A Symbolic Interactionist Study on Online Learning in Grade 12 STEM

Ma. Sharlyn A. Navia

PHDEF-305 Seminar in Sociological and Anthropological Theories

Noel R. Rafer, PhD.

PhDEF 305 Professor

April 21, 2022

 ABSTRACT

The COVID-19 pandemic has had a significant impact on many aspects of people's
lives, particularly in the economic, sociocultural, and educational realms. It is a global problem
that impacts educational institutions. Since the pandemic began, students have been alarmed
and disrupted. Schools have been forced to close due to the pandemic, and face-to-face
lessons have been shifted to the online world. The use of the Internet and other essential
technologies to develop educational resources, disseminate educational materials, and run
programs is referred to as online learning (Fry, 2001). However, there are factors to consider
while implementing online learning to improve students' learning goals. Some people believe
that using online learning to satisfy students' learning needs is a good idea. On the contrary,
because of the competitive character of the knowledge society, others may question its
effectiveness when students place focus on obtaining qualifications while ignoring the essence
of education. In some ways, the discussion is about how and why students perceive online
learning in that way. Educators can use the process while planning instructional practices if they
understand how perception is mediated. Given that symbolic interactionism is one of the
theories used to analyze how people perceive their surroundings, this study used it to
investigate how students perceive online learning and the factors that influence their
perceptions. Through a semi-structured interview as a case study on selected Grade 12 STEM
students in Marcial O. Rañola Memorial School, this paper argues that students perceive online
learning as an effective learning modality during this pandemic, however there are factors that
prevent them from understanding the lessons, such as the use of Self-Learning Modules in
Media and Information Literacy that contain an excessive amount of reading materials.
Perceptions of online learning can be influenced by the social desired behaviors of those with
whom they interact. This paper encourages educators to evaluate students' social environments
before implementing online learning in schools.

Keywords: Symbolic interactionism, online learning, self-learning modules, STEM education

 THE PROBLEM

Introduction

In March 2020, COVID-19 was declared a global pandemic (WHO, 2020). It had an
impact on all aspects of life, including education. Schools and universities were forced to close
as a result. This closure placed a significant pressure on the academic institution, which had to
deal with an extraordinary shift from traditional to online learning. The pandemic prompted
innovative approaches to online education. Most countries have imposed limits, with the
medium of education shifting into either synchronous or asynchronous modes. The closing of
academic institutions has impacted up to 99 percent of the world's student population in lower-
middle-income countries (The Economic Times, 2020). The COVID-19 outbreak imposed a
partial or total lockdown, forcing individuals to stay at home. The closing of education institutions
necessitates online learning, where the course content is taught.

Most global schools utilize synchronous and asynchronous online teaching methods:
synchronous refers to teachers and students meeting at a pre-determined time as part of
interactive learning classes, whereas asynchronous refers to the teachers providing the lesson
without interaction with the students. There is no interaction between the teachers and the
students. Students can access online information whenever they want using asynchronous
modalities of online learning (EasyLMS, 2021). Teachers have an important role in making
learning interesting, molding students' attitudes and personalities, and guiding the students in
graduating. COVID-19 develops the culture of online learning throughout the world (Beteille et
al., 2020). COVID-19 forced a transition to online learning, however several schools in
underdeveloped countries lack the necessary resources to effectively educate online.
Furthermore, the training of teachers differs globally between high-income, middle-income, and
low-income countries. Another significant barrier for disadvantaged students is Internet access.
Face-to-face learning is inherently more efficient than online instruction, and the entire move to
online during COVID-19 necessitates an investigation of student perceptions of online learning
in order to identify the benefits, drawbacks, and obstacles of online learning.

