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Marinduque State College Course Offerings

This document discusses the problems faced by students in the BS Information Systems program at Marinduque State College during online classes due to the COVID-19 pandemic. It outlines that students struggled with anxiety, depression, poor internet, and unfavorable home environments. They also faced overwhelming workloads, technical difficulties, and isolation due to confinement. The pandemic negatively impacted students' mental health and led to increased dropout rates. While online learning was necessary, it presented many challenges for both students and teachers.

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Glesi Rey
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29 views7 pages

Marinduque State College Course Offerings

This document discusses the problems faced by students in the BS Information Systems program at Marinduque State College during online classes due to the COVID-19 pandemic. It outlines that students struggled with anxiety, depression, poor internet, and unfavorable home environments. They also faced overwhelming workloads, technical difficulties, and isolation due to confinement. The pandemic negatively impacted students' mental health and led to increased dropout rates. While online learning was necessary, it presented many challenges for both students and teachers.

Uploaded by

Glesi Rey
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Republic of the Philippines

Courses Offered:
MARINDUQUE STATE COLLEGE Boac Campus:
BS Information Technology
COLLEGE OF ENGINEERING, INFORMATION AND INDUSTRIAL TECHNOLOGY BS Information Systems
(AACCUP, Inc. Reaccredited Level 3)
INSTITUTE OF INFORMATION SYSTEMS AND TECHNOLOGY Santa Cruz Campus:
Panfilo M. Manguera Sr. Rd., Tanza, Boac, Marinduque BS Information Systems
(AACCUP, Inc. Reaccredited Level 2)
IIST Tel. No.: (042) 704-0193 IIST E-mail Address: [Link]@[Link]
Website: [Link]

Problem Faced by the BSIS students in the Online Classes

In Partial Fulfillment
of the Requirements for the Subject
Contemporary World

Group Leader’s Name


Group Members

Date submitted

IIST Goal: To produce competitive IT professionals and IT enabled individuals who will encourage real innovation for the advancement in the digital era
of the province and the country as a whole.
VISION: “An advanced and adaptive university pursuing quality education, lifelong gender-sensitive learning environment, responsive research-based
community programs and transparent governance with sustainable resource generation by 2025.”
MISSION: “To provide excellence in instruction, research, extension and production that magnifies W.I.S.D.O.M. in leadership through Total Quality
Management System responsive to the challenges of the 21st century education.”
Republic of the Philippines
Courses Offered:
MARINDUQUE STATE COLLEGE Boac Campus:
BS Information Technology
COLLEGE OF ENGINEERING, INFORMATION AND INDUSTRIAL TECHNOLOGY BS Information Systems
(AACCUP, Inc. Reaccredited Level 3)
INSTITUTE OF INFORMATION SYSTEMS AND TECHNOLOGY Santa Cruz Campus:
Panfilo M. Manguera Sr. Rd., Tanza, Boac, Marinduque BS Information Systems
(AACCUP, Inc. Reaccredited Level 2)
IIST Tel. No.: (042) 704-0193 IIST E-mail Address: [Link]@[Link]
Website: [Link]

CHAPTER I

INTRODUCTION

Since 1990s, the educational environment has changed dramatically around the world as
technology has become more and more influential. One such development is the introduction of
online learning in a variety of learning contexts, formal or informal, academic and non-academic,
at home or in remote locations. The pandemic caused massive disruption to the education
system, affecting more than 1.5 billion students. The government was forced to stop national
exams, temporarily close schools, stop face to face lessons, and maintain strict physical
distancing.

These events triggered the digital transformation of higher education and challenged the
ability to respond promptly and effectively. The school adopted relevant technologies, prepared
both learning and personnel, established systems and infrastructure, created new educational
protocols and curricula. Inevitably, schools and other learning sites are forced to switch to full
online learning as the world continues to fight to control the malicious spread of the virus.

