CHAPTER 2

REVIEW OF RELATED LITERATURE AND

STUDIES

This presents the summary of the relevant readings with the present study. This provided
the researchers with insights and ideas regarding the problem of the study.

RELATED LITERATURE

The COVID-19 pandemic has created the largest disruption of education systems in human
history. This has brought far-reaching changes in all aspects of our lives. Social distancing and
restrictive movement policies have significantly disturbed traditional educational practices.
Reopening of schools after relaxation of restriction is another challenge with many new standard
operating procedures put in place.

The level of academic performance of the students is likely to drop for the classes held for
both year-end examination and internal examination due to reduced contact hour for learners and
lack of consultation with teachers when facing difficulties in learning/understanding.

Although there have been overwhelming challenges for educators, schools, institutes and
the government regarding online education from a different angle, there are several opportunities
created by the COVID-19 pandemic for the unprepared and the distant plans of implementing e-
learning systems. It has forged a strong connection between teachers and parents than ever
before. The homeschooling requires parents to support the students’ learning academically and
economically. Children with disabilities need additional and special support during this ongoing
emergency. The use of online platforms such as Google Classroom, Zoom, virtual learning
environment and social media and various group forums like Telegram, Messenger, Whats App
and We Chat are explored and tried for teaching and learning for the first time ever to continue
education. This can be explored further even after face-to-face teaching resumes and these
platforms can provide additional resources and coaching to the learners.

There are varieties of online infrastructure that have been prepared by many educational
firms and made free for learning during this pandemic. The affordability and accessibility to
these online infrastructures for all the learners of varied economic backgrounds are still a
challenge. Students with special needs having learning difficulties, such as hearing impairment,
visual impairment and mobility disabilities require additional training with support and guidance.
Many caregivers and parents at home are not able to cater to such needs, hindering the learning
of this group of learners. Therefore, there is a need for investing time and resources to explore
and research the best alternatives for the special educational needs of these learners.

As all students’ assignments and examinations are carried out from home, it is challenging
for educators to find the authenticity of the work and the actual learning taking place. Moreover,
many parents guide and support their children during their learning process and the extent and
degree of support varies greatly. Grading of students is another area of study as no proper criteria
are developed and effectively used.
 The lesson learnt from the COVID-19 pandemic is that teachers and students/learners
should be oriented on use of different online educational tools. After the COVID-19 pandemic
when the normal classes resume, teachers and learners should be encouraged to continue using
such online tools to enhance teaching and learning.

In January 2019, a Novel Coronavirus (SARS-CoV2) outbreak started in Wuhan, China

and quickly spread around the world. The World Health Organization (WHO) declared a public
health emergency of international concern on January 30, 2020 and announced it as the COVID-
19 Pandemic on March 11, 2020 (World Health Organization, 2020a). According to WHO's
Situation Report 103, the global total number of COVID 19 positive cases reached 3, 267, 184
by May 2, 2020 with 229, 971 reported deaths (World Health Organization, 2020b). A global
health and economic threat, COVID-19 has brought extraordinary disruption to education,
forcing campus closures and rapid transition to remote teaching. Many faculty and students had
to learn on the fly how to use novel technologies. It has become, therefore, imperative to
examine how students experienced this transition.

These results reflect on survey at a given point in time. Cross-cultural comparative studies
will augment the findings presented here as will longitudinal studies that will enhance our
understanding of the impact of COVID-19 pandemic on levels of experiences related to personal
life and education factors in students. This said, survey results reveal students are facing
financial, personal and educational challenges as a result of COVID-19 pandemic. The outcome
is high stressful level, increased time commitment taking care of family members or friends and
adverse employment effects. These findings are consistent with the empirical studies conducted
in Asia.

Regarding their education, students' main concern is doing well in their studies in the
online environment. Flexibility regarding when assignments are due is important, as are technical
issues and time availability. Students need time to become familiar with online learning and
synchronous activities should be included to provide to provide a bridge to the more familiar
face to face environment. The institution and instructors need to ensure timely communication
with students. Universally leaders should take the responsibility of supporting the students
financially so that they can stay on track to their degree completion. Proper counseling services
and advising should be available to support the mental health and well being of students.

Learning during a pandemic is a unique experience to say the least. With some students
holding strands remotely and others trying a mix of in-class discussions and online learning,
every student's experience so far has been slightly different. The pandemic has also created a
need for internet access that not all students have readily available.

Though each state's and each school's policies vary, many students agree that pandemic
learning comes with numerous challenges and experiences, which can be especially hard for the
first generation students starting off their students experience with COVID-19 restrictions in
place.

With students unable to socialize and make connections as easily as they could prior to the
pandemic, many are experiencing increased feelings of isolation and depression. It’s also easy
for students these days to get distracted with free time. Because online classes and modular
learning are more flexible, some students are choosing to spend just one day of the week
finishing up all their work and using the rest of the week play video games, stream their favorite
movie and sleep. It’s nice to be able to relax a little, what with all the stress that pandemic brings,
but creating habits like this can lead to sloppier performance in class and a harsh awakening
when students eventually start working full time.

