HOLY ANGEL UNIVERSITY

Challenges and Learning Gaps experienced by CCJEF Students

In Virtual Laboratory Classes

An Undergraduate Thesis Presented to the Faculty of the

College of Criminal Justice Education and Forensics

In partial fulfillment of the requirements for the Degree of

Bachelor of Science in Criminology

Casupanan, Patricia Anne S.

Laxamana, Patricia Mae M.

Pangilinan, Alyssa Nicole D.

2023
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APPROVAL SHEET

This thesis entitled “Challenges and Learning Gaps experienced by CCJEF Students in

Virtual Laboratory Classes” prepared and submitted by Patricia Anne S. Casupanan, Patricia

Mae M. Laxamana, and Alyssa Nicole D. Pangilinan. In partial fulfilment for the degree Bachelor

of Science in Criminology has been examined for acceptance and oral examination.

Eduard M. Dimalanta, MSCrim, RCrim

Thesis Adviser

ORAL EXAMINATION

Approved by the Committee of Oral Examination on

Chairman, Panel

Member Member

APPROVAL

Accepted and approved in partial fulfilment of the requirements for the degree Bachelor of

Science in Criminology.

DR. NIÑO M. KABILING, RCrim

Dean
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ABSTRACT

Laboratories in the College of Criminal Justice Education and Forensics place a strong

emphasis on developing skills through practice. This study aims to identify the lived experiences

of CCJEF students regarding the challenges they have experienced during their online laboratory

classes. It was found adjusting to online learning, technical issues, individual coping mechanisms

and strategies amidst the pandemic as well as the limited interaction and communication affects the

learning experience of the students to demonstrate standard procedures in presenting their works.

It leads to them the decreasing chances to develop and enhance their skills which hinders

conducting laboratories at home. The informants of this study were the CCJEF students in the Holy

Angel University who were interviewed to gain data for this study. Using the Thematic Analysis

of Clark and Braun (2006), findings showed that internet connectivity problem and lack of access

to appropriate tools and equipment is the primary hindrances that make them unable to perform

laboratory classes. Thus, it limits their ability to acquire the relevant skills regarding the subject. It

was revealed in this study that the students described their coping mechanisms and strategy for

overcoming the challenges of online laboratory classes come with purchasing a load to ensure

uninterrupted access on the online class that can support their online activities while others watched

tutorials video online in order to acquire a more detailed demonstration of the activity.

Keywords: challenges, online laboratory, learning gaps, lived experiences

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ACKNOWLEDGMENT

We sincerely thank the people listed below as well as the institutions and other individuals

who contributed to our study. With constant cooperation, support, and encouragement to make this

research successful.

We express our sincere appreciation to Mr. Emmanuel Manahan, our respected professor

on the subject, for his constant assistance, guidance, patience, and support as we carried out our

research, especially for sharing his expertise of it.

Without the exceptional assistance of our research adviser, Mr. Eduard Dimalanta, this

research would not have been possible without his enthusiasm, expertise, and dedication to guide

us, inspired us and maintained our work on schedule.

Nobody has been more important to us in the pursuit of this research than the members of

our family. We would like to thank our parents, whose love and guidance are with all of us in

whatever we pursue. They are the ultimate role models.

And thank you Lord, for giving our group the determination and dedication to finish our

research, for imparting the knowledge that we needed in our research, and for answering our

prayers, especially during the times that we are discouraged.

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DEDICATION

This study is genuinely dedicated to our loved ones who served as our inspiration. To our

lovely parents and guardians, who unconditionally provide their moral, spiritual, emotional, and

financial support to finish this study. From our brother, sisters, relatives, and circles of friends

whom extended their help and support through piece of advises and encouragement.

To our professor, Mr. Emmanuel Manahan who shared valuable and inspiring insights. Mr.

Edward Dimalanta, our research adviser, who sincerely and actively guided us. Above all, to our

God almighty who blessed us with enough strength, patience, and wisdom to complete this study.
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Table of Contents

Approval Sheet
Abstract ………………………………………………………………………………… ............ iii
Acknowledgement ……………………………………………………………………… ............iv
Dedication ………………………………………………………………………………..v
Table of Contents ………………………………………………………………………..vi

Chapter 1 - Introduction ………………………………………………………………1

Background of the Study………………………………………………………...1

Literature Review………………………………………………………………. 5

Statement of the Problem ……………………………………………………….13

Theoretical Framework …………………………………………………………10

Chapter 2 – Methodology……………………………………………………………...13

Research Design..…….………………………….................................................13

Sample and Setting ……………………….…………………………………….14

Research Instrument…………………………………………………………….14

Data Collection…………………………………………………….................15

Data Analysis . …………………………………………….……...................15

Ethical Considerations ………………………………………………………… 16

Chapter 3 – Results and Discussion ………………………………………………… 16

Presentation, Analysis, and Interpretation of Data……………………………...16

Chapter 4 – Summary of Results ………………………………………………..….. 25

Conclusions……………………………………………………………………..25

Recommendation………………………………………………………….…..26

References ……………………………………………………………………..28

Appendices……………………..………………………….…………………………... 34
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Appendix A. Letter in Seeking Permission to Conduct Study………..…………34

Appendix B. Letter for the Validators Survey Questionnaire ………………….35

Appendix C. Validation Form………...……………………………………36

Appendix D. Research Instruments ..………………………………………….42

Appendix E. Certification of Statistician…..…………………………………..43

Appendix F. Plagiarism Certificate….....….…………………………………...44

Appendix G. Proof Reading Certificate……………………………………….. 45

Appendix H. Authors’ Curriculum Vitae ………………………...…………....46

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INTRODUCTION

This chapter discusses the researcher's introduction and its purpose, the literature review,

the theoretical or conceptual framework, and the research problem.

