2022 IJRSE – Volume 11 Issue 1
Available Online: 2 January 2022
Galit, Gilbert C.
Leyte Normal University, Philippines (firstname.lastname@example.org)
Education is considered to be one of the keys to uplift one’s personal status and contribute to boost the national economy. However, due to Covid-19 outbreak, global system and mobility were affected, one of which is the education sector. Schools were closed and a new system in education has emerged – The New Normal, where classes are conducted online. With these, the desire to continue and graduate has become difficult for some. The transition of the educational system in many colleges and universities in the Philippines, from face-to-face to online has caused many problems to students. This study aimed to investigates the problems faced by students in online learning which caused them to drop-out from school. This is a qualitative research using case study design which seeks to illustrate realities in the current educational system. Using purposive sampling, participants were selected based on the researcher’s designated criteria. A thematic analysis was employed for theming and coding the data obtained from the Focused Group Discussion (FGD). The investigation revealed that the lack of digital tools and resources, parental support, socioeconomic status, motivation to learn and their geographical location was a big problem for the students. These problems are some of the reasons for the cessation of their academic endeavor in times of pandemic. Consequently, research has strongly suggested to take into account the situation of students in the development and implementation of classroom and curricular policies in the new normal education.
Keywords: realities, new normal education, dropout case, academic cessation, pandemic
Cite this article:
Galit, G. C. (2022). Hulagway at katotohanan ng edukasyon sa bagong himtang: Pagsikhay sa mga kaso ng pagtigil sa pag-aaral sa panahon ng pandemya. International Journal of Research Studies in Education, 11(1), 117-128. https://doi.org/10.5861/ijrse.2022.213