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April 13 @ 12:00 am - April 15 @ 11:59 pm

ABSTRACT

In the new normal, class engagement is necessary to develop through helping teachers to navigate possibilities to scaffold students’ needs. With this, the study examined to identify the class-engagement crisis in the new normal between teachers and students; and to determine the class-engagement coping styles between the target respondents. There were two survey questionnaires comprised of teaching-learning crises and coping styles. The data gathered was then analyzed and tabulated using frequency and percentage distribution. The results revealed that in Class-Engagement Crisis, 90.3% of teachers agreed that the majority of the teachers must be accommodating rather than imposing because students have been experiencing delays due to intermittent internet connectivity. In terms of Class-Engagement Crisis for Students, it revealed that 68.9% are still adjusting to the new normal; some are experiencing stress and worry as a result of the uncertainty due to the family crisis caused by the pandemic. In terms of class-engagement coping styles, teachers got 87.1% in consultation, while students got 64.4% in seeking information. The study concluded that in the advent of new normal, teachers need to adjust to the situations of their students particularly in internet connectivity in which consultation with the students necessitates to address their concerns, while the students need to cope up learning despite all the challenges encountered through seeking related notions in the class engagement.

Keywords: Class-engagement crisis, Coping styles, New normal, Tuition-free, Teacher, Students

INTRODUCTION

New normal have raised serious questions about academic success in ways that mentors and students may not be prepared to address it. As a result, everyone in academics would benefit from generating ideas and trusting broader groups driven by similar principles to fulfill the educational goals (Hew et al., 2020).

This present study is connected to the results gathered in the same target institution, Region XII State University, as Ramos (2021) indicated the cons caused by the COVID-19 wherein most of the participants reside in Kidapawan City with 48.5%, and the majority of the students are only utilizing data at home since they cannot afford to have internet access. Such internet speed resulted Good with 39%, followed by Fair with 43% and Poor with 30%. The majority of the materials used for learning are Cellphone with 96.4%, followed by Paper with 68%, and Pen with 69%. In terms of the problems encountered, the majority of the participants experienced slow connectivity with 83%, followed by lack of resources with 59%, and lack of devices with 57.8%. With this, the participants preferred modular for instruction with 51%.

Negative factors of the pandemic outbreak among Filipinos indicated that there is a perceived severity and vulnerability as the Philippines ranked first in Southeast Asia Cases as of July 2020 (Prasetyo et al., 2020). Nonetheless, the Nikkei Asia COVID-19 recovery performance index in the Philippines as of October 7, 2021, ranked last since there are only 30% fully vaccinated Filipinos which entailed a low recovery among ASEAN countries (Atienza, 2021).

The World Health Organization entailed that COVID-19 caused global health crisis affected classes for suspension. Filipinos need to stay home as declared by President Rodrigo Roa Duterte. To ensure the continuity of learning, the Higher Education Institutions and Commission on Higher Education shift to flexible learning abiding the Pursuant to the Inter-Agency Task Force on the Management of Emerging and Infectious Diseases (IATF) Omnibus Guidelines.

The United Nations (2020) stated that the new normal had a huge impact, and schools are scrambling to keep up with the teaching-learning processes. Some institutions, particularly private colleges rely on students to meet their basic needs, would not be able to endure the current situation. Teachers are compelled to rethink, rewrite, and rethink their goals and objectives. The pandemic is, without a doubt, a problem that our globe has confronted in recent decades, with economic and societal consequences. In the year 2020 and subsequent years, it is anticipated that this pandemic would have pushed 49 million people into profound poverty. This is the ideal time for student-related services to spell out viable solutions to the problems, as well as to offer comprehensive assistance and support during these tough times. Access to the internet is not the only factor that divides the society, particularly the institution; other factors include resources and facilities, as well as institutional and student preparation for abrupt changes.

Indeed, many are currently witnessing a widening chasm between the connected and unconnected. The closing of schools, together with the resulting public health issues and especially the current economic crisis, poses significant challenges for both teachers and students to deal with issues they had never faced before (Garcia & Weiss, 2020).

With this, the researcher aimed to determine the class engagement and coping styles in the new normal.