The College of Criminal Justice Education and Forensic Science (CCJEF) Department of

Holy Angel University offers a four-year degree program, specifically the Bachelor of Science in

Criminology and Bachelor of Forensic Science, that equips learners with the skills to apply

theoretical perspectives to practical applications. Relating the laboratory classes to CCJEF students

provides them with a stimulating learning environment to acquire and develop practical skills

(Bretz, 2019).

Laboratory practices are considered an integral part of education in various disciplines,

defined as learning experiences in which the learners interact with the authentic material to observe

theoretically taught events (Hofstein & Lunetta, 1982). As the curriculum guide, laboratory training

is mandatory, a requirement for all professionals' academic accreditation. They aim to develop

learners' application skills such as observation, measurement, estimation, planning, hypothesis

building, problem- solving, collaboration, data acquisition, interpretation of results, and time

management (Kennepohl, 2013).

Due to the loss of in-person instruction caused by the global pandemic in 2020, laboratory

classes were quickly moved to online delivery (Colthorpe & Ainscough, 2021). Students believed

that the lack of in-person laboratory sessions, connections with classmates, and interactions with

the faculty hindered their ability to study. The researchers indicates that the students prefer

traditional laboratory classes rather than online learning or laboratory. Some studies shows that

they are favor on traditional classroom instruction stating that “"online learners will quit more

easily" and "online learning can lack feedback for both students and instructors" (Atchley et al.,

2013).
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Psychological and physical effects most of the students complained of their inability to

focus in their homes (Bocar & Tizon, 2017), discomfort with distance learning (Croft, 2010), and

emotional stress brought on by the COVID-19 epidemic because they are not used to full-swing

distance learning (Coronel, 2020; UNICEF Philippines, 2020). Psychological effects refers to,

involving, or having to do with the mind, especially as it relates to consciousness, emotion, or

motivation. Due to a lack of desire, students struggle to manage their time and participate in class.

In addition, to self-paced learning, educator and students reported irregular sleeping patterns. Self-

paced learning refers to a method of instruction that permits the student to move at their own pace,

as quickly or slowly as they choose. These effects included eye strain and headaches from

prolonged computer screen use (Harvard Medical School, 2017; Lissak, 2018) and back and neck

pain from prolonged sitting (Karimi et,al. 2017), and irregular sleeping hours.

Virtual laboratories have become extremely popular by using various technologies in

distance education ever since the pandemic happened (Dhawan, 2020). To deal with the current

issue in which schools and universities are facing, the implementation of multidisciplinary

approaches has made throughout the world, integrating e-learning platforms as a catalyst (Soni,

2020). Therefore, to adapt in the new distance learning it compels instructors and students to make

big adjustment in the learning and teaching process in the creation of virtual lab simulation and

other e- learning laboratory platforms among CCJEF students. Distance learning refers to a form

of instruction where the physical division of students and teachers during instruction and the use of

various technologies to enable student-teacher and student-student interactions are the key

components.

Teaching and learning capabilities instructors and students are not prepared for distance

learning because most teaching and learning in Philippine schools takes place in classrooms

(Pamaran, 2020). This approach, to some extent, restricts interactions and makes them challenging,
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which could result in learning that falls short of what is rare in the classroom (Sadeghi, 2019). There

are fewer opportunities for collaborations, intellectual exchanges, and other learning-enhancing

events. Additionally, teachers find it challenging to share information about the number and nature

of the tasks they give their students, which results in an excessive size of work for the students and

lowers their quality of life and academic performance.

For some teachers and students, their inability to use information and communications

technology (ICT) effectively prevents them from facilitating online learning for students and

themselves (Caluza et al., 2017). Information and Communication Technology (ICT) refers to a

wide range of technological resources used to create, transmit, store, share, and exchange

information. Additionally, teachers spend all their time and energy finding out about their students'

unique circumstances at home and translating purportedly classroom-delivered lessons into online

lessons.

However, students faced difficulties due to their differences in analyzing and understanding

the instructions provided online and their burden for lacking in facilities at home. Wilczewski et al.

(2021) claimed that the online learning experiences of students had a direct impact on academic

adjustment, which in turn predicted performance and satisfaction. Students' performances have

been impacted by abrupt changes to the learning environment because they are used to following

traditional classroom instructions.

Learning Environment in distance learning makes houses an informal component of the

learning environment (Bueli, 2012), some teachers and students struggle to create a pleasant study

space in their homes with the right furniture. Additionally, disruptions from the house as

challenging. Making dwellings suitable for DL is more challenging by other conditions like high

room temperatures imposed by the dry season (Arceo, 2020) and power outages (Cabuenas, 2020).
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The Chairman of Commission in Higher Education (CHED), Mr. Prospero De Vera

declared that continuation of classes in both public and private institutions must continue even

during pandemic by giving them the option to determine the manner of instruction under flexible

learning (Magsambol, 2020). This decision has deeply affected students in online learning as they

struggle in adopting their new set up of learning through online platforms with limited involvement

of their instructors from traditional classroom to face to face training (Kirem, 2015). The common

hindrance for their learning through online is their technical, computer literacy, and strong internet

connectivity not provided to them which fails students to catch-up with their lectures and given

instructions. Therefore, it is crucial to determine the problems encountered and effect of online

learning to students. However, struggles will always be there in a student life whether online or

face to face learning set up depending on their capability to carry the burden.

Learning Resources one obvious concern of teachers and students with the unexpected

move to DL is their resource readiness. Due to their location or the high number of users in their

homes, many people have stated that they do not have home internet connections or that their

interrelations are unstable (Jalli et,al. 2020). Many students also struggle with a lack of supplies

like computers and other technology (Bagayas et,al. 2020). Additionally, numerous students

complained that their textbooks had been unrestrained in their dorms or schools, and professors

discussed challenges in developing or adapting their lesson plans to be suitable for DL. They are

hurriedly producing products like modules, video tutorials, and presentations (Business Mirror

Editorial, 2020).

