), 3 out of the 6 respondents have responded that they can learn
through online lectures so that they can easily find on archives and be shared for future
references, in which this response gained the highest percentage of 7.69%. This means that the
Pre-record video lectures can help the students to give more time, focus and attention upon
their studies. Meanwhile, 2 out of the 6 respondents have said that through the implementation
of “Online Learning”, it can be more affordable as compared to physical learning, so it also
signifies that the online learning is only applicable and effective during class hours, as what
Former School DVOREF-SHS. Teresita Inciong have said, “…the prohibition is just only for
a limited time.” (Philippine Star News; June 14, 2009).
 D. PERSONAL ASPECT

Table 2.3. Benefits of “Online Learning: The New Routine of Grade 11 Students in their
Academic Lives”

RESPONSES FREQUENCY PERCENTAGE

I tried to keep things organized and well-balanced. 3 7.69%

I just follow the list of things that I have to do throughout my 2 5.13%

day. It actually helps me balanced my academic and personal
life as well.
I see through to it that this time is for academics and also for the 4 10.26%
personal life
Other Responses 1 2.56%

Table 2.2 shows the benefits of the Online Learning in terms of the students’ personal life.
Respondents (10.26%) responded that the implementation of “Online Learning” can help them
to properly use and manage their time in attending classes, doing homework and personal life,
in which that this response got the highest percent of responses. Other responses are also have
the big percentage like of “like others” that attained 7.69% of the responses, making it the
second topmost response of the table above. This means that this kind of other responses can
somehow students try to keep organize and well balanced of their academics and personal life,
especially the students, to expand their social circle via Goggle Meet or any social media to
use to interactions. Clearly, Table 2.2 also reveals that there are some students who listed things
of what time and does they will working on who respondent the study because out of the 6 of
them that have other responded, they can minimize their online activities.
 CHAPTER V

SUMMARY, CONLUSION AND RECCOMENDATION

The research Online Learning: The New Routine of Grade 11 Students In Their
Everyday Lives is about how students individually cope with the stresses of transitioning from
face-to-face to distance learning and how latter affects their daily lives ranging from sleep to
study patterns and how the students’ new lives in distance learning affect how they live
normally at home and how their home routine affects their academic performance.

The information on our finding were gathered with the use of an interview composed
of the following questions

1. How are you doing in your online virtual classes?

2. Do your household chores affect your performance and participation during online classes?

3. How do you balance your academics and personal life as you undergo online classes?

3.1 Do you follow a schedule as a way of balancing between academics and personal life?

3.2 Do your academics and personal life get caught up with each other?

4. What do you feel about this method learning?

4.1 Do you feel uncomfortable with it?

4.2 In what way are you comfortable with it?

4.3 In what way does it make you feel that way?

5. Do your academics and schedule affect your sleep?

5.1 Do you feel like you get enough rest out of it?

5.2 Do you feel worn out halfway through the day?

6. How does the current semester affect your academic and personal life compared to the last

semester?

7. Can online learning provide the same benefit as face to face classes? Why?
8. How would you like to be learning right now?

9. How do you manage your time while doing online session and household chores?

10. How much effort are you putting into your online classes right now compared to when we

used to have face to face classes?

With these question we were able to get good answers from our participants.

CONCLUSION OF THE STUDY

Based on the study result, the following conclusion were drawn:

 Online learning is a growing and exciting new way to learn about almost anything. If
there is a course you have always wanted to take or a skill you have always wanted to
learn, but you have not had the time to attend a traditional face-to-face class or there
hasn't been an opportunity near you, then online learning might be your answer.

 Today's online learning opportunities offer everything from one-hour live workshops
to online degrees. There is virtually something for everyone, all you have to do is find
it.

 However, learning online is different from learning in a face-to-face setting, and it is

important to think about your goals, your needs and your interests before committing
yourself to something. You also need to think about the time you have available, your
comfort level with using technology and the equipment that is at your disposal. As we
all become more familiar with computers and computer access becomes increasingly
common, online learning will continue to open doors and offer learning opportunities
for those who are interested.
  Students still prefer classroom classes over online classes due to many problems they
face when taking online classes, such as lack of motivation, understanding of the
material, decrease in communication levels between the students and their instructors
and their feeling of isolation caused by online classes.

