Challenges encountered of BSEd 3rd year College Students that affect their

preparedness and classroom activities in Distance Learning.

CHAPTER I

THE PROBLEM AND ITS SETTING

Background of the Study

The COVID-19 pandemic has caused the most significant disruption to education

systems in human history, affecting nearly 1.6 billion students in over 200 countries (Pokhrel

and Chhetri, 2021); hence, with the outbreak of virus and lockdowns WHO provided an

interactive timeline illustrating how the organization has responded to information, science,

leadership, guidance, response, and funding six months after declaring a public health

emergency of international concern, the greatest level of alarm under international law

(WHO, 2020). Countries that have not yet been affected should begin "preparing," beginning

with a response plan. This would help with "coping" once the crisis hits, as well as mitigating

the negative consequences. The plan could include implementing screening protocols in

schools, launching hygiene campaigns, imposing school closures, offering distance learning,

and using closed schools for emergency purposes, among other things. School closures in

response to the COVID-19 pandemic have highlighted a number of issues affecting

educational access, as well as broader socioeconomic issues (Shmis and Azzi-Huck, 2021).

The novel coronavirus is one of the world’s most pressing challenges. Although the first

human case of COVID-19 was recorded in china, the virus has spread fast throughout the

world (Islam et al., 2020). As a result, more than a billion students worldwide have been
impacted. Over 28 million Filipino students at all academic levels are among those who must

remain at home and follow the Philippine governments quarantine measures (UNESCO,

2020). This pandemic has already consumed every part of our lives, including education,

which is one of humanity’s most basic needs. During the prior pandemic, online schooling

was greatly viewed as an optional method of education, but the pandemic time caused it to

take the position of being the primary mode of learning. As a result, educational institutions

are now utilizing online platforms to assist students in their learning ( Mulyanti et al., 2020).

According to the World Economic Forum, COVID-19 will prevent over 1.2 billion

children from attending school globally by April 2020. Schools have been closed all around

the world as a result of the pandemic, and educational practices have altered swiftly with the

introduction of distance learning. Furthermore, several distance learning platforms make their

pandemic resources available for free (Li & Lalani, 2020). However, the most frequently

encountered hurdles in online education are a lack of appropriate resources and suitable

teacher training, limited access to technology, faculty preparation, late adoption of learners

online learning, and a lack of technical facilities in remote areas (Dubey and Pandey, 2020).

Students who switch to online classes during the pandemic may encounter new

challenges in terms of online class preparation and activities. As a result, the goal of this

study is to learn about the current state of online classes for higher education students, as well

as broader socioeconomic issues.

Online classes are in high demand these days, as there are few opportunities to find

alternatives to online classes in these unprecedented times caused by the global corona

pandemic. In Bangladesh, it has largely been based on tertiary education. It has some

benefits, such as keeping students on track with their learning during crises, allowing students

to complete courses on time, boosting their confidence to take online tests, and establishing
strong communication between students and teachers. On the contrary, the challenges of

online classes include dealing with the correct adaptability to virtual classrooms, unreliable

signals with a high internet cost, a lack of digital literacy, and maintaining contact with

individuals. (Alam, 2020). Moreover, as traditional classes have been moved online, most

students in developing countries have encountered various difficulties in maintaining contact

with individuals (Ahmed, 2013). The main barriers to online education in Bangladesh are a

lack of technical resources, high costs, and inconsistent internet connectivity, a family

financial crisis, and a psychological burden on students. Because of the government's

inadequate technical support, the majority of students were also opposed to the proposal to

take online classes (Ramij and Sutana, 2020). Because of two factors (Panday, 2020)

perceived that there was a significant lack of contact between students and teachers in online

classes. Firstly, students are unable to correctly follow the lessons provided by their teachers

due to slow internet access. Secondly, students experienced loss of attention and tiredness

during taking online courses for a long time. Thoms and Eryilmaz (2014) measured the

impact of alternative e-learning platform for distance education and concluded in their

research that students had higher overall levels of satisfaction and higher levels of

community and interaction, and found higher degrees of students interactions occurring in

courses utilizing the online social networking (OSN) software than in utilizing the traditional

learning management system (LMS) software.

