



































International Journal of Biological Engineering and Agriculture


American Journal of Science and  

Learning for Development 
 

Volume 1 | No 1 | Nov-2022 

 

 

 
Published by inter-publishing.com  |  All rights reserved. © 2022 
Journal Homepage: https://inter-publishing.com/index.php/IJISE    

Page 33 

 

 

 
From Home to School: Experiences of Students towards the 

Implementation of Face-To-Face Classes during Post Pandemic 

 
 

Jayben P. Locion 
 

 
Samar National School, Western Samar 
  
  
 

Abstract: Since the day that the Covid-19 (coronavirus) outbreak occurs, many places around the 

world started to take actions and safety measures to prevent the spread of the said virus. Face-to-

face teaching has been in halt to avoid the spread of the disease. Approximately two years since the 

pandemic happen. In the recent time, the world started to go back on the way of living before 

pandemic; this includes reopening schools for face-to-face classes. This qualitative study made use 

of hermeneutic phenomenological research design by getting the lived experiences of students 

towards the implementation and reopening of face-to-face classes and what are their ways and 

means in coping and adjusting to the said situation. Hermeneutic phenomenological approach was 

used in the study to further understand the responses of the participants. Non-probability sampling 

design is used in the study; specifically the researchers used selection criteria in determining the 

participants. As the point of saturation is met, the researcher conducted an in-depth analysis of the 

responses using thematic analysis. Results of the study show that students have different personal 

experiences as they faced and cope–up regarding of their problems, difficulties & challenges during 

the progressive face-to-face learning. Generally, most of the participants have common interventions 

such as seeking help/assistance, proper sleep, prayers, advanced readings/studying of lessons, and 

most of all, time management. This study will be in great help to students, parents, teachers, school 

administrators, institutions and future researchers in terms of communicating, adapting, and 

creating interventions to better adapt with the ever-changing situations. 
 
Keywords: progressive face-to-face, covid-19 (coronavirus), pandemic, lived experiences, 

challenges, interventions. 

 
  
Introduction 

Students are engaged in learning as it is significant and relevant to their lives, satisfying the presence 

of education. This standard of excellence is attainable in both traditional and non-traditional 

educational settings. Due to a variety of factors, including the widespread of the virus covid19 

pandemic and the country's recent economic downturn, the non-traditional or online class method of 

education has emerged as the primary method for teaching and conducting education. 

The sudden need to adapt the online teaching-learning process becomes the best option for the 

situation. According to the Department of Education (DepEd), this is the ideal way to continue the 

students' started knowledge because of the ongoing high cases of the covid-19 pandemic in the 

country, as well as to ensure their safety. Even the students are aware to use the  technology, they 

find this method challenging and could not easily adapt the scenario that affects their academic 

performances. Learning due to the covid-19 pandemic challenged the digital readiness of both 

teachers and students all over the world.  



 

American Journal of Science and  Learning for Development Volume 1, No 1|    
Nov - 2022 

 

 
Published by inter-publishing.com  |  All rights reserved. © 2022 
Journal Homepage: http://inter-publishing.com/index.php/AJSLD    

Page 34 

 

Distance education is commonly supported by many types of technology. As a result of current and 

quick improvements in information and communication technology, as well as greater capacity of 

internet settings instructor demand connection, the use of synchronous solutions for education has 

been increasingly widespread. Synchronous learning supports various sorts of interaction, and the 

use of synchronous conferencing systems has educational advantages. For starters, real-time 

engagement allows for the replication of a real-life classroom learning setting as well as immediate 

interactive meaning clarification (Steeples et al., 2012). Synchronous conferencing over the Internet 

also provides participants with a sense of immediate contact, motivation, and even a little fun, which 

is especially beneficial for distance learners. 

With the aforementioned statements, the claim on the usage of internet and the distance modality has 

been the practice on formal knowledge dissemination of schools to cater the needs of the learners 

amidst pandemic. However, nothing can beat teaching-learning process through face-to-face 

delivery. In this regard, the post pandemic era started to shift back to face-to-face modality in 

catering the learners and to make sure that the education will further improve in the way. 

