Teachers' Awareness of Students' Learning Situations During Distance Learning: Implications for Students' Academic Performance

Abstract

This study focused on teachers' awareness of students' learning situations during distance learning. It took place at the Nueva Ecija University of Science and Technology (NEUST) - Gabaldon Campus during the academic year 2021-2022. The study employed descriptive-comparative and descriptive-correlational designs. The 249 students were selected using a stratified sampling technique, whereas the 25 teachers were selected using a purposive sampling technique. Findings revealed that teachers are aware of their students' situations. The students believe that they faced learning challenges during distance learning. There is a significant difference between male and female teachers in terms of student learning environment awareness, but no statistically significant difference in the teacher's awareness of the student's learning situation across age groups, service years, and academic rank. There is a significant difference in the learning anxiety of male and female students but not in the learning environment and blended learning readiness. The learning environment and readiness for blended learning do not differ significantly across age groups of students, but anxiety does. A statistically significant difference in student readiness in blended learning was observed based on students' courses but not on the learning environment or anxiety. There is no significant difference in students' learning situations based on family income or parental educational attainment. There was no significant difference in student achievement based on the teachers' level of awareness. Achievement is positively correlated with learning environment and readiness but negatively associated with anxiety. In addition, the study discussed its theoretical and practical implications.

Full text

Research Article https://doi.org/10.12973/ijem.9.1.75
International Journal of Educational Methodology
Volume 9, Issue 1, 75 - 93.
ISSN: 2469-9632
https://www.ijem.com/
Teachers' Awareness of Students' Learning Situations During Distance
Learning: Implications for Students' Academic Performance
Andie Tangonan Capinding*
Nueva Ecija University of Science and
Technology, PHILIPPINES
Received: July 13, 2022 ▪ Revised: November 29, 2022 ▪ Accepted: January 9, 2023
Abstract: This study focused on teachers' awareness of students' learning situations during distance learning. It took place at the
Nueva Ecija University of Science and Technology (NEUST) - Gabaldon Campus during the academic year 2021-2022. The study
employed descriptive-comparative and descriptive-correlational designs. The 249 students were selected using a stratified
sampling technique, whereas the 25 teachers were selected using a purposive sampling technique. Findings revealed that teachers
are aware of their students' situations. The students believe that they faced learning challenges during distance learning. There is a
significant difference between male and female teachers in terms of student learning environment awareness, but no statistically
significant difference in the teacher's awareness of the student's learning situation across age groups, service years, and academic
rank. There is a significant difference in the learning anxiety of male and female students but not in the learning environment and
blended learning readiness. The learning environment and readiness for blended learning do not differ significantly across age
groups of students, but anxiety does. A statistically significant difference in student readiness in blended learning was observed
based on students' courses but not on the learning environment or anxiety. There is no significant difference in students' learning
situations based on family income or parental educational attainment. There was no significant difference in student achievement
based on the teachers' level of awareness. Achievement is positively correlated with learning environment and readiness but
negatively associated with anxiety. In addition, the study discussed its theoretical and practical implications.
Keywords: Blended learning readiness, learning anxiety, learning environment, students’ perception, teacher’s awareness.
To cite this article: Capinding, A. T. (2023). Teachers' awareness of students' learning situations during distance learning:
Implications for students' academic performance. International Journal of Educational Methodology, 9(1), 75-93.
https://doi.org/10.12973/ijem.9.1.75
Introduction
People's circumstances have changed due to the Coronavirus disease (COVID-19) pandemic, particularly in education,
where the traditional face-to-face method of learning has now been converted or transformed into pure online learning,
pure modular learning, and blended learning. Since the novel (COVID-19) has been declared a global emergency, the
entire educational system, from primary to tertiary levels, has disintegrated (Mishra et al., 2020). The COVID-19
pandemic affects an individual's emotional, mental, and physical well-being. Son et al. (2020) discovered that among 195
students at a large public university in the United States, 138 (71%) reported increased tension and anxiety as a result
of the COVID-19 outbreak. Various stress factors affect students' elevated levels of stress, anxiety, and depressive
thoughts. Fear and worry about their own and their loved one's health (177/195, 91%), difficulty concentrating
(173/195, 89%), disruptions to sleeping patterns (168/195, 86%), decreased social interactions due to physical
distancing (167/195, 86%), and increased concerns about academic performance (159/195, 82%) were among these.
Similarly, Capinding (2021) confirmed that students' activities such as sleeping, studying, and using social media differed
significantly before and during the pandemic.
Teachers' factors may influence how students cope with the new normal due to these emerging problems that happen
and are felt by students. According to Dobson (2012), anxiety reduction needs the efforts of students, teachers, and
parents. She also discovered that mindfulness meditation, metacognition, coping strategies, and teacher participation
could help lower anxiety. Teachers, on the other hand, were more aware of their students before the pandemic because,
*
Correspondence:
Andie Tangonan Capinding, Nueva Ecija University of Science and Technology – Gabaldon Campus, Philippines.
 andiecapinding103087@gmail.com
© 2023 The Author(s). Open Access - This article is under the CC BY license (https://creativecommons.org/licenses/by/4.0/).

76  CAPINDING / Teachers' Awareness of Students' Learning Situation
in face-to-face classes, teachers can quickly recognize students' faces, physical appearance, behaviour, intellectual
capacity, and ability. Teachers can also discuss their lessons effectively, and the interaction between the teacher and
students is active and visible. Communication and interaction between teachers and students are not as active and visible
as in distance learning. Teachers can intervene quickly in face-to-face learning because they can easily observe the
students; however, in a distant learning approach, teachers cannot easily keep the students and thus cannot intervene
quickly. Additionally, higher education students identified some shortcomings in distance learning, including a lack of
face-to-face interaction with the instructor, response time, and the absence of traditional classroom socialization (Adnan
& Anwar, 2020).
Furthermore, teachers' instructional techniques and interpersonal relationships with students have been identified as
potentially powerful factors that contribute to student motivation and performance (Wentzel & Wigfield, 1998). In line
with this, according to Schultz (2015), it was important for teachers to get to know their students so that they would
know them as people. In addition, according to Paschal and Mkulu (2020), the teacher-student relationship is a crucial
determinant and catalyst to academic performance in Tanzanian public secondary schools. Moreover, different
instructional practices have varying degrees of impact on student's academic performance in English, Maths, Science,
Filipino, and Social Studies. This means that each unit's improvement in the aforementioned instructional management
techniques could result in a measurable improvement in the student's academic performance (Francisco & Celon, 2020).
Improvement of academic performance and promotion of students' professional development in educational institutions
are two of the school system's main objectives (Van Mieghem et al., 2020). There is no doubt that teachers are one of the
most crucial factors in determining how well students develop. Teachers play a key role in shaping their country's future,
and they are without a doubt the most significant component of the educational system. As a result, it is important to
focus on teacher preparation. Examining the negative effects that prohibit potential teacher candidates from acquiring a
competent education and identifying alternatives will make prospective teacher candidates more profitable for
themselves, their students, and their communities (Vy, 2021).
Because of the long-term pandemic crisis and various measures such as lockdown and stay-at-home orders anxiety also
occurs or arises during this pandemic, especially among students, and is referred to as "learning anxiety." Learning
anxiety relates to students' negative thoughts or feelings (nervous, stressed, frightened, worried, under pressure) while
participating in blended or face-to-face learning (AlKandari, 2020). According to England et al. (2019) one emotion
students experience is anxiety, which can negatively impact student performance and persistence.
Furthermore, academic anxiety can have a negative effect on a student's academic performance (Mirawdali et al., 2018).
Teachers and parents can learn to recognize the signs of anxiety in school students. If teachers and parents help students
to learn to control anxiety early, more serious academic problems related to anxiety can be avoided. Anxiety can become
more detrimental over time (Hooda & Saini, 2017). Arguedas et al. (2016) show that when students are aware of their
emotions and guided by specific teaching strategies, their learning performance improves concerning their motivation,
engagement and self-regulation. Likewise, when teachers are conscious of students' emotional states their attitude and
feedback become more effective and timelier.
Furthermore, one of the elements that may have an impact on students' emotional health is the environment in which
they learn, including the role of the faculty, their teaching methods, the academic standards, and the accessibility of
learning resources (Tharani et al., 2017). This improved emotional health may lead to improved academic performance
(Berger et al., 2011).
On the other hand, distance learning exposes teachers and students to various learning environments. To keep up with
trends and continue the process of teaching and learning, teachers and students must learn various learning technologies.
Torun (2020) asserts that e-learning readiness must be carefully considered because student academic achievement can
be improved by motivation toward e-learning. Students must learn these technological advantages to conform to the new
mode of learning. Additionally, evaluating students' readiness for blended learning, which is necessary for the successful
implementation of blended learning, can be influenced by their right attitude toward various learning aspects (Firdaus
et al., 2020).
The goal of this study is to determine whether teachers are aware of their students' learning situations and whether this
impacts their academic achievement. The researcher chose this topic as it is relevant today, and the result of this could
be used as a basis for further studies that could help teachers be more aware of their students' learning situations. Also,
the researcher think that the proposed research can help improve the teaching and learning delivery or process.
Moreover, the researcher formulated the following questions: (a) How may the awareness of the teachers towards
students learning situation be described in terms of learning environment, blended learning readiness, and learning
anxiety?; (b) How may the student's learning situation be described in terms of learning environment, blended learning
readiness, and learning anxiety?; (c) What is the academic achievement of the students during distance learning?; (d) Is
there a significant difference in the teachers’ awareness of students learning situations when grouped according to sex,
age, number of years in service, and academic rank?; (e) Is there a significant difference in the students’ learning
situations when grouped according to sex, age, course, family income, and parents' educational attainment?; (f) Is there
a significant difference in the student's academic achievement when grouped according to the teacher’s level of

