1

THE “NEW NORMAL” -EFFECTS ON THE

EDUCATION OF PCU STUDENTS

A Research Paper

Presented to the
College of Business Administration and Accountancy
Philippine Christian University
1648 Pedro Gil Cor. Taft Avenue, Manila

In partial fulfillment
of the Requirements for
Business Research

Submitted by:

Donor, Ma. Joanna B.

Macalalad, Pamela Mae C.

Dr.Anwarul Wadud
Research Advisor

June 25,2021
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TABLE OF CONTENTS

TITLE PAGE

ABSTRACT

I. CHAPTER 1: THE PROBLEM AND ITS BACKGROUND

Introduction 7

Conceptual Framework 9

Conceptual Paradigm 9

Theoretical Framework 9

Statement of the Problem 10

Statement of Hypothesis 10

Significance of the Study 11

Research Objectives 11

Scope and Limitation 12

Definition of Terms 12

II. CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES

Review of Related Literature 15

Local Literature 15

Foreign Literature 19

III. CHAPTER 3: METHODOLOGY AND PROCEDURE

Research Methodology 23

Research Design 23

Population and Sampling Procedure 23

Sampling Design 24
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Research Instrument 24

Data Gathering 24

Data Analysis Techniques and Statistical Treatment 25

IV. CHAPTER 4: PRESENTATION, INTERPRETATION AND ANALYSIS OF

DATA
V. CHAPTER 5: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary 36

Conclusion 37

Recommendation 38

APPENDICES

DEDICATION

REFERENCES
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LIST OF FIGURES

Figure No. Title Page

1 Conceptual Framework 9
2 Theoretical Framework 8
3 Gender 28

4 Age 29

5 Year Level 30

6 Estimated number of hours you spend 31

per week using a computer, laptop, or

cellphone for educational purposes

7 Estimated number of hours you spend 32

per week online

LIST OF TABLES

Table No. Title Page

1 Likert Scale 27
2 Frequency of the Effects of 33

“New Normal” on the Education

3 The respondent’s comments and concerns 35

about the “New Normal”

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ABSTRACT
This study analyzes the effects of COVID-19 confinement on the autonomous
learning performance of students in higher education at Philippine Christian University.
We study the differences in assessments by dividing students into two groups. The first
group (control) corresponds to academic years 2017/2018 and 2018/2019. The second
group (experimental) corresponds to students from 2019/2020-2021, which is the
group of students that had their face-to-face activities interrupted because of the
confinement.
The results show that there is a significant positive effect of the COVID-19
confinement on students’ performance. This effect is also significant in activities that did
not change their format when performed after the confinement. We find that this effect
is significant both in subjects that increased the number of assessment activities and
subjects that did not change the student workload.
Additionally, an analysis of students’ learning strategies before confinement
shows that students did not study on a continuous basis. Based on these results, we
conclude that COVID-19 confinement changed students’ learning strategies to a more
continuous habit, improving their efficiency. For these reasons, better scores in
students’ assessment are expected due to COVID-19 confinement that can be explained
by an improvement in their learning performance.
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CHAPTER 1: THE PROBLEM AND ITS BACKGROUND