Objectives of the Study

Identify the class-engagement crisis in the new normal between teachers and students; and
Determine the class-engagement coping styles between the target participants.

LITERATURE REVIEW

New normal caused worry that teachers and students might not be able to cope with online learning platforms and even submissions of criteria (Li & Lalani, 2020). The COVID-19 pandemic has changed education. Students must now have a complete understanding of their vital role as agents of change in order to achieve social justice, develop leadership skills, and exercise critical thinking with a comprehensive understanding of embracement, distinctiveness, and cross-culturalism.

A group of authors from the United States, Africa, Europe, Asia, Australia, and New Zealand contributes their thoughts on COVID-19 and student affairs and services. They discovered that teachers are well aware of the issues they face today, but that online education remains a source of uncertainty. When it came to adopting digital platforms for online education, many claimed of having the same difficulties. Furthermore, the majority of the teachers choose to teach in classrooms that to promote diversity and inclusion. Those with traditional academic backgrounds are confronted with the harsh fact that the majority of their tasks and duties need interaction. They are unable to escape the influence of others.

The students’ major concern right now is how they will deal with their classes, research projects, and other tasks that must be done and submitted online. Students’ learning activities frequently necessitate formats that meet smaller groups and make use of existing digital platforms such as Zoom, Google Meet or Classroom, Hangout, and others. Under the direction of the Commission on Higher Education, various schools have built or implemented online platforms for students’ thesis defenses, written and oral exams, and online meetings and conferences (Rapanta et al., 2020). To satisfy these new academic needs, all students in higher education are dedicated to addressing creative challenges, which may include remotely working on and engaging with the adviser via specified media or platform.

Other people used negative coping mechanisms, which included sleeping more, doing multiple activities, smoking or drinking, and avoiding the news. Approximately one-third of the participants used positive coping mechanisms, which included spiritual practices, daily routines, and positivity. The majority of the participants used self-management techniques such as relaxing hobbies, streaming services, encountering social media, listening music, reading books, playing with pets, and even physical exercise, while others used self-distraction techniques such as planning activities for academic work and personal matters (Son et al., 2020).

Approximately one-third of the participants interacting with their relatives and friends is the main strategy of dealing with stress and worry during the epidemic. Some people said they used a virtual conference tool like Zoom to connect with friends and family on a regular basis (Sasangohar, 2020).

Stieger, Lewetz, and Swami (2021) said that house confinement, social isolation, and quarantine for infection control all contribute to young people’s loneliness because they are unable to socialize with their classmates. Moreover, spiritual and seeking support and consultation and information were the most regularly employed as coping techniques (Labrague et al., 2020). These are thought to be problem-solving practices that try to relieve stress by focusing on its sources. Students assessed personal resilience as poor, need to provide protection against stressful circumstances in the new normal.

METHODOLOGY

The study utilized a quantitative descriptive research design to determine the class-engagement crisis and coping mechanism in the new normal faced by teachers and students. The study was conducted at the state university in Region XII. The respondents of this study were the 30 randomly selected teachers and 90 randomly selected students from the College of Technology under Bachelor of Technology major in Automotive. Majority of the students are male (72%) aged 20-21 (65%) while majority of the teachers are male (81%) aged 30-40 (74%).

The researcher utilized two sets of survey questionnaires, one for the teacher-respondents and another set for the student-respondents. These questionnaires were composed of two parts; Part I on the class-engagement crisis faced by teachers and students and Part II for their coping mechanisms. The survey questionnaires were administered online. This study used a random sampling procedure through draw lots in selecting 30 teacher-respondents and 90 student-respondents. Random sampling has an equal probability of choosing the participants. The data gathered were analyzed and tabulated using frequency and percentage distribution.

Sarah V. Ramos

University of Southern Mindanao, Philippines
*Corresponding author. E-mail: svramos@usm.edu.ph

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Editor: Yos Santasombat,
Thailand

Article history:
Received: October 30, 2021;
Revised: December 27, 2021;
Accepted: December 31, 2021

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Start:
April 13 @ 12:00 am
End:
April 15 @ 11:59 pm
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