BONTOC NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL

Bontoc, Hindang, Leyte

A Research Paper

On

THE NEW NORMAL IN EDUCATION

S.Y. 2020 – 2021

In Partial Fulfillment of the Requirements

In Practical Research II

Submitted by:

Kim Gaius P. Abella

Neslie Compendio

Janeelle Saligumba Pentason

Richbern Anthony Resuena

Submitted to:

Alan S. Aberilla

March 2020
 TABLE OF CONTENTS

PAGE

CHAPTER I: INTRODUCTION ………………………………………………………………… 1

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

Statement of the Problem …………………………………………………. 4

Significance of the Study …………………………………………………… 5

Scope and delimitation ……………………………………………………… 5

CHAPTER II: REVIEW OF RELATED LITERATURE AND CONCEPTUAL

FRAMEWORK ……………………………………………………………………………………….. 6

Related Literature ……………………………………………………………… 6

Conceptual Framework ……………………………………………………… 10

Research Hypotheses ………………………………………………………… 10

Definition of Terms …………………………………………………………… 11

CHAPTER III: RESEARCH METHODOLOGY ……………………………………………… 12

Research Design ………………………………………………………………. 12

The sample ……………………………………………………………………… 12

The Instruments ………………………………………………………………. 13

Data Gathering Procedure …………………………………………………. 13

Data analysis ……………………………………………………………………… 13

CHAPTER IV: RESULTS AND FINDINGS ………………………………………………….… 14

CHAPTER V: CONCLUSION AND RECOMMENDATIONS …………………………….… 14

 Conclusions ……………………………………………………………………….. 24

Recommendations ……………………………………………………………… 26

BIBLIOGRAPHY ……………………………………………………………………………………… 27

APPENDICES …………………………………………………………………………………………. 29

Questionnaire ……………………………………………………………………. 30

Curriculum Vitae ………………………………………………………………… 33

 CHAPTER I

INTRODUCTION

Background of the study

The operation of the new normal education in the country and around the
world was severely affected by the COVID-19 pandemic which began in
December 2019. It became a worldwide health crisis where everyone were
literally affected regardless of age, gender, and social status. The world stopped
and economy collapsed as all business’s shutdown operations. For instance, most
countries closed the schools, colleges, and universities to contain the spread of
the virus. The crisis became a dilemma not only to the health sectors but also to
the education sectors. When the Philippine government ordered closures of all
educational institutions, the disruptions were sudden since classes were still
running. At the height of the pandemic, educational institutions came out with
remote learning as an alternative solution. The immediate action and strategy
aims to mitigate the closure while continuously delivering quality education.

The sudden shift to online learning created a hot debate in the Philippines
citing the poor living conditions of the learners. Magsambol (2020) cites an
obvious gap between those who can and cannot afford the resources to avail the
new education platform. The general condition of children in the public school
system sends a message of inequality with the DepEd’s mantra ‘no child left
behind.’ However, learning cannot be cancelled as much as to drive the
economy. This led to a tighter measure for education institutions in sustaining its
operations despite the impending risk.
 One of the basic problems seen by Kasrekar (2020) is the conduct of
classes despite of the closure order. As the face-to-face classes pose higher risk
of spread, the most viable solution is through online teaching and learning. This
platform challenges both the teachers and the students as it occurs something
new to them. This calls for an ‘adopt quickly’ response to the new normal in
teaching and learning amidst the pandemic (TanhuecoTumapon, 2020). The shift
to online learning was too sudden at a very short notice but academic institutions
must strategize and accelerate new forms of teaching pedagogy. The question of
how ready the schools are in terms of technical infrastructure is still left
unanswered. Reopening of the schools at this stage is expensive (Felter &
Maizland, 2020).

Coronavirus disease-2019 (COVID-19) was declared a “pandemic” by the

World Health Organization (WHO) in early March 2020. Globally, extraordinary
measures are being adopted to combat the formidable spread of the ongoing
outbreak. Under such conditions, people's adherence to preventive measures is
greatly affected by their awareness of the disease.

