Exploring the Experiences of the BEED students on the Impact of

the New Learning Modalities to their Study Habits

Chapter I
BACKGROUD OF THE STUDY
ABSTRACT

This study was undertaken to determine the experiences of the BEED student to the

impact of the New Learning Modalities to their study habits and to sought answer for the

following question; What is your experience in the new learning modalities; a. Module, b. E-

Aral, c. Virtual Learning; What do you think is the effect of this new learning modalities does

study habit; What are the challenges you experience in the new learning modalities; How did you

cope up with the challenges you experience. The study was conducted at Quirino State

University (Cabarroguis Campus) especially to the BEED student. This study utilized the

Descriptive method. To answer the guide question that stated in this study, individual interview

was conduct to the 20 respondents.

Based from the responses that we get and discussed by the researchers. The result of this

study based on their experience in answering the module they are facing some difficulties

because they need to learned by their own and need some clarifications. The experienced of

BEED students interms of E-Aral they can’t focus to do their task on time because of the

problem that they are encountered in the new system. The result of this study through the virtual

learning the teacher and student have a deep discussion because here they are free to ask

questions about things they do not understand in their module and through this they also gain a

deep understanding of the lesson. The result on this study based on the effect on the new learning

modalities to their study habit is losing of interest in doing their activities. The challenges that
they experienced in the new learning modalities, they can’t manage their time doing their

activities and home duties. To all the challenges that they experienced through the new learning

modalities, they overcome it by motivating their self and with the help of teachers and friends.

New learning Modalities are making sure they keep up in the lesson and ensure that they cannot

be left behind.

A. Introduction
"It's now patently obvious that schools should have had more comprehensive disaster-

preparation procedures and controls in the case of campus disruptions." However, because many

colleges did not have such preparations in place, I believe that online learning is poised to gain a

terrible reputation on many campuses." Michael Horn, mentioned in Lederman (2020).

Exploring the critical challenges and factors influencing the E-learning system usage during

COVID-19 pandemic, some problems that student encountered issues such as poor internet

connection and technological equipment, so that some student become indolent and under-active

because of pandemic. When the COVID-19 virus surfaced, traditional educational techniques

were supplanted with e-learning since social gatherings at educational institutions were seen as a

potential for the virus to spread. Despite the limitations and studies that show that students are

less likely to gain from this sort of education, e-learning is the best alternative available to ensure

that diseases do not spread since it ensures geographical distance (Lizcano et al. (2020). The

acceptance of online learning across many learning contexts, whether formal or informal,

academic or non-academic, domestic or remote, is one such development. We started to see

schools, instructors, and students adopting e-learning tools that allow teachers to conduct

interactive instruction, effortlessly exchange resources, and enhance student collaboration and

involvement (Elaish et al., 2019).

 The present COVID-19 pandemic has brought extraordinary challenges and has affected

the educational sectors, and no one knows when it will end. Every country is presently

implementing plans and procedures on how to contain the virus, and the infections are still

continually rising. In the educational context, to sustain and provide quality education despite

lockdown and community quarantine, the new normal should be taken into consideration in the

planning and implementation of the “new normal educational policy”. (Tria, 2020).

The COVID-19 pandemic has transformed the demographics of online students

considerably. From individual online courses in the mid-1990s to today's complete online degree

and certificate programs, practically all students engaging in online learning chose the online

format. These students, who are older than standard college students, value convenience,

flexibility, and the possibility to work while studying. (Levitz, 2016). Asynchronous elements of

a course are also more valuable to these pupils than synchronous elements. Students who choose

to take classes in person, on the other hand, place a higher value on face-to-face education and

social interaction, and they are significantly younger. This raises the question of whether

students who prefer in-person learning but are compelled to learn online will choose

synchronous or asynchronous modalities.

Learning is an ongoing process, and a procedure is an occurrence that leads to a definite

result. If problems cause the learning process to be slowed or stopped, understanding will not be

achieved. An effective learning plan will address these issues, resulting in learning that is

tailored to the needs of the learner. As a result of inadequate approaches, techniques, and tactics

with the learners, the mismatch will deepen. Recognizing the learner's style and preferred

learning modes is key to effective teaching and student learning. Each student has his or her

unique learning preferences and style. Some people identify their primary learning style, while
others use a variety of learning styles depending on the situation. It stands with Kolb's learning

style theory, which states that people are born with a predilection for one learning style over

another. Students have multiple "preferred learning modes," or ways of processing information,

according to this approach. Visual, Auditory, Reading/Writing Choice, and Kinesthetic learning

methods are abbreviated as VARK. This survey was conducted during the first semester of the

Academic Year 2020-2021 to determine second-year college students' preferred learning

modalities and learning styles (visual, auditory, read/write, and kinesthetic). The students

completed a customized questionnaire based on Fleming's VARK Learning Styles and preferred

learning modalities using "Google Forms." (Flemming, 2014)

Furthermore, because the virus continues to spread around the world, face-to-face

communication is prohibited. Despite the fact that the New Normal comes with financial

constraints, teachers and students must adapt to its responsibilities. School administrators must

offer the essential equipment for teachers to deliver high-quality instruction in a timely and

effective manner

A pandemic is not a new event encountered in the history of humanity because mankind

has faced various pandemic in history. However, the covid-19 corona virus outbreak has affected

population across the world. Although online education provides an opportunity for self-study,

the main challenge that online education faces in BEED student is how to give practical lessons.

Through this study the following researchers will intent to determine the Impact of the

New Learning Modalities to their Study Habits of the BEED students specially on its opportunity

and how they survive this semester using the new learning modalities.
 Recomended to the students needs to make a schedule to do their activities and home

duties so that they know how to manage their time. Parents, the parents of students, their child

should be given enough time and time to focus on learning. They just need to understand that

they need enough time to think, understand and study well.

B. Statement of the problem

Students in this kind of pandemic are facing a big challenge and trials. Also, to know the

strategies to understand their lessons. Students in this new normal will have a different type of

learning, like modular, online class and self-study. It is within context that this research is

conducted. It is specially sought to the following question:

1. What is the experience of the BEED students on the new learning modalities?

2. What is the effect of the new learning modalities to the BEED student’s study habits?

3. What are the challenges they experienced in the new learning modalities?

4. How do the BEED students cope with the challenges they experienced?

Objective of the Study

 To know the experience of the BEED students on the new learning modalities.