While the entire world has been in instability in recent months, it has been challenging
for the world, and the impact of online learning on teachers and students in particular has been
considerable. Online teaching and learning offer many advantages, but it also has certain
drawbacks. Due to the obvious time flexibility in attending classes, it makes the learning process
more comfortable for students. However, online learning serves as a barrier to students'
participation in real-world classroom activities. Furthermore, students lack the influence of peer
learning. These problems also have an impact on students' personalities and discourage them
from taking their turns. Furthermore, the faculty's responsibility is to teach, monitor, and counsel
students on both academic and personal levels. COVID-19, the present crisis, emphasizes the
significance of the Internet and technology in all aspects of life, including education. Because
the pandemic has demonstrated the significance of online education in dealing with sudden
emergencies, it is critical to assess student perceptions of online classes.
 Online learning has emerged as a result of the development of information and
communication technology, with the goal of improving students' learning experiences. Many
studies link online learning to student learning outcomes but fail to examine how students
perceive online learning as pedagogy. Furthermore, symbolic interactionism is rarely used in
this field of study.

This study connects symbolic interactionism on online learning of Grade 12 STEM

students. Although there have been numerous studies on students' perceptions toward online
learning, the majority of them have focused on either measuring students' preferences for
online learning or comparing students' preferences between online learning and traditional
lecture (Drysdale et al., 2013, pp. 95-96). Few research has been conducted on how students
view pedagogy or the practice of online learning itself. Few attentions have been directed, in
particular, to grasping the rationale behind the formation of student perceptions of
online learning. 

Research on educational technology is insufficient for understanding why and how it is

used in a particular way (Selwyn, 2010, p. 66). Furthermore, studies on online learning based
on the notion of symbolic interactionism are uncommon (Graham, 2013, p. 325). This study
attempts to uncover the rationale and method of formulation of perception towards online
learning among Grade 12 STEM students at Marcial O. Rañola Memorial School in order to
bridge these gaps and provide a new shore in investigating online learning.

Statement of the Problem

The study aims to investigate the perception of Grade 12 STEM students towards the
use of online learning. Specifically, this study aims to answer the following questions:

1. What is the perception of students towards the use of online learning?

2. What are the social interaction factors that influence students' perceptions of online
learning?
3. What are the students significant learning experiences towards the use of online
learning?

Scope and Delimitation of the Study

This study will investigate the perception of Grade 12 STEM students towards the use of
online learning. The researcher will utilize synchronous and asynchronous online learning to
teach Media and Information Literacy to Grade 12 STEM students. Based on the SLMs created
by DepEd Region V, the topics will include Introduction to Media and Information Literacy,
Responsible Use of Media and Information, Media Evolution, News and Issues Presentation
through Different Types of Media and Media and Information Sources.
Significance of the Study

The results of this study may reveal unfavorable social influences on students, as well as
the implications for policymakers in the future. Students will have particular perceptions about
online learning as a result of the influence of socially desirable behavior after interacting with
others.

The results of this study can guide educators to design specific teaching and learning
activities in the new normal to promote positive students' learning experiences and self-
development in the face of the COVID-19 Pandemic. This study may help educators even more
by providing a possible technique to use symbolic interactionism to stimulate students' learning
desires in online learning.

The results of this study may help policymakers in the Philippines to review and
implement appropriate educational reforms in basic education curriculum and overall
educational objectives and to create a favorable environment and instill students with reflective
practice on certain socially desirable behaviors such as eligibility, success, and life.
 REVIEW OF RELATED LITERATURE AND STUDIES

This section presents literature and studies that have a direct and significant relationship
to the study. This will include a review of recent literature and studies on online learning as well
as an introduction to symbolic interactionism.

Since this makes use of internet platforms, online learning has become a component of
the 21st century. E-learning is described as the use of online platform technology and the
Internet to improve learning and give users access to online services and resources (Ehlers and
Pawlowski, 2006). The internet and education have merged to give people with the abilities they
will need in the future (Haider and Al-Salman, 2020). According to Stec et al., 2020, there are
three main ways to online teaching: enhanced, blended learning, and online approach. To
ensure new and dynamic training, enhanced learning makes extensive use of technology. The
term "online approach" refers to the fact that the course content is delivered online. Online
education is handy for students since they may access online materials 24 hours a day, seven
days a week (Stern, 2020). Online education transforms education into a student-centered
experience in which students participate in the learning process and teachers serve as
supervisors and guides for students (Al-Salman et al., 2021).

