Journal of Positive School Psychology http://journalppw.

com
2022, Vol. 6, No. 3, 3284–3300

Students’ Adaptability Challenges On Online Learning In A Philippine

Public University: Input For Academic Policy Modification

Mariden Ventura-Cauilan, DPA

Cagayan State University, Tuguegarao City
[email protected].

Abstract

The study determined the students’ adaptability challenges on online learning. It

specifically identified the profile of the respondents in terms of age, sex, socio-economic
status, educational attainment of the respondents’ parents and the campus they belong.
It also identified the academic performance of the student-respondents. Furthermore, it
determined the problems faced by the students during online class along geographical
location, adaptability struggle, technical issues, computer literacy, time management and
self-motivation. Descriptive correlation design was utilized. Pearson-R correlation was
used to determine the relationship of the respondents’ profile and their academic
performance and ANOVA was used to compare the problems faced by the students
during online when grouped according to campus. Students' motivation also has an
impact on their academic performance since they fall behind and are more likely to
entertain the notion of quitting up as a result of the difficulties associated with navigating
a technical medium during an online class that appears insurmountable. They are less
driven to keep up with current educational trends, and they are not well prepared to
face the problems of the future. They experienced burnout when taking online classes,
and they were unable to comprehend online lectures because they were not sufficiently
motivated to participate in online courses.

Keywords: academic performance, on-line learning, students challenges, adaptability

INTRODUCTION environment, they are not learning in a physical

It is education that takes place over the location in the traditional sense, but rather in a
Internet that is known as online learning. It is shared "space," which is sometimes referred to as
referred to as "e-learning," among other labels, the "cyberspace." According to Smith et. al
when it is done online. Although online learning (2013), a learning network classroom is any
is a sort of "distance learning," which is an location where students require access to a
umbrella word for any learning that takes place personal computer, a modem, and a telephone
over a distance rather than in a traditional line, satellite dish, or radio link in order to
classroom, it is only one type of distance participate. Also, he came to the conclusion that
learning. learning networks are groups of people that
The usage of a network environment is gather to learn together at a time, location, and
essential for this type of learning, which is pace that is convenient for them.
significant. When students learn in this type of

© 2021 JPPW. All rights reserved

 Mariden Ventura-Cauilan, et. al. 3285

Ibrahim (2015), on the other hand, to cause participating students to experience

highlighted Khan's definition of online learning, reflection, distance, and a lack of contact."
which claimed that it was the delivery of teaching According to him, tension and anxiety can be
to a remote audience through the use of the exacerbated by the lack of human interaction
Internet as an intermediary. Online learning, on that can be encountered in online learning
the other hand, was defined by Guangul,et al. environments. Additionally, online learning can
(2020) as educational material that is delivered cause pupils to lack the fundamental
via a computer. Both meanings are concerned communication skills that they need to succeed
with the content of the teaching and the manner in life. Asserted by Xu and Jaggars (2016),
in which it is delivered. As the practice's scope learning takes away from some of the social and
has expanded, the definition appears to have team-building activities that take place
become less precise. To sidestep this problem, informally in college classes, and this is
Oblinger (2005) uses the phrase "wholly online supported by research. As evidenced by these
learning" to refer to online learning in its entirety. consequences, being unable to engage with other
Some choose to concentrate on establishing direct students and teachers while enrolled in an online
linkages between distance education practices school can have major negative consequences.
that existed before to the adoption of the web and In addition, as a few students pointed out during
the specific tools that are now available to an informal discussion with them last semester,
students and instructors. technology is not always reliable and can create
On-line learning has become large interruptions to online classes, which is
increasingly popular as a result of the COVID particularly problematic. Students enrolled in
19 Pandemic. As a result, practically all online courses must have access to high-speed
educational institutions in the Philippines and internet at their residences, which can cause
the region, including Cagayan State University, delays if the service is not available. A student's
have accepted and embraced this new trend in wi-fi may go down abruptly, preventing them
teaching and learning. Online learning is from submitting an online assignment on time,
fundamentally different from traditional learning or it may prevent them from attending an online
in that it involves a shift in the mode of delivery. class, causing them to miss instruction, lecture
This is true for both students and professors. discussion, and even quizzes. Propounded by
According to the findings of Shin (2004), the Werhner (2010),this has a significant negative
detrimental effects of online learning can be impact on the student's education and academic
evident in the technicalities of the actual usage performance. Furthermore, students have
of the technology. These ramifications include difficulty absorbing concepts that are taught
the fact that technology is not always efficient, through online learning since they have more
that it is more difficult for students to absorb distractions that divert their attention away from
concepts being taught, that online learning can their online course work. Students can become
induce social isolation, and that pupils do not distracted much more easily when they are not
develop necessary communication skills. in a school environment in front of other
It has been suggested by Westhuis ,Ouellette and students and teachers, which causes them to not
Pfahler (2006) that online learning can cause absorb topics as well as they would if they were
students and staff to experience social isolation in a physical classroom setting with other
as a result of the absence of social connection students and teachers.
that occurs. "The e-learning approaches that are A similar study conducted by Martin
now being used in education have the tendency (2021) explored the importance of flexibility in