Panorama Education (2021) stated that many students who are unable to attend campus-

based or full-time courses have been helped by distance learning programs to achieve their

educational goals. Learning instruction is disseminated via the internet via an online learning

portal or video conference software in distance education. Video conferencing software like

ezTalks Cloud Meeting provides powerful tools that can assist instructors in delivering full

lessons to students from all over the world. However, distance learning, like any other
educational program, has advantages and disadvantages. For any student interested in

pursuing a college degree or university program, distance learning may not be the ideal

option. As a result, knowing its benefits and cons might assist in determining whether or not

it is the proper program to follow. Additionally, according to School Jotter (2016) embracing

technology is greatly beneficial in learning for the reason that technology has a lot of

potential for making learning more successful for people with various needs and according to

the findings Dutta (2020) students have used a variety of social networking apps to obtain

academic material. WhatsApp is utilized as a messaging tool for sharing papers, information,

and presentations, YouTube is used for self-learning, and Zoom, Skype, and Google Meet are

used as video conferencing software to speed up the learning process. Video conferencing

systems, in addition to text messengers, have been frequently employed for interactions

between teachers and students. Students are now confident in their ability to learn, access,

exchange, and produce meaningful information and gain understanding of a subject through

technology.

Statement of the Problem

The main objective of the study is to determine the Challenges encountered of BSEd 3rd

year College Students that affect their preparedness and classroom activities in Distance

Learning, this study sought to find the answers for the following questions:

1. What is the demographic profile of the students (age, gender, residence)?

2. What are the factors that affect to student’s preparedness and classroom activities in

distance learning?
 3. What is the status of student’s preparedness and classroom activities in distance

learning?

4. Is there a relationship between the profile and challenges encountered of students in

distance learning?

Scope and Delimitation

The focus of this quantitative study was to determine the Challenges encountered of

BSEd 3rd year College Students that affect their preparedness and classroom activities in

Distance Learning.

Out of 120 3rd year BSEd college students of Catanduanes State University were used as

a respondent in conducting the survey. The scope of this study is limited to third-year BSEd

students. Its major goal is to identify the most prevalent issues they face and to offer potential

solutions to these issues.

Importance of the Study

The study suffices as a resource for determining the challenges encountered of third-

year BSEd college students that affect their preparedness and classroom activities in distance

learning and to know what approach/action is better. The result of the study will give

knowledge and benefits the following:

Students. This study is beneficial to the students for this will be their guide on what

specific actions to use with the present situation in distance learning.

 Teachers. This study will give them awareness regarding the challenges encountered of

students. This can also help them give insights or for their future students.

Future Researchers. This study will serve as a resource material for future researcher

whose study who wish to conduct the same study or any study which is related to challenges

encountered in distance learning. They may utilize the outcomes of this study as a foundation

for future research in the same subject. Furthermore, this study will uncover fresh gaps that

future scholars might utilize to guide their own research projects.

Operational Definition of Variables

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

of this research.

Challenges encountered. It refers to a problems situation that arise in distance learning

mode

Preparedness. It refers to a situation that a student is being aware that helps to

develops for successful learning.

Classroom activities. It is a form of tasks after instruction is being held when a student

and an educator are not physically in the same place.

Distance learning. It refers to a teaching and learning mode which where the students

and teacher were apart from each other.

 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the relevant literature and studies that the researcher considered in

strengthening the importance of the present study. It also presents the synthesis of the art to

fully understand the research for better comprehension of the study.

Related Literature

Distance learning (DI) also called distance education, e-learning and online learning is

defined by Berg (2016), as physical separation between teachers and students during

instruction, as well as the use of various technologies to enhance student-teacher and student-

student contact, are key features of this type of education. Nontraditional students, such as

full-time workers, military personnel, and nonresidents or those in remote areas who are

unable to attend classroom lectures, have typically benefited from distance learning. Distance

learning, on the other hand, has become a well-established element of the educational

landscape, with trends indicating that it will continue to develop. In the fall of 2009, more

than 5.6 million university students in the United States were enrolled in at least one online

course, up from 1.6 million in 2002 and Saykili (2018) emphasized distance learning, which
is more open currently, dates back to the 1800s. Once distance learning, which differs from

traditional campus-based learning in that it employs non-traditional methodologies and

delivery systems, has grown in popularity and application in the twenty-first century.

