PARADIGM SHIFT IN EDUCATION: INPUTS TO QUALITY MANAGEMENT SYSTEM OF BULACAN AGRICULTURAL STATE COLLEGE Authored by: Aldrin L. Aquino

PARADIGM SHIFT IN EDUCATION: INPUTS TO QUALITY MANAGEMENT SYSTEM
OF BULACAN AGRICULTURAL STATE COLLEGE
Aldrin L. Aquino*1
*1Teacher II, Dr. Pablito V. Mendoza Sr. High School, Malamig Bustos, Bulacan
*1 Malamig Bustos, Bulacan
ABSTRACT
The school year 2020-2021 is a historical breakthrough in the academic world. The
abrupt change of the learning delivery from face-to-face to distance learning becomes a
challenge for the educational sector. The mandate to provide continuity of learning even in
the most difficult situation like the pandemic time becomes a pressing issue in the education
sector. Higher education institution embraces the change by adopting different mode of
learning delivery. This study focuses on the paradigm shift of education specifically assessing
the different issues and challenges faced by Bulacan Agricultural State College students,
faculty, and other stakeholders in terms of admission/enrollment, teaching and learning, and
students’ registry and tracking. Random sampling is used in selecting the 275 samples used
which were computed using the Raosoft calculator posting a 0.05 margin of error with a 95%
level of significance. The bases for the assessment of the problem is the current students’
manual of the colleges and the current application used for online classes. Based on the result
of the study, in terms of admission and enrollment, teaching and learning, and students’
registry and tracking, the colleges’ implementation was satisfactory. The prevalent issue
raised by the respondents/participants is in uploading and attaching admission documents
which suggested that the college needs to continue improving and updating its websites
and choose a user-friendly application.
Keywords :Paradigm Shift in Education, Quality Management System, Teaching and Learning
Implementation

Introduction
Dealing with the different issues daily can be considered an essential human
activity. Human beings should prepare to battle the undisputable issues that may
affect and change the everyday life flow. Issues are an important topic for discussion
or a problem that requires a solution. Hence, issues can be connected with the effect
of human activities and the changes brought to the environment; whatever outcomes
of human actions in the environment become an important issue to discuss, analyze,
and comprehend.
The pandemic year brought a multitude of changes in the lives of the people. It
leaves nobody indispensable, the government, the people, the business, and
everything comes to a stop. The declaration of the World Health Organization that
Covid 19 is already a worldwide pandemic has resulted in a turn of events, especially
in the schools in the Philippines. Abruptly, academic institutions across the country
have to switch to virtual learning. The teachers, students, and the entire activities of
the academe need to be done online and adapt entirely to the so-called “new normal.”
It challenges the stamina of the institution and its stakeholders to uphold and
embrace the sudden changes in the learning platform and the rest of the academic
transactions.
The issuance of the Commission on Higher Education Memorandum Order or
CMO No. 4, s.,2020 emphasized the urgent need for the higher education to search for
advancement in teaching and learning delivery through facilitating the flexible
learning addressing the students’ diversity in terms of location, time and capacity to
respond to the need for continuity of education during the pandemic year.

In the general guidelines of Commission on Higher Education Memorandum
CMO No. 4, s.2020 implementation, higher education institution is guided by the
following: (1) flexible learning is a learner-centered approach that is designed to
address the needs of the students. The main objective should be to provide the
learners with the most flexibility on the learning content, schedules, access, and
innovative assessment, using digital and non-digital tools. (2) Higher Education
Institutions (HEIs) shall continue to exercise their judgment in deploying available
learning and alternative modes of delivery in place of on-campus learning or face-to-
face modality. The exercise of discretion by the Higher Education Institutions (HEI)
and their faculty must be reasonable, transparent and outcomes-based, and validated
by Commission on Higher Education (CHED) Covid 19 Advisory No. 6, (3) Higher
Education Institutions (HEI) shall formulate decisions using data-driven and
participatory approaches to determining and implementing the most viable form of
flexible learning and teaching that they will utilize based on their capability, existing
condition, national government agency guidelines, and local government advisories,
(4) As sustainability and monitoring mechanisms, HEIs should submit for information
their Learning Continuity Plan (LCP) to CHED Regional Officers at the beginning of
Academic Year 2020-2021. It shall reflect the framework and system for the
transition and integration of flexible learning approaches and the overall absorptive
capacity of the HEI to articulate preparedness and response interventions that reduce
the disruption of classes and the impact of natural calamities making continuity of
learning more resilient. This research shall serve as Bulacan Agricultural State College
inputs to Quality Management System.

In addition to CMO No. 4 of the Commission on Higher Education, another
equally important mandate for the establishment of the quality management system
is the Executive Order No. 605,s., 2007 which states that “Sec. 1. Institutionalization
of Quality Management Systems in Government. All departments and agencies of the
Executive branch, including all government-owned and/or controlled corporations
(GOCCs) and government financial institutions (GFIs), are hereby directed to adopt
the ISO 9001:2000 Quality Management Systems as part of the implementation of a
government-wide quality management program. The quality management systems
shall be certified for demonstrated conformity with ISO 9001:2000 and the applicable
Government Quality Management Systems Standards (GQMSS), with priority to be
given to frontline services. The State Universities and Colleges (SUCs) are likewise
enjoined to establish ISO Quality Management Systems (ISO-QMS) and be certified
accordingly. The Local Government Units (LGUs), Judiciary, the Legislature, and the
Constitutional offices are also encouraged to develop ISO-QMS and pursue
certification.
The paradigm shift in education highlights the essential role of the students,
parents, local government units, policymakers, schools, universities, and the other
stakeholders in the continuity of education by adapting to the new normal system.
The key players in the educative process have to redefine the traditional role. For
example, as students become online and modular learners, parents also turn to be
“parateachers”, and local government units become “paraschools” because some
activities of the school, such as distribution and retrieval of learning materials, are
conducted through the help of the local government units, especially the barangay

hall. Likewise, policymakers have to amend the laws considering the opening of
classes from June to September Academic Year 2020-2021, schools and universities
adapt to the new set of work from home.
Blesinger et al. (2018) explained that the word paradigm comes from the Greek
meaning framework or example. They broadly defined that paradigm as a related set
of concepts and practices which include a mode of inquiry that utilizes the different
theories, principles, models, taxonomies, methods, rules, and assumptions which are
included in the definition and provisions of the framework for a given knowledge
domain, discipline, and the field. Thus, a model serves as a guide to the thinking and
practice of individuals and groups. As such, the prevailing worldview often reflects
the predominant paradigm.
The word paradigm is a term used to describe the abrupt massive changes in
practice and concepts in a particular field. These changes can happen at no specific
time and place, and education is not exempted. Education has to change its regular
practice to address the call for the provisions of quality and equality of education
paralleled to the target of the Sustainable Development Goals of 2030. But this also
challenges the readiness of every critical player in the education sector to change
because of the following reasons: 1.) fixed mindset that opposes all change, 2.)
organizational and institutional inertia, 3.) autocratic, suppressive, and anti-
democratic practices that resist change for the better, and 4.) monopolistic, structural
and socio-economic barriers to change (Blessiger et al., 2018). In the case of Bulacan
Agricultural State College, it continues its noble quest to provide quality tertiary
education during the pandemic school year, like all colleges and universities in the

Philippines. Its operation is anchored in CMO No. 4,s., 2020, which mandated the
guidelines for implementing flexible learning delivery in a higher education
institution. Though it was a short preparation for the new normal set up, especially
on the part of the human resource, in terms of technology-aided platform, physical
resources such as availability of internet connections at home where professors are
expected to conduct their classes, and other related issues not limited to the
availability of laptops readily installed with application useful for the conduct of
online classes and learning materials suited to the needs of the students during online
and offline classes. Also, the security and safety of students and professors in terms
of their records and other pertinent documents when accessing and using the
learning resources available online is a bit difficult if not totally understood by the
parties involved in the teaching and learning process.
It cannot be denied that policymakers were adamant about allowing the school
to open in the previous year because they observed the short preparation of the
schools and universities, and they felt the quality of education would suffer. There
were debates among the policymakers as to allow or postpone the classes. Still, the
decision of the President prevailed and ended all the arguments, and the new normal
education, which is distance learning, was pushed through. However, the
determination of the education sector to continue educating the youth resulted in a
lot of challenges not only for the student, parents, and teachers but for the entire
education sector. The shifting from face-to-face classes to distance learning calls for a
vital preparation of the whole institution. The quality learning materials, teachers’
readiness for the use of virtual classrooms, the capacity of parents to provide learning