An ongoing outbreak of infection by Severe Acute Respiratory Syndrome-

Coronavirus-2 (SARS-CoV-2), termed as COVID-19, aroused the attention of the
entire world. The first infected case of coronavirus was reported on December
31, 2019, in Wuhan, China; within few weeks, infections spread across China and
to other countries around the world. On January 30, 2020, the World Health
Organization (WHO) declared the novel coronavirus outbreak a public health
emergency of international concern, which was the 6th declaration of its kind in
WHO history. Surprisingly, during the first week of March 2020, devastating
numbers of new cases were reported globally, and the WHO declared the
COVID-19 outbreak a “pandemic” on March 11. The outbreak has now spread to
more than 200 countries, areas, or territories beyond China. SARS-CoV-2 is a
novel strain of the coronavirus family that has not been previously identified in
humans. The disease spreads through person-to-person contact, and the posed
potential public health threat is very high. Estimates indicated that COVID-19
could cost the world more than $10 trillion, although considerable uncertainty
exists concerning the reach of the virus and the efficacy of the policy response.

The scientists still have limited information about COVID-19, and as a

result, the complete clinical picture of COVID-19 is not fully understood yet.
Based on currently available information, COVID-19 is a highly contagious
disease, and its primary clinical symptoms include fever, dry cough, difficulty in
breathing, fatigue, myalgia, and dyspnea. This coronavirus spreads primarily
through respiratory droplets of >5–10 μm in diameter, discharge from the mouth
or nose, when an infected person coughs or sneezes. Reported illnesses range
from very mild (including asymptomatic) to severe including illness resulting to
death. However, the information so far suggested the symptoms as mild in
almost 80% of the patients with lower death rates. People with co-morbidities,
including diabetes and hypertension, who are treated with the drugs such as
thiazolidinediones, angiotensin-converting enzyme (ACE) inhibitors, and
angiotensin-II receptor blockers (ARBs) have an increased expression of
angiotensin-converting enzyme-2 (ACE-2). Since SARS-CoV-2 binds to their
target cells through ACE-2, it was suggested that patients with cardiac disease,
hypertension, and diabetes are at the higher risk of developing severe to fatal
COVID-19. Moreover, elderly people (≥65 years), those and people with chronic
lung disease or moderate to severe asthma, who are immunocompromised (due
to cancer treatment, bone marrow or organ transplant, AIDS, and prolonged use
of corticosteroids or other medications), and those people with severe obesity
and chronic liver or kidney disease are at higher risk of developing the COVID-19
severe illness.

This study relates the day – to – day experiences of students towards the
new normal education of the Senior Highschool students of Saint Michael College
of Hindang, Leyte Inc (SMC). will represent how or what are the flaws of this new
normal education in the life of the students. It will also indicate the different
challenges that the students face. This study will also pinpoint the negative and
positive happenings of the new normal education.
 Statement of the Problem

This research aims to know the challenges and its impact for the
students of BNHS in this New Normal. Specifically, this research seeks to answer
the following questions.

1. What are the challenges faced by the Senior Highschool students of

BNHS in this new normal?
2. Is modular learning helpful or not?
3. Is modular learning effective or not?
 Significance of the Study

To the students, our research will help the students come up with the
challenges they face on this new normal. They will be able to analyze how adjust
with the new normal way of learning.

To the parents, they will understand the differences from then and now.
That they should be updating them and assisting with their difficulties.

To the teachers, this will let them realize the teaching skills that they
should be using for your students to learn despite of the new normal style of
education.

To the LGU, they will be enlightened on how to maintain the safety of the
parents in getting and returning of modules in school. That they will not stop
cooperating to the school

facilities.
 Scope and Delimitation

This study compile with the researchers started last April 1, 2021 up to
April 12, 2021. Senior students of Saint Michael College of Hindang, Leyte Inc are
the respondents of this research. This research is all about asserting the trials of
the students. It is stated here in the research paper about the difficulties and
challenges of the teenagers and ways to cope up with those.
 CHAPTER II

REVIEW OF RELATED LITERATURE AND CONCEPTUAL

FRAMEWORK

Related Literature

According to Huang et al. (2020), a novel corona virus, known as Covid-

19, was discovered in the last month of the year 2019, in a seafood market in
Wuhan.

Retrospective investigations by Chinese authorities have identified human

cases with onset of symptoms in early December 2019. While some of the
earliest known cases had a link to a wholesale food market in Wuhan, some did
not.

Clinical analysis results of the virus showed person-to-person transmission

(Li et al., 2020; Paules et al., 2020; Wang, Cheng, et al., 2020).

