The novel COVID-19 disease identified in Wuhan city, China in December 2019 spreads rapidly not only in China, but also worldwide. Therefore, governments around the world have either temporarily closed or implemented localized closures of educational institutions affecting over 60% of student population worldwide. About 155 countries worldwide have introduced various tools and learning platforms as a solution to continue the education process during the pandemic [1,2].

During the pandemic, remote learning became a lifeline for education but the opportunities that digital technologies offer go well beyond a stopgap solution during a crisis. Digital technology offers entirely new answers to the question of what people learn, how they learn, and where and when they learn. Technology can enable teachers and students to access specialized materials well beyond textbooks, in multiple formats and in ways that can bridge time and space. Working alongside teachers, intelligent digital learning systems don’t just teach students science, but can simultaneously observe how they study, the kind of tasks and thinking that interest them, and the kind of problems that they find boring or difficult. The systems can then adapt the learning experience to suit students’ personal learning styles with great granularity and precision. Similarly, virtual laboratories can give students the opportunity to design, conduct and learn from experiments, rather than just learning about them.

Distance Learning refers to a learning delivery modality, where learning takes place between the teacher and the learners who are geographically remote from each other during instruction. This modality has three types: Modular Distance Learning (MDL), Online Distance Learning (ODL), and TV/Radio-Based Instruction. Modular learning is the most common type of Distance Learning. This learning modality is used by all public schools at present in the Philippines. According to a survey conducted by the Department of Education (DepEd), Learning through printed and digital modules emerged as the most preferred distance learning method of parents who enrolled their children in the coming school year, based on a survey conducted by the Department of Education (DepEd). Places where internet are not accessible were considered for online learning.

Teachers were responsible in the distributions and retrievals of these printed materials and were responsible in supervising and monitoring the progress of the learners. Printed Modules will be delivered to students who are living in remote areas, distributions and retrieval centers are designated for every sitios, subdivisions and barangays with the help of teachers and the local government units. Learners may seek guidance from the teachers through Facebook Messenger, telephone, text message/ and calls. If needed and allowed by the authority, teachers do home visits to learners needing remediation or assistance [3]. 

According to Valerie G. Lebaste, parents have an active role in the learning process. They would be the one to facilitate and guide their children through the modular lessons that would be sent to learners while doing remote learning. DepEd calls the parents and guardians guides, mentors, and facilitators. There is no better time to emphasize these roles than today's time. The teachers are literally not around when learners are doing their modules. The parents or guardians are the ones with them when they do and like it or not, for convenience reasons, students will consult their parents/guardians first. Parents and guardians are duty-bound to assist their children because there is not much choice [1,4].

Students’ academic gain and learning performance is affected by numerous factors including gender, age, teaching faculty, students schooling, father/guardian social economic status, residential area of students, medium of instructions in schools, tuition trend, daily study hour and accommodation as hostelries or day scholar. Many researchers conducted detailed studies about the factors contributing student performance at different study levels. Graetz suggested “A student educational success contingent heavily on social status of student’s parents/guardians in the society. Considine and Zappala noticed the same that parent’s income or social status positively affects the student test score in examination. According to Minnesota “the higher education performance is depending upon the academic performance of graduate students. Durden and Ellis quoted Staffolani and Bratti observed that “the measurement of student’s previous educational outcomes are the most important indicators of student’s future achievement, this refers that as the higher previous appearance, better the student’s academic performance in future endeavors.

School, colleges, and universities have no worth without student. Students are most essential asset for any educational institute. The social and economic development of the country is directly linked with student academic performance. The students’ performance (academic achievement) plays an important role in producing the best quality graduates who will become great leader and manpower for the country thus responsible for the country’s economic and social development [1]. Student academic performance measurement has received considerable attention in previous research, it is challenging aspects of academic literature, and science student performance are affected due to social, psychological, economic, environmental, and personal factors. These factors strongly influence on the student performance, but these factors vary from person to person and country to country.

Academic Performance

Academic performance results from the measurements and outcomes of proper education. It is the point wherein an institution, principal, or even student has achieved their educational goals. May it be in the significance of learning presented through scales or the GWA. The academic achievement of the youth remains an important factor for the development of society. Students who do well in school are better able to transition into adulthood achieve a better understanding of the practicalities of life-resulting in what may come off as occupational success that may contribute to the improvement of oneself and the community. 