resources such as but not limited to gadgets and internet connection, the institution’s
online transactions mechanism, online platforms availability, and accessibility are
some of the concerns that until now on the second year of the implementation of the
distance learning is still crucial and needs to be surpassed. It can be remembered in
the lengthy speech of Congressman Rodante D. Marcoleta, Deputy Speaker of the
House of the Representatives, said “the directives were unclear and insufficient in
detail where teachers are left to fend for themselves in trying to comply the continuity
of the program of the Department of Education. He also cited the slow
implementation of the DCP ( Department of Education Computerization Program)
due to delays in the procurement process and the suppliers’ failure to deliver the
computer packages to target school beneficiaries, resulting in the unavailability of
computers in the school. According to Brooks and Grajek (2020) in the article
Readiness to Begin Fully Remote Teaching, many faculty are not prepared to teach
online; this calls for universities and colleges to provide significant and ongoing
support to amplify the needs of the faculty to transfer the course in an online
environment, though the faculty have their laptops and desktops, the issues relate to
security and student privacy arise when faculty uses their personal devices for work-
related to students. Another issue being cited in the critical is the faculty experience
with technology. The lack of knowledge to use the critical online technologies
translate into significant demands for IT supports, especially on courses that require
sophisticated software such as laboratories necessary for the course. The insufficient
experience in the use of a learning management system is also an impediment for
some instructors in the academe. For students, online transactions such as

enrollment and submission of documents have been a challenge to first-time
university applicants, especially those who are a product of public schools and
modular classes. It was found to be one of the reasons why several senior graduates
opted to delay their entry to the university.
This study aims to understand and evaluate the issues and challenges of a
paradigm shift in education, specifically in the use of a learning management system
at Bulacan Agricultural College for Academic Year 2020-2021 to Academic Year 2021-
2022. This may help in the development of a more friendly learning environment for
students, faculty, and other stakeholders of the institution and promote the subtle
shift to distance learning in the institution.
This research study would provide a clear matrix of the fundamental issues and
challenges faced by the institution during the digital implementation of the
transaction both to students, faculty, and the entire college, such as the registrars’
office, admission office, and learning management system currently used by the
colleges. The results of the study may serve as bases for developing a more
sophisticated software or application that may lighten the burden of the stakeholders
from the admission up to the teaching and learning implementation. Also, this study
may lead to policy improvement in the institution to bridge the gap between the
colleges and the students and other stakeholders of the institution in terms of
communication and program implementation as part of education reforms during the
pandemic school year.
Related Literature and Studies

The Covid 19 pandemic is the abrupt turning point of everything in the world
during this 21st century. It causes short and long-term health issues such as mental
stress, anxiety level, depression, and more. Even the progressive countries are not out
of the hook, and the developing countries are back to zero in economic development.
Closure of business establishments results in work stoppage and an increased
number of unemployed individuals.
Quality Management System For Learners’ Support
Ochavillo (2021) unraveled a study showing that 7 out of 10 maritime
students were unprepared to cope with the paradigm shift. Reasons mentioned are
not having a computer of their own for schoolwork, no internet connectivity at home,
no access to internet shops, and personal wellbeing—almost 3 of 5 preferred face-to-
face learning. Internet connectivity of the students also was a limiting factor.
Cooperation was limited with, the maritime students, whereas everyone was beneath
the community lockdowns for security and wellbeing reasons. Moreover, a capture-
up system is outlined to address the needs of the understudies. It is to wrap up the
course despite the widespread.
Maqsood et al. (2020) articulated the dynamics of embracing the change in the
educational system. It ranges from shifting the delivery mode to a new paradigm
moving to digital solutions. This entails looking into the challenges, issues,
obstructions, and victory parameters of Pakistan’s online learning administration
framework. The level is essential from the readiness stage to the actual usage of the

learning framework at higher instruction. The private division has given higher,
auxiliary and necessary classes; the private division came forward to preserve
learning progression. The survey proposed a way ahead for the instructive system’s
coherence and maintainability within the coronavirus widespread and instructive
institutions’ emergencies. Both instructors and understudies got to familiarize
themselves with these viable issues; a brief preparing introduction workshop can
work as a compelling thought to talk about these issues with the support of visual
aids.
Another primary challenge would rise in the students’ relative need for
resilience towards frequent technical problems and connectivity; we can address this
safely by ensuring that lectures are available to those who failed to connect.
We ought to recognize students’ frequent dissatisfaction communicated
concerning constrained internet access or attempted failure to connect; this is likely
to remain an ongoing issue for the time. Nevertheless, the fundamental bond between
understudies and instructors could be a relationship of trust and unconditional
regard. Preparing students for this change positively would suggest that they would
need confidence-building exercises and reassurance to adapt comfortably to the shift
in education delivery.
In addition, teachers have to keep alternate modes of learning, both electronic
recordings and print copies of lecture making, available to students. They need to take
students along in this journey and display tolerance towards their frustration
regarding frequent connectivity issues or constant disruption. The lack of awareness
among students about digital learning ethics has worsened the situation. It would be

worth planning. The enlisted technical challenges are not long enough; however, the
first is the unavailability of internet services in remote areas; they are less likely to
benefit from online education.
Thus, an alternative contingency plan is a must. With insufficient exceptions,
the bandwidth limitations across the country, when shared with the enlarged practice
burden on inadequate internet infrastructure, would likely add to most students’
misery. Some might suggest high-speed internet to solve this issue; however, it is not
cost-effective; it would be practically quite difficult to bear the cost. Another series of
challenges involves government and regulatory aspects. Since the primary
responsibility for ensuring quality education lies on the government’s shoulders, the
lack of a predefined online learning policy will work as the government’s pro
responsibility. Now, government and regulatory bodies do not seem to be on the same
page. For instance, the MoE ( Ministry of Education) issued the appropriate
notification form to close universities on March 1, 2020. The regulatory body
encourages teachers (from schools to universities) to initiate online classes.
During the early period of the rapid development of e-learning, the necessity
for a virtual place that links users (learners and instructors) with a variety of learning
content has become evident. Course Management Systems (CMS) and Learning
Management Systems (LMS) have been developed to address such needs. Added to
the terms are Virtual Learning Environments (VLE) and Personal Learning
Environment (PLE). LMS are well-thought-out to deliver the opportunity, create, and
use numerous learning scenarios and methods. Developments emphasize the
administrative or managerial capabilities of LMS as a software application. It is also

viewed as web-based technology that plans, implements, and assesses a specific
learning process. LMS can be broadly described as a web-accessible platform. It is
available anytime for tracking and administration of education and training. In most
definitions and approaches, the center is on the organization and administration of
educating and learning forms.
The progress of LMS was rapid. Numerous vendors developed and offered
their solutions in a quickly growing market. There was massive interest by the
educational institutions and the companies that wanted to invest in new learning
technologies; consequently, adoption was widespread. Since there is an abundance of
LMSs in the market and each LMS is an intricate system that integrates a vast array of
features, selecting and evaluating an LMS is a complex and challenging process that
necessitates a lot of knowledge, time, and effort. Though there is limited research
work on the issue, it remains an open and complicated problem as the technology
changes over time along with the maturity of e-learning users.
The massive mainstream of the existing literature regarding LMSs relates to
the issue of LMS implementation and acceptance. LMS evaluation has been examined
from various viewpoints, including those of administrators, faculty members, and
learners/students (Naveh et al., 2010). For instance, Al-Busaidi and Al-Shihi (2010)
came up with a theoretical framework for assessing instructors’ acceptance of LMSs
based on the Technology Acceptance Model. They scrutinized the main serious
factors that influence the instructors’ insight of ease of use and perception of the
helpfulness of LMSs. These factors focus on the instructors, organization, and
technology: 1.) Instructor factors include perceptions of self-efficacy, attitudes

toward LMS, experience, teaching style, and personal innovativeness; 2.)
Organization factors involve motivators, technology alignment, organizational
support, technical support, and training; 3.) Technology factors cover system quality,
information quality, and service quality.
Emelyanova and Voronina (2014) examined stakeholders’ insights into the
LMS’s convenience, effectiveness, and usefulness. These researchers emphasized the
human factor perspective as they asserted that this is a vital requirement for the
success of the LMS. They also noted that many learners perceive that there are lots of
problems with the usability of LMSs. In addition, they found the perceived ease of
using LMS does not necessarily imply its effectiveness as a learning tool. On the other
hand, very few studies have explored the complex decision-making problem of
evaluation and selection of LMS.
Pipan et al. (2010) proposed the Evaluation Cycle management (ECM)
methodology, focusing on this issue. This methodology is based on two evaluation
phases: 1)multi-attribute decision making (criteria evaluation), and 2) usability
testing ( usability evaluation). Multi-attribute decision-making refers to developing a
qualitative hierarchical decision model based on Decision Expert (DEX), an expert
system shell for multi-attribute decision support. The criteria for the first evaluation
phase are divided into three main scopes, specifically students’ learning environment,
system technology, and standards and tutoring didactics. The first category is
“student learning environment.” It comprises four basic attributes: ease of use,
communication, functional environment, and help. The second is “system, technology,
and standards.” It contains the primary attributes of technological independence,

security and privacy, licensing and hosting, and standards support. Technological
autonomy relates to the evaluation of the accessibility of an LMS. Security and
confidentiality focus on the security and privacy of users of an LMS. The third scope
is “tutoring and didactics.” This relates to instructional issues such as course
development, activity tracking, and assessment criteria.
Furthermore, Pipan et al. said that the second evaluation phase deals with
usability evaluation. Still, the authors seem to take the traditional approach to
usability, focusing mainly on the three conventional usability dimensions:
effectiveness, efficiency, and satisfaction. This comprehensive framework neglects
other important aspects of interaction, such as emotional experiments and other
issues that define the so-called user experience (UX).
In the same vein, Orfanou et al. (2015) conducted an evaluation of two well-
known LMS platforms using the System Usability Scale (SUS). They tried to further
validate the use of SUS in the context of e-learning systems. However, while SUS is a
well-established and validated instrument, it is pretty generic and requires
customization when applied to e-learning. In addition, it omits some other aspects
that relate to the holistic view of UX. Other scholars focus mainly on the technical
aspects of LMSs.
Spiro (2014) found that almost 50% of the respondents are looking to change
their current learning management system (LMS) due to problems such as lack of
mobile features, dated appearance and user experience, the difficulty of use, poor
reporting features, poor customer support, and inability to adapt to changing needs.
Most of the problems noted relate to two kinds of issues: design issues that directly

