1
Chapter 1
INTRODUCTION
“As educators, parents, students, and professionals we are currently going
through a period of great upheaval and uncertainty. The value of education,
however, never changes”. (Promote Your School, 2022)
These days have been exceptionally challenging, yet this is not the time to
complain, for our country has overcome so many crises, thus education must
continue. Quality education must never stop. Teachers must prepare students to
adapt to change (Briones, 2021).
One of the foundational pillars of national development is attaining a high
level of education but for the past few years COVID-19 pandemic has adversely
affected education and has emerged as a global health concern in response, it
has been determined that institutions of higher education must transition to
flexible teaching and learning methods to ensure teaching and learning continuity
including the modular learning (Amir, 2020; Dayagbil et al., 2021).
After a very long time of school closures, some countries had already taken
a huge step of reintroducing face-to-face classes amidst the public health
situation (UNESCO, 2022). Israel schools have resumed their classes but the
government did not require the social-distancing regulations for long and many
classrooms returned to full size with around forty students. Some parents and
guardians have declined to enroll their children in school in Israel and other
countries out of worry for their own safety and the protection of their children.
In this manner, the Philippine government is still striving to secure
adequate resources to improve quality and increase access to basic education.
, 2
This unanticipated changes in the learning environment may have a
drastic impact on the learners, as everything gradually returns to the
conventional face-to-face classroom setup (Mirasol & Garcia, 2021)
As a Bachelor of Physical Education student that is now fully experiencing
the face-to-face classes after two years of distance learning and total separation
from physical classes, I can confirm how challenging it has been all those years.
As we are now back to the traditional classroom set-up. For that, the insatiable
hunger of curiosity to understand how difficult it might be for students who only
take modular learning in those two years of isolation with little or no interaction
feels as they are now back in the face-to-face classes.
Therefore, it is necessary to conduct a study on how the first year BPEd
students of Ramon Magsaysay Memorial Colleges describe their lived
experiences on the emergent transition of modular learning to face-to-face
classes as this can raise concern to the intended beneficiaries of the study, and
to come up with the implication to practice.
As a researcher, I hope that this phenomenological hermeneutics study,
that described the lived experiences of BPEd students during the emergent
transition from modular learning to face-to-face classes, will provide a more
comprehensive description of the situation of the students struggling with their
studies as a result of the change of environment.
Purpose of the Study
The purpose of this phenomenological hermeneutics study was to
describe the lived experiences of first year BPEd students on the emergent
transition of modular learning to face-to-face classes. Moreover, the study
, 3
delineated the views, feelings, realizations and perceived effects of challenges of
first year BPEd students on shifting modular learning to face-to-face classes.
A qualitative method of inquiry was employed by the researcher. The
usage of a recorder was extensively used during the in-depth interview, in
addition to the written comments gathered. Different assertions about the stories
they plan to convey were grouped together to form themes. These are the shared
experiences of the participants. As a result of the in-depth interview, they were
able to recall stories that would be used and recorded. Eleven participants were
the Bachelor of Physical Education students of Ramon Magsaysay Memorial
College enrolled in the Academic Year 2022-2023
Moreover, this study will eventually help the BPEd students to improve
and develop their learning strategies during the new normal set-up of classes
and perhaps obtain more considerations from the instructors and other possible
factors that can help decrease the number challenges the students will
experience during class.
Finally, the findings of the study may provide relevant data for school
administrators, instructors, students, and future researchers globally who
visualize a quality education to all learners in the department.
More research should be done on the lived experiences of first year BPEd
students as they transition from modular to face-to-face learning in order to
determine how they are progressing in terms of their way of dealing and
learning with the situation and their perceptions towards it.
, 4
Research Questions
This study sought to answer the following research objectives;
1. How do BPEd students describe their experiences during the emergent
transition of modular learning to face-to-face classes?
1.1. What are the views of BPEd students in the emergent transition of
modular learning to face-to-face classes?
1.2. How do BPED students cope with the challenges in the emergent
transition of modular learning to face to face classes?
1.3. What are the realizations of BPEd students on the challenges from
shifting modular learning to face-to-face?
Theoretical Lens
This study was anchored on the theory of Fernando M. Reimers.
According to Reimers (2021), there may be unpredictable effects of the
pandemic, emerging from interconnections between the direct consequences
and preexisting challenges as the face-to-face classes return. As an illustration,
the disproportionate effect of the pandemic affecting the poor and marginalized
populations could make some of the high levels of social inequality are already
posing difficulties to governance disparity in several nations. The pandemic's
effects may make tensions brought on by discrimination and other factors kinds
of prejudice as intolerance rises alongside the notion that there are less
possibilities and resources available. As the pandemic brings to light and
intensifies these pre-existing conditions. it will produce a severe set of challenges
to sustain the great emphasis and consideration to our current education, as the
top priority.
