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STUDENTS' STRUGGLES ANG THEIR COPING MECHANISMS IN THE NEW NORMAL
... In a study by Calo, et al. (2021), they found the common struggles of learners during this pandemic. One of the struggles mentioned is "learning alone." ...
... They feel like they are alone in learning something and that they need guidance from a teacher to successfully understand the lesson and answer the activities. Also, Perez (2020) as cited in Calo, et al. (2021) stated that teachers are worried about learners who are enrolled in modular learning because aside from the reasons that they cannot read and understand the lessons on their own, their parents are also not capable of guiding them for they too do not possess the skills of reading and comprehension. ...
... These findings from the Initial Survey agree with one of the findings of the study by Calo, et al (2021) which stated that learners enrolled in modular learning experience difficulties in understanding their lessons and answering their activity sheets because of the absence of a person who could explain the lesson and answer their questions and clarifications about the discussion. The results also support the studies of Alvarez in 2021 and Bustillo & Aguilos in 2022 which revealed issues encountered by students, and that include limited teacher guidance and complaints about not understanding the lessons in the modules. ...
The present study investigated the common challenges of learners in the new mode of learning and their frequency, if there would be a significant difference in performing the participants after using Google Sites, the acceptability of the Google Sites in terms of its content quality, instructional quality, and technical quality, and the experience of the respondents in using Beyond the Classroom as supplementary material for the Third Quarter. This action research used the survey questionnaires, evaluation tool, pre-tests, and posttest as instruments in answering the research questions. Respondents were 15 Grade 8 High School learners who have internet access. Results indicated always and sometimes characterized their experience on challenges such as understanding the lessons after reading the discussion found in the modules and that there is a significant difference between the pre-test and post-test scores for lessons that are easy for them to understand and learn alone. Results also revealed that Beyond the Classroom is very acceptable in terms of its content, instructional, and technical quality, and respondents found it helpful in understanding their lessons. Finally, this study showed that learners struggle to cope with the changes in the new normal, and online supplementary material helps them understand their lessons and activities for the Third Quarter of the academic year 2021-2022.
... As a result, students were found to be struggling in science amid the pandemic [11] and it had a major influence on the quality of learning and the emotional wellness of the students [12]. In the midst of a pandemic, students are overwhelmed with modules and extensive learning goals [13] leading to learners ignoring their lectures because they think they were exhausted, incorporating other strategies would help a lot in providing students with learning opportunities [14]. Also, one study [15], as cited by another [16] emphasizes that the typical human attention span is shrinking, and microlearning is becoming increasingly essential because it emphasizes short learning time. ...
... After the pretest, the students were exposed to a microlearning approach via cybergogy learning environment (MCLE), and the posttest was administered after the intervention. Fourteen (14) days after, the retention test was then administered. Then, an analysis of the quantitative data was made. ...
... The table shows the frequency and percentage in different levels of academic performance based on the Revised Transmutation Table of CMULHS. Fourteen (14) days after the post-test, the retention test was administered, and it showed a notable improvement in their individual scores, mean score, and mean percentage score. As shown in Table 3, fourteen (14) or 26.92% of students gained scores ranging from 60-80 or very high performance. ...
The study investigated the academic performance and motivation in Physics of Grade 9 students in Central Mindanao University Laboratory High School. It sought to: determine the level of academic performance in the pre-test, post-test, and retention test; assess the level of students' motivation when exposed to MCLE in relation to intrinsic motivation and personal relevance, grade motivation, self-efficacy and assessment anxiety, and self-determination; ascertain any significant difference on the level of student's academic performance in terms of pretest and post-test, and pretest and retention test; to find out any significant difference on the student's motivation between pre-survey (before exposure to MCLE) and post-survey (after exposure to MCLE). The study used a sequential explanatory mixed-method research design. Results showed that students' academic performance in pretest is very low, however, as they were exposed to MCLE, post-test and retention test results yielded high. MCLE has potentially increased students' academic performance. Among the motivational factor, students' self-efficacy was improved and their assessment anxiety was reduced as exposed to MCLE. However, motivational factors such as intrinsic motivation and personal relevance, grade motivation, and self-determination weren't improved as exposed to MCLE, but the mean interpretation remained at "highly motivated". In the same way, the overall mean of students' motivation slightly declined after the intervention but was recognized at the level of high motivation. There is a significant difference in the pretest-posttest and pretest-retention test. MCLE significantly increased students' academic performance from pretest to posttest and pretest to retention test. There is a significant difference in the overall motivation before and after the intervention of MCLE. Qualitative results revealed that students find MCLE as a good strategy to provide ease in learning Physics, however, students identified some external factors such as household-related tasks and intermittent internet connection as major distractions in a cybergogy learning environment.