INTRODUCTION
One of the most recent public health emergencies of global concern is the recent
COVID-19 pandemic, which started in China and almost infected every country in the
whole world. This disease is caused by a novel corona virus (SARS-CoV-2, previously
known as 2019-nCoV). It has received global attention from growing infections and on
how to eradicate the disease and flatten the curve of infections (Guo et al., 2020)
became the major concerns globally. Symptoms include cough, fever and shortness of
breath which can be transferred through close contact with an infected person by
coughing, sneezing, respiratory droplets or aerosols (Shereen et al., 2020). Though it
affects people of all ages, it is most vulnerable to adults, children and people with
underlying medical conditions (WHO, 2020b). As of this time, the number of infections
and deaths is still increasing worldwide. To avoid the infection, containment, mitigation,
contact tracing, self-isolation, social distancing, wearing of face masks, improved health
care systems; hand-washing and surface cleaning had been recommended by the World
Health Organization (WHO, 2020b).
The fight against the threats to COVID-19 pandemic suffered profound effects
and impacts on almost all sectors in the human race. These have resulted in the
widespread disruption such as travel restrictions (Chinazzi et al., 2020), closure of
schools (Viner et al., 2020), global economic recession (Fernandes, 2020), political
conflicts (Barrios & Hochberg, 2020), racism (Habibi et al., 2020), and misinformation
and controversies (Enitan et al., 2020), to name a few. One of the most affected is the
educational sector. The COVID-19 pandemic is still in existence today, and there are no
specific vaccines or medicines to eradicate this disease. We need to live to the new
normal; if not contained, we need to live with the disease as viruses are constantly
evolving (Denworth, 2020). However, scientists are still on their way in studying and
developing vaccines and presently in clinical trials (Cortegiani et al., 2020; Dong et al.,
2020; Gautret et al., 2020).
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For almost eight pandemic months, mostcountries around the world have
temporarily closed educational institutions to contain the spread of the COVID-19
pandemic and reduce infections (UNESCO, 2020). Thisclosure has affected more than
1.2 billion learners worldwide with more than 28 million learners in the Philippines
(UNESCO, 2020). Responses like community lockdown and community quarantine of
severalcountries have led students and teachers to study and work from home which
led to the delivery of online learning platforms (Crawford et al., 2020). However, the
implementation of online learning posed different risks, problems and challenges to
both the teachers and students, especially in the higher education institutions (HEIs)
(Bao, 2020). In the Philippines, there are 411,736 cases as of November 17, 2020 and
is still increasing (DOH, 2020) with more than fifty-five million cases worldwide
(Worldometer, 2020). In response to these situations, educational leaders decided to
adopt the new normal in education. In the higher education sector, the Commission on
Higher Education, HEIs were given academic freedom toimplement available distance
learning, e-learning, and other alternative modes of delivery to students (CHED, 2020).
Several universities have opted to implement their own policies regarding instruction
and opening of classes starting September 2020. It will be the “new normal” in
education and strengthening educational planning and health is a concern to provide
quality, inclusive and accessible education for every student.
This research highlights policy implications, strategies and issues that will arise in
the new normal education, particularly in the Philippines. Several implications have
been discussed when the new normal comes, namely: wearing of face masks and
physical distancing, strengthening online platforms, research and development and
program creation and health integration.

Figure 1.CONCEPTUAL FRAMEWORK

INDEPENDENT PROCESS OUTPUT

ZPOA-HQEQ
VARIABLES
 Interviews  Outcomes
 Questionnaires  Effects
 Demographics
 Surveys  Recommendations
 Students
 Parents
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Conceptual Paradigm
This study zeroes in on the effects of the new normal to the students of
Philippine Christian University. The researcher based their assumption from Weiner’s
Attribution Theory that independent variables and process can provide output.
For example, demographics, students and parents (independent variables) is the
basis for interviews, questionnaires and surveys (process) that can provide outcomes,
effects and recommendations in the said study. These relationships are illustrated in
Figure 1.

Figure 2.THEORETICAL FRAMEWORK

STATEMENT OF THE PROBLEM

This research proposes to investigate the effects of the “new normal” in the
educational sectors here in the Philippines due to COVID-19 particularly to the students
of Philippine Christian University. Specifically, the study aims to answer the following
questions:

1. Is the reopening of classes in the Philippines worth it particularly in Metro

Manila (more specifically in Philippine Christian University or PCU)?
2. How does the blended-learning type of education affect the students of
PCU?
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3. Based on the findings, what strategies are deemed effective for the
students in the “new normal”?

STATEMENT OF HYPOTHESIS

Ho: There is no significant difference in the effects of the “new normal” on

education when grouped according to profile characteristics.

SIGNIFICANCE OF THE STUDY

The findings of this study can be an additional learning paradigm for the
following:
Future researchers: This study will serve as a reference for future
studies related to responding COVID-19 crisis in the educational sector,
particularly in the Philippine context.
Students: Enhance the knowledge of students on how to face the effects
of COVID-19 Pandemic in case that this will happen again in the future.
Teachers or Educators: This study will help teachers to know the status
of their students. This will also help them to adjust and make new
strategies for their student’s welfare.
Parents: This study may help the parents most especially in managing
their children in the effects of the new normal to their studies. This will
equip them the essential information and strategies on how they can
monitor and help their children in this time of crisis.

RESEARCH OBJECTIVES

This research aims to evaluate the clear view of the new normal in the
educational sectors here in the Philippines due to COVID-19.

1. Determine the approaches and strategies used by the government for the
students in the blended-learning type of education.
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2. Assess the factors in educational sectors that need to be considered in the

COVID-19 pandemic.
3. Establish the challenges and problems that need to face for future references.

SCOPE AND LIMITATIONS

This study is focused on the effects of the “new normal” on the education of the
Philippine Christian University students. The respondents are consisting of 30 students
of Philippine Christian University. The researcher used a survey questionnaire that held
in google forms and messenger to be able to easily be accessed by the respondents.
The questionnaire is made of checklist format to fully utilize the materials and gather
the perspective of the respondents towards to the effects of the “new normal” on their
education.