International Journal of Educational Methodology  77
awareness of his/her student's learning environment, blended learning readiness, and learning anxiety?; and (g) Is there
a significant relationship between the student’s learning situation and their academic achievement?
Methodology
Research Design
This study utilized the descriptive-comparative and descriptive-correlational design. Comparative studies are methods
of identifying differences and similarities between entities after they have been evaluated (Mokhtarianpour, 2016). The
goal of a correlational study is to find relationships between different variables and predict future occurrences using data
from the present (Stangor & Walinga, 2019).
Sampling Technique
The sample size of 249 college students from Nueva Ecija University of Science and Technology, Gabaldon campus was
determined using the Raosoft sample size calculator, and they were chosen using stratified sampling. The strata were the
five courses: Bachelor of Secondary Education, Bachelor of Elementary Education, Bachelor of Information and
Communication Technology, Bachelor of Hospitality Management, and Bachelor of Science in Agriculture. While the 25
teacher respondents were chosen on purpose.
Profile of the Respondents
Teacher’s Profile
Table 1 shows the teacher's distribution according to their sex, age, course, number of years, and academic rank. In terms
of sex, there are 25 respondents consisting of 13 (52.00%) female teachers and 12 (48.0%) male teachers. The data shows
that female teachers dominate the respondents.
In terms of age, there are 25 respondents and between the age group of 31-35 there are 5 (20%) teachers, 41- 45 years
old there are also 5 (20%) teachers, 36 – 40 years old there are 4 (16%) teachers, 26 – 30 years old there are 3 (12%)
teachers, 51 – 55 years old there are 3 (12%) teachers, 21 – 25 years old there are 2 (8%) teachers, 56 – 60 years old
there are also are 2 (8%) teachers, and between the age group of 46 – 50, there is 1 (4%) teacher respondent. The data
shows that the age group between 31 – 35 and 41 – 45 dominates the respondents.
In terms of the number of years in service, there are 25 respondents consisting of 12 (48%) who are already in 1-6 years
in service, 4 (16%) are already in 7 – 12 years in service, 4 (16%) are already in 25 – 30 years in service, 3 (12%) are
already in 13 – 18 years in service, 1 (4%) are already in 19 - 20 years in service, and 1 (4%) are 31 years and above in
service. The data shows that teachers that have already had 1–6 years of service dominate the respondents.
In terms of the number of academic ranks, there are 25 respondents consisting of 9 (36%) LOHB, 7 (28%) Instructor 1,
3 (12%) Assistant Professor 2, 1 (4%) Instructor 2, 1 (4%) Assistant Professor 4, 1 (4%) Associate Professor 1,1 (4%)
Associate Professor 2,1 (4%) Associate Professor 3, and 1 (4%) Associate Professor 4. The data shows that teachers with
an academic rank of LOHB dominate the respondents.
Table 1. Teachers’ Profile
Sex
Frequency
Per cent
Male
12
48.0
Female
13
52.0
Total
25
100.0
Age
Frequency
Per cent
21-25
2
8
26-30
3
12
31-35
5
20
36-40
4
16
41-45
5
20
46-50
1
4
51-55
3
12
56-60
2
8
Total
25
100

78  CAPINDING / Teachers' Awareness of Students' Learning Situation
Table 1. Continued
Number of years in service
Frequency
Per cent
1 to 6
12
48
7 to 12
4
16
13 to 18
3
12
19 to 24
1
4
25 to 30
4
16
31 and above
1
4
Total
25
100
Academic Rank
Frequency
Per cent
LOHB
9
36.0
Instructor 1
7
28.0
Instructor 2
1
4.0
Assistant Professor 2
3
12.0
Assistant Professor 4
1
4.0
Associate Professor 1
1
4.0
Associate Professor 2
1
4.0
Associate Professor 3
1
4.0
Associate Professor 4
1
4.0
Total
25
100.0
Students’ Profile
Table 2 shows the student's distribution according to their sex, age, course, family income, and parents’ educational
attainment. In terms of sex, there are 249 respondents consisting of 91 (36.5%) male students and 158 (65.5%) female
students. The data shows that female students dominate the respondents.
In terms of age, between the age group 16-20 there are 144 (57.83%) students, 86 (34.54%) students were 21-25 years
old, 11 (4.42%) students were 26-30 years old, 7 (2.8%) were students 31-35 years old and 1 (4%) student were 36-40
years old. According to the data, respondents aged 16 to 20 years old dominate, and one student proved that it is not too
late to return to school, regardless of their age.
In terms of courses, there are 62 (25%) students with a Bachelor of Science in Information Technology (BSIT), 61 (24%)
students with a Bachelor of Elementary Education (BEE), 48 (19%) office students from Bachelor of Science in
Agriculture (BSA), 43 (17%) students from Hospitality Management (HM), and 35 (14%) of students were from Bachelor
of Secondary Education (BSE). The data shows that BSIT students comprise the majority of the responses.
In terms of family income, 150 (60.2%) of them were categorized as poor (less than PHP 9,520). 77 (30.9%) of them were
categorized as low-income (between PHP 9,520 and PHP 19, 040), 19 (7.6%) of them were categorized as lower-middle-
income (between PHP 19, 040 and PHP 36,080) and 3 (1.2%) of them were categorized as middle income (between PHP
38, 080 and PHP 66,640). The data shows that most of the respondents can be categorized as poor and only 3 of them are
categorized as middle-income earners.
Lastly, in terms of parent's educational attainment, there are 135 (54.2%) were high school graduates, 49 (19.7%) were
elementary graduates, 43 (17.3%) were college graduates, and 22 (8.8%) were elementary graduates. The data shows
that most students' parents are high school graduates.
Table 2. Students’ Profile
Sex
Frequency
Per cent
Male
91
36.5
Female
158
63.5
Total
249
100.0
Age
Frequency
Per cent
16-20
144
57.83
21-25
86
34.54
26-30
11
15432
31-35
7
45140
36-40
1
.4
Total
249
100

