Royal Institution Singapore; P-ISSN 2382-6347; E-ISSN 2382-6355

34th International Conference and Conferment Ceremony, May 19-21, 2022

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The Challenges of Online Distance Learning for Bachelor of

Elementary Education III in The Pangasinan State University Infanta Campus

Ariel D. Meru, Reychivelle S. Madarang, Armi M. Madarang,

Reymar M. Mia and Narciso A. Martin Jr.

Pangasinan State University

Abstract
This research aimed to identify the challenges of online distance learning for Bachelor
of Elementary Education (BEE) III students in the Pangasinan State University Infanta
Campus for the First Semester of the Academic Year 2021 - 2022. The study employed a
quantitative research approach and used descriptive-survey-correlational methodologies for
fifty-six (56) College students through The Total Enumeration Approach. This study used
weighted means, frequency count, rankings, Pearson r, and multiple linear regression, where
the reliability test reported an excellent internal consistency.
The study’s findings confirmed that the BEE III Profiling, such as age, sex, education,
and income, did not show a significant relationship which may conclude that each indicator
was independent of the other. Further, correlations and regressions accepted the study's null
hypothesis, such as the relationship between challenges encountered in the implementation of
online distance learning and academic performance and the relationship between academic
challenges and academic performance.
However, data confirmed a moderate positive significant relationship between
academic challenges in the implementation of online distance learning and therefore rejected
the null hypothesis. The study concluded that in an online distance learning environment, the
BEE III students might currently experience moderate problems like uncompleted work,
teacher’s absence, noise pollution, time unavailability, and learning interruption during online
studying and homeschooling. Further, this study proposed academic interventions that
concerned stakeholders may consider in the actual process to attain successful learning
delivery even in a virtual classroom setting.

Keywords: Academic Performance, Bachelor of Elementary Education, General Weighted

Average, Online Distance Learning, State Universities and Colleges, Virtual Classroom

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Introduction
The current pandemic has affected humanities in terms of economy, commerce,
finances, and, most importantly, the education paradigm. Thus, it compels the whole
education system to adapt and apply new learning modalities to succeed in the prevailing
health crises. Apart from the traditional learning styles of attending classes in schools, local
colleges, and universities, which had become our general practice, we are now invaded with
learning opportunities using the internet, gadgets, televisions, and self-learning kits like
printed modules.
Our Government has decided on this new trend of modalities we employ with a heavy
heart to ensure the safety and well-being of the teachers, parents, and students. For instance,
the World Health Organization (WHO) reported that billions of populations have been
experiencing depression, making it the highest rate in Southeast Asia even before the
pandemic. It likewise published a study that said mental health-related issues had
exponentially increased since the beginning of the pandemic (World Health Organization,
n.d.).
The Commission on Human Rights (CHR) Spokesperson showed that the average
number of calls on its hotlines swelled to 400 during the lockdown from 80 during the pre-
pandemic period. Likewise, the Commission noted that many people without mental health
issues before the pandemic may have developed some conditions due to the environment and
situation brought about by the disease (Commission on Human Rights, n.d.).
Through the consensus of regulatory bodies worldwide, education has always been
the top priority, making it their primary concern in all their meetings virtually. It shall give
rise to the idea that education must continue to progress despite the prevailing health crises.
Thus, they all agreed and supported the beneficial impact of online distance learning in these
most challenging times in the period of our history. Through this learning approach, teachers
and students are “not required to meet” each other but instead through technology today as
inserted into the actual learning process.
The concept of online learning courses has become the sought-after learning modality
where it is considered a 100% technology approach, providing students an incredible level of
flexibility. They can choose where they learn, when they learn, and even how they learn.
Classes can have live online sessions but are never face-to-face. Students have access to a
Virtual Learning Environment (VLE) with online learning courses – such as Moodle,
Microsoft Teams (MSTeams), Collaborate or Blackboard – hosted with recorded lectures,
student resources, e-books, and e-libraries. The VLE acts as a communication medium and
interactive learning tool for discussion forums, group projects, and quizzes to engage students
and encourage peer interaction. If students are encouraged to attend live sessions, this
becomes their “virtual classroom” to every engagement.
However, online distance learning posed a challenge for institutions to engage
students and make them 100% participative in the entire teaching-learning process. Moreso, it
becomes a major concern for stakeholders to move from offline mode to online, changing
their teaching methodologies and managing their time.
Research extant already concurred the many difficulties concerning the online
distance learning environment. Baticulon et al., (2021) identified barriers to online learning
from students' perspectives in a developing country that were classified under five (5)
categories: technological, individual, domestic, institutional, and community barriers. Cabual
(2021) confirmed the challenges encountered in an online distance learning, such as slow
internet connectivity, using data only, gadget used, noise environmental or surroundings or
distractions, financial or budget considerations, technical issues, lack of in-person interaction,

