Academic Switch: Students’ Resilience and Course Confidence in the Unprecedented COVID-19 Challenge
The unprecedented COVID – 19 challenge left schools with no choice but academically switch to distance learning. This qualitative phenomenological study generally aimed to determine students’ resilience and course confidence after the academic switch in response to the school shutdown. Specifically, this study wanted to answer the questions; (1) What felt changes impact positively or negatively the first-year college students’ life the most? (2) In what way do first-year college students address the changes that impact their student life? (3) How does academic switch impact their confidence in acquiring knowledge on their current course? (4) What are factors that contributed to the change in course confidence? The nine (9) respondents were selected using purposive sampling. Data collection was multimodal using a questionnaire sent and retrieved through Facebook messenger and Focus Group Discussion/Semi-Structured Interview through google meet. Coding of Questionnaire data and interview transcripts followed. Results show that respondents are affected mainly on their physical, socio-emotional, and mental aspects due to less physical activity and social interaction and more assignments given in online classes. They can cope with the changes through good time management by exerting more effort in their studies and seeking support from friends and families. On the other hand, course confidence decreases due to the ineffective implementation of virtual modality. The type of college degrees, learning styles, low level of preparedness of school and faculty, and the proper feedback from the teachers are among the contributing factors to no to low course confidence. Teachers and students have to adapt to the changes to make education accessible and effective to all amidst the pandemic.
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