© 2021 JPPW. All rights reserved

3286 Journal of Positive School Psychology

assisting high school students manage their all used to gather information. Analysis of an
online learning throughout a time of COVID-19 online survey administered to online tertiary
that involved either entirely or partly distance- students in the Caribbean revealed that self-
based online learning. He evaluated the effect of reported perceptions of work and family
adaptability in predicting students' online obligations, the pace of courses, the quality of
learning self-efficacy in mathematics and their online course materials, and the timeliness with
end-of-year mathematics achievement using the which tutors responded to assignments were
Job Demands-Resources theory and data from a among the most significant factors impeding
sample of 1,548 Australian high school students learning and academic performance. Some other
from nine schools. After controlling for factors findings included perceptions of students'
such as online learning demands, online and successful use of online learning tools by tutors
parental learning support, and background and perceptions of which online learning tools are
characteristics, he discovered that adaptability best suited for increasing students' academic
was significantly associated with higher levels achievement based on their individual learning
of online learning self-efficacy and with gains in styles and preferences, (Tanyel and Griffin,
later achievement; online learning self-efficacy 2014).
was also significantly associated with gains in Furthermore, as perceived by students,
achievement and that this relationship was online learning is student-centered, with the
significant mediator between adaptability and learning process model shifting from a 'black box'
achievement (Wladis, Conway and Hachey model in which inputs consist of presented
2015). As a result of these findings, flexibility knowledge and the metrics of the output focus on
has been identified as a valuable personal what is known to a model that deals with the
resource that can assist students in their online construction of cognition and competencies.
learning, even during periods of remote Furthermore, the development of
instruction, such as those experienced during learning environments is essential for the success
COVID-19. of online learning. This is an example of how
Online education in the Caribbean, on online learning, with its emphasis on the student,
the other hand, has been explored by Kerr (2015), is shifting away from the conventional
who discovered that by exploiting the instruction-centered orientation and toward the
opportunities provided by the Internet, online support of learning. The instructor's position is
education in the Caribbean can enhance access to evolving to include more responsibilities such as
education. High failure rates among online setting up the learning environment and serving
postsecondary institutions, on the other hand, as a resource for the learner.
result in unacceptable levels of attrition, reduced Online learning becomes active in the
graduate throughput, and increased costs of sense that the student is challenged to own,
training for a country's labor force. In this manage, and schedule their own learning because
context, this study examined students' regular classes are no longer held in a physical
impressions of their online learning experiences environment. The ability to control something
in the Caribbean in order to determine the most that was previously under the authority of the
important elements impacting their academic instructor can be a tough challenge for some
success, with the goal of implementing corrective learners, especially those who are experiencing it
actions to increase retention and academic for the first time. On the other hand, online
performance. An online survey, a focus group learning should be interactive and collaborative,
discussion, and a learning style assessment were in which media-enabled learners are given the

© 2021 JPPW. All rights reserved

 Mariden Ventura-Cauilan, et. al. 3287

opportunity to interact with the course content, as performance?”, “Is there a significant difference
well as with the course teacher and with their on the problems encountered by student-
fellow course participants and instructors, (Craig, respondents when grouped according to their
2015). campus?” and “ Is there a correlation between the
Students should be motivated and have a academic performance of the students and the
positive attitude toward On-line learning in light problems encountered during online” were
of the current situation, as they will be confronted answered.
with issues such as geographic location, Objectives of the Study
adaptability difficulties, technical difficulties,
time management, and motivation when The study determined the problems on
participating in On-line learning. adaptability faced by the students of Cagayan
In this study, the research questions such State University on Online Learning. It
as “What is the profile of the student-respondents specifically identified the profile of the student-
in terms of age, sex, monthly family income, respondents in terms of age, sex, socio-
father’s highest educational attainment and economic status, educational attainment of the
mother’s highest educational attainment; “What respondents’ parents and the campus they
is the Academic Performance of the students belong. It also identified the academic
during the Second Semester, School Year 2020- performance of the student-respondents.
2021?”; “What are the problems faced by the Furthermore, it determined the problems faced
students during online learning along by the students during online class along
geographical location, adaptability struggle, geographical location, adaptability struggle,
technical issues, computer literacy, time technical issues, computer literacy, time
management and self-motivation?”; “Is there any management and self-motivation.
significant relationship between the profile of the
student-respondents and their academic
METHODOLOGY

