A Students’ Access to Online Class during the Pandemic: A Phenomology Study

A Research Paper Presented to

Caloocan City Business High School S.Y. 2021-2022

In Partial Fulfillment of the Subject

Requirement in Practical Research 1

Presented to:

Ms. Ma. Victoria Bernardino Viloria

Presented by:

Aguilar, Remy H.

Milla, Mark Jay F.

Lagumbayan, Keith Izzy A.

Sadim, Naomi Amor

Santos, Paulina A.

S.Y 2020-2021

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 TABLE OF CONTENTS

Title Page ………………………………………………………………………… 1

Table of Contents ………………………………………………………..…..….. 2-3

Acknowledgements …………………………………………………….………… 4

CHAPTER 1: PROBLEM AND ITS SETTING

A. Introduction ………………………………………………………………… 6-7

B. Statement of the Problem ………………………………………………… 7
C. Significance of the Study…………………………………………………. 7-8
D. Scope and Delimitation …………………………………………………... 8-9
E. Definition of Terms ……………………………………………………...... 9

CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES

2.1 RELATED STUDIES ……………………………………………. 11

2.2 2.2 RELATED LITERATURE ……………………………………………. 11-12
Conceptual Framework …………………..……………………………..…… 12
CHAPTER 3: RESEARCH METHODOLOGY

3.1 INTRODUCTION………………………………………….……………… 14

3.2 RESEARCH DESIGN………………………………………………….. 14

3.3 DATA COLLECTION TECHNIQUES………………………………………14

3.4 INSTRUMENTATION………………………………………………… 14

3.5 INFORMANTS ………………………………………………… 14-15

3.6 PILOT TEST………………………………………………… 15

3.7 ETHICAL CONSIDERATION………………………………………………… 15

CHAPTER 4: PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA

4.1 RESPONDENTS

A. Age ………………………………………….………………………. 17
B. Sex ………………………………………….………………………. 18
C. Total number of respondents per section …………………………19

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 4.2 PRESENTATION AND INTERPRETATION OF RESULTS

4.2.1 How student’s Access Online Class

4.2.2 Rate of Internet Connectivity

4.2.3 Summary of what problems students encounter in accessing online classes

CHAPTER 5: SUMMARY, CONCLUSION, AND RECOMMENDATION

A. Summary of Findings ………………………………………………….… 27-28

B. Conclusion ………………………………………….………………….……. 28-29

C. Recommendations …………………………………………….………… 29

BIBLIOGRAPHY …………………………………………………………………. 30

APPENDICES ……………………………………………………………………30-37

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 ACKNOWLEDGEMENTS

The study “Students' access to online class during the pandemic: A Phenomenology

Study” would not be possible without the help and guidance of the following persons. The

researchers would like to express their sincere gratitude for all of them.

To Ms. Ma. Victoria Bernardino Viloria, the English for Academic and Professional

Purposes teacher, for teaching the researchers lessons in connection with research and also for

her continuous support to the researchers, and also being our Practical Research 1 teacher, for

approving, checking, and evaluating the research made by the researchers.

To our classmates and schoolmates, who were there and helped the researchers through

this journey. And especially for being the respondents and the key for the study.

To the family of the researchers, for giving their outmost support to complete the

research paper.

Lastly, to our Almighty God, who have given the researchers the strength, knowledge,

ability and opportunity to undertake this research study and completed it with a success. Without

His blessings, this achievement would not have been possible.

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 CHAPTER 1:

PROBLEM AND ITS

BACKGROUND

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 CHAPTER 1:

PROBLEM AND ITS BACKGROUND

1.1INTRODUCTION

An infectious disease was discovered in Wuhan, China last December 2019. This disease was

later named as “Coronavirus Disease” or simply “COVID-19." This disease was caused by

SARS-CoV-2 that can actuate a tract infection in upper and lower part of the respiratory system.