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understanding course expectations, time management, staying motivated, and uncertainty

about the future.
Further, according to Favale et al., (2020), users can face many technical difficulties
that hinder and slow down the teaching-learning process. Affouneh et al., (2020) opined that
one should not merely focus on the pros attached to the adoption of online learning during
crises but should also consider developing and enhancing the quality of virtual courses
delivered in such emergencies. Day et al., (2021) identified various inequities in a virtual
learning environment, such as many students lacked appropriate devices, secured and suitable
housing, and workspace. Lastly, it is challenging to develop content that covers the
curriculum and engages the students (Kebritchi et al., 2017).
Given the intricacies of today’s learning setup, where everything has shifted to full
electronic experience, the researchers felt the relevance of pursuing the objectives of this
paper. The study aimed to describe the real-time challenges encountered in an online distance
learning environment of BEE III students of the Pangasinan State University Infanta Campus.
This study hoped to provide a clear-cut description and establish strategic learning
interventions for stakeholders with difficulty in today’s learning modality.

The Paradigm of the Study

The study showed the dependent and independent variables. The independent variable
was the online distance learning environment as the education platform of BEE III, while
their academic performances greatly depended on it.

Independent Variable Dependent Variable

Intervention

Online
Distance Academic Performance/
Learning General Weighted Average
(Challenges/Academics) (BEE III)

Feedback

Figure 1: The Paradigm of the Study

Statement of the Problem

Today’s teaching and learning processes are far different from the traditional face-to-
face (F2F) learning mode. In implementing online distance learning, some challenges might
be encountered along the way.
This research aimed to identify these challenges in an online distance learning
environment for BEE III students in the Pangasinan State University Infanta Campus for the
First Semester of the Academic Year 2021 - 2022.

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This study sought answers the following questions:

1. How does the profile of the BEE III students affect their academic performance in
terms of:
1.1 age;
1.2 sex;
1.3 family’s educational attainment; and
1.4 family monthly income?
2. How do BEE III students describe their academic performance for the First Semester of
the Academic Year 2021 - 2022?
3. What are the challenges encountered in implementing online distance learning?
4. How do the challenges affect the academic performance of BEE III students?
5. What interventions can propose in an online distance learning environment to achieve
the academic expectation of BEE III students?

Hypothesis
The study tried to test the null hypothesis, which stated that there is no relationship
between challenges in online distance learning and the academic performance of BEE III
students.

Scope and Delimitation

This study focused on the challenges encountered in online distance learning by
selected Elementary Education Third Year students of the Pangasinan State University
Infanta Campus for the First Semester of the Academic Year 2021 – 2022 only.

Method
Research Design
The study employed a quantitative research approach and used descriptive-survey-
correlational methodologies. The study described the challenges encountered in online
distance learning by the Bachelor of Elementary Education III students of the Pangasinan
State University Infanta Campus for the First Semester of the Academic Year 2021 - 2022.

Locale and Population of the Study

This study was conducted in the Pangasinan State University Infanta Campus located
at Bamban, Infanta, Pangasinan, where the respondents were officially enrolled under the
BEE program.

Table 1. Distribution of the Respondents

Male Female BEE III

9 47 56*
* Please see Official List of Enrolment for the First Semester, AY 2021 - 2022

Research Instrumentation
The study constructed an online survey questionnaire using Google Forms with five
(5) parts.
Part I of the questionnaire asked about the profile of the respondents in terms of age,
sex, family’s educational attainment, and family monthly income, which was crafted from the
4

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study of Alipio (2020) and Idris et al., (2020).