Research Design is concerned with the respondent's profile, and

The descriptive survey method was utilized in Part II is concerned with the problems that
this study, the students’ adaptability challenges students face while taking online classes. These
were documented and correlated with their problems include those related to geographical
academic performances. location, adaptability difficulties (including
Participants technical difficulties), computer literacy
The respondents of the study were the (including computer literacy), time management,
students of CSU Andrews, Gonzaga and Aparri. and self-motivation.
Stratified Sampling Procedure was used since
this method considers stratum or strata for
comparison of variables from different groups. Data Analysis
Frequency, percentage and mean were
Data Collection tools used to treat the student-respondents’ profile in
The information was acquired through the use of terms of age, sex, monthly income of the
a Google form. To get the necessary respondents’ parents, educational attainment,
information, a survey questionnaire was used. campus and the problems encountered by the
This instrument is divided into two parts: Part I students during online.

© 2021 JPPW. All rights reserved

3288 Journal of Positive School Psychology

On the other hand, Pearson Correlation B. Academic Performance of the Student-

was used to treat the relationship between the respondents
respondents’ characteristics such as age, sex,
organizational affiliation, annual income and Table 2 shows that 378 out of 2,208
exposure to the different channels of respondents or 17.12% had a grade of 88 with a
communication like printed media, electronic descriptive value of “Good”. While, 2 or 0.09%
media and interpersonal contact. All computed have a grade of 99 with “Excellent” as the
correlation coefficients were tested at .05 level descriptive value. Similarly, there were 2
of significance. respondents also who have a grade of 75 with a
ANOVA and F-test were employed to descriptive value of “Passing”. The computed
test the significant differences on the problems mean value is 88.021 with descriptive value of
of adaptability encountered by the respondents “Good”. This finding intends to convey that the
during online classes when grouped according to respondents are average learners during this
campus. The .05 level of significance was Pandemic using online as the learning platform.
adopted to test the computed t-value as well as f- They are not that highly intellectual, but they are
value. not also poor in analysis and comprehension. This
can be attributed to their exposure to information
RESULTS AND DISCUSSION via the internet which aided them in analyzing and
A. Respondents’ Profile comprehending as part of their adaptability
In terms of age, the largest group of struggle due to the sudden change of learning
respondents was distributed to the second age platform used at present.
bracket ranging from 19-21 years old which is This finding is somewhat related to
comprised of 1,423 or 64.45 percent of the total Kerr’s (2015) findings in his study, Online
number of respondents while only 8 or 0. 36 Education and Academic Performance: The Case
percent belonged to the last age bracket, 28-30. of Online Tertiary Students where he analyzed the
Most of the respondents are female which perceptions of students` online learning
consisted of 1,544 or 69.93 percent, majority of experiences within the Caribbean in order to
the student-respondents have parents whose ascertain the major factors influencing their
monthly income falls at the income bracket of academic performance. It was found out that there
P2,100 to Php5,000 and their parents are high were some major factors impeding learning and
school graduates. These data imply that most of academic performance. Other results revealed
the respondents belong to poor families and their students’ perceptions of tutors’ effective use of
parents can hardly provide the expected online learning tools and students’ perceived
educational or technological gadgets the college online learning tools that are best suited for
students need during online learning. improving their academic performance according
to their respective learning styles and preferences.

Table 2. Academic Performance of the Student-respondents

Academic grade Frequency (n= 2208) Percentage
99 2 0.09
98 10 0.45
97 18 0.82
96 27 1.22
95 24 1.09

© 2021 JPPW. All rights reserved

Mariden Ventura-Cauilan, et. al. 3289

94 196 8.88
93 33 1.49
92 144 6.52
91 190 8.61
90 190 8.61
89 149 6.75
88 378 17.12
87 161 7.29
86 131 5.93
85 42 1.90
84 88 3.99
83 156 7.07
82 35 1.59
81 158 7.16
80 52 2.36
79 22 1.00
75 2 0.09
Mean= 88.021; s. d. = 0.089

C. Problems on adaptability faced by the they are taking their online courses are not
student-respondents during Online Learning conducive to learning and are not comfortable
The student-respondents reported difficulties for them to be.
with online learning due to a variety of factors
including geographic location, adaptation Adaptability was also a problem for the
difficulties, technological difficulties, computer respondents when it came to the new learning
literacy, time management, and motivation. platform, according to the responses. In
accordance with the data in the table, the mean
With a mean of 4.33 and a description value of score is 3.89, with the descriptive value "Agree."
"agree," the first statement in the category of It appears from this research that the respondents
geographical location, "Studying in a far-flung are accepting of the fact that transferring from a
barrio is difficult," has the highest mean and the traditional classroom and face-to-face training to
highest description value, while the second computer-based training in a virtual classroom
statement, "The community where I study is not results in a completely different learning
comfortable," has the lowest mean and a experience. It took some time for the pupils to
description value of "disagree." The overall become acclimated to the Learning Management
mean is 3.77, with a descriptive value of "agree" Systems (LENS) and the computer-based
as its descriptive value. As a result of this education methods used in the classroom.
finding, the respondents rarely study online, Furthermore, they struggled to cope with online
particularly when they are from a remote barrio, learning since they have a "traditional" attitude
because they found logging into an online and find it difficult to adjust to new learning
learning system difficult, and the internet environments; as a result, they were stressed out
connection in their location was unreliable. In by the large number of academic activities and
addition, the respondents' environments in which online submissions.