The virus can turn into pneumonia, respiratory failure, heart problem and also death. COVID-19

can extend over primarily through spore of saliva or a sudden discharge from the nose when an

afflicted person coughs or sneezes. The existence of COVID-19 disease likely originates in bats

or pangolins (Kandola, 2020). On the 30th day of January 2020, the first COVID-19 case in the

Philippines was announced by the Department of Health (World Health Organization, 2020). It

then began to spread rapidly and the number of cases increased exponentially. "We have

therefore made the assessment that COVID-19 can be characterized as a pandemic." (WHO

Director-General, 2020). Most of the governments decided to close educational institutions for a

limited period of time to deminish the widespread of COVID-19. March 9, 2020, President

Rodrigo Duterte announced that classes in all level in Metro Manila will be suspended from

March 10, 2020 to March 14, 2020 to lessen the person-to-person contact. In an attempt to take

away the spread of COVID-19 in the Philippines, the government began the lockdown in Metro

Manila, the country's most crowded and elaborated region on March 15, 2020. Effectual Sunday

midnight, the are of over 12 million people was putted in a state of "community quarantine," in

which the Duterte government commence legally prohibited domestic air, ban on land, and

domestic sea travels in and out of the region. According to the official statement of Secretary

Leonor Magtolis Briones (2020), the education must continue in the middle of COVID-19 crisis

whether face-to-face or virtual, with or without physical contact. The Department of Education

(DepEd, 2020) reveals that the President has made his final decision to open the school year

2020-2021 on August 24 and end on April 30, 2021. After all, the school year for 2020-2021 was

started last October 5, 2020 and shall end on July 10, 2021. "What we assure our learners,

parents, teachers, and the general public is that any decision we will make for the continuation of

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learning will have their health, safety and well-being as primary consideration. We shall

overcome." (Official statement by Secretary Briones, 2020).

1.2 Statement of the Problem

This study is conducted to identify how grade 11 STEM students access online class. The

researchers intend to determine the following:

1. What are the accesses of students to online class in terms of?

1.1 What gadgets do they use?

1.2 How do students access the internet (Wi-Fi or data)

2. What are the factors that affect students' access to online class?

3. How can social class affect students' access to online class?

1.3 Significance of the study

The study focuses on the access of Grade 11 STEM Students to online class during pandemic

This study believed that it can contribute to the following:

To the families of students:

One’s family is one of the important support system. This study would inform families about the

problems that students’ encountered during online class. Consequently, this will give them an

idea on what they can do to help students’ access online class.

To the students:

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This study will help to inform students about the different ways and factors of accessing online

class, they will be informed about the barriers and common problems of accessing online class.

To the teachers:

The teachers will be able to understand on what are the problems that students encountered in

accessing the online class. The study will give awareness to the teacher on how their students

access online class. Using this information, teachers will be more considerate to the students.

To the future researchers:

This study may help the future researchers to obtain more comprehension on how Grade 11

STEM students access online class. Researchers who will use this study as the baseline data will

have understandings on what are the factors that affect students’ access to online class.

1. 4 Scope and Limitation

This research study is about students' access to online class during the pandemic under the

Grade 11 STEM students from Caloocan City Business High School for S.Y. 2020-2021. In this

time of pandemic, online class aimed to conduct classes despite long distances between students

and teachers due to prohibition of public gatherings and the risk of being infected of Covid -19.

This research is designed to learn about the various methods and factors for gaining access to

online classes. This study will not cover other problems that are not considered as part of how

students access online class during pandemic.

Due to the current pandemic, the researchers' interview is limited through online mediums.

Hence, the study would be conducted through surveys and interviews with the Grade 11 students

from Caloocan City Business High school as the researchers' reference.

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 This study is limited to the different ways of accessing online class and the barriers it, it

does not include teachers or non-student individuals, other grade levels, strands, and schools.

This study is limited to the different ways of accessing online class, this included what gadgets

they use, their form of internet connection as well as the barriers they experience on accessing

online class, the study does not include teachers or non-student individuals, other grade levels,

strands, or schools other than Caloocan City Business High School.