... The study by Calo et al. (2021) revealed that one of the coping mechanisms of students in distance learning is taking breaks wherein they are doing enjoyable activities to energize their minds and avoid boredom. These activities include sleeping, spending time on social media (Facebook, Twitter, Instagram), making Tiktok videos, resting, watching movies, taking short walks, and playing. ...
... However, it is a challenge for students to organize their daily activities and tasks so that it is for them to save time for learning since the dark truth is that when students are learning at home, they are going to take more responsibility when they are learning at school. Calo et al. (2021) concluded in their study that managing time was one of the coping mechanisms of the students to answer their modules and do their work at home. Students have seen this as an effective way to balance their studies and responsibilities. ...
Introduction: When Coronavirus Disease (COVID-19) pandemic was declared, West Visayas State University-Himamaylan City Campus opted to adopt flexible learning to continue the learning of tertiary education students at home by using Modular Distance Learning to accommodate students living in far-flung areas without internet access. This study aimed to discover the Bachelor of Elementary Education (BEEd) students' coping strategies and insights into using modular distance learning modality.
Theoretical framework: This qualitative study is anchored on constructionism. The fundamental assumption of constructionism that reality is constructed which means reality is not an ontologically objective, given reality. Human invents models, concepts, and schemes to better understand or make sense with the experience and continually test and modify these constructed reality with the new experience. Humans do not construct interpretation separately, but with careful consideration of the shared practices and understanding.
Methodology: Data were gathered using the qualitative phenomenological approach by conducting two semi-structured interviews with ten (10) Bachelor of Elementary Education (BEEd) university students. Participants were selected using the purposive sampling method, specifically the criterion sampling method. Thematic Analysis was done using NVIVO to analyze the data collected.
Results and discussion: It was discovered that students built various coping strategies like motivating themselves to survive, taking a break after stressful days, praying to conquer difficulties, trusting God`s plan, setting up schedules to manage time effectively, and collaborating with friends and classmates to understand the complex lesson better. Appreciating the value and elements of traditional learning and realizing that everything they do is for the love is self, dreams, and family are two important insights for the students.
Conclusion: Teachers may foster an environment that promotes self-motivation among students. Students may recognize their strengths, set goals, find intrinsic motivation, and develop a positive mindset to succeed academically. The school may organize activities to further enhance the spirit of collaboration, perseverance, and resilience among students.
(https://creativecommons.org/licenses/by/4.0/).
... For students with dependable internet access, online instruction was implemented. As a result, the new normal education presented many new challenges to students [6]. ...
... A similar finding was found by [36] that academic workload was a significant source of stress for learners in Ghana. Finally, Calo, and Bustamante [6] confirm that academic overload is one of the considerable difficulties among students in the Philippines. ...
The majority of educational systems worldwide have shifted to remote learning as a preventative strategy against the spread of coronavirus disease (COVID-19). This phenomenon is producing a lot of difficulties, as articulated by students in developing nations. Thus, this qualitative study sought to explore and understand the difficulties encountered by college students in Quirino State University in Philippines under the new normal of education. A total of 85 participants were purposely and conveniently selected to participate in an electronic survey through Google Forms. Further, to qualify and clarify responses from the respondents, the researchers conducted phone call interviews. The data were evaluated qualitatively using the NVIVO software. The findings revealed that the student’s difficulties in the new normal can be summed in 10 significant themes, namely: i) Vague module content; ii) Poor internet connectivity; iii) Lack of teacher’s guidance and motivation; iv) Financial problems;v) Stress/psychological pressure; vi) Insufficient learning materials; vii) Overloaded academic activities; viii) Conflict with household chores; ix) Personal factors; and x) Poor and inadequate learning environment. On the other hand, students’ coping strategies had four major themes, namely: i) Managing time wisely; ii) Having self-discipline; iii) Taking time for a break; and iv) Seeking help from others.