 To determine the effect of the new learning modalities to the BEED student’s study

habits.

 To discover the challenges, they have experienced in the new learning modalities.

 To find out the BEED students coping mechanisms in experiencing challenges of new

learning modalities.
Significance of the Study

The purpose of the study is to determine the impact of the New Normal Modalities to the

BEED students to their study habits. Thus, the following are the specific benefits that can be

derived from this study, to wit:

Teachers. This will empower students as they continue innovating strategies to help

students to cope up to their lessons and to more understand the new learning modalities.

Parents. This will serve as their guide in encouraging and facilitating the learning of their

children most especially that face-to-face interaction is not possible during this time of

pandemic.

Students. This will help diverse learners understand the situation better and master the

different learning competencies.

Future Researchers. This study will surely help and serves as a reference for future

studies.

To conclude, this undertaking will provide adequate information about the findings.

Scope and Delimitation

The locale of this study will be at Quirino state university. The respondents of this study

are the BEED students. Open-ended questions will be given as individual interview to the

potential participants of the study.

Moreover, the partcipant will be selected randomly from BEED student. These students

shall give their consent to be participants of the research study. On the other hand, the participant

will be composed by 1st year to 4th year BEED students of Quirino State University,

Cabarroguis Campus. They are the actual former participants.

 The purpose of this study will be determine the BEED students' personal experiences of

how new learning methods have affected their study habits. The scope of this study will only be

limited to 20 students who are currently a BEED student of Quirino State University,

Cabarroguis Campus. The researchers interviewed the students with the interview guide

questions and answered it impomptu. The researcher’s interview guide question was derived

from the researchers objective of the study.

This study will primarily focus on the experience of the BEED students study habits on

the new learning modalities. In addition, this research will be conducted face-face interview.

Theoretical Framework

The study is anchored from the theoretical support with the diverse perspectives of the

student in terms of the learning modes, such as blended learning, online learning, modular/distant

learning, and face-to-face interaction, the theory on New Normal Learning considers it relevant

by Dr. Steve Salamat Guansi, et. al. (2020).

According to Dr. Steve Salamat Guansi, et. al. (2020). This figure explains the study's

theoretical foundation. It demonstrates how the pupils' various restrictions—including a bad

internet connection, a lack of a computer, printer, or phone, a lack of technological know-how,

and paucity of resources in terms of online learning, blended learning, face-to-face learning, and

modular/distant learning, these have an impact on how the courses are delivered to the students.
Definition of Terms

To establish a common frame and to facilitate a better understanding of the study, the

following terms were defined operationally and authoritatively:

Impact. Some researchers stated that blended learning can enhance students' learning

outcomes, improve students' motivation, and it is effective way for achieving learning objectives.

Blended learning also spends lower cost for training and it may enhance the students' learning

experience.

Learning. This is as acquiring facts, skills, and methods that can be retained and used as

necessary. Learning as making sense or abstracting meaning. Learning involves relating parts of

the subject matter to each other and to the real world. Learning involves comprehending the

world by reinterpreting knowledge.

New Normal Learning: Struggling to engage in online learning, those with no stable

internet access and resources risk being left behind. Cost: Students who can adapt to this setup

find it cheaper due to the lower cost of transport, arrangement, and the total cost of school-based

learning.

Student. Primarily a person enrolled in a school or other educational institution and who

is under learning with goals of acquiring knowledge, developing professions and achieving

employment in a desired field.

Study Habits. Study skills, academic skill, or study strategies are approaches applied to

learning. Study skills are an array of skills which tackle the process of organizing and taking in

new information, retaining information, or dealing with assessments.

 CHAPTER II

REVIEW OF RELATED LITERATURE

New Normal

With novel educational technology, the lack of access to educational technologies and

innovations (also known as the digital divide) continues to be an issue (Fairlie 2004; Jones et al.

2009). One of the promises of online technologies is that they can expand access to

nontraditional and underserved students by providing a wealth of educational resources and

experiences to people who might not otherwise have access to on-campus higher education.

According to a 2010 survey from the United States, students from disadvantaged socioeconomic

backgrounds are less likely to pursue higher degrees of postsecondary education (Aud et al.

2010). However, millions of people now have access to education thanks to the growing

availability of remote education (Lewis and Parsad 2008; Allen et al. 2016). Furthermore, in

recent years, a focus on open educational resources (OER) has resulted in significant cost

savings without compromising student performance outcomes (Robinson et al. 2014; Fischer et

al. 2015; Hilton et al. 2016).

Unfortunately, access gains may not be felt equally by all demographic groups. Even

after controlling for academic readiness, socioeconomic level (SES), citizenship, and English as

a second language (ESL) status, Hispanic and Black STEM majors were much less likely to take

online courses, according to a 2015 study (Wladis et al. 2015). Also, whether the greater access

provided by online technologies has resulted in improved outcomes for underserved

communities has been questioned. All ethnic minorities (excluding Asian/Pacific Islanders)

completed distance education courses at a lower rate than the ethnic majority, according to a

California Community Colleges Chancellor's Office report (California Community Colleges

Chancellor's Office 2013). African American community college students who took distance

education courses finished degrees at a considerably lower rate than those who did not take

distance education courses, according to Shea and Bidjerano (2014, 2016). In contrast, a research

of K-12 online learning success determinants discovered that just 1 out of 15 courses had

substantial differences in student test scores for racial minorities (Liu and Cavanaugh 2011).

More study is needed to examine access and success rates for various demographics when

learning in various modalities, such as entirely online and hybrid learning environments.

The present COVID-19 pandemic has brought extraordinary challenges and has affected

the educational sectors, and no one knows when it will end. Every country is presently

implementing plans and procedures on how to contain the virus, and the infections are still

continually rising. In the educational context, to sustain and provide quality education despite

lockdown and community quarantine, the new normal should be taken into consideration in the

planning and implementation of the “new normal educational policy”. This article presents

opportunities for responding issues, problems and trends that are currently arising and will arise

in the future due to COVID-19 pandemic through the lens of education in the Philippines-the

new educational norm. (Jose Z Tria 2020)

Hybrid learning

Half of the students in a class are expected to attend class, while the other half will follow

the class from home, partially online and partially face-to-face (Bao, 2020). In higher education,

the use of hybrid-flexible (HyFlex) instructional approaches is relatively new (Beatty, 2019). The

HyFlex approaches are implemented by an instructor, as previously reported in descriptive case

studies. Efforts to incorporate this methodology have been made in the past, but few studies have

reported on the impact on student learning and related metrics of interest, such as qualifications,
retention, pass rate, and time to graduation (Dikilitaş, 2020). In Spanish universities that used

this methodology, groups of face-to-face students and online students alternated from September

2020 to achieve social distance without having to change the classroom structure.