1.5 DEFINITION OF TERMS

Lockdown - is an ordinance and a precautionary measure to help minimize the spread of the

virus

COVID-19 - stands for Coronavirus Disease 2019. COVID-19 is a crisis that overwhelmed the

health-allied workers

Pandemic - is an occurrence wherein a disease spreads rapidly and affects a large number of the

global population.

Access - a method of approaching or entering a location or place.

Online class - it is a course conducting via the internet

Gadgets - a small mechanical device, especially one that is inventive.

Internet- a massive network that links computers all over the world.

Wi-Fi ( wireless fidelity)- it refers to a wireless connection to that device rather than the

internet itself.

Data- when you're not connected to Wi-Fi, your phone uses mobile data to connect to the

internet.

Lagging- It can be used to describe any computer that is responding slower than expected.

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 CHAPTER 2:
REVIEW OF
RELATED
LITERATURE

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 CHAPTER 2: REVIEW OF RELATED LITERATURES

2.1 RELATED STUDIES

A late study by Alipio (2020) that he discovered that majority of the students are in

lower-middle class and private higher education institution, he discovered that most of the

respondents specifically those who are low-middle class are not ready for online learning, aside

from low income which causes inaccessibility to equipment, the another reason are low digital

skills among the respondents.

As stated by Alvarez (2020) only the privileged students have the access to distance

learning, those who lacks the technological devices might be left behind. Specifically the

pandemic caused the Philippine higher education institutions to immediately shift to emergency

remote learning for continued education despite the global health threat.

In a study conducted by Caballero et al. (2015) they found out that the strong barriers to

accessing online learning are technical problems specifically unstable platforms, browsers and

the lack of technical assistance, the other barrier is the cost and access to internet which is

divided into three items, the inadequate internet access, too much.

In a late study conducted by Alberto et al. (2020) they found out that most of the medical

students own smartphones as well as laptop or desktop computer, and a large portion uses

postpaid internet subscription and less than one out of four access the internet through mobile

data, in addition under the current conditions less than half said that they are capable of engaging

in online learning.

2.2 RELATED LITERATURE

Online learning is education that takes place over the Internet. It is often referred to as

“eLearning” among other terms. However, online learning is just one type of “distance learning”

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- the umbrella term for any learning that takes place across distance and not in a traditional

classroom (Stern, 2020, p. 1).

"The COVID-19 has resulted in schools shut all across the world. Globally, over 1.2

billion children are out of the classroom. As a result, education has changed dramatically, with

the distinctive rise of e-learning, whereby teaching is undertaken remotely and on digital

platforms. Research suggests that online learning has been shown to increase retention of

information, and take less time, meaning the changes coronavirus have caused might be here to

stay" (Li & Lilani, 2020).

In a late blog posted by Garcia, Weiss and Lora (2020) says that among poor eight-

graders 23.7% does not own a desktop computer or laptop and 29.4% does not own a tablet,

while 7.0% have no access to home internet. On the other hand among the non-poor students

only 7.7% do not have desktop computer or laptop and only a small proportion of 1.6% lacks

internet access. Additionally on all eight-graders the data states that 15.6% do not have the

essentials to access online learning.

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Figure 1. Conceptual Framework

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 CHAPTER 3:

RESEARCH

METHODOLOGY

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 CHAPTER 3:

RESEARCH METHODOLOGY

3.1 INTRODUCTION

In this research, the design study that the researchers will use is qualitative research

because the main purpose of this research is to identify how Grade 11 - STEM student's access

online class during the pandemic. Qualitative research is non-numerical data and can be used to

understand opinions, behaviours and experiences of the interviewees.

3.2 RESEARCH DESIGN

The type of qualitative research that the researchers will use is phenomenology research.

This type of research is used to identify the essence of human experiences of a certain

phenomenon, and also to explore people’s daily lives and experiences. This method would help

researchers to identify how Grade 11 - STEM students access online classes during the

pandemic.

3.3 DATA COLLECTION TECHNIQUES

The main data collection technique that the researchers will use is questionnaires and

surveys where the respondents will answer the questionnaires using Google Forms. The survey

will be a multiple-choice type and will also include some open-ended questions as well as basic

information about the respondents.