 It has a significant impact on our mental health since, as a result of this online learning
approach, we do not get enough sleep and do not manage our time inside our homes
due to domestic duties. Every lesson, we are struggle with self-learning, and our internet
connection is occasionally slow. Many students are exhausted as a result of their
numerous activities and the urge to pass the time.

RECCOMENDATION

The following recommendations were formulated for future researchers that want to go beyond
the range this study:

1. Future researcher researching a study similar to this should delve into effects of long-
term Distance Learning to the lives of students as well as their mental health.
2. As Distance Learning continues, future researchers who choose a topic similar to this
should investigate upon the effectiveness of this system as well as what students get
from it.
3. Future researchers interested in this topic should conduct this research with a larger
number of participants to get more varying results that can prove to be useful for people
who will read it in the future.
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APPENDECIES
 APPENDIX A

DR. V ORESTES ROMUALDEZ EDUCATIONAL FOUNDATION

SENIOR HIGH SCHOOL
BRGY. 96 CALANIPAWAN RD TACLOBAN CITY, LEYTE

RESEARCH ADVISERSHIP ACCEPTANCE FORM

June 28, 2021

Mr. Tyrone O. Gil
Research Adviser

Sir/Ma’am,

Greetings!

We, the researchers team of Group 2 are currently enrolled in Research and had already
conceptualized a research problem entitled: Online Learning: The New Routine of Grade-
11 Students in their Academic Lives.

To help them write the research proposal, they need guidance of a Research Adviser for
additional inputs relevant to their study.

Since you are eligible to be a research adviser and the topic being within your field of expertise,
please signify if you are willing to work as an adviser of the said students.

May I further suggest that the students work on the above-mentioned research problem up to
completion, as much as possible.

Thank you and God bless!

Respectfully,
MR. TYRONE O. GIL
Research Adviser

SAMANTHA ISABEL NIERRAS

Leader, Research Group 2

Action Taken:

I accept.
I decline for the following reason/s:
_________________________________

TYRONE O. GIL
Name and Signature of the Research Adviser
 APPENDIX B

VALIDATION LETTER/VALIDATION TOOL

DR. V ORESTES ROMUALDEZ EDUACTIONAL FOUNDATION

SENIOR HIGH SCHOOL

BRGY. 96 CALANIPAWAN RD TACLOBAN CITY, LEYTE

Dear Sir:

Peace and all good!

I, Samantha Isabel Nierras, a student and a group leader from Dr. V Orestes Romualdez
Educational Foundation is currently working on a research entitled Online Learning: The New
Routine of G- 11 Students in their Academic Lives. This study aimed to find out of the new
routine of G- 11 Students in their Academic Lives and how they perform.

Taking into consideration, us, the researchers would like to ask permission from the office to
validate the questions.

Your positive response will be of great help for the success of this research study.

Thank you and God bless!

Respectfully yours,

Samantha Isabel Nierras

Leader of Group 2
 APPENDIX C
CONSENT FORM
Dr. Vicente Orestes Romualdez Educational Foundation, Inc. SHS

Title of the Research Study: Online Learning: The New Routine of Grade 11 Students
in their Academic Lives
Principal Investigators Samantha Isabel C. Nierras
([email protected]), Jared Anthony Moron
([email protected]), Gleicy Lenz Parone (parone.
[email protected]), Anne Marie Verzosa ([email protected]),
Kirk Chu ([email protected]), Kristoffer Patrolla
([email protected]),
Faculty Adviser: Tyrone Gil ([email protected])

You are being invited to participate in a research project that focuses on the perspective of
Online Learning: The New Routine of Grade 11 Students in their Academic Lives. Your
participation is voluntary which means you can choose whether to participate or not. You may
refuse to take part in the study or exit the study at any time without penalty.
Before you make a decision, you will need to know the purpose of the study, the possible risks
and benefits of being in the study, and what you will have to do if you decide to participate.
What is the purpose of the study?
The purpose of the study is to learn more about the students’ point of view with regard of
Online Learning: The New Routine of Grade 11 Students in their Academic Lives. This study
is being conducted for a class.