Schools across the Philippines have had to adapt to unprecedented and unexpected
circumstances so students can continue learning. Though some of the policies schools have put
in place due to the Coronavirus have proven to be helpful, students are still dealing with several
challenges while handling pandemic learning.

Before it became the devastating pandemic it is today, the Coronavirus had already worked
its way into the minds of students. Students had no clue when or for how long things at their
school would change. Students were left wondering. However, change was coming: that much
was certain. In the end, it was decided that all teaching activities would be send online and
delivered modules every two weeks for the remainder of the academic year.

However, although the closing of schools does have a silver lining (home-learning
programs where students are still able to learn), the true sufferers of the government order of
school closings are the students in less fortunate situations and the students who are in schools
that are not well funded.

This is because those students lack the devices and internet access to be able to participate
in online class, and the schools do not have the capacity to teach online. Thankfully, there are
now some alternatives to online learning in which students in less fortunate situations could
participate. However, the government should still have more offline options for students without
internet access, such as the distribution of books and learning materials.

A key experience of learning is time spend learning; this is a reliable predictor of

opportunity to learn. Therefore, we explored how much time student's spent learning, whether
they spent more or less time learning during the COVID-19 lockdown than when at school and
whether they learn more or less. While most students reported spending less time on schoolwork
and learning less, a moderate but clear tendency was evident; that students who spent more time
on schoolwork also felt they learned more or the same as they would have at school.

Some students struggled to self manage, feeling they had too much freedom. We had no
one looking over what we actually worked on what was required. Some recognized that lack of
time management affected their motivation and learning and attributed this to not having the
routine of school. e.g., getting up early, having bell times and specified breaks. Others linked
their lack of self management with a perceived increase in workload with teachers setting more
work than we would have done at school and lack of coordination among subjects.

The experience faced by all students everywhere as they navigate this new world is
immense – their flexibility and fortitude as they work out how to learn and to live afresh, in this
virtual medium are remarkable.

 Adapting to a changed home environment as parents and their children work, study and
play at home together.
 Getting used to the norms of learning in a virtual setting – establishing a daily routine,
finding a quiet, undisturbed space for studying, keeping their systems on mute when
 participating in class, keeping their videos on, and learning how to be even more self-
disciplined.
 The temptations of virtual distractions – the novelty of being connected online can
distract children by prompting them to access other websites while attending their class.
 Impact on child’s health – while we monitor the number of hours our children are
exposed to ‘screen time’, many children spend more hours outside of the ‘classroom’
engaging with their friends, playing games online, interacting on social media.
 Such extended hours of screen time can result in various physical problems such as
frequent headaches, bad posture and eye strain. Essential family agreements on how to be
virtually are important.
 Lack of physical exercise – with school occurring virtually and buildings and societies
locked down, many children no longer have access to physical exercise in the sports
grounds as they did before.

RELATED STUDIES

In study of Alipio, Mark (2020) he said that with the ongoing surge of cases in the country,
a possible alternative to continue education while preventing potential infection spread, is
electronic learning (e-learning). E-learning has been a common delivery media for education in
developed countries. Several developing countries like the Philippines have attempted to
embrace the new learning space; however, financial and acceptance factors remain to be a
problem that would limit its potential use. While both the supply and demand for e-learning
opportunities have risen in recent years, many professionals are beginning to question whether
students are prepared to be successful in an online learning environment. After all, the
demonstrated success of students in a conventional education and training classroom may not be
an adequate predictor of success in an e-learning classroom. Drawn on the existing pandemic and
potential shift to full e-learning, this study has focused on the descriptive evaluation of readiness
of higher education Filipino students for e-learning.

The previous study is similar to the present study since both focused on financial problems
in the new type of learning. The differences lie in the experiences of the students. Since the
previous study focused on the descriptive evaluation of readiness of higher education Filipino
students for e-learning while the present study is focused on academic experiences of students in
this new learning.

There are deep socio-economic concerns for online learning in a developing country like
the Philippines. Students in far-flung areas in the country do not even have roads or electricity,
let alone access to computers and the internet. Moreover, given current internet infrastructure,
even students in urban areas may have limited internet access. This then results in a “digital
divide” between those who do have access and those who do not.

Both of the studies agree on such collaboration between teachers and policy makers and
authorities to develop the relevant referenced programs as well. The differences lies in the use of
distance learning of students since the previous study focus on online learning while the present
study focus on both online and modular learning.
 A study conducted by the University of Pennsylvania (2016) showed that stress levels
might negatively affect teachers' efficacy and ability to educate students properly. Mental and
emotional distractions were found to cause improper anger management and procrastination
amongst teachers. According to a study-based report, teachers in the new normal would have to
employ new practices and forms of management both professionally and emotionally to adapt to
the virus outbreak changes fully. The report provided a structured timeline for response
management, such as guidance, utilizing technology, and forming digital re-creational activities.
The impact of the virus pandemic on the general population showed that the most implicated the
most affected populace is educators.