affect the user experience, such as poor usability, poor visual design, and lack of
responsive design.
The second is the managerial issues, such as porting adjustments to
organizational needs. Administrative and managerial matters, vendors, and
developers must incorporate human-centered design dimensions and apply a UX-
driven philosophy and techniques in the LMS development and implementation
process. UX focuses on investigating the feelings and thoughts of humans about an
interactive product or system, or application. UX is established and widely
acknowledged as one of the most crucial quality parameters that mainly involve two
sub-qualities: traditional usability or practical quality and the hedonic, beauty,
experiential, and affective factors.
The pervasiveness of technological innovation is seen as the answer to the
shift in user expectations and growing demand. It has combined with the
heterogeneous user population to set new standards for human interaction using
interactive products. Multi-modal design, social networking, and gamification
techniques are some of the significant recent developments. These can be aligned
with the so-called UX process design. Companies have incorporated UX practices in
business strategy and development. It is viewed as a crucial parameter for bringing
excellent customer experience (Gribbons, 2013).
New trends in LMS platforms can help to overcome the challenges in different
sectors. The following summarizes some of the most popular trends in crating and
designing LMS. First, the Cloud-based LMSs can bring down the cost of ownership,
which is very important, especially for small and medium enterprises. The second is

the Personal Learning Environment. It involves the smooth integration of web 2.0
services. For instance, users need to have several functionalities related to social
networks in one place for viewing. In addition, it is vital to incorporate a semantic
search function to enhance the user experience. Platforms with the semantic search
function understand and track users’ intentions and context.
In the same manner, a modern LMS must assess learners’ interests and gaps
in knowledge and skills. It must proactively suggest new information, courses, social
communities, and networks for consideration. LMS must provide a facility for user-
based content generation.
The third is a user experience that enhances learners’ motivation and
engagement. LMS s can employ new techniques such as gamification characteristics.
In addition, when referring to UX issues in e-learning technologies and platforms, it
is crucial to emphasize learners’ control and autonomy. An abundance of new
technologies gives learners the power to take control of their meaning: MOOCs, wikis,
blogs, virtual world games, social networks, and so on.
On the other note, learners are becoming more mature users of technology and
have greater expectations. Learning is becoming a more “pull” and less “push”
process. LMSs need to offer customized learning paths based on previous learners’
outcomes. LMS developers must emphasize self-directed learning in response to
changing learner expectations, including the increased need to feel autonomous and
control one’s own knowledge (Gautam, 2012).
Enrollment and Admission Process

Orr et al. ( 2017) expounded that admission systems are part of a pivotal
channel to better education, better work opportunities, and better lives in the
European political context. They provide the evolution between secondary schooling
and higher education, and for some people, a conversion later in their lives from work
or family life back into higher education. They also lay the foundation for graduate
success. The admission system is a process of matching, guidance, and selection that
arms the graduates with new skills required for the networked knowledge society.
These advanced skills and competencies will empower graduates to benefit from
future changes in the job market and help them become active citizens in their
community. Admission to higher education is a process with an interplay of three
agencies-schools, higher education institutions, and students. This section lays out
this holistic approach, draws up a typology of admission systems based on this
interplay, and maps out using European higher education systems.
Guidance counselors in high schools are supposed to guide their students through the
college application process. However, since every institution weighs admission
criteria differently, consistency and knowledge about what criteria are the most
important when applying to college. Different types of institutions vary, each one
operating and expecting different standards from potential students. Higher
education systems have diverse admission processes. It includes direct entry via the
use of admission tests (Mainieri, 2017).
However, higher education admission systems cannot ensure a system based
on equity and students’ academic merit (Brunner & Miranda, 2016). For example,
many students from private schools have access to a better school curriculum. Thus,

they perform better in higher education entrance exams, the disadvantage of students
from public schools.
New elements can be introduced into the admission system. Some authors
have explored the potential of high school data, such as grades or ranking, as an
additional source of information for higher education access; however, in general, the
evidence is uncertain ( Brunsma et al., 2012). The aim of coming up with an admission
process for higher education is to select the best students. It is with the idea that
supposing that those students who achieve a better performance will have the most
potential to successfully fulfill higher education demands (McCowan, 2016).
Accordingly, higher education admission systems in many countries require
the application of national standardized tests and other complementary measures of
academic performance (Walker, 2020).
Tessler (2018) explained that college admission continues to progress and
create as the world changes. Various requirements have held over a long time, tallying
standardized test scores, letters of recommendation, and high school grade average.
However, there is no consistent understanding of the importance of each of these
requirements. Each institution is diverse, whether public or private, small or gigantic.
Admission offices and institutions look for different criteria in potential students. For
senior high school students to successfully cross the collegiate admission process,
they look to their guidance counselors for advice.
The current college admission procedure varies from institution to institution.
Procedures are common among them, but the particular requirements and guidelines
change due to the competitiveness of each institution. Applications ordinarily

incorporate an application form, high school transcript, standardized test scores,
letters of recommendation, and personal essays. Admission departments look at
these and other criteria submitted by an applicant to make their admission decision.
For students to be successful in their college application procedure and college
career, high school guidance counselors should understand the current admission
process and what admission officers are searching for in a potential student. Because
guidance counselors play such a significant role in the college application process, it
is notable that they understand the current practices of admissions.
Educational organizations have begun utilizing data innovation apparatuses,
also known as information technology tools, to improve the efficiency of
administrative services and effectiveness of the academic programs. In particular,
colleges imparting engineering, medical, management education, and even
institutions of higher education across the country have been using the internet and
other digital technologies to recruit students and oversee their courses. One such tool
is a website, which is generally utilized to make a web presence and ultimately
achieve a good number of admissions to numerous programs. In that way, institutes
assume students to surf their website, select a course, and make their admission
through an online portal.
The objective of online or web-based doings, in particular online admissions,
is to offer comfort, save time, and bring more objectivity, transparency, and quick
transactions over the manual procedures. On the other hand, mere launching of an
attractive website, uploading some of the information and videos of the institute,

putting a nicely designed application form for download, and relaxing to wait for
online admission do not fully facilitate online entries.
Kulkarni (2016) revealed exciting and real-life problems in using online
facilities. Remarkably, the students who benefit from this online admission process
face vivid issues in making an online transaction. Among these frequently occurring
problems for rural and urban students are website not working, connectivity, online
payment, system requirement, cost of marketing, and lack of customer care. The
severity of these problems is more evident in the case of rural students. They are
deprived of internet and technology-based services.
Cleland et.al (2020) unfolded in their study that the Covid-19 pandemic
impacted numerous significant challenges, especially for medical schools. It
dramatically affects selecting the best candidates from a large group of applicants
who earnestly want to enter the university, considering the status of no face-to-face
interaction to prevent the spread of the virus. The university selection to medical
school is not exempted from the emerging social distancing rule. It becomes the
challenge of the university to choose qualified applicants who are evidence-based,
valid and reliable even under challenging circumstances. Likewise, it resulted in the
university’s plan and conducting multiple mini interviews (MMI) in a dynamic and
stringent safe distancing context.
College Board (2011) enunciated that students and parents complained about
the lack of transparency in the process. Besides, they also talked about the confusing
nature of the application process, the difficulty in securing good information about
college choices, and how the admission outcomes were unpredictable. School

counselors expressed similar concerns in connection to the development of a system.
Colleges and universities lamented the increased pressure to review a growing
number of applications. The students also seemed to be driven to a higher level of
self-promotion that was required in the application process. This serves as a response
to exerting more control over what they perceived to be an increasingly complex and
opaque process.
In an article from Mateo (2018) Manila-State University, Philippines (SUC) has
introduced stricter admission policies to address the influx of students seeking free
higher education from the government. Tirso Ronquillo, President of the Philippines
SUC Association, said state-funded schools need to adopt relatively strict admission
policies to avoid overcapacity. Approximately 1.3 million students from 112 SUCs and
78 CHED -accredited local universities (LUCs) are expected to benefit from the first
enforcement of free higher education laws, according to the Commission on Higher
Education (CHED). Official J. Prospero de Vera of CHED had previously warned the
school of accepting over-capacity students. Carmelita Yadao Sison, Head of the
Commission on Higher Education’s Unified Financial Assistance System, also
explained that the new law provides many opportunities for Filipino learners as well
as high education.
Teaching and Learning Process
Zhao (2020) articulated in his study that one of the most frequently and
persistently asked questions about online education is “does it work” or “is it
effective.” It is a legitimate question, for it is only natural and reasonable for anyone
faced with the decision to undertake online education to want to know if it works. But

this seemingly valid question is not only meaningless but also dangerous. It provides
an eye view of what it takes to shift from F2F classes to remote teaching and learning.
It is not only the students’ readiness that needs to be considered but also the
readiness of teaching personnel to facilitate the teaching and learning process. This
article showed that comparing the effectiveness of online education with F2F
education has no significant difference between the two. However, it does not mean
online is effective or not; it simply means there are plenty of effective and ineffective
programs in both online F2F education. In other words, the within variation is larger
than the between variation.
Moreover, it also discussed the diversity of its stakeholders in education,
considering that it is not only the provision of knowledge. Teachers are also online
education providers, technology suppliers, students’ families, technology support
personnel, facility managers, and real estate owners interested in this question
because the answer affects their welfare. It also reminds the community to be mindful
when using this online education since it does not offer childcare, health care, free
meals, a physical setting for friendship and socializing collection of trained education
professionals, and other social services.
Pande (2018) elaborated that the development of data and communication
innovations has encouraged the extension of open and separate modes of instruction.
On the African Landmass, where assets are rare and higher instruction arrangement
is destitute, Open Distance Learning (ODL) has been acknowledged as a reasonable,
fetched, viable, and served as a key for growing setup without expensive cost in the
foundation.