Depending on the age at which it was invented, distance learning has taken many different

forms and has been defined in a variety of ways. The age's technologies and pedagogies, as

well as the societal context. Different generations of distance learners have emerged as a

result of changes in how distant learning is regarded and performed.

Moreover, Zaborova et al. (2017) inferred that the fastest increasing area of higher

education is distance learning; hence, they look at the student’s perspectives, as their positive

or negative attitudes have a big influence on learning satisfaction and retention. Additionally,

Watts (2016) concluded that for students to connect in an online situation, educators must

consider time limits, technological ability, and motivation.

Lowenthal et al. (2017), stated that distance learning is a word used to describe the

activity of learning at a distance. It is also known as "distance education" and "online

learning" or "distributed learning."

Regent Business School (2016) declared that one of the most significant advantages of

this type of learning system is its accessibility. With the use of an internet connection and a

computer, students can study from anywhere in the globe. Students do not need to be

physically present at a specific location to study because courses are conducted in virtual

classrooms or by correspondence. Also, students can study whenever they want, whether it's

after work, throughout the day, or on weekends. This means that studies can be fit around

daily obligations without compromising time for work, family, or learning. And also, students

who live far away from any educational institutions may find it difficult to study unless they

have access to affordable housing and transportation. Remote learning eliminates distance-
based educational barriers, allowing anybody, anywhere to continue their education with the

use of a computer and an internet connection. Distance learning does, without a question,

provide students with a wide range of chances to pursue higher education, but it is not all

about perks and advantages.

Moreover, according to Panorama Education (2014) in a conservative educational

system, educators serve as both role models and knowledge providers for students. When

there is a lack of physical touch between teachers and pupils, students lose personal

interaction with their educators, and their mental development may suffer as a result. The

majority of children prefer to learn while their teachers are present in the classroom. In

distance learning it is not necessary for students to attend class in person. They are secluded,

and as a result, they do not have the same level of interaction with their fellow classmates.

Furthermore, because educators would not be able to contact directly with pupils, they will be

unable to encourage them as effectively as they can in the classroom. In a traditional learning

setting, students have the opportunity to grow in an environment that challenges them to

perform in a peer group.

According to Tutor Doctor (2015), distance learning is a fantastic way to learn since it

allows learners to be flexible with their learning techniques and resources, schedules, and

physical location. Distance learning, like all learning approaches, has several flaws,

particularly in the areas of isolation, assistance, technology, and discipline.

Challenges encountered in distance learning stated by Majid (2018) is the emotional

and physical connection between learners that is cultivated via vocal and nonverbal contact is

missing in a distance learning environment. As a result, the learning process is unique and, in

some cases, slower and mostly distance learning students are separated by both place and
time in a classroom setting. These students can start, stop, and resume their learning activities

whenever it is convenient for them.

Kumar (2015) cited five common problems faced by students in distance learning, these

are adaptability struggle, technical issues, computer literacy, time management, and self-

motivation; hence, he concluded that students can only overcome the problems of distance

learning with a positive attitude; while this is difficult to practice, students must recognize

that it is important in order to reap the benefits of distance learning in the future.

Similarly, according to Blackburn (2020) some special issues with distance learning,

such as a lack of connection with the teacher or a lack of understanding of how to handle the

level of independent work. The seclusion of remote learning may not appeal to those who

prefer face-to-face interactive classroom activities. This is especially difficult, given that we

may not appreciate remote learning either. The best way to address this problem is to provide

a diverse range of activities, with a concentration on activities that are as close as feasible to

those found in a typical classroom.

Additionally, Winkie (2020) stated the performance of students in distance learning.

There is considerable agreement among professors and students that online courses are a poor

alternative for the traditional educational experience. They take away the social side of

schooling and make collaboration and group work practically impossible in the classroom. In

general, those concerns are valid; the New York Times reported in 2018 that students in

digital classes performed worse on average than those who studied directly with a teacher.

However, since the country began its unprecedented distance learning experiment this spring,

a growing number of students have discovered that they prefer their cyberspace syllabus to

the physical version.