DEFINITION OF TERMS
1. COVID-19: Coronavirus disease (COVID-19) is an infectious disease caused by
a newly discovered coronavirus.
Most people infected with the COVID-19 virus will experience mild to
moderate respiratory illness and recover without requiring special treatment.
Older people, and those with underlying medical problems like cardiovascular
disease, diabetes, chronic respiratory disease, and cancer are more likely to
develop serious illness.
2. Pandemic: A pandemic is defined as “an epidemic occurring worldwide, or over
a very wide area, crossing international boundaries and usually affecting a large
number of people”. The classical definition includes nothing about population
immunity, virology or disease severity.
3. Department of Education (DepEd): The Department of Education
(abbreviated as DepEd; Filipino: Kagawaranng Edukasyon) is the executive
department of the Philippine government responsible for ensuring access to,
promoting equity in, and improving the quality of basic education.
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4. Commission on Higher Education (CHED): The Commission on Higher

Education is the Philippine government’s agency in charged with promoting
relevant and quality higher education, ensuring access to quality higher
education, and guaranteeing and protecting academic freedom for continuing
intellectual growth, advancement of learning and research, development of
responsible and effective leadership, education of high level professionals, and
enrichment of historical and cultural heritages.
5. Blended Learning: The term blended learning is generally applied to the
practice of using both online and in-person learning experiences when teaching
students. In a blended-learning course, for example, students might attend a
class taught by a teacher in a traditional classroom setting, while also
independently completing online components of the course outside of the
classroom. In this case, in-class time may be either replaced or supplemented by
online learning experiences, and students would learn about the same topics
online as they do in class—i.e., the online and in-person learning experiences
would parallel and complement one another.
6. Online Classes: An online class is a course conducted over the Internet. They
are generally conducted through a learning management system, in which
students can view their course syllabus and academic progress, as well as
communicate with fellow students and their course instructor.
7. Online Platforms: The term “online platform” has been used to describe a
range of services available on the Internet including marketplaces, search
engines, social media, creative content outlets, app stores, communications
services, payment systems, services comprising the so-called “collaborative” or
“gig” economy, and much more.
8. Capstone Projects: Also called a capstone experience, culminating project,
or senior exhibition, among many other terms, a capstone project is a
multifaceted assignment that serves as a culminating academic and intellectual
experience for students, typically during their final year of high school or middle
school, or at the end of an academic program or learning-pathway
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experience. While similar in some ways to a college thesis, capstone projects

may take a wide variety of forms, but most are long-term investigative projects
that culminate in a final product, presentation, or performance. For example,
students may be asked to select a topic, profession, or social problem that
interests them, conduct research on the subject, maintain a portfolio of findings
or results, create a final product demonstrating their learning acquisition or
conclusions (a paper, short film, or multimedia presentation, for example), and
give an oral presentation on the project to a panel of teachers, experts, and
community members who collectively evaluate its quality.
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CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES

LOCAL LITERATURE:
Within the new normal, the situation presents a unique challenge to every
educational leader’s decision-making process. Hence, to sustain the delivery of quality
of instruction to every school, this article presents opportunities for responding issues,
problems and trends that are arising and will arise in the future due to COVID-19
pandemic. The author has a keen interest in the current and future trends in the new
normal education. According to Karalis (2020), what is worth studying after returning to
normality, are the implications that have arisen for the day after, that is, what
adjustments need to be made, the extent of the situation and to define the basic
dimensions of education and learning in formal education systems and organizations
amid educational disruptions.
Wearing of Face Masks and Physical Distancing. Along with the current
spread of COVID-19 pandemic, physical distancing and face masks wearing to public
and private schools are compulsory once classes are resumed or started. Governments
around the world have issued policies and guidelines to implement physical distancing
in order to flatten the pandemic curve (Greenstone & Nigam, 2020; Thunstrom et al.,
2020). In addition, wearing of face masks or even personal protective equipment (PPE)
as a public health intervention would probably intercept the transmission link and
prevent communicable diseases (Huang, 2020). Thus, students, faculty members and
non-teaching staff should be required to wear face masks and maintain physical
distancing with each other when going to schools. In addition, they will be required to
strictly follow hygienic practices, health protocols and other precautionary measures
such as contact tracing, foot baths, sanitation and frequent handwashing. One of the
challenges of schools is to reduce student-teacher ratio which will lead to problems like
lack of classrooms and other physical plants and facilities, lack of teachers and lack of
learning materials. Nonetheless, public health is a concern. Thereby, this recommends
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every learning institution to plan such measures and policies on physical distancing and
wearing of face masks.
Strengthening Online Learning Platforms. Nowadays, we are all staying in
our homes due to the lockdown policy implemented by the government. However,
learning should not halt. Different countries worldwide have introduced various answers
during the pandemic to continue the education process - the introduction of distance
learning. These are online learning platforms such as google, TV broadcasts, guidelines,
resources, video lectures and online channels were introduced (UNESCO, 2020). With
schools to reopen its doors the following school year, it’s vital to plan how schools will
be able to pursue their mission of implementing quality education to every student. As
school is a public place where crowd is unavoidable and children are vulnerable, there is
a need to strengthen policy in terms of the delivery of instruction - to provide
opportunities for online learning platforms. Numerous innovative programs have been
proposed by the different learning sectors in the Philippines. DepEd emphasized that it
would not necessarily mean that teachers and learners will go to schools and learn
inside the classrooms and devised various modalities to ensure that online learning is a
choice among all others in this new learning environment (DepEd, 2020). Similarly, in
the higher education institutions, new normal would be virtual classrooms. CHED
suggested to strengthen online platforms and blended learning such as but not limited
to google classroom, messenger, zoom, Edmodo, Facebook and YouTube (CHED,
2020). In addition, both will adopt numerous learning delivery options such as but not
limited to face-to-face, blended learnings, distance learnings, and home-schooling and
other modes of delivery (CHED, 2020; DepEd, 2020). However, the implementation
would pose such problems on students who have limited internet access, no gadgets
and the poor. According to the report of Akamai (2017), the Philippines has the lowest
internet connectivity in Asia. Besides, such challenges would be equity gaps, student’s
security and safety, quality of learning compromised and poor assessment results
(Winthrop, 2020). Changes on the grading system, assessment and evaluation of
student’s performance will also be a challenge to every administrator. In addition,
laboratory activities in sciences and other subjects that require performance such as
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Physical Education and culture and arts would be limited to paper and pen test, unless
schools will require students to be physically present to be assessed through
performance tests. In addition, extra-curricular activities in school such as scouting,
proms, sports intramurals, contests and foundation day will be reduced and
discontinued. In terms of teaching, teacher training to online instruction, blended
learning and distance learning is also recommended in order to adjust to the new
instructional format (Toquero, 2020). This transition to the new normal, from the four
corners of the classroom to the borders of virtual reality, every learning institution
needs to study how successful online learning is in providing quality education and
outcomes-based education to students (Basilaia&Kvavadze, 2020).
Strengthening Research and Development in Health. Schools need to
strengthen research and development in terms of health. Higher education needs to
demonstrate competitiveness, effectiveness and efficiency by strengthening research
activities in the field of health and pandemic (Toquero, 2020). Aligned with the plans of
the WHO, every institution should accelerate innovative research and development
programs to help contain the spread of the pandemic and facilitate care for those
affected. Next is to support research priorities that contribute to worldwide research
platforms in hopes of learning from the present pandemic response to better prepare
for the next unforeseen epidemic (WHO, 2020a). Within these global changes, it has
affected the overall education institutions and there is a great need to study on how
each sector in the government will evaluate the scenario, plan, adapt and implement
such policies and programs in responding to this crisis.
Program Creation and Health Integration. The creation of new program
offerings related to health, medicine and research is also a need in higher education. As
the demand increases for doctors, nurses and medical technologies at present, HEIs
should increase and scout student’s opportunities to study programs related to the
pandemic’s eradication. In addition, health education should be integrated into courses
and subjects in both basic and higher education strengthen school medical services,
hygienic practices and mental health (Toquero, 2020). Integrating health literacy to
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education is more needed than in these days when COVID-19 crisis is still evident today
(Abel & McQueen, 2020).