Learner-centered instruction calls for suitable strategies that instructors can
utilize to supply a variety of learning encounters, including individual and
collaborative learning. Aithal and Suresh Kumar (2016) spoke about higher
instructions in India, especially institutionalized, characterized by the higher
concentration of significance and authority for instructors and a lesser degree of
independence for the understudies who are beneficiaries of the information. This has
been a stumbling block to learning among the more youthful era within the setting of
changing understudy desire over time, given the progression in communication
innovation, changes in social and family setup, and more introduction at no-cost
learning. This call is to have a re-orientation of the instructional method and focus
more on student-centric learning.
Research was made to identify how Romanian universities managed to deliver
knowledge during the Coronavirus pandemic in a short period of time, universities
had to adjust the educational process for solely online teaching and learning. The
result of the study exposed that higher education institutions in Romania were not
equipped for exclusively online learning. The ladder of problems that arise in online
education changes in the context of the crisis caused by the pandemic. Technical
issues are the foremost critical, taken after by teachers’ need for specialized aptitudes
and their instructing fashion despicably adjusted to the online environment.
However, students’ last place was assigned to the lack of interaction with teachers or
poor communication with them (Coman et al., 2020).
Hattke and Frost (2017) explained that governance characterizes decision-
making for planning and controlling interdependency among exercises, forms, and

on-screen characters to accommodate and prioritize divided claims of different
intrigued bunches and partners that seek after diverse objectives. It is concerned with
planning and executing arrangements, structures, and hones for accomplishing goals
at numerous levels. To manage the complexity of educating and learning, researchers
also ought to lock in collaborative exercises that have to be facilitated by distinctive
modes of administration.
In the context of the pandemic, universities have to start identifying the medium-term
and long-term implications of this phenomenon. It results in some changes in
teaching, learning, student experience, infrastructure, operation, and staff. The
context of each university is necessary and must be analyzed for the current
challenges they are confronted with. Universities have to be resilient in terms of
crisis. Resiliency in the educational system can overcome challenges of trauma,
tragedy, and concerns and bounce back stronger, wiser, and more personally
powerful ( Henderson, 2012). The educational system must develop plans to move
forward and focus on new normal after the crisis. Higher education needs to address
the gaps in teaching and learning amid and beyond the pandemic to be resilient.
The teaching and learning process is shaped differently in times of crisis. When
disasters and emergencies ( man-made and natural ) occur, schools and colleges need
to adjust and find new ways to continue the delivery of quality instruction (Chang-
Richards et al., 2013). One emerging reality resulting from the world health crisis is
the migration to online learning modalities. It is a way to mitigate the risk of face-to-
face interaction. Universities had no choice but to migrate from face-to-face delivery
to online modality due to the pandemic.

Considering the limitation on connectivity, flexible learning emerged as an
option for online learning, especially in higher institutions in the Philippines. Flexible
learning focuses on giving students a choice in the pace, place, and mode of students
learning which can be done through appropriate pedagogical practices (Gordon,
2014). The learners are given the option of how they will continue with their studies,
where and when they can proceed, and in what ways the learners can comply with
the requirements and show evidence of learning outcomes. Flexible learning and
teaching span a multitude of approaches that can meet the varied needs of diverse
learners. As stated by Alexander (2010), these include “independence in terms of time
and location of learning, and the availability of some degree of choice in the
curriculum ( including content, learning strategies, and assessment) and
contemporary information and communication technologies to support a range of
learning strategies.”
Curriculum recalibration is not just about the content of what is to be learned
and taught. It is as well as how it is to be known, taught, and assessed in the context
of the challenges of the pandemic. A flexible curriculum design should be learner-
centered; consider learners’ demographic profile and circumstances, such as access
to technology, technological advancement, various learning styles and capabilities,
different knowledge backgrounds and experiences, and ensure varied and flexible
forms of assessment (Gachago et al., 2018). The challenge during the pandemic is how
to create a balance between relevant essential competencies to attain the intended
outcomes of the curriculum.

The learners’ participation in the teaching-learning process needs to be incorporated
in the context of flexibility. This is about the design and development of productive
learning experiences to expose each learner to most of the learning opportunities.
Considering the face-to-face modality is not feasible during the pandemic, teachers
may view flexible distant learning options like module-based learning, radio-based,
and television broadcast. For learners with internet connectivity, synchronous online
learning, asynchronous online learning, and collaborative e-learning may be
considered.
According to new research, millions of Filipinos do not have access to
computers and other digital tools at home to make blended learning valuable.
Therefore, the value of technology in learning affects many students. Parents’ and
guardians’ concerns are the use of mobile phones, lack of devices, lack of internet
signals, the difficulty for students to focus on online learning, and lack of parental
knowledge about teaching children. That’s what you do. It is important to note that
well-resourced schools often employ a variety of tools to address the new challenges
of distance learning. This highlights the resource and education gaps at both the K12
and tertiary levels in both private and public schools. Another thing that can happen
is that schools may not be able to teach the most basic skills they need. In addition,
the current situation can affect how higher education aims to instill respect and
commitment to knowledge and critical thinking. The teacher took care of 40 to 60
students. With the current online settings, the quality of learning can worsen when
the class reaches 70 to 80 students (The Current Education Issues in the Philippines
— and How Childhope Rises to the Challenge, 2021).

Tracking Process
Distance education is fast becoming the most effective form of instructional
delivery for adults as the demand for programs and courses is growing tremendously.
This phenomenon is quickly changing the face of higher education as institutions can
serve a yet untapped pool of potential students. Students are no longer limited to
educational opportunities within driving distance of their homes but rather have
unlimited opportunities to take courses and attain degrees from almost any
institution in the country. Technology has changed the landscape in education on how
information is delivered, the speed of access to information, and the choice of options
for courses, programs, and colleges and universities. One only needs to search the
internet for distance education programs to become astounded by the number and
variety of programs. There are hundreds of programs and courses that range from
cohort groups with some on-campus requirements to completely online offerings
with no on-campus requirements.
Adults are attracted to online learning as the majority of the students are
between the ages of 25 and 50. Many students learning through distance education
may be their only choice to improve their educational attainment, and many see
learning as a more efficient use of their time. However, there are some limitations to
providing distance education for both the students and the institutions providing the
service. Compared to face-to-face classroom education, distance education requires
students to be more focused, become better time managers, and work alone and with
others. Each must learn flexibility and adapt to a world where they are unable to

touch, see, or hear the people they are trying to communicate with. online students
face more distractions from work and family responsibilities.
Distance education implies a separation between the student and teacher,
with the learners having more autonomy and responsibility for the learning process.
Distance education is defined by the Association for Educational Communications and
Technology (AECT) as “institution-based, formal education where the learning group
is separated, and where interactive telecommunications systems are utilized to reach
learners, resources, and instructors.” Therefore, distance education brings a whole
new set of issues to both instructors and learners, with retention being at the
forefront of concerns.
Retaining students is the number one priority of higher education, and one
way to improve retention is to reduce the number of withdrawals from online
courses. Learning online can be a daunting task for many adult students because they
must handle work, family, and community responsibilities and find time to study and
learn online.
For many adults who have been educated in the traditional classroom,
learning online can be a lonely process. The student sits at a computer trying to
connect with others and learn new content through a new mode of learning. For most
adult students, their only experience has been in the typical classroom, where
students attend class once per week and then leave only to return the following week
for another type.
In the distance learning environment, interaction and participation can be a
daily requirement, and adjusting to these new demands can be stressful and

overwhelming. Every student must know that the institution monitors their progress
and tracks their outcomes through their course schedule map. Universities must have
records that would allow for monitoring student outcomes or programs to have a
formal review or self-evaluation to assess the retention among the student
population. Getting early alerts to identify students with academic difficulties will
benefit both universities and students.
Developing a map of the course schedule that will look for an alternate major
might better suit the students’ strengths and provide a viable alternative for reaching
the students’ career goals. The student tracking process could be a big challenge in
the paradigm shift in education. It covers managing student data across web and
mobile platforms with fully integrated features such as attendance, assignments,
grades, scheduling, and more with comprehensive reporting that might enhance
student retention, persistence, and graduation rates of enrolled students.
Statement of the Problem
This study aims to develop a proposed quality management system for
learners’ support system from the issues and challenges of distance education as
perceived by the students in the College of Education at Bulacan Agricultural State
College.
Specifically, sought answers to the following questions:
1. How may the students ‘ enrollment for the incoming first-year, transferees, and
regular students be described in terms of:
1.1 policy and procedure;