The virus that causes COVID-19 infects people of all ages. However,
evidence to date suggests that two groups of people are at a higher risk of
getting severe COVID-19 disease. These are older people (that is people over 60
years old); and those with underlying medical conditions (such as cardiovascular
disease, diabetes, chronic respiratory disease, and cancer). The risk of severe
disease gradually increases with age starting from around 40 years. It's
important that adults in this age range protect themselves and in turn protect
others that may be more vulnerable.

The Director General of WHO in March 2020 (WHO, 2020) declared Covid-
19 as a pandemic after assessment of the rapid spread and severity of the
deadly virus across the globe with additional announcement of social distancing
as a means of curbing the spread of the pandemic.

WHO has issued advice for these two groups and for community support
to ensure that they are protected from COVID-19 without being isolated,
stigmatized, left in a position of increased vulnerability or unable to access basic
provisions and social care?

Merriam-Webster Online Dictionary (2020) referred to pandemic as “an

outbreak of a disease that occurs over a wide geographic area and affects an
exceptionally high proportion of the population”.

An epidemic is an outbreak of disease that spreads quickly and affects

many individuals at the same time. A pandemic is a kind of epidemic: one which
has spread across a wider geographic range than an epidemic, and which has
affected a significant portion of the population.
 COVID-19 has increased fear: fear of contagion, which has led to a
contagion of fear. Fear of each other. A fear that we may not be able to mitigate
with online chats, webinars or learning platforms, a fear that we may not be able
to address when students hunch over their keyboards. When studying at higher
education institutions is reduced to mastering content, then the overall aims of
higher education are missed (Ludeman, R. B.).

As the coronavirus pandemic rapidly sweeps across the world, it is

inducing a considerable degree of fear, worry and concern in the population at
large and among certain groups, such as older adults, care providers and people
with underlying health conditions. In public mental health terms, the main
psychological impact to date is elevated rates of stress or anxiety. But as new
measures and impacts are introduced – especially quarantine and its effects on
many people’s usual activities, routines or livelihoods – levels of loneliness,
depression, harmful alcohol and drug use, and self-harm or suicidal behaviour
are also expected to rise.

One of the basic problems seen by Kasrekar (2020) is the conduct of

classes despite of the closure order. As the face-to-face classes pose higher risk
of spread, the most viable solution is through online teaching and learning.

Because of the threat of COVID-19, schools and universities faced the

dilemma of how to continue teaching their courses while keeping their staff and
students safe from a rapidly moving public health emergency that is not fully
understood.
 The shift to online learning was too sudden at a very short notice but
academic institutions must strategize and accelerate new forms of teaching
pedagogy. The question of how ready the schools are in terms of technical
infrastructure is still left unanswered. Reopening of the schools at this stage is
expensive (Felter & Maizland, 2020).

The crisis-response migration methods of universities, faculty and

students, challenges and opportunities were discussed, and it is evident that
online learning is different from emergency remote teaching, online learning will
be more sustainable while instructional activities will become more hybrid
provided the challenges experienced during this pandemic are well explored and
transformed to opportunities.

There are more than 50,000 tertiary colleges, universities and institutes
worldwide serving 200 to 300 million students and communities. The impact of
the pandemic is of epic proportions and institutions are scrambling to find ways
to continue the learning and development process and doing so in a safe
environment for students, academics, administrative staff and support staff
(Schreiber, B.).

Some institutions will not survive this crisis. Others will be forced to
reinvent, retool, and rethink their mission and how they deliver on their goal to
educate, conduct research, and provide a meaningful service to society and
advance social justice in communities and across the globe.
 CHAPTER III

RESULTS AND FINDINGS

The researchers conducted a quantitative – descriptive research to

investigate various experiences of the students in this new normal way of
learning. Structured data collection was aimed at determining:

 The experiences of students towards new normal way of learning

 How it affects the student’s studies
 To know the impact of this new normal education to the student’s
life while facing this pandemic.

Results and Findings

The results of this research are discussed by referring to the following

aspects:
 Gender of the Respondents
14
12
10
8
6
4
2
0
Male Female

Demographic Characteristics

Figure 1.1

Figure 1.1 indicates that out of 20 respondents there are 7 (35%) of male
and 13 (65%) of female respondents.