Online learning refers to a learning environment that leverages the Internet and other
technical devices and tools to deliver and manage academic programs synchronously and
asynchronously. (Usher and Barak, 2020; Huang, 2019). In relation with this, synchronous
online learning involves real-time interactions between the teacher and the students, while
asynchronous online learning occurs without a strict schedule for different students. (Singh and
Thurman, 2019).

In addition, the context of the COVID-19 pandemic online learning has taken the status
of interim remote teaching that serves as a response to an exigency. Donitsa-Schmidt and Ramot
(2020); Khalil et al., (2020); Varea and González-Calvo, (2020) pointed out that the migration to

IIST Goal: To produce competitive IT professionals and IT enabled individuals who will encourage real innovation for the advancement in the digital era
of the province and the country as a whole.
VISION: “An advanced and adaptive university pursuing quality education, lifelong gender-sensitive learning environment, responsive research-based
community programs and transparent governance with sustainable resource generation by 2025.”
MISSION: “To provide excellence in instruction, research, extension and production that magnifies W.I.S.D.O.M. in leadership through Total Quality
Management System responsive to the challenges of the 21st century education.”
Republic of the Philippines
Courses Offered:
MARINDUQUE STATE COLLEGE Boac Campus:
BS Information Technology
COLLEGE OF ENGINEERING, INFORMATION AND INDUSTRIAL TECHNOLOGY BS Information Systems
(AACCUP, Inc. Reaccredited Level 3)
INSTITUTE OF INFORMATION SYSTEMS AND TECHNOLOGY Santa Cruz Campus:
Panfilo M. Manguera Sr. Rd., Tanza, Boac, Marinduque BS Information Systems
(AACCUP, Inc. Reaccredited Level 2)
IIST Tel. No.: (042) 704-0193 IIST E-mail Address: [Link]@[Link]
Website: [Link]

a new learning space has faced several major concerns relating to policy, pedagogy, logistics,
socioeconomic factors, technology, and psychosocial factors.

According to Copeland et al. (2021) and Fawaz et al. (2021), conducted a study
synthesizing the impact of COVID-19 on college students’ mental health and coping
mechanisms. It was found out while many focused on national policies, professional
development, and curriculum, others zeroed in on the specific learning experience of students
during the pandemic.

Moreover, Copeland et al. (2021) explained that the pandemic adversely affected
students’ behavioral and emotional functioning, particularly attention and externalizing problems
(i.e., mood and wellness behavior), which were caused by isolation, economic/health effects, and
uncertainties. This is supported in Fawaz et al.’s (2021) who stated that students raised their
concerns on learning and evaluation methods, overwhelming task load, technical difficulties, and
confinement.

Therefore, to cope with these problems, students actively dealt with the situation by
seeking help from their teachers and relatives and engaging in recreational activities. These
active-oriented coping mechanisms of students were aligned with Carter et al.’s (2020), who
explored students’ self-regulation strategies.

According to students’ report, the following are the problems and difficulties encountered
during online classes; (1) anxiety and depression, (2) poor Internet service, and (3) unfavorable
home learning environment, which were aggravated when students are marginalized and from
remote areas. (Kapasia et al, 2020).

Moreover, dropout rates increased due to economic, psychological, and academic


reasons. Though online learning is a good platform, certain challenges arise that affect not only
students but also teachers. Academically, although it is virtually possible, learning may perhaps

IIST Goal: To produce competitive IT professionals and IT enabled individuals who will encourage real innovation for the advancement in the digital era
of the province and the country as a whole.
VISION: “An advanced and adaptive university pursuing quality education, lifelong gender-sensitive learning environment, responsive research-based
community programs and transparent governance with sustainable resource generation by 2025.”
MISSION: “To provide excellence in instruction, research, extension and production that magnifies W.I.S.D.O.M. in leadership through Total Quality
Management System responsive to the challenges of the 21st century education.”
Republic of the Philippines
Courses Offered:
MARINDUQUE STATE COLLEGE Boac Campus:
BS Information Technology
COLLEGE OF ENGINEERING, INFORMATION AND INDUSTRIAL TECHNOLOGY BS Information Systems
(AACCUP, Inc. Reaccredited Level 3)
INSTITUTE OF INFORMATION SYSTEMS AND TECHNOLOGY Santa Cruz Campus:
Panfilo M. Manguera Sr. Rd., Tanza, Boac, Marinduque BS Information Systems
(AACCUP, Inc. Reaccredited Level 2)
IIST Tel. No.: (042) 704-0193 IIST E-mail Address: [Link]@[Link]
Website: [Link]