Mirror room

With the rising prevalence of COVID-19, one of the options used in Spanish university

education was the use of "Mirror Rooms," which allow face-to-face classes but at a safe distance

of at least 1.5 meters between the chairs. The group of students is divided into two subgroups to

maintain the safety distance measures in the case of insufficient classroom space. Half of the

group is in a classroom with the teacher, while the other half is watching the class through live

videoconference from another classroom. This typology has an advantage over hybrid education,

in which half of the students attend class from home, or blended education, in which face-to-face

instruction is alternated with online instruction. The advantage of this typology over hybrid

education, in which half of the students attend class from home, or blended education, in which

face-to-face education is alternated with online teaching, is that students in Mirror Rooms do not

rely on their resources or internet connections at home, because the entire process, including the

online portion, takes place in the educational center. They can continue to have contact with

peers and a University environment because they have their classmates in class for support and

inspiration (Misseyanni 2018).

The disadvantages of this strategy include the need for a sufficient number of classrooms,

as well as the technological resources required to broadcast the lesson live and employees to

control the mirror classrooms. Another downside is that students will have no direct interaction

with the lecturer, who will be in another classroom, which is similar to the situation with

asynchronous online classrooms. This practice may be feasible in university studies, but not so
much in lower educational stages, when pupils will find it difficult to sit alone in a class and pay

attention.

A “Semi-Presential Learning” Blended System

The mixed system approach is generally implemented by switching between face-to-face

classes and online education, either by videoconference or by autonomously following, i.e.,

individually or in groups, the tasks that were started in person in class. Splitting students into

groups and having them take turns going to class is one variation of this strategy. In the semi-

present environment, students alternate online activities with face-to-face encounters, according

to a study by Cândido (Cândido 2020). This means that each topic will have fewer contact hours,

which will be offset by work from home. For example, if we work on projects, students can

participate in class while staying at home if they are unable to attend in person.

Online Guide in the Classroom

Another novel way to blended learning education offered in this study is what we've

dubbed the "Online guide classroom," which has been made possible by the pandemic's new

reality. A person who has been in touch with someone who has tested positive for COVID-19

should undergo a contagious disease test and stay at home until the results are known. Teachers

in this position, who have no medical symptoms and are well, have noted how their teaching has

been disrupted, which is harmful to their kids. In an Online guide classroom, the teacher teaches

using a computer from home or another location, while the students physically travel to the

campus to participate in the video conference. The advantage of this kind of instruction is that

pupils will not miss class if the instructor is in quarantine and may have been exposed to

COVID-19, or if the teacher is unable to attend a class for other reasons, such as assisting a
Congress in another country. Students will also be able to continue to enjoy University life and

work on group projects with their classmates in person. This option is especially important for

scientific students who are required to work in laboratories as part of their coursework (Anderton

2021). To project the videoconference, the classroom will need to meet certain technical

requirements, such as microphones and cameras built into the room, i.e., the same hybrid-

learning technical resources that prior research suggests (Salikhova 2020), as well as staff or

students responsible for connecting these devices.

Pedagogy for Continuing Education Through Online

E-learning tools have played a crucial role during this pandemic, helping schools and

universities facilitate student learning during the closure of universities and schools (Subedi et

al., 2020). While adapting to the new changes, staff and student readiness needs to be gauged and

supported accordingly. The learners with a fixed mindset find it difficult to adapt and adjust,

whereas the learners with a growth mindset quickly adapt to a new learning environment. There

is no one-size-fits-all pedagogy for online learning. There are a variety of subjects with varying

needs. Different subjects and age groups require different approaches to online learning (Doucet

et al., 2020). Online learning also allows physically challenged students with more freedom to

participate in learning in the virtual environment, requiring limited movement (Basilaia &

Kvavadze, 2020).

Faculty sought help from colleagues with previous experience teaching online, looking

for evidence for what worked in their discipline. They were inspired by examples for creative

arts and music, where Zoom rehearsals and performances produced remarkable and life-changing

events. Some discovered open education resources, materials, labs, videos, simulations, games,

that helped them find new ways of engaging their online learners. Some truly innovative design
ideas emerged, such a course on COVID-19 in which a different “angle” (epidemiology,

economics, psychology, virology, politics) became the focus for each week taught by a faculty

member from that discipline

Challenges in Teaching and Learning

Accessibility, cost, flexibility, learning methodology, life-long learning, and educational

policy are all problems with e-learning (Murgatrotd, 2020). Many countries face significant

challenges in terms of maintaining a stable Internet connection and gaining access to digital

gadgets. While many economically disadvantaged students in developing nations cannot afford

online learning gadgets, online education increases the learner's exposure to screen time. As a

result, offline activities and self-exploratory learning have become critical for pupils. Because

both parents work, there is a lack of parental direction, especially for young learners. There are

practical concerns about physical workspaces that are conducive to various learning styles.

Inherently motivated learners are largely unaffected in their learning since they require little

supervision and assistance, but pupils who are deficient in learning have challenges. Some

academically qualified students from low-income families are unable to access or afford online

instruction. Due to reduced contact hours for learners and a lack of communication with teachers

when learning/understanding challenges, students' academic performance is likely to suffer in

classes held for both year-end and internal examinations (Sintema, 2020).

Aside from being enjoyable for the children, school time helps them develop social skills

and awareness. While kids are away from their regular school schedule, they face economic,

social, and psychological consequences. Many of these students are now taking online classes

and spending more time on virtual platforms, putting them at risk of online exploitation. School

time helps youngsters acquire social skills and awareness, in addition to being pleasurable.
Children endure economic, social, and psychological implications when they are absent from

their usual school schedule. Many of these kids are now attending online classes and spending

more time on virtual platforms, potentially exposing them to online exploitation. In addition to

poor Internet connectivity, the majority of pupils do not have access to smartphones or television

at home. Due to the closure of businesses and offices, a large portion of the population has no or

little income. The data package (costs) are rather high in comparison to average earnings, and

maintaining continuous Internet access is a costly business for farmers. Most students prefer

online face-to-face classrooms (video); nonetheless, some (economically disadvantaged) students

have complained that the face-to-face online class requires more data packages. It's challenging

to create a system that meets all kids' learning demands while also being convenient.