Age of Respondents
12

10

0
17 years 18 years
 Figure 1.2

The ages of the respondents ranged from 17 – 18 years old, with the lead
of 18 years old which gathers 11 (55%) respondents and next to it are the 17
years old which gathers 9 (45%) respondents.

Did you find the new normal way of learning

comfortable?
16

14

12

10

0
It is comfortable It is quite comfortable It is a bit It is uncomfortable
uncomfortable

Figure 1.3
 Figure 1.3 represents the result of the survey on how they find the new
normal way of learning comfortable or uncomfortable to them. It shows that
there are 3 (15%) respondents who are comfortable, 15 (75%) that are not that
comfortable of it and 2 (10%) respondents are not comfortable with it.

Was your span time enough to do all your given

modules?
12

10

0
It is enough for me to finish I can barely make it on time No, it is not enough
on time

Figure 1.4
 Figure 1.5 represents the result of the survey if their given time is enough
for them to finish their given modules. It appears that 11 (55%) of respondents
said the given time is enough, 8 (40%) said that they can barely make it on time
while 1 (5%) respondent said that the time is not enough for them.

Can you pass your modules on time?

18

16

14

12

10

0
I can pass it on time Some of my answers are I pass late because I can't
not complete finish on time

Series 1

Figure 1.5
 Figure 1.6 represents the result of the survey if the respondents can pass
their modules on time. It states that 17 (85%) of the respondents can pass on
time while 2 (10%) of the respondents can also pass on time but they are
lacking with answers and 1 (5%) respondent said that he passes late because he
can’t finish on time.

Do you learn that much without someone

teaching you?
12

10

0
I can learn the lesson by I barely learn the lesson by I hardly learn a lot of my
my self my self subjects

Series 1

Figure 1.6
 Figure 1.6 represents the result of the survey if the respondents were able
to learn much even without someone teaching them in their module. It states
that 3 (15%) of the respondents can learn lessons by their self and 11 (55%) are
barely able to grasp the lessons on their modules, while 6 (30%) of them hardly
learn in their subjects.

Do you prefer the new normal learning

(modular system) than online learning?
20
18
16
14
12
10
8
6
4
2
0
Yes, I prefer modular I prefer online learning I don't prefer modular
learning learning

Series 1
 Are you able to concentrate in answering your
modules at home?
12

10
Figure 1.7

8 Figure 1.7 represents the

6 result of the survey if they
4 prefer this way of learning
2 or prefer other ways. It

0 shows that 18 (90%) of the

I can answer without No, there are few There are a bunch of I have work
bother bothers at home household works at respondents prefer modular
home
learning while 2 (10%) of
them prefer online learning.
Series 1
 Figure 1.8

Figure 1.8 represents the result of the survey if the respondents were able
to concentrate in answering their modules at home. It shows that 5 (25%) can
answer quietly in their home 11 (55%) said that they have some bother
answering their modules at home, 2 (10%) of them have a lot of household
works that they need to do, and 2 (10%) others said that they have work.

Does modular learning help you gain more

knowledge?
12

10

0
I learned a lot in this I somehow grasps the I don't learn that much
modular learning learnings

Series 1
 Figure 1.9

Figure 1.9 shows the results of the survey if the respondents can
concentrate answering their modules at home. It appears that 8 (40%) of the
respondents responds that they learned a lot of learnings on this modular
learning and 10 (50%) of the respondents said that they can somehow grasp the
learnings while 2 (10%) of them answered that they don’t learn that much on
modular learning.

Do you regret on enrolling for this school year?

16

14

12

10

0
I regret enrolling for this I don't regret but it's just I don't regret at all
school year hard for me

Series 1
 Figure 2

Figure 2.0 represents the results of the survey if they regret on enrolling
for this school year. It shows that 1 (5%) of the respondent regretted on
enrolling for this school year and 15 (75%) of the respondents said that they
don’t regret the choice they made but they are facing some struggles through it
while 4 (20%) of the respondents said that they don’t regret the choice at all.

CHAPTER IV

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of the findings, conclusions and

recommendations based on the data analyzed in the previous chapter. The
conclusions and recommendations derived from the findings of the study on the
impact of new normal education on the students at Bontoc National High School
are described.