Part II of the questionnaire described the academic performance of BEE III students
for the First Semester of the Academic Year 2021 - 2022.
Part III of the questionnaire revealed the challenges encountered in online distance
learning by the BEE III students and was adopted from the study of Barrot et al., (2021) and
Baticulon et al., (2021).
Part IV of the questionnaire revealed how challenges affect the academic performance
of the BEE III students and was adopted from the study of Alipio, (2020) and Belgica et al.,
(2020).
Part V of the questionnaire laid down the possible academic interventions needed to
propose in an online distance learning environment to achieve the academic expectation of
the BEE III students.
The instrument with fifty-four (54) questions underwent a reliability test and used
Cronbach’s alpha value below (Konting et al., 2009).

Cronbach's Alpha Value Interpretation

0.91 - 1.00 Excellent
0.81 - 0.90 Good
0.71 - 0.80 Good and Acceptable
0.61 - 0.70 Acceptable
0.01 - 0.60 Non-acceptable

Data Gathering and Procedures

There were letters of request prepared and submitted to The Office of the Infanta
Campus Director, Chairperson of the Education Department, and the Concerned Adviser to
facilitate the data retrieval.
Further, the researchers requested a copy of the academic performance of the BEE III
students of the Pangasinan State University Infanta Campus for the First Semester of the
Academic Year 2021 – 2022 from The Campus Registrar’s Office.
An online survey (Google Form) asked about the challenges encountered in online
distance learning of the BEE III of the Pangasinan State University Infanta Campus.
A pilot test was conducted with thirty (30) BEE III students at the nearby University.
The online retrieval ran for March 2022.

Statistical Treatment
The following statistical tools were applied to answer the Statements of the Problem.
This study used weighted means, frequency count, rankings, Pearson r, and multiple linear
regression.
The choices of the respondents were described using Likert (Vogt, n.d.) with the
following adjectival descriptions.

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Descriptive Equivalent Rating

Challenges
Statistical Range
Online Academics
5 4.21 – 5.00 Always (A) Strongly Agree (SA)
4 3.41 – 4.20 Often (O) Moderately Agree (MA)
3 2.61 – 3.40 Sometimes (SO) Fairly Agree (FA)
2 1.81 – 2.60 Seldom (SE) Moderately Disagree (MD)
1 1.00 – 1.80 Never (N) Strongly Disagree (SD)

A percentage of frequency distribution was a display of data that specified the

observations that existed for each data point or grouping of data points. The formula used
was;

𝑓
𝑃= 𝑋 100
𝑁

Where:
P = percentage
f = number of frequency score
N = number of respondents

Weighted means and rankings were used to determine the challenges encountered by
the BEE III students in an online distance learning environment. The formula used was;

x = fx / f

Where:
x = is the symbol for the computed weighted mean
fx = is the sum of all the products of frequency multiplied by a scale
f = is the sum of the respondents

The study validated the relationship between challenges encountered in online

distance learning in the academic performance of BEE III students and used Pearson r to test
the hypothesis of the study. The hypothesis of the study was answered by applying
correlations to establish relationships among variables at a 0.01 level of significance, where
the formula Pearson Product Moment Coefficient of Correlation (PPMCC) was used;

Where:
N = number of pairs of scores
xy = sum of the products of paired scores

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x = sum of x scores
y = sum of y scores
x2 = sum of squared x scores
y2 = sum of squared y scores

Further, in analysing the result of significant level, the study used the interpretation
for correlation coefficient below (Hopkins, n.d.).

Correlation coefficient Interpretation

_____________________________________________________________
< 0.1 Association is very small, neglible
0.1++0.3 Association is small, minor
0.3++0.5 Association is moderate
0.5++0.7 Association is high
0.7++0.9 Association is very high
> 0.9 Association is almost perfect

In validating the possible outcome of independent and dependent variables, the study
used multiple linear regression. The study had multiple features to predict a single outcome,
such as a dependent variable can be explained by multiple independent variables. The
formula used was;

Y = mx1 + mx2 + mx3 + b

Where:
Y = is the matrix of order n x 1
mx = is the matrix of dependent variables of order n x p
beta = is the matrix of the coefficients of the regressors of order p x 1

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Results and Discussions

The table below showed the relationship between the profile and academic
performance of the BEE III students.