What will I be asked to do?

You will be asked to share your experience and perspective as a student about learning during
pandemic. It will take approximately 30 minutes to participate in our study.

What are the benefits of participating in the study?

You will receive no direct benefits from participating in this study. However, your responses
could help us understand the different thoughts regarding this situation that is being
experienced by students. In the future, this may help other people to understand and be
informed about the perspective of the students during this time of pandemic towards the
situation.

Are there any risks and what are they?

There are no foreseeable risks involved in participating in this study.
How will confidentiality be maintained, and my privacy protected? Who will have
access to my data?

The information you provide is confidential. Your full name will not appear on any of the
questionnaires, and information identifying you will not appear in any report or publication of
this research. Your data will be stored in a password-protected electronic format. Information
from the study will be coded to preserve your anonymity and confidentiality, and will be
summarized, in anonymous format, in the body of the final report. Only the principal
investigators will have access to this information and know the identity associated with the
information collected for this study, and they will not reveal it to anyone else.

All documentation will be kept confidential. Data collected in support of this study will be
retained for a period of six months following the completion of the study.

Who can I call for questions about the study or if I’m concerned about my rights as a
research participant?

If you have questions or concerns regarding the study and your participation in it, contact any
of the Principal Investigators listed on page 1 of this form. If a member of the research team
cannot be reached or you want to talk to someone other than those working on the study, you
may email our adviser, Mr. Tyrone Gil ([email protected]) for any question, concern,
or complaint about your rights as a research subject.

Please select your choice below. You may print a copy of this consent form for your records.
SHADING the “Agree” button indicates that
 You have read the above information
 You voluntarily agree to participate

Name: Kathrina Mae B. Boleche

Grade/Section: Grade 11 Lila

Agree
Disagree

Thank you!
 APPENDIX C
CONSENT FORM
Dr. Vicente Orestes Romualdez Educational Foundation, Inc. – SHS

Title of the Research Study: Online Learning: The New Routine of Grade 11 Students
in their Academic Lives
Principal Investigators Samantha Isabel C. Nierras
([email protected]), Jared Anthony Moron
([email protected]), Gleicy Lenz Parone (parone.
[email protected]), Anne Marie Verzosa ([email protected]),
Kirk Chu ([email protected]), Kristoffer Patrolla
([email protected]),
Faculty Adviser: Tyrone Gil ([email protected])

You are being invited to participate in a research project that focuses on the perspective of
Online Learning: The New Routine of Grade 11 Students in their Academic Lives. Your
participation is voluntary which means you can choose whether to participate or not. You may
refuse to take part in the study or exit the study at any time without penalty.
Before you make a decision, you will need to know the purpose of the study, the possible risks
and benefits of being in the study, and what you will have to do if you decide to participate.

What is the purpose of the study?

The purpose of the study is to learn more about the students’ point of view with regard of
Online Learning: The New Routine of Grade 11 Students in their Academic Lives. This study
is being conducted for a class.
What will I be asked to do?
You will be asked to share your experience and perspective as a student about learning during
pandemic. It will take approximately 30 minutes to participate in our study.

What are the benefits of participating in the study?

You will receive no direct benefits from participating in this study. However, your responses
could help us understand the different thoughts regarding this situation that is being
experienced by students. In the future, this may help other people to understand and be
informed about the perspective of the students during this time of pandemic towards the
situation.

Are there any risks and what are they?

There are no foreseeable risks involved in participating in this study.
How will confidentiality be maintained, and my privacy protected? Who will have
access to my data?

The information you provide is confidential. Your full name will not appear on any of the
questionnaires, and information identifying you will not appear in any report or publication of
this research. Your data will be stored in a password-protected electronic format. Information
from the study will be coded to preserve your anonymity and confidentiality, and will be
summarized, in anonymous format, in the body of the final report. Only the principal
investigators will have access to this information and know the identity associated with the
information collected for this study, and they will not reveal it to anyone else.

All documentation will be kept confidential. Data collected in support of this study will be
retained for a period of six months following the completion of the study.

Who can I call for questions about the study or if I’m concerned about my rights as a
research participant?