The researcher, to understand the experiences of students during pandemic and their perceived 

challenges as the shift to progressive face-to-face occurs, further investigated the ways and means of 

students in terms of approaches and interventions.  

Literature Review 

Schooling is one of the most impacted aspects of human existence due to the coronavirus disease 

pandemic. Since the pandemic's emergence and danger, several governments worldwide have opted 

to temporarily suspend schools, affecting millions of students. Therefore, the epidemic has caused a 

learning problem among pupils, the majority of whom are youngsters (Sarmiento et al., 2021). 

According to Bettis (2020) surmises that whilst there are new challenges when traditional 

universities adopt online teaching, the Covid-19 pandemic can be an opportunity to enhance student 

experience by providing students with flexible deliveries via recorded lectures. Baber (2021) shows 

that South Korean students have adapted to e-learning during the Covid-19 pandemic, implying that 

the change from F2F to online was not perceived negatively by students. 

On the other hand, using a case study approach, Yang and Huang (2020) said that, while the sudden 

change to teaching has disadvantages, the pandemic can expedite the development of new online 

materials. They also interpret that blended learning has the potential to accommodate different 

learning styles to become the „new normal‟. The researchers write case study in order to find out the 

very reasons why certain things or certain cases happen to a person or a group of people or to an 

organization. Hence, in the Philippines, the government‟s Department of Education has come up 

with guidelines to implement online and modular distance learning delivery of instruction. This is to 

safeguard students from being infected by the disease. However, plans to conduct the pilot 

implementation of progressive face-to-face delivery in low-risk areas of COVID-19 transmission for 

January 2021 have been approved by the president but later recalled due to the threat of the new 

strain of COVID-19. Predicaments are raised whether the country is ready to open its schools for 

students to go for face-to-face learning despite having been one of the longest and strictest 

lockdowns in the world (Sarmiento et al, 2021). 

Moreover, the school reopening for face-to-face interactions must be carefully planned to ensure the 

safety of students as well as teachers and school staff in a staged fashion especially in following 

physical distancing (Locion et al., 2022). Planning and execution of school health protocols during 

this pandemic must be supported by the truthful data being given by various institutions. 

A knowledge gap exists because the preference of students towards F2F during the pandemic is not 

well–established. Thus, the researcher is motivated to report student voice to offer insights to 

educators about strategies to enhance students‟ experiences.  

 

 



 

American Journal of Science and  Learning for Development Volume 1, No 1|    
Nov - 2022 

 

 
Published by inter-publishing.com  |  All rights reserved. © 2022 
Journal Homepage: http://inter-publishing.com/index.php/AJSLD    

Page 35 

 

Methodology 

A qualitative research approach is used in this study to investigate and determine the experiences of 

the study‟s informants, as well as to extract meaning from their responses. The research technique 

will be phenomenological research, which focuses on how people articulate and understand their 

lived experiences as a result of occurrences. Phenomenological techniques are founded on a basic 

paradigm of personal knowledge and subjectivity, emphasizing the importance of human experience, 

personal perspective, and interpretation in relation to the commonalities shared by all participants.  

Furthermore, phenomenological research might describe the meaning of a phenomenon for 

numerous persons (Creswell and Poth, 2016). The researcher used hermeneutic phenomenology in 

this study to further investigate the real-life experiences of students.  

In this study, the researcher used a non-probability sampling design, specifically purposive sampling 

with the help of selection criteria that aided the researcher locate the informants. Six (6) participants 

were interviewed in this study as it meets the saturation point. Upon identifying the participants, the 

researcher ensured proper consent which follows necessary ethical considerations. 

Research Instruments and Data Gathering Techniques 

In collecting the data, the researcher used an in-depth interview using a semi-structured Interview 

Guide. Overall, the interview process was anchored to the interview stages and strategies presented 

by Braun and Clarke (2013). By defining what should be included in the interview questions as 

reflected in the interview guide and by following the interview protocol, the researcher observed 

proper interview methods. A checklist, record book, and a cellphone (to record the scene) were used 

to document the interviews with the informants. The researcher ensured that the video recording will 

be deleted after needed information have been generated.  