The researchers conducted this study to determine the challenges of lived experiences in

the virtual laboratory and learning skills in exploring the learning gaps of CCJEF students during

their laboratory classes. Thus, as a result, this study potentially informs educational practitioners,
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add to the body of knowledge in the field of learning environments, and stimulates further

investigations into the effectiveness of virtual laboratories as an instructional method.

Keywords: learning gaps, lived experiences, distance learning, online laboratory

Review of Related Literature

Learning Gaps on Online Laboratory Classes

In Bukidnon (Migalang and Azuelo, 2020) the study examines the learning gaps rendered

by students' inadequate aids, which directs to inferior achievement because the group of students

lacks the essential instruments and supplies to recreate home laboratory. Learning gaps refers to a

student's relative success during an online laboratory class. The gap between what a student has

gained and what was anticipated of him or her. These are regarded as the problems that students

face while taking online laboratory classes. These gaps, which might result in inferior grades of

technical performance, may endanger the expected capabilities and competencies that students will

discover. As a consequence, students are left behind because they lack resources and assistance.

In Cebu (Jaca and Javines 2021), it investigates the effectiveness of learning aptitudes

which reveals that the students' vulnerability are exposed due to a deficiency of instructional aid,

unclear contact, and the incapability to assess student output properly as the teacher's multiple

student load and inability to fully observe student skills, as opposed to face-to-face laboratories

where the teacher can observe the students' practice and provide immediate feedback. The study

demonstrates that using a virtual lab does not ensure technical proficiency because of its inherent

restrictions and difficulties.

Numerous nations have been affected by the COVID-19 epidemic, which has interrupted

daily life. The strict quarantine precautions in the Philippines have moved the conventional college

courses online (Lim et al., 2022). Due to their ongoing isolation and lack of interaction with
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lecturers and other students, college students may experience psychological repercussions from the

abrupt switch to online classrooms.

Remote learning in this Philippine environment demonstrates a digital divide among

Filipino pupils (Santos, 2020). The current state of online learning could very well create hurdles

and worsen already existing inequities. For instance, nationwide cross- sectional research revealed

that out of 3, 670 Filipino medical students surveyed, 32% and 22%, respectively, had trouble

transitioning to new learning approaches and did not have dependable internet connection

(Baticulon et al., 2020).

A global health emergency called the coronavirus pandemic (COVID-19) has had an

impact on educational worldwide systems. The introduction of remote learning to carry on students'

education has presented challenges for both the students and the educational institutions. In

response to this occurrence, a study was carried out by the College of Teacher Education of North

Eastern Mindanao State University to evaluate the students' level of completion of tasks from

printed remote learning modular materials (Bustillo & Aguilos, 2022). The study examined

problems that students had with online education.

These challenges include bad learning environments, insufficient learning resources,

trouble comprehending module material and assessment instructions, too many remote learning

activities, issues with internet connectivity, and mental health issues. It showed that the nation's

digital divide widened. As we used the remote learning system's new mode, this became clear.

The digital age's quick development of information and communication technologies has

significantly altered how distance education (DE) is practiced around the world (Arinto, 2016). The

term "open and distance e-learning" (ODeL), created by DE practitioners at the Open University in

the Philippines, is used to describe the emerging forms of DE that are characterized by the fusion

of an open learning philosophy, DE pedagogies, and e-learning technologies. The problems and
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difficulties that the study's participants noted can be divided into two categories: (1) the need to

promote creative practice; and (2) the need to encourage, support, and maintain innovative practice

among innovators. In order to meet the issues that the world must face, it is true that ongoing

innovation is necessary. Every aspect, including the field of education, should make use of all the

resources at their disposal to enhance how knowledge and skills are imparted to pupils in order to

ensure that learning continues despite any problems.

In Kenyang Monrovia, Liberia, (Hoftijzer et al., 2020). They were stated that learning is

usually delivered remotely through the use of the following; internet, radio, and television.

However, the level to which learning can still occur outside the classroom including Technical

Vocational Education and Training (TVET), the trainee’s having difficulties to attend on their

online laboratory training due to limited access for some such as the lack of electricity, internet

connections, devices, media, the learning platforms isn’t well developed to carried out or support

the online set-up and the inadequate preparation of instructors and students for remote learning.

One of the needs of TVET trainees to be effective, efficient, and fully equipped with knowledge is

to focus on practical skills and job preparedness, which makes remote learning extremely

challenging. The practical skills the trainees must have are commonly obtained through learning-

by-doing, which occurs in a laboratory, school-based workshops, or hands-on experience towards

the work site— doing so equipped students with enough knowledge and skills for their future

aspirations. So, through practical exercises, online learning is a poor replacement method,

especially when the instructors require the trainees to use materials or a piece of equipment that is

not commonly found inside their homes. Generally, the Technical Vocational Education and

Training (TVET) programs that rely primarily on hands-on learning suffer the most with distant

learning adaptation.
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In England, the Bristol ChemlabS project has developed an interactive, dynamic online

laboratory manual. The manual will assist students in understanding their laboratory by viewing

video clips, interactive simulations, formative and summative assessment in which the manual

contains. It also brings convenience to students by removing the need for laboratory recordings

after class. Useful concepts and techniques can be easily illustrated through videos which prepare

students before going into actual laboratory work (Gamage, K. et al, 2020). Virtual laboratories

have been utilized worldwide with different approaches used to ensure the continuity of teaching-

learning during their online laboratory classes. Despite being effective, the fact must remain that

virtual laboratories have limitations when it comes to developing practical laboratory skills.

In Pakistan (J Coll Physicians Surg Pak 2020) stated that Pakistan is considered one of the

most low-income nations incapable of producing modern technologies, unlike technologically

advanced countries, which adapt to e-learning and online education as their new learning system.

Therefore, providing quality education during this pandemic and massive extensions of lockdowns

has been a severe problem. These are the following issues faced by medical students and faculties

with the implementation of online laboratories. These include concerns with internet access,

managing student involvement, online examinations, lack of instructor training, support

mechanisms, and issues comprehending the specific dynamics of online education.