be less than optimal, especially in courses that require face-to-face contact and direct
interactions. Franchi (2020).

Shore (2020) explained that an online class eliminates the human connection and
therefore student motivation, interaction, and educator’s ability to adapt course materials and
presentations

is somehow lost. Meanwhile, Friedman (2020) pointed out in his article that challenges in online
learning includes technical issues, distraction and time management, staying motivated,
understanding course expectations, lain of in-person interaction, adapting to unfamiliar
technology, and uncertainty about the future. To address this problem, online learning, webinars
and peer support systems were launched. They also offered ways on how to effectively adopt
videoconferencing-assisted online flipped classrooms.

Unlike the two studies, Suryaman et al. (2020) looked into how learning occurred at
home during the pandemic. Their findings showed that students faced many obstacles in a home
learning environment, such as lack of mastery of technology, high Internet cost, and limited
interaction/socialization between and among students. In relation, Kapasia et al. (2020)
investigated how lockdown impacts students’ learning performance. Their findings revealed that
the lockdown made significant disruptions in students’ learning experience.

Contrary to Kapasia et al.’s (2020) findings, Gonzales et al. (2020) found that
confinement of students during the pandemic had significant positive effects on their
performance. They attributed these results to students’ continuous use of learning strategies
which, in turn, improved their learning efficiency. Gonzales concludes that there are those that
focused on students’ overall online learning experience during the COVID-19 pandemic.

Since majority of the results of the study utilized online classes as an alternative, the
researcher, for instance, conducted the study to determine the problems faced by the BSIS

IIST Goal: To produce competitive IT professionals and IT enabled individuals who will encourage real innovation for the advancement in the digital era
of the province and the country as a whole.
VISION: “An advanced and adaptive university pursuing quality education, lifelong gender-sensitive learning environment, responsive research-based
community programs and transparent governance with sustainable resource generation by 2025.”
MISSION: “To provide excellence in instruction, research, extension and production that magnifies W.I.S.D.O.M. in leadership through Total Quality
Management System responsive to the challenges of the 21st century education.”
Republic of the Philippines
Courses Offered:
MARINDUQUE STATE COLLEGE Boac Campus:
BS Information Technology
COLLEGE OF ENGINEERING, INFORMATION AND INDUSTRIAL TECHNOLOGY BS Information Systems
(AACCUP, Inc. Reaccredited Level 3)
INSTITUTE OF INFORMATION SYSTEMS AND TECHNOLOGY Santa Cruz Campus:
Panfilo M. Manguera Sr. Rd., Tanza, Boac, Marinduque BS Information Systems
(AACCUP, Inc. Reaccredited Level 2)
IIST Tel. No.: (042) 704-0193 IIST E-mail Address: [Link]@[Link]
Website: [Link]

students in the online classes such that the questions that the researcher seeks to answer include
(1) What is the demographic profile of the respondents as to age, gender, financial status; (2)
What are the problem faced by the BSIS students in the online class in terms of; technological
condition and financial condition(3) How does the student faced the problems in online class?

CHAPTER II

METHODOLOGY

This chapter primarily deals on the discussion of the research design to be employed, data
gathering procedure, the research population and the locale of the study.

The study will use the descriptive survey design to determine, describe and analyzed the
problems faced by the BSIS students in the online classes. However, the researcher chose 30
students as the respondents using purposive sampling. Thus, it was conducted in Marinduque
State College Sta Cruz Campus. Additionally, the researcher employed a self-devised
questionnaire to get the response of the respondents.