1.2 safety and security of admission; and
1.3 accessibility of enrollment/ admission platform to students?
2. How may the teaching and learning implementation of the college be described in
terms of:
2.1 process and platform;
2.2 safety and security; and
2.3 accessibility of online and offline resources?
3. How may the students’ tracking be described in terms of the following:
3.1. Policy and Procedure;
2.2. Safety and Security of teaching and learning process; and
2.3 Availability of online and offline resources?
4. How may the issues and challenges of students in distance education be described
in terms of:
3.1. Students’ enrollment procedure;
3.2. Teaching and Learning implementation; and
3.3. Student registry and tracking?
5. What inputs to the quality management system may be proposed based on the
findings of the study?
Conceptual Framework

Cristobal (2017) explicated that framework is a combination of two or more
theories that help the researcher to understand the variables to test in the current
study.
The framework provides the researcher a clear understanding of what to explore as
it sets the direction of the proposed study.
The researcher believes that a strong framework of the study will help the
researcher focus on what has to be achieved and what has to be done. It also
considered that the framework presented contains the important variables present
in the statement of the problem.
Since the main objective of this study is to understand and analyze the
different issues and challenges faced by the colleges during the paradigm shift of
education and implementing the flexible learning modality as required by the
Commission of Higher Education at the tertiary level, this study will be anchored in
the Kuhnian Paradigms which focus on the reasons of reformation of education
towards improving educational programs and practices to cater the needs of effective
and efficient ways in the delivery of learning. The paradigm acknowledges the
different resistance, particularly on the teaching staff, such as lack of training,
leadership, and communication.
According to Khun, the process of paradigm shift is incommensurable, which
considered radical change is necessary when the situation calls for it as a by-product
of a new and different way of thinking. In short, Kuhn argued that science is not a
steady acquisition of knowledge but rather a series of peaceful interludes punctuated
by intellectually violent revolutions in which one conceptual world-view was

replaced by another, and these world views were called “paradigms” as mentioned by
(Irez & Cigdem, 2011).
Ryan and Deci (2020) described Self-Determination Theory as the foundation
for online learning motivation (OLM). Self-determination theory (SDT) is a broad
framework for understanding factors that facilitate or undermine intrinsic
motivation, autonomous extrinsic motivation, and psychological wellness, all issues
of direct relevance to educational settings. The theory describes the flexibility of
online learning, study management, technology, modular learning, and online
interaction as essential dimensions of readiness in flexible learning. Flexible learning
design considers the learning environment, which is a more customized one that can
meet the needs of its learner through the use of technology or non-technological aided
one. As an organismic theory, SDT assumes people are inherently prone to
psychological growth and integration, and thus toward learning, mastery, and
connection with others.
Also, the change process framework of Fullan (2006) deemed equally
important to fully analyze the factors affecting the change process, which is presented
in four broad considerations in the change process: (1) initiation, (2) implementation,
(3) continuation, and (4) outcome. This change process comprehensively
understands the different experiences of the respondents/participants during the
implementation of the programs. Likewise, this plays a very important role in the
development of the different possible initiatives to address the pressing issues and
challenges. This would provide a clear analysis leading toward the development of
programs and action plans for the improvement.

Input Process Output
Figure 1. Paradigm of the Study
The researcher opted to illustrate the variables of the study using the IPO
model to show or present all the factors which are significant and make up the
process. The inputs usually contain the summary of the various related articles that
the researcher is interested to include in the study. The process part of the framework
describes the actions to be done with the inputted factors. The use of the primary
research tool such as questionnaires, interview results, and observations are equally
significant for the analysis part of the study. While the output part presents the action
to be taken after interpreting and analyzing the results and findings of the study. An
action plan, intervention program, proposed program, activities, modules, and other
related things are taken into consideration. Hence, in this study, the input variables
are the Students’Enrollment/Admission, Teaching, Learning, and Students’ Tracking
Students’ Enrollment
and Admission
Teaching And
Learning
Students’ Tracking
1.1. Procedure;
1.2. Safety and
security of data;
1.3. Availability to
students;
1.4. Process and
platform;
1.5. Availability of
resources;
Analysis of the
result of the survey
using survey
questionnaire
which also includes
open ended
question for the
qualitative part
Quality
Management
System for
Learners’ Support

which focuses on the procedure, process and platform, safety and security, and
availability of resources. While the process focuses on the analysis of the results from
the data gathered using the survey questionnaire with open-ended questions for the
qualitative part. Finally, on the output port, the researcher proposes a quality
management system for learners’ support to address the identified issues and
challenges as perceived by the respondents.
In this study, the researcher is interested in describing the students’ admission
in terms of process, safety, and security of data under the Data Privacy Act. This
covers the availability to students of the admission platform and the teaching and
learning implementation process, which includes the operation and platform use,
safety and security of data, and the availability of resources such as the college’s
online platform. Understanding the variables mentioned in the framework and the
current status of implementation by the college shed light on the proper identification
of the issues and challenges faced by the students, faculty, and the college as a whole
since the external factor that causes the problem which the respondents and
participants are experiencing were properly scrutinized. It capacitates the researcher
to give in-depth meaning to the experiences of the individuals included in the study.
Significance of the Study
The goal of the study is to determine the issues and challenges in the paradigm
shift in education through the implementation of flexible learning modality of the
tertiary education at Bulacan Agricultural State College for Academic Year 2020-2021
to Academic Year 2021-2022 as mandated in the CMO no.4 series of 2020.

This study is deemed significant for the following:
Students of Bulacan Agricultural State College. The results of the study may
unwarp the current statuses of the paradigm shift and implementation of flexible
learning modality at Bulacan Agricultural Colleges per CMO no.4, s., of 2020.
Institutional leaders. The results of the study may help them be aware of the
status of the flexible learning modality as an initial move for a paradigm shift in
tertiary education as well as the issues and challenges students encounter. These will
be beneficial in adhering to the descriptions and considerations set by CMO no.4, s.,
of 2020 or the Guidelines on the Implementation of Flexible Learning Modality During
the Pandemic School Year.
Faculty. The results of the study may contribute to meeting the Guidelines’
descriptions and considerations for the Guidelines on the Implementation of Flexible
Learning Modality During the Pandemic School Year.
Students. The result of the study may create awareness on how they can abide
by the Guidelines on the Implementation of Flexible Learning Modality During the
Pandemic School Year, which will lead to a better learning experience.
Parents. The results of the study may serve as a guide in maintaining or
meeting the Guidelines on the Implementation of Flexible Learning Modality During
the Pandemic School Year. Also, this may help them provide a better remote learning
experience for their children.
External Linkages. The study results may serve as a basis of their framework
on how they can help in maintaining or meeting the descriptions and considerations
for the Guidelines on the Implementation of Flexible Learning Modality During the

Pandemic School Year. They may consider the suggested strategies for the betterment
of the Implementation of Flexible Learning modalities in the colleges.
Scope and Limitation of the Study
This study aimed to determine the issues and challenges encountered and
experienced by students, faculty, and the institution in the implementation during the
paradigm shift of education through the implementation of flexible learning modality
as mandated by the Commission on Higher Education through the CMO No. 4.s., of
2020 for tertiary education.
This focused on the policy guidelines in the implementation of flexible
learning delivery and teaching options in the tertiary education together with its
descriptions and considerations as stated in the said memorandum, the institutions’
actions taken, specifically in the admission, teaching and learning, and students
evaluation as implemented in the college.
Location of the Study
The study was conducted in Bulacan Agricultural State College in San
Ildefonso, Bulacan, which is under the supervision of the Commission on Higher
Education and implementing the guidelines on the implementation of flexible
learning modality (CMO No.4, series of 2020).

Figure 2. Map of Bulacan Agricultural State College
Definition of Terms
The following terms are operationally defined for clarification and a better
understanding of this study. The different terms defined and described below appear
in the thesis title, problem statement, conceptual framework, scope, and delimitation.
Admission. This pertains to the process or fact of entering or being allowed to
enter a place, organization, or institution.
Approaches. This pertains to the different actions undertaken by the colleges
to meet the required standard as mandated in CMO No.4. series of 2020.
Attendance. The term means the current enlistment of the student to the
colleges, which is also referred to as the student’s enrollment in the colleges.
Availability. This refers to the accessibility or the quality of being able to be
used or obtained.
Data. This refers to the individual facts, statistics, items of information, and set
of values of qualitative or quantitative variables about one or more persons or
objects.
Enrollment. The process through which students enter tertiary education at
Bulacan Agricultural State College is by complying with the approved admission
policies and requirements. (BASC-COP-REGS-001).
Flexible Learning Modality. This refers to the term of preference of the
students to study using online and offline delivery of classes.