If you have questions or concerns regarding the study and your participation in it, contact any
of the Principal Investigators listed on page 1 of this form. If a member of the research team
cannot be reached or you want to talk to someone other than those working on the study, you
may email our adviser, Mr. Tyrone Gil ([email protected]) for any question, concern,
or complaint about your rights as a research subject.

Please select your choice below. You may print a copy of this consent form for your records.
SHADING the “Agree” button indicates that
 You have read the above information
 You voluntarily agree to participate

Name: Klyde Pette D. Cesista

Grade/Section: Grade 11 Luntian
Agree
Disagree

Thank you!
 APPENDIX C
CONSENT FORM
Dr. Vicente Orestes Romualdez Educational Foundation, Inc. – SHS

Title of the Research Study: Online Learning: The New Routine of Grade 11 Students
in their Academic Lives
Principal Investigators Samantha Isabel C. Nierras
([email protected]), Jared Anthony Moron
([email protected]), Gleicy Lenz Parone (parone.
[email protected]), Anne Marie Verzosa ([email protected]),
Kirk Chu ([email protected]), Kristoffer Patrolla
([email protected]),
Faculty Adviser: Tyrone Gil ([email protected])

You are being invited to participate in a research project that focuses on the perspective of
Online Learning: The New Routine of Grade 11 Students in their Academic Lives. Your
participation is voluntary which means you can choose whether to participate or not. You may
refuse to take part in the study or exit the study at any time without penalty.
Before you make a decision, you will need to know the purpose of the study, the possible risks
and benefits of being in the study, and what you will have to do if you decide to participate.
What is the purpose of the study?
The purpose of the study is to learn more about the students’ point of view with regard of
Online Learning: The New Routine of Grade 11 Students in their Academic Lives. This study
is being conducted for a class.

What will I be asked to do?

You will be asked to share your experience and perspective as a student about learning during
pandemic. It will take approximately 30 minutes to participate in our study.

What are the benefits of participating in the study?

You will receive no direct benefits from participating in this study. However, your responses
could help us understand the different thoughts regarding this situation that is being
experienced by students. In the future, this may help other people to understand and be
informed about the perspective of the students during this time of pandemic towards the
situation.

Are there any risks and what are they?

There are no foreseeable risks involved in participating in this study.
How will confidentiality be maintained, and my privacy protected? Who will have
access to my data?

The information you provide is confidential. Your full name will not appear on any of the
questionnaires, and information identifying you will not appear in any report or publication of
this research. Your data will be stored in a password-protected electronic format. Information
from the study will be coded to preserve your anonymity and confidentiality, and will be
summarized, in anonymous format, in the body of the final report. Only the principal
investigators will have access to this information and know the identity associated with the
information collected for this study, and they will not reveal it to anyone else.

All documentation will be kept confidential. Data collected in support of this study will be
retained for a period of six months following the completion of the study.

Who can I call for questions about the study or if I’m concerned about my rights as a
research participant?

If you have questions or concerns regarding the study and your participation in it, contact any
of the Principal Investigators listed on page 1 of this form. If a member of the research team
cannot be reached or you want to talk to someone other than those working on the study, you
may email our adviser, Mr. Tyrone Gil ([email protected]) for any question, concern,
or complaint about your rights as a research subject.

Please select your choice below. You may print a copy of this consent form for your records.
SHADING the “Agree” button indicates that
 You have read the above information
 You voluntarily agree to participate

Name: Andrea A. Creer

Grade/Section: Grade 11 Lila
Strand: STEM

Agree
Disagree

Thank you!
 APPENDIX C
CONSENT FORM
Dr. Vicente Orestes Romualdez Educational Foundation, Inc. – SHS

Title of the Research Study: Online Learning: The New Routine of Grade 11 Students
in their Academic Lives
Principal Investigators Samantha Isabel C. Nierras
([email protected]), Jared Anthony Moron
([email protected]), Gleicy Lenz Parone (parone.
[email protected]), Anne Marie Verzosa ([email protected]),
Kirk Chu ([email protected]), Kristoffer Patrolla
([email protected]),
Faculty Adviser: Tyrone Gil ([email protected])

You are being invited to participate in a research project that focuses on the perspective of
Online Learning: The New Routine of Grade 11 Students in their Academic Lives. Your
participation is voluntary which means you can choose whether to participate or not. You may
refuse to take part in the study or exit the study at any time without penalty.
Before you make a decision, you will need to know the purpose of the study, the possible risks
and benefits of being in the study, and what you will have to do if you decide to participate.
What is the purpose of the study?
The purpose of the study is to learn more about the students’ point of view with regard of
Online Learning: The New Routine of Grade 11 Students in their Academic Lives. This study
is being conducted for a class.