Table 2. Relationship Between the Profile and Academic Performance

Coefficientsa

Unstandardized Standardized
Coefficients Coefficients

Std.
B Beta
Model Error t Sig.
1 (Constant) 1.686 .207 8.127 .000
Age -.056 .057 -.139 -.993 .325
Sex .028 .078 .061 .361 .720

Family_Educational_Attainment .006 .018 .047 .333 .741

Family_Monthly_Income .002 .030 .011 .065 .949
a. Dependent Variable: GWA
The computed p-value for age, sex, family’s educational attainment, and family
monthly income were +0.325, +0.720, +0.741, and +0.949, respectively, and were greater
than +0.05, which meant that there was no significant relationship between the profile and
academic performance of the BEE III students. Therefore, accept the null hypothesis that
there is no significant relationship between profiles and academic performance.
The table below described the academic performance of BEE III students for the
subjects taken for the period.

Table 3. The Academic Performance

N=56
General
Code Weighted Equivalence Remarks
Average*
Student 1 2.00 85-87 Good
Student 56 1.56 91 Very Good
Overall GWA 1.65 90 Good
*Please refer to the Transmutation Table

Table 3 revealed the General Weighted Average (GWA) for the eight (8) subjects
taken by BEE III for the First Semester of the Academic Year 2021 – 2022. Suppose any
possible concerns regarding academics and online distance learning are addressed. In that
case, it is expected that students will progress academically where the computed overall
GWA was 1.65 or 90% obtained a “good” remark.
The next table revealed the challenges in implementing online distance learning for
BEE III students.

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Table 4. Relationship Between the Challenges Encountered in

the Implementation of Online Distance Learning and Academic Performance
Correlations

Challenges_on_ODL GWA

Challenges_on_ODL Pearson Correlation 1 .025

Sig. (2-tailed) .854

N 56 56

GWA Pearson Correlation .025 1

Sig. (2-tailed) .854

N 56 56
GWA = General Weighted Average
ODL= Online Distance Learning

The computed r-value is +0.025, which indicated negligible correlation, and the p-
value is +0.854, which was greater than +0.05, which meant that there was no significant
relationship between the challenges encountered in the implementation of online distance
learning and academic performance of the BEE III students. Therefore, accept the null
hypothesis that there is no significant relationship between challenges and academic
performance.
The next table revealed the relationship between academic challenges that potentially
affected the academic performances of the BEE III students.

Table 5. Relationship Between Academic Challenges and Academic Performance

Correlations

Acad_Challenges GWA

Academic_Challenges Pearson Correlation 1 -.170

Sig. (2-tailed) .211

N 56 56

GWA Pearson Correlation -.170 1

Sig. (2-tailed) .211

N 56 56
GWA = General Weighted Average
AcadChal = Academic Challenges

The computed r-value was -0.170, which indicated negligible negative correlation,
and the p-value was +0.211, which was greater than +0.05, which meant that there was no
significant relationship between the academic challenges and academic performance of the
BEE III students. Therefore, accept the null hypothesis that there is no significant relationship
between academic challenges and academic performance.
The next table revealed the relationship between academic challenges in
implementing online distance learning for the BEE III students.

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Table 6. Relationship Between Academic Challenges

in the Implementation of Online Distance Learning
Correlations

Challenges_on_ODL Personal_Challenges

Challenges_on_ODL Pearson Correlation 1 .459**

Sig. (2-tailed) .000

N 56 56

Acad_Challenges Pearson Correlation .459** 1

Sig. (2-tailed) .000

N 56 56

**Correlation is significant at the 0.01 level (2-tailed).

The computed r-value was +0.459, which indicated a moderate positive correlation,
and the p-value was +0.000, which was less than +0.05, which meant that there was a
significant relationship between the challenges encountered in the implementation of online
distance learning and the academic challenges of the BEE III students. Therefore, reject the
null hypothesis and accept the alternative hypothesis, which states that there is a significant
relationship between the challenges in online distance learning and academic challenges.