3.4 INSTRUMENTATION

To provide and gather as much informative and relative evaluation, descriptive method will

be used. This method includes the use of questionnaires, surveys, and interviews. The tools used

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by the researchers are discussed. A questionnaire will be used as the main data-gathering

instrument for this study. The research instrument is consisted of three parts.

The first part of the research instrument is the participants' profiles. The profile consists of

participants' personal data, such as name, sex, age, and. The second part consists of close-ended

questions where the participant has multiple choices to choose from as an answer. The third

section consists of open-ended questions to which participants must respond in the form of a

paragraph or a sentence.

3.5 INFORMANTS

In this study, the researchers will use simple random sampling, which is "the basic

sampling technique where we select a group of subjects (a sample) for study from a larger group

(a population). Each individual is chosen entirely by chance and each member of the population

has an equal chance of being included in the sample. Every possible sample of a given size has

the same chance of selection. " (Definitions taken from Valerie J. Easton and John H. McColl's

Statistics Glossary v1.1). The researchers chose this approach because they wanted to know

about students' access to online classes during the pandemic, which the participants would

provide based on their experience. The researchers will select participants in collaboration with

Grade 11 - STEM students, based on their level of experience accessing online classes during the

pandemic as well as their socioeconomic status. There are 30 potential participants.

3.6 PILOT TEST

A pilot-study will be conducted with 30 Grade 11 - STEM students in Caloocan City

Business High School and will be given a survey with the use of their gadgets. To ensure quick

access to the form, the questionnaire was conducted as an online survey. At that time, attention

was placed on the structure of responses as well as the manner in which questions were

answered. As the researcher was the primary idea collection instrument, the pilot-study will

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provide an insight into phenomenon studied, it will increase experience in surveying as well as

enhancing interpersonal skills. Furthermore, the errors in surveying skills were corrected and will

not reoccur in the main study.

3.7 ETHICAL CONSIDERATION

Any information about the respondents will be deemed confidential, and their personal

information will be excluded from any reports or documents. The respondents have the option of

whether to submit their personal information for their anonymity to be respected. They are also

free from any form of coercion and are free to participate or not in the survey. The researchers

will only assess relevant data that will be gathered.

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 CHAPTER 4:
PRESENTATION,
ANALYSIS, AND
INTERPRETATION
OF RESULTS

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 CHAPTER 4:

PRESENTATION, ANALYSIS AND INTERPRETATION OF RESULTS

4.1 RESPONDENTS

A. AGE

AGE
7%

27%

16 Years Old
17 Years Old
18 Years Old

67%

Graph 1. Age of respondents.

The age of the respondents ranges from 16-18 years old only. In the recent survey we conducted,

8 of the respondents were 16 years old in age. On the other hand, 20 of them are 17 years old in

age. Respondents who belong to this age group is where the study has gotten the most responses.

Lastly, 2 of them are 18 years old of age. No one below 16 years old and older than 18 years old

have responded and participated in the survey.

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 B. SEX

SEX

18
16
14
12
10
8
6
4
2
0
FEMALE MALE

SEX

Graph 2. Sex of respondents.

As for the sex of the participants, 18 of them are female out of 30 respondents. On the

other hand, the 12 belongs to the male group out of 30 respondents, and in total, 30

respondents.

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 C. NUMBER OF RESPONDENTS PER SECTION

NUMBER OF RESPONDENTS PER SECTION

10%

Diamond
19% Corundum
Topaz
45%
Quartz

26%

Graph 3. Total number of respondents per section.

The researchers have conducted our survey for the Grade 11 STEM Strand, which

includes four sections, namely: Diamond, Corundum, Topaz, and Quartz. The researchers

gathered 14 respondents from Diamond, 7 respondents from Corundum, 6 respondents

from Topaz, and 3 respondents from Quartz.