International Journal of Educational Methodology  79
Table 2. Continued
Course
Frequency
Per cent
BEED
61
24
BSE
35
14
BSA
48
19
HM
43
17
BSIT
62
25
Total
249
100
Family Income
Frequency
Per cent
Poor (Less than PHP 9, 520)
150
60.2
Low Income (Between PHP 9,520 to PHP 19,040)
77
45199
Lower Middle Income (Between PHP 19, 040 to PHP 38,080)
19
45084
Middle Income (Between PHP 38, 080 to PHP 66,640)
3
44958
Total
249
100.0
Parents’ Educational Attainment
Frequency
Per cent
Elementary Undergraduate
22
45146
Elementary Graduate
49
45126
Highschool Graduate
135
54.2
College Graduate
43
45002
Total
249
100.0
Research Instruments Validity and Reliability
The researcher developed the study's questionnaire, which was then validated using the Lawshe method. Initially, the
questionnaire for teachers included 20 items for each of the three dimensions. Similarly, the questionnaire for students
contained 20 items for each of the three dimensions. After the validation of the questionnaire for teachers, seven items
were left for awareness of students' learning environments, seven items for awareness of students' blended learning
readiness, and eight items for awareness of students' learning anxieties. There are seven items left for students' learning
environments, seven items for students' blended learning readiness, and eight items for students' learning anxiety.
The researchers recruited 8 teachers of Nueva Ecija University of Science and Technology (NEUST) Gabaldon and they
assign three different categories to each item: essential, useful but not essential, and non-essential. The Content Validity
Index (CVI) of each questionnaire was computed or calculated using the formula CVI = ∑ [(2ne – N)/N]/nt, where ne is the
number of raters who recognized the item as "essential,” N is the total number of raters and nt is the total number of
items per questionnaire. Table 3 shows that all the questionnaires were valid.
Table 3. Content Validity Index.
Questionnaire
Content Validity Index
Critical Value
Interpretation
Awareness of Students' Learning Environment
.81
.75
Valid
Awareness of Students' Blended Learning Readiness
.82
.75
Valid
Awareness of Students' Learning Anxiety
.79
.75
Valid
Learning Environment
.85
.75
Valid
Students Blended Learning Readiness
.81
.75
Valid
Learning Anxiety
.84
.75
Valid
Research Instruments Reliability
The questionnaire about teachers' awareness was distributed to 15 teachers who were not part of the study and
determined that the reliability coefficient for teachers’ awareness of students learning environment, blended learning
readiness and learning anxiety were 0.88, 0.87, and 0.90 respectively. While the questionnaire about students learning
situation was distributed to 15 students who were not also part of the study and determined that the reliability coefficient
of students learning environment, students blended learning readiness, and students learning anxiety were 0.89, 0.90,
and 0.87 respectively. The reliability coefficient was calculated using SPSS - Cronbach's alpha.
Data Collection
The researchers seek permission from the campus director of the NEUST Gabaldon campus to conduct the study and
collect the necessary data. Due to face-to-face restrictions, researchers used google forms in collecting information from
the respondents.
Data Analysis

80  CAPINDING / Teachers' Awareness of Students' Learning Situation
IBM-SPSS was utilized to analyze the data. The profile of teachers and students respondents was analyzed using
descriptive statistics such as frequency distribution and percentage, while the teacher’s awareness, students learning
anxiety and academic success was described using means. The differences in the teachers’ awareness based on their
profiles were analyzed using a t-test of independence and multivariate analysis of variance. The differences in the
student's learning situation based on their profiles were also analyzed using a t-test of independence and multivariate
analysis of variance. The differences in the student's achievement based on their teacher's level of awareness were
analyzed using a one-way analysis of variance. Tukey HSD was used as a post hoc test. On the other hand, Kendall’s tau
was applied to determine the relationship between the student’s learning situation and their academic success.
The weighted mean and verbal interpretation were used to explain the teacher's awareness of students learning
situation: the scale runs from 1.00 to 1.74 for unaware, 1.75 to 2.49 for slightly aware, 2.50 to 3.24 for aware, and 3.25 to
4.00 for fully aware. On the other hand, weighted mean and verbal interpretation was used to explain the student’s
learning anxiety: the scale runs from 1.00 to 1.74 for disagree, 1.75 to 2.49 for slightly agree, 2.50 to 3.24 for agree, and
3.25 to 4.00 for strongly agree. The academic success of the students was described using the following scale: below 75
– did not meet expectations; 75 – 79 fairly satisfactory; 80 – 84 satisfactory; 85 -89 very satisfactory; and 90 – 100
outstanding.
Levene's Test of Equality of Variances
Table 4 shows that all the p-values for Levene's test are non-significant. It means that the variances are equal for all
samples. It also implies that parametric tests such as t-test, MANOVA and ANOVA were appropriate for testing the data.
Table 4. Levene's Test of Homogeneity of Variances
Teacher's Profile
F
Sig.
Sex
Awareness of the Learning Environment
1.317
.263
Awareness of Students' Readiness
.271
.607
Awareness of Students' Learning Anxiety
.353
.558
Age
Awareness of the Learning Environment
1.706
.174
Awareness of Students' Readiness
1.005
.461
Awareness of Students' Learning Anxiety
2.333
.073
Number of Years in Service
Awareness of the Learning Environment
3.275
.053
Awareness of Students' Readiness
1.502
.262
Awareness of Students' Learning Anxiety
2.346
.09
Academic Rank
Awareness of the Learning Environment
1.163
.377
Awareness of Students' Readiness
1.239
.339
Awareness of Students' Learning Anxiety
1.586
.206
Student's Profile
F
Sig.
Sex
Student's Learning Environment
.002
.961
Students Readiness
7.066
.08
Students Learning Anxiety
.16
.689
Age
Student's Learning Environment
1.301
.275
Students Readiness
.124
.946
Students Learning Anxiety
1.086
.356
Course
Student's Learning Environment
.401
.808
Students Readiness
2.637
.055
Students Learning Anxiety
1.137
.34
Family Income
Student's Learning Environment
1.106
.347
Students Readiness
.432
.73
Students Learning Anxiety
.465
.707
Parents Educational
Student's Learning Environment
.935
.424
Attainment
Students Readiness
.077
.972
Students Learning Anxiety
.218
.884
Teachers’ level of awareness
Teacher’s level of awareness of student's
learning environment
Student’s Academic Achievement
5.248
.075
Teacher’s level of awareness of student's
blended learning readiness
Student’s Academic Achievement
1.646
.201
Teacher’s level of awareness of student's
learning anxiety
Student’s Academic Achievement
3.266
.156