In India, Wolf, T. (2019). The schools emphasize practical issues such as insufficient time

constraints, financial concerns, and unavailability of materials and tools for a subject to cater to

relevant skills in a particular course. Most students said they do not meet the competencies they

want to achieve because these barriers hinder their opportunities to learn and develop technical

skills. This kind of setup is not appropriate for everyone for impoverished students due to the lack

of resources directly affecting students' performance. Low achievers are closely correlated with a
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lack of resources. Therefore, the virtual laboratory is the main problem that needs to be solved to

cater to the students' needs for the quality education they deserve.

Another study from India found that the Universities in India and schools all over the world

has adopted the implementation of virtual laboratory based on online examination platforms to

prevent delay in semester laboratory examination (Ray & Srivastava, 2020). According to

instructors, the integration of online laboratories in the curriculum has lessened their cognitive load

and let students to self-organize and understand their study with less involvement of the instructors

(Radhamani et al., 2014; Achuthan et al., 2017). Further, virtual laboratories pave the way to lower

the expenses of students and improved laboratory maintenance by providing them quick access to

online system. However, such online laboratory instruction or services put limits to the experience

and knowledge of students to engage in hands-on laboratory before they graduate.

In Jordan, Alshurman et al. (2021). The fact that there are challenges facing applying

virtual laboratories in terms of the lack of space at home for online laboratories courses, lack of

gadgets, slow internet service, and absence of tools and equipment are problems that arise inside

the learners' homes. These are hidden problems that students want to tell everyone, but no one hears

them. However, students left no choice but to overcome those challenges and were able to comply

with the subject matter. The study identifies that these students embrace change and overcome the

provocations that are valuable learning they absorb through these challenging times. Coping

mechanism is any pressure action taken, consciously or unconsciously, in response to a stressful

problem or issue. Also known as the students' approach of resolving their problems. Despite the

crisis, students find their way to adapt and continue education to pursue their courses and take risks

of the challenges in online learning laboratories.

This study will benefit the CCJEF faculty of Holy Angel University in terms of identifying

the lived experiences of CCJEF students associated with the utilization of virtual laboratories, the
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solution for overcoming the challenges, and what significant values students can learn from it.

Specifically, the findings obtained in this study will assist the school in developing the best and

sound policies regarding the students' learning challenges during online laboratories. Hence, the

school administrator will address some of the educational issues or school improvement plans in

making the students to cope up with the online delivery of skill subjects. Furthermore, the study

will guide teachers to better manage their students when imparting skill subjects through online, as

well as identifying which strategy they should utilize to improve the teaching- learning process and

provide quality education to their students. The results will help the CCJEF students to prepare

them for virtual laboratory activities and envision possible ways of dealing with the changes in their

learning environment. Lastly, this study will further open doors for future researchers to add to the

body of knowledge that other researchers can use as a reference material.

Theoretical Framework

The study is anchored from the theoretical support of Experiential Learning Theory (ELT)

by David Kolb (1984). This theory outlines the key components of "learning by doing," how it

operates, and the traits that contribute to "meaningful practice" (Kolb, 1984). The focus of

experiential learning is on the idea that practical experience is the greatest way to pick up new

concepts. The model of the theory is known for its holistic approach that provides support into

student learning, which includes action/reflection and experience/abstraction (Kolb & Kolb, 2011).

Experiential learning theory, everything takes place in a social setting (John Deweys, 1938).

Experience serves as the basis for knowledge, which is socially formed. This knowledge

needs to be organized into real- world examples that provide context into an information. The

teacher is in charge of organizing this material and to facilitate the actual experiences. The learner's

aptitude and perseverance determine the experience. A crucial component of theories is the quality
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of experience. After finishing the experience, learners will be equipped with the knowledge and

skills necessary to apply it to different or actual circumstances.

Teaching practical skills to laboratories are basically a form of experiential learning

(Abdulwahed & Nagy, 2009). Instead of learning in a theoretical classroom, students in experiential

learning can actively engage with their surroundings to learn. According to Kolb (1984),

experiential learning is a cycle that involves obtaining real experiences, reflecting on those

experiences, generating abstract ideas, and then putting those ideas to test in new circumstances.

Learning of skills usually it involves a practice, which fundamentally a feedback learning process

requiring experiences through an active interactions, integration, modification, and assessment

(Ericson, 1993). This study is mainly focused on determining if experiential engagement with a

simulated world, such as a virtual lab, is effective in learning target skills. Virtual laboratories are

basically computer simulations with attributes involving collaboration and real time assessment

(Kozma, 2000; Zacharia, 2005). These attributes compels virtual laboratories suitable for any

teaching technique which demands hands-on experience, such as vocational skills training. To

successfully develop skills, hands-on experience with the equipment’s and to the work environment

is needed. Virtual laboratory activities are a type of experiential learning since it enables the

students to refresh or acquire knowledge and skills via personal contact (Kolb, Boyatzis, &

Mainemelis, 2001).
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Conceptual Framework

INPUT

PROCESS

OUTPUT

Figure 1. Research Paradigm

In addition, to realize the primary objective of the current research undertaking, the IPO

(Input, Process, and Output) model of assessment was used on the conceptual framework as shown

on the Figure 1. The researchers retrieved to their INPUT the learning gaps experienced by the

CCJEF Students during their Online Laboratory Classes. On the process, the informants of the

study will be determined through convenience sampling technique. The Convenience Sampling

Technique is often used in qualitative research and often selects available participants around a

location (such as a school). Finding participants who can be reached by the researcher is the primary
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goal (Palinkas, L., et al, 2015). The data collection commenced through a semi- structured interview

method. The researchers will used thematic analysis for the data gathered. Then the output,

recommendations and suggestions will be offered.

Statement of the Problem

This study aims to determine the lives experiences and coping mechanisms of CCJEF

Students during their online laboratory classes.