© 2021 JPPW. All rights reserved

 3290 Journal of Positive School Psychology

In addition, the students were confronted with requirements of their chosen course while online
technical difficulties. As indicated in the table, learning; others do not even have access to a
the total mean is 3.52 with a descriptive value of computer and must rely on others for technical
agree, and the descriptive value is 3.52. assistance as well as for properly preparing
Consequently, this study implies that themselves for the successful completion of their
respondents may not have access to high course.
bandwidth or a robust internet connection, which
are required for online courses, and as a result, Respondents were unsure of their answers to the
they are sometimes unable to keep up with questions on computer literacy when it came to
virtual classes. Furthermore, because the the statements that were asked. The finding
students' monitors are inadequate, it was received a mean score of 2.92 out of a possible 5
difficult for them to keep up with the online points, with a descriptive value of "uncertain."
class, which made their learning experience Thus, students have a limited understanding of
difficult to manage. Moreover, they found it how to run fundamental programs such as
difficult to stay on top of the technical Microsoft Word and PowerPoint, but they are
unsure of their ability to fix fundamental

computer difficulties. A similar situation exists in terms of the student-

respondents' confidence in their responses when
When it comes to time management, the it comes to challenges related to motivation. It
respondents aren't certain of their answers either. was discovered that the total mean score is 3.31,
Using this information, we can see that the with a descriptive value of "uncertain" as the
overall mean is 2.40, with a descriptive value of descriptive value. Considering that students have
"uncertain." It might be deduced from this trouble navigating a technological medium
conclusion that the respondents have a problem during online classes, this study suggests that
with time management. They have difficulty they may be tempted to give up on their
managing their time because online courses need academic goals. Their responses to whether or
them to put in a significant amount of time for not they are less motivated to follow new
serious study. Aside from that, they are unsure educational trends, whether or not they felt burnt
of the comments that were asked of them out during online class, whether or not they
regarding their participation during online class could barely understand online lectures because
due to their different daily obligations and other they were not that positive driven in attending
domestic duties that have been allocated to their online classes, and whether or not they
them. were a little bit depressed while attending their
online classes are also up in the air.
Table 3. Problems Faced by the student-respondents during online class

Category
A. Geographical Location Mean Interpretation
1. Studying in a far flung barrio is hard. 4.33 Agree
2. Logging in to online learning system is difficult. 3.92 Agree
3. The place where I am taking my online class is not conducive 3.43 Uncertain
for learning
4. The community where I study is not comfortable. 3.24 Uncertain

© 2021 JPPW. All rights reserved

 Mariden Ventura-Cauilan, et. al. 3291

5. The internet connection in our place is not stable. 3.93 Agree

Overall Mean 3.77 Agree

B. Adaptability struggle Mean Interpretation

1. Switching from traditional classroom and face to face training 4.41 Agree
to computer-based training in a virtual classroom makes the
learning experience entirely different.

2. It takes time for me to get accustomed to Learning 3.72 Agree

Management Systems (LENS) and the methods of computer-
based education.
3. I could hardly cope with online learning 3.63 Agree
4. I am a student with a “traditional” mindset and find it difficult 3.65 Agree
to adapt with the new learning circumstances.
5. I felt stressed because of the numerous academic tasks and 4.04 Agree
online submissions.
Overall Mean 3.89 Agree

C. Technical issues Mean Interpretation

1. I am not provided with the high bandwidth or the strong internet 3.61 Agree
connection that online courses require; thus, I fail to catch up with
virtual classes.
2. My weak monitors make it hard to follow the online class and my 3.64 Agree
learning experience becomes problematic.
3. I find it difficult to keep in tune with the technical requirements of 3.60 Agree
my chosen course.
4. I don’t even own a computer and I need to seek help from others 3.38 Uncertain
for technical assistance.
5. I need technological support as well as properly equipping myself 3.38 Uncertain
for the course’s successful completion.
Overall Mean 3.52 Agree

D. Computer Literacy
Mean Interpretation
1. I cannot operate basic programs such as Microsoft Word and 2.69 Uncertain
PowerPoint and therefore I am not able to manage my files.
2. I find fixing basic computer problems troublesome, as I have no 3.13 Uncertain
knowledge in this area.
3. I cannot manage my assignments and courseware in an organized 2.88 Uncertain
manner.