What will I be asked to do?

You will be asked to share your experience and perspective as a student about learning during
pandemic. It will take approximately 30 minutes to participate in our study.

What are the benefits of participating in the study?

You will receive no direct benefits from participating in this study. However, your responses
could help us understand the different thoughts regarding this situation that is being
experienced by students. In the future, this may help other people to understand and be
informed about the perspective of the students during this time of pandemic towards the
situation.

Are there any risks and what are they?

There are no foreseeable risks involved in participating in this study.
How will confidentiality be maintained, and my privacy protected? Who will have
access to my data?

The information you provide is confidential. Your full name will not appear on any of the
questionnaires, and information identifying you will not appear in any report or publication of
this research. Your data will be stored in a password-protected electronic format. Information
from the study will be coded to preserve your anonymity and confidentiality, and will be
summarized, in anonymous format, in the body of the final report. Only the principal
investigators will have access to this information and know the identity associated with the
information collected for this study, and they will not reveal it to anyone else.

All documentation will be kept confidential. Data collected in support of this study will be
retained for a period of six months following the completion of the study.

Who can I call for questions about the study or if I’m concerned about my rights as a
research participant?

If you have questions or concerns regarding the study and your participation in it, contact any
of the Principal Investigators listed on page 1 of this form. If a member of the research team
cannot be reached or you want to talk to someone other than those working on the study, you
may email our adviser, Mr. Tyrone Gil ([email protected]) for any question, concern,
or complaint about your rights as a research subject.

Please select your choice below. You may print a copy of this consent form for your records.
SHADING the “Agree” button indicates that
 You have read the above information
 You voluntarily agree to participate

Name: Nathalie Yanish S. Maglinte

Grade/Section: Grade 11 Darad
Strand: STEM

Agree
Disagree

Thank you!
 APPENDIX C
CONSENT FORM
Dr. Vicente Orestes Romualdez Educational Foundation, Inc. – SHS

Title of the Research Study: Online Learning: The New Routine of Grade 11 Students
in their Academic Lives
Principal Investigators Samantha Isabel C. Nierras
([email protected]), Jared Anthony Moron
([email protected]), Gleicy Lenz Parone (parone.
[email protected]), Anne Marie Verzosa ([email protected]),
Kirk Chu ([email protected]), Kristoffer Patrolla
([email protected]),
Faculty Adviser: Tyrone Gil ([email protected])

You are being invited to participate in a research project that focuses on the perspective of
Online Learning: The New Routine of Grade 11 Students in their Academic Lives. Your
participation is voluntary which means you can choose whether to participate or not. You may
refuse to take part in the study or exit the study at any time without penalty.
Before you make a decision, you will need to know the purpose of the study, the possible risks
and benefits of being in the study, and what you will have to do if you decide to participate.
What is the purpose of the study?
The purpose of the study is to learn more about the students’ point of view with regard of
Online Learning: The New Routine of Grade 11 Students in their Academic Lives. This study
is being conducted for a class.

What will I be asked to do?

You will be asked to share your experience and perspective as a student about learning during
pandemic. It will take approximately 30 minutes to participate in our study.

What are the benefits of participating in the study?

You will receive no direct benefits from participating in this study. However, your responses
could help us understand the different thoughts regarding this situation that is being
experienced by students. In the future, this may help other people to understand and be
informed about the perspective of the students during this time of pandemic towards the
situation.

Are there any risks and what are they?

There are no foreseeable risks involved in participating in this study.
How will confidentiality be maintained, and my privacy protected? Who will have
access to my data?