Treatment of Data 

A thematic analysis using Van Manen (2016) framework was used in interpreting and understanding 

the data that was interviewed from the informants. The framework that was utilized followed these 

six steps: (1) Familiarization; (2) Coding; (3) Generating themes; (4) Reviewing themes; (5) 

Defining and naming themes; and (6) Writing up.  

The analysis started by collecting and sorting the responses of the informants and the researchers 

compiled and organized the obtained information according to their codes. The codes were 

eventually grouped according to the themes that the researcher created. After finalizing and 

interpreting the sorted data, the researcher made sure that the process was systematically and orderly 

followed through highlighting the rigor in qualitative research by integrating trustworthiness which 

constitutes these four (4) areas: (1) Credibility; (2) Dependability; (3) Confirmability; and (4) 

Transferability (Lincoln and Guba, 1985).  

Results and Discussions 

This chapter presents the answers to the sub questions in the statement of the problem. It conveys the 

responses of grade-10 students to the interview questions formulated. Important parts of their 

responses were highlighted and written here in verbatim to carefully form interpretations and ensure 

authenticity. Intendedly, this painted a clearer picture for the experiences of grade 10 students 

assigned in the progressive face-to-face classes. 

1. What are the difficulties that the students’ experiences during progressive face-to-face 

learning? 

1.1. Difficult subject/s 

All respondent interpreted that their having difficulties at math subject. Respondent 2 tells that he‟s 

also having a hard time in English subject as well as respondent 6, it is hard for them to construct and 

comprehend English. And respondent 1 is having a hard time as well in terms of science subject.  

R1: “An math ngan science talaga an makuri (laughs)” 

https://www.scribbr.com/methodology/thematic-analysis/#step-1-familiarization
https://www.scribbr.com/methodology/thematic-analysis/#step-2-coding
https://www.scribbr.com/methodology/thematic-analysis/#step-3-generating-themes
https://www.scribbr.com/methodology/thematic-analysis/#step-4-reviewing-themes
https://www.scribbr.com/methodology/thematic-analysis/#step-5-defining-and-naming-themes
https://www.scribbr.com/methodology/thematic-analysis/#step-6-writing-up


 

American Journal of Science and  Learning for Development Volume 1, No 1|    
Nov - 2022 

 

 
Published by inter-publishing.com  |  All rights reserved. © 2022 
Journal Homepage: http://inter-publishing.com/index.php/AJSLD    

Page 36 

 

R2: “There are subject that Im having difficulties ngan math adto” 

R3: “If for me la, my hardest subject is an mathematics and this subject is where Im struggling 

tikang yana.” 

R4: “It’s hard for me to understand uhm mathematics subject grabe ang paghihirap nakaka krazy.” 

R5. “Mathematics is my weakness specially now because of pandemic its hard for me to understand 

math” 

R6: “Ageeeh, ginukurian akot math nga subject bagat na huhubya ako pag aanswer activities labi 

na kun math na tapus subject gihapon nga may English kakuri ha akon labi na kun mga easy it 

papatrabaho” 

1.2. Reasons why the subject/s is/are difficult 

Respondent 1 thinks that when it comes to science and math, she can understand the lessons, but she 

feels lazy answering those activities that relates to this subject. Respondent 2 and 4 comprehend that 

it is hard for them to understand Math and English. Respondent 3 and 6 interpret that just by looking 

at the numbers she already concluded that Mathematics is a difficult subject, respondent 6 also thinks 

that making a sentence is hard when it comes to English. And respondents 5 thinks that Mathematics 

is difficult for her because she is not good with it. 

R1:”I think it’s the laziness for me kasi maraming nagsasabi nam an na madali yung math uhm 

naintindihan molang at yung science ay pag intindi lang talaga sadyang lazy person lang ako.” 

R2:“I just to some researching and reading in overcoming my difficulties in Math.” 

R3:“Uhhmm, para akon kakuri hit math bagat Nakita pala akot numbers makuri na hiya dayon” 

R4:“Uhm... For me mahirap po ang pag understand ng mathematics kahit gaano ako kasikap mag 

solve tapos the end mali yung sagot ko.” 