© 2021 JPPW. All rights reserved

 3292 Journal of Positive School Psychology

4. I have limited fundamental knowledge of computer hardware that 3.10 Uncertain

hinders me to participate in online classes.
5. I have no basic course in computer literacy. 2.80 Uncertain
Overall Mean 2.92 Uncertain

E. Time Management Mean Interpretation

1. I have time management problem. 3.65 Agree

2. I find hard to manage my time because online courses require a 3.73 Agree
lot of time and intensive work.
3. I rarely have the time to take the online class due to my various 3.37 Uncertain
everyday commitments
4. I have no regular schedule planner that would remind me for my 3.12 Uncertain
academic assignments.
5. I attend my online class late due to household chores assigned to 3.15 Uncertain
me.
Overall Mean 3.40 Uncertain

F. Motivation Mean Interpretation

1. I fall behind and nurture the idea of giving up, as difficulties in 3.28 Uncertain
handling a technological medium during online class seem
insurmountable.
2. I am less motivated to follow the new educational trends and 3.33 Uncertain
also I am not properly equip for future challenges
3. I felt burn out during online class. 3.49 Uncertain
4. I could hardly understand online lectures because I am not that 3.23 Uncertain
positive driven in attending online classes.
5. I am a little bit depressed when attending my online class 3.24 Uncertain
Overall Mean 3.31 Uncertain
D. Relationship between the Profile of the between the respondents' overall success and
Student-Respondents and their Academic their academic performance. This implies that
Performance characteristics such as the pupils' age, gender,
The association between the profile of and educational attainment of their parents have
the student-respondents and their academic an impact on their performance.
success is depicted in the following table. It can In accordance with Martin's study
be demonstrated that the P-values for the (2021), the function of flexibility in assisting
variables age, gender, and educational high school students navigate their online
achievement of the parents are less than the 0.05 learning throughout a period of COVID-19 that
level of statistical significance. As a result, the included totally or partially remote online
null hypothesis is ruled out. This indicates that learning, this finding is supported by the
there is a statistically significant association literature. After controlling for factors such as

© 2021 JPPW. All rights reserved

Mariden Ventura-Cauilan, et. al. 3293

online learning demands, online and parental adaptability and later achievement, Daymont
learning support, as well as student's own and Blau (2008). As a result of these findings,
background characteristics, he discovered that flexibility has been identified as a valuable
adaptability was significantly associated with personal resource that can assist students in their
higher levels of online learning self-efficacy and online learning, even during periods of remote
with gains in later achievement; online learning instruction, such as those experienced during
self-efficacy was also significantly associated COVID-19.
with gains in achievement—and that it
significantly mediated the relationship between
Table 4. Relationship between the profile of the student-respondents and their academic
performance.

Variable Chi-squared value P-Value Interpretation

Age 203.533 0.0001** Highly significant

Sex 14.547 0.0007** Highly significant

Mother’s Educational 48.062 0.0004** Highly significant

Attainment

Father’s Educational 26.872 0.0429* Significant

Attainment

Income 49.958 0.0001** Highly significant

α = 0.05

E. Difference on the Problems encountered motivated to follow new educational trends

by the Student-Respondents when grouped because I am not adequately prepared for future
according to their Campus challenges. have P-values that are greater than
These are the statements: "It will take some time the threshold of significance of 0.05. In other
for me to become acclimated to Learning words, there is no statistically significant
Management Systems (LENS) and computer- variation in the respondents' problems along the
based education methodologies." "It's difficult lines of those worries.
for me to stay on top of the technological
requirements of my chosen course."; "I don't However, practically all of the statements listed
even possess a computer, so I have to rely on in the different categories as challenges
others to provide technical support." As a result, experienced by the students have P-values that
I am unable to manage my files because I am are less than 0.05, which indicates that they are
unable to operate basic programs such as not statistically significant. This indicates that
Microsoft Word and PowerPoint; I do not have a there is a statistically significant difference in
regular schedule planner that would remind me the challenges experienced by the student
of my academic assignments; and I am less respondents when they are categorized

© 2021 JPPW. All rights reserved

3294 Journal of Positive School Psychology

according to their university. This can be due to This finding was consistent with the findings of
the fact that the respondents come from a variety Bigelow (2009), who demonstrated that the
of geographical areas, have varying levels of complexity of online learning has a detrimental
motivation and time management, and have impact on the effectiveness of the learning
varying levels of technological and computer experience. These ramifications include the fact
proficiency. In addition, some respondents had a that technology is not always efficient, that it is
positive impression of the internet, but others more difficult for students to absorb concepts
were not as driven and interested in learning as being taught, that online learning can induce
they could be due to family and extra-curricular social isolation, and that pupils do not develop
activities. necessary communication skills.