Academic Interventions for Online Distance Learning

Based on the study's findings, the researchers came up with the following educational
interventions in an online distance learning environment.
The Learning Management Team may conduct a regular webinar regarding guidelines
on what to do when confronted by the challenges of online distance learning. Educators
should be aware of the factors why students seem to be failing. With this, they may become
more considerate of students to cope. If a teacher can’t make it to a virtual meeting, he may
prepare a prerecorded video lesson and activity with clear directions to achieve the objectives
of the Lesson Plan (LP). Thus, the same prerecorded video is also provided for remote areas
with weak internet connections or who experience difficulty joining live sessions.
Students are also encouraged to look for comfortable learning spaces in their homes.
They can post a schedule in the corner where family members get information throughout the
online learning process.
The learning institution may conduct regular parent’s consultation or webinar series to
encourage genuine support for their child’s academic requirements enrolled in a virtual
classroom.
Limited face-to-face (F2F) consultations with stakeholders shall also be scheduled to
increase confidence levels among academic community members.
Lastly, the study suggests that the School Information and Communications
Technology Management Office (ICTMO) Focal Person may consider stakeholders’
orientation on correctly accessing the e-library, e-references, and academic websites to
maximize the Learning Management System platforms.

10

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Conclusions
The BEE III Profiling, such as age, sex, education, and income, did not show a
significant relationship which may conclude that each one was independent of the other.
Only academic challenges showed a moderate positive significant relationship in the
implementation of online distance learning. It may conclude that BEE III students currently
experience moderate problems like uncompleted work, teacher’s absence, noise pollution,
time unavailability, and learning interruption while dealing with online studying and
homeschooling.

Recommendations
We may solicit recommendations and provisions of education essentials from the
Local Government Units (LGUs), like providing safe spaces for students who can’t attend
online classes as an alternative venue aside from their respective houses. It is applicable in
Infanta because most students belong to far-flung and mountainous areas with no regular
access to the internet. For students experiencing learning interruptions or distractions, face-
to-face consultation with the parents may be scheduled immediately, if warranted.
Further, the University continues to deliver basic education essentials as support to
homeschooling since the onset of the pandemic, such as the distribution of free tablets, free
sim cards, free cellphone load, and financial assistance to succeed the online distance
learning.

Declaration of Conflict of Interests

The authors declared no potential conflicts of interest concerning the research,
authorship, or publication of this article.

Ethical Considerations
This study observed the principles of autonomy. The respondents have the right to
self-determination. The respondents willingly participated in the survey without coercion.
The researcher elicited their approval by accomplishing the informed consent (Republic Act
10173 – Data Privacy Act of 2012 » National Privacy Commission, n.d.). Data gathered was
properly secured through codification in opening the file, and the researchers were the only
ones who accessed the files for validations.
All the data gathered were used for academic purposes. This study declared no
intention to malign or discredit any mentioned positions or Agencies concerned.

Acknowledgment
The authors wish to extend their appreciation to The Heads of the Pangasinan State
University Infanta Campus and the President Ramon Magsaysay State University Sta Cruz
Campus.

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Royal Institution Singapore; P-ISSN 2382-6347; E-ISSN 2382-6355
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https://www.scirp.org/(S(351jmbntvnsjt1aadkposzje))/reference/ReferencesPapers.aspx?
ReferenceID=1210564
World Health Organization, 2021. (n.d.). Mitigating the COVID-19 outbreak through global
data sharing. Retrieved April 22, 2022, from https://www.who.int/teams/health-care-
readiness/covid-19/data-platform/mitigating-the-covid-19-outbreak-through-global-data-
sharing

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Appendix A
ONLINE SURVEY – BEE III

Dear Respondents;
We are 4th year Bachelor of Secondary Education students of the Pangasinan State
University Infanta Campus conducting research titled “The Challenges of Online Distance
Learning for BEE III in the Pangasinan State University Infanta Campus” asking for
your honest responses which will be treated confidentially. Thank you in advance for taking
the time to complete this online survey.

Part I. BEE III Profile

Kindly supply correctly the needed information.

Name (Optional) ______________________________________________________

1.1 Age
___ 19 – 20
___ 21 – 22
___ 23 – above

1.2 Sex
___ Male
___ Female

1.3 Family’s Educational Background

___Elementary Graduate
___Elementary Undergraduate
___High School Graduate
___High School Undergraduate
___College Graduate
___College Undergraduate

1.4 Family Monthly Income

___5,000 – below
___5,001 – 8,000
___8,001 – 10,000
___10,001 – above

Part II. BEE III Academic Performance

___ General Weighted Average (First Semester, Academic Year 2021 – 2022)

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Part III. Challenges of Online Distance Learning

Kindly put a tickmark (/) on the appropriate box that shows the extent of the
challenges of online distance learning.