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QUESTIONS YES NO
1. Do you own a gadget or device (e.g. 100% 0%
computer/laptop/smartphone/tablet) that
can be used for online learning?
2. Have you experienced any problem with 93.3 % 6.7%
your device that you are using during
online class?
3. Do you have an Internet connection that 96.7% 3.3%
you can use regularly to attend online
classes or do schoolwork?
4. Have you experienced any problem with 96.7% 3.3%
your Internet connection?
Prepaid Data Post-paid Wi-Fi
Data
5. What type of internet connection that you 16.7% 3.3% 80%
are using in your online class?
I won’t be able to I can’t I can’t All of the
attend my online participate understand choices
Class in the the lesson Mentioned
given being
activities discuss
6. How does unstable internet connection 43.3% 23.3% 26.7% 6.7%
affect your online class?
Often Sometimes Rarely Never
7. How often do you experience slow 16.7% 63.3% 20% 0%
internet connection?

Cellular Phone Tablet Laptop Computer

8. What device/ gadgets do you use to 43.3% 6.7% 33.3% 16.7%
attend online class?

Table 1: How student’s Access Online Class

INTERPRETATION

(1)For the first survey question about if students have a gadget to access online class, 30 students

responded that they do have gadgets, (2) 28 students have experienced a problem with their

device while 2 students did not, (3)when it comes to regular internet connection 29 students

responded that they do have one and the rest did not have a regular internet connection, (4)For

the internet problem connections 29 students responded that they have experienced it while 1

student did not, (5)for the fifth survey question about what type of internet connection do

students use, 24 students said that they use wireless fidelity, while 5 students use prepaid data

and 1 use postpaid data for their internet connection, (6) as for the effects of unstable internet

connections 13 students responded with not being able to attend online class, 8 students

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responded that they cannot understand the lesson being discussed, 7 students said that they can’t

participate in any given activities, and for the remaining 2 students responded with all of the

choices mentioned,(7) as for the frequency of experiencing slow internet connection, 19 students

said sometimes they do, 6 students responded that they rarely experience slow internet

connection and 5 students said that they often experience slow connection. (8 ) For the device

students use to access online class, majority uses cellular phone that consists of 13 students, 10

students use laptop 5 students use computer for their gadgets and only 2 students use tablet.

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 9. On the scale of 1-10 how would you rate your internet connectivity?

On the scale of 1-10 how would you rate

your internet connectivity?

15
10
5
0
1 2 3 4 5 6 7 8 9 10

On the scale of 1-10 how would you rate your internet connectivity?

Table 2: Rate of Internet Connectivity

INTERPRETATION

As shown in the liker scale, the students rate their internet connection from 1 as lowest and 10 as

highest rating, 4 students rated their internet as average when it comes to internet speed, 3

students rated their internet connection above average, 10 rated their internet fast which is 7, 11

rated their internet connection as very good and 2 rated their internet connection as excellent.

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 10. In your own opinion, what problems do you encounter when attending online classes?

Response Theme/Category

“Slow internet connection and environment Slow internet and environment

“The most common problem that I’ve encountered Weather and slow internet
during online classes is the slow connection of
Wi-Fi sometimes, most commonly when it’s
raining.”

“I have difficulties taking in information from Difficulty, learning, and way of teaching (unruly,
teachers who lectures unruly and briskly. I cannot briskly)
catch up with the lessons being discussed.”

“Poor internet connectivity or signal” Slow internet

“Most problems I encounter when attending Slow internet, noisy environment, and household
online classes are: Slow internet connection, chores
house chores, noisy environment, etc.”

“Poor internet stability. I’ve encountered this for Weather and slow internet
several times especially during thunderstorms and
rainy days.”

“Aside from slow internet connection during rainy Weather, environment, and slow internet
days the other problem that I encounter in
attending online class is my environment while
having my class”

“I encounter having a lag connection and also my Technical difficulties and slow internet
computer too that's why it is my major problem in
attending online class”

“Slow internet connection” Slow internet

“Limited data, capability and limitations of my Technical difficulties and limited connection
gadgets’ systems and storage”

“Poor internet connection” Slow internet

“Lack of internet connection and the gadget itself Slow internet and Technical difficulties
that hangs or malfunctions during online class.”