FOREIGN LITERATURE:
A numberof investigators have assembled a comprehensive agenda of
transformative and innovative research issues for blended learning that have the
potential to enhance effectiveness (Garrison and Kanuka 2004; Picciano 2009).
Generally, research has found that BL results in improvement in student success and
satisfaction, (Dziuban and Moskal 2011; Dziuban et al. 2011; Means et al. 2013) as well
as an improvement in students’ sense of community (Rovai and Jordan 2004) when
compared with face-to-face courses. Those who have been most successful at blended
learning initiatives stress the importance of institutional support for course redesign and
planning (Moskal et al. 2013; Dringus and Seagull 2015; Picciano 2009; Tynan et al.
2015). The evolving research questions found in the literature are long and demanding,
with varied definitions of what constitutes “blended learning,” facilitating the need for
continued and in-depth research on instructional models and support needed to
maximize achievement and success (Dringus and Seagull 2015; Bloemer and Swan
2015).
Educational access. The lack of access to educational technologies and
innovations (sometimes termed the digital divice) continues to be a challenge with
novel educational technologies (Fairlie 2004; Jones et al. 2009). One of the promises of
online technologies is that they can increase access to nontraditional and underserved
students by bringing a host of educational resources and experiences to those who may
have limited access to on-campusonly higher education. A 2010 U.S. report shows that
students with low socioeconomic status are less likely to obtain higher levels of
postsecondary education (Aud et al. 2010). However, the increasing availability of
distance education has provided educational opportunities to millions (Lewis and Parsad
2008; Allen et al. 2016). Additionally, an emphasis on open educational resources
(OER) in recent years has resulted in significant cost reductions without diminishing
student performance outcomes (Robinson et al. 2014; Fischer et al. 2015; Hilton et al.
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2016). Unfortunately, the benefits of access may not be experienced evenly across
demographic groups. A 2015 study found that Hispanic and Black STEM majors were
significantly less likely to take online courses even when controlling for academic
preparation, socioeconomic status (SES), citizenship, and English as a second language
(ESL) status (Wladis et al. 2015). Also, questions have been raised about whether the
additional access afforded by online technologies has actually resulted in improved
outcomes for underserved populations.
A distance education report in California found that all ethnic minorities (except
Asian/Pacific Islanders) completed distance education courses at a lower rate than the
ethnic majority (California Community Colleges Chancellor’s Office 2013). Shea and
Bidjerano (2014, 2016) found that African American community college students who
took distance education courses completed degrees at significantly lower rates than
those who did not take distance education courses. On the other hand, a study of
success factors in K-12 online learning found that for ethnic minorities, only 1 out of 15
courses had significant gaps in student test scores (Liu and Cavanaugh 2011).
More researches need to be conducted, examining access and success rates for
different populations, when it comes to learning in different modalities, including fully
online and blended learning environments.
Framing a treatment effect.Over the last decade, there have been at least
five meta-analyses that have addressed the impact of blended learning environments
and its relationship to learning effectiveness (Zhao et al. 2005; Sitzmann et al. 2006;
Bernard et al. 2009; Means et al. 2010, 2013; Bernard et al. 2014). Each of these
studies has found small to moderate positive effect sizes in favor of blended learning
when compared to fully online or traditional face-to-face environments.
However, there are several considerations inherent in these studies that impact
our understanding the generalizability of outcomes. Dziuban and colleagues (Dziuban et
al. 2015) analyzed the meta-analyses conducted by Means and her colleagues (Means
et al. 2013; Means et al. 2010), concluding that their methods were impressive as
evidenced by exhaustive study inclusion criteria and the use of scale-free effect size
indices. The conclusion, in both papers, was that there was a modest difference in
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multiple outcome measures for courses featuring online modalities—in particular,

blended courses. However, with blended learning especially, there are some concerns
with these kinds of studies.
First, the effect sizes are based on the linear hypothesis testing model with the
underlying assumption that the treatment and the error terms are uncorrelated,
indicating that there is nothing else going on in the blending that might compound the
results. Although the blended learning articles (Means et al. 2010) were carefully
vetted, the assumption of independence is tenuous at best so that these meta-analysis
studies must be interpreted with extreme caution.
There is an additional concern with blended learning as well. Blends are not
equivalent because of the manner on which they are configured. For instance, a careful
reading of the sources used in the Means, et al. papers will identify, at minimum, the
following blending techniques: laboratory assessments, online instruction, e-mail, class
web sites, computer laboratories, mapping and scaffolding tools, computer clusters,
interactive presentations and e-mail, handwriting capture, evidence-based practice,
electronic portfolios, learning management systems, and virtual apparatuses. These are
not equivalent ways in which to configure courses, and such nonequivalence constitutes
the confounding we describe.
We argue here that, in actuality, blended learning is a general construct in the
form of a boundary object (Star and Griesemer 1989) rather than a treatment effect in
the statistical sense. That is, an idea or concept that can support a community of
practice, but is weakly defined fostering disagreement in the general group.
Conversely, it is stronger in individual constituencies. For instance, content
disciplines (i.e. education, rhetoric, optics, mathematics, and philosophy) formulate a
more precise definition because of commonly embraced teaching and learning
principles.
Quite simply, the situation is more complicated than that, as Leonard Smith
(2007) says after Tolstoy, “All linear models resemble each other, each non nonlinear
system is unique in its own way” (p. 33). This by no means invalidates these studies,
 19

but effect size associated with blended learning should be interpreted with caution
where the impact is evaluated within a certainlearning context.

CHAPTER 3: METHODOLOGY AND PROCEDURE

RESEARCH METHODOLOGY

This chapter discusses the research methods used in the study. It specifies the
research design, population and sampling procedure, sampling design,
researchinstrument, data gathering, and data analysis techniques and statistical
treatment.This study is a literature review. Literature-based methodology is an effective
tool to provide description, summary and critical evaluation of the existing literatures as
the sources of information. It can also broadly describe as a systematic way of
collecting and synthesizing previous research (Snyder, 2019).

RESEARCH DESIGN

This study used descriptive, documentary and online survey gathers quantifiable
information that can be used for statistical inference on the target audience through
data analysis. Surveys provide evidence on practice, attitudes, and knowledge. Like all
research, surveys should have clear research questions using the smallest possible
number of high-quality, essential, survey questions that will interest the target
population. These methods were used in order to identify the profile of the respondents
and the parental control strategies being used.