R5. “Maybe because I‟m not good with this subject that‟s why it is difficult for me” 

R6:“Nakita pala akot numbers hinuhubya na ako pag answer siguro kay makuri tapus hit Englisuh 

nakakahimo ako sentence pero kakuri pag himo madaliay.” 

2.3. Suggestions in overcoming the subject subject difficulties 

According to all the respondents researching and reading more resources will help you to overcome 

your diffeculties to the subject matter you are having difficulty.  

R1: “I think when you read tapus haloan mop ag intindi and you do some rearch hito you can 

understand the lesson siguro”  

R2: “I just to some researching and reading in overcoming my difficulties in Math.” 

R3. “Nagrereseach ako ha internet tas youtube pag drek nakakaintindi han akon assignment.” 

R4: “I think pag mag research ako pag katapos i give myself a time to read comprehensively, 

mauunawaan at mamahalin ko ang paksa..” 

S5. “Reading & gathering more information about those subjects that I think is difficult for me so 

that it is not hard for me to understand and study the subjects” 

S6: “Nag reresearch ako, danay nag babsa ako han mga answers han iba or discussions han iba sugad 

han Brainly.. hehehe.” 

2. How does the students strategically cope up with the problems they encounter during 

progressive face-to-face classes? 

2.1. Using strategies to face the difficulties. 

In respondent 1‟s case, she believes that the strategies will help a person think easier in any ways.  



 

American Journal of Science and  Learning for Development Volume 1, No 1|    
Nov - 2022 

 

 
Published by inter-publishing.com  |  All rights reserved. © 2022 
Journal Homepage: http://inter-publishing.com/index.php/AJSLD    

Page 37 

 

The researchers interviewed respondent 2 and 3 thru social media. In respondent 2, he was able to 

adapt his strategy by being a resilient and adjust in new type of learning mechanism by being 

patience even though there are hard times for him to face the implemented face-to-face learning on 

the other hand respondent 3, her strategy is seeking God as center of prayer like, she prays for God to 

face the difficulties and suffering, praying for her is the most effective way to motivate herself. 

Lastly, for the respondents 4,5,6. Respondents 4 and 6 believe that we are now encountering 

problems such as we need to accept this fact, such as, we need to follow health protocols in avoiding 

this virus. And for the respondent 6, she believes that having a time management in this time of 

pandemic is important because it will be your guide as to accomplish things for that day. 

R1: “..uhm,.I guess makakabulig an strategies since they tend to make things easier diba (laughs)”  

R2:” The strategies that I used to cope up with the problems during progressive f2f classes was to be 

reselient and to adjust to the new strategy of learning in education. By this, I was able to adapt to the 

new learning mechanism of the education system nowadays even though there are times that it was 

really tough for me to adjust. But having a lot patience help me to conquer the problems that I've 

faced during f2f classes in this time of pandemic.” 

R3: “Dako talaga an naibulig ha akon it pananalig sa diyos kay tikang hini, mas nadedevelop am 

aton pananampalataya. Tapos, those of my problems in school like mga tambak na school works pr 

any na related of my studies, he heard and now I’d already finished” 

R4: "Sa panahon ng progressive face-to-face ay ang mga struggles na kinakaharap namin ay uhm 

kailangan magsuot ng facemask everywhere at saka sumunod sa social distancing para maiwasan 

ang pag spread ng virus." 

R5: “Students cope up the problems during progressive face – to – face by having big adjustment, 

accepting the fact that even if it is difficult, we are going to adapt the life of new normal” 

R6: “An akon gin himo during hini yana nga pandemiya,nagkaada ako han sinisiring nga time 

management… hehehe. Dako in inga bolig kay nagkaada ako guide kun anot akon hhmuon or 

bubuhaton para hito na adlaw” 

2.2. Using strategies as an improvement during face-to-face classes. 

In respondent 1‟s case she interprets that the advantage of the strategies in coping up problems 

makes her work easier. Respondent 2 thinks that, strategies will be a tool in improving oneself 

attitude towards facing problems specially in limited face–to–face classes. For respondent 3, her 

strategy really helpful at all times, it will help her enrich herself to become more good person as well 

as to others. It‟s not just respondent 3, to have strong relationship with God but all of us too. 