The information you provide is confidential. Your full name will not appear on any of the
questionnaires, and information identifying you will not appear in any report or publication of
this research. Your data will be stored in a password-protected electronic format. Information
from the study will be coded to preserve your anonymity and confidentiality, and will be
summarized, in anonymous format, in the body of the final report. Only the principal
investigators will have access to this information and know the identity associated with the
information collected for this study, and they will not reveal it to anyone else.

All documentation will be kept confidential. Data collected in support of this study will be
retained for a period of six months following the completion of the study.

Who can I call for questions about the study or if I’m concerned about my rights as a
research participant?

If you have questions or concerns regarding the study and your participation in it, contact any
of the Principal Investigators listed on page 1 of this form. If a member of the research team
cannot be reached or you want to talk to someone other than those working on the study, you
may email our adviser, Mr. Tyrone Gil ([email protected]) for any question, concern, or
complaint about your rights as a research subject.

Please select your choice below. You may print a copy of this consent form for your records.
SHADING the “Agree” button indicates that
 You have read the above information
 You voluntarily agree to participate


Name: Curthbert Gabriel B. Silay

Grade/Section: Grade 11 Lila
Strand: STEM

Agree

Disagree

Thank you!
 APPENDIX C
CONSENT FORM
Dr. Vicente Orestes Romualdez Educational Foundation, Inc. – SHS

Title of the Research Study: Online Learning: The New Routine of Grade 11 Students
in their Academic Lives
Principal Investigators Samantha Isabel C. Nierras
([email protected]), Jared Anthony Moron
([email protected]), Gleicy Lenz Parone (parone.
[email protected]), Anne Marie Verzosa ([email protected]),
Kirk Chu ([email protected]), Kristoffer Patrolla
([email protected]),
Faculty Adviser: Tyrone Gil ([email protected])

You are being invited to participate in a research project that focuses on the perspective of
Online Learning: The New Routine of Grade 11 Students in their Academic Lives. Your
participation is voluntary which means you can choose whether to participate or not. You may
refuse to take part in the study or exit the study at any time without penalty.
Before you make a decision, you will need to know the purpose of the study, the possible risks
and benefits of being in the study, and what you will have to do if you decide to participate.

What is the purpose of the study?

The purpose of the study is to learn more about the students’ point of view with regard of
Online Learning: The New Routine of Grade 11 Students in their Academic Lives. This study
is being conducted for a class.

What will I be asked to do?

You will be asked to share your experience and perspective as a student about learning during
pandemic. It will take approximately 30 minutes to participate in our study.
What are the benefits of participating in the study?
You will receive no direct benefits from participating in this study. However, your responses
could help us understand the different thoughts regarding this situation that is being
experienced by students. In the future, this may help other people to understand and be
informed about the perspective of the students during this time of pandemic towards the
situation.

Are there any risks and what are they?

There are no foreseeable risks involved in participating in this study.
How will confidentiality be maintained, and my privacy protected? Who will have
access to my data?

The information you provide is confidential. Your full name will not appear on any of the
questionnaires, and information identifying you will not appear in any report or publication of
this research. Your data will be stored in a password-protected electronic format. Information
from the study will be coded to preserve your anonymity and confidentiality, and will be
summarized, in anonymous format, in the body of the final report. Only the principal
investigators will have access to this information and know the identity associated with the
information collected for this study, and they will not reveal it to anyone else.

All documentation will be kept confidential. Data collected in support of this study will be
retained for a period of six months following the completion of the study.

Who can I call for questions about the study or if I’m concerned about my rights as a
research participant?

If you have questions or concerns regarding the study and your participation in it, contact any
of the Principal Investigators listed on page 1 of this form. If a member of the research team
cannot be reached or you want to talk to someone other than those working on the study, you
may email our adviser, Mr. Tyrone Gil ([email protected]) for any question, concern,
or complaint about your rights as a research subject.