Table 5. Differences of the problems encountered by student-respondents when grouped according

to their campus
Problems Faced by the student-respondents Mean F-Value P-Value Interpretation
during online class Square
Within
Campus
A. Geographical Location
1. Studying in a far flung barrio is hard. .65947515 9.23 0.0001** Highly
Significant
2. Logging in to online learning system is .79990074 10.71 0.0000** Highly
difficult. Significant
3. The place where I am taking my online class is .98291216 20.63 0.0000** Highly
not conducive for learning Significant
4. The community where I study is not 1.1769928 23.88 0.0000** Highly
comfortable. Significant
5. The internet connection in our place is not 1.0341549 9.64 0.0001** Highly
stable. Significant
B. Adaptability struggle
1. Switching from traditional classroom and face .54400101 21.43 0.0000** Highly
to face training to computer-based training in a Significant
virtual classroom makes the learning experience
entirely different.

2. It takes time for me to get accustomed to .72919475 19.19 0.4005 Not

Learning Management Systems (LENS) and the Significant
methods of computer-based education.
3. I could hardly cope with online learning .74638886 15.98 0.0000 Highly
Significant
4. I am a student with a “traditional” mindset and .82711687 10.74 0.0000** Highly
find it difficult to adapt with the new learning Significant
circumstances.
5. I felt stressed because of the numerous .74103548 10.07 0.0242* Significant
academic tasks and online submissions.

© 2021 JPPW. All rights reserved

Mariden Ventura-Cauilan, et. al. 3295

C. Technical issues
1. I am not provided with the high bandwidth or .93524106 36.32 0.0032** Highly
the strong internet connection that online courses Significant
require; thus, I fail to catch up with virtual
classes.
2. My weak monitors make it hard to follow the .74103548 10.07 0.0001** Highly
online class and my learning experience becomes Significant
problematic.
3. I find it difficult to keep in tune with the .93524106 36.32 0.576 Not
technical requirements of my chosen course. Significant
4. I don’t even own a computer and I need to seek .877990345 25.34 0.192 Not
help from others for technical assistance. Significant
5. I need technological support as well as properly .844131443 27.91 0.0000** Highly
equipping myself for the course’s successful Significant
completion.
D. Computer Literacy

1. I cannot operate basic programs such as 1.4181168 78.66 0.153 Not

Microsoft Word and PowerPoint and therefore I Significant
am not able to manage my files.
2. I find fixing basic computer problems .955424039 27.83 0.029* Significant
troublesome, as I have no knowledge in this area.
3. I cannot manage my assignments and 1.29055949 162.17 0.010* Significant
courseware in an organized manner.

4. I have limited fundamental knowledge of 1.08539844 55.08 0.041* Significant

computer hardware that hinders me to participate
in online classes.
5. I have no basic course in computer literacy. .999126757 50.34 0.0536* Significant
E. Time Management
1. I have time management problem. .985999596 85.30 0.0000** Highly
Significant
2. I find hard to manage my time because online 1.22755099 80.83 0.0000** Highly
courses require a lot of time and intensive work. Significant
3. I rarely have the time to take the online class .955304039 3.73 0.0242* Significant
due to my various everyday commitments
4. I have no regular schedule planner that would .887126858 0.92 0.4005 Not
remind me for my academic assignments. Significant
5. I attend my online class late due to household 1.00441547 74.18 0.0000** Highly
chores assigned to me Significant
F. Motivation
1. I fall behind and nurture the idea of giving up, 1.18903462 43.79 0.0536* Significant
as difficulties in handling a technological medium

© 2021 JPPW. All rights reserved

3296 Journal of Positive School Psychology

during online class seem insurmountable.

2. I am less motivated to follow the new 1.37018474 89.86 0.248 Not
educational trends and also I am not properly Significant
equip for future challenges
3. I felt burn out during online class. 1.09414915 24.44 0.192
4. I could hardly understand online lectures 1.10003503 12.58 0.000** Highly
because I am not that positive driven in attending Significant
online classes.
5. I am a little bit depressed when attending my 1.08923355 9.27 0.028* Significant
online class
α = 0.05
** highly significant
* significant

