MAPEH Classes in Public High Schools during the Pandemic; the Student’s Perspectives

International Journal of Science and Management Studies (IJSMS)
© 2022 by IJSMS Journal
Volume-5 Issue-6
Year of Publication : 2022
Authors : Jenneth A. Labrado, Maria Janice T. Alterado, Jennifer T. Alterado
DOI: 10.51386/25815946/ijsms-v5i6p104
MLA Style: Jenneth A. Labrado, Maria Janice T. Alterado, Jennifer T. Alterado "MAPEH Classes in Public High Schools during the Pandemic; the Student’s Perspectives" International Journal of Science and Management Studies (IJSMS) V5.I6 (2022): 38-45.

APA Style: Jenneth A. Labrado, Maria Janice T. Alterado, Jennifer T. Alterado, MAPEH Classes in Public High Schools during the Pandemic; the Student’s Perspectives, International Journal of Science and Management Studies (IJSMS), v5(i6), 38-45.
The study's main focus was the viewpoint of students taking MAPEH programs at a state-owned basic education facility. To analyze the data, the study employed Collaizi's method of hermeneutic phenomenology. Additionally, the study was carried out in Cebu Province. The study's participants are ten (10) Junior High students taking MAPEH lessons. To verify the participant's answers during the interview, the researcher used triangulation of data. Four themes emerged from the study: (1) The difficulties of online learning, (2) the unfavorable learning environment, (3) communication issues with the teacher, and (4) the importance of becoming independent learners. Moreover, the study revealed the various difficulties students taking Mapeh faced, such as the lack of technology, the slow internet connection, the unfavorable learning environment, and the difficulty in communicating with their teachers about their lessons. Nevertheless, students used a variety of strategies to get past these difficulties and developed into Independent Learners who learned independently without seeking any assistance from others. They can educate themselves via books, apps, and educational websites.
Keywords: MAPEH, Pandemic, Distance Learning.
[1] Adams, A. E., Randall, S., & Traustadóttir, T. (2015). A tale of two sections: An experiment to compare the effectiveness of a hybrid versus a traditional lecture format in introductory microbiology. CBE—Life Sciences Education, 14(1), ar6.
[2] Alawamleh, M., Al-Twait, L. M., & Al-Saht, G. R. (2020). The effect of online learning on communication between instructors and students during Covid-19 pandemic. Asian Education and Development Studies.
[3] Ary, D., Jacobs, L. C., & Razavieh, A. & Sorensen, C.(2006). Introduction to research in education (7th ed.). Belmont, CA: Thomson Wadsworth.
[4] Bao, W. (2020). COVID‐19 and online teaching in higher education: A case study of Peking University. Human behavior and emerging technologies, 2(2), 113-115.
[5] Gadamer, H. G. (1976). Hegel's dialectic: Five hermeneutical studies. Yale University Press.
[6] Gedera, D. (2014). Students’ experiences of learning in a virtual classroom: An Activity Theory perspective. International Journal of Education and Development using ICT, 10(4).
[7] Gedera, D., Williams, P. J., & Wright, N. (2013). An analysis of Moodle in facilitating asynchronous activities in a fully online university course. Int. J. Sci. Appl. Inf. Technol.(IJSAIT), 2(2), 6-10.
[8] Greenhow, C., Robelia, B., & Hughes, J. E. (2009). Learning, teaching, and scholarship in a digital age: Web 2.0 and classroom research: What path should we take now? Educational researcher, 38(4), 246-259.
[9] Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2020). The difference between emergency remote teaching and online learning.
[10] Halim, M. S. A. A., Hashim, H., &Yunus, M. M. (2020). Pupils' Motivation and Perceptions on ESL Lessons through Online Quiz-Games. Journal of Education and E-Learning Research, 7(3), 229-234.
[11] Inoue, Y. (Ed.). (2007). Online education for lifelong learning. Igi Global.
[12] Kanuka, H., &Jugdev, K. (2006). Distance education MBA students: An investigation into the use of an orientation course to address academic and social integration issues. Open Learning: The Journal of Open, Distance and e-Learning, 21(2), 153-166.
[13] Kapasia, N., Paul, P., Roy, A., Saha, J., Zaveri, A., Mallick, R., ... & Chouhan, P. (2020). Impact of lockdown on learning status of undergraduate and postgraduate students during COVID-19 pandemic in West Bengal, India. Children and youth services review, 116, 105194.
[14] Morrow, R., Rodriguez, A., & King, N. (2015). Colaizzi’s descriptive phenomenological method. The psychologist, 28(8), 643-644.
[15] Obbink, K., & Wheeler, G. (1993). Teaching and learning via the network: National Teacher Enhancement Network. Network Coalition for Networked Information.
[16] Rowe, E., & Asbell-Clarke, J. (2008). Learning science online: What matters for science teachers. Journal of Interactive Online Learning, 7(2), 75-104.
[17] Sufyan, A., Hidayat, D. N., Lubis, A., Kultsum, U., Defianty, M., &Suralaga, F. (2020, October). Implementation of E-learning during a pandemic: Potentials and challenges. In 2020 8th International Conference on Cyber and IT Service Management (CITSM) (pp. 1-5). IEEE.
[18] Suryaman, M., Cahyono, Y., Muliansyah, D., Bustani, O., Suryani, P., Fahlevi, M., &Munthe, A. P. (2020). COVID-19 pandemic and home online learning system: Does it affect the quality of pharmacy school learning. Systematic Reviews in Pharmacy, 11(8), 524-530.