“I cannot keep up with the lessons.” Left-behind and difficulties in learning

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“Unstable internet connection” Slow internet

“Poor internet connection and limited resources.” Slow internet and limited connection

“Taking care of my sister since it’s always just the Household chores
two of us being left in the house.”

“The problems that I encountered is when the Technical difficulties, slow internet, and natural
weather is not good, the internet will be slow and I event
get disconnected in the class immediately. Second
is when my gadgets lags.”

“Slow internet connection and heavy system Technical difficulties and slow internet
load.”

“Lagging due to internet connection issue and Technical difficulties

technological error such as chrome/browser
problems.”

“Internet Connection and some Home Works” Slow internet and household chores

“Internet connection and a noisy surroundings.” Slow internet and environmental noises

“Internet connection and insufficient learning Slow internet and lack of learning materials
materials”

“Technical issues, lag devices, slow internet Technical difficulties and slow internet
connectivity.”

“There are several factors that might cause Equipment problem, environment, and slow
problems as I attend my online classes. These are internet
as follows: (1) slow internet connection, (2) lack
of gadgets, and (3) distraction caused by the
inappropriate learning environment.”

“unstable internet connection” Slow internet

“Slow internet connection, Slow computer/phone, Problem in gadgets and slow internet
and broken camera or microphone connection”

“When it’s raining often, it affects the quality of Natural event

our internet connection.”

“Unstable internet connection” Slow internet

“Technical difficulties” Technical difficulties

“I encounter some issues in environment like Environmental noises

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Noise of Vehicles, and others and also people who
are shouting outside.”

Table 3: Summary of what problems students encounter in accessing online classes

INTERPRETATION

Based on the results of the survey conducted by the researchers, they found out that of the 30

respondents, 20 students responded with having slow internet connection as a problem they

encountered when accessing online class, coming after the slow internet connection is the

technical difficulties that was responded by 7 students, 5 students answered environmental

problems such as noise, 3 students response was house hold chores and weather, 2 students

responded with difficulty in learning and limited source of internet connection, lastly there are 1

student in each response; Way of teaching, left behind, natural event, lack of learning materials

and equipment problems.

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 CHAPTER 5:
SUMMARY OF
FINDINGS,
CONCLUSIONS, AND
RECOMMENDATIONS

Page 28 of 40
 CHAPTER 5

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 SUMMARY OF THE FINDINGS

The primary focus of this study is to determine how students from Grade 11 STEM in

Caloocan City Business High school access online classes during the pandemic. This study aims

to answer the central question (1) What are the access of students to online class in terms of: (a)

What gadgets do they use? (b) How do students access the internet, (Wi-Fi or data)? The

researchers conducted a survey using Google Forms among the sixty (30) grade 11 STEM

students from Caloocan City Business High School, as they were well-fitted in the study. The

respondents’ answers helped the researchers to determine and investigate how Grade 11 STEM

Students conduct online classes during the pandemic and determine more comprehension on how

Grade 11 STEM students access online class.

The findings of the study based on the results are as of follows:

1. How student’s Access Online Class.

In summary, based on the reponses that were collected presented in the Chapter 4, STEM

students of Grade 11 Caloocan City Business Highschool had experienced a lot of issues in

accessing online Classes during pandemic. The majority of the responses had one thing in

common: Internet Connection issues such as slow ang unstable internet connections, which lead

to them not to access online classes. Also, based on the responses of the students majority of

them used cellular phones, rather than laptop, computer and tablets.Lastly, other students

responded that the majority of them use Wireless Fidelity to access online classes rather that

using Prepaid Data or Postpaid Data.

2. Rate of Internet Connectivity

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 When it comes to rating their connectivity, most of the students rated their internet as

above average to very good which means their internet if functioning well has a very

good speed which is the rating of 6 to 8, the next rating with the second most number of

respondents is the rating of 5 which is considered as good or average internet connection,

lastly what’s left of the students rated their internet as excellent or the rating of 9. In

conclusion, the responses from the survey conclude that the rating of their internet

connectivity is above average.