It specifically seeks to answer the following questions:

1. How may the students narrate their lived experiences on their online laboratory classes?

2. How may the students narrate their coping mechanisms for overcoming the challenges of

online laboratory classes?

3. How may the students view the use of online laboratory classes in teaching skills?

METHODOLOGY

This chapter discusses the study's methodology, which includes the research's design and

methodology, a population sampling system, respondents, demographic profiles of respondents,

the instrument utilized and its validation, data collection technique, and suitable statistical treatment

of the data.

Research Design

The study employed a qualitative research methodology with a particular emphasis on

Edmund Husserl's phenomenology. Husserl's perspective of phenomenology focuses on seeking

realities and understanding the participants' subjective, lived experiences and perspectives.

A phenomenology is a research approach that seeks to describe the essence of a

phenomenon by investigating it from the perspective of those who have experienced it. The main
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objective of phenomenology is to describe the definition of this experience— both what was

experienced and how it was experienced (Neubauer, B. E., et al, 2019). Furthermore,

phenomenology starts with an experience or condition, followed by the narration of informants on

either a shared single incident or a shared condition that analyzes the impacts and perceptions of a

lived experience. The method investigates occurrences through the informants' subjective eyes

(Bound, 2011).

Sample and Setting

The Convenience Sampling Technique will be used to select the study's participants. The

researcher employed this sampling method based on the rationale of the study and the suitability of

the principle of convenience technique. The convenience sampling technique is often employed in

qualitative research and often selects individuals who are easily accessible to the researchers (such

as a school). Finding participants who can be reached by the researcher is the primary goal

(Palinkas, L., et al, 2015).

The goal of this study is to interview ten (10) students enrolled at the College of Criminal

Justice Education and Forensics Department of Holy Angel University. Specifically, 3rd Yr. and

4th Yr. students considering that they’ve experienced online laboratory classes. To determine the

study's data, the researcher selected that sampling strategy. Similar to this, the researchers also take

into account the participant's willingness and capacity to describe their experiences with the topic

in an articulate, expressive, and reflective manner.

Research Instrument

In this study, the required information will be collected from the participants via an

interview guide. The questionnaire was personally crafted by the researchers and data gathered was

critically analyzed through thematic analysis. The researchers used an interview with

representatives of CCJEF Students to understand the challenges of the lived experiences of CCJEF

Students during their online laboratory classes. The data given by the responders will be compiled,
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analyzed, and transcribed in a word format. Additionally, the researcher makes sure that the

produced interview's content is accurate and has the approval of their research adviser.

Data Gathering Procedure

The researchers will ask for a request from the Dean of the College of Criminal Justice

Education and Forensics and its faculty members to conduct an interview with the students enrolled

in the CCJEF program. The data-gathering procedure was carried out in a closed-group discussion.

The researchers used a semi-structured interview method to collect data from the informants to

provide a more comfortable space for an interviewee to explain their experiences and learnings on

the issue. The interview method is used to facilitate a 15–30 minutes interview that will be

conducted face-to- face or through an online communication platform, using an interview guide.

After the interview, the researcher will begin transcribing the interview data once all of the

interviews are completed. They will then clean and organize the data for easy examination and

preparation for analysis. The researcher will then perform a thematic analysis to extract codes,

themes, or patterns based on the factors or variables raised by participants. The data acquired was

processed and analyzed into meaningful information that served as the foundation for this study.

The researcher ensures the validity of the content of the developed interview questionnaire that

their research adviser approved.

Statistical Treatment

In analyzing the data of this study, the researcher will employ Thematic Analysis developed

by Braun and Clarkes (2013). This method identifies, analyzes, and reports the patterns of meaning

within qualitative data. The informants' responses will be transcribed and coded to determine the

categories, themes, and patterns. Then, the researcher examines the data to identify common

themes, topics, ideas, and meaning patterns. Participants are given data or results to check for

accuracy and resonance with their experiences. (Birt et al., 2016).

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Ethical Consideration

The researcher considered all ethical procedures and the participants were informed of all

steps undertaken in this study including requiring them to sign an informed consent and assent

form. The participants will also be able to leave at any time without hesitation. Their privacy and

confidentiality will be secured.

Participants were also advised that the study was entirely voluntary and would have no

impact on their lives in any manner. Upon completion of this study, the researchers will ensure that

the information is managed with confidentiality and will provide permission papers separately from

the transcriptions. Further, the use of derogatory, discriminatory terms and any other inappropriate

languages or dialects was avoided during the interview, creating a safe environment for participants

to freely share their expertise and experience.

RESULTS AND DISCUSSION

This chapter deals with the presentation of the findings of this qualitative study specifically

the challenges of learning skills subject virtually through online laboratory.

Having the entire conduct of the interview, the thematic analysis of Clarke and Braun

(2013) was utilized in the analysis of data. The following steps were observed: (1) familiarizing

thyself with the data, (2) generating initial codes, (3) searching for themes, (4) reviewing themes,

(5) defining and naming themes, and (6) producing the report.

The study was to obtain an in-depth understanding on the challenges experience by the

CCJEF students during their online laboratory subjects as well as to hear recommendations in order

to address the problem and constraints identified in the assessment. Semi-structured interview

questions were used to acquire and collect data, and they were utilized to capture the voices of the

students who share their stories.

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Upon careful examination and definition of important statements collected from the

interview, the following themes were identified as the phenomenon present to the learning

challenges by the students of CCJEF students in terms of their online laboratory: (1) Challenges in

adjusting to online learning (2) Technical issues affecting learning experience (3) Limited

interaction and communication (4) Individual coping mechanisms and strategies.

