Recent studies published in several journals taking the subject on the effects of the pandemic on young learners point to learning stress, pace of learning, learning performance, and lack of support (academic and moral) as well as some other problems on modules, the learning and teaching process and other disturbances like net connection or lack of gadget.
In Tabuk City, Kalinga, we have felt various negative impacts of the pandemic and there have been some discussions and trainings to equip teachers in handling issues. Nevertheless, since this pandemic is unprecedented and many have not prepared for blended learning, it has been more like trial and error and reactive rather than proactive approach that have been done. This is my take, although others may have a counter opinion about the matter.
I handle six sections with around 270 students, teaching Philippine Politics and Governance at the Senior High level.
In trying to help the young learners in Grade 11 at Tabuk City National High School which I handle, I asked several questions, observed their online activities as well as their performance in their modules to see some shared effects of the pandemic on them as well as what means or coping strategies they use to survive. Some of the questions were what stresses you in your learning?, what part of the learning is the most difficult?, what do you do when faced with difficulties regarding your module?
It turns out that more than 62% percent of the students mentioned about the lack of immediate response to confirm their answer or to respond to their questions even when I made my lines for communication from 8am to 5pm open. They also complained about the volume or thickness of modules and the difficult wordings or jargons. Around 73% said the most difficult part is their having no one to explain or answer their questions right when they want to ask something. Those students who have tutors, 6%, appeared to fair well in their work with minimal complaints.
The strategies students claimed to apply range from using google, sharing answers and discussing with friends, asking their parents or relatives older than they are. Almost all of the students relied heavily on technology and peer learning.
Meantime, in trying to browse some of my student Facebook accounts, I seldom saw students discussing their answers on their walls or showing academic activity, but many post frustrations about their learning, especially on the load of modules they have to answer and inadequacy to apply and practice what they learn. Sometimes, they express it in memes or sarcasm.
Over-all, there have not been problems as to how they answer their modules and the performance level of the whole class is above average, but if an assessment will be done face-to-face, I cannot be sure that the level shall not have significant discrepancies when compared.
What I think is happening here is that we might be training students to memorize lots of information but lacking application.
I tried to create some more interactive environment online, but not all my students can afford good gadgets and net connection. What I see is a need for more planning and strategizing to provide students with more avenues to apply the knowledge they learn. A learning enrichment or enforcement may be needed through limited face to face or small group meetings.
If this is not addressed or there is a failure to engage the students in more interactive activities, we shall have high school graduates who can recite but cannot actualize, perform or utilize what they know.
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