To prevent student loss, online platforms provide a variety of techniques to facilitate the
delivery of online interactive classes. Online education platforms are intended to facilitate
knowledge sharing and class activity coordination (Martn-Blas and Serrano-Fernández, 2009).
DingTalk (interactive online platform designed by Alibaba Group), Hangouts Meet (video calls
tool), Teams (chat, interactive meetings, video and audio calls), Skype (video and audio calls),
WeChat Work (video sharing and calls designed for the Chinese), WhatsApp (video and audio
calls, chat, and content share), and Zoom (video and audio calls, chat, and content share) are
the most well-known prominent interactive online tools (UNESCO, 2020).

During COVID-19, online learning serves as an alternative to face-to-face instruction. It

is now the most effective online learning tool of the 21st century. Globally, the online learning
experience varies. Some countries have the necessary resources to encourage learning, but
many others, particularly in high and middle-income countries, do not. In accordance with the
new normal, the Department of Education established the Basic Education – Learning
Continuity Plan (BE-LCP) as a response to the ongoing pandemic, in order to protect the health
and safety of students, educators, and workers. This seeks to provide high-quality distant
learning through the use of digital self-learning modules, radio, television, and the internet. Most
educational institutions in the Philippines now employ online classrooms as their primary mode
of instruction. As online classrooms become more popular in the Philippines, underprivileged
children are having the most difficulty adjusting to the new standard. This is especially true now
that the educational system is centered on technology-based learning.

Many studies have been conducted by researchers related to the implementation of

these online learning platforms. The study conducted by Kongchan (2012) in Thailand revealed
that the teachers participated in the study perceived Edmodo as a wonderful and user-friendly
social learning network that allow them as non-digital-native teachers to explore and utilize the
site so they can run their online classes well. Students participated in the study also agreed that
using Edmodo was an enjoyable activity. Another study involved 94 undergraduates in Thailand
EFL classroom showed that students perceived Edmodo as a beneficial supplementary learning
tool because it can increase students’ motivation and participation in online learning activities
(Manowong, 2016). Similarly, the result of a study conducted in Al Ain University in United Arab
Emirates showed that students liked Edmodo because it is easy to use. They thought Edmodo
was quite similar to a social media they occasionally use since it allows students to interact
outside the classroom by using their smartphone and tablets. The study also suggested that
students will accept technology in the classroom depends on these four important aspects:
attention, relevance, confidence, and satisfaction (Mustafa, 2015). The study conducted at
Taibah University in Saudi Arabia also revealed that students thought that using Edmodo can
facilitate them in learning as well as increasing the effectiveness of communication as it saves
time (Al-said, 2015). Positive attitudes toward Edmodo were also shown in the result of the
study of Balasubramanian, Jaykumar, and Fukey (2014) in Selangor, Malaysia and the study of
Al-kathiri (2015) in Saudi Arabia.

In Indonesian EFL context, studies related to the use of online learning platforms have
been conducted by some researchers. Purnawarman, Sundayana, & Susilawati (2016)
conducted a study to find out students’ perception towards the use of Edmodo in teaching
writing and how Edmodo can facilitate students’ engagement. The result of the study showed
that Edmodo can be integrated into GBA writing cycles. There are also some issues appeared in
the study regarding the bandwidth, confusion in using Edmodo, incompatibility of smartphone
applications, and students’ lack responsibilities for learning. Moreover, a study conducted by
Saptani (2017) involving three English teachers in Semarang, Central Java revealed that
Quipper School provides abundant alternative materials that can be used in various learning
activities. It also allowed an interaction between students and teacher and increased students’
motivation in learning. Thus, the teachers participated in the study perceived Quipper School as
a good media in teaching English.