Challenges in adjusting to online learning

This theme conveyed that a significant number of participants voiced their concerns

regarding the obstacles they encountered while adapting to remote learning. Among the common

problems cited by the participants were technical difficulties, including inadequate internet

connection, lack of access to appropriate tools and equipment as well as their surroundings. The

other issues raised were linked to the level of engagement in online classes, such as minimal

interaction with professors and classmates, insufficient motivation and self-control, and the

challenge of adhering to a consistent study routine. Furthermore, some of the respondents expressed

their concerns about the psychological and emotional effects of remote learning, such as elevated

stress and anxiety arising from social isolation and a lack of interpersonal connections.

“If I will describe my experience in the online lab class, it's so draining to the point that

you want to understand the lesson but you can't execute that since it's an online class then you can't

do what your professor does because you don't have materials, you don't have materials at home

that are enough for you to provide what is described or taught by your professor”. (Informant 3)

"I could describe it as difficult, the online laboratory classes is difficult as compared into

the traditional classroom wherein you can experience the actual laboratory unlike in the online

class you can't really focus and you don't experience the real laboratory". (Informant 4)

“Honestly, I don't like the online lab class, right? Instead of being in your laboratory at

school, where you are using the equipment that you should be using is you can’t. You're locked in
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your room, that's all... you're facing the laptop, you're holding the equipment’s, you're with your

mouse, that's it". (Informant 6)

“Maybe one of the problems I've had here is the noise from the neighbors or unnecessary

noises and due to that noises, it's hard to focus, and the house isn't really fit for studying because

there's a lot of household chores to do, like that, so I can't really focus”. (Informant 3)

"The internet connection is weak, then sometimes your neighbors are noisy so you can't

really focus during online class or online laboratory class. And maybe one of the difficulties which

I have experienced is that you can't understand the discussion because it's only conducted online

and there are many destructions". (Informant 4)

"I feel that my environment here is not friendly to study. I really prefer the one at school.

There are more distractions, where in when you are doing an activity, you just want to lie down”.

(Informant 6)

“One of the encountered challenges that I had during online laboratory classes is the

laziness to attend the class itself because I get bored of the taught that I could watch the experiment

and activities but cannot experience it being done in actual”. (Informant 10)

According to Li and Lalani (2020), COVID has altered the status of learning in the 21st

century. Higher education institutions and other schools switched to online instructions from face-

to-face interaction (Strielkowski, 2020). Unfortunately, this swift change test the ability of such

institutions to handle these crises. The study of Almahasees Z, Mohsen K and Amin MO (2021),

found that students had issues taking online classes. Based on the findings, these difficulties are

related to students' difficulty adjusting to online courses, their lack of direct interaction with the

professors, their lack of interest in attending class, and their time management. Therefore, program

chairs and course coordinators should into consideration these lists of difficulties faced when

proposing remedies. The transition from in-person to online training was perceived as difficult by
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the students. This is a significant issue since the majority of nations are ill-equipped to handle

sudden catastrophes that we haven't seen before.

Technical issues affecting learning experience

Internet Connection is one of the most barriers faced by students during their online

laboratory. It indicated connectivity is pivotal to performing a task at home. It is evident poor

internet connection can cause delays during the demonstration and it affects the timely preparation

of the students so they had to extend the classes. Moreover, it also caused frustration for the students

that they had to attend class on time.

“As for the technical aspect, the only challenge I had is that sometimes when the internet

is slow, I find it difficult to submit those online activities, it's even harder to forward sometimes

because the internet is slow, and it’s difficult to upload”. (Informant 1)

“First of all, the internet connection, especially when there is no electricity, since not

everyone can access data when they go to class or aside from that, the connection is not stable

because not all those who have wifi are always that fast, so there are still some slow ones.

Therefore, the knowledge or the lesson that is obtained is not clear. The second one, is the system

breach especially when the storage of the phone or the laptop is limited, it lag, and the system is

lagging so by that I find it difficult to join the class”. (Informant 3)

"First of all, the internet connection especially when it rains, even if you want to attend the

class with a load it happens that there is no signal. Then the professor, if he is not a techy, he will

be delayed in discussion, instead of teaching right away he/she fixing things. That's why we, as

students, go to YouTube Academy”. (Informant 5)

“For instance, there is a chance that the internet connection got weak or other way around

is the logging, wherein the laptop logs. It's even more difficult when they are together, the internet

is slow and the laptop keeps logging". (Informant 6)

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Although e-learning has a variety of benefits, it also has some disadvantage. One of the

major drawbacks is that it relies heavily on technology, specifically the internet and computers,

which some students may not have access to. Additionally, technical disruptions or system errors

can occur during classes. The pandemic has made it difficult for students to manage their study

time and maintain their motivation, resulting in feelings of isolation due to a lack of physical

interaction with colleagues. Some universities may experience server limitations that can cause

delays in assignment submissions, but efforts are being made to improve the functionality of e-

learning systems. Insufficient internet connections, signal loss, frequent power outages, and a lack

of digital equipment for laboratory work, particularly for students from rural areas or low-income

households, continue to be significant challenges for students. To address these issues, universities

may develop programs to assist students in these situations and make the learning process easier

for them (Coman et al., 2020).

Limited interaction and communication

This theme includes the limited interaction and communication that can occur within online

classes, affecting both the relationships between students and instructors, as well as between

students themselves. Such limited interaction and communication may occur as a result of several

factors, including the lack of face-to-face interaction, the utilization of asynchronous

communication methods, and the absence of chances for collaborative learning and discussion. This

lack of interaction can lead students to feel disconnected and disinterested in the course content and

other participants, ultimately leading to poor academic performance and dissatisfaction with the

online class.

“The gap that you will learn in f2f classes is too big compared to the online classes, since

the f2f classes, you will get to see or touch all the tools and equipments that will be needed and you

will be able to do it face to face, compared to the online class that you will only hear it and also

you can't touch the tools and equipments and you can't execute that either”. (Informant 3)
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"It's a big comparison, if I were able to rate it 1 out of 10 maybe 5 in physical, environment

and communication. There will be arguments in the laboratory. That's why it's said to be a

laboratory it means you have to experience physical" (Informant 5)

"I think that online classes are boring compared to face-to-face classes. You seem to get

excited and say, "Wow, we're going to the laboratory with my classmate. We will use good stuff.

