Challenges and Motivation of Senior High School Students and the Role of Teachers in Distance Learning: Basis for Educational Intervention Program

Abstract

The sudden shift in learning modality from face-to-face instruction to distance learning has posed numerous challenges for learners and teachers alike. This action research investigated the challenges experienced by senior high school (SHS) students in distance learning and their motivation to learn despite all the challenges. It also explored the role of teachers in distance learning and developed an educational intervention program for SHS learners in the time of the COVID-19 Pandemic. The researchers used a multimethod research design to investigate SHS learners' challenges and motivation in distance learning. The participants were Grade 11 and 12 students from the four public SHS in Rodriguez, Rizal. The researchers used the random sampling method to obtain a sample of 370 respondents from the population who answered the research questions 1 to 3 for the quantitative part of the study. Additionally, the researchers sampled seven participants using convenience sampling to answer research question 4 for the qualitative aspect. The researchers collected data through an online survey questionnaire on challenges and motivations while researchers conducted a semi-structured interview via Google Meet to investigate the role of teachers in distance learning. The data were analyzed using mean percentages and Pearson’s R correlation coefficient to test the relationship of the student’s challenges and motivation. The researchers used thematic analysis to analyze the interview transcripts taken from the interview. The findings indicated that the students in distance learning experienced many challenges, yet the students were still motivated to learn. The results also showed that the challenges and the motivation to learn were correlated. Moreover, the roles of teachers in distance learning were highlighted, including the role to teach, the role to guide, and the role to inspire. The study results were supported by many other studies about the challenges and motivation of students in distance learning. The results implied that even if students face difficulties in studying during the pandemic when no face-to-face instruction is allowed, students can still be motivated to learn. The roles of teachers to teach, guide, and inspire should be strengthened to support students’ engagement in distance learning. The researchers proposed an intervention program to address students’ concerns and improve students’ achievement in distance learning.