Republic of the Philippines

Department of Education
Region VIII
EASTERN VISAYAS REGIONAL SCIENCE HIGH SCHOOL
Catbalogan City

______________________

Students’ Perspective on the New Normal: Modular Distance Learning in EVRSHS

S.Y. 2021-2022

______________________

A Research Study
Presented to the Members of the Faculty of
EASTERN VISAYAS REGIONAL SCIENCE HIGH SCHOOL
Catbalogan City, Samar

______________________

Carlo Miguel L. Pabilona

Kimly Quanh G. Phan

Ivan Patrick J. Roberto

July, 2021

i
 TABLE OF CONTENTS

Title Page i
Abstract ii
Acknowledgements iii

CHAPTER 1: INTRODUCTION …………………………………… 1

BACKGROUND OF THE STUDY …………………………………… 1

STATEMENT OF THE PROBLEM …………………………………… 2
OBJECTIVES OF THE STUDY ……………………………………… 2
General Objective ……………………………………………… 3
Specific Objectives ……………………………………………… 3
SIGNIFICANCE OF THE STUDY …………………………………… 3
SCOPE AND LIMITATIONS ………………………………………… 3
CONCEPTUAL FRAMEWORK ……………………………………… 4
DEFINITION OF KEY TERMS ……………………………………… 5

CHAPTER 2: REVIEW OF RELATED LITERATURE ...………… 6

AND RELATED STUDIES

RELATED LITERATURE …………………………………………… 6

RELATED STUDIES ………………………………………………… 7

CHAPTER 3: METHODOLOGY ………………………………… 9

RESEARCH DESIGN ………………………………………………… 9

Locale of the Study ……………………………………………… 9
Population and Sampling ………………………………………… 9
Data Collection and Procedure ………………………………..…… 10
Data Gathering and Analysis………………………………………… 11
CHAPTER 4: RESULTS AND DISCUSSION …………………… 12

PRESENTATION OF DATA ………………………………………… 12

 ANALYSIS AND INTERPRETAION OF DATA …………………. 15
Statistical Analysis ……………………………………………… 20

CHAPTER 5: CONCLUSION AND RECOMMENDATIONS …… 20

SUMMARY …………………………………………………………… 20
CONCLUSION ………………………………………………………… 20
RECOMMENDATIONS ……………………………………………… 21

Appendices iii
Bibliography iv
 Abstract

When a student commences a course of study that includes an online component

the initial feedback academics receive can reflect their fear of the online concept, their
bias against the use of technology, as well as difficulties they may have encountered than
with online learning. In the school year of 2020-2021, a group of students conducted a
study to gain a better understanding of students’ perceptions of online learning and the
experiences they have encountered throughout a year of pandemic.

This research study aims to determine the attitude of the students towards the new
normal modular distance learning in Eastern Visayas Regional Science High School in
the school year 2020-2021, as well as determine the levels of their experiences on the
new normal scheme.

Quantitative research is used in this study. A descriptive research approach is the

most appropriate to use in this study. This seeks to describe the current status of an
identified variable. 20% of the population i.e., the student body population of EVRSHS
was recruited as respondents for the research study (100 out of 501). Collection of data
involved online survey questionnaires containing dichotomous questions. Multiple
response questions and a Likert scale to determining the frequencies and percentages of
the attitudes of students.

Majority of the students had difficulties in the new normal. Time management,
lack of motivation and emotional distress were the leading factors in their difficulties in
facing the new normal. With the level of experiences, most fall on the category of neutral
in the motivation of learning, understanding of lessons, satisfaction on the information,
academic performance and the recommendation in implementing the system. Majority of
the students preferred the old normal rather than the new normal.

ii
 Acknowledgements

To all those who helped in making this research study possible, the researchers
Carlo Miguel L. Pabilona, Ivan Patrick J. Roberto, and Kimly Quanh Phan would like to
send sincere appreciation to the following:

To our Lord Almighty, thank you for the guidance you have given us all
throughout the study.

To our adviser Mrs. Ma. Rosario T. Nacar, thank you for the knowledge you have
imparted and the patience in guiding us throughout the study.

To the respondents who have voluntarily participated, thank you for participation
and the cooperation you have shown for without you fellow people, our research is not
possible.

To Joy Anne P. Serrano, for the massive help and attention you gave during the
days in making the research, a very big thank you.