POPULATION AND SAMPLING PROCEDURE

This study is focused on the effects of the “new normal” on the education of the
Philippine Christian University students. The respondents are consisting of 30 students
of Philippine Christian University.
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SAMPLING DESIGN

The researcher used a survey questionnaire as one of the data collection

instruments for this study. The approved self-structured survey questionnaire was used
by the researcher to draw out primary source of data. The survey questionnaire is
divided into three parts. The first part is a multiple-choice type of question. It refers to
the profile of the students in terms of (a) age and gender of the student; (b) grade-
level; and (c) time spent online. The second part is a 5-point Likert scale question. It
refers to the frequency of the effects of the “new normal” on education of the students
in Philippine Christian University.The third and last part is an open-ended type of
question to measure the level of the Effects of the “New Normal” in Philippine Christian
University students.

RESEARCH INSTRUMENT

The researchers will be using a survey questionnaire that will be held in google
forms and messenger to be able to easily be accessed by the respondents. The
questionnaire is made of checklist format to fully utilize the materials and gather the
perspective of the respondents’ strategies towards to the exposure of their children in
social media.

DATA GATHERING

At first, the researchersdesign a self-structured survey questionnaire. Following

the approval of the research survey questionnaire and the validation by the experienced
researchers like their adviser and the dean, a systematic form will be presented to the
respondents through a computer-assisted interviewing system of google forms and
messenger to allow the respondents to freely identify their perspectives. Once the
respondent is done answering, the survey questionnaires will immediately be retrieved
by the researchers.

After the survey is completed, the researchers start to analyze the data collected.
The researchers began to tally and validate the result. The interpretation of the result
 21

will be processed in the treatment of data and will be in tabular form and treated
statistically.

Other information was obtained from websites. The researchersmake sure that
all the sources of the information they got are all reliable and accurate.

DATA ANALYSIS TECHNIQUES AND STATISTICAL TREATMENT

To present, analyze, and interpret data gathered from the respondents, the
researchers may utilize the percentage and weighted mean.

Frequency count is the method by which the number of respondents,

responses, or occurrences of the subject of the study is determined. It isused to
determine the profile of the students of Philippine Christian University. It measures the
respondents’ profile with formula.
f
Formula: Ρ= X 100 %
N

Wherein:

P = Percentage
f = Frequency or number of the respondent

N = Total number of the respondent

Likert Scale: (5-4-3-2-1)).

5, 4, 3, 2, and 1 were used in the questionnaire to represent as
interpretation for strongly agree, agree, neutral, disagree and strongly disagree,
respectively. It can be seen in the latter part of the questionnaire.

Formula:

Fx
WA=∑
N

Wherein:

WA = Weighted Average
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Fx = Total Frequency

N = Number of Correspondents

Scale.This can be used as basis for each interpretation of the total tallied answers in
the survey.Interpretations of the stated variable were interpreted using the table
that follows.

Scale Range Qualitative

Interpretation

5 4.50 - 5.00 Strongly Agree

4 3.50 - 4.49 Agree

3 2.50 - 3.49 Neutral

2 1.50 - 2.49 Disagree

1 1.00 - 1.49 Strongly Disagree

Table 1: Likert Scale

The table shows the interpretation used for the perception of Philippine Christian
University students in the “new normal” education. In ranking, 1 will be the symbol for
the lowest computed average and 5 is for the highest. This will serve as guide for the
researchers to generalize the ideas.
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CHAPTER 4: PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

This chapter discourses findings from the questionnaires accompanied by the

students of Philippine Christian University – Manila. The purpose of this study is to know
the Effects of the “New Normal” on the Education of the Philippine Christian University
Students.

Figure 3. Gender

Figure 3. Figure 3 shows that out of 30 respondents, 19 or an equivalent of

63.30% are female; 11 or an equivalent of 36.70% are male. The survey shows that
the majority of the respondents are female.

Figure 4. Age
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Figure 4.The data revealed that out of 30 respondents, 12 respondents which is

equivalent to 40% are ages 18-20 years old, 14 respondents which is equivalent to
46.70% are ages 21-23 years old, 3 respondents which is equivalent to 10% are ages
24-26 years old and 1 respondent which is equivalent to 3.30% is belong to ages 27
years old or more.
Figure 5. Year Level

Figure 5.The data revealed that out of 30 respondents, 6 respondents which is

equivalent to 20% are in 1 st year, 4 respondents which is equivalent to 13.30% are in
2nd year, also 4 respondents are in 3 rd year and 16 respondents or an equivalent of
53.30% are in 4th year. Majority of the respondents are in their last year of college.