"exciting, "I'm excited” “ I’m going to enjoy it". (Informant 6)

“I can compare it ma'am, in a way I would say that the face-to-face classes are more

effective, especially when it comes to laboratory courses. Because, that's when we transitioned into

blended learning last year, the limited face-to-face, that's when we appreciate what is done in the

online laboratory courses because we can feel actual. And that's when we realized that there are

laboratory activities that are easier to do with the

supervision of a professor, that you can see your fellow members in the group, and the

types of equipment are right there”. (Informant 7)

“In the traditional classroom setup, ma'am, even if you don't study an experiment or a topic

before the discussion or experiment, you will immediately understand it because there is face-to-

face interaction, and there is a real-life application, ma'am. It's online and you can't get it right

away, you need triple effort to better understand the discussion ma'am”. (Informant 8)

“I find traditional classroom more effective than the online laboratory classes because in

traditional classroom, students get to see or learn actual demonstration of the lessons which is very

unlikely in online laboratory classes due to the limited materials”. (Informant 10)

Regarding communication, it is crucial to the learning that students receive from their

lecturers. The findings of a study indicated that students’ online speech mainly consisted of

personal experience exchanges and did not provide well-supported reasoning. As more people

continue their formal education via distant learning techniques or perhaps attempt it for the first

time, it is critical to continue researching the issue of interaction. It seems difficult to encourage
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effective communication via electronic conferencing systems, especially when these platforms are

utilized for deliberate learning rather than information sharing (Angeli, C., Valanides, N., & Bonk,

C. J. (2003).

Individual Coping Mechanisms and Strategies

Watching video tutorials as a medium of instruction used by instructors simply discussed

that tutorials aid the students to assist and enhance learners by giving them an actual video

presentation.

“I coped in a way that I make it sure that before the end of the day I can watch the video recording

of our prof with regards to the activity we did that day. Sometimes I would just copy or imitate what

my classmate did especially when I didn't know how to do the activity because the instructions

given were not that clear”. (Informant 2)

“I will carefully watch the video recordings of our prof demonstrating a certain activity that needs

to be submitted within the day and if I have tools or equipment’s that our prof uses in the

demonstration, I will go along so that I can somehow understand the activity taught”. (Informant

3)

“I coped in the laboratory classes even though there is really a lack of demonstration especially

since we are not face to face which online classes are. I coped up by reviewing the actual doing in

terms of demonstration. I also watched the YouTube video tutorial as a medium of instructions

provided by our professors which I’ve make it actual to myself”. (Informant 4)

"I did research in advance on YouTube because it's easier for me to get it there because they are

more enhanced because it only takes a little time unlike online, they will consume the two hours

when on YouTube they can discuss in full in 10 minutes". (Informant 5)

"Actually, this is the biggest challenge during the online laboratory classes. So, the only thing I do,

aside from self-study, instead of reading the modules given by the professors, I just only watched

them on YouTube videos, the discussions that other people do or

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sometimes I just ask my classmates or when it's not really possible I ask the professors, that's it".

(Informant 6)

Students had to develop their own learning strategies and coping mechanisms due to the

mental strain brought on by the abrupt change in the mode of instruction. The five-part blended

learning technique known as Discover, Learn, Practice, Collaborate, and Assess (DLPCA) is the

subject of a study that tries to evaluate it. In the DLPCA, the asynchronous component of the

teaching was accomplished through the YouTube distribution of pre-recorded lecture videos,

allowing students to study and advance with their education at their own leisure. The majority of

pupils, according to the survey, are happy with the DLCPA approach. As a result, this approach is

regarded as a practical and successful substitute that may be used to other undergraduate Chemistry

lecture courses that require complete online instruction (Lapitan et al., 2021).

On the other side, majority of the informants mentioned that their strategy to cope up with

this challenging times especially in terms of the technical aspects mentioned,

“Maybe my coping mechanism for the challenges brought by online laboratory classes in terms of

technical aspects is that whenever there is a power outage or slow internet, I go to the store to load

to have a data connection. Whenever my phone's storage is full, I delete unnecessary apps or files

in order to submit activities to the canvas”. (Informant 2)

“At home, what my parents did to help me was to add more mbps to our internet and whenever the

power goes out I go to our yard where the signal is strong so I can use a data connection but

sometimes it's still not enough to attend an online class without having an intermittent connection”.

(Informant 3)

"My coping mechanism to overcome the challenges of online laboratory classes in terms of

technical aspect is that I have a back-up cellphone or I have a back-up load or data for me to cope

especially when there is an emergency like brown- outs or suddenly lose internet or the signal is

weak". (Informant 4)
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"For me, it’s better that we have an extra load because we can't… we can say that there is often no

internet connection like us in Porac. There is no electricity every month throughout the day, then

the TL connection is still weak, so there must be a load". (Informant 5)

"So one of the challenges is, the internet is slow or when the internet is lost the most effective or

the usual thing to do there is to switch to mobile data. Another is when the device, for example the

laptop, if there is an extra device, I pretend I have a phone, I can then open MS Teams, Zoom or I

can also do what should be being made”. (Informant 6)

“When it comes to technical aspects during our online laboratory classes, it became my coping

mechanism or my address in the struggle that there is no internet and sometimes no power, if I

know that the internet is weak, I will buy load maybe one hundred at night, and if I really can't get

data or there's really no power, I will go to my classmates house and connect Wi-Fi there with my

classmates in Angeles. The best solution for me is either I buy load or use wifi in my classmates

house. That is my strategy on how I can do my online class. I'm also lucky because I have seniors

and buddies who are willing to buy load whenever they know that we don't really have internet or

don't have a money to buy load”. (Informant 8)

“Actually, if you don't have a wifi connection you can rely on data if you have data on your

phones”. (Informant 9)

Alzahrani and fellow researchers (2020) discovered that a number of students in Saudi

Arabia utilized their mobile data connection as an alternate choice when they faced difficulties with

their home internet connection. The research demonstrated that students who had mobile data

access had a higher probability of staying engaged in virtual classes in situations where their home

internet connectivity was unsteady.