Conclusions

After the careful analysis of the results and findings the following
conclusions were presented below:
1. Three equivalents to 15% respondents are comfortable with modular
learning while 17 equivalents to 85% are not that comfortable with it.
2. Eleven equivalents to 55% of respondents don’t have any problems about
the given time for their modules, 8 equivalents to 40% of them can barely
make it on time while 1 equivalent to 5% of the respondent has a
problem on managing his given time.
3. Seventeen equivalents to 85% of the respondents can pass on time while
2 equivalents to 10% of the respondents can also pass on time but they
are lacking with answers and 1 equivalent to 5% of the respondent passes
late because he can’t finish on time.
4. Three equivalents to 15% of the respondents can learn lessons by their
self and 11 equivalents to 55% of the respondents are barely able to
grasp the lessons on their modules, while 6 equivalents to 30% of them
hardly learn in their subjects.
5. Eighteen equivalents to 90% of the respondents prefer modular learning
while 2 equivalents to 10% of the respondents prefer online learning.
6. Five equivalents to 25% of the respondent can answer quietly in their
home, 11 equivalents to 55% of them have some bother answering their
modules at home, 2 equivalents to 10% of them have a lot of household
works that they need to do and 2 equivalents to 10% others said that
they have work.
7. Eight equivalents to 40% of the respondents have learned a lot of
learnings on this modular learning and 10 equivalents to 50% of the
respondents can somehow grasp the learnings while 2 equivalents to 10%
of them don’t learn that much on modular learning.
8. One equivalent to 5% of the respondent regretted on enrolling for this
school year and 15 equivalents to 75% of the respondents don’t regret
the choice they made but they are facing some struggles through it while
4 equivalents to 20% of the respondents don’t regret the choice at all.
Recommendation

1. The students who have difficulties in learning their modules should not be
shy to approach their teachers and their seniors.
2. For the students who regretted enrolling in this school year should find
the positive sides of this new normal way of learning. And they should
accept that this kind of learning is needed because of this ongoing
pandemic.
3. The students that don’t learn that much on the given modules should try
giving more time and attention in studying in their modules.
4. The students should give more efforts in answering their modules because
based on the researcher’s observations, a lot of students aren’t giving
more importance on answering their modules instead they are spending
their time more on playing.
5. Parents should guide and follow up if their children are doing their
activities and assignments.
6. Teachers should encourage their students more and follow up them often.
7. Teachers should give more patience.
 8. School administrators should conduct different activities that would
encourage students.

Reference

Jörg et al (2020, May 12). Challenges and burden of the Coronavirus 2019
(COVID 19) pandemic for child and adolescent mental health: a narrative
review to highlight clinical and research needs in the acute phase and the
long return to normality. Retrieved from
https://capmh.biomedcentral.com/articles/10.1186/s13034-020-00329-

Saavedra, J. (2020, March 30). Educational challenges and opportunities of the

Coronavirus (COVID-19) pandemic. Retrieved from
https://blogs.worldbank.org/education/educational-challenges-and-
opportunities-covid-19-pandemic

Schreiber, B. and Ludeman, R. B. COVID-19 challenges for student affairs and

services globally. Retrieved from
 https://www.universityworldnews.com/post.php?story=202009111056539
74

World health organization (2020). Mental health and COVID-19.

https://www.euro.who.int/

Questionnaire

Saint Michael College of Hindang, Leyte Inc

THE NEW NORMAL IN EDUCATION

S. Y. 2021 – 2021

1. Did you find the new normal way of learning comfortable?

It is comfortable

It is quite comfortable

It is a bit uncomfortable

It is uncomfortable

2. Was your span time enough to do all your given modules?

It is enough to finish on time

 Maybe

No, it is not enough

3. Can you pass your modules on time?

I can pass it on time

Some of my subjects are lacking

I pass late because I can’t finish on time

4. Do you learn that much without someone teaching you?

I can learn the lessons by my self

I barely learn the lessons by my self

I hardly learn a lot of my subjects

5. Do you prefer the new normal learning (modular system)?

Yes, I prefer this kind of learning

I prefer modular learning than online class learning

I don’t prefer modular learning

6. Are you able to concentrate in answering your modules at home?

I can answer without bother

No, there are a few bothers at home

There are a bunch of household works at home

7. Does modular learning help you gain more knowledge?

 I learned a lot in this modular learning

I somehow grasps the learnings

I don’t learn that much

8. Do you regret on enrolling for this school year?

I regret enrolling for this school year

I don’t regret but it’s just hard for me

I don’t regret at all