Opportunities for Teaching and Learning

Although there have been numerous problems for educators, schools, institutes, and the

government in regards to online education, the COVID-19 epidemic has created multiple

chances for those who are unprepared or have long-term intentions to deploy an e-learning

system. It has brought teachers and parents closer together than ever before. Homeschooling

necessitates parents' academic and financial support for their children's education. During these

continuing crises, children with disabilities require extra and unique assistance. For the first time

ever, online platforms such as Google Classroom, Zoom, virtual learning environments, social

media, and other group forums such as Telegram, Messenger, WhatsApp, and WeChat are

studied and tried for teaching and learning. Even after face-to-face teaching resumes, this can be

explored further, and these platforms can provide extra materials and coaching to learners. On a

local level, teachers are actively collaborating with one another to develop online teaching

approaches. As instructors, parents, and children have similar experiences, there are unparalleled
potential for collaboration, creative solutions, and openness to learn from others and try new

techniques (Doucet et al., 2020). Online learning has allowed teachers and students to teach and

learn in new ways that are not possible in a traditional classroom setting.

Impact on Education School

Most educational systems across the world have migrated to remote learning modality as

a measure against the spread of the coronavirus disease 2019 (COVID-19). This phenomenon is

causing a lot of difficulties especially as voiced out by students in the context of developing

countries. This paper attempts to describe the difficulties in remote learning of university

students in the Philippines in the wake of the COVID-19 crisis. Following a mainly qualitative

research design, this study surveyed a pool of purposively and conveniently selected students

currently enrolled in a tertiary institution. The result of the content analysis revealed the

following categories of difficulties in remote learning: unstable internet connectivity; inadequate

learning resources; electric power interruptions; vague learning contents; overloaded lesson

activities; limited teacher scaffolds; poor peer communication; conflict with home

responsibilities; poor learning environment; financial related problems; physical health

compromises; and mental health struggles. Based on the result, cogent recommendations are

discussed at the end of the study.

Studies on Individualized Instruction

According to Das (2020) He conducted a study to develop self-instructional materials in

Health Education and to find out the effectiveness of self-learning materials as compared to the

conventional method of teaching. It was found to be superior to all other methods of learning and

when administered under the supervision of a teacher was found to be more effective.
 On the other hand, Donald and Marvin (2020) investigated the effectiveness of a series of

self -instructional modules (SIMS) for training secondary level social studies teacher trainees to

develop and ask higher level questions. The study showed that SIMS is superior to Conventional

Methods for developing concepts and skills.

An instructional module was prepared, validated and found its effectiveness

by Jayalakshmi (1985). The module was prepared for BEED students in Educational

Psychology at the BEED level was quite effective.

Blended Learning

This model is based on a combination of classroom education and online education in

various forms (Lightner and Lightner-Laws, 2016; Nuruzzaman, 2016; Heilporn et al., 2021).

There is no unanimity of criteria, since the meaning is ambiguous, causing confusion, and gives

rise to a certain lack of rigor between the different types of blended learning (Misseyanni et al.,

2018; Bao, 2020). It is necessary to distinguish between hybrid teaching, mirror classrooms,

blended teaching, and the new methodology proposed in this study, i.e., online guides in the

classroom.

Time management

A person who is good at managing their time can live a calm, stress-free life. This is so

that the person doesn't feel worn out at the end of the day. Time management focuses on splitting

the required time for each activity. Thus, time management that works raises quality of life.

Thus, it is crucial for pupils in higher secondary schools to understand time management. As a

result, the investigator chose this subject for inquiry (Cyril, 2014).
 However, according to Mercanlioglu (2010), academic success was higher among

students who adopted time-saving strategies. Students who did not employ time-saving strategies

in their academic work performed worse. academically. Procrastination, socialising, and setting

priorities are three When outlining the framework, some time management researchers take into

account several factors that could affect how well pupils perform. Students experience problems

like hating their tasks and uncertainty as a result of their inability to arrange things, therefore

they put off their responsibilities. As a result, they will find it difficult to manage the chores that

come after their procrastinating and distracting priorities (Mohamed, Hamal, and Mohamed

2016). According to Sayari, Jalagat, and Dalluay (2017), priority is a strong predictor of students'

improved academic achievement, although procrastination and socialization have no bearing.

According to Rai (2016), students who obtain lower results often do so because they struggle

with time management during exams rather than because they are less capable than their peers.

Unable to adapt new learning system

Learning in the new normal is a challenge for teachers, students, and even parents,

according to Van Briesen (2010). Self-directed learning is an individual attitude that incorporates

initiatives and responsibility to learn, select, manage, and assess self-learning activity,

motivation and interest, freedom in setting goals, and more. DepEd announced that they are

prepared to start lessons in October for the school year 2020 to 2021 through blended learning

methods after delaying the start of online classes on August 24. TanhuecoTumapon (2020)

asserts that schools and universities must uphold their commitment to providing high-quality

education while implementing the new normal of blended learning. According to Magsambol

(2020), there is a clear disparity between those who can afford the resources to use the new

education platform and those who cannot. With the DepEd's slogan, "no child left behind," the
general state of students in the public school system sends a message of inequity. However,

education cannot be prioritized over sustaining the economy. The internet's uneven accessibility

would ideally be overcome by blended learning while closely adhering to the social and personal

quarantine rules.

Various Procedures that using E-Aral

A platform for creating a forum for interaction between students and teachers as well as

between students is provided by learning management systems, which give teachers and students

a powerful set of tools to create and manage courses, course content, and course materials, track

student attendance and performance through tests, and administer quizzes, assignments, and

surveys. It is also intended to be used as a supplement to conventional classrooms by

universities, colleges, K–12 institutions, and even individual educators. However, a number of

constraints, including the availability of laptops and other devices for getting online, internet

resources, staff and student online readiness, and other considerations make it difficult to

integrate online infrastructures in education, Bautista, RG. (2017).

