Transition and Barriers to Online Learning of Junior High School Students: A Descriptive Correlational Study

Abstract

ABSTRACT The present study aimed to determine and assess the barriers in Online Learning Modality that the Junior High School students from Universidad de Sta. Isabel experienced to meet the demands of distance learning. This study covered the student’s assessment in the effectiveness, accessibility, motivation from the implemented transition. In order to come up with the result, the researcher used qualitative approach represented by a questionnaire. In gathering the data, a survey questionnaire was used which was checked and validated. Through Google Form, an online distribution of survey questionnaire was used whereas a link copy was sent to the respondents. All data gathered was interpreted using a rating scale. Based on the results, the researchers determine the significant relationship between Availability Devices and Internet connectivity, Self-paced learning, and Submission timeline. The results showed that there is significant relationship between Availability Devices and Internet connectivity, Self-paced learning, and Submission timeline, with p-value of 0.047, 0.025, and 0.000, respectively. Lastly, based on the results, the researcher determine the significant relationship between Communication with Teachers and Internet connectivity, Self-paced learning, and Submission timeline. The results showed that there is significant relationship between Communication with Teachers and Self-paced learning, and Submission timeline, with p-value of 0.003, and 0.001, respectively. Finally, it is recommended from the result that future researchers may use the study as their foundation to determine other barriers of online learning modality for the improvement of the quality of education whatever the modality is.