Pinar (2021) conducted a study focusing on the Grade 12 Students’ Perceptions of

Distance Learning in General Chemistry Subject: An Evidence from the Philippines. Based on
students’ responses, both modalities have their own advantages and pitfalls towards learning,
however, these alternative modalities are undeniably effective and efficient tools as supplement
to traditional classes during pandemic and community lockdown. It positively enhanced
pedagogical instructions and students’ conceptual understanding with the integration of other
interactive technology-based applications which make virtual learning more meaningful and
worthwhile. The use of technology enhanced students’ learning experiences and provided wide
array of information network. Online teacher as facilitator plays a vital role in the implementation
of the alternative learning modalities. They hold a control to set the virtual learning climate
conducive and comfortable, hence, creating a positive atmosphere. Despite the gap in space
and time between teachers and students, learning still continues within the comfort of
everyone’s home and is effectively managed through the utilization of alternative learning
modalities. It can be suggested that a blend of the best practices in synchronous and
asynchronous methods could possibly create an ideal environment for distance learning.
 The same study was conducted by Avila & Acasamoso (2021) about Students’
Perception on Online and Distance Learning and their Motivation and Learning Strategies in
using Educational Technologies during COVID-19 Pandemic. The freshmen student
respondents revealed that distance learning is excellent and essential for their degrees, but their
access to the computer and other devices they would use for online learning is sometimes not
accessible and averagely available. They also believe that the university branch's online or
distance learning is moderately successful, and that the university and their subject professors
are moderately helpful in providing support, and that their instructors are understanding during
this type of learning arrangement. Similarly, they are inspired to use educational technologies
and often use various learning techniques during the COVID-19 pandemic.

Students may have developed varied views about online learning, just as they may have
formed diverse attitudes toward their environment. Interactionism appears to be a good
theoretical approach for this study because it focuses on the micro level of society by examining
how people interact. However, interactionism encompasses more than one philosophy, such as
phenomenology and symbolic interactionism. Essentially, phenomenology investigates how
one's experiences shape one's perspective of his surroundings. Symbolic interactionism is
concerned with how an individual is shaped by interaction with others, without regard for the
significance of experience. Symbolic interactionism appears to be more relevant for this study
because it focuses on how students perceive online learning rather than tracking the effects of
their previous experiences.

According to symbolic interactionism, humans ascribe meaning to the world based on

three essential assumptions. First, our response is determined by how we interpret our
surroundings. Second, our connection with others can mediate the assigned meaning. Third, the
assigned interpretation is tentative and subject to additional elaboration (Blumer, 1969, p. 2).
Thus, meaning is socially formed through the interaction of people's symbols.

Symbolic interactionism may raise concerns about the effectiveness of using online
learning to improve students' learning outcomes. How students perceive online learning can
influence their learning attitudes and outcomes. Since students are at the heart of learning, their
perspectives on online learning, as well as the processes through which they develop those
perceptions, merit more attention. As students connect with people who hold diverse values,
these interactions may impact their perceptions on the purpose of studying, which in turn affects
how they formulate their perceptions of online learning.

According to the relevant literature and studies cited above, students developed varying
perceptions of the implementation of online classes. The linked literature and studies provided
the researcher with ideas for how to present the current study on the Grade 12 STEM students
perceptions on the use of online classes and Symbolic Interactionism.

Gap Bridged by the Study

 This study connects symbolic interactionism on online learning of Grade 12 STEM
students. Although there have been numerous studies on students' perceptions toward online
learning, the majority of them have focused on either measuring students' preferences for
online learning or comparing students' preferences between online learning and traditional
lecture (Drysdale et al., 2013, pp. 95-96). Few research has been conducted on how students
view pedagogy or the practice of online learning itself. Few attentions have been directed, in
particular, to grasping the rationale behind the formation of student perceptions of
online learning. 

Research on educational technology is insufficient for understanding why and how it is

used in a particular way (Selwyn, 2010, p. 66). Furthermore, studies on online learning based
on the notion of symbolic interactionism are uncommon (Graham, 2013, p. 325). This study
attempts to uncover the rationale and method of formulation of perception towards online
learning among Grade 12 STEM students at Marcial O. Rañola Memorial School in order to
bridge these gaps and provide a new shore in investigating online learning.

Theoretical Framework

This study is driven by symbolic interactionist theory and interpretivist methodological

ideas. The foundations presented by Blumer (1969) for symbolic interactionism underpin
interpretive research and Erickson's (1986) concepts. First, humans behave on the world based
on the meanings that the world holds for them. Second, the meaning of the world is socially
produced through interactions with community members. Third, the world's meaning is
processed once more through interpretation. The traditional approach to educational research
frequently overlooks the significance of meaning, interaction, and interpretation of the actors in
molding behavior. Interpretive inquiry seeks to comprehend the numerous levels of meaning
represented by human acts and how people involved perceive them.