3. Summary of what problems students encounter in accessing online classes

The common problems that the students experience when it comes to their access to online class

are technical difficulties and internet connection problem, most students have a regular internet

connection and only a few doesn’t, these problems results into circumstances such as students

not being able to attend online class, can’t understand the lesson and participate in activities.

5.2 CONCLUSION

The aim of this study is to know how students' access to online class during the

pandemic. The depth of informmation gained through the analysis of interviews and surveys.

This study was conducted with Grade 11 STEM students in Caloocan City Business High

School. In conclusion, the students' internet connection is wireless fidelity, while the other

students only use data.When it comes to rating their connectivity, most of the students rated their

internet as above average to very good which means their internet if functioning well has a very

good speed. The majority of students use cell phones because they are the most accessible and

convenient for them, followed by computers and laptops, and the remainder use tablets as their

online class devices. And when it comes to accessing online classes, the most common problems

that students encounter are technical difficulties and internet connection problems. Only a few

students do not have access to the internet on a regular basis.

5.3 RECOMMENDATIONS

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1. The researchers have made this study to provide new studies for future researchers under the

topic of Students' access to online class during the pandemic: A Phenomenology Study and

they recommend having certain points that could be helped by this study for more context

and values.

2. The researchers recommend to use more open ended question when it comes for survey

questionnaire for better and specific responses from the respondents.

3. The researchers recommends to besides gadgets and internet connection, they can also

include other factors such as social class or settings, so that the responses and the results will

have more in depth results

4. To have and provide an effective access to online classes, gadgets with a good quality of

specification should be provided and developed for the students and teachers' accessing

online class that includes the best internet connection.

5. To have and provide an effective access to online classes, gadgets with a good quality of

specification should be provided and developed for the students and teachers' accessing

online class that includes the best internet connection.

6. The researchers have made this study to provide new studies for future researchers under the

topic of Students' access to online class during the pandemic: A Phenomenology Study and

they recommend having certain points that could be helped by this study for more context

and values. The researchers recommend to use more open ended question when it comes for

survey questionnaire for better and specific responses from the respondents.

Page 31 of 40
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Alipio, M. (2020). Education during Covid-19 Era: Are Learners in a Less-Economically

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Baticulon, R. E., Sy, J. J., Alberto, N. R. I., Baron, M. B. C., Mabulay, R. E. C., Rizada, L. G.

T., Tiu, C. J. S., Clarion, C. A., & Reyes, J. C. B. (2021). Barriers to Online Learning in the

Time of COVID-19: A National Survey of Medical Students in the Philippines. Medical

Science Educator. https://doi.org/10.1007/s40670-021-01231-z

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 APPENDICES
Appendix A. Copy of survey

SURVEY QUESTIONNAIRE
(Through google forms)
1. Do you own a gadget or device (e.g.

computer/laptop/smartphone/tablet) that can be used for online

learning?

2. Have you experienced any problem with your device that you are

using during online class?

3. Do you have an Internet connection that you can use regularly to

attend online classes or do schoolwork?

4. Have you experienced any problem with your Internet connection?

5. What type of internet connection that you are using in your online

class?

6. How does unstable internet connection affect your online class?

7. How often do you experience slow internet connection?

8. What device/ gadgets do you use to attend online class?

9. On the scale of 1-10 how would you rate your internet connectivity?

10. In your own opinion, what problems do you encounter when attending

online classes?

Thank you so much for your participation!

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 Appendix B. Presentation of data using graphs and tables

AGE
7%

27%

16 Years Old
17 Years Old
18 Years Old

67%

Graph 1. Age of respondents.

SEX

18
16
14
12
10
8
6
4
2
0
FEMALE MALE

SEX

Graph 2. Sex of respondents

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 NUMBER OF RESPONDENTS PER SECTION

10%

Diamond
19% Corundum
Topaz
45%
Quartz

26%

Graph 3. Total number of respondents per section.