Figure 6.Estimated number of hours you spend per week using a computer,
laptop, or cellphone for educational purposes
 25

Figure 6.The data revealed that out of 30 respondents, 1 respondent which is

equivalent to 3.30% spend less than 1 hour per week using a computer, laptop or
cellphone for school purposes, 10respondents which is equivalent to 33.30% spend 1-5
hour/s per week using a computer, laptop or cellphone for school purposes, 8
respondents which is equivalent to 26.7% spend 6-10 hours per week using a
computer, laptop or cellphone for school purposes and 12 respondents or an equivalent
of 40% spend more than 10 hours per week using a computer, laptop or cellphone for
school purposes.

Figure 7.Estimated number of hours you spend per week online (for
example, exploring the Internet)

Figure 7.The data revealed that out of 30 respondents, 5 respondents which is

equivalent to 16.70% spend 1-5 hour/s per week online, 8 respondents which is
equivalent to 26.70% spend 6-10 hours per week online and 17 respondents or an
equivalent of 56.70% spend more than 10 hours per week online, and none of the
respondents spend less than 1 hour per week online. The majority of the respondents
spends more than 10 hours per week online.
 26

Table 2

Frequency of the Effects of “New Normal” on the Education

Standard
Mea
Parental Control Strategies Deviatio Verbal Interpretation
n
n
1. I am able to easily access the Agree
4.00 3.61
Internet as needed for my studies.
2. I am comfortable communicating Neutral
3.37 3.06
electronically.
3. I am willing to actively
communicate with my classmates 3.23 2.86 Neutral
and instructors electronically.
4. I feel that my background and
experience will be beneficial to my 3.50 3.14 Neutral
studies.
5. I am comfortable with written Neutral
3.77 3.39
communication.
6. I believe looking back on what I
have learned in a course will help 3.77 3.35
me to remember it better. Neutral
7. In my studies, I am self-disciplined
and find it easy to set aside 3.40 3.03
reading and homework time. Neutral
8. I am able to manage my study
time effectively and easily 3.40 3.03
complete assignments on time. Neutral
9. As a student, I enjoy working
3.33 3.02
independently. Neutral
10. As a student, I enjoy working with
3.20 2.86
other students in groups. Neutral
11. I like a lot of interaction with my
instructors and/or teaching 3.20 2.83
assistants. Neutral
12. I possess sufficient computer
keyboarding skills for doing online 3.57 3.17
work. Neutral
13. I feel comfortable composing text
on a computer in an online 3.50 3.13
learning environment. Neutral
14. I feel comfortable communicating
3.37 2.99
online in English. Neutral
15. I can ask my teacher questions 3.90 3.49 Neutral
 27

and receive a quick response

during Internet
Activities outside of class.
16. I feel that face-to-face contact
with my instructor is necessary to 4.20 3.81
learn. Agree
17. I am motivated by the material in
an Internet activity outside of 3.17 2.83
class. Neutral
18. I can discuss with other students
during Internet activities outside of 3.23 2.89
class. Neutral
19. I can work in a group during
3.10 2.79
Internet activities outside of class. Neutral
20. I can collaborate with other
students during Internet activities 3.17 2.84
outside of class. Neutral
21. Learning is the same in class and
2.57 2.34
at home on the Internet. Disagree
22. I can practice English grammar
during Internet activities outside of 3.13 2.82
class. Neutral
23. I believe that learning on the
Internet outside of class is more 2.70 2.42
motivating than a regular course. Disagree
24. I believe a complete course can be
given by the Internet without 2.60 2.35
difficulty. Disagree
25. I could pass a course on the
Internet without any teacher 2.43 2.11
assistance Disagree
26. I believe an Internet course is
possible but for learning English it 3.13 2.73
would be difficult. Neutral
Composite Mean – Effects of
3.305 2.957 Agree
“New Normal” on Education
Legend: 4.50-5.00 Strongly Agree; 3.50-4.49 Agree; 2.50-3.49 Neutral; 1.50-2.49 Disagree; 1-1.49
Strongly Disagree

Table 2 shows the frequency of the Effects on “New Normal” on Education. It

can be noted that the respondents assessed the frequency of the Effects to “Agree”
which obtained the composite mean of 3.305.
 28

Table 3
The respondent’s comments and concerns about the “new normal”
Response Category

1. IT IS SO HARD. Concern

2. Online learning isn't effective at all. For some Concern

people who prefer to accomplish things alone,
maybe it's much easier. But for several people
who lack resources, coping with the "new
normal" is truly challenging.
3. It's not effective. Comment

4. It is hard to learn online. Concern

5. This online class is more difficult than having Concern

face to face class because first not all students
have a stable internet connection to do school
activities and even internet connection is one of
the reasons why most of the students
experiencing difficulties in attending in online
class. Also, communicating through online is
boring and I think not of the students can cope
up to this new normal thing
6. Face to face class is much better than online Comment
learning.
7. Online learning is really challenging to all Concern
students especially for us, college students.
8. Online learning should be accessible to teacher Comment
and students
9. Efficiency. Comment

10. It is hard to adjust. Concern

Table 3 shows the comments and concerns of the respondents about the “new
normal” in education. Most of the respondents said that learning online is very hard.
 29

“This online class is more difficult than having face to face class because first not all
students have a stable internet connection to do school activities and even internet
connection is one of the reasons why most of the students experiencing difficulties in
attending in online class.”.