... Consequently, many teachers have undergone the audition and training, and later have performed the role as teacher-broadcasters. However, adopting this 'new normal' instructional approach has posed greater challenges on their part (Calo et al., 2021). It has required them to employ new strategies and methods to effectively perform their role and has caused abrupt changes to their regular roles or routines as teachers. ...
Recommended citation: Teves, N. (2024). Radio-based instruction (RBI) approach to teaching: the lived experiences of teacher-broadcasters in the new normal education setting. Journal of Interdisciplinary Perspectives, 2(5), 47-61. Abstract. The COVID-19 pandemic has wreaked havoc on several sectors of society, particularly the education sector. This has caused abrupt shifts in the educational landscape and methodologies, which were manifested through the implementation of several distance learning modalities, such as online, modular, and blended learning. From these modalities, several instructional media and alternatives emerged. One of which was the implementation of Radio-based Instruction (RBI), wherein educational institutions selected teachers to play the role of teacher-broadcasters and deliver instruction on air. However, the implementation has posed many challenges on the part of these teachers. Thus, this study was conducted to investigate the issues faced by teachers in the Bayawan City Division and explore their lived experiences as broadcasters, anchors, and scriptwriters. By adopting Colaizzi's method of data analysis, one emergent theme, "Diverse Challenges Encountered," was identified, which comprises the following eleven specific problems that serve as subthemes: 1) Novelty of the Method; 2) Difficulties in Learner's Engagement; 3) Technological Divide; 4) Lack of RBI Knowledge; 5) Scarcity of Resources; 6) Uncertainty in Gauging Student's Learning; 7) Intricacies in Scriptwriting; 8) Struggles in Content Delivery; 9) Physical and Environmental Barriers; 10) Teacher's Personal and Psychological Barriers; and 11) Inevitable Time Constraints. The findings revealed that the entirety of the teachers' lived experience in the implementation of the RBI in the new normal has never been easy and mainly revolves around various challenges encountered in their pedagogical adaptations. They were forced to "adapt rapidly" and experienced several complexities and impediments, implying that educational institutions were not fully equipped and prepared for its implementation during the pandemic. Educational institutions can further investigate ways to address or mitigate these challenges and improve the overall implementation of Radio-based Instruction (RBI) as a viable alternative educational approach in basic education schools.
... While stress has been identified as a factor that impacts remote learning, studies have explored how Filipino students coped with remote learning during the pandemic. Despite the stress that posed the greatest impact and barrier on the quality of their learning experience and mental health (Kho et al., 2021;Moneva et al., 2020;Barrrot et al., 2021;Baticulon et al., 2020;Baquiran & Plata, 2022;Bautista & Manuel, 2020;Edera et al., 2021;Simbulan, 2020;Rotas & Cahapay, 2020), students have employed several coping mechanisms to succeed during remote learning (Rotas & Cahapay, 2021;Olila, 2021;Macalisang & Calo, 2021;Barañao et al., 2022;Del Castillo et al., 2020;Bawinga et al., 2020). All over the world, the stress and anxiety levels experienced by students during remote learning were considered high (Michałowska et al., 2022;Rogowska et al., 2020) and, in some areas, considered severe (Mohammadzadeh et al., 2020). ...
Perceived stress, identified stress factors, and coping mechanisms of students of Nazarene educational institutions during remote learning
Marvin L Cadornigara and Leo J Mahanlud
A descriptive study conducted among grades 4-12 students of three Nazarene educational institutions in the Philippines determined their level of perceived stress, level of identified stress, and coping mechanisms during the school year 2020-2021. The study also determined the significant differences in the level of perceived stress, level of identified stress, and benefits of the coping mechanisms of students when grouped according to gender and educational level using the t-test for independent sample means and One-Way Analysis of Variance, respectively. A sample of 68 students, selected through the stratified random sampling technique, completed the three survey instruments that measured these levels of remote learning stress. Students of these Nazarene educational institutions experienced remote learning as moderately stressful. The stress was perceived and experienced by female students more than male students and by older students more than younger ones. The identified stressors were all considered by students as moderately stressful as well. These identified stressors were significantly less experienced by younger students than by older students. As the experience of remote learning was moderately stressful for students, the coping mechanisms were also viewed as moderately beneficial. This study provides a fresher perspective on both the perception and experience of students during remote learning for school practitioners and educational leaders to examine and review curriculum and pedagogy that address Filipino students’ responses to the stresses of the new mode of learning.