 Respondent 4 thinks that following safety protocols is important in this time of pandemic, he also 

concluded that, it is a good strategy since it will keep yourself healthy as to having yourself a 

vaccine. For respondent 5, she stated that, strategies are the key for the students to realize how 

important education is. Lastly, respondent 6 thinks that time management is important specially in 

adjusting oneself in any unexpected situation. 

R1:“Sa pamamagitan ng ano sa pag-gamit ko nito bilang advantage sa mga bagay na pwede kong 

gamitan ng strategies para sa sarili ko at para mapadali yung ginagawa ko.”  

R2:“I will use these strategies of mine to be able to surpass the current predicaments and problems 

that I faced during lemited f2f classes and by this I will be able to improve my attitudes towards 

facing these unevitable problems in this time of pandemic” 

R3:“I will use this kind of strategy to become a model as a good person, having a good personality 

and sharing anything about God so that, they will seek him and by trusting him theres no need to 

worry about your problems wspecially in our study” 

R4:“Sa pamamagitan ng uhm pagiging disiplinado at pag take ng bakuna upang hinde mag spread 

ang virus, makakatulong ang pagiging disiplinado upang mapabuti ang progressive face-to-face..” 



 

American Journal of Science and  Learning for Development Volume 1, No 1|    
Nov - 2022 

 

 
Published by inter-publishing.com  |  All rights reserved. © 2022 
Journal Homepage: http://inter-publishing.com/index.php/AJSLD    

Page 38 

 

R5:“It helps the students realize that no matter what problem will come, education is most 

impor8tant to everyone we are just going to be careful by nowadays by following  

the Covid – 19 protocols.” 

R6:“Natuuod gud ako, para akon its time management maupay kay nakakabulig pag adjust tim 

kalugaringon kun ano man it problema nga imo ma encounter XD” 

The following were the salient findings derived from the study: 

1. The strategies that help the respondents face the problems and the difficulties during progressive 

face–to–face classes. In respondent 1‟s case, he/she believes that 1the strategies will help a 

person thing easier in any ways. Moreover, respondent 2, he/she was able to adapt his/her 

strategy by being a resilient and adjust in new type of learning mechanism by being patience 

even though there are hard times for him/her to face the implemented face-to-face learning on the 

other hand respondent 3, his/her strategy is seeking God as center of prayer like, she prays for 

God to face the difficulties and suffering, praying for her is the most effective way to motivate 

herself. Lastly, for the respondents 4,5,6. Respondents 4 and 6 believe that we are now 

encountering problems such as we need to accept this fact, such as, we need to follow health 

protocols in avoiding this virus. And for the respondent 6, he/she believes that having a time 

management in this time of pandemic is important because it will be your guide as to accomplish 

things for that day. 

2. The respondents will use their strategies to make an improvement to their self during progressive 

face–to–face classes, in which the respondent 1t interprets that the advantage of the strategies in 

coping up problems it will make his/her work easier. On the other hand, respondent 2 stated that 

strategies will be a tool in improving oneself attitude towards facing problems specially during 

the progressive face–to–face classes and respondent 3 stated as well that strategy really helpful at 

all times, it will help enrich himself/herself to become a good person as well as to others. 

Moreover, respondent 4 stated that safety protocols is important in this time of pandemic and 

respondent 5 said that strategy it will make students realize how important education is. And 

lastly, according to respondent 6, time management is important specially in adjusting oneself in 

any unexpected situation.  

3. It shows that all respondent interprets that their having difficulties at math subject. Respondent 2 

tells that she‟s also having a hard time in English subject as well as respondent 6, it is hard for 

them to construct and comprehend English. And respondent 1 is having a hard time as well in 

terms of science subject. Respondent 1 thinks that when it comes to science and math, he/she can 

understand the lesson, but he/she feels lazy answering those activities that relates to this subject. 