International Journal of Educational Methodology  81
Findings/Results
Teachers’ Awareness of Students' Learning Situation
Table 5 shows the awareness of teachers of students learning situations. In terms of teachers' awareness of students
learning environment, the data shows that the teachers are fully aware that their students do not all have a good internet
connection (3.52), and that the learning activities they gave to their students are suited to their current situation (3.72),
that some of their students' learning environments make it difficult for them to learn effectively (3.56), that some of their
students did not have sufficient cash to purchase the gadgets and other materials needed for online classes (3.36), and
their advice to their students encourages their learners to be calm in the face of the current crisis (3.64). On the other
hand, teachers are aware that some of their students have a hard time finishing their activities and assignments because
they are working students (3), and slightly aware that some of their students are experiencing family problems (2.36).
Overall, the teachers are fully aware of their student's learning environment with a total weighted mean of 3.31. The
statistics suggested that during remote learning, teachers attempt to determine their students' learning environment.
In terms of teacher’s awareness of student’s blended learning readiness, the data shows that the teachers are fully aware
that their students can be able to use asynchronous technology (discussion boards, emails, chats, modules, etc.) (3.8), can
be able to use synchronous technology (google meet, zoom, messenger, etc.) to communicate (3.4), can perform basic
computer features (e.g. creating and editing documents, managing files and folders, video editing, etc.) (3.36), can use the
learning management system to navigate through the course (Moodle, canvas, blackboard, google classroom, etc.) (3.32),
can be able to take part in course activities (quizzes, discussions, assignments, and asynchronous sessions) (3.48), and
have access to the NEUST online health desk (MIS, registrar, etc.) (3.68). While teachers are aware that their students can
use the online grade book to get feedback on their performance (2.88). Overall, teachers are fully aware of students'
blended learning readiness with a total weighted mean of 3.41. Data reveal that teachers make an effort to assess whether
their students can use different learning platforms, such as printed modules, gadgets, applications and the internet, to
have a successful blended learning modality.
In terms of teachers' awareness of students learning anxiety, the data shows that the teachers are fully aware that their
students feel nervous when they call for an online meeting or class (3.32). While they are aware that their students
experience frustrations due to their activities (2.96), experience stress when they give short deadlines (2.88), feel
worried that they will not be able to complete their activity on time (3), and experience frustration because they are
unfamiliar with the topic (2.72), feel tense or nervous when they give their students a short amount of time to complete
a quiz or exam (3.08), procrastinating when the deadlines for activities and assignments approach (3.24), and feel
nervous when they call for an online meeting or class (2.56). Overall, teachers are aware of students learning anxiety
with a total weighted mean of 2.97. According to the data, teachers are aware of their students' experiences during
distance learning and how the COVID-19 epidemic affected their learning settings. Furthermore, teachers are aware that
their students experience learning anxiety while participating in distance learning.
Table 5. Teachers’ Awareness of Students' Learning Situation
Awareness of students learning environment
WM
Interpretation
My students do not all have a good internet connection.
3.52
Fully aware
The learning activities that I gave to my students are suited to their current situation.
3.72
Fully aware
Some of my students' learning environments make it difficult for them to learn effectively.
3.56
Fully aware
Some of my students did not have sufficient cash to purchase the gadgets and other
materials needed for online classes.
3.36
Fully aware
Some of my students have a hard time finishing their activities and assignments because
they are working students.
3
Aware
Some of my students are experiencing family problems.
2.36
Slightly aware
My advice to my students encourages them to be calm in the face of the current crisis.
3.64
Fully aware
TWM
3.31
Fully aware
Awareness of Students' Blended Learning Readiness
WM
Interpretation
My students are able to use asynchronous technology (discussion boards, emails, chats,
modules, etc.).
3.8
Fully aware
My students are able to use synchronous technology (google meet, zoom, messenger, etc.)
to communicate.
3.4
Fully aware
My students can perform basic computer features (e.g. creating and editing documents,
managing files and folders, video editing, etc.)
3.36
Fully aware
My students can use the learning management system to navigate through the course
(Moodle, canvas, blackboard, google classroom, etc.).
3.32
Fully aware

82  CAPINDING / Teachers' Awareness of Students' Learning Situation
Table 5. Continued
Awareness of Students' Blended Learning Readiness
WM
Interpretation
My students are able to take part in course activities (quizzes, discussions, assignments,
and asynchronous sessions).
3.48
Fully aware
My students can use the online grade book to get feedback on their performance.
2.88
Aware
My students have access to the NEUST online health desk (MIS, registrar, etc.).
3.68
Fully aware
TWM
3.41
Fully aware
Awareness of Students' Learning Anxiety
WM
Interpretation
My students experience frustrations due to their activities.
2.96
Aware
My students experience stress when I give a short deadline.
2.88
Aware
My students are worried that they will not be able to complete their activities on time.
3
Aware
My students are frustrated because they are unfamiliar with the topic.
2.72
Aware
When I give my students a short amount of time to complete a quiz or exam, they become
tense or nervous.
3.08
Aware
My students feel nervous when I give a surprise recitation.
3.32
Fully aware
When the deadlines for activities and assignments approach, my students, procrastinate.
3.24
Aware
My students feel nervous when I call for an online meeting or class.
2.56
Aware
TWM
2.97
Aware
Students’ Learning Situation
Table 6 shows the students’ learning situation. In terms of students learning environment, respondents agree on the
following statements: our teacher gave us activities that were appropriate for our current situation (2.78), and our
teacher encouraged and advised us to be calm in the current crisis (3.12). While the statements; I have no stable internet
connection (2.49), I have no conducive place to study in our home (2.19), and I don't have enough money to afford the
devices and other resources required for the online session (2.43), I can't finish my activities and assignments on time
because I 'am a working student (1.87), and I have experienced family problems (2.12) got the verbal interpretation of
slightly agree. Data demonstrate that each student has a unique learning environment that may influence their learning
style. Some of them do not have a conducive learning environment, whilst others do.
In terms of students' blended learning readiness, respondents all agree on the statements: I can use asynchronous
technology (discussion boards, emails, chats, modules, etc.) (2.99), I can use synchronous technology (google meet, zoom,
messenger, etc.) to communicate (3.04), I can complete basic computer operations (e.g., creating and editing documents,
managing files and folders, video editing, etc.) (2.69), I can navigate through the course in the learning management
system (Moodle, canvas, blackboard, google classroom, etc.) (2.63), I can participate in course activities (quizzes,
discussions, assignments, and asynchronous sessions) (2.97), I can access the online grade book for feedback on
performance (2.63), and I can access online health desk of NEUST (MIS, registrar, etc.) (2.81). Overall, students agree on
the blended learning readiness with a total weighted mean of 2.82. According to the findings, the majority of students
agree that they are equipped to learn using blended learning modes.
In terms of students learning anxiety, respondents agree on the following statements: I am afraid that I cannot pass my
activity on time (3.07), I feel nervous when we have surprise recitation (3.03), I feel stressed when we have too many
activities (2.96), I feel frustrated about the topic that is unfamiliar to me (2.96), I feel stressed when our professor gives
us a short deadline (2.90), I feel frustrated about the topic that is unfamiliar to me (2.80), and I am procrastinating when
the deadline of activities and assignments is near (2.59). On the other hand, students are slightly agreeing with the
statement; I feel nervous when my teacher calls for an online meeting or class (2.49). Overall, students agree that they
are experiencing learning anxiety, with a weighted mean of 2.85. It is well known that during remote learning, students
experience various levels of anxiety, including how they learn through various learning modes.
Table 6. Students’ Learning Situation
Learning Environment
WM
Interpretation
I have no stable internet connection.
2.49
Slightly agree
Our teacher gave us activities that were appropriate for our current situation.
2.78
Agree
I have no conducive place to study in our home.
2.19
Slightly agree
I don't have enough money to afford the devices and other resources required for the
online session.
2.43
Slightly agree
I can’t finish my activities and assignments on time because I ‘am a working student.
1.87
Slightly agree
I experienced family problems.
2.12
Slightly agree
Our teacher encouraged and advised us to be calm in the face of the current crisis.
3.12
Agree