Lastly, to the supportive parents of the researchers’, thank you for the effort and
for reminding the researchers to be responsible and providing the financial needs of the
students.

iii
 INTRODUCTION

This chapter includes the background of the study, statement of the

problem, the objectives, the significance, the scope and limitations, conceptual
framework and the definition of terms.

Background of the Study

The impact of the COVID-19 pandemic on the field of education around the
world is great and the form of the old normal in education is far removed from the former
normal. With the reluctance or desire of teachers, parents, students and officials of the
Department of Education, CHED and Tesda, online learning, which was previously rarely
used, will become more frequent and the main method of imparting knowledge.

“Education cannot wait,” says DepEd Secretary Leonor Briones. To maintain the
education of millions of Filipino students, the government implemented a distance
learning approach. The former normal will no longer work that only in the school room
will the teacher and students face each other for education to take place. Online learning
uses technology that will link and confront both in the translation of knowledge and
skills, and in the rivalry and exchange of opinions. Cathy Li of the World Economic
Forum said that online learning is more effective than learning in the classroom. Students
remember 25-60% better than what they learned online compared to only 8-10% if it was
taught in the classroom. It takes 40-60% less time for a child to learn an online learning
lesson. This is said to be because the child is able to repeat the lesson, can skip and
advance to other concepts based on the child's own ability. The child is not bored with the
slow teaching of the teacher in the school room.

As education goes beyond the four walls of the classroom, it is important to see
how these alternative ways of learning are working from the perspective of learners
themselves.

According to Contreras, A. (2020), in 2017, 80% of Filipinos aged 18-24 were

able to go online. It is a big challenge how to open the minds of this age group that the
internet
is also a carrier of education and not just a tool of entertainment, entertainment, and
interaction with their FB friends and followers. He suggested combining education and
entertainment in designing online and offline learning programs because “learning should
be fun”. Alfred Mercier said, learning should be a fun experience so that the student does
not forget what he has learned. If DepEd, CHED and Tesda follow Contreras' suggestion,
children will not be bored to go online to study. The new normal in education should be a
fun experience for the child and teacher. But no matter how much a student remembers
what he or she is learning online compared to the classroom, it is undeniable that many
students have difficulty and not everyone has the same capacity to learn and ability to
adapt to this change. According Dr Joan Rifareal of the Philippine Psychiatric
Association, it’s a very complex issue or concern. We need to look at it as an interplay of
a lot of factors. These factors are biological, psychological, social, and sometimes
spiritual.

With the different ideas and perspectives of the people towards the new normal
modular distance learning, the purpose of this study is to determine the attitudes of the
students towards the new normal: modular distance learning.

Statement of the Problem

The researchers of this study had come up with the following questions that aimed
to seek answer in related to our study titled “Students’ Perspective on the New Normal:
Modular Distance Learning in EVRSHS: A Quantitative Approach.”

1. What are the attitudes of students toward the new normal modular distance
learning?

2. What drives the students to have that kind of attitude on the new normal
modular distance learning?

3. What are the levels of their experiences on the new normal modular distance
learning?

Objectives

2
 In any research work, objectives are basically important to provide direction. For
researcher objectives are statements of activities to be performed to shape research work

ii
As per D.R. Singh meaning of objective is to do with the goal to which one aspires’. In
present study researcher stated objectives of study as under.

General Objective

- This study aims to determine the attitudes of the students on the new normal:
modular distance learning.

Specific Objectives

- Determine the factors that drives them to have that kind of attitude towards the
new normal
- Determine the levels of their experiences on the new normal modular distance
learning

Significance of the Study

This study is important because the topic covered in this research is the attitude of
the students in EVRSHS on the new normal: modular distance learning. Through this
study, we will find out the effects of the new normal to the lives of students.

To the Students,

They will know the different perspectives of their schoolmates on the new normal
modular distance learning. It will give them a reflection on the differences and
similarities of their perspectives.

To the teachers:

This study is significant to the teachers as it will allow them to know the different

perspectives of their student on the new normal modular distance learning.

To the Community,

It will give them ideas as how the new normal plays a big role in the community
and how does it affect to the lives of the learners.

3
To the Future Researchers,

It will provide them a basis in their studies that is correlated to this study.