Chapter 1
INTRODUCTION
“As educators, parents, students, and professionals we are currently going
through a period of great upheaval and uncertainty. The value of education,
however, never changes”. (Promote Your School, 2022)
These days have been exceptionally challenging, yet this is not the time to
complain, for our country has overcome so many crises, thus education must
continue. Quality education must never stop. Teachers must prepare students to
adapt to change (Briones, 2021).
One of the foundational pillars of national development is attaining a high
level of education but for the past few years COVID-19 pandemic has adversely
affected education and has emerged as a global health concern in response, it
has been determined that institutions of higher education must transition to
flexible teaching and learning methods to ensure teaching and learning continuity
including the modular learning (Amir, 2020; Dayagbil et al., 2021).
After a very long time of school closures, some countries had already taken
a huge step of reintroducing face-to-face classes amidst the public health
situation (UNESCO, 2022). Israel schools have resumed their classes but the
government did not require the social-distancing regulations for long and many
classrooms returned to full size with around forty students. Some parents and
guardians have declined to enroll their children in school in Israel and other
countries out of worry for their own safety and the protection of their children.
In this manner, the Philippine government is still striving to secure
adequate resources to improve quality and increase access to basic education.
, 2
This unanticipated changes in the learning environment may have a
drastic impact on the learners, as everything gradually returns to the
conventional face-to-face classroom setup (Mirasol & Garcia, 2021)
As a Bachelor of Physical Education student that is now fully experiencing
the face-to-face classes after two years of distance learning and total separation
from physical classes, I can confirm how challenging it has been all those years.
As we are now back to the traditional classroom set-up. For that, the insatiable
hunger of curiosity to understand how difficult it might be for students who only
take modular learning in those two years of isolation with little or no interaction
feels as they are now back in the face-to-face classes.
Therefore, it is necessary to conduct a study on how the first year BPEd
students of Ramon Magsaysay Memorial Colleges describe their lived
experiences on the emergent transition of modular learning to face-to-face
classes as this can raise concern to the intended beneficiaries of the study, and
to come up with the implication to practice.
As a researcher, I hope that this phenomenological hermeneutics study,
that described the lived experiences of BPEd students during the emergent
transition from modular learning to face-to-face classes, will provide a more
comprehensive description of the situation of the students struggling with their
studies as a result of the change of environment.
Purpose of the Study
The purpose of this phenomenological hermeneutics study was to
describe the lived experiences of first year BPEd students on the emergent
transition of modular learning to face-to-face classes. Moreover, the study
, 3
delineated the views, feelings, realizations and perceived effects of challenges of
first year BPEd students on shifting modular learning to face-to-face classes.
A qualitative method of inquiry was employed by the researcher. The
usage of a recorder was extensively used during the in-depth interview, in
addition to the written comments gathered. Different assertions about the stories
they plan to convey were grouped together to form themes. These are the shared
experiences of the participants. As a result of the in-depth interview, they were
able to recall stories that would be used and recorded. Eleven participants were
the Bachelor of Physical Education students of Ramon Magsaysay Memorial
College enrolled in the Academic Year 2022-2023
Moreover, this study will eventually help the BPEd students to improve
and develop their learning strategies during the new normal set-up of classes
and perhaps obtain more considerations from the instructors and other possible
factors that can help decrease the number challenges the students will
experience during class.
Finally, the findings of the study may provide relevant data for school
administrators, instructors, students, and future researchers globally who
visualize a quality education to all learners in the department.
More research should be done on the lived experiences of first year BPEd
students as they transition from modular to face-to-face learning in order to
determine how they are progressing in terms of their way of dealing and
learning with the situation and their perceptions towards it.
, 4
Research Questions
This study sought to answer the following research objectives;
1. How do BPEd students describe their experiences during the emergent
transition of modular learning to face-to-face classes?
1.1. What are the views of BPEd students in the emergent transition of
modular learning to face-to-face classes?
1.2. How do BPED students cope with the challenges in the emergent
transition of modular learning to face to face classes?
1.3. What are the realizations of BPEd students on the challenges from
shifting modular learning to face-to-face?
Theoretical Lens
This study was anchored on the theory of Fernando M. Reimers.
According to Reimers (2021), there may be unpredictable effects of the
pandemic, emerging from interconnections between the direct consequences
and preexisting challenges as the face-to-face classes return. As an illustration,
the disproportionate effect of the pandemic affecting the poor and marginalized
populations could make some of the high levels of social inequality are already
posing difficulties to governance disparity in several nations. The pandemic's
effects may make tensions brought on by discrimination and other factors kinds
of prejudice as intolerance rises alongside the notion that there are less
possibilities and resources available. As the pandemic brings to light and
intensifies these pre-existing conditions. it will produce a severe set of challenges
to sustain the great emphasis and consideration to our current education, as the
top priority.