Self- Learning

Student engagement is defined by Collaço (2017) as having behavioral, interpersonal, and

affective components that must be addressed if an authentic involvement is desired. This can be

done by integrating cutting-edge technologies and tools to improve the learning activities in

courses that are being offered. Many students in this digital age are already accustomed to using

these tools, so doing so will make them more willing to participate and collaborate with others in

these e-activities, which will support a constructivist approach (Hoic-Bozic et al. 2016;

Cummings et al. 2017). This specific study on students' learning outcomes and experiences with
blended learning supports the growing global trend of using blended learning as a successful

content delivery strategy in higher education. The delivery of this method may include one or

any combination of modes to supplement the in-person tutorials, such as using social media,

gamified problem-solving, video conferencing with each other or with industry participants, role-

playing exercises, virtual learning systems, online interactive quizzes or challenges, or any of the

numerous simulations available online (Hamilton and Tee 2010). Individuals must decide what

to learn, how to judge their achievement, and which methods or materials to employ as part of

this process. It also involves setting goals, locating pertinent information, and assessing the

outcomes. Therefore, it would be logical to assume that self-directed learning is associated with

taking ownership of one's education. According to Van Briesen (2010), self-directed learning is

an individual attitude that includes taking initiative and responsibility for learning, choosing,

managing, and evaluating one's own learning activities, being motivated and interested, being

free to set goals, and choosing the right learning materials. Grow (McCauley and McClelland,

2004) denotes self-directed behavior and is challenging to define as a single idea because it

encompasses a number of practices consisting of components including attitude, perception,

thought, experience, and communication. Self-directed learning is a process in which a person

makes efforts to identify learning requirements, create learning goals, locate learning resources,

choose and use learning strategies, and assess learning outcomes, according to Knowles (in

Hoban & Hoban, 2004).

Down System

Technology is transforming how work is done, even in tertiary institutions. Institutions where

there was a significant need for improvement in the teaching and learning process. Realizing that

the internet is a crucial instrument for promoting tertiary academic activities. For a number of
years now, the administrators of these tertiary institutions in Nigeria have Schools have made

significant investments in setting up internet services in their classrooms. The offerings given by

the internet have had a significant impact on organizations, the university setting, and strategies

for instructing and learning. Worldwide, the Internet has increased the use of computers

intertwined. Emeka and Nyeche (2016) claim that the internet is a global organization whose

nature cannot be defined simply or readily. Consequently, these shortcomings have a variety of

effects on academics' awareness, experiences, and attitudes with regard to e-learning. The lack of

significant support and help from the technical department is cited as a major barrier to the

effective and efficient use of e-learning facilities in various HEIs in a recent account by Makgato

(2014). According to these writers, academics in HEIs from Africa have systemic difficulties and

lack the necessary abilities for the implementation and integration of e-learning. Additionally,

many African HEIs lack e-learning policies and adequate resources. Providing academics with

technical and administrative support for the establishment and usage of e-learning facilities (Sife

et al., 2007).

Environment Distraction

Two research looked at whether distraction from the surroundings (mostly noise) might lead

people to make snap judgments about other people. In the initial study, it was discovered that

while under distraction, individuals' assessments of a target person tended to be more intense

while also changing over the course of multiple questionnaire administrations. This pattern of

judgments was unaffected by the prospect of potential interaction with the target individual in the

future. These results were confirmed in a subsequent investigation, which ruled out a number of

alternative artifactual explanations for the initial study's findings. The experiments' findings are
examined in relation to several hypotheses of environmental influences, although they looked

most compatible with the notion that noise and distraction prevent people from integrating

information. (Judith M Siegel, Claude M Steele,1980). Understanding distraction and its effects

on the user could be a breakthrough in understanding the mechanism of the weak flow-

performance link and in optimizing VR solutions. Consequently, it is crucial to make use of the

research on distraction and focused attention (Bian et al. 2020). According to Huang et al.,

selective attention is the capacity to promote processing one source of environmental data while

reducing processing from other sources (Huang-Pollock et al. 2005).Following it, Michotte

(2017) develops perception as a stage of the whole action process that enables us to modify our

actions to the environment in which we live. In this case, the students' perspective might be

characterized as their formed opinion following a specific event that requires modification.

Therefore, the focus of this research is on how students perceive an online learning environment

that is appropriate for their requirements and circumstances in terms of participation,

accessibility, materials, and assignment delivery. These elements are essential to bringing the

pupils'

The needs of this research require a more contextualized understanding of online learning.

Difficulties in answering module

Unending Process

Although prior literature (Arthur-Nyarko & Kariuki, 2019; Bagarukayo & Kalema, 2015; Hamid

et al., 2009) has increased our understanding of students' e-learning experiences, there are still

many knowledge gaps among academics, particularly in the context of South Africa. According

to Marimo et al. (2013), the key variables influencing academics' adoption and usage of e-
learning platforms for academic education are their behavioral goals, attitudes, and perceptions.

In other words, Marimo et al. (2013) think that academics' behavioural intentions, attitudes, and

perceptions may have an impact on how they experience the implementation, use, and uptake of

e-learning platforms. Regardless of the academics' opinions or perceptions about e-learning, they

must have the necessary technical assistance and training to operate the LMS because these are

essential to their proficiency in content administration, development, and e-facilitation (Yiong et

al., 2008). The level of the technological assistance and training that academics at HEIs received

in terms of integrating and using ICT as a tool for e-learning, however, has unfortunately been

exposed by Sife et al. (2007). According to these writers, academics in HEIs from Africa have

systemic difficulties and lack the necessary abilities for the implementation and integration of e-

learning. In addition, many African HEIs lack e-learning policies and provide insufficient

technical and administrative assistance to academics for the deployment and use of e-learning

resources (Sife et al., 2007). Sadly, these shortcomings have a variety of effects on academics'

awareness, experiences, and attitudes with regard to e-learning. The lack of significant support

and help from the technical department is cited as a major barrier to the effective and efficient

use of e-learning facilities in various HEIs in a recent account by Makgato (2014).