Scope and Limitations

A quantitative descriptive study titled "Students’ Perspective on the New normal:

Modular Distance Learning in EVRSHS" aims to determine the attitudes of the students
based on their perceptions toward the new normal that will be conducted in Catbalogan
City on April 2021 to June 2021. This study used stratified sampling technique in
choosing the participants which are the students ranging grade levels from 7 to 12.
Researcher-made questionnaire will be used as the research instrument in gathering the
data. This study is only limited to the responses of the students and the willingness to
answer the question given to them.

4
 Conceptual Framework

Students’ Perspective towards the

new normal: modular distance
learning in EVRSHS

DATA GATHERING SURVEY

F Perspective toward F
E E
E
the new normal E
D modular distance Factors of their D
B learning perspective B
A A
C C
K K

Students in EVRSHS (Grade 7 to Grade

12)
CATBALOGAN CITY
Figure 1. The Conceptual Framework of the Study

4
Definition of Terms

Modular Distance Learning - Features individualized instruction that allows learners to

use self-learning modules (SLMs) in print or digital format/electronic copy, whichever is
applicable to the learner. It will serve as the main focus of the study.

New Normal - A phrase that denotes a condition, behavior, or state of things that is
atypical but then becomes baseline casting a long-lasting effect.

Student/s - A person who is studying at a school or college. The participants of the

study; independent variable.

Students’ perspectives – A settled way of thinking or feeling about someone or

something, typically one that is reflected in a person's behavior. These students’
perspectives will be drawn in the study; dependent variable.

5
 REVIEW OF RELATED LITERATURE AND STUDIES

This chapter listed and discussed the many ideas, concepts, and principles that
were discovered to be relevant to the current study in books, journals, and other published
sources.

Related Literature

According to Daniel (2020), The pandemic ushers in a “new” normal, in which

digitization enforces ways of working and learning. It forces education further into
technologization, a development already well underway, fueled by commercialism and
the reigning market ideology. notes that “many institutions had plans to make greater use
of technology in teaching, but the outbreak of Covid-19 has meant that changes intended
to occur over months or years had to be implemented in a few days”.

The online flipped classroom is similar to the conventional flipped classroom

model in that students are encouraged to prepare for class by completing some pre-class
activities (e.g., watching video lectures, completing quizzes). However, unlike the
conventional flipped classroom approach, students in online flipped classrooms do not
meet face-to-face, but online. (Stohr et al. 2020)

On the basis of Hodges et al. (2020), During these school closures, all face-to-face
lessons were cancelled, compelling many institutions, including our own university, to
immediately transition from face-to-face in-person learning to completely online lessons.
The abrupt switch to fully online learning has been particularly stressful for many
instructors and students who prefer in-person instruction. Online learning is often
stigmatized as a weaker option that provides a lower quality education than in-person
face-to-face learning

Nobel Peace Prize laureate Malala Yousafzai once said (2021), “One child, one
teacher, one book, and one pen can change the world.” Her words put emphasis on the
power of education, and paint a picture of its importance in society. This is why the
Department of Education (DepEd) and its education stakeholders and partners pushed for
learning continuity despite the challenges presented by the ongoing pandemic, resulting
in the creation of various alternative learning modalities. As education goes beyond the

6
four walls of the classroom, it is important to see how these alternative ways of learning
are working from the perspective of learners themselves. Students Prince, Marc,
Emelaica, and Karlo, who are of different ages and school levels, shared their experiences
during the first few weeks of classes — from how they now learn to what keeps them
going during this challenging time.

According to Manila Times' Campus Press (2021), as education goes beyond the
four walls of the classroom, it is important to see how these alternative ways of learning
are working from the perspective of learners themselves. Students Prince, Marc,
Emelaica, and Karlo, who are of different ages and school levels, shared their experiences
during the first few weeks of classes — from how they now learn to what keeps them
going during this challenging time. Prince is a grade 6 student at Nomoh Integrated
School, Sarangani who is currently undergoing modular learning. While he knows that
this set-up takes quite some time to adjust to, he is thankful that he can overcome such
challenges in learning through the help of his family and proper research. "My parents are
supportive of my studies. Even if they’re just at home, they guide me and teach me what I
have to do for school. Sometimes, it is my older brother who helps me with my modules."