5 4 3 2 1
Online Challenges
Always Often Sometimes Seldom Never

I delay tasks related to my studies so that

1 they are either not fully completed by their
deadline or had to be rushed to be completed.
I fail to get appropriate help during online
2
classes.
I lack the ability to control my own thoughts,
3
emotions, and actions during online classes.
I have limited preparation before an online
4
class.
I have poor time management skills during
5
online classes.
I fail to properly use online peer learning
strategies (i.e., learning from one another to
6 better facilitate learning, such as peer
tutoring, group discussion, and peer
feedback).
I lack competence and proficiency in using
various interfaces or systems that allow me to
7
control a computer or another embedded
system for studying.
8 I resist learning technology.
I am distracted by an overly complex
9
technology.
I have difficulties in learning a new
10
technology.
I lack the ability to effectively use
11
technology to facilitate learning.
I lack knowledge and training in the use of
12
technology.
I am intimidated by the technologies used for
13
learning.
I resist and/or am confused when getting
14
appropriate help during online classes.
I have poor understanding of directions and
15
expectations during online learning.
I perceive technology as a barrier to getting
16
help from others during online classes.

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I feel emotionally disconnected or isolated

17
during online classes.
18 I feel disinterested during online class.
I feel unease and uncomfortable in using
19
video projection, microphones, and speakers.
I feel uncomfortable being the center of
20
attention during online classes.
I have an insufficient access to learning
21
technology.
I experience inequalities with regard
to access to and use of technologies during
22
online classes because of my socioeconomic,
physical, and psychological condition.
23 I have an outdated technology.
I do not have Internet access during online
24
classes.
I have low bandwidth and slow processing
25
speeds.
I experience technical difficulties in
26
completing my assignments.
I am distracted by the complexity of the
27
technology during online classes.
I experience difficulties in using complex
28
technology.
I experience difficulties when using longer
29
videos for learning.
I have an insufficient access to library
30
resources.
I have an insufficient access to laboratory
31
equipment and materials.
I have limited access to textbooks,
32
worksheets, and other instructional materials.
I experience financial challenges when
33
accessing learning resources and technology.
I experience online distractions, such as
34
social media during online classes.
I experience distractions at home as a
35
learning environment.
I have difficulties in selecting the best time
36
and area for learning at home.
Home set-up limits the completion of certain
37 requirements for my subject (e.g., laboratory
and physical activities).
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38 I need to work for extra income.

39 I have excessive cognitive load (subjects).
I have gaps in knowledge and skills from
40
current teaching methods.

Part IV. Challenges of Online Distance Learning to Academic Performance

Kindly rate the following statements by putting a tickmark (/) on the scale that best
represents your answer.

5 4 3 2 1
Academic Challenges Strongly Moderately Fairly Moderately Strongly
Agree Agree Agree Disagree Disagree

I am distracted due to the noise coming from another

1 classmate's house like noisy neighbors, cry of baby,
barking dogs, and some vehicle noises.
I can’t complete my work even when there are online
2 distractions (e.g., friends sending emails or websites
surfing).
The teacher didn't explain the lesson well because of
3
limited time in online class.
I can’t learn more effectively if I don't see my teacher
4
in person while discussing.
Students just listen to the teacher to be able to answer
5
the activity, but they are not actually learning.
I prefer to have more time to prepare responses to a
6
question.
I am having a hard time coping with the lessons, for
7 there will be no other day to explain things further and
my guardians or parents can't help me all the time.
There are lots of activities and I cannot do it alone
8
without my parents or guardians' help.
9 I forget easily what I learned the next day.
Due to poor connection, the smooth flow of the
10 teacher's discussion is interrupted so I cannot
understand what the teacher discussed.

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Appendix B
RELIABILITY TEST

Case Processing Summary

N %

Cases Valid 30 100.0

Excludeda 0 .0

Total 30 100.0
a. Listwise deletion based on all variables in the
procedure.