 Best (2020) mentioned five tips to get distance learners motivated right now, these are

the following, organize group activities over the internet, take some time to talk about things

that aren't related to the topic at hand, personalize your communication, set up a weekly

virtual show and tell where students can contribute details about their daily lives and

activities, and formative assessments should be followed up with an online peer review.

Rosa (2020) concluded that some districts struggled with engagement. According to a

poll of participating San Antonio schools, 54 percent of high school students stated they were

less interested during remote learning than in-person classes, and 64 percent of parents of

younger students said the same thing; hence, Heick (2021), cited some teaching tips to

engage students in distance learning, like start with students by considering their lives, meet

for briefer periods more frequently, be the ‘lead learner’ as much as you are the ‘teacher’, use

different tools for different things–usually, and try to ensure the privacy of each student.

Related Studies

According to Buselic (2012) distance learning is one of the most rapidly increasing

disciplines of education, and the emergence of Internet-based information technology,

particularly the World Wide Web, has dramatically underlined its potential impact on all

education delivery systems. Future distance learning must be time flexible, devoid of

geographical boundaries, competitive in cost/value, and learner-centered in order to fulfill the

requirements of a changing world.

Moreover, Isik and Guler (2011) compared traditional and distance learning that there is

not any difference between two groups in terms of computer usability and computer usage

year, and added that the main question in web-based distant learning is how to measure and

enhance educational quality. Additionally, web-based technology was swiftly accepted and
employed in the field of distance education to provide courses and share knowledge. Course

content delivery tools, for example, are typical web-based learning environments. Polling and

quiz modules, virtual workspaces for sharing, synchronous and asynchronous conferencing

systems white boards, grade reporting systems, logbooks, assignment submission

components, and so on. In a digital world, educators supply text, multimedia, and simulations

in the classroom, as well as mediate and animate the discussions.

Sadeghi (2019) emphasized that distance education, which differs from traditional

education in that students and teachers are physically separated, consists of studying from

home, whereas classroom learning is a sort of education system in which students and

professors work together under one roof. Distance learning programs use electronic means to

keep students in touch with teachers, allow access to communication amongst students,

bridge the gap, and transmit instructional material. Both learning approaches have their own

set of benefits and drawbacks. deliver text, multimedia, and simulations as well as moderate

and animate discussions.

Dolidze (2013) stated that physical activity keeps the brain active and attentive, thus

students should be physically involved in their studies. The physical part of learning is often

ignored as a result of the rising usage of distance learning.

Ozmen and Atici (2014) discussed that the differences between distance education and

the face-to-face learning process depend on listening to the course and

physical environment as two main topics and also at what level distance education

affect student-student and student-instructor communication (p. 34-35).

Sezer (2016) study revealed that the students stated that the distance learning

application they used saved them a lot of time. However, the students stated that the distance

learning session had communication limitations.

 Similarly, Pedagogiki and Praktyka (2020) stated that students enrolled in distance

learning are not limited to completing tasks in the morning or afternoon; instead, they can

study in the evening or at night, which is more convenient for working students. As a result,

students are given the opportunity to manage their time effectively. Some students report

having more time for self-development and hobbies, as well as spending more time with

family members.

Dangle and Sumaong (2020) concluded that the main challenges that the students have

encountered are lack of school funding in the production and delivery of modules; students

struggle with self-studying, and parents' lack of knowledge to academically guide their

child/children, poor internet connection, lack of sleep and time to answer all the modules due

to the great number of activities, distractions, and lack of focus.

Kara et al. (2019) declared that in spite of online distance learning provides adult

learners with an opportunity for life-long learning, there are still factors challenging them to

engage in educational processes, their findings showed that the challenges experienced by

adult learners vary depending on their age, gender, technical problems such as disconnection

problems and lack of broadband Internet speed experienced by adults in their study locations,

knowledge and skills as well as the context in which they study. (p. 15)

According to Robinson (2018) at some point, all distance students face difficulties in

properly managing their own learning, such as scheduling and managing time, as well as

acquiring enough reading and comprehension skills to enable them to make use of what they

read and cope with the volume of reading required. In a distance-learning system, the student

is more likely to feel isolated from the institution, even alienated.