According to Diana Bajraktari (2021), Online learning was considered as an

innovative and interactive way to study upon its launch. We can sleep more, there are no
distractions, I can study at my own pace, I can create my study schedule, I can pursue my
passions, and I don’t have to compete to share my thoughts and opinions. Skills students
develop through online learning. Students claim that among the benefits they get from an
online education, there are also many other skills they develop. Responsibility and self-
discipline, Time management skills, technical skills, Communication skills and Writing
skills

The authors define five complex and linked dimensions that would sway a
student’s learning satisfaction positively or negatively. Demographic variables were also
used by the authors for estimating self-efficacy of students in an online learning
environment which in turn determined their online learning satisfaction. the correct
dimensions that affect students’ learning satisfaction and proved that online self-efficacy
proportionally affects learning satisfaction, using three variables and five dimensions.

7
Conversely, they could carry out further research on more variables and dimensions plus
they could use a wider spread sample globally to get a more defined relationship between
the two themes. (Shehnaz Jiwani 2020)

on the basis of Diana Bajraktari (2021), Online learning has revolutionized the
education system as we know it. It has brought students together from all over the world
and has helped them achieve their educational dreams over the years. However, in this
article, we’re going to focus more on the way students see online learning and what are
the benefits they take out of it. Online Classes Are Convenient, Engaging, flexible,
comfortable, Suitable to Many Types of Learners, and Self-Paced.

Related Studies

According to Octaberlina, Like Raskova et al.,(2020) Covid-19 pandemic has

made many countries adapt on new situations in different sectors including education.
The Indonesia government has decided to adjust the education mode from face-to-face to
online meeting using various learning management systems (LMS) such as Moodle and
google classroom. Moreover, the present research depicted the online learning barriers
faced by students as well as their alternatives to cope them. The research implemented
descriptive mixed-method survey design. The participants were 25 students of English
Education Department. The instruments used to gather the data were the questionnaires
and interview regarding the topics. The results showed that students experienced three
barriers during the online learning including unfamiliarity of e-learning, slow internet
connection, and physical condition e.g. eye strain.

In the Opinion the Blogger (2020) of the full opening of classes on all levels in
the Philippines was on October 5th this year. Many private educational institutions,
specifically those with adequate learning capabilities and resources, have already started
classes even much earlier than August. It is true that sending students back to school
during this pandemic time may not be advisable and prudent. However, it is also true that
studying

7
online and other flexible learning modalities have many downsides, especially for
teachers and students in areas where internet connectivity is slow and where some of the
students have a poor learning environment. Both teachers and students continue to
encounter challenges but with hard work, patience and determination to teach/learn from
what is readily available, they will still be able to withstand challenges and achieve the
objective of education.

The current school disruption has amplified education inequities across social-
economic classes and regions, authors say. The learning-from-home mode has abruptly
changed the roles of teachers, students, and parents. Education experts have long
lamented that a one-size-fits-all curriculum does not work for all learners. Small-scale
initiatives have emerged to customize learning in the forms of homeschooling, elitist
schools, and alternative schools. Children and youths need physical interaction with their
peers as part of their learning processes, writes Shashank Joshi. The teachers' primary
task is now to guide students to seek those possibilities, Joshi says. (Jakarta, 2020)

Face to face learning engagement of students and teachers within the school has
been suspended due to the COVID-19 pandemic. This pandemic has paved the way to the
implementation of Modular Distance Learning as an urgent response to ensure continuity
of education. The Philippines is in the process of adapting to the new normal form of
education at present, and continuous innovations of educators and active involvement of
other stakeholders are the driving force for its success. The key purpose of this research is
to find out the challenges encountered, opinions, and recommendations of teachers,
parents, and students. The main challenges that emerged were lack of school funding in
the production and delivery of modules; students struggle with self-studying, and parents'
lack of knowledge to academically guide their child/children. In conclusion, the study
was able to determine the prevailing challenges of the participants in terms of resources,
preparedness, and communication. (Ysthr Rave Pe Dangle, Johnine Danganan
Sumaoang)

According to Lisa R. Amir, Ira Tanti, Diah Ayu Maharani, Yuniardini Septorini
Wimardhani, Vera Julia, Benso Sulijaya and Ria Puspitawati (2020), The COVID-19
pandemic has become a global health issue and has had a major impact on education.

8
Consequently, half way through the second semester of the academic year 2019/2020,
learning methods were delivered through distance learning (DL). Despite some
challenges, dental students could adapt to the new learning methods of full DL and the
majorities agreed blended learning that combined classroom and distance learning can be
implemented henceforth. This current COVID-19 pandemic, changes not only the
utilization of technology in education but the pedagogy strategies in the future.

