On/Off: Exploring the Perception of the Senior High School Students on the Utilization of Cameras in Online Distance Learning at St. Mary’s College, Quezon City


  • Juan Lucas Antonio Buenaflor St. Mary's College Quezon City
  • Ryan Arnold G. Gerardino St. Mary's College Quezon City
  • Lorenzo Ma. Noel D. Poresores St. Mary's College Quezon City
  • Paolo Justin P. Sison St. Mary's College Quezon City


Online Distance Learning, Cameras, Student Compliance, Discipline, Basic Education


The COVID-19 global pandemic led to the implementation of Online Distance Learning, which St. Mary’s College, Quezon City, adopted as the new modality for learning. When ODL was first implemented at SMCQC in 2020, a problem that a teacher would encounter daily would be students who could not comply with the prescribed enabling of cameras, which was deemed to reduce the opportunity for classroom interaction and participation. The problem, which has been at the forefront of virtual learning ever since shall be what this study aims to understand while exploring the perception of SHS students on the utilization of cameras in ODL. This study used qualitative research and utilized Phenomenology as its research design. It involved five Senior High School students and a school administrator from St. Mary’s College, Quezon City, for School Year 2021-2022. Findings showed the students’ awareness of the different policies implemented in the school and the reasons for their implementation, the problems encountered by the students, and the willingness to comply with the camera guidelines. Students know that compliance with the policy on enabling cameras is essential. Still, students opt not to comply with the policy due to various struggles they encounter when attempting to do so. Struggles included technical issues and the student’s home environment. Students also consider presentability and appearance before enabling cameras. Personal awareness, conscience, and character prompt students to utilize cameras. Motivation from teachers and strategies of teaching were cited for effective participation.