Reliability Statistics

Cronbach's
Alpha Based on
Cronbach's Standardized
Alpha Items N of Items

.972 .973 50

Item Statistics

Mean Std. Deviation N

Item_1 2.83 .986 30

Item_2 2.90 .995 30

Item_3 2.77 1.104 30

Item_4 3.03 1.033 30

Item_5 2.93 1.015 30

Item_6 2.97 1.098 30

Item_7 2.97 1.066 30

Item_8 2.57 1.073 30

Item_9 2.90 1.125 30

Item_10 2.63 1.098 30

Item_11 2.53 1.042 30

Item_12 2.63 1.189 30

Item_13 2.73 .980 30

Item_14 2.77 1.073 30

Item_15 2.70 .915 30

Item_16 2.93 1.112 30

Item_17 3.00 1.083 30

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Item_18 2.83 1.020 30

Item_19 3.20 1.095 30

Item_20 3.13 1.042 30

Item_21 2.97 .890 30

Item_22 2.53 1.137 30

Item_23 2.77 1.073 30

Item_24 2.90 .885 30

Item_25 3.07 .907 30

Item_26 2.93 .907 30

Item_27 2.97 .964 30

Item_28 2.87 .973 30

Item_29 3.07 .944 30

Item_30 2.87 1.196 30

Item_31 3.03 1.098 30

Item_32 3.30 1.055 30

Item_33 3.50 1.167 30

Item_34 3.17 .986 30

Item_35 3.50 1.009 30

Item_36 3.50 1.106 30

Item_37 3.37 1.033 30

Item_38 2.77 1.278 30

Item_39 2.80 .997 30

Item_40 2.90 .995 30

Item_41 4.07 .907 30

Item_42 3.27 1.112 30

Item_43 3.33 1.213 30

Item_44 2.83 1.416 30

Item_45 3.67 1.028 30

Item_46 3.73 .691 30

Item_47 3.57 .935 30

Item_48 2.73 1.363 30

Item_49 3.47 .860 30

Item_50 3
3.70 .915
0

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Summary Item Statistics

Maximum /
Mean Minimum Maximum Range Minimum Variance N of Items

Item Means 3.042 2.533 4.067 1.533 1.605 .120 50

Inter-Item Correlations .415 -.358 .915 1.273 -2.560 .062 50

Item-Total Statistics

Cronbach's
Scale Mean if Scale Variance if Corrected Item- Squared Multiple Alpha if Item
Item Deleted Item Deleted Total Correlation Correlation Deleted

Item_1 149.27 1118.823 .701 . .971

Item_2 149.20 1131.959 .494 . .972

Item_3 149.33 1112.506 .710 . .971

Item_4 149.07 1113.995 .739 . .971

Item_5 149.17 1116.833 .710 . .971

Item_6 149.13 1112.395 .716 . .971

Item_7 149.13 1118.189 .655 . .971

Item_8 149.53 1115.430 .690 . .971

Item_9 149.20 1122.097 .566 . .972

Item_10 149.47 1107.913 .778 . .971

Item_11 149.57 1103.771 .884 . .971

Item_12 149.47 1103.154 .778 . .971

Item_13 149.37 1107.206 .887 . .971

Item_14 149.33 1108.713 .786 . .971

Item_15 149.40 1114.317 .832 . .971

Item_16 149.17 1103.385 .831 . .971

Item_17 149.10 1107.128 .801 . .971

Item_18 149.27 1105.444 .878 . .971

Item_19 148.90 1117.541 .646 . .971

Item_20 148.97 1118.792 .662 . .971

Item_21 149.13 1113.361 .873 . .971

Item_22 149.57 1101.633 .836 . .971

Item_23 149.33 1112.230 .736 . .971

Item_24 149.20 1126.855 .646 . .971

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Item_25 149.03 1129.826 .580 . .972