According to Patricia Fidalgo, Joan Thormann, Oleksandr Kulyk and José Alberto
Lencastre (2020), Many universities offer Distance Education (DE) courses and programs
to address the diverse educational needs of students and to stay current with advancing
technology. Some Institutions of Higher Education (IHE) that do not offer DE find it
difficult to navigate through the steps that are needed to provide such courses and
programs. Investigating learners’ perceptions, attitudes and willingness to try DE can
provide guidance and recommendations for IHEs that are considering expanding use of
DE formats. The results of this pilot study showed that in all three countries, students’
major concerns about such programs were time management, motivation, and English
language skills. Although students were somewhat apprehensive many indicated they
were interested in taking DE courses. Six recommendations informed by interpretation of
students’ responses and the literature, are offered to assist institutions who want to offer
DE as part of their educational strategy.

While distance learning as it is practiced in today’s virtual schools uses

technology that is less than ten years old and advances rapidly, the literature has shown
that a student’s education online can be as effective as it is in a classroom, provided that a
classroom with the appropriate course is accessible to the student. As the power of
communication technology and educational technology grow, the skill of distance
educators and designers will be challenged to provide experiences that use that power to
provide an experience for students that improves on classroom instruction with its limits
of time and place. (Cathy Cavanaugh, Kathy Jo Gillan, Jeff Kromrey, Melinda Hess, and
Robert Blomeyer)

The present study analyses the perception of university students towards e-

learning during the ongoing COVID-19 pandemic. The study reveals the preferences of

7
students for e-learning as it provides them much freedom to connect with their teachers,
fellow students and engage with their study materials at the comfort and flexibility of
space and time. The study indicates that e-learning technology enables easy information
access leading to positive attitude formation of students towards it. This finding is based
on usefulness, self-efficacy, ease of use, and the behavior of students as regards e-
learning. The study affirms the usefulness of e-learning such as ease of study from any
geographical location which is not possible in case of conventional face to face-learning.
Furthermore, the study illustrates the similar experience of being educated as done
through the physical classroom teaching as students perceive e-learning as analogous to
face to face-learning. (Mohammed Arshad Khan, Vivek, Mohammed Kamalun Nabi,
Maysoon Khojah and Muhammad Tahir)

7
 METHODOLOGY

Research Design

Quantitative research is used in this study. A descriptive research approach is the

most appropriate to use in this study. This seeks to describe the current status of an
identified variable. These research projects are designed to provide systematic
information about a phenomenon. According to Creswell (2002), Descriptive research
involves identification of attributes of a particular phenomenon based on an observational
basis, or the exploration of correlation between two or more phenomena. With this type
of approach, it will help the researchers gain a descriptive analysis in determining the
perspectives of the students towards the new normal modular distance learning.

Locale of the Study

The population of this study is the student body of the Eastern Visayas Regional
Science Highschool in Catbalogan City, Samar. The study was conducted through the use
of online survey questionnaires due to the pandemic thus avoiding physical conducted
surveys.

Population and Sampling

The target respondents are the high school students of Eastern Visayas Regional
Science High school. In order to select samples, probability stratified random sampling is
used in which the samples are divided into group by their corresponding grade levels.
Each grade levels ranging from 7 to 12 is comprised of students respectively... 81, 96, 65,
81, 55, and 123 having a total of 501 students. 20% of the population from each level will
be chosen randomly and voluntarily recruited for the collection of data for the research
survey questionnaire. Specific sample and population numbers are as shown below:

(20%)
Total Population Covered Samples from each
Grade Level
G7 81 16
G8 96 20
G9 65 13
G10 81 16

9
 G11 55 11
G12 123 24
TOTAL 501 100
Table 1: Total Population and Covered Samples

According to Gay & Dieihl, (1992), generally the number of respondents

acceptable for a study depends upon the type of research involved. For descriptive
research the sample should be 10% of population. But if the population is small then 20%
may be required. Since, the researchers will be using Descriptive Research Design, the
covered sample shall be 20% of the total population 502 EVRSHS students, for a total of
100 samples.

Data Collection and Procedure

Due to the emergence of the pandemic and the limited approaches in collecting
data, the researchers conducted research-based questionnaire as a tool in order to collect
the data from the identified participants. An online survey questionnaire was used
wherein the researchers distributed survey questions through online platforms like
messenger, or gmail. The researchers included dichotomous questions, multiple response
questions, , and a likert scale question allowing a wide and effective results. The
researcher will formulate questions that will draw the attitudes of the students on the new
normal.