G. Significant Correlation between Students’ activities/assignments stressful; hence, it can be

Adaptability Challenges and their Academic gleaned that their academic performance is
performances highly affected. A similar study by Xu and
Table 6 shows the correlation between students’ Jaggars (2016) would speak to the fact that
adaptability challenges and their academic academic environment is certainly an important
performances. As reflected in the table, the P aspect in ensuring that students attain their
values of all variables are lower than 0.05 level academic potential while participating in online
of significance. This means that there is learning. As a result, in order to benefit from
significant correlation between students’ such academic success, students must have a
adaptability challenges and their academic reliable internet connection.
performances. This means that the geographical
location of students is highly significant to their Since students are not provided with high
academic performance which means that bandwidth or the strong internet connection that
students’ location affects their academic online courses require to students, they fail to
performance because they have difficulty in catch up with virtual classes and that makes such
logging in to online system due to poor internet technical issue affect their academic
connectivity and their place is not conducive for performance significantly. Many of the student
learning. respondents do not own a computer; hence, they
need technology support to meet the
On the other hand, the level of adaptability of requirements of their respective online courses.
students to online learning is likewise highly
significant to their academic performance Same table shows that computer literacy is
because students find switching from traditional highly significant to the academic performance
classroom setting to virtual classroom entirely of students because they can hardly manage their
different; and it takes time for them to get online files as they find fixing basic computer
accustomed to the Learning Management problems troublesome and students have limited
System and the methods of computer-based fundamental knowledge of computer hardware
education. Since students are used to traditional and that hinders them to participate in online
mode of learning, they find it difficult to adapt classes; thus, their academic performance
with the new learning circumstances, and they suffers.
find online learning and submission of

© 2021 JPPW. All rights reserved

Mariden Ventura-Cauilan, et. al. 3297

they fall behind and nurture the idea of giving

Similarly, Time Management also affects the up, as difficulties in handling a technological
academic performance of students since online medium during online class seem
courses require a lot of time and intensive work insurmountable. They are less motivated to
and since students rarely have the time to take follow the new educational trends and they are
the online class due to various everyday not properly equipped for future challenges.
commitments at home like household chores, They felt burn out during online class and they
among others. could hardly understand online lectures because
they are not that positive driven in attending
Moreover, students’ motivation likewise affects online classes.
the academic performance of students because
Table 6. Significant Correlation between Students’ Adaptability Challenges and their Academic
performances
Adaptability Pearson Correlation Pearson Chi- P-value Interpretation
Category Coefficient (r) square value
A. Geographical r = 0.0914 39.7699 0.0009** Highly Significant
Location
B. Adaptability r = 0.0263 47.876 0.0007** Highly Significant
struggle
C.. Technical Issues r = -0.0558 31.053 0.0259* Significant

D. Computer r = -0.0445 18.413 0.0008** Highly Significant

Literacy
E. Time r = 0.0514 33.848 0.0001** Highly Significant
Management
F. Motivation r = -0.0689 54.816 0.0342* Significant
α = 0.05
** highly significant
*significant
CONCLUSIONS AND grouped according to campus. The findings and
RECOMMENDATIONS implications of the study served as the basis for
In the light of aforementioned findings, the academic policy formulation and modification
study concluded that the respondents’ profile are so the intellectual and educational needs of the
contributory factors for their academic students will be addressed.
performance in online learning. The parents’
educational attainment can affect the academic It is recommended that the Academic
performance of their children. Thus, they are Department of Cagayan State University through
expected to be of guide to their schooling the Offices of the University and Campuses
children. The student-respondents experienced Management Information System (MIS) and the
problems along geographical location, Office of the University E-Learning/ Distance
adaptability struggle, technical issues, computer Learning should provide continuous capacity
literacy, time management and self-motivation. building webinars and trainings to its students to
And there is a significant difference on the ensure that concerns related to their Adaptability
problems faced by the respondents when Struggle, Technical Issues, Computer Literacy,

© 2021 JPPW. All rights reserved

3298 Journal of Positive School Psychology

Time Management and Motivation be gradually encouraged to develop and provide self-directed
addressed as said factors are found to be modules to students with problems on online
affecting the academic performance of students. access. Students with poor internet connectivity
should likewise avail of the Local Government
Significantly, a close and sustained collaboration Unit’s free wi-fi in their barangay hall, if
of Cagayan State University with Local possible, so they can attend their online classes.
Government Units where CSU students are The university should allocate more funds to
situated should emerged to provide students with enhance information technology resources and
wider access to the internet by providing them make online learning be more accessible to
with free wi-fi connection. students. Those who have no technological or
educational gadgets to be used for their online
Moreover, the blended learning be sustained as a classes must be the top priority of the university
modality of instruction in the university to in identifying students who are in need of
address the need of students who have poor financial assistance from generous benefactors
connectivity due to their geographical location or scholarship donors.
and their inability to acquire the needed gadgets
like cell phones, laptop, tablets etc. Teachers are

REFERENCES Bartley, S. J., and Golek, J. H. (2004).