Self-Motivation

Teaching and learning

According to Aparicio, Bacao, and Oliveira, T. (2016) separate online learning into two key

areas: learning and technology. Whereas learning is the cognitive process for achieving

knowledge, and technology is the tool to support that process, technology is used to deliver the

breadth of online learning. When it comes to the actual usage of technology, Ryan in Smart and

Cappel (2006) state that there are many different ways to use it, such as synchronous interactive
settings, asynchronous interactive sessions, or self-paced independent study units. The adoption

of technology and learning is best seen from the perspective of the students because they have

first-hand experience with it. As an illustration, research conducted by Armstrong (2011) on

students' opinions of online learning and instructional technologies reveals that students do not

believe that technology's drawbacks are inherently bad. Although few research are available, it's

possible that implementing online learning in rural locations would present more challenges than

it first appears. This study will close the knowledge gap, particularly on the application of

technology.

Loss of Interest

It could be difficult to assure student proficiency as a result of the change to a virtual learning

environment (Deery, 2020; Spanemberg et al., 2020). According to Hidi and Harackiewicz, the

majority of interest theorists agree that interest is a phenomena that develops through people's

interactions with their surroundings (2000, p.152). Personal interest, according to Hidi &

Harackiewicz (2000) and Hidi & Renniger (2006), arises from an innate drive to comprehend

particular themes or topics and is typically correlated with high levels of knowledge and value,

pleasant feelings, and higher reference value (Krapp, Hidi & Renninger, 1992). It is also stated to

develop gradually and to have a tendency to last a long time. As a result, it continues to play a

consistent and lasting role in learning over a lengthy period of time. Consequently, a learner's

inclination to continue participating in a task or activity over time is greatly influenced by

personal interest.

Chapter III

Research Methodology
 This section presents the information on the research design, participants,

Instrumentation, data gathering procedure, and data analysis used in the conduct of the study.

Research Design

`The researcher used the descriptive qualitative method. A qualitative descriptive design

may be deemed most appropriate as it recognizes the subjective nature of the problem, the

different experiences participants have and will present the findings in a way that directly reflects

or closely resembles the terminology used in the initial research question (Bradshaw et al.,

2017). This method includes the interviewing of respondents through the use of giving guide

questions. This used to determine the impact of the New Learning Modalities to their Study

Habits.

According to Siquijor-Enriquez (2000), descriptive method is characterized as a survey or

normative approach to the study of conditions, essential guide to one’s thinking. It is concern

with condition of relationship that exist; practices that prevail; belief; processes that are going

on; effects that are being felt, or trends that are developing.

Respondents of the study

This study will utilize the random sampling technique in the selection of the respondents,

a type of equal probability sample. Random sampling is to choose individuals become sample

who will be representative of the population. (Creswell 2012) explains that a slight variation of

the simple random sampling procedure is to used systematic sampling.

Indeed, the respondent of the study will be (20) BEED student from the Quirino State

University, (Cabarroguis Campus).

 Moreover, Crouch & McKenzie (2006) postulated that 20 or less than 20 participants in a

qualitative study helps a researcher build and maintain in close relationship and thus improve the

open and frank exchange of information. They also reiterated this number can help mitigate

some of the bias and validity threats inherent in qualitative research.

Instrument and Data Gathering Procedure

This study will utilize the open-ended Question and narratology in the data gathering.

This will be used to generate information regarding Exploring the Experiences of the BEED

students on the Impact of the New Learning Modalities to their Study Habits. Further,

IndianScribe.com (2018) claimed that open-ended questions allow the participants to share their

experience in depth, and giving them freedom to express their thoughts.

Furthermore, we also used Phenomenological approach in this study. In

phenomenological approach the participants relieve their experiences in order to obtain every

essence of these thoughts and perceptions.

On the other hand, the researchers considered the health protocol of the Inter-Agency

Task Force (IATF) particularly the prohibitions on face to face, social distancing and mass

gathering. Hence, Open-ended questions will be given as individual interview to the potential

participants of the study. Queries or clarifications, affirmations and other concerns of both the

researcher and the respondents will be initiated with the same modality.

Data Analysis

The goal of qualitative data analysis is to make sense of the voluminous, varied, and

usually non-numeric data that accumulates during an investigation. In what we generate as data,

we look for insight, meaning, understanding, and wider patterns of knowledge, intent, and
behavior. Thorne (2008) describes the analytic process as moving “from pieces to patterns”

through the activities of organizing, reading and reviewing mindfully, coding, reflection,

thematic derivation, and finding meaning.

This study used thematic analysis, thematic analysis involves the identification of

recurring patterns that are presented by researchers as overarching statements or themes,

researchers want to collect richer information and get more detailed picture of issues, cases or

events. They want to explore the why and how of a situation, not only what, where, when.

Qualitative research, like any scientific research, is a method for finding answers to questions

and gathering data. Qualitative researchers collect data using a variety of methodologies,

including in-depth qualitative interviews, participant and non-participant observation, field notes,

focus groups, document analysis, and a variety of other methods. To collect and evaluate

qualitative data, a range of methodological approaches are accessible, including phenomenology,

ethnography, grounded theory, ethical.

Ethical Protocol of the Study

Three ethical issues were considered in this study. These included informed consent, the

confidentiality of information given, and the researcher’s roles and responsibilities. Informed

consent was vital to establishing trust and confidence between the researchers and the

participants. The authors explained well the nature of the study and the expectations associated

with their participation. Part of this ethical duty is to ensure that the young people’s participation

in the study was purely voluntary. The use of force, coercion, and intimidation was never

employed as these are manifestations of gross disrespect to the fundamental rights of others.
 Likewise, consent from the participants was obtained prior to the study. In the absence of

an established research ethics review board of the campus at the time of the study, the authors

took the initiative to observe all ethical principles in conducting empirical studies. As such, they

were strictly guided by the three universally accepted ethical principles: respect for persons,

beneficence, and justice. To comply with these principles, research participants were oriented

with the utmost respect and without deception as to the scope of the information to be obtained.

Also, the consent form was an integral part of the orientation before any data collection

procedure was carried out. The confidentiality of information provided by the participants was

taken seriously. Pseudonyms were used to protect the identity of the participants. No names of

persons, places, and events were used without the permission of the participants. The author

recognized that it was their role to protect the participants from any physical, emotional, or

psychological harm.