International Journal of Educational Methodology  83
Table 6. Continued
Blended Learning Readiness
WM
Interpretation
I can use asynchronous technology (discussion boards, emails, chats, modules, etc.).
2.99
Agree
I can use synchronous technology (google meet, zoom, messenger, etc.) to communicate.
3.04
Agree
I can complete basic computer operations (e.g. creating and editing documents, managing
files and folders, video editing, etc.)
2.69
Agree
I can navigate through the course in the learning management system (Moodle, canvas,
blackboard, google classroom, etc.).
2.63
Agree
I can participate in course activities (quizzes, discussions, assignments, and asynchronous
sessions).
2.97
Agree
I can access the online grade book for feedback on performance.
2.63
Agree
I can access the online health desk of NEUST (MIS, registrar, etc.).
2.81
Agree
TWM
2.82
Agree
Learning Anxiety
WM
Interpretation
I feel stressed when we have too many activities.
2.96
Agree
I feel stressed when our professor gives us a short deadline.
2.90
Agree
I am afraid that I cannot pass my activity on time.
3.07
Agree
I feel frustrated about a topic that is unfamiliar to me.
2.80
Agree
I feel tense or nervous when my teacher gives me a short time to answer a quiz or exam.
2.96
Agree
I feel nervous when we have a surprise recitation.
3.03
Agree
I am procrastinating when the deadline for activities and assignments is near.
2.59
Agree
I feel nervous when my teacher calls for an online meeting or class.
2.49
Slightly agree
TWM
2.85
Agree
Students Achievement
Table 7 shows the students' average achievement, M=90.42, SD=5.25. The data indicates that the student's average
performance is outstanding. The standard deviation demonstrates that the sample data is not greatly deviated from the
mean.
Table 7. Students Achievements.
Students Achievements
Mean
Std. Dev.
Interpretation
Students Achievement
90.4242
5.25381
Outstanding Performance
N – Observation
249
Comparison of Male and Female Teachers’ Awareness of Students' Learning Environment, Awareness of Students' Readiness,
and Awareness of Students' Learning Anxiety
Table 8 shows that there is a significant difference between male and female teachers in terms of awareness of students
learning environment (t = -2.495, df = 23, p<.05) with a large effect size (Cohen’s d = .99). On the other hand, there is no
significant difference between males and females in terms of awareness of students' blended learning readiness (t = -
1.706, df = 23, p>.05) and awareness of students learning anxiety (t = -1.633, df = 23, p>.05).
Table 8. Comparison of Male and Female Awareness of Students' Learning Environment, Awareness of Students' Readiness,
and Awareness of Students' Learning Anxiety
Sex
N
Mean(M)
t
df
Sig. (2-tailed)
Cohen's d
Effect Size
Awareness of Students'
Learning Environment
Male
12
3.1071
-2.495
23
.020
.99
Large
Female
13
3.4945
Awareness of Students'
Blended Learning Readiness
Male
12
3.2976
-1.706
23
.102
Female
13
3.5275
Awareness of Students'
Learning Anxiety
Male
12
2.7292
-1.633
23
.116
Female
13
3.1923
Multivariate Significance Test for Teacher’s Age with the Dependent Variable’s Awareness of Student's Learning
Environment, Awareness of Student's Readiness, and Awareness of Students' Learning Anxiety
The MANOVA results revealed that there was no statistically significant difference in the combined dependent variables,
across and among age groups, Pillai's Trace = .834, F = .936, p>.05. The observed power of .595 means that the results had
a 59.5% chance of being significant.

84  CAPINDING / Teachers' Awareness of Students' Learning Situation
Table 9. Multivariate Significance Test for Teacher’s Age
Pillai's Trace
Value
F
Sig.
Partial Eta Squared
Observed Powerd
Age
.834
.936
.551
.278
.595
Multivariate Significance Test for Teacher’s Number of Years in Service with the Dependent Variable’s Awareness of
Student's Learning Environment, Awareness of Students’ Readiness, and Awareness of Students' Learning Anxiety
The MANOVA results revealed that there was no statistically significant difference in the combined dependent variables,
across and among the number of years in service, Pillai's Trace = 2.223, F = 1.429, p>.05. The observed power of .507
means that the results had a 50.7% chance of being significant.
Table 10. Multivariate Significance Test for Teacher’s Number of Years in Service
Pillai's Trace
Value
F
Sig.
Partial Eta Squared
Observed Powerd
Number of years in service
2.223
1.429
.263
.741
.507
Multivariate Significance Test for Teacher’s Academic Rank with the Dependent Variable’s Awareness of Students’ Learning
Environment, Awareness of Students’ Readiness, and Awareness of Students' Learning Anxiety
The multivariate test shows no significant difference in the combined dependent variables, across and among academic
rank, Pillai's Trace = 1.049, F = 1.102, p>.05. The observed power of .201 means that the results had a 20.1% chance of
being significant.
Table 11. Multivariate Significance Test for Teacher’s Academic Rank
Pillai's Trace
Value
F
Sig.
Partial Eta Squared
Observed Powerd
Academic Rank
1.049
1.102
.454
.524
.201
Comparison of Male and Female Students Learning Environment, Blended Learning Readiness, and Learning Anxiety
Table 12 reveals that there is no significant difference between male and female students in terms of their learning
environment (t = -.258, df = 247, p>.05) and blended learning readiness (t = -1.482, df = 247, p>.05). On the other hand,
there is a significant difference between male and female students in terms of learning anxiety (t = -2.562, df = 247, p<.05),
with female students being more anxious.
Table 12. Comparison of Male and Female Student's Learning Environment, Blended Learning Readiness, and Learning
Anxiety
Sex
N
Mean(M)
t
df
Sig. (2-tailed)
Cohen's d
Effect Size
Learning Environment
Male
91
2.4157
-.258
247
.796
Female
158
2.4313
Blended Learning
Readiness
Male
91
2.7615
-1.482
247
.140
Female
158
2.8598
Learning Anxiety
Male
91
2.7088
-2.562
247
.011
.3349
Small
Female
158
2.9335
Multivariate Significance Test for Student’s Age with the Dependent Variable’s Learning Environment, Blended Learning
Readiness, and Learning Anxiety
Results of the MANOVA yielded that there was a statistically significant difference between and among the student’s age
group on the combined dependent variables, Pillai's Trace = .941, F = 1303.235b, p< .01. The effect size was large, partial
η2 = .941. The observed power of .951 indicates that there was a 95.1% chance that the results could have come out
significant.
Table 13. Multivariate Significance Test for Student’s Age
Pillai's Trace
Value
F
Sig.
Partial Eta Squared
Observed Powerd
Age
.941
1303.235b
.000
.941
.951
Post Hoc Test for Students Learning Anxiety Grouped According to Age
Table 14 reveals that in terms of learning anxiety, the age bracket of 31 and above differs significantly from the age
brackets of 20 and below and 21 - 25. However, there is no significant difference between and among the age categories