IIST Goal: To produce competitive IT professionals and IT enabled individuals who will encourage real innovation for the advancement in the digital era
of the province and the country as a whole.
VISION: “An advanced and adaptive university pursuing quality education, lifelong gender-sensitive learning environment, responsive research-based
community programs and transparent governance with sustainable resource generation by 2025.”
MISSION: “To provide excellence in instruction, research, extension and production that magnifies W.I.S.D.O.M. in leadership through Total Quality
Management System responsive to the challenges of the 21st century education.”
Republic of the Philippines
Courses Offered:
MARINDUQUE STATE COLLEGE Boac Campus:
BS Information Technology
COLLEGE OF ENGINEERING, INFORMATION AND INDUSTRIAL TECHNOLOGY BS Information Systems
(AACCUP, Inc. Reaccredited Level 3)
INSTITUTE OF INFORMATION SYSTEMS AND TECHNOLOGY Santa Cruz Campus:
Panfilo M. Manguera Sr. Rd., Tanza, Boac, Marinduque BS Information Systems
(AACCUP, Inc. Reaccredited Level 2)
IIST Tel. No.: (042) 704-0193 IIST E-mail Address: [Link]@[Link]
Website: [Link]

Figure 1: Marinduque State College

CHAPTER III

RESULTS AND DISCUSSION

IIST Goal: To produce competitive IT professionals and IT enabled individuals who will encourage real innovation for the advancement in the digital era
of the province and the country as a whole.
VISION: “An advanced and adaptive university pursuing quality education, lifelong gender-sensitive learning environment, responsive research-based
community programs and transparent governance with sustainable resource generation by 2025.”
MISSION: “To provide excellence in instruction, research, extension and production that magnifies W.I.S.D.O.M. in leadership through Total Quality
Management System responsive to the challenges of the 21st century education.”
Republic of the Philippines
Courses Offered:
MARINDUQUE STATE COLLEGE Boac Campus:
BS Information Technology
COLLEGE OF ENGINEERING, INFORMATION AND INDUSTRIAL TECHNOLOGY BS Information Systems
(AACCUP, Inc. Reaccredited Level 3)
INSTITUTE OF INFORMATION SYSTEMS AND TECHNOLOGY Santa Cruz Campus:
Panfilo M. Manguera Sr. Rd., Tanza, Boac, Marinduque BS Information Systems
(AACCUP, Inc. Reaccredited Level 2)
IIST Tel. No.: (042) 704-0193 IIST E-mail Address: [Link]@[Link]
Website: [Link]

REFERENCES

APA FORMAT SAMPLE

IIST Goal: To produce competitive IT professionals and IT enabled individuals who will encourage real innovation for the advancement in the digital era
of the province and the country as a whole.
VISION: “An advanced and adaptive university pursuing quality education, lifelong gender-sensitive learning environment, responsive research-based
community programs and transparent governance with sustainable resource generation by 2025.”
MISSION: “To provide excellence in instruction, research, extension and production that magnifies W.I.S.D.O.M. in leadership through Total Quality
Management System responsive to the challenges of the 21st century education.”

Common questions

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The transition to online learning during the COVID-19 pandemic could influence future educational strategies at Marinduque State College by catalyzing a long-term integration of technology in its curriculum and teaching methods. This experience might lead the college to enhance its digital infrastructure and invest in professional development programs for staff to proficiently utilize digital tools . Furthermore, strategies may focus on increasing accessibility and inclusivity in online education, informed by observed disparities and challenges faced during the pandemic. These adaptations not only support continuity in emergencies but also enhance the college's role in preparing students for a digital future .