The respondent were given the chance to discontinue if they feel uncomfortable with the

research process. Prior to the trial, the subjects' agreement was also acquired. The authors took

the initiative to follow all ethical guidelines in performing empirical investigations because there

was no formal research ethics review board on campus at the time of the study. As a result, the

three internationally acknowledged ethical values of respect for others, beneficence, and justice

were scrupulously followed. To adhere to these criteria, research participants were informed

about the scope of the information to be acquired with the utmost respect and without deception.

In addition, before any data collection operation was carried out, the consent form was an

inherent element of the orientation. The privacy of the information submitted by the participants

was respected. To obscure the participants' identities, pseudonyms were utilized. Without the
participants' agreement, no names of people, places, or events were utilized. It was the author's

responsibility to protect the participants from any physical, emotional, or psychological harm.

If the respondents were uncomfortable with the research process, they were offered the

option to stop.

Chapter IV

Result and Discussions

The results are stated based on the following

1.What are the experiences in the new learning modalities

A. Module

 Difficulties in Answering the Module

Based on the first theme, BEED students are struggling on how they going to answer

their modules.

According to respondent 1 “Mahirap mag-aral ng walang nagtuturo, parang

nangangapa sa dilim”
According to respondent 6 “Mahirap mas nasanay kaming may nagtuturong sa
amin para mas lalo naming maintindihan yung lesson”.
According to respondent 11 “Ang aking karanasan sa module ay mahirap
maintindihan at lack of information”.(My experience to my
module is difficult to understand and it is lack of information).
According to respondent 14 “ Pahirapan ang sumagot gamit ang module dahil
minsan kulang ang mga page at hindi naiintindihan yung
words na naka print sa module”.(It is difficult to answer with
the module because sometimes the pages are missing and the
word printed on the module cannot be understood).
According to respondent 16 “With modular approach, I experienced to study on
my own pace. I find it difficult since I wasn’t able to answer all
the inquires in my mind without the help of others”.
 Self-Learning

In this kind of new learning system, BEED students are practicing on how to study by their own.

According to respondent 2 “Para sa akin medyo mahirap dahil self- learning ito at minsa ay

nakukulangan ako ng oras sa pag sagot”.

According to respondent 13 “Ang naging karanasan ko sa modules ay mahirp sapagkat ito ay

sarili nating intindihin”.

According to responding to 19 “Ang naging karanasan ko sa modular ay masasabi kong minsan

ay mahirap sapagkat hindi 24 oras ang nakaantabay sayo yung instructor mo, parang self-

learning siya kumbaga self- learning”.

B. E-ARAL

 Unending Process

E-Aral is a tool that is hard to use because of its many procedures, and one of the BEED

student’s problem.

According to respondent 4 “Ang naging karanasan ko sa E-Aral ay mahirap dahil bago ito

masimulan madaming proseso pang gagawin”.

According to respondent 5 “ Sa E-Aral po, para sa akin mahirap kasi madaming proseso bago mo

maaccess”.

According to respondent 12 “Mahirap dahil sa marami pang proseso hindi siya madaling

gawin”.
 Down System

As a result, this new learning system is not really good interms of connections, proven by the

respondent.

According to respondent 2 “Para naman po sa akin ang E-Aral ay problema dahil minsan ay

nag dodown ang system kaya hindi nakakasagot ng maayos”. ( For me, E-Aral is a problem

because sometimes the system goes down , so I can’t answer properly ).

According to respondent 3 “ Sa E-Aral ayon sa experience ko ito ay mahirap dahil palaging nag

mamaintenance kaya nahuhuli ang mga ibang activities”. ( In E-Aral according to my

experience it is difficult because there is always mataintenance so other activities are delayed).

According to respondent 14 “Ang karanasan ko sa pag gamit ng E-Aral ay lagi itong down

system kaya minsan hindi on time naipapass ang aking mga files”. ( My experience in using E-

Aral is that, it is always down system so sometimes my files are not passed on time).

C. Virtual Learning

 Unstable Internet Connection

Based on the result some BEED students are not capable to fit with this learning system

because of the unstable of internet connection. Prove by the response of the respondent.

According to respondent 5 “Due to the unstable of internet connection some words are not

clarify”.

According to respondent 15 “ Ang karanasan ko naman sa virtual learning ay hindi magandang

internet connection”. (My experience with virtual learning is not good in terms of internet

connection).
According to respondent 16 “When it comes to virtual learning, I find it hard to be fit with the

new trend for the reason that we don’t have stable internet connection”.

 Environment Distraction

Some BEED students are also distracted to answer some question and can’t clarify the

lesson. Proved by the response of the respondent.

According to respondent 3 “May mga time na maingay ang paligid kasi may kapit-bahay na

may furniture shop kaya minsan ako ay umaa”.

According to respondent 4 “Hindi ko po masyado nabibigyan ng pansin ang virtual kasi

kailngan ko pong mag tinda”.

According to respondent 14 “Ang karanasan ko naman sa virtual learning ay maingay na

paligid”.(My experience with virtual learning is the noisy environment).

 Teaching and Learning

Students believe that they can get some clarification to their questions that bothered them in

doing some activities. Proved by the response of the respondent.

According to respondent 1 “ Mas naiintindihan lahat ng lesson dahil nasasabi at natatanong sa

guro”.( All the lesson are better understood because the teacher can be told and asked

questions).

According to respondent 12 “Maganda dahil mas maiinrindihan natin ng husto ang isang topic

dahil na iexplain ng guro”.

According to respondent 20 “Sa virtual learning mas maganda kasi matatanong mo yung mga

questions mo or mga requiremnents mo na hindi mo maintindihan”.

2. What do you think is the effect of this new learning modalities does study habits?

 Loss of Interest

Some of BEED students are being lazy and hard to adjust in the new learning to their study

habits. Proved by the response of the respondent.

According to respondent 1 “Ang epekto ng new learning modalities sa aking study habits ay mas

lalo akong naging tamad dahil sa Pagbibigay nila ng module ng sabay sabay hindi ko alam

kung anong uunahin nakakamental breakdown”.

According to respondent 2 “Para sa akin ang epekto ng new learning modalities ay sobrang

hirap mag adjust sa nakasanayan”.

According to respondent 5 “Nakakatamad ito dahil hindi ko alam kung saan at paano ko

sisimulan tapos isabay pa ang mga gawain sa bahay”. ( It’s boring because I don’t know where

and how to start and then add other household chores at the same time).