International Journal of Educational Methodology  85
of 26 to 30, 21 to 25, and 20 and below, as well as between the age groups of 26 to 30 and 31 and above, showing that
learning anxiety is comparable throughout these groups.
Table 14. The Post Hoc Test for Students Learning Anxiety, Grouped According to Age
Age
N
Subset for Alpha = 0.05
a
b
Tukey HSDa,b
31 and above
8
2.1719
a
26 - 30
11
2.5568
2.5568
ab
21 - 25
86
2.7922
b
20 and below
144
2.9470
b
*Different letters are significantly different.
Multivariate Significance Test for Student’s Course with the Dependent Variable’s Learning Environment, Blended Learning
Readiness, and Learning Anxiety
Results of the MANOVA yielded that there was a statistically significant difference between and among courses on the
combined dependent variables, Pillai's Trace = .125, F = 2.646, p< .01. The effect size was medium, partial η2 = .042. The
observed power of .982 indicates that there was a 98.2% chance that the results could have come out significant.
Table 15. Multivariate Significance Test for Student’s Course
Pillai's Trace
Value
F
Sig.
Partial Eta Squared
Observed Powerd
Course
.125
2.646
.002
.042
.982
Post Hoc Test for Students' Blended Learning Readiness Grouped According to Course
Table 16 reveals that in terms of blended learning readiness, BSE students differed significantly from IT students, BSA
students, and HM students. However, there is no significant difference between and among IT students, BSA students,
HM students, and BEED students, as well as between BSE and BEED students, showing that blended learning readiness
across these groups is comparable.
Table 16. The Post Hoc Test for Students' Blended Learning Readiness, Grouped According to the Course
Tukey HSDa,b
Course
N
Subset for alpha = 0.05
a
b
IT
62
2.6923
a
BSA
48
2.7084
a
HM
43
2.7470
a
BEED
61
2.9434
2.9434
ab
BSED
35
3.0914
b
Multivariate Significance Test for Student’s Family Income with the Dependent Variable’s Learning Environment, Blended
Learning Readiness, and Learning Anxiety
Results of the MANOVA yielded that there was no statistically significant difference in the students learning situations
during distance learning when grouped according to family income, Pillai's Trace = .078, F = .876, p > .01. The observed
power of .491 indicates that there was a 49.1% chance that the results could have come out significant.
Table 17. Multivariate Significance Test for Student’s Family Income
Pillai's Trace
Value
F
Sig.
Partial Eta Squared
Observed Powerd
Family Income
.078
.876
.22
.016
.491
Multivariate Significance Test for Student’s Parents’ Educational Attainment with the Dependent Variable’s Learning
Environment, Blended Learning Readiness, and Learning Anxiety
Results of the MANOVA yielded that there was no statistically significant difference in the students learning situation
when grouped according to parents' educational attainment, Pillai's Trace = .034, F = .926, p> .01. The observed power of
0.468 indicates that there was a 46.8% chance that the results could have come out significant.
Table 18. Multivariate Significance Test for Student’s Parents’ Educational Attainment
Pillai's Trace
Value
F
Sig.
Partial Eta Squared
Observed Powerd

86  CAPINDING / Teachers' Awareness of Students' Learning Situation
Parents Educational Attainment
.034
.926
.502
.011
.468
F-test For Teacher’s Level of Awareness of Student's Learning Environment with the Dependent Variable Student’s
Achievement
The result of ANOVA yielded that there is no significant difference in the student’s achievement when grouped according
to teachers’ level of awareness of students learning environment (F = 3.051, p > .05), level of awareness of student's
blended learning readiness (F = .493, p > .05), and level of awareness of student's learning anxiety (F = 1.219, p > .05).
Table 19. F-test for Teacher’s Level of Awareness of Student's Learning Environment, Blended Learning Readiness, and
Learning Anxiety with the Dependent Variable Student’s Achievement
F-test
F
Sig.
Partial Eta Squared
Observed Powera
Teacher’s level of awareness of student's learning
environment
3.051
.058
.004
.45
Teacher’s level of awareness of student's blended
learning readiness
.493
.483
.002
.108
Teacher’s level of awareness of student's learning
anxiety
1.219
.297
.010
.265
Correlation between the Students’ Learning Situation and their Academic Achievement
Table 20 shows that there is a significant relationship between student's achievement and learning environment, r = .20,
p<.05; students’ achievement and blended learning readiness were observed, r = .117, p<.05; and student’s achievement
and learning anxiety, r = -.70, p<.01.
Table 20. Relationship Between the Students’ Learning Situation and their Academic Achievement
Kendall's tau_b
Learning Environment
Readiness
Learning Anxiety
Achievement
Correlation Coefficient
.200*
.117*
-.70**
Sig. (2-tailed)
.019
.015
.001
N
249
249
249
Discussion
The findings reveal that teachers are taking steps to understand the type of learning environment students is
experiencing while participating in blended or remote learning. Teachers attempt to understand their students'
educational experiences to provide relevant teaching tactics. To give students a sense of the value of learning, making
learning materials succinct, clear, and entertaining, employing straightforward and engaging media, and carrying out
routine and ongoing evaluations are some of the strategies that teachers use during distance learning (Sutarto et al.,
2020).
The study also shows that teachers make an attempt or devise a method to determine whether their students are
competent in using various types of learning applications during blended or remote learning. They are fully aware that
their students can use different online learning platforms. On the other hand, Alrefaie et al. (2020) proposed that there
should be a suitable monitoring portfolio with relevant indicators to assess the strengths and weaknesses of technology-
dependent learning from an educational rather than just a technical perspective.
Findings show that teachers know that some of their students experience various kinds of anxiety during this blended or
remote learning. Teachers are aware that anytime they give activities, quizzes, tests, and other online tasks, their students
experience frustration, worry, and anxiety. Remote online learning uncertainty related to their academic performance,
future career prospects, and financial constraints are the stressors of university students (Sundarasen et al., 2020).
According to the statistics, teachers' words of encouragement and guidance can inspire students to continue their studies
despite potential problems and hardships in learning and personal life. Students also agree that their teachers provide
learning activities appropriate for their current circumstances. Additionally, stronger teacher-student relationships led
to greater student motivation (Yunus et al., 2011). On the other hand, some students have unstable internet connections,
while others can't afford learning devices, implying that not all students can attend synchronous online sessions.
Similarly, Giray et al. (2022) reveal that, although Filipino college students see online learning as positive, most of them
agree on the difficulties in transitioning to online due to issues such as technology and Internet connectivity, mental
health, money, and time and space management. Some students do not have a suitable learning environment because of
some distractions such as noise and a proper place to conduct virtual online learning. Because the synchronous online
session was held twice a month, several students in this blended learning program sought part-time work. Students can
do whatever they want in their free time, even if it is not during class, because distance learning allows for schedule
flexibility and allows students to choose their learning preferences (Brown, 2017). Some students have family problems