On the other hand, according to respondent 2 it is hard for him/her to understand Math and 

English ad respondent 3 said by just looking at the numbers he/she already concluded that 

Mathematics is a difficult subject. Meanwhile, respondent 5 stated that Mathematics is difficult 

for him/her because he/she is not good with it. And lastly, respondent 6 thought by just looking at 

the numbers he/she is not interested already answering the activities in Mathematics and though 

he/she can make a sentence in English, but it will make time. 

4. It shows that respondents 1 and 2 it is hard for them to adjust right away from modular distance 

learning to progressive face–to-face learning. For respondent 3, 4 and 5 it is an advantage 

because of the limited face–to–face classes it is easy for them to understand the lesson. Lastly, 

according to respondent 6, he/she is in the process in processing all these things, but he/she is 

happy because progressive face–to–face classes shows that we are now stable in adjusting with 

this pandemic. 

5. The respondent 1 said that by making his thoughts strong and everything happens for a reason 

he/she can surpass that problems and challenges during the progressive  face–to–face classes. 

And according to the respondent 2 doing his/her best can cope up all the problems and challenges 

during the progressive face – to face classes. Moreover, respondent 3 said that researching, 

studying, and doing his best to all the activities is one of the keys in accomplishing his/her 



 

American Journal of Science and  Learning for Development Volume 1, No 1|    
Nov - 2022 

 

 
Published by inter-publishing.com  |  All rights reserved. © 2022 
Journal Homepage: http://inter-publishing.com/index.php/AJSLD    

Page 39 

 

activities where in it is one of his/her problem. Furthermore, the respondents 4 think positively in 

all the problems and challenges that he/she encountered and According to the respondent one of 

the keys in coping up problems and respondent 5 stated those challenges during the progressive 

face–to–face classes are being optimist. Lastly, respondent 6 said that he/she always thinks for a 

solution on his/her problems and do his best in solving it. 

Conclusion 

Based on the results, the study concluded that students have different personal experiences as they 

faced and cope–up regarding of their problems, difficulties & challenges during the progressive face-

to-face learning. Generally, most of the participants have common interventions such as seeking 

help/assistance, proper sleep, prayers, advanced readings/studying of lessons, and most of all, time 

management. 

Recommendations 

The shift between various teaching-learning modalities in the delivery of lessons gives difficulty to 

both teachers and learners especially in adapting and adjusting with the situation. In line with this, to 

support the results of the study, it is much better to have communication, interventions and 

coordination between parents, teachers, students and school administrators. Parents may supervise 

the learners through assisting and giving moral support to the learners. Teachers and students may 

have a conducive environment through open communication and sharing of knowledge and 

information during face-to-face classes. Administrators can give school activities such as mental 

health support and awareness, students‟ welfare and assistance, and the like that can help develop 

students esteem and confidence as they cope with the shift to progressive face-to-face learning. 

References 

A. Books 

1. Creswell, J. W., & Poth, C. (2016). Qualitative inquiry and research design: Choosing among 

five approaches. Sage publications. 

2. DEPED (December 15, 2020). Official Statement on the Pilot Implementation of the Progressive 

Face to Face Classes. 

3. Dewey, J. (2015). Experiences and education. New York: Macmillan 

4. Ellis, P. (2016). Understanding research for Nursing Students (3rd edn). Sage Publications, 

London. 

5. Given L. (2016). Looking for Information seeking, needs, amd behavior. Emerald Group 

Publishing. 

6. Glatthorn, A. (2015). The Principal as Curriculum Leader (2
nd 

Ed.). Thousand Oaks, CA: Corwin 

Press. Goodland. 

7. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage 

Publications. 

8. Manen, M.V. (2016). Researching lived experience: Human science for an action sensitive 

pedagogy. Routledge. 

9. Pitt, A., Kessel A. (2020). A modelling of the COVID 19 Pandemic. Chaos, Solition and AMP; 

Fractals. 

10. Sarmiento P. (2021) The truth must prevail: citizens‟ rights to know the truth during the era of 

COVID-19. J Pub Health. 

