Filipino Students’ Standpoint on Going Back to Traditional Schooling in the New Normal

Abstract

Schools worldwide have started opening doors to welcome back students who, for almost two years, have been stuck studying at home. This study looks at the standpoint of Filipino students on going back to regular face-to-face schooling. There were 2,274 students of different tiers of education (high school, collegiate, graduate) from different major island groups of the Philippines (Luzon, Visayas, Mindanao) who participated in the study. The study used a mixed-method of descriptive statistics to present the quantitative data gathered and thematic analysis of qualitative responses from the subjects. The majority of all the respondents favored going back to the physical classroom, and little only favored staying using the distance mode. In the qualitative analysis, the recurring reasons of the students varied from personal, economic, and fear of getting the virus. It was concluded that Filipino students want to go back to schooling. Moreover, a sizeable amount preferred hybrid while a small number preferred to stay in online or distance mode. Educational institutions should always observe the covid 19 protocol when students go back.

Learning privilege divide: A framework for interrogating personal privileges of STEM students education during the pandemic

“…Learning during the pandemic required internet connectivity. Nevertheless, poor and unreliable internet connection remained the most prominent concern among students (Duran & Sumagang, 2022;Nunez et al, 2022;Pinar, 2021). Access to reliable internet connectivity played a pivotal role in facilitating student participation and enhancing student productivity (Fietzie, 2022).…”

“…In addition to owning a laptop or desktop, Diaz (2021) and Beruin (2022) emphasized the importance of these devices meeting certain specifications (i.e., necessary software, and decent peripherals like headphones with microphone and webcam) to effectively support distance learning. In some cases, students found themselves having to share a laptop or desktop with their siblings, who also need to attend their own online classes or finish an assignment (Beruin, 2022;Nunez et al, 2022)…”

“…Beruin (2022) emphasized the significance of having a dedicated study area separate from one's bedroom to create a clear separation between academic activities and resting. However, the reality for most STEM students is far from this ideal, as most of them viewed their home as a place that necessitates personal responsibilities and full of distraction to learning which includes their bed, smartphone, noise from animals and vehicles outside, chatters from neighbors or family members, and household chores to finish (Nunez et al, 2022;Ragpala, 2021). In some cases, the distractions or interfering noises came from the teacher's end (Pinar, 2021).…”

“…These sentiments emphasized the importance of receiving comfort, guidance, or any form of emotional support from family members to improve well-being and in turn, positive academic results (Duran & Sumagang, 2022;Rogayan et al, 2021). In some cases, being at home for a prolonged period allowed students to heal from the distress of being bullied in school (Nunez et al, 2022).…”