Singh et al. asserted that the student academic performance directly influences the country’s socio-economic development. Farooq et al. highlights the students’ academic performance is the primary concern of all faculties. Additionally, the main foundation of knowledge gaining and improvement of skills is student’s academic performance. According to Narad and Abdullah, regular evaluation or examinations is essential over a specific period of time in assessing students’ academic performance for better outcomes. Hence the hypothesis that satisfaction significantly affects the performance of the students was included in this study [3-6].

Sintema studied the effects of the COVID-19 pandemic on academic performance on students of secondary schools in Zambia. In his study, this author collected data from three professors (the head of Department for Mathematics, the head of Natural Sciences Department, and one science teacher) by means of semi-structured interviews via mobile phone. His results showed that there is likely to be a decrease in the percentage of students passing math tests if the COVID-19 epidemic is not contained in the shortest possible time.

Online Distance Learning

Learning Strategy: Weinstein et al. describe learning strategies as “tools used in the service of goals”. This means that a learner’s goal and motivational orientation determines how and if learning strategies are used.  Tessmer and Jonassen say that “learning strategies represent a learner-controlled method for processing and recalling of knowledge from instruction and instructional materials”.  While Weinstein et al.  define learning   strategies as “...any   thoughts, behaviors, beliefs, or   emotions  that   facilitate   the   acquisition, understanding, or later transfer of new knowledge and skills.” Shortly, we could describe a strategic learner as one who knows what measures need to be taken in order to learn something in a specific situation and environment [6].

Learning Environment 

Online learning environment refers to the locations where students access online resource, use systems for access to on-line course and communication, obtain tutor assistance, and receive assessment. Online learning environment also includes instruction and university support. People learn best in a learning environment that is supportive, relaxing and casual. Thus, the learning environment should be comfortable in all aspect such as the physical, trust, respect, helpfulness and freedom. However, online learning environment does not have a high effect on learning outcomes, but it has the potential to develop appropriate learning environment in an online learning course [5].

Technological Challenges 

Distance education offers learning opportunities which are not restricted by geographical locations. However, in the African context, these opportunities may be hindered by many factors which include:

• Lack of Telecommunication Services: In some marginalised area, distance learning resources proved to be inaccessible to students due to factors such as lack on network coverage and in some cases, students lacked devices to access the Internet. This is a problem, especially in marginalised rural areas. During the lockdown, students had access to their institutions and learning resources through the Internet. This proved to be impossible for students that stay in marginalised rural areas. Students from less developed regions were most affected by the pandemic 

• Internet Connectivity Problems: Some students are faced with a lack of Internet access due to digital divide, high cost of internet data bundles, weak network signals and poor network coverage

• Lack of Digital Skills: One of the main challenges faced by institutions in implementing distance education is lack understanding and skills for using online resources by both students and teachers. Lack of training and attitude towards using technology may also hinder the effectiveness of the virtual learning environment. Some lecturers were not prepared to teach online courses because of insufficient training and unfamiliarity with technology such as video recording and editing software. Lecturers require formal training on how to effectively use technology in distance learning. Technology on its own does not improve the learning process of students. Lecturers need to be creative when designing online course materials and they also need to be well informed about the available technology

• Poor Distance Learning Infrastructure: Tertiary institutions were not prepared to offer electronic resources for teaching and learning to all the enrolled students. The technological issues such as unreliable access to LMS especially during peak hours as more users tried to access the servers where the LMS was hosted than what the servers could handle. This led to a lack of server access due to the maximum number of concurrent connections being exceeded. Lack of required technological equipment for conducting online classes also hindered lecturers

• Unreliable Internet Services: Erratic Internet services affect the availability of online resources. Lectures were also faced with poor Internet services which included low bandwidth and service interruption. This hindered lecturers in delivering lectures through though videoconferencing

• Load Shedding: Lack of consistent power supply due to load shedding also affects distance learning

• Inadequate Support Services: Lack of institutional support in the use of learning techniques can also affect the use of e-learning resources by students

   

Adnan and Anwar studied the attitudes of college students in Pakistan towards online classes during the COVID-19 pandemic. To carry out their study, these authors surveyed undergraduate and postgraduate students. Students’ perspectives revealed that, in underdeveloped countries like Pakistan, online classes cannot produce desired academic performance, since most students are unable to access the Internet. Moreover, these authors discovered that, during the COVID-19 pandemic, students face other problems, such as response time, absence of traditional classroom socialization, and lack of face-to-face interaction with the instructor. In other research, Demuyakor, analyzed the satisfaction level of Ghanaian international students in higher educational institutions in China during the COVID-19 pandemic. To collect data, this author employed an online survey focused on level of satisfaction of online learning and how Ghanaian international students were coping with this new situation. Results indicated that most of the students showed a positive attitude towards the implementation of online classes, even though they had to pay high costs to access the Internet with very slow connectivity.