Overall, the findings of the study reveals that the CCJEF students who undertake online

laboratory subjects experienced difficulty adjusting to the format of online laboratory classes

especially in terms of practical application of concepts. In addition, most of the students found it
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challenging to stay motivated and focused in online learning environment, especially when facing

distractions at home which includes noisy surroundings and a lack of personal materials.

The CCJEF students who experienced online class faced technical issues with the online

platform and internet connection that hindered their learning experience. Students experienced

system lag and device storage limitations which cause delays and frustration especially when it

difficult to join and participate in online class.

The limited interaction and communication lead to decreasing chances to develop the skills

needed for a certain task. It simply discussed the lack of strategic skills used by instructors. And it

reveals in this study that they prepare an on-site laboratory more than online laboratories because

of the less interaction on how to guide students carefully.

Individual coping mechanism and strategy. It indicates the transition from traditional to

online laboratories majority of the students have a negative perception of their learning experience

in gaining skills and knowledge through online laboratories.

Most of the students were able to adapt a positive mindset and a proactive approach to

overcome the challenges of online laboratory classes, such as seeking additional resources like

watching YouTube video tutorials and re-watching video recordings of the professor’s discussion

or demonstration. On the other hand, in order to cope in terms of the technical issues such as internet

connection problem they became more resourceful, they buy load to acquire data connection.

SUMMARY OF RESULTS

Conclusions

After the careful analyses of the findings, the researcher came up with the following

conclusions:

• The learning challenges faced by the CCJEF students during their online laboratories was

adjusting to online learning. It shows in this study the hindrances towards their online laboratories
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were having a poor internet connection, lack of access to appropriate tools and equipment and bad

environment.

• Data connection and power banks became effective tool to resolve the issue of a lag system,

frequent power interruption, and poor internet connection in which are technical issues involved

which contributes to the learning challenges of CCJEF students.

• The CCJEF students experienced limitation in communicating with their professors as well

as to their fellow students due to the implementation of online learning.

• It appears that CCJEF students were able to cope in online learning by complying with all

the necessary proactive approach to overcome the challenges of online laboratory classes.

• A proposed framework was derived from the findings in the study in identifying the CCJEF

learning challenges in the acquisition of skills through online laboratories. This includes (1)

Challenges in Adjusting online learning, (2) Technical issues affecting learning experience, (3)

Limited interaction and communication, and (4) Individual coping mechanisms and strategies.

Recommendations

This research recommended the following:

• This study may be used to improve teaching strategies in demonstrating in online

laboratories. It also serves as a guide for the instructors to maximize their potential in developing

and engaging activities in online laboratories.

• Implement other means of learning delivery method. If face to face laboratory classes are

not possible, implement at home learning by providing the students with each material and

instruments needed to perform such tasks.

• Utilization of online learning should be exclusive only for theoretical lectures and not

laboratory classes which do not require students to perform such task using any laboratory

equipment’s.
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• To allow students to take a laboratory on-site at least twice a week to experience physical

laboratories with the proper guidelines of the instructor.

• If mass numbers of students are required to take the class, separate the students into small

groups to cater the large amounts of individuals confined within the room or facility.

• Provide students a recorded discussion and clear instructions of the situated task for them

to better understand and review the lesson.

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APPENDICES

Appendix A
Agency Request Letter
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Appendix B
Respondents Consent Letter
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Appendix C
Validator’s Letter and Form
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Appendix D
Research Instrument
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Appendix E
Certification of Statistician
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Appendix F
Plagiarism Certificate
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Appendix G
Proof Reading Certificate
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Appendix H
Authors’ Curriculum Vitae

Patricia Anne S. Casupanan was born on the 16th day of July 2001 in Concepcion, Tarlac. She is

the daughter of Mr. Arnold and Mrs. Annaliza Casupanan who are both native of the province of

Tarlac. Her father had diabetes and died in a cardiac arrest during the pandemic, while her mother

is a housewife.

She is presently residing at #201 Purok 3 Brgy. Castillo Concepcion, Tarlac. She went at Castillo

Elementary School and finished her Primary Education (S.Y 2007-2013). Afterwards, she

transferred and completed her Secondary Education and Upper Secondary Education (S.Y 2013-

2019) at Benigno S. Aquino National High School. She is now currently finishing her Bachelor’s

Degree in Criminology at Holy Angel University.

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Patricia Mae M. Laxamana was born on the 22th day of May 2001 in Angeles City, Pampanga. She

is the daughter of Mr. Arnold and Mrs. Milagros Laxamana who are both native of the province of

Pampanga. Her father was a tricycle driver, while her mother is a housewife.

She is presently residing at #3139 Apalit St. Brgy. Malabanias Angeles City, Pampanga. She went

at Sta. Teresita Elementary School and finished her Primary Education (S.Y 2007-2013).

Afterwards, she transferred and completed her Secondary Education and Upper Secondary

Education (S.Y 2013-2019) at Angeles City National High School. She is now currently finishing

her Bachelor’s Degree in Criminology at Holy Angel University.

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Alyssa Nicole D. Pangilinan was born on the 12th day of February 2001 in Angeles City. She is

the daughter of Mr. Rodrigo and Ms. Angelina Pangilinan who are both native of the province of

Pampanga.

She is presently residing at #190 Purok 2 Brgy. Pampang, Angeles City. She went at Sto. Rosario

Elementary School and finished her Primary Education(S.Y 2007-2013). Afterwards, she

transferred and completed her Secondary Education and Upper Secondary Education (S.Y 2013-

2019) at Holy Angel University. She is now currently finishing her Bachelor’s Degree in

Criminology at Holy Angel University.

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