Please select your choice below. You may print a copy of this consent form for your records.
SHADING the “Agree” button indicates that
 You have read the above information
 You voluntarily agree to participate

Name: Rimmu P. Tanaka

Grade/Section: Grade 11 Darag
Strand: STEM

Agree
Disagree

Thank you!
 APPENDIX D

INTERVIEW GUIDE

Research Topic: Online Learning: The New Routine of Grade 11 Students in their
Academic Lives

Name:

Age:

Grade/Section:

Strand:

QUESTIONS:

1. How are you doing in your online virtual classes?

2. Do your household chores affect your performance and participation during online classes?

3. How do you balance your academics and personal life as you undergo online classes?

3.1 Do you follow a schedule as a way of balancing between academics and personal life?

3.2 Do your academics and personal life get caught up with each other?

4. What do you feel about this method learning?

4.1 Do you feel uncomfortable with it?

4.2 In what way are you comfortable with it?

4.3 In what way does it make you feel that way?

5. Do your academics and schedule affect your sleep?

5.1 Do you feel like you get enough rest out of it?

5.2 Do you feel worn out halfway through the day?

6. How does the current semester affect your academic and personal life compared to the last
semester?

7. Can online learning provide the same benefit as face to face classes? Why?

8. How would you like to be learning right now?

9. How do you manage your time while doing online session and household chores?

10. How much effort are you putting into your online classes right now compared to when we
used to have face to face classes?
Question Theme Open codes Participant Response
s

How do Students Set priorities For me, I will manage but we all
Grade 11 Stability do know sometimes things just
students don’t go the way we want it to go.
balance When that happens, I will always
their set my priorities on time, like that
academic
and Making room for things to do. I see to it thaat this time should
personal use for academics and later after
lives? is for my personal life.

Keep track I don’t get to balance my

academics and personal life
because, as I’ve mentioned. I
haved wa too many things to do
all througout the day. I do try
keep track of the things that I am
doing.

Organize time Well, I tried to keep them balance

through their specific times like, I
should do this organize things up

List to do I jut follow the list that I had to go

througout my day

How do Students Students wants face to face So far, for me personally, the first
Grade 11 Development learning and having a hard semester was better than this
students time adapting to online semester I’m really having a hard
adapt with learning time most of the subjects
the new
mode of Face to face learming is really
delivery? hits different than online learning.
Even thou I’m at home, I still feel
tired

I believe that online learning

cannot provide the same quality
as to face to face classes. It’s
very hard to catch up classes and
to interact with each other.

Absorbing lessons with the To an extent, yes getting the

new mode of learning information and students
absorbing it, understanding it but
still the essence of face to face
learning completes the whole
school experiences staying at
home feels a little bit off.
 Modules are way more easy I think my brain works better that
than online session way but in terms of groupings, it
makes it harder for us to work
since we can’t see each other like
face to face classes.

What are Outlook Learn hands-on I would really like to learn on a

the more hands-on way. I learn a lot
perspectiv when I handle things hands-on
e of like face to face classes.
students
about Online classes are Since there’s a pandemic, online
education acceptable learning are still acceptable…
in the new because there’s a pandemic
norma?
Having hard time I believe, I would still go to the
traditonal mode kind of learning
which is face to face classes.
Modular classes and online
learning is not effective at all, its
not comprehensive, lacking in
guidance, and were having a hard
time managing our schedules

Best source of action Well, kind of mixd of emotions.

I’m content so far since it is the
best source of action to take
since there’s a pandemic

Adjusting and getting I feel scared ince this is a new

comfortable method of learning and so I nedd
to adjust but I started embracing it
and getting comfortable
 APPENDIX E

PEER DEBRIEFING INTERVIEW GUIDE

Name:

Age:

Grade/Section:

Strand:

QUESTIONS:

1. How are you doing in your online virtual classes?

2. Do your household chores affect your performance and participation during online classes?

3. How do you balance your academics and personal life as you undergo online classes?

3.1 Do you follow a schedule as a way of balancing between academics and personal life?

3.2 Do your academics and personal life get caught up with each other?

4. What do you feel about this method learning?

4.1 Do you feel uncomfortable with it?

4.2 In what way are you comfortable with it?

4.3 In what way does it make you feel that way?

5. Do your academics and schedule affect your sleep?

5.1 Do you feel like you get enough rest out of it?

5.2 Do you feel worn out halfway through the day?

6. How does the current semester affect your academic and personal life compared to the last
semester?

7. Can online learning provide the same benefit as face to face classes? Why?
8. How would you like to be learning right now?