Item_26 149.17 1113.385 .856 . .971

Item_27 149.13 1118.051 .730 . .971

Item_28 149.23 1110.875 .836 . .971

Item_29 149.03 1116.171 .776 . .971

Item_30 149.23 1105.426 .744 . .971

Item_31 149.07 1118.547 .630 . .972

Item_32 148.80 1122.441 .601 . .972

Item_33 148.60 1115.007 .637 . .971

Item_34 148.93 1116.685 .734 . .971

Item_35 148.60 1123.490 .614 . .972

Item_36 148.60 1120.524 .598 . .972

Item_37 148.73 1118.409 .673 . .971

Item_38 149.33 1118.713 .534 . .972

Item_39 149.30 1118.079 .705 . .971

Item_40 149.20 1106.441 .885 . .971

Item_41 148.03 1153.344 .192 . .973

Item_42 148.83 1142.282 .299 . .973

Item_43 148.77 1148.116 .200 . .973

Item_44 149.27 1118.133 .484 . .972

Item_45 148.43 1151.357 .195 . .973

Item_46 148.37 1156.930 .183 . .973

Item_47 148.53 1135.085 .477 . .972

Item_48 149.37 1128.378 .391 . .973

Item_49 148.63 1155.482 .168 . .973

Item_50 148.40 1149.559 .252 . .973

:.The computed Cronbach’s alpha is 0.973 or 97% which indicates excellent reliability. Therefore, the adopted 50-item
questionnaire has an excellent reliability, and it is highly recommended to be used.

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Appendix C
GENERAL WEIGHTED AVERAGE

BACHELOR OF ELEMENTARY EDUCATION III

1st Semester, Academic Year 2021 - 2022
N=56

General
Code Weighted Equivalence* Remarks
Average

Student 1 2.00 85-87 Good

Student 2 1.50 91-93 Very Good
Student 3 1.69 90 Good
Student 4 1.53 92 Very Good
Student 5 1.69 90 Good
Student 6 1.56 91 Very Good
Student 7 1.50 91-93 Very Good
Student 8 1.63 90 Good
Student 9 1.59 91 Very Good
Student 10 1.63 90 Good
Student 11 1.69 90 Good
Student 12 1.47 92 Very Good
Student 13 1.53 92 Very Good
Student 14 1.50 91-93 Very Good
Student 15 1.50 91-93 Very Good
Student 16 1.59 91 Very Good
Student 17 1.50 91-93 Very Good
Student 18 1.50 91-93 Very Good
Student 19 1.69 90 Good
Student 20 1.72 89 Good
Student 21 1.72 89 Good
Student 22 1.91 87 Good
Student 23 1.63 90 Good
Student 24 1.72 89 Good
Student 25 1.63 90 Good
Student 26 1.75 88-90 Good
Student 27 1.75 88-90 Good
Student 28 1.78 89 Good
Student 29 1.38 93 Very Good
Student 30 1.84 88 Good
Student 31 1.69 90 Good
Student 32 1.66 90 Good
Student 33 1.47 92 Very Good
Student 34 1.53 92 Very Good
Student 35 1.72 89 Good
Student 36 1.69 90 Good
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Student 37 1.78 89 Good

Student 38 1.81 88 Good
Student 39 1.50 91-93 Very Good
Student 40 1.47 92 Very Good
Student 41 2.39 81 Fair
Student 42 1.53 92 Very Good
Student 43 1.47 92 Very Good
Student 44 1.78 89 Good
Student 45 1.59 91 Very Good
Student 46 2.09 85 Good
Student 47 1.53 92 Very Good
Student 48 1.66 90 Good
Student 49 1.47 92 Very Good
Student 50 1.59 91 Very Good
Student 51 1.56 91 Very Good
Student 52 1.56 91 Very Good
Student 53 1.69 90 Good
Student 54 1.53 92 Very Good
Student 55 1.69 90 Good
Student 56 1.56 91 Very Good
Overall GWA 1.65 90 Good
*Please refer to the Transmutation Table

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Appendix D
TRANSMUTATION TABLE*
Grade Equivalence Remarks
1.00-1.03 100%
1.00 1.04-1.06 99% Excellent
1.07-1.09 98%
1.10-1.12 97%
1.13-1.20 96%
1.25 1.21-1.29 95%
1.30-1.37 94%
1.38-1.45 93% Very Good
1.50 1.46-1.54 92%
1.55-1.62 91%
1.63-1.70 90%
1.75 1.71-1.79 89%
1.80-1.87 88%
1.88-1.95 87%
2.00 1.96-2.04 86%
2.05-2.12 85% Good
2.13-2.20 84%
2.25 2.21-2.29 83%
2.30-2.37 82%
2.38-2.45 81%
2.50 2.46-2.54 80%
2.55-2.62 79%
2.63-2.70 78% Fair
2.75 2.71-2.79 77%
2.80-2.87 76%
3.00 2.88-3.45 75% Passed
4.00 3.46-4.54 74% Conditional
5.00 73% and below Failure
Drp Dropped
Inc Incomplete
*Grading System currently used by SUCs

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