Interaction can be described as the process consisting of the reciprocal acts of two or
more actors within a particular setting under a symbolic interactionist conceptual framework
(Vrasidas, 1999). Blumer (1969) defined interaction as actors engaging in collaborative activity.
At least two reciprocal actions are required in the interactional chain. There is reciprocity in the
sense that each actor must indicate, interpret, and act on objects based on their meanings for
her or him. Interaction is always in response to or in relation to the acts of others.

Under a symbolic interactionist conceptual framework, interaction is not a variable that is

extracted from a larger context and studied separately. Interaction is a continuous process that
both exists in and produces context. In order to control the influence of context on the study's
conclusions, quantitative approaches to research employ "context stripping" procedures (Guba
& Lincoln; 1998; Mishler, 1979). However, context is essential for studying interaction. Context is
provided by the situation's history, previous interactional sequences, and future interactional
sequences. Context and interaction have a reflexive link that prevents us from isolating
interaction from its context. It is critical to evaluate the background and the moment-to-moment
occurrences that lead to additional engagement among people while studying human activity
and interaction. The fact that any collaborative action always derives from the previous actions
of participants is a fundamental component of action interlinkage. New acts are founded on a
history of activity and interaction. Traditional approaches to researching interaction in distant
education aimed to isolate interaction from its context.

Meaning is created by social contact, according to Blumer (1969). How people act in
relation to the world shapes the individual's interpretations of the world. Through the process of
interpretation, meanings are employed to produce action. Humans are living, breathing
organisms. They give themselves signals, act on items, assess their surroundings, and take
action. What matters here is that the interaction occurs between actors, not between factors.
Social interaction is an ongoing process that changes human behavior as actors coordinate
their actions and produce a continuous flow of interaction. When participants in an online course
match their activities to those of others, they can respond to or ignore other's signals.
Participants' intentions determine how they interact. Participants, on the other hand, always
consider the activities of others and, in light of those actions, amend, discard, replace, or follow
their initial goal.

One of Erickson's (1986) fundamental epistemological assumptions is that reality is

formed by social interaction, which is strongly related to symbolic interactionism. There is no
such thing as a universal truth. There are numerous realities that emerge from local
communities and have specific local implications for the inhabitants of that group. Meaning and
knowledge are socially constructed in certain contexts, at specific times, and with specific
people.

An interpretivist researcher will never arrive at a single comprehensive "truth" or have a

thorough grasp of the environment she is examining. The concept of knowledge completion is
related to the concept of the hermeneutical circle. The center of interest shifts from the whole to
the pieces and vice versa in a cyclical movement. The researcher and the interpretation change
as the circle is completed. You are continuously getting closer to a more comprehensive
understanding, but you never reach it.

He opposes the standard research strategy, which aims to explain the concept of
causation in mechanical, chemical, and biological terms. The success of scientific methods
used to investigate the natural world does not justify using comparable approaches to examine
human matters, notably education and learning. There are no billiard ball relationships in the
study of education since one cannot account for the plethora of variables that influence human
conduct. The continual changing in social life renders the concept of consistency illusory.
According to Erickson (1986), "life is continually being lived anew, even in the most recurrent of
customary events" (p. 129).

When one wishes to learn more about the structures of experience, the meaning-
perspectives of the actors, and specific interrelationships between actors and environment,
interpretive research is appropriate. Traditional research on teaching as an input-output
process, according to Erickson (1986), is flawed because it fails to recognize the reciprocal link
between teacher, students, and environment. Traditional study on education has never looked at
how everyday occurrences lead to specific actions. Interpretive research seeks to comprehend
the process within a specific context, as well as the temporal links between events and actors.