Both the previous and present studies focus on new normal adjustments. The difference
lies on impacts of new normal since the previous study said that the most affected is the
educators while the present study said that parents is the most affected.

Robyne Hanley-Dafoe & Cathy Bruce (2018) determined that the first-year learning
experience has been predominantly studied within the frames of student transitions into
university, student engagement, student motivation, student retention rates, and the 21st century
learner. The phenomenon of transitions refers to a movement or a change from one position to
another. It is experienced by individuals as both short and long-term processes of adjustment,
development and change. Engagement, similarly, has been found to be an important aspect of the
schooling experience, both academically and socially. Workload, lack of motivation, and not
feeling a part of the community are all common reasons for why students may have decided to
withdraw, making the successful transition of first-year students to upper year studies a primary
concern for most universities.

Both of the studies said that motivation and engagement is important. The difference lies
since the present study says that engagement is directly connected to academic grades while the
previous study suggests that school engagement does contribute to student satisfaction,
persistence, and a student's life after school, including economic success, health, and general
well-being.

Several papers have already been published by researchers around the world presenting
studies on various aspects of the COVID-19 pandemic crisis, particularly its consequences for
physical and mental health, the economy, society, and the environment. The biggest limitations
of these studies about student life while their higher education institution is physically closed are
generally: The data derive from early stages of the pandemic; a relatively small sample; and
focusing chiefly on a restricted number of aspects of a student’s life. Indeed, most studies are
limited to academic work or life issues, a student’s mental health, or a combination of both. In
addition, most studies concentrate: On a single higher education institution and/or country;
and/or on a single academic field. Only a few surveys include student samples from more than
one university or country. After studying existing literature, we concluded that no comprehensive
large-scale survey on how students from around the world have experienced the unexpected and
unprecedented crisis of the COVID-19 pandemic and its impacts on their present and future life
has not been conducted yet.

The previous study is similar to the present study since both focused on the experiences of the
students in the new normal. But the difference lies in the subjects of the study since the previous
study involved college students while the present study involved senior high school students.
SYNTHESIS

The study on the impact of the COVID-19 pandemic on teaching and learning across the
world concludes that although various studies have been carried out, in the case of developing
countries, suitable pedagogy and platform for different class levels of higher secondary, middle
and primary education need to be explored further.

There were four themes revealed in this study: poor to no internet access, financial
constraints, lack of technological devices, and affective or emotional support. Interestingly,
findings showed that learning remotely in these trying times is challenging because aside from
the existing problems on access and affordability, the emerging concerns on financial stability
and affective support contributed to interrupted learning engagement. Moreover, exposing
culturally face-to-face learners in the context of ERT can put additional learning pressure.
Nevertheless, the need to listen to the students’ lived experiences in ERT will provide a lending
ear to be heard and a voice for building pedagogy of understanding about their learning journey
in this time of pandemic crisis.

The move to online courses happened very abruptly, as countries closed down schools and
issued stay-at-home orders. Despite the herculean efforts of the worldwide teaching community,
many online courses left some things to be desired.

According to a study conducted in an American higher education institution, many

students reported that their ability to work with peers, maintain interest in their classes, and feel a
sense of belonging in the campus community suffered during the spring 2020 term. Students also
relayed the negative impact that emergency remote learning had on the social aspect of their
learning, which had repercussions for them both on the academic and socioemotional levels.

The lesson learnt from the COVID-19 pandemic is that teachers and students/learners
should be oriented on use of different online educational tools. After the COVID-19 pandemic
when the normal classes resume, teachers and learners should be encouraged to continue using
such online tools to enhance teaching and learning

BIBLIOGRAPHY

A. ONLINE REFERENCES

Alipio, M., (2020). Education during COVID-19 era: Are learners in a less-economically
developed country ready for e-learning? Retrieved from
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Angdhiri, R., P., (2020). Challenges of a home learning during a pandemic through the
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Aristovnik, A., et al. (2020) Impacts of the COVID-19 Pandemic on Life of Higher
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Sarah, S., (2020). How Students Are Handling Pandemic Learning. Retrieved from
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Pokhrel, S., & Chhetri, R., (2021). A Literature Review on Impact of COVID-19
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Wheeler, S., (2021). Covid-19: Challenges faced by students and how are schools coping
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B. JOURNAL ARTICLES

Alvarez, A. (2020). The phenomenon of learning at a distance through emergency remote

teaching amidst the pandemic crisis. Asian Journal of Distance Education , 15(1), 144–
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Prokopenko, I., & Berezhna, S. (2020). Higher Education Institutions in Ukraine during
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