International Journal of Educational Methodology  87
that make it difficult for them to accomplish their tasks on time. Furthermore, parental participation in their children's
school activities has a significant impact on their academic achievement (Castro et al., 2015).
According to data, today's students are technologically capable. They already have the knowledge and skills to use several
types of learning programs, indicating that they are prepared for blended or remote learning. Moreover, Warden et al.
(2022) state that students have self-confidence in accomplishing their tasks utilizing technology regardless of their level
of technology readiness or expertise in online learning.
According to the study, students experience numerous sorts of learning anxiety. Even though the students did not
participate in face-to-face learning and had their own time to manage their activities, they experienced learning anxiety.
It's because some of them struggle to understand and since they largely employed self-learning modules. Similarly, Unger
and Meiran (2020) reveal that the majority of students expressed anxiety during distant learning, as well as
disappointment in the graduation ceremony and online learning being distinct from traditional in-class learning.
According to the data, the majority of the students excelled in their academic disciplines during the pandemic. It
demonstrates that, despite the difficulties and challenges of blended learning, students are working toward a common
objective. Similarly, Capinding (2021) finds no substantial variation in the performance of education students before and
after the epidemic, implying that students are constantly striving to learn. On the other hand, the standard deviation is
quite large, indicating that the student's grades are widely dispersed from the mean. It implies that not all students were
catered to by their teachers. On the other hand, Orlov et al. (2021) demonstrate in their study that during remote learning,
students' assessment scores decrease by 0.2 standard deviations.
According to the findings, female teachers are more mindful of their students' learning environments than their male
counterparts. It demonstrates that female teachers are putting in more effort to establish their students' genuine position
in terms of the learning environment. It also implies that female teachers are more efficient in terms of observing
students' learning environments and managing their classes. Similarly, Rubie-Davies et al. (2012) demonstrate that
female teachers are more effective in terms of classroom management and instruction. Furthermore, their awareness of
their students' learning environments may enable them to make a targeted intervention and decrease the obstacles that
both teachers and students face during distance learning. According to Wu (2021), there are four instructional categories
of sequential activity among teachers during distance learning modalities: identifying the teaching environment,
instructing the class, and discussing and evaluating learning effectiveness.
However, the statistics suggest that there is no significant difference in male and female teachers' knowledge of their
students' blended learning readiness. It suggests that male and female teachers are equally aware of their students'
readiness. Data also suggests both male and female teachers are aware that students today are equipped with various
technology learning platforms, as generation Z is technologically savvy (Seymour, 2019).
There is no statistically significant difference in male and female teachers' awareness of students' learning anxiety.
According to the data, male and female teachers are comparable in their awareness of their students' learning anxiety. It
demonstrates that both male and female teachers recognize that their students experience anxiety during remote
learning. Furthermore, teachers are also anxious during this period of uncertainty, this is because a lockdown was
imposed during distance learning and the COVID-19 virus remained a threat to everyone. According to the World Health
Organization (2022), the global prevalence of anxiety and despair rises by 25% during the first year of the COVID-19
pandemic.
Data reveal that there is no significant difference between and among age groups in terms of teachers' awareness of
students' learning environments, blended learning readiness, and learning anxiety. It means that older and younger
teachers have similar evaluations of their students' learning situations during the pandemic. It also demonstrates that
the younger teachers' effort in assessing and determining the student's learning situation was comparable to that of the
older teachers. Data also indicates that older and younger teachers' strategies may be comparable. Similarly, Shaukat and
Iqbal (2012) indicate that there is no substantial difference in teachers' instructional strategies across age groups. This
also demonstrates that younger and older teachers are comparable in terms of dedication to their work. On the other
hand, Butucha (2013) discovered that younger teachers, ages 26 and under, are more dedicated than older teachers, ages
26 and up.
According to the findings, there is no significant difference in the number of years in service in terms of teachers'
awareness of students' learning environments, blended learning readiness, and learning anxiety. It shows that novice
teachers and experienced teachers are comparable in terms of their awareness of their student's learning situation
during distance learning. It is commonly known that the more seasoned the teacher, the more experience they have with
training tactics and the more effective they are in the classroom (Ladd, 2013). Thus, seasoned teachers should be better
at recognizing students' conditions, but the findings demonstrate that novice teachers' efforts to understand students'
learning situations are comparable to seasoned teachers. Ihwana (2018), on the other hand, demonstrated that there is
a substantial difference between novice and experienced teachers in terms of instructional competency, behaviour
management, and people management, with experienced teachers having a higher level of classroom management.

88  CAPINDING / Teachers' Awareness of Students' Learning Situation
Data show that there is no significant difference between and among academic ranks of teachers in terms of awareness
of students' learning environments, readiness, and learning anxiety. It means that their understanding of students'
learning situations during distant learning is comparable across academic ranks. This demonstrates that academic rank
is not a factor in how teachers efficiently determine or comprehend the situation of their students during remote learning.
Furthermore, across academic ranks, the strategies they adopt during remote learning to manage their class may be
comparable. This is because, to deal with the current circumstances, the University provided training to its faculty
members on remote and blended learning modes during the pandemic (NEUST, 2020).
Data show that there is no significant difference in learning environment between male and female students, which could
imply that male and female students have the same learning environment experience. They may have family problems,
financial difficulties, inability to complete activities on time, and other contextual factors that influence their learning
experiences. In addition, inadequate internet connectivity and perplexing content are two challenges that hamper
students' learning quality during online learning (Aji et al., 2020).
Data also show that there is no significant difference in blended learning readiness between male and female students. It
implies that male and female students are both prepared to learn in different ways throughout the pandemic.
Furthermore, today's students are technologically capable and competitive. Barrot et al. (2021) show that the least
challenge encountered by the students during distance learning was technological literacy and competency.
Data, on the other hand, demonstrate that there is a significant difference in students' learning anxiety when categorized
according to sex. It means that female students are more anxious than male students. Similarly, Bahrami and Yousefi
(2011) discovered that anxiety thoughts such as health anxiety, social anxiety, and meta-worry were more prevalent in
girls than in boys. It also implies that the pandemic and distance learning have a greater negative influence on female
students. Similarly, Garvey et al. (2021) discovered that female students were more anxious than male students during
the lockdown.
Results reveal a significant difference in anxiety levels between older and younger students. According to the data,
younger students are more anxious than older ones. According to Khan et al. (2013), academic stress is much higher in
younger students than in older students. Shamsuddin et al. (2013), on the other hand, found that depression and anxiety
levels were considerably greater among older students. Data also suggest that the pandemic had a greater impact on
younger students than on older students in terms of learning anxiety. Depression, anxiety, and stress were more common
among younger students than among adult students (Debowska et al., 2020). It also demonstrates that older students
adapt better to the new normal than younger students. Similarly, Babicka-Wirkus et al. (2021) discovered that younger
students had a weaker coping strategy than older students.
Students learning environments, on the other hand, show no significant differences between age groups. According to
statistical data, the learning environment is comparable across and within age groups. It shows that students of different
ages have similar experiences with internet access, family concerns, and other situational constraints that may influence
their learning experiences. On the other hand, Yan et al. (2021) show that online learning experiences differ significantly
across academic levels. Similarly, data suggests that there is no significant difference in blended learning readiness across
age groups. It means that student's readiness to use diverse technology learning platforms was comparable across age
groups. Yau and Cheng (2012), on the other hand, found that older students were more confident in using technology for
learning than younger students.
Data reveal that BSED students are significantly different from IT, BSA, and HM students in terms of blended learning
readiness. This means that BSED students are far more adequately equipped for blended learning than IT, BSA, and HM
students. This is because the College of Education provided online training for all of its students on how to undertake
asynchronous and synchronous learning (Gabaldon College of Education [GCE], 2021). That’s why BSED and BEED
students are not significantly different in terms of blended learning readiness.
In terms of the learning environment, there is no substantial variation between and among courses. It demonstrates that
some students in different classes may be facing the same learning environment challenges. These challenges were
associated with their home learning environment (Barrot et al., 2021). Data also shows that there is no significant
difference between and among courses in terms of learning anxiety. It implies that the level of anxiety is comparable
between and among courses. This shows that during distance learning anxiety is prevalent in all students regardless of
their courses. Several studies indicate that during the pandemic, more than one-third of students experienced anxiety
(Jehi et al., 2022).
Data reveal that when students were categorized according to family income, there was no significant difference in their
learning experiences during remote learning. It demonstrates that children's learning environment, readiness for
blended learning, and anxiety were comparable across family income levels. It demonstrates that regardless of whether
a student is poor or wealthy, they have all experienced the same learning environment. In contrast, Fuqin and Shi (2014)
demonstrate that the greater the socioeconomic class, the higher the parents' expectations for their children to attend
college, resulting in a different learning environment. Students from all socioeconomic backgrounds have equivalent
readiness for blended learning. In contrast, Chun and Junaid (2012) demonstrate that financial position has a major