Issues and Challenges. This refers to the encountered problems and difficulties
of the stakeholders during the flexible learning implementation as a result of the
paradigm shift of education addressing the emergency needs.
Learning. This pertains to the acquisition of knowledge or skills through
experience, study, or being taught.
Modalities. This pertains to the delivery of the lesson to students whether
online or offline. It includes the synchronous and asynchronous or a combination of
both using the different learning materials, including self-learning modules or kits or
digitized copies of modules and video lessons.
Paradigm Shift. This can be defined as the quick response of tertiary education
toward the continuity of learning during the pandemic year.
Pedagogies. This refers to the identification of the compelling method of
teaching the content using the combined modular and online delivery of the lesson.
Platform. This refers to the system for disseminating information over the
internet to a selected group.
Procedure. This refers to the series of actions conducted in a certain order or
manner.
Process. This refers to the series of actions or steps taken in order to achieve
a particular end.
Quality. This refers to the degree of excellence of something.
Resources. This refers to the necessary and required materials in the delivery
of education. The systematic process that reserves seats in a particular program in
BASC, is accomplished by following the steps implemented by each semester’s

registration period. (BASC-COP-REGS-001).on services to students and other
stakeholders.
Registration. This is the systematic process that reserves seats in a particular
program in BASC, which is accomplished by following the steps implemented by each
semester’s registration period. (BASC-COP-REGS-001).
Safety. This refers to the condition of being protected from or unlikely to cause
danger, risk, injury, and loss.
Security. This refers to the state of being free from danger or threat.
Strategies. This refers to the set of methods implemented by the faculty to
enable students to meet the required learning competency for the course. Systems.
This is the set of guidelines emphasized in CMO No.4. series of 2020.
Teaching. This pertains to the process of engaging students in learning.
Tracking. This pertains to the act of one that traces and monitors the record of
students according to each individual map of the course schedule.

METHODOLOGY
This chapter presents the research design, the data gathering, the techniques,
the sampling procedures, and the data analysis scheme that the researcher employed
in this study.
Research Design
In this study, the researcher used the triangulated contemporary research
design, non-experimental quantitative research design, or mixed-method research
type of research. Hence, the triangulation method played one of the critical strategies
used by the researcher in the data gathering. This was done to ensure the sufficiency
and accuracy of data is achieved. This type of research design was used to confirm,
cross-validate, and corroborate what is being studied. The researcher collected all
quantitative and qualitative data and eventually interpreted it considering the
strength of each data that may affect the other data.
Hereafter, the researcher looked for the primary document being investigated
and analyzed the college process manual. These contain the following policies and
procedures on enrollment of new and transferee students, withdrawal and
registration, adding, changing, and dropping of subjects. Besides, these also include
the process of application for graduation and the process of requesting students’
records which the researcher thinks essential to analyze, understand and find which
among the processes mentioned needs to be given extra attention for improvement
in the future to meet the continued need for innovation.

This study employed the descriptive (explanatory sequential) and
phenomenological (to discuss the lived experiences of the stakeholder such as
students, faculty, and administration) approach. It involved the gathering of
quantitative and qualitative data and pieces of evidence to determine the issues and
challenges in the paradigm shift of education implementing the flexible learning
delivery in the tertiary education specifically considering the students’ admission,
teaching and learning process, and students evaluation at Bulacan Agricultural State
Colleges.
Edmonds & Kennedy (2017) explained that the explanatory-sequential
approach is sequential and is used when the researcher is interested in following up
the quantitative results with qualitative data. Thus, the qualitative data was utilized
in the subsequent interpretation and clarification of the results from the quantitative
data analysis. In many instances, because the QUAN design emphasizes, a generic qual
design is used in explanatory approaches. This two-phase approach is beneficial for a
researcher interested in explaining the findings from the first phase of the study with
the qualitative data collected during Phase 2. Therefore, the gathered data and
evidence were systematically analyzed through comparative analysis to establish a
connection between phenomena and provide valid justifications, which eventually
led to the definition and explanation of how the variables affect the lives of the
respondents. The purpose of this is to give a picture of a situation as it naturally
happens. It may be used to develop new theories, identify problems within the
current practice, and justify current practice wherein, in this study, the bases of
assessment and analysis is the CMO No.4 series of 2020. Also, phenomenological

because this was anchored in the actual experiences of the people involved in the
study.
Data Gathering Techniques
The researcher created a research plan indicating the different vital activities
such as but not limited only during the conduct of the study. Below are the various
activities to be undertaken by the researcher:
Prior to the conduct of the study, the researcher prepared letters addressed to
the President/Administrator of Bulacan Agricultural State College seeking
permission to conduct the proposed research. The letter was signed and approved by
the researcher’s thesis adviser.
Then, the researcher immediately coordinated with the people deemed to be
essential in the gathering of the data, such as the school administrators, registrar’s
office, student affairs office, and the Parents Association of the school if possible.
A survey questionnaire was distributed both online(google form) and offline
for the convenience of the respondents and following the health and safety protocol
of the IATF.
Finally, in the second phase, the researcher included open-ended questions for
the respondents to answer including school administrators, faculty, and students
regarding the likely issues and challenges they experienced during the
implementation of the flexible learning modality of the institution for the year 2020-

2021. The data gathered here were used to further explain and support the
quantitative findings of the study.
Sampling Procedures
The researcher employed the random sampling technique in the
administration of survey questionnaires to the respondents – students, faculty,
program chair, and registrars at Bulacan Agricultural State College in San Ildefonso,
Bulacan. Based on the population of 956 which includes students, faculty, program
chair, and registrar, the number of samples was computed using the Raosoft
calculator to ensure the accuracy of the required number of samples which is 275
respondents considered a valid and reliable number to generate the required data.
The number of the sample was based on the actual number of students enrolled and
faculty currently teaching at the colleges.
Data Analysis Scheme
After collecting all the needed data for the study, these were organized,
consolidated, and subjected to statistical analysis which was presented in tabular
form.
Descriptive statistics such as weighted mean or frequency percentage distribution
were applied to describe the status of the paradigm shift of education at Bulacan State
College and the readiness status of the students, faculty, and the learning resources
management of the colleges.
The average weighted mean was used to see the average of some elements
with different weights on the result of other elements in the set. In understanding and

describing the paradigm shift status and flexible learning readiness, descriptive
analysis was employed to identify the emergence of each independent variable as the
dependent variable in the study. While the phenomenology approach, which leads to
understanding the actual experiences of the respondents/participants, was gathered
through the open-ended questions for respondents to answer. This is to ensure that
the data provided in the survey questionnaire was validated to promptly identify the
issues and challenges encountered which will be the bases for the proposed plan of
action.
RESULTS AND DISCUSSION
This chapter presents, analyzes, interprets, and discusses the result of the data
gathered. For an organized presentation and consistent discussion, the data are
presented following the order or sequence of the questions raised in Chapter 1, to wit:
(1) on the student enrollment process, (2) on teaching and learning implementation,
(3) on student tracking, (4) on issues and challenges of students in distance
education, and (5) on the quality management system for learner’s support
implemented by the colleges during the paradigm shift of education of the colleges.
Student Enrollment Process
Student enrollment is the first step to becoming an official student in the
college. Students must enlist their names through the following procedures as

reflected in the admission procedure. It would require them to submit pertinent
documents such as school forms from high school, report cards, birth certificates, and
other documents as evidence and for recording in the colleges. Only officially enrolled
students are allowed to attend classes in the institution.
Enrollment management is both a process and a sequence of activities
involving the entire campus. It is projecting trends that will affect higher education.
Thus, it requires the colleges to attract prospective students through an easy and fast
track system in the enrollment procedure using the best available technology and
online platform for enrollment and other activities which affect students’ and
teachers’ activities during registration. Sometimes faculty lost tracking the students
officially enrolled in their subjects, for their names are not reflected in the official list
of students provided by the registrar. Also, students are enrolled in courses that they
did not register for during their enrollment.
In this study, the researcher presented the results on students’ enrollment
from Table 1 to Table 6, the teaching and learning process from Table 7 to 9, Table 10
to 12 for students’ tracking, and Table 13 to Table 17 are the different issues and
challenges as perceived by the respondents of the study.
Student Enrollment Process for the Incoming 1st Year and Transferees
The student enrollment process is the step-by-step procedure to be
undertaken during the enrollment into the colleges.
Table 1 Student Enrollment Process for the Incoming 1st Year and Transferees
Indicators Mean Interpretation