The findings of Sabir et al, (2014) confirmed the reliability and validity of the three

variables of student’s satisfaction in distance learning, which are assignments, tutorial

meeting and face to face workshop. The results of their study further indicated that the

majority of the students at AIOU showed high levels of satisfaction regarding assignments,

tutorial meeting and face to face workshop. It indicates it’s like as traditional education, in

distance education at AIOU, have a sufficient interaction between the students and their

instructors, all of the tutorial material is up to date, instructors are devoted, motivated and

equipped with the required skill and knowledge (p. 474)

According to El Refae (2021) students demonstrated better academic performance in

DL than F2F learning. It was found that the number of weak students in F2F learning

dropped sharply by more than 11% in DL. Demographic characteristics demonstrated a

significant impact on students’ academic performance and predicted at least 7.4% variation in

F2F learning and DL

According to the data of AlMahdawi et al (2021) there was a statistically significant

favorable influence. During online and distant learning of chemistry, students were graded on

critical thinking, collaborative abilities, creativity and innovation, technological application,

class engagement, and overall achievement. By gender and nationality, there was a

statistically significant difference in critical thinking, collaborative abilities, creativity and

invention, class involvement, and achievement.

It was clear with the aforementioned related literature and studies that the students

encounter challenges in distance learning that affect their preparedness and classroom

activities. One of the possible reasons behind the challenges encounter in distance learning

was the slow internet connectivity. It was stressed out that there is greatly need to resolve

some problems that arise in distance learning. This thought was supported by various

researchers regarding distance learning and strengthen by the researchers about challenges

encountered of students.
Conceptual Framework

This descriptive research study involves 2 variables which is the Independent

Variable and Dependent Variable. The independent variable in this study is the challenges

encountered of students while the dependent variable is the profile of students.

The study focused on the profile and challenges encountered of 3rd year students in

College of Education at Catanduanes State University.

Challenges Encountered Profile of Students

Independent Variable Dependent Variable

Figure 1. Conceptual Paradigm

CHAPTER III

RESEARCH DESIGN AND METHODOLOGY

This study’s methodology is presented in this chapter. It also explains the study’s

volunteers, instruments, data collection technique, and statistical analysis of the data.

Research Design
 The quantitative design is used in this research report. It is critical that the researcher

chooses the best design for reaching the study's objectives and goals. Because the major

goal of this study was to determine the obstacles faced by 3rd year BSEd college students

that affect their preparedness and classroom activities in distance learning, descriptive

research was performed. And utilized correlational research to characterize the

relationship between the profile and challenges encountered of students in distance

learning

Sources of Data

Participants were Catanduanes State University 120 3rd year BSEd college students

throughout the first and second semesters of the academic school year 2021-2022. They are

characterized based on their demographic profile, including age, gender (male and female)

and place of residence. Other data sources include journals, articles, web pages, blogs, and

other reading materials.

Population and Sample of the study

The respondents of this study came from CSU. Random sampling is used to select

randomly, samples from the different major of the population. Respondents were selected by

15 every major.
Data Gathering Procedure

Before beginning the actual data collection process for this study, a researcher wrote

a letter to the Dean of the College of Education requesting permission to perform the study.

After the approval of the concerned authorities, a researcher looked and asked one of the

professors in the college of education to have an easy disseminating of questionnaire through

google form to the target respondents. In the operation of data collection, a researcher

explains the main purpose of the study in order to achieve 100% retrieval, cooperation of the

respondents was asked so that valid and reliable data can be drawn in the process. After

collecting all the data, a researcher, with the help of the statistician tabulated and tallied the

survey.

Instrumentation and Validation

The instrument used was a researcher-made questionnaire checklist for the

Respondents that consists of two parts. The first part of the questionnaire for the respondents

includes items concerning the respondent's profile such as age, gender, place of residence,

and factors affecting to student’s preparedness and classroom activities in distance learning.

The second part of the questionnaire includes the status of student’s preparedness and

classroom activities in distance learning, the questionnaire was developed by a researcher and

was checked and validated by research professor and the research adviser before it laid on to

the study.
Statistical Treatment of Data

Third-year students' responses to the questionnaire were statistically evaluated to meet

the study's data requirements. With the study's data devices, students were statistically

assessed. Frequency count, mean, percent, and rank are examples of descriptive statistics.

The Pearson Chi square test was used with a 0.05 threshold of significance to see if

there was a link between the independent and dependent variables.