International Journal of Educational Methodology  89
impact on students' online learning readiness. Students of all socioeconomic backgrounds experience the same level of
anxiety during distance learning. This demonstrates that the impact of the epidemic on students' emotional well-being is
the same regardless of family's economic condition. The current study contradicts the findings of Khademian et al. (2021),
who discovered that during a pandemic, stress and sadness are directly associated with a lower financial position.
Data reveal that when students are categorized according to their parent's educational attainment, there is no significant
difference in their learning situation. It suggests that when students are classified according to their parent's educational
attainment, their learning situations during remote learning are comparable. It demonstrates that the educational
attainment of the parents has no direct influence on the learning environment of their children. During remote learning,
parents provide equal learning chances and equivalent assistance to their children regardless of their educational
standing. In contrast, Davis-Kean et al. (2021) show that through parents' expectations for and views about their children,
as well as through the cognitive stimulation they offer both within and outside the home, parents' educational attainment
lays a foundation that supports children's academic achievement indirectly.
Data show that there is no significant difference in student achievement when they are grouped according to the teacher's
level of awareness of the student's learning environment, level of awareness of the student's blended learning readiness,
and level of awareness of the student's learning anxiety. It means that, even if teachers are completely aware of their
students' learning situations, they may not intervene, or if they do, the intervention may not significantly increase student
performance. The data also shows that, while teachers' levels of knowledge of students' situations vary, being aware of
students' conditions is not enough to increase students’ performance. This could also imply that the students do not
disclose their genuine position to their teacher during blended learning or the teacher may overlook the true situation of
the students. According to Chang and Fang (2020), while instructors can develop content learning resources for remote
learning, it is still difficult for them to monitor and influence students' learning habits in such a short period. In addition,
determining the students' learning status during distance learning is significantly more challenging than face-to-face
learning. Furthermore, achievement in this blended learning may be less trustworthy or more academically dishonest,
impersonal, and lacking in emotion as compared to face-to-face classes (Oducado, 2020).
According to the statistics, if students' learning environments are conducive to learning, they will succeed more in their
academics. It is because the more beneficial the environment is for students, the more they will focus on their studies.
Moreover, Suleman and Hussain (2014) assert that a good learning environment improves students' academic
performance. Similarly, a student's readiness for blended learning has an impact on his or her accomplishment. This
suggests that the more prepared the students are in various learning platforms, the higher their achievements would be.
According to Joosten and Cusatis (2020), student attributes of online learning preparedness have a substantial influence
on student outcomes. Achievement is negatively strongly connected with learning anxiety, implying that the more
anxious students are, the lower their achievement. It demonstrates that anxiety has a negative impact on student
achievement. Anxious students are less likely to concentrate on their studies. Similarly, Ajmal and Ahmad (2019) found
that anxiety had a negative impact on the academic performance of distant learners.
Conclusion
The data shows that the teachers are fully aware of their student's learning situation, in terms of environment and
blended learning readiness. Likewise, teachers are also aware of students learning anxiety. Data also shows that most of
the students slightly agree that they have a learning environment that is not conducive to learning. On the other hand,
they agreed that their teachers advise, and encourage them to be calm in this current situation. In addition, teachers are
giving appropriate activities during this blended learning setup. Students are technologically capable and ready in using
different online learning applications and platforms. On contrary, the data shows that the students are experiencing
learning anxiety. During this blended learning, the majority of the students excelled in their academics. According to the
findings, female teachers are more aware of their students' learning environments than their male counterparts.
However, statistics indicate that there is no statistically significant difference between male and female teachers'
knowledge of their students' blended learning readiness and learning anxiety. Data reveal that teachers' understanding
of students' learning situations is consistent across ages. It means that during the pandemic, older and younger teachers
had comparable assessments of their students' learning situations. Findings also demonstrate that novice and
experienced teachers have comparable levels of awareness for their students' learning situations during distant learning.
Furthermore, academic rank has no bearing on how teachers efficiently determine or comprehend their students'
situations during remote learning. Male and female students have had similar experiences in their learning environment.
Similarly, both male and female students are prepared to learn in a variety of ways throughout the semester. Female
students, on the other hand, are more anxious than male students during remote learning. Furthermore, younger
students are more anxious than older students. When students are classified by age, their blended learning preparedness
and learning anxiety are comparable. Students in education are considerably more adequately equipped for blended
learning than students in IT, BSA, and HM. Furthermore, data show that some students in various classrooms may be
experiencing the same learning environment issues. Furthermore, anxiety levels are comparable across and within
courses. Students from various socioeconomic backgrounds are comparable in terms of learning environment, readiness
for blended learning, and anxiety. The educational attainment of the parents has no direct bearing on the learning

90  CAPINDING / Teachers' Awareness of Students' Learning Situation
environment of their children. Students' academic achievement is comparable when categorized according to the
teacher's level of knowledge of the student's learning environment, level of awareness of the student's blended learning
preparedness, and level of awareness of the student's learning anxiety. Teachers' awareness of student situations is
crucial and beneficial in remote learning if and only if the teacher intervenes in the observed circumstance. According to
the findings, a favourable learning environment and student preparation have a positive impact on students’
achievement. Learning anxiety has a negative impact on student achievement. Inferring that the more anxious the
students are, the worse their achievement.
Recommendations
Administrators may conduct seminars for teachers that aims to develop more strategies for assessing students' situation
during this blended learning. Teachers may create a strategy in determining the true learning situation of the students
to make a proper intervention. Students must continue to strive for learning to obtain their best performance. Even amid
a pandemic, teachers of all ranks, old and new, male and female, may strive and do their best to provide suitable
knowledge and skills to students. Teachers and administrators may provide blended learning technology training to all
students. The government may grant not just free tuition but also free allowances to all university students in the
Philippines. Teachers and administrators may also provide training to all parents on how to teach and guide their
children in blended learning. In addition, the long-term extension should be conducted with parents so that they may
better guide, support, and understand their children's education. There should be open communication between students
and professors, and students should be transparent about their true learning status. Furthermore, teachers may
intervene based on what they perceive in the students' actual learning context. This study may be used as a reference by
policymakers, school administrators, schools, local government units, teachers and future researchers in adopting new
practices and developing methodologies for facilitating and improving distance learning to ensure quality instruction.
Teachers and researchers may utilize the result of this study as the basis for further study about teachers' awareness of
students learning situations. This study topic may be the subject of additional investigation. Researchers may also look
into how teachers respond to what they observe during blended learning.
Limitations
The study's main goal is to assess teachers' understanding of students' learning situations during distant learning. The
researcher's surveys were used to generate the study's findings. Furthermore, the findings of this study will be used to
improve instruction at this specific institution.
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