According to Erickson (1986), one of the key goals of interpretive research is "to find the
specific ways in which local and non-local forms of social organization and culture relate to the
activities of specific humans in making decisions and undertaking social activity together" (p.
129). That is, how all of the acts together form an online learning environment. The nature of
teaching with technology, the nature of the classroom as a cultural environment, how it is
influenced by technology, and the meanings teachers and learners negotiate throughout
technology-based learning and technology-mediated situations are all important issues
addressed by interpretive research in the field of educational technology. Traditional research
tries to anticipate and control human behavior and investigates humans as a collection of traits.
The goal of interpretive research is not to study the "traits" of the actors or the environment, but
to investigate the process and the meanings of those involved in activities.

Furthermore, interpretive research seeks to explore the "invisibility of everyday life."

According to Erickson (1986), the processes that contribute to knowledge formation are habitual
and local in nature. As a result, old methodologies did not account for them. He quotes
anthropologist Clyde Kluckhohn, who once stated, "The fish will be the last creature to discover
water" (p. 121). We frequently take most aspects of social life for granted, failing to recognize
and comprehend the local connotations that various activities hold for people involved.
According to Erickson, interpretive research enables the researcher to "make the familiar
strange and interesting again" (p. 121). The actors are only aware of a portion of the scene. The
researcher is the instrument, and it is the researcher's responsibility to expose those meanings
and lift the veils in order to untangle the numerous layers of meaning represented by human
behavior. Only by paying great attention to and documenting the specifics of the given scenario
can one gain an understanding of the situation.

METHODS

Research Design

This study employed descriptive research method to describe the students’ perception of
the use of online learning in their subject Media and Information Literacy. The qualitative method
was used to shape the semi-structured interview and analysis of responses taken from reflective
journals of students on the use of online learning modality. Common themes and emerging
categories were extracted and analyzed based on response transcriptions.

Participants

The participants were randomly selected Grade 12 students enrolled in STEM track from
Marcial O. Rañola Memorial School situated in Guinobatan, Albay. STEM was chosen as a
respondent among the other strands because online learning was used to teach STEM students
their minor and major subjects. The study's sample consisted of Grade 12 STEM students who
had approximately four months of virtual learning experience in both alternative learning
modalities synchronously and asynchronously in their respective subjects.

Setting

The subject was advertised as a hybrid subject, which used both synchronous and
asynchronous means to offer the online lesson. STEM students in the study were given both
conditions. The asynchronous setup and synchronous web conferencing using Google meet
were the two setting circumstances that were used. Students were required to meet the required
3 hours per week for this subject as well as for the coverage of the content based on 5 self-
learning modules adapted from DepEd Region V with the corresponding lesson topics. Table 1
summarizes the subjects covered in each of the five self-learning courses.

Table 1. Self-Learning Modules organized per Week on the Google Classroom

Week No. Lesson Topic (Asynchronous and Synchronous)

Week 1 Introduction to Media and Information Literacy

Week 2 Responsible use of Media and Information
Week 3 Evolution of Media
Week 4 News and Issues Presentation through Different Types of Media
Week 5 Media and Information Sources

Instruments

A student reflection journal and a researcher develop open-ended interview

questionnaire for online classes were employed in this study. Students were interviewed and
requested to write a reflection journal about what they liked and disliked about the two online
class setups: asynchronous and synchronous, at the end of the implementation. They were
encouraged to provide relevant suggestions and opinions on how to make their online learning
experience more meaningful and worthwhile.

Data Gathering Procedure

Parents and students signed consent forms before taking part in this study. The
researcher conducted an orientation via Google Meet to discuss the requirements for passing
the class as well as the rules and regulations for online learning with the students. The
researcher to conducted real-time synchronous web conferencing with students via Google
Meet during the Synchronous Set-Up Learning Delivery. Before a synchronous online
conferencing, students were invited to read and examine the self-learning modules. Any
necessary intervention or clarification on the contents that had not been addressed during the
asynchronous setup was accommodated during the synchronous meeting. Synchronous web
conferencing was designed to look and feel like a typical face-to-face classroom. Chat forums,
whiteboards, post-session recordings, emoticons, and students' raised hand icon are interactive
components of synchronous web conferencing that are easily identified by teachers, especially
those students who want to participate in an oral discussion. During the synchronous meeting,
students were also given opportunity to complete their Smile Learning Packets developed by
SDO Albay Senior High School Teachers. A live post-test on Quizizz was used to measure their
understanding of the synchronous discussion. On the quiz platform, a real-time scoreboard was
provided to track students' responses to the prompted question. The questions in the live
assessment were related to the lesson's discussion and objectives. Web conferences were
advertised early in the week to give students enough time to prepare and study the self-learning
materials posted in Google Classroom.