The study of the differences in student achievement –measured as student final grades– between face-to-face, blended, and online learning has been a central topic in educational research for decades. The results of these analyses vary and seem to be extremely dependent on the type of analysis and the sample of the study. For instance, the results from the analysis of single courses may offer interesting but anecdotal evidence of these differences due to many different potential confounding variables –e.g. Urtel's finding that students perform better in face-to-face instruction. As the number of courses under analysis increases, however, the results seem to confirm that students obtain higher grades in online learning compared to those in face-to-face instruction, even though the difference is negligible e.g. Ladyshewsky's analysis of 9 course units or Cavanaugh and Jacquemin's study on 5000 courses [7].

Students’ experiences and academic performance in the new learning platform need evaluation. The students’ academic performance is a key indicator of quality education [2]. Examining the impact of online learning on the students’ academic performance is critical to evaluate the curricular changes. In addition, knowing the students’ satisfaction with the online learning environment is necessary to pinpoint the strengths, assess the instruction quality, and identify the improvement areas. The students’ satisfaction was found to be associated with the students’ performance, motivation, retention, program completion rates, and outcomes, thus became an important quality assurance component in education.

Modular Distance Learning

According to Ma. Theresa Bringas Nardo, modular instruction is an alternative instructional design that uses developed instructional materials which are based on the needs of the students. Students are encouraged to work on various activities that are interesting and challenging to maintain focus and attention, thereby encouraging independent study. The research discusses the benefits of using modules for instruction such as the acquisition of a better self-study or learning skills among students. Students engaged themselves in learning concepts presented in the module. They developed a sense of responsibility in accomplishing the tasks provided in the module. With little or no assistance from the teacher, the learners progressed on their own. They learned how to learn; they were empowered [8]. She then added that the experiential theory of learning advocated by the experientialists like Rogers made significant contributions in the field of education because they believed that all human beings have a natural desire to learn. Thus, when there is failure to learn, it is not caused by the person's inability to learn, but rather to problems present with the learning situation. Nardo, elaborates that Rogers also maintained that experiential learning answers the needs and wants of the learner and involves the learner more to initiate and evaluate himself. With this process, the learner earns long lasting effects of what he does. He added that experiential learning is equivalent to personal development and that everybody has an innate tendency to learn. The teacher facilitates the learning process by encouraging the students to do their task, by clarifying and explaining how things should be done, and organizing learning resources that aid learning. The teacher does not impose his own views on the students.

Fernando, of Sunstar, Baguio City on the other hand said that, distance learning is new, and it may overwhelm the students. The adjustment from the face-to-face setting to the distance learning setting may cause mood swings among the learners. It may also cause frustration and disappointment especially when they are having difficulty adjusting. Unlike the normal setting, there have no friends to talk to when they are bored and/or tired in school. He further explains that there is also the role to ensure that actual learning takes place. He also added that honesty by the learners in answering the modules is the key here. Parents and guardians must live in honesty no matter how tempting it is for them to help their struggling children. Moreover, he said that there are challenges apparently among parents and guardians in fulfilling these roles. Students sometimes do not trust their parents and guardians in accomplishing school tasks [9]. They are hesitant to ask for help thinking that their parents and guardians do not know about the subject matter. It is up to the parents and guardians how to get the trust of their children. The additional roles put upon the shoulders of parents and guardians They cannot be ignored and overlooked. Without the commitment of parents and guardians to embrace these roles, the quality of education amid the pandemic will surely be compromised.