3.What are the challenges you experience in the new learning modalities

 Time Management

The result says that some of BEED students are facing difficulties to manage their time.

Proved by the response of the respondent. Students experience problems like hating their tasks

and uncertainty as a result of their inability to arrange things, therefore they put off their

responsibilities. As a result, they will find it difficult to manage the chores that come after their

procrastinating and distracting priorities (Mohamed, Hamal, and Mohamed 2016). According to

Sayari, Jalagat, and Dalluay (2017).

According to respondent 1 “ Ang challenge na aking na experience sa new learning modalities ay

ang time management dahil diko po maipagsabay-sabay ang aking mga paper works and home

duties”.

According to respondent 20 “Hindi makapagconcentrate sa pag-aaral dahil nandito sa bahay may

mga house chores kana dapat gawin balance yung ginagawa para matapos”

Loss of internet connection

Everyone is affected, even the educational system, which has been momentarily put on

hold as a result of the lockdown.

According to respondent 1 “Ang challenge na aking na experience sa new learning modalities

ay ang time management dahil diko po maipag sabay- sabay ang aking mga papeer works and

home duties”.

According to respondent 4 “Ang challenges ko sa new learning modalities ay mahirap ko

ihandle ang mga gawain lalo na pag ito ay sabay-sabay na darating”.

According to resondent 9 “Ang mga challenges na naexperince ko sa new learning modalities ay

hindi ko mapagsabay-sabay ang mga gawain na ginagawa ko”.

According to respondent 20 “Hindi makapagconsentrate sa pag-aaral dahil nandito sa bahay

may mga house chores ka na dapat gawin, dapat balance yung ginagawa para matapos”.

 Unable to Adapt to the New Learning System

As a result, it’s not easy to comprehend due to self-learning. Proved by the response of

the respondent.
According to respondent 5 “Ang challenges ko sa new learning modalities ay mahirap

makipagsabayan sa bagong systema dahil ito ay nangangailangan ng internet connection”.

( The challenge I am experiencing with the new learning modalities is that, it is difficult to keep

up with the new system because it requires an internet connection).

According to respondent 10 “Most of the time hindi ko maintindihan yung lessons sa module

natin tapos nakukulangan ako sa time kasi considering yung wala tayong virtual session tapos

limited yung communication sa instructors so typicaly talaga self-studies tapos kailangan with

quality yung output dapat isubmit yun nga lang nakukulangan ako sa palugit kahit nabigyan

tayo ng 1year na palugit considering nga na self-study so kulang na hindi mo maibigay yung

gusto mong quality nung output”.

According to respondent 14 “Ang challenges na naranasan ko sa new learning modalities ay

yung pag adjust sa new normal at sa mga makabagong paraan ng pag-aaral”. ( The challenges

that I experienced in the new learning modalities are adjusting to the new normal and the

modern ways of learning).

4.How did you cope up with the challenges you experience?

After a thorough analysis of the data gathered from the participants, the following

emerged as themes.

 Self - Motivation

If you have a dream to pursue nothing is impossible. Based on the answer of the respondent.

According to respondent 1 “Nakayanan ko ang pagsubok sa pamamagitan ng paunti-unting

paggawa ng mga activities at minomotivate ko ang aking sarili sa pamamagitan ng pagbili ng

mga bagay na gusto ko”. ( I coped with the test by doing more and more activities and I

motivated myselfby buying things I wanted).

According to respondent 4 “Minomotivate ko ang sarili ko at sinasabing focus ka lang sa goal at

matatapos mo din lahat’.

According to respondent 10 “Nakayanan ko ang pagsubok sa pamamagitan ng pagmomotivate

ko sa sarili na lahat ng mga ito ay malalagpasan”.

According to respondent 20 “I took those challenges as an inspiration in my life that everything

will be able to achieve no matter how difficult it is as long as I work hard and study well towards

to fulfilling my dreams”.

 Association with Teachers and Friends

Based on the result, some of the BEED students cope with the activity through the help of

teachers and friends. Based on the answer of the respondent.

According to respondent 6 “Nakayanan ko ang pagsubok na aking naranasan sa tulong ng

guro ,pamilya at pag aadvice ng mga kaibigan”. ( I was able to cope with all the trials with thw

help of teachers,family and the advice of friends).

According to respondent 12 ‘Nakayanan ko ang pagsubok sa pamamagitan ng pagsagot ng

paunti-unti at pagtanong sa guro at kaibigan”.

According to respondent 16 “Nakayanan ko ang pagsubok sa pamamagitan ng pagtatanong sa

mga guro at kaibigan sa mga module na hindi ko maintindihan’.

According to respondent 19 “Nakayanan ko ang pagsubok na aking naranasan sa tulong ng

aking pamilya, kachurchmate at mga kaibigan”.( I was able to cope with the help of my

family ,church mates and friends).

Chapter V

Conclusions and Recommendation

Conclusions

Based from the responses that we gathered and discussed by the researchers, the result of this

study based on their experience in answering the module they are facing some difficulties

because they need to learned by their own and need some clarifications, and also the experienced

of BEED students in terms of E-Aral, they can’t focus to do their task on time because of the

problem such as unending process and down system that they encountered in the new platform of

learning , the result of this study through the virtual learning the teacher and student have a deep

discussion because here they are free to ask questions about things they do not understand in

their module and through this they also gain a deep understanding of the lesson, the result on

this study based on the effect on the new learning modalities to their study habit is losing of

interest in doing their activities, the challenges that they experienced in the new learning

modalities, they can’t manage their time doing their activities and home duties, to all the

challenges that they experienced through the new learning modalities, they overcome it by

motivating their self and with the help of teachers and friends. New learning Modalities are

making sure they keep up in the lesson and ensure that they cannot be left behind.
 Recommendations

Based from the findings of the study, the following are recommended:

Students. Students needs to make a schedule to do their activities and home duties so that

they know how to manage their time.

Parents. To the parents of students, their child should be given enough time and time to

focus on learning. They just need to understand that they need enough time to

think, understand and study well.

Future researcher. To the future researchers, that this maybe a bases for their similar

research and suggest that they should conduct a more in-depth study about Exploring and

experience to the BEED student to the impact of the New Learning Modalities.

Researchers. To the researchers, that they need to improve their research and conduct

more research about the New Learning Modalities

School Administrators. To the school administration