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QUESTIONS YES NO
1. Do you own a gadget or device (e.g. 100% 0%
computer/laptop/smartphone/tablet) that
can be used for online learning?
2. Have you experienced any problem with 93.3 % 6.7%
your device that you are using during
online class?
3. Do you have an Internet connection that 96.7% 3.3%
you can use regularly to attend online
classes or do schoolwork?
4. Have you experienced any problem with 96.7% 3.3%
your Internet connection?
Prepaid Data Post-paid Wi-Fi
Data
5. What type of internet connection that 16.7% 3.3% 80%
you are using in your online class?
I won’t be able to I can’t I can’t All of the
attend my online participate understand choices
Class in the given the lesson Mentioned
activities being
discuss
6. How does unstable internet connection 43.3% 23.3% 26.7% 6.7%
affect your online class?
Often Sometimes Rarely Never
7. How often do you experience slow 16.7% 63.3% 20% 0%
internet connection?

Cellular Phone Tablet Laptop Computer

8. What device/ gadgets do you use to 43.3% 6.7% 33.3% 16.7%
attend online class?

Table 1: How student’s Access Online Class

On the scale of 1-10 how would you rate

your internet connectivity?

15
10
5
0
1 2 3 4 5 6 7 8 9 10

On the scale of 1-10 how would you rate your internet connectivity?

Table 2: Rate of Internet Connectivity

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 Response Theme/Category

“Slow internet connection and environment Slow internet and environment

“The most common problem that I’ve encountered Weather and slow internet
during online classes is the slow connection of
Wi-Fi sometimes, most commonly when it’s
raining.”

“I have difficulties taking in information from Difficulty, learning, and way of teaching (unruly,
teachers who lectures unruly and briskly. I cannot briskly)
catch up with the lessons being discussed.”

“Poor internet connectivity or signal” Slow internet

“Most problems I encounter when attending Slow internet, noisy environment, and household
online classes are: Slow internet connection, chores
house chores, noisy environment, etc.”

“Poor internet stability. I’ve encountered this for Weather and slow internet
several times especially during thunderstorms and
rainy days.”

“Aside from slow internet connection during rainy Weather, environment, and slow internet
days the other problem that I encounter in
attending online class is my environment while
having my class”

“I encounter having a lag connection and also my Technical difficulties and slow internet
computer too that's why it is my major problem in
attending online class”

“Slow internet connection” Slow internet

“Limited data, capability and limitations of my Technical difficulties and limited connection
gadgets’ systems and storage”

“Poor internet connection” Slow internet

“Lack of internet connection and the gadget itself Slow internet and Technical difficulties
that hangs or malfunctions during online class.”

“I cannot keep up with the lessons.” Left-behind and difficulties in learning

“Unstable internet connection” Slow internet

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“Poor internet connection and limited resources.” Slow internet and limited connection

“Taking care of my sister since it’s always just the Household chores
two of us being left in the house.”

“The problems that I encountered is when the Technical difficulties, slow internet, and natural
weather is not good, the internet will be slow and I event
get disconnected in the class immediately. Second
is when my gadgets lags.”

“Slow internet connection and heavy system Technical difficulties and slow internet
load.”

“Lagging due to internet connection issue and Technical difficulties

technological error such as chrome/browser
problems.”

“Internet Connection and some Home Works” Slow internet and household chores

“Internet connection and a noisy surroundings.” Slow internet and environmental noises

“Internet connection and insufficient learning Slow internet and lack of learning materials
materials”

“Technical issues, lag devices, slow internet Technical difficulties and slow internet
connectivity.”

“There are several factors that might cause Equipment problem, environment, and slow
problems as I attend my online classes. These are internet
as follows: (1) slow internet connection, (2) lack
of gadgets, and (3) distraction caused by the
inappropriate learning environment.”

“unstable internet connection” Slow internet

“Slow internet connection, Slow computer/phone, Problem in gadgets and slow internet
and broken camera or microphone connection”

“When it’s raining often, it affects the quality of Natural event

our internet connection.”

“Unstable internet connection” Slow internet

“Technical difficulties” Technical difficulties

“I encounter some issues in environment like Environmental noises

Noise of Vehicles, and others and also people who

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are shouting outside.”

Table 3: Summary of what problems students encounter in accessing online classes

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