9. How do you manage your time while doing online session and household chores?

10. How much effort are you putting into your online classes right now compared to when we
used to have face to face classes?
 CIRRICULUM VITAE

Name: Samantha Isabel C. Nierras

Sex: Female

Age: 17

Birthday: August 12, 2003

Place of Birth: Cebu City

Citizenship: Filipino

Address: San Isidro Crossing St. Biliran, Biliran

Mobile Number: 09662544546

Civil Status: Single

Email Address: [email protected]

EDUCATIONAL BACKGROUND

Elementary: Limpiado Memorial Foundation Inc. Lightbringer Learning Center

Junior High School: Limpiado Memorial Foundation Inc. Lightbringer Learning Center

Senior High School: Dr. Vicente Orestes Romualdez Educational Foundation, Inc.

TRAINING EXPERIENCE (if any): N/A

 CURRICULUM VITAE

Name: Jared Anthony A. Moron

Sex: Male

Age: 17

Birthday: June 26, 2004

Place of Birth: Tacloban City

Citizenship: Filpino

Address: Zone 5, Brgy. Guindapunan, Palo, Leyte

Mobile Number: 09169341686

Civil Status: Single

Email Address: [email protected]

EDUCATIONAL BACKGROUND

Elementary: Tacloban Angelicum Center

Junior High School: Tacloban Angelicum Center

Senior High School: Dr. Vicente Orestes Romualdez Educational Foundation, Inc.

TRAINING EXPERIENCE (if any): N/A

 CIRRICULUM VITAE

Name: Gleicy Lenz A. Parone

Sex: Female

Age: 18

Birthday: May 26, 2003

Place of Birth: Tacloban City

Citizenship: Filipino

Address: Brgy. 109 – A, Los Angeles Street, V&G Subdivision, Tacloban City, Leyte

Mobile Number: 09618860986

Civil Status: Single

Email Address: [email protected]

EDUCATIONAL BACKGROUND

Elementary: Liceo del Verbo Divino

Junior High School: Liceo del Verbo Divino

Senior High School: Dr. Vicente Orestes Romualdez Educational Foundation, Inc.

TRAINING EXPERIENCE (if any): N/A

 CURRICULUM VITAE

Name: Anne Marie C. Verzosa

Sex: Female

Age: 17

Birthday: April 28, 2004

Place of Birth: Tacloban City

Citizenship: Filpino

Address: Brgy. Sta Mesa Dist 07 Dagami, Leyte

Mobile Number: 09391071188

Civil Status: Single

Email Address: [email protected]

EDUCATIONAL BACKGROUND

Elementary: Dagami South Central School

Junior High School: Saint Joseph High School of Dagami, Inc.

Senior High School: Dr. Vicente Orestes Romualdez Educational Foundation, Inc.

TRAINING EXPERIENCE (if any): N/A

 CURRICULUM VITAE

Name: Kristoffer L. Patrolla

Sex: Male

Age: 18

Birthday: April 11, 2003

Place of Birth: Davao City

Citizenship: Filpino

Address: B12 L44 Kristina Heights Brgy. 91 Tacloban City, Leyte

Mobile Number: 09164328218

Civil Status: Single

Email Address: [email protected]

EDUCATIONAL BACKGROUND

Elementary: Tacloban City Adventist Elementary School

Junior High School: Liceo del Verbo Divino

Senior High School: Dr. Vicente Orestes Romualdez Educational Foundation, Inc.

TRAINING EXPERIENCE (if any): N/A

 CIRRICULUM VITAE

Name: Kirk Marthon A. Chu

Sex: Male

Age: 18

Birthday: October 6, 2003

Place of Birth: Tacloban City

Citizenship: Filipino

Address: Brgy. 62 – A Sagkahan, Tacloban City, Leyte

Mobile Number: 09954394595

Civil Status: Single

Email Address: [email protected]

EDUCATIONAL BACKGROUND

Elementary: Leyte Progressive Elementary/High School

Junior High School: Leyte Progressive High School

Senior High School: Dr. Vicente Orestes Romualdez Educational Foundation, Inc.

TRAINING EXPERIENCE (if any): N/A