Perceived Challenges and Coping Mechanism in Transitional Learning on Students’ Performance in TLE
Jamelle R. Baccay | Dolores D. Versano
Abstract:
This study aimed to determine the perceived challenges and coping
mechanisms in transitional learning on students’ performance in TLE
based on the achievement test. This employed the descriptive-correlational with the comparative design of quantitative method as participated by 150 Grade Nine (9) respondents in the researcher’s locale,
who were chosen using the random sampling procedures. The data
were gathered using an evaluation questionnaire and achievement test
which are validated with the help of the experts. Data communications
were established before data gathering procedures and were analyzed
using percentage, mean, weighted mean, standard deviation, Pearson r,
and t-test. The respondents were at the level of approaching mastery in
TLE 9 competencies. The study’s findings revealed that there was a significant difference in perceived challenges and coping mechanisms in
transitional learning and the sex profile of the respondents. However,
there is no significant relationship between the perceived challenges
and coping mechanisms in transitional learning and TLE performance.
The study recommends the enhancement of teaching.
References:
- Agarin, M. A. L. (2021). The Challenges and Status of Modular Learning: Its Effect on Students’ Academic Behavior and Performance. EPRA International Journal of Multidisciplinary Re-search.
- Aslan, I., Ochnik, D., & Çınar, O. (2020). Exploring perceived stress among students in Turkey during the COVID-19 pandemic. International Journal of environmental research and public health, 17(23), 8961.
- Cherry, 2022. Extrinsic vs. Intrinsic Motivation: What’s the Difference? Verywell Mind. Re-trieved from https://www.verywellmond.com/diferrences-between-extrinsic-and-intrinsic-motivation-2795384
- Dargo, J. M., & Dimas, M. (2021). Modular Distance Learning: Its Effect on the Academic Perfor-mance of Learners in the New Normal. JETL (Journal of Education, Teaching and Learn-ing), 6(2), 204-208DepEd Psychosocial Sup-port Activities to Learners for the In-Person Classes. Professional Learning Online Com-munity of Teachers and for Teachers. Re-trieved from https://www.teacherph.com/depedpsychosocial-support-activities-learners-in-person-classes
- Kimotho, M. M. (2018). A Review of the Coping Strategies Used by Male and Female Open and Distance Learning Students. African Research Journal of Education and Social Sciences, 5(3), 2018.
- Margolang, Nurmawati & Hermita, Neni & Zariul, Antos. (2019). The Correlations between Re-ward and Elementary School Students’ Learn-ing Motivation. JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE). 2. 64. 10.33578/jtlee.v2i1.6693.
- Olivo, M. G. (2021). Parents’ Perception on Printed Modular Distance Learning in Canarem Ele-mentary School: Basis for Proposed Action Plan. International Journal of Multidiscipli-nary: Applied Business and Education Re-search, 2(4), 296-309.
- Ramadhani, D. P., & Sagita, D. D. (2022). Academic Resilience of Students in The Limited Face-to-Face Learning Period (PTM-T). Journal of Innovation in Educational and Cultural Re-search, 3(4), 519-527.
- Torres. (2021). Addressing the Learning Gaps in the Distance Learning Modalities. Re-searchGate | Find and share research. https://www.researchgate.net/publication/352551820_Addressing_the_Learning_Gaps_in_the_Distance_Learning
Philippine E-Journals