The Total Quality Management System (TQMS) plays a crucial role in achieving the mission of Marinduque State College during the shift to online learning by ensuring that all educational processes are efficiently managed to meet quality standards . TQMS can guide the institution in evaluating and improving the effectiveness of online learning delivery, curriculum adaptation, and support services. By maintaining a focus on continuous quality improvement, the college can address challenges such as technology access and instructional efficacy, thus fulfilling its mission to provide excellence in education and leadership through responsive management practices .

The COVID-19 pandemic served as a catalyst for changes in the educational environment by forcing institutions to adopt online learning platforms as an immediate response to educational disruptions . Measures introduced to address these changes included adopting synchronous and asynchronous teaching methods, establishing new educational protocols, and using online platforms to maintain academic continuity . Moreover, institutions like Marinduque State College adapted by utilizing technology tools to effectively manage and deliver academic programs and support their IT-centric educational goals .

Marinduque State College's vision and mission statements were somewhat effective in addressing the challenges posed by online learning during the pandemic. The inclusion of goals like quality education, responsive research-based programs, and a gender-sensitive learning environment anticipates the need for adaptability and inclusivity in education . However, the unprecedented nature of the pandemic required more immediate and diverse strategies than the general guidance offered by these statements. The college needed to operationalize these ideals by implementing specific measures and policies to manage the transition to online learning, emphasizing flexibility, accessibility, and technological readiness .

Students adopted coping mechanisms such as seeking support from teachers and relatives, engaging in recreational activities, and practicing self-regulation strategies to handle the challenges of online learning during the pandemic . These strategies were found to be effective in mitigating some negative effects of online learning by providing emotional support and helping maintain psychological well-being, although the effectiveness varied based on individual circumstances and access to resources . Additionally, active engagement in coping strategies helped students manage anxiety and stay motivated in the absence of face-to-face interactions .

Marinduque State College adapted its curriculum and protocols to manage the shift to online learning by incorporating technology-driven solutions that allowed for synchronous and asynchronous teaching methods. Key components of this adaptation included the implementation of new educational protocols, infrastructure development, and enhancement of digital literacy among faculty and students . Additionally, the college focused on ensuring continuity in instructional quality, integrating new tools and platforms to facilitate online interactions, and establishing support systems for students facing technological and socioeconomic barriers to online learning .

The main challenges faced by students in online learning environments during the COVID-19 pandemic include anxiety and depression, poor internet service, and unfavorable home learning environments. These challenges impact students' mental health by causing increased anxiety and depression due to factors such as isolation and uncertainty, as well as economic and health effects . Additionally, academic performance is affected through difficulties in maintaining motivation, managing overwhelming task loads, and adapting to unfamiliar technologies . As a result, students experience a decline in behavioral and emotional functioning, leading to increased attention and externalizing problems .

The shift to online learning aligns with Marinduque State College’s goal of producing competitive IT professionals by ensuring that digital and online capabilities are integrated into their education system . However, this transition also poses challenges that may hinder the college's vision of providing a quality education and a gender-sensitive learning environment. Online learning can exacerbate inequities in access to digital resources and participation, which could affect the college's mission of offering responsive, quality education through transparent governance by 2025 .

Synchronous online learning offers benefits such as real-time interaction and immediate feedback, fostering a more interactive and engaging learning environment that can mimic traditional classroom settings. However, it may also pose challenges related to scheduling and technological requirements, particularly for students with limited access to reliable internet . Conversely, asynchronous online learning provides flexibility for students to engage with the material at their own pace, which can be advantageous for learners managing other commitments. Nonetheless, it may lead to feelings of isolation and reduced motivation due to the lack of direct peer and instructor interaction .

Online learning presents both opportunities and challenges for Marinduque State College's mission to provide a gender-sensitive lifelong learning environment. While online platforms can offer flexible learning opportunities that accommodate diverse needs, barriers such as technological access and socioeconomic factors can disproportionately affect marginalized groups, potentially undermining gender-sensitive objectives . To align online learning with their mission, the college needs to consider inclusive practices that address these disparities to ensure equitable access and participation for all students .

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