10
Data Gathering

In gathering the data, the researchers create a simple flow chart that summarizes
the overall process that is used in performing the actual research.

The process to know the participants and the attitude of the students toward the
new normal modular distance learning

Engaging with the school personnel (signing files i.e. permit to conduct study)

Preparation of questions for the questionnaire

Selecting participants using probability stratified sampling

Distribution of the questionnaire through an online survey

Collection of Questionnaires

Statistical Analysis of Collected Data

Interpretation of Data

Figure 2: Methodological Framework

Data Analysis

The data obtained through an online survey were analyzed by frequency of

common students’ responses and were stated in percentages. The data were obtained
using the Likert scale and is reported in percentage of students’ responses.

11
 RESULTS AND DISCUSSION

Presentation of Data

The following figures and tables show the data gathered from the survey
questionnaire. 100 respondents were able to participate in answering the given
questionnaire which needs a sample of 100, thus having a 100% return rate.

Part 1

Figure 3. 1: Data
percentage of the students’ attitude

The figure above shows the data percentage of the students’ attitude on their
difficulties in adjusting towards the new normal system. It can be seen that 88% of the
respondents, eighty-eight (88) student respondents, find difficult in adjusting to the new
learning system and the remaining 12% of the respondents, twelve (12) student
respondents, did not find difficult in adjusting to the new learning system.

12
Figure 3.2: Data percentage of students’ attitude

10
 The figure above shows the data percentage of the of the students’ attitude if there
are difficulties/challenges they have encountered in this new normal system. It can be
seen that 91% of the respondents, 91 student respondents, find difficulties in this new
normal system and the remaining 9% of the respondents, 9 student respondents, didn’t
find difficulties in this new learning system. Figure 3.2.1 below shows the factors that
drove them to have that kind of attitude.

What are
100 respondents
those?

Time Manage... Figure

3.2.1:
Emotional Distress
Data
findings
Family Problems
on the
factors of
0 10 20 30 40 50 60 70 80 their
attitudes

The data above shows a multiple response set which shows the factors that drove
them to have that kind of attitude.

Frequency Percent of Cases

1. Financial Problems 25 27.4 %
2. Family Problems 29 31.9 %
3. Lack of Motivation 52 57.1 %
4. Emotional Distress 47 51.6 %
5. Health Issues 28 30.8 %
6. Time Management 68 74.7 %
7. Others 2 2.1 %
Table 2: Frequencies and Percentages on the data findings on the factors of their
attitudes

13
 This table tells us that twenty-five (25) respondents, or 27.4% of the sample,
encountered financial problems, twenty-nine (29) or 31.4% of the sample, encountered
family problems, fifty-two (52) respondents or 57.1% of the sample, encountered lack of
motivation, forty-seven (47) respondents or 51.6%, encountered emotional distress,
twenty-eight (28) respondents or 30.8% of the sample, encountered health issues, sixty-
eight (68) respondents or 74.7% of the sample, encountered time management issues and
two (2) respondents of the sample or 2.1% of the sample, encountered struggle and no
time for hobbies.

Figure 3.3: Data percentage of their attitude

The figure above shows the data percentage of the students’ attitude on their
difficulties in adjusting towards the new normal system. It can be seen that 50% of the
respondents, 50 student respondents, were satisfied with the technology and software
they are using for distance learning and the remaining 50% of the respondents, 50 student
respondents, weren’t satisfied with the technology and software they are using for
distance learning.

Figure 3.4: Data Percentage of the students’ attitud

14
 The figure above shows the data percentage of the students’ attitude in agreement
with the statement. It can be seen that 71% of the respondents, 71 student respondents,
disagreed and the remaining 29% of the respondents,29 student respondents, agreed on
the statement.

Part 2

Data Interpretation and Analysis

The Figure below provides a detailed graph about the student’s level of
experiences with the new normal It shows that in numbers 1, 3, 6, 7, and 8 the majority of
the respondents choosing “Neutral” in their motivation in learning, understanding the
lessons fairly, satisfaction with the information given by the modules, performance and
progress in their academics and recommending it more in today’s education system.
Whilst in numbers 2, 4 and 5 in choosing to “Agree” in their comfortability when
studying, feeling more stressed and be easily distracted.