Abante, A, et.al (2021). A Comparative analysis Evaluating the cost effectiveness of online and
on the challenges of online learning face-to-face instruction. Educ. Technol. Soc. 7,
modality and modular learning 167–175.
modality: A basis for training program .
International journal of multidisciplinary Beale, E. G., Tarwater, P. M., and Lee, V. H.
research and analysis.4(4) 463-476 (2014). A retrospective look at replacing face-to-
face embryology instruction with online lectures
in a human anatomy course. Am. Assoc. Anat. 7,
Ancheta, R & Ancheta, Helen. (2020). The New 234–241. doi: 10.1002/ase.1396
Normal in education: A Challenge to the
Private Basic Education. Institutions in Bernard, R. M., Abrami, P. C., Borokhovski, E.,
the Philippines Wade, C. A., Tamim, R. M., Surkesh, M. A., et
al. (2009). A meta-analysis of three types of
Angara, S. M. (2020, June 18). The challenge of interaction treatments in distance
education in the new normal. Business Mirror. education. Rev. Educ. Res. 79, 1243–1289.
ttps://businessmirror.com.ph/2020/06/19
/the-challenge-of-education-in-the-new-normal/ Biel, R., and Brame, C. J. (2016). Traditional
versus online biology courses: connecting course
Atchley, W., Wingenbach, G., and Akers, C. design and student learning in an online
(2013). Comparison of course completion and setting. J. Microbiol. Biol. Educ. 17, 417–422.
student performance through online and doi: 10.1128/jmbe.v17i3.1157
traditional courses. Int. Rev. Res. Open Dist.
Learn. 14, 104–116. Bigelow, C. A. (2009). Comparing student
performance in an online versus a face to face

© 2021 JPPW. All rights reserved

Mariden Ventura-Cauilan, et. al. 3299

introductory turfgrass science course-a case University of the West Indies. Vol. 3, No.
study. NACTA J. 53, 1–7. 2, September 2015, 90-108 Cave Hill
Campus.
Brandpoint. (2020). Back at school in the new http://www.cavehill.uwi.edu/fhe/hum/pu
normal: What teachers need most. blications/EducationCERJ.htm
Reading Eagle.
https://www.readingeagle.com/living/b
Martin (2021). Adaptability and High School
ack-at-school-in-the-new-normal-what-
Students’ Online Learning During
teachers-need-
COVID-19: A Job Demands-Resources
most/article_a4be28eefcf1-11ea-8bea-
Perspective. Front. Psychol., 17 August
9fe286960829.html
2021. Retrieved from
| https://doi.org/10.3389/fpsyg.2021.7021
Columbaro, N. L., and Monaghan, C. H. (2009).
63
Employer perceptions of online degrees: a
literature review. Online J. Dist. Learn.
Administr. 12.
Smith, et. al (2013) .Adaptability to Online
Craig, R. (2015). A Brief History (and Future) of Learning: Differences Across Types of Students
Online Degrees. Forbes/Education. Available and Academic Subject Areas.CCRC
online Working Paper No. 5. Retrieved
at: https://www.forbes.com/sites/ryancraig/2015/ from adaptability to online Learning:
06/23/a-brief-history-and-future-of-online- Differences Across Types of
degrees/#e41a4448d9a8 Students and Academic Subject
Areas (columbia.edu)
Daymont, T., and Blau, G. (2008). Student
performance in online and traditional sections of Tanyel, F., and Griffin, J. (2014). A Ten-Year
an undergraduate management course. J. Behav. Comparison of Outcomes and Persistence Rates
Appl. Manag. 9, 275–294. in Online versus Face-to-Face Courses.
Retrieved
Guangul, F.M., et al. (2020) Challenges of from: https://www.westga.edu/~bquest/2014/onl
remote assessment in higher education in the inecourses2014.pdf
context
of COVID-19: a case study of Middle Werhner, M. J. (2010). A comparison of the
East College. Educ Asse Eval Acc 32, performance of online versus traditional on-
519–535 (2020). Retrieved from campus earth science students on identical
https://doi.org/10.1007/s11092-020- exams. J. Geosci. Educ. 58, 310–312.
09340-
Westhuis, D., Ouellette, P. M., and Pfahler, C.
Kerr, Ashford (2015). Online Education and L. (2006). A comparative analysis of on-line and
Academic Performance: The Case of classroom-based instructional formats for
Online Tertiary Students in the teaching social work research. Adv. Soc.
Caribbean University of the West Indies, Work 7, 74–88.
Open Campus, Jamaica. Caribbean
Educational Research Journal. The

© 2021 JPPW. All rights reserved

3300 Journal of Positive School Psychology

Wladis, C., Conway, K. M., and Hachey, A. C.

(2015). The online STEM classroom-who
succeeds? An exploration of the impact of
ethnicity, gender, and non-traditional student
characteristics in the community college
context. Commun. Coll. Rev. 43, 142–164.

Xu, D., and Jaggars, S. S. (2016). Performance

gaps between online and face-to-face courses:
differences across types of students and
academic subject areas. J. Higher Educ. 85, 633–
659.

© 2021 JPPW. All rights reserved