Asynchronous instruction requires students to read the self-learning modules and watch
the video lessons developed by the researcher before answering to the Smile Learning Packets
provided in Google Classroom. Following each asynchronous lesson, the teacher provided
assessment via Google forms, which students can view through Google Classroom. Aside from
that, the researcher presented a question on Google Classroom, and students were invited to
respond by writing a reflective journal about what they learned from the lesson and submitting it
to Google Classroom. An interview was also done to encourage students to freely express
themselves and to learn more about their perceptions on the use of online learning. The data
gathered from the interviews and the responses from the journal entries was analyzed and
interpreted by the researcher.

RESULTS

The following are the results from the interviews and reflective journals of the student
from the standpoint of symbolic interactionism. As we will see, connecting with others shapes a
student's perception of his/her studies, which in turn influences his/her perception of online
learning.

After the first week of completing their Media and Information Literacy outputs, the
researcher conducted a synchronous meeting with the students to ask them about their learning
experiences while utilizing the arrangement the researcher made for their Online class. When
asked about the assessment and task assigned in week one, students identified a connection
between academic success and subject time allocation.

When the researcher asked the students about their thoughts on the online class
arrangement, the students we’re very honest by expressing their sentiments of the use of self-
learning modules uploaded in the google classroom. This statement is evident in one of the
students’ sample responses presented below:
 “I'm having trouble finishing the assignment for week 1 because we also have a lot of
requirements from other online classes. If my activities in other subjects are few, I might be able
to submit my Media and Information Literacy outputs on time.” - Student A

Another student indicated:

“The self-learning modules uploaded on Google Classroom contain many reading

assignments, and we only have a limited amount of time to complete them due to other major
subject requirements. Can we get another week, Ma'am, to finish the requirements?” – Student
B

A student said during the interview:

“I apologize, Ma'am, if I am unable to complete all of the requirements this first week
because we have a lot of requirements in our major subjects and I really need to fulfill them
because I received a low mark in that subject last quarter. Ma'am, I hope you still consider my
outputs.” – Student C

According to the responses above, students clearly valued their major subjects more
than their non-major subjects, especially when their grades in the key subjects were low during
the first quarter. For the students, the amount of effort put into the topic has little to do with
pedagogy and more to do with their first-quarter grades. They are making an effort to improve
their grades in other major subjects by putting in extra effort in finishing the tasks. In other
words, the students are concerned about their performance in their major subjects.

It appears that grades are important to the student. Researcher is interested in finding
out the rationale behind it. When asked about the value of grades, one student responded in
this way:

“It's important for me to improve my grades in Physical Science because it's my only
opportunity to raise my grade average this semester. That subject is also challenging for me,
which is why I spent most of my time understanding the concepts. If I improve my grades in
Physical Science, Ma'am, I might be able to graduate with honors Ma'am.” – Student D

Another student responded:

“As a STEM student, ma'am, I believe that if I want to pursue engineering or nursing
courses in college, I will need to study specialized and applied subjects. I need to improve my
grades because they will serve as the basis for my admission into college.” – Student E