Figure 4: Graphical representation for statements about the experiences on the new
normal

15
Attitudes No. (%)
Did you find it difficult adjusting to this new normal system?
Yes 88
(88)
No 12
(12)
Are there any difficulties/challenges you have encountered in this new normal
system?
Yes 91
(91)
No 9
(9)
What are those?
Financial Problems 25
(27.4)
Family Problems 29
(31.9)
Lack of Motivation 52
(57.1)
Emotional Distress 47
(51.6)
Health Issues 28
(30.8)
Time Management 68
(74.7)
Others 2
(2.1)
Are you satisfied with the technology and software you are using for distance
learning?
 
Yes 50
(50)
No 50
(50)
New normal is better than the old normal (Distance learning vs face-to-face)
Yes 71

16
(71)
No 29
(29)
Experiences on the New Normal
I am motivated to learn
Strongly Agree 4
(4)
Agree 20
(20)
Neutral 62
(62)
Disagree 8
(8)
Strongly Disagree 6
(6)
I am comfortable when studying
Strongly Agree 6
(6)
Agree 50
(50)
Neutral 30
(30)
Disagree 10
(10)
Strongly Disagree 4
(4)
I can understand lessons fairly
Strongly Agree 0
(0)

Agree 35
(35)
Neutral 50
(50)
Disagree 11
(11)
Strongly Disagree 4
(4)

17
I feel more stress
Strongly Agree 4
(4)
Agree 62
(62)
Neutral 30
(30)
Disagree 1
(1)
Strongly Disagree 3
(3)
I get easily distracted
Strongly Agree 15
(15)
Agree 59
(59)
Neutral 21
(21)
Disagree 1
(1)
Strongly Disagree 4
(4)
I am satisfied with the information given by the modules

Strongly Agree 0
(0)
Agree 23
(23)

17
 Neutral 61
(61)
Disagree 11
(11)
Strongly Disagree 5
(5)
I perform well and progress in my academics
Strongly Agree 3
(3)
Agree 25
(25)
Neutral 59
(59)
Disagree 8
(8)
Strongly Disagree 5
(5)
I recommend it more in today’s education system

Strongly Agree 2
(2)
Agree 12
(12)
Neutral 40
(40)
Disagree 31
(31)
Strongly Disagree 15
(15)
*Percentages based on the number of respondents answering the question.

Table 4: Students’ Attitudes and Level of Experiences towards the New Normal

Table 4 shows the frequencies and percentages of the responses obtained in which
majority of the sample had difficulties in the new normal setup. Time management, Lack
of motivation and emotional distress were among the major challenges and difficulties
faced by the students of EVRSHS. The sudden shift from traditional classrooms to face-

18
to-face learning to online learning has resulted in a completely different learning
experience for the learners. Only a half of the sample had the satisfaction with the
technology and software they have an access too in distance learning.

Despite the favors of the equally chosen satisfactions still majority of the respondents
preferred the old normal to the new normal.

17
 The survey research also indicated additional experiences of the students of the
ongoing pandemic. One of the most common areas to be discussed is the need of
motivation of students for learning. 62% of students were in neutral in terms of their
motivation. In traditional classes, student usually actively participate in academic
activities due to face-to-face engagement with instructor and class fellows. 71.4% of
students reported that learning in the conventional classroom was more motivating than
distance learning (M. Andan & K. Anwar). Their motivation differs on the learning
environment they are exposed. Their understanding in lessons and satisfaction on the
information given by the modules were also in neutral showing no interest on both
manners. As to their comfortability when studying shows the majority of agreement as it
is done in a different environment.

With us being socially distant have arose problems not only to students but to
every living person as well. 62% of students chose to agree in feeling more stressed. With
the transition, students are easily distracted in means that 59% of respondents agreed.
They have also in neutral if they perform and progress well in their academics and neutral
in recommending the new normal in today’s education system.

19
17
18
 CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary of all contents, conclusion and

recommendation as well in further improving the study.

Summary

This is a quantitative, descriptive research study that aims to determine the

attitudes of the students of Eastern Visayas Regional Science High School towards the
new normal modular distance learning during the school year 2020-2021, as well as the
level of their experiences towards the new normal modular distance learning.

Collection of data involved online surveys through dichotomous questions,

multiple response question and the use of likert scale allowing a wide and effective
results. The results of the study determined the attitudes of the students towards the new
normal. It had shown that a lot of students have commonalities on their perspectives and
the experiences they went.