CHAPTER 5: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

SUMMARY
As we enter the COVID-19 recovery phase, it will be critical to reflect on the role
of educational systems – and particularly vocational education – in fostering resilient
societies. The global health crisis and the lockdown that followed have brought to the
fore professions that have often been taken for granted, renewing our awareness of
their value to society. This has helped restore a sense of esteem for those workers who
have worked relentlessly during this time to keep economies afloat.
The outlook is very uncertain. But, if anything, the pandemic has exposed our
vulnerability to crises and revealed how precarious and interdependent the economies
we have built can be. Disruptions on the scale we have just witnessed are not limited to
pandemics, but may also result from natural, political, economic and environmental
disorder. Our capacity to react effectively and efficiently in the future will hinge on
governments’ foresight, readiness and preparedness. Through their role in developing
the competencies and skills needed for tomorrow’s society, education systems will need
to be at the heart of this planning. This includes rethinking how the economy should
evolve to guard against adversity, and defining the skills, education and training
required to support it. This also means working in close collaboration with other
government sectors and the private sector to increase the attractiveness and labor-
market prospects of certain professions, including those considered paramount for the
common good.
Real change often takes place in deep crises, and this moment holds the
possibility that we won’t return to the status quo when things return to “normal”. While
this crisis has deeply disruptive implications, including for education, it does not have
 30

predetermined outcomes. It will be the nature of our collective and systemic responses
to these disruptions that will determine how we are affected by them.
In this sense, the pandemic is also a call to renew the commitment to the
Sustainable Development Goals. Ensuring that all young people have the opportunity to
succeed at school and develop the knowledge, skills, attitudes and values that will allow
them to contribute to society is at the heart of the global agenda and education’s
promise to our future society. The current crisis has tested our ability to deal with large-
scale disruptions. It is now up to us to build as its legacy a more resilient society.

CONCLUSION
The education sector is one of the highly affected by the COVID19 pandemic. In
the Philippines, where there’s still a growing COVID-19 infection as of now, this
research presented some of the new normal situation in the school setting. However,
there were some posed challenges and issues presented while recommending several
approaches on the new normal. Schools at all levels, therefore, need to address these
concerns and carefully evaluate plans and procedures on the implementation of the
new normal. Collaboration is the most important at these difficult times. We should help
form the post COVID-19 education, stepping to the new normal. Therefore, I,
recommend that the opportunity and challenges presented should be grasped and
taken a serious concern. The challenge herewith is on how to provide and deliver
quality education amidst exceptional times, like the COVID-19 pandemic, and on what
extent are we going to become prepared when another crisis comes in the future.

RECOMMENDATION
Future studies are recommended such as planning and implementation strategy,
assessing online learning systems to schools, a survey on online platforms, project
proposals and capstone projects, program creation, community assessment, revision of
curricula, development of instructional materials and many more.It has become clear in
the 21st century that online education is entering mainstream and becoming a growing
market as it continues to expand access to learning for more people. Therefore, online
 31

instructors and students need to synthesize information across subjects to critically

weigh significantly different perspectives and incorporate various inquiries.

The following recommendations are here to propose to benefit future interest.

 They need to construct such possibilities by means of fostering critical

learning spaces, where students are encouraged to increase their
capacities of analysis, imagination, critical synthesis, creative expression,
self-awareness, and intentionality in action. Only well-designed and
effectively delivered online courses can survive to fulfill the possibility of
blending the borders of the classrooms and to connect formal learning to
broader space and vast social issues through an energetic online learning
community.
 Instructors should encourage students to relate their discussions,
assignments and group work to their own experiences, to the viewpoints
of others, to subject matters, and to their own learning and work.
 More knowledge about the online process and the people involved will
enable online instructors and institutions to better design their courses,
serve students’ needs, and position themselves in a competitive global
market.
 Instructors should henceforth make great efforts to value the differences
that exist within online classes regardless of race, gender, class, ethnicity,
sexual orientation, learning ability, experiences, and socioeconomic status.
A focus is needed to find ways to strive toward diversity to bridge
differences, to close divides, and to facilitate to accomplish those in an
online environment. Instructors should try to develop, facilitate, and
promote an environment where all students are able to learn from one
another.
 32

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