The students stated why they were so concerned with getting good grades in their major
areas. As symbolic interactionism proposes, certain patterns of behavior might be viewed as a
road map to future success. That pattern of behavior then becomes a form of societal norm and
role model for others to emulate. Graduating with honors is one of our society's patterns of
socially desirable behavior. Despite the fact that the interview revealed nothing about who
interacts with and influences students, Grade 12 STEM students are likely to be impacted by
socially desirable behavior. Part of the effect is most likely due to their parents, teachers, and
friends. It is likely that through interacting with them, the students are moulded by the pattern of
behavior and that this becomes their model to follow. For them, graduating from Marcial O.
Rañola Memorial School is a blessing but graduating with great academic performance is ideal
for them to enter their dream university in order to meet with socially desirable behavior and
obtain a competitive edge over other graduate. This is especially significant for a STEM Senior
High School student who want to pursue science and math courses. One of the signs of
exceptional academic achievement is their grades, particularly those in their major subjects
where they struggle to achieve higher grades. That already explains why students correlated
academic performance with subject time allocation. To one student, the subject is a non-
majored subject, thus he ascribed the meaning of "completing a task" on reading long electronic
modules posted from the google classroom so that this non-majored subject does not have a
significant impact on his marks.

The researcher asked about the students' online learning experiences. Students were
able to share their responses by writing reflective journals. Some of the students were pleased
with the opportunities provided by online learning. Other students, on the other hand, expressed
reservations about use self-learning modules placed in Google Classroom and these are
evident in their reflection journals.

Student’s Journal Entry. 1

Student’s Journal Entry. 2

Student’s Journal Entry. 3

Student’s Journal Entry. 4

 From above journal entries, the students appeared to be given a bad perception on the
utilization of self-learning modules. They struggle to grasp the concepts of Media and
Information Literacy by simply reading the modules online. For them, watching video lessons
and participating in synchronous discussions is more beneficial in assisting them in completing
the smile learning packets and learning the entire lessons.

The following analysis illustrates how students' perceptions of online learning correspond
to socially desirable behavior and how they construct their perceptions of online learning after
interacting with others. As previously stated, interactions with others influence students'
perceptions of online learning. This study discovered that as students interacted with others who
emphasized patterns of socially desirable behavior, they were shaped, and their perspective of
online learning was therefore influenced. One of the conclusions of this study is that we may
learn from symbolic interactionism that if we want to execute a teaching methodology with the
desired effect to our students, we must first consider the interaction among various individuals in
society.

DISCUSSION

Reflection journals and interview was conducted to get a quick sense of students’
experience on the online learning in line with the utilization of alternative learning modalities, in
synchronous mode and asynchronous mode. The students discussed the advantages and
disadvantages of synchronous and asynchronous classes/activities, and how online learning
should be structured to improve learning in the context of Media and Information Literacy
instructions. Through thematic analysis, positive features, and drawbacks of each of the two
learning modalities were carefully extracted and deduced into phrases and keywords.

This study may reveal unfavorable social influences on students, as well as the
implications for policymakers in the future. Students will have particular perceptions about online
learning as a result of the influence of socially desirable behavior after interacting with others.
Such attitudes may create negative consequences and unnecessary pressure among students,
as well as bring the society to utilitarianism. To lessen students' stress and form a better society,
something must first be taken to mitigate societal impact.

Policymakers in the Philippines may review and implement appropriate educational

reforms in basic education curriculum and overall educational objectives to create a favorable
environment and instill students with reflective practice on certain socially desirable behaviors
such as eligibility, success, and life. Furthermore, for the benefit of students' development,
policymakers may regulate the allocation of resources for online learning so that educators have
adequate space to achieve educational goals.

Because this study may reveal how students perceive online learning in relation to their
interaction with others, educators can use the findings to design specific teaching and learning
activities in the new normal to promote positive students' learning experiences and self-
development in the face of the COVID-19 Pandemic. This study may help educators even more
by providing a possible technique to use symbolic interactionism to stimulate students' learning
desires in online learning.

To summarize, the integration of educational technology and the use of online learning in
teaching and learning activities does not automatically result in improved student learning
results. The success of online learning is dependent not only on how it is utilized, but also on
how it is perceived. As described in this study, socially desirable behaviors and interactions with
others impact how students see online learning in return. To ensure the successful
implementation of online learning for the students, we must address the students' cultural and
social backgrounds. Because socially acceptable behaviors can alter one's sense of his or her
environment through interaction, more research into how to mediate socially desirable behaviors
is required. Such studies not only add to our understanding of socially desirable behaviors, but
they also have a significant impact on other sectors such as education and policymaking.

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