The college admission policy/ procedure is clear
specifically in terms of documentary requirements
4.34 Satisfied
The admission office uses online admission and offline
admission of students indicating the process cycle time
and fees
4.29 Satisfied
The admission online and offline is verifiable anytime
through systems notification or school notification to
students through postal letter
4.17 Satisfied
The process flow steps are clear even to the ordinary
individual
4.23 Satisfied
The process flow details of enrollment are accurate 4.32 Satisfied
The result of an application for free tertiary education is
fast, reliable, reported, and received immediately by the
applicant for timely processing of other required
documents for enrollment
4.35 Satisfied
Average 4.28 Satisfied
Table 1 shows that the student enrollment process in terms of policy and
procedure got a satisfactory rating, as evidenced by the 4.28 mean percentage score.
Specifically, this was revealed by the following indicators: the college admission
policy/ procedure is clear specifically in terms of documentary requirements (4.34),
they use online admission and offline admission of students indicating the process
cycle time and fees (4.29), is verifiable anytime through systems notification or school
notification to students through a postal letter (4.17), the process flow steps are
evident even to the ordinary individual (4.23), accurate (4.32), and the result of an
application for free tertiary education is fast, reliable, reported and received
immediately by the applicant for timely processing of other required documents for
enrollment (4.35).
The highest mean score was noted on the fast, reliable, reported, and received
immediately by the applicant for timely processing of required documents for
enrollment. On the other hand, the lowest score was stated on verifiable admission

through system notification and updates. Also, it presents that in terms of submitting
requirements by student-applicants, it was reported that applicants were able to
submit documents on time but not immediately verified through system notification
and updates. This means that the cause of delay for enrollment was due to slow
verification for admission, which may be caused by the following: file has been
corrupted, documents contain macros or with macro-intended file, extensions are
supported (e.g., .xlsm, .docm, .pptm), and macro-enabled documents may upload
successfully, DocuSign does not technically support documents with macros,
documents are password-protected, the file is too large, and PDF is an active XFA
form. Spiro (2014) found that almost 50% of the respondents are looking to change
their current learning management system (LMS) due to problems such as lack of
mobile features, dated appearance and user experience, the difficulty of use, poor
reporting features, poor customer support, and inability to adapt to changing needs.
Student Enrolment process (incoming 1st year and transferees) in terms of
Safety and Security of Admission
Safety and security of admission during the enrollment process to the colleges
adhere to the standard of the Data Privacy Act. All important data gathered from the
individual who seeks enrollment in the colleges are safe and for record-keeping
purposes only.
Table 2 Student Enrolment process (incoming 1st year and transferees) in terms of
Safety and Security of Admission
The admission office uses a secured platform for the
online admission of new and old students
4.44 Satisfied

The Admission office clearly discusses to the
stakeholders the safety and security of submitting
information both online and offline.
4.38 Satisfied
The platform uses a system-generated report of the data
being gathered from the applicants
4.39 Satisfied
It may be gleaned in Table 2 that the student enrollment process for the
incoming 1st year and transferees in terms of safety and security of admission got a
satisfied rating as evidenced by a 4.40 mean percentage score. This was manifested
by the following assessments: the admission office uses a secured platform for the
online admission of new and old students (4.44), and the admission office clearly
discusses to the stakeholders the safety and security of submitting information both
online and offline (4.38), and the platform uses a system-generated report of the data
being gathered from the applicants (4.39).
Based on the presented result of the study, the researcher claimed that the
college was able to provide the students with a secured and safe platform for
enrollment. Thus, student data and records are well protected, and the colleges
adhere to the Data Privacy Act of 2012, Chapter V, Section 20 (b).
All units in the College maintain relevant quality records to demonstrate
achievement of the required quality and effective operation of the QMS. All
documents should be produced with the best quality. Thes are properly filed, stored,
and readily retrievable from the storage facilities that provide a suitable environment
to prevent damage, deterioration, or loss. These documents are retained in
accordance with the Archives Law. Likewise, these quality records are established,

recorded, and maintained in accordance with the Records Matrix (Quality Manual,
2016).
The personal information controller shall implement reasonable and
appropriate measures to protect personal information against natural dangers such
as accidental loss or destruction and human dangers such as unlawful access,
fraudulent misuse, unlawful destruction, alteration, and contamination. This implies
that any information must be protected at all times and will only be used with consent
by the said person. Some authors have explored the potential of high school data,
such as grades or ranking, as an additional source of information for higher
education access; however, in general, the evidence is inconclusive (Brunsma et al.,
2012).
College applications entail an application form, high school transcript,
standardized test scores, letters of recommendation, and personal essays. Admission
departments look at these and other criteria submitted by an applicant to make their
admission decision. In order for students to be successful in their college application
procedure and college career, high school guidance counselors ought to understand
the current admission process and what admission officers are searching for in a
potential student. Because guidance counselors play such a big role in the college
application process, it is significant that they understand the current practices of
admissions.
Student Enrollment Process (incoming 1st year and transferees) in terms of
Accessibility of Enrolment/Admission Platform to Students

Accessibility of enrollment and admission platform pertains to the easy
access to enrollment and a user-friendly platform for admission.
Table 3 Student Enrollment Process (incoming 1st year and transferees) in terms of
Accessibility of Enrolment/Admission Platform to Students
The college chosen online admission platform is student
and user friendly
4.38 Satisfied
The application form for admission is readily available
for download for students who cannot apply using the
online application
4.36 Satisfied
The result of online and offline applications is posted on
the college website
4.42 Satisfied
Table 3 reveals that the student enrollment process (incoming 1st year and
transferees) in terms of accessibility of enrolment/admission platform to students
got a satisfied rating as evidenced by a 4.39 mean percentage score. Particularly, the
college chosen online admission platform is student and user friendly (4.38), the
application form for admission is readily available for download for students who
cannot apply using an online application (4.36), and the result of online and offline
application is posted in the college website (4.42). Given this result, students are
satisfied and consider the admission platform user-friendly. Then, students who are
not tech-savvy can use the platform because of its usability, simple and non-confusing
features, and clickable buttons.
Kulkarni (2016) uncovered interesting and real-life problems in using online
facilities. Particularly, the students who are the beneficiary of this online admission
process face vivid problems in making an online transaction. Among these frequently
occurring problems are website not working, connectivity, online payment, system

requirement, cost of the transaction, and lack of customer care. The severity of these
problems is more evident in the case of rural students since rural areas are deprived
of internet, and technology-based services.
Students’ Enrollment Process for Regular Students
Student Enrollment Process (regular students) in terms of Policy and
Procedure presents the terms and conditions of enrollment to the colleges.
Table 4 Students’ Enrollment Process for Regular Students
The college admission policy/ procedure is clear
specifically in terms of documentary requirements
4.37 Satisfied
The admission office uses online admission and offline
admission of students indicating the process cycle time
and fees
4.35 Satisfied
The admission online and offline is verifiable anytime
through systems notification or school notification to
students through postal letter
4.33 Satisfied
The process flow steps are clear even to the ordinary
individual
4.45 Satisfied
The process flow details of enrollment are accurate 4.42 Satisfied
The result of the application for free tertiary education is
fast, reliable, reported, and received immediately by the
applicant for timely processing of other required
documents for enrollment
4.47 Satisfied
A closer look at Table 4, one could deduce that the student enrollment process
for the regular students in terms of policy and procedure got a satisfactory rating as
evidenced by a 4.40 mean percentage score. For the respondents, the college
admission policy/ procedure is clear specifically in terms of documentary
requirements (4.37), the admission office uses online admission and offline
admission of students indicating the process cycle time and fees (4.35), the admission

through online and offline is verifiable anytime through systems notification or
school notification to students through a postal letter (4.33), the process flow steps
are clear even to an ordinary individual (4.45), the process flow details of enrollment
are accurate (4.42), and the result of an application for free tertiary education is fast,
reliable, reported and received immediately by the applicant for timely processing of
other required documents for enrollment (4.47). It is very important that the colleges
have a clear and comprehensive list of requirements required for online submission.
It should also be noted that the provision of how the file is saved and submitted for
example whether the file is submitted through PDF, through word format, or JPEG
shall also be emphasized.
College Board (2011) enunciated that students and parents complained about
the lack of transparency in the process. They viewed the application process as
confusing and difficult to secure good information about college choice, and how the
admission outcomes were unpredictable and sometimes appeared to defy logic.
Student Enrollment Process (regular students) in terms of Safety and Security
of Admission
The student enrollment process for regular students is the step-by-step
procedure to be undertaken during enrollment in the college. Table 5 indicates that
the student enrolment process for the regular students in terms of safety and
security of admission got a satisfied interpretation as shown by the mean
percentage score of 4.37. Students believe that the admission office uses a secured
platform for the online admission of new and old students (4.36), the admission
office clearly discusses to the stakeholders the safety and security of submitting

information both online and offline (4.48), and the platform uses a system-
generated report of the data being gathered from the applicants (4.26).
Table 5 Student Enrollment Process (regular students) in terms of Safety and
Security of Admission
The admission office uses a secured platform for the
online admission of new and old students
4.36 Satisfied
The Admission office clearly discusses to the
stakeholders the safety and security of submitting
information both online and offline.
4.48 Satisfied
The platform uses a system-generated report of the data
being gathered from the applicants
4.26 Satisfied
Old students and new students (regular students) believe and perceive that
their submissions online are safe and secured. The purpose of establishing an
admission process for higher education is to select the best students, supposing that
those students who achieve a better performance will have the most potential to
successfully fulfill the demands of higher education (McCowan, 2016).
Accordingly, higher education admission systems in many countries require
the application of national standardized tests together with the use of other
complementary measures of academic performance (Walker, 2020).
The perennial presence of technology in the lives of people today and people’s
reliance on it causes unprecedented risk in keeping the privacy of people, especially
on personal information which might be subject to online phishing and scamming,
which should be taken seriously by colleges when handling students information. It
requires a sophisticated technological program solution to ensure the student data
are kept well (Lisova et al., 2019).