 

 

 



 

American Journal of Science and  Learning for Development Volume 1, No 1|    
Nov - 2022 

 

 
Published by inter-publishing.com  |  All rights reserved. © 2022 
Journal Homepage: http://inter-publishing.com/index.php/AJSLD    

Page 40 

 

B. Journals, Magazines, Newspapers 

1. Baber, H. (2021). Determinants of Students‟ Perceived Learning Outcome and Satisfaction in 

Online Learning diring Pandemic of COVID19. Journal of Education and E-Learning Research, 

7(3), 285-292. https://doi.org/10.20448/journal.509.2020.73.285.292 

2. Betts, A. (2021). A Lockdown Journal from Catalonia. Studies in Higher Education, 46(1), 34-

42/ 75-85.  

3. Braun, V. & Clarke, V. (2013). Teaching thematic analysis: Overcoming challenges and 

developing strategies for effective learning. The Psychologist, 26(2), 120-123. 

4. Edizon, F. (2020). Rewriting Higher Education in the Time of COVID-19 and beyond. 

International Journal of Educational Research & Amp; Social Sciences,. 3(2), 966-975. 

5. Fogarty T. (2020). Accounting education in the post-COVID world: Looking into the mirror of 

erised. Accounting Education. 29(6), 563–571. 

6. Gordon, N. (2014). Flexible Pedalogies: Technology-Enhanced Learning. Hull England: The 

Higher Education Academy. 1-24. 

7. Guillen, F. (2019). Qualitative Research: Hermeneutical Phenomenological Method. Journal of 

Educational Psychology-Propositos y Representaciones, 7(1), 217-229. 

8. Locion, J.P., Sison, J. C., Suarez, S. B. C., de Jesus, M. T., Pelande, J. C., & Uy, M. S. (2022). 

The Academic Experiences of Senior High School Students in the Midst of Pandemic. East Asian 

Journal of Multidisciplinary Research, 1(6), 1017-1032. 

9. Sangster A. (2020). Insights into accounting education in a COVID-19 world. Accounting 

Education. 29(5), 431–562. 

C. Electronic Sources 

1. Allen, P. (2017) The World in the Trinity: Open Ended Systems in Science and Religion. IL. 

Retrieved from Joseph A. Bracken, SJ. The World in the Trinity: Open-Ended Systems in 

Science and Religion - 10.1628/219597717X14884498299204 - Mohr Siebeck 

2. Chang-Richards, A., Vargo, J., & Sevile, E. (2020). Organizational Resilience to Natural 

Disaster: New Zealand‟s Experience (eng. Translation), 117-119. 

3. Todres L. and Holloway I. (2017). Phenomenological research. In: Gerrish K and Lacey A (eds). 

The ResearchProcess in Nursing. Oxford: Blackwell, pp.177–187 

Other Sources 

1. Gell, T. (2019). 4 Approaches to Analyzing Open-ended survey responses. Drive Research. 

Retrieved from https://driveresearch.com 

2. Mark, G., & Semaan, B.(2018). Resilience in collaboration: technology as a resource for new 

patterns of action. Proceedings of the 2018 ACM conference on Computer Supported 

Cooperative Work. 137-146. Retrieved from Resilience in collaboration | Proceedings of the 

2008 ACM conference on Computer supported cooperative work 

3. UNESCO (January 1, 2021). UNESCO‟s support: Educational response to COVID-19. Retrieve 

from UNESCO‟s support: Educational response to COVID-19 

https://www.mohrsiebeck.com/artikel/joseph-a-bracken-sj-the-world-in-the-trinity-open-ended-systems-in-science-and-religion-101628219597717x14884498299204?no_cache=1
https://www.mohrsiebeck.com/artikel/joseph-a-bracken-sj-the-world-in-the-trinity-open-ended-systems-in-science-and-religion-101628219597717x14884498299204?no_cache=1
https://driveresearch.com/
https://dl.acm.org/doi/10.1145/1460563.1460585
https://dl.acm.org/doi/10.1145/1460563.1460585
https://en.unesco.org/covid19/educationresponse/support?fbclid=IwAR2iusrS342oVmhIzy6Sb7cJxzFqGPoJZof_p4bKlq5BEDJwqvkwSP1Ibkw