Conclusion

COVID-19 impacted the old learning method of academic institutions across the
world. The administrations of schools, colleges and universities opted for online
lectures/classes as an alternative way to resume education. Although online learning is
proving helpful in safeguarding students’ and faculty’s health amid COVID-19
pandemic, however, it is not as effective as conventional learning. This study addressed
the differences of the new normal and the old normal on the eyes of the learners. 88% of
students find it difficult adjusting to the new normal, 50% of students have the
satisfaction of the technology and the software they are using yet 71% of students
preferred the old normal than the new normal.

Apart from the time management, lack of motivation and emotional distress
students also reported a few other difficulties such as family problems, financial
problems and health issues in which they have encountered throughout the pandemic.
The results of this study also indicated that some are neutral in comfortability in studying

20
having a 30% rate. 35% of students also agreed to not understanding their lessons fairly
and being neutral

19
to feeling more stress of a 30%. And a 31% of students chose to disagree the
recommendation of it in today’s education system.

Recommendation

For further enhancement and improvement of this research study, the following
shows the possible recommendations to be followed.

 Use of Statistical Analysis (Chi-square,ANOVA,etc)

 Increasing the number of respondents for the sample size
 Additional specific-related questions to be included in the questionnaire
 having demographic profiles in obtaining the data

21
 Appendices

Republic of the Philippines

Department of Education
Region VIII
Division of Catbalogan City
EASTERN VISAYAS REGIONAL SCIENCE HIGH
Catbalogan City

REQUEST LETTER TO CONDUCT RESEARCH

Good day!

We are the Grade 12- MESON students of Eastern Visayas Regional Science
High School. We are on the process of collecting data on the research study titled,
"Students Perspective towards New Normal: Modular Distance Learning in Eastern
Visayas Regional Science High School". The aim of this study is to narrate the lives of
the students in EVRSHS based on their perspectives and attitudes towards the new
normal: modular distance learning.

In this regard, we would like to seek a help from you to take part in our research
study to obtain data relative to our study. If you decide to participate, you will be asked to
agree this consent form. After you agree this consent form, you are still free to withdraw
at any time and without giving a reason Withdrawing from this study will not affect the
relationship you have, if any, with the researcher.

Rest assured that all of the information you supply will be treated in utmost
confidentiality.

Thank you in advance for your participation

Sincerely,

Carlo Miguel L. Pabilona

Kimly Quahn G. Phan

iii
Ivan Patrick J. Roberto
Republic of the Philippines
Department of Education
Region VIII
Division of Catbalogan City

EASTERN VISAYAS REGIONAL SCIENCE

LETTER OF CONSENT

I have read and understood the information regarding the “Students’ Perspective
towards the New Normal: Modular Distance Learning in Eastern Visayas Regional
Science High School in School Year 2020-2021” and it was also explained to me by the
researchers. This study is being conducted by Carlo Miguel L. Pabilona, Ivan Patrick J.
Roberto and Kimly Quahn G. Phan. The information I will share with them in this study
will be kept completely confidential to the full extent of the law. I voluntarily give my
consent to participate in this study.

_______________________________ _______________________

Signature over Participant’s Name Date (mm/dd/yy)

iii
 Republic of the Philippines
Department of Education
Region VIII
Division of Catbalogan City

EASTERN VISAYAS REGIONAL SCIENCE

SURVEY QUESTIONNAIR

Part I

1. Did you find it difficult adjusting to this new learning system?

o yes
o no
2. Are there any difficulties/challenges you have encountered in this new normal
system?
o yes
o no
3. What are those?
o Financial Problem
o Family Problems
o Lack of motivation
o Emotional Distress
o Health Issues
o Time management
4. Are you satisfied with the technology and software you are using for distance
learning?
o yes

iii
 o no

5. New normal is better than the old normal (Distance learning vs face to face)
o yes
o no
6. If yes, what factors made you think that "new normal is better than the old
normal"

7. If no, what factors made you not think that "new normal is better than the old
normal"

Part II

Please rate the following based on your experiences with the new normal

Strongly Disagree Neutral Agree Strongly

Disagree agree
I am motivated to learn
I am comfortable when studying
I can understand lesson fairly
I feel more stress
I get easily distracted
I am Satisfied with the information
given by the modules
I Perform well and progress in my
academics
I recommend it more in today's
education system

iii
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