Student Enrollment Process (Regular Students) in terms of Accessibility of
Enrollment/Admission Platform to Students
Student enrollment process of regular students to be undertaken during the
enrollment to the college in terms of accessibility of enrollment and admission
platform includes the system for disseminating information over the internet to a
selected group.
Table 6 Student Enrollment Process (Regular Students) in terms of Accessibility of
Enrollment/Admission Platform to Students
The college chosen online admission platform is student
and user friendly
4.33 Satisfied
The application form for admission is readily available
for download for students who cannot apply using the
online application
4.46 Satisfied
The result of online and offline applications is posted on
the college website
4.37 Satisfied
In table 6, it can be noticed that the students’ enrolment process for the regular
students in terms of accessibility of enrolment/admission platform got satisfied
ratings as shown by the average mean score of 4.39. This was revealed by the
following assessments: the college chosen online admission platform is student and
user friendly (4.33), the application form for admission is readily available for
download for students who cannot apply using the online application (4.46), and the
result of online and offline application is posted in the college website (4.37).
Regular students of the college were satisfied with the enrollment process that
the colleges implemented during the pandemic school year, which shows that the
platform used was a user-friendly platform. Students appreciated the action of the

college in selecting the platform. Enrollment and application forms were
downloadable from the college website, which became useful to students who cannot
enroll online. It also presents that students who have internet and no or poor internet
access have the alternative option as to how they can enroll in the colleges. According
to Power School, it is always right and proper to ensure modernizing the enrollment
system through streamlining and securing online enrollment to save staff and parents
time, reduce hard costs, and improve data accuracy.
Teaching and Learning Implementation
In the teaching and learning process, it is both the faculty and students who
have a great role in ensuring the process will be implemented as expected.
Shanmugavelu (2020) emphasized the teacher and students’ role in achieving a
successful teaching and learning process. It stated in section three: Instructional
Rigor and Student Engagement, a teacher supports and encourages a student’s
commitment to initiate and complete complex, inquiry-based learning requiring
creative and critical thinking with attention to problem-solving, which requires a
teacher to have the following characteristics: (A.) Teacher instructs the complex
processes, concepts, and principles contained in state and national standards using
differentiated strategies that make instruction accessible to all students, (B)Teacher
scaffolds instruction to help students reason and develop problem-solving strategies,
(C.) Teacher orchestrates effective classroom discussions, questioning, and learning
tasks that promote higher-order thinking skills (D.) The teacher provides meaningful
learning opportunities for students (E.) Teacher challenges students to think deeply
about problems and encourages/models a variety of approaches to a solution

(F.) Teacher integrates a variety of learning resources with classroom instruction to
increase learning options (G.) Teacher structures and facilitates ongoing formal and
informal discussions based on a shared understanding of rules and discourse
(H.)Teacher integrates the application of inquiry skills into learning experiences, and
(I.) The teacher shares the targets and criteria for success, while on the other hand,
the students must have the following characteristics: (A. )Student understands
learning targets and criteria for success, (B.) The student reads with an
understanding of a variety of texts, and (C.) The student applies and refines inquiry
skills.
Teaching and Learning implementation in terms of Process and Platform
Table 7 displays the result of the survey conducted on 275 students and
faculty respondents to assess the teaching and learning implementation of the
college, specifically among BSED and BEED students of Bulacan Agricultural State
College.
Table 7 Teaching and Learning implementation in terms of Process and Platform
The college orient students in the chosen mode of
delivery available and used by the college
4.35 Satisfied
The students and teachers are given time for the subject
orientation dates aside from the overall orientation done
by the college
4.37 Satisfied
The students are also oriented with the platform that the
subject and the faculty will use during the classes
4.39 Satisfied
The teaching personnel uses varied activities for
students’ engagement
4.35 Satisfied

It may be perused in Table 7 that the teaching and learning implementation in
terms of process and platform got a satisfied interpretation with a 4.37 mean
percentage score. The findings imply that the college orient students in the chosen
mode of delivery available and used by the college (4.35), the students and teachers
are given time for the subject orientation dates aside from the overall orientation
done by the college (4.37), the students are also oriented with the platform that the
subject and the faculty will use during the classes (4.39), and the teaching personnel
uses varied activities for students engagement (4.35).
Given the result, it can be claimed that the college was able to provide the kind
of platform that students can use, and orientation was done before the actual conduct
of the delivery. Zhao (2020) uncovered in his study that it is not only the readiness
of the students that need to be considered but more so the readiness of teaching
personnel to facilitate the teaching and learning process. Moreover, it also discussed
the diversity of its stakeholders in education, considering that it is not only the
provision of knowledge it needs to consider but also teachers as online education
providers, technology suppliers, families of students, technology support personnel,
facility managers, and real estate owners have an interest in this question because
the answer has an impact to their welfare as well. It also reminded the community
to be mindful when using this online education since it does not offer childcare,
health care, free meals, a physical setting for friendship and socializing collection of
trained education professionals, and other social services.
Moreover, this also means that faculty were equipped in terms of developing
engaging activities for students to work on either online or offline. Pande (2018)

elaborated that the development of data and communication innovations has
encouraged the extension of the open and separate mode of instruction. On the
African Landmass, where assets are rare and higher instruction arrangement is
destitute, Open Distance Learning (ODL) has been acknowledged as a reasonable,
fetched viable implies of growing arrangement without expensive cost in the
foundation.
Learner-centered instruction calls for suitable strategies that can be utilized
by instructors to supply a variety of learning encounters, including individual and
collaborative learning. Aithal and Suresh Kumar (2016) spoke about higher
instructions in India especially is institutionalized, characterized by a higher
concentration of significance and authority for instructors and a lesser degree of
independence for the understudies who are beneficiaries of the information. This
has been a stumbling block to learning among the more youthful era within the
setting of changing understudy desire over time, given the progression in
communication innovation, changes in social and family setup, and more
introduction at no cost learning. This calls to have a re-orientation in the
instructional method so as to move the focus to more student-centric learning.
Teaching and Learning Implementation in Terms of Safety and Security of the
Teaching and Learning Process
Teaching and learning safety and security focus on the teaching and learning
implementation of the college. Safety is the condition of being protected from or
unlikely to cause danger, risk, injury, and loss while security refers to the state of
being free from danger or threat.

Table 8 shows that the teaching and learning implementation in terms of
safety and security of the teaching and learning process got a satisfied interpretation
with a 4.41 mean percentage score. This was specified by the following assessments:
the college ensures the safety and security of students’ data, especially submission of
activities, quizzes, and other graded examinations (4.41), and the college secured
students’ friendly platform for teaching and learning (4.42), the current college
platform meet the standard of data privacy act (4.36), and the teaching personnel
uses the platform and its available features in accordance with safety and security law
(4.43).
Table 8 Teaching and Learning implementation in terms of Safety and Security of
the Teaching and Learning process
The college ensures the safety and security of students’
data especially submission of activities, quizzes, and
other graded examination
4.41 Satisfied
The college secured students a friendly platform for
teaching and learning.
4.42 Satisfied
The college's current platform meets the standard of the
Data Privacy Act
4.36 Satisfied
The teaching personnel uses the platform and its
available features in accordance with safety and security
law
4.43 Satisfied
The figure as presented in the table above clearly states that in terms of the
safety and security of students’ submissions like quizzes and other graded
examinations, students are satisfied with the college’s means of data and records
keeping pertaining to examinations and the like. This perception of the respondents
suggests that the colleges have shown practice in what the Data and Privacy Act

mandated. This promotes high consideration of being mindful of keeping personal
information confidential at all times, considering that, Park and Vance (2021) on Data
Privacy in Higher Education claimed that digital natives have little concern for the
privacy of their data. This claim is quite alarming, thinking that they will become the
future policymaker, software developers, entrepreneurs and etc., this attitude that
they have shown on data privacy is a great contributor to the policy and practice they
shall govern in the next generation.
In terms of instructional services of BASC, Teaching-learning processes cover
course offering, faculty workload, course syllabi preparation, application of varied
teaching methodologies and strategies, utilization of relevant instructional materials,
pieces of training, assessment of student performance through examination and
laboratory activities, and submission of report on rating. All units in the College
maintain relevant quality records to demonstrate achievement of the quality and
effective operation of the QMS. All documents should be produced with the best
quality. These are properly filed, stored, and readily retrievable from the storage
facilities that provide a suitable environment to prevent damage, deterioration, or
loss. These documents are retained in accordance with the Archives Law. Likewise,
these quality records are established, recorded, and maintained in accordance with
the Record Matrix. Training Needs Assessment (TNA) Faculty and Staff Development
Planning, etc. shall be conducted as required by organizational changes. Personnel is
strongly encouraged to pursue graduate education through scholarship grants both
internal and external (Quality Manual, 2016).

PARADIGM SHIFT IN EDUCATION: INPUTS TO QUALITY MANAGEMENT SYSTEM OF BULACAN AGRICULTURAL STATE COLLEGE Authored by: Aldrin L. Aquino

PARADIGM SHIFT IN EDUCATION: INPUTS TO QUALITY MANAGEMENT SYSTEM OF BULACAN AGRICULTURAL STATE COLLEGE Authored by: Aldrin L. Aquino

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