Furthermore, Mean Chin stated that open communication between the teacher to students and/or teacher to parents/guardians is also part of the norm. This is to ensure and monitor the progress of the students at home. Just the thought of studying at home gives students the eerie feeling of freedom and luxury of being less pressured. Conversely, this modular distance learning has certain adversities to both parents and students. She also cited common disadvantages of Modular Distance Learning for a typical Filipino student with a normal family set up. After the opening of classes, these problems and difficulties encountered by students, especially teachers burst into different social media platforms. First, Technical Element – this has been the most substantial issue of distance learning. Second, is the technicality which involves the availability of devices both for students and teachers. These are Mobile phones. Computers, Laptops, Printers, and Internet Connection. Third is the Self Learning Module’s Reliability. Chin said that being the pivotal instrument of this new norm, it’s content should meet the standard learning capacity of a student. Given that these instructional materials will be assess by students on their own, mostly [10]. Next is the Sense of Authority. She mentioned that the luxury of being less pressured. Parents become teachers, but do not see to be as one. Focus and Concentration is also one of the common challenges in modular distance learning Chin had discussed. It is the comfort of studying at home with less or no supervision at all. Students tend to divert their attention instead of focusing on and prioritizing their homeschooling first. Parent’s / Guardian’s Lastly, the Educational Background. it may sound off but let us face the reality that not all parents are well equipped with proper education. The disadvantages include greater self-discipline and self-motivation required for students, increased preparation time and lack of concrete rewards for teachers and staff, and greater administrative resources needed to track students and operate multiple modules.

To sum up, previous research has shown that during COVID-19 students from all over the world have had to adapt to the new conditions of universities, which can consequently have an impact on their academic performance. 

Moreover, it is clearly stated that Distance Learning during this time of pandemic is an opportunity but along with this there are challenges that may occur on the teachers and learners’ part specifically the technological challenges. 

In addition, the trust of the students to their parents. Students sometimes do not trust their parents and guardians in accomplishing school tasks. They are hesitant to ask for help thinking that their parents and guardians do not know about the subject matter.

Furthermore, without the commitment of parents and guardians to embrace these roles, the quality of education amid the pandemic will surely be compromised. Communication between the teacher to students and/or teacher to parents/guardians is also part of the norm. This is to ensure and monitor the progress of the students at home. Lastly, the Educational Background of the parents. It may sound off but let us face the reality that not all parents are well equipped with proper education.

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2. Oducado, R.M.F. and H. Estoque. "Online learning in nursing education during the COVID-19 pandemic: stress, satisfaction, and academic performance." Journal of Nursing Practice, vol. 4, no. 2, 2021, pp. 143–153, doi:10.30994/jnp.v4i2.128.

3. Gopal, R. et al. "Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID-19." Education and Information Technologies, 2021, doi:10.1007/s10639-021-10523-1.

4. "GSJ: Volume 9, Issue 4, April 2021." Global Scientific Journal, vol. 9, no. 4, Apr. 2021, ISSN 2320-9186, https://www.globalscientificjournal.com/.

5. Gurajena, C. et al. "Teaching and learning in the new normal: opportunities and challenges of distance learning amid the COVID-19 pandemic." SSRN Electronic Journal, 2021, doi:10.2139/ssrn.3765509.

6. Tus, Jhoselle. "Amidst COVID-19 pandemic: depression, anxiety, stress, and academic performance of the students in the new normal of education in the Philippines." International Engineering Journal for Research & Development, vol. 6, no. ICMRD21, 2021, p. 13, doi:10.17605/OSF.IO/MPTK7.

7. Mahdy, M. "The impact of COVID-19 pandemic on the academic performance of veterinary medical students." Frontiers in Veterinary Science, vol. 7, 2020, p. 594261, doi:10.3389/fvets.2020.594261.

8. Realyvásquez-Vargas, A. et al. "The impact of environmental factors on academic performance of university students taking online classes during the COVID-19 pandemic in Mexico." Sustainability, vol. 12, no. 21, 2020, p. 9194, doi:10.3390/su12219194.

9. Iglesias-Pradas, S. et al. "Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: a case study." Computers in Human Behavior, vol. 119, 2021, p. 106713, ISSN 0747-5632, doi:10.1016/j.chb.2021.106713.

10. Schleicher, A. The Impact of COVID-19 on Education: Insights from Education at a Glance 2020. OECD, Paris, 2020, https://www.oecd.org/education/the-impact-of-covid-19-on-education-insights-education-at-a-glance-2020.pdf. Accessed 29 Oct. 2021.