Keywords: perceived stress, identified stress, coping mechanisms, remote learning, stressors
... Since students' life is stressful, students need the understanding and sympathy of their friends and family, especially when they are experiencing significant pressure from their academic workload. Calo et al. (2021) recommended that schools help students cope effectively with stress. It should be more open and willing to extend social support for students in the new normal by utilizing different social media platforms. ...
... Coping strategy, also known as coping mechanism, is a way of dealing with difficult or stressful events. Coping has been scientifically defined by Richard Lazarus and Susan Folkman as the sum of cognitive and behavioral effort, which is always changing, directed at dealing with specific demands, whether internal or external, that are seen as challenging [20], [21]. When people adopt emotion-based coping, the harmful situation is not changed at its source, thus tension is only temporarily relieved, and psychological issues commonly arise or worsen over time. ...
Students’ learning was temporarily interrupted due to the unexpected closure of academic institutions brought by the pandemic. As a result, pre-service Technical-Vocational Education (TVE) teachers struggled when it comes to their well-being and mental health, educational logistics, and due to restrictions. In order to cope with these identified problems, the participants resorted to positive reframing, reconnecting with interests and learning preferences, and seeking instrumental support. This study recommends that higher education institutions must recalibrate the Field Study (FS) curriculum, capacitate instructors, and update technological infrastructures to enable the effective continuity of teaching and learning in TVE even in turbulent conditions.
... Nonetheless, as the table shows, there are minimal mean gains before and after the implementation, which reveals that the control group might be able to perform the skill under the four criteria (sending clear messages, listening, giving and getting feedback, and handling emotional interactions) but under their own mechanism. According to the study of Calo, Calo, and Bustamante (2021), one of the coping mechanisms of the students in their struggle in modular distance learning was to seek support from their friends, parents, or teachers through pieces of advice, sympathy, and encouragement which is usually emotional or academic in nature. It was also mentioned by one respondent that it is through messenger that he/she communicates with someone with regard to the academic struggle. ...
The demands in the education system, particularly the adoption of distance learning, vastly affected the teaching and learning and put a challenge in the conduct of assessment, including limitations in giving feedback. Hence, this quasi-experimental study developed Learning Activity Sheets (LAS) Using Interactive Formative Assessment and Feedback Mechanism and determined its effect on the Mathematics performance of Grade 9 learners at Bulan National High School, Bulan, Sorsogon. In the study, there was a total of ten (10) LAS developed. The learning activity sheets were designed to use interactive formative assessment which were formative assessments for both individual and group setups that resulted in four natures of interaction, namely: student-to-learning activity sheet, student-to-teacher, student-to-student (small group), and student-to-student (large group). These formative assessments were accompanied by and facilitated through feedback mechanisms that consisted of the source of feedback, online tools, feedback models, and manner of delivery which were: (1) Teacher's Feedback using Feedback Sandwich or Pendleton's Model of Feedback via Google Meet during the whole class discussion; and (2) Peers' Feedback using Situation, Behavior, Impact Feedback Tool via Google Meet and Messenger during whole class and small group discussions. After four weeks of utilization, it was identified that use of the developed LAS resulted in improved conceptual understanding, communication skills, and interest in learning math. Furthermore, the feedback mechanisms were found to have positive results for students along with understanding the lesson, completion of tasks, communication, interest in math, and social relationships. Thus, recommending its use and development for distance learning.
This study explored the perspectives of senior citizens on COVID-19 vaccination. This study used a Case study design to explore the perceptions of senior citizens on Covid-19 Vaccination. The researchers interviewed fifteen senior citizens in Pagadian City. All of them have taken the vaccination against Covid-19. The result showed that the senior citizens perceived Covid 19 Vaccination as a dangerous substance and a preventive measure against the virus. In addition, the findings also revealed that the perceptions influence their decision to get vaccinated. Some strengthened their decision, while others experienced hesitancy and clarified their ambiguity. Furthermore, the participants shared significant experiences after vaccination, such as the Prioritization of Senior citizens and Proper management of health conditions. Finally, the result also revealed that after the vaccination, some experienced shoulder pain, while others experienced no symptoms.
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