EFFECTS OF INTERNET ACCESSIBILITY TO THE ONLINE LEARNING OF

SENIOR HIGH SCHOLL STUDENTS IN GREGORIO C. CATENZA NATIONAL

HIGH SCHOOL S.Y 2021-2022

In Partial Fulfilment of Requirements

In

Research Report

Submitted to:

MS. ELSA AVERY DUCALANG

Teacher

Submitted by:

JOLINA M. COSTELO
Grade 10 Newton

GREGORIO C. CATENZA NATIONAL HIGH SCHOOL

Tunga, Leyte

MAY 2022
ABSTRACT

This research work investigates the Effects of Internet Accessibility to the Online

Learning of the Senior High School Students in Gregorio C. Catenza National High

School S.Y 2022. A survey research design was adopted in conducting this research.

Questionnaire was the instrument employed for data collection. Frequency count and

simple percentage was used to analysis the data. The study population comprises of thirty

(30) students, drawn from grade 11 and grade 12 students of Gregorio C. Catenza

National High School of Tunga, leyte. With these results, the researcher concludes that

there are significant effects of Internet Accessibility to the Online Learning of the Senior

High School Students in Gregorio C. Catenza National High School S.Y 2022. Internet

access to the online learning of the students plays a vital role to the quality education of

the learners amidst of the COVID- 19 Pandemic.

Online learning offers opportunities that increased the possibilities and offers a

safer access to education as well as vast knowledge of the learners, however because of

certain circumstances not all have the privileged to easily access to the internet yet

educators as well as the students should always find alternative ways to support the

means as well as the need for a better education. Moreover, grades of the Senior High

School students from the teachers using online learning were not included. The

researcher recommends that students should have a positive insight as well as find

alternative ways on how to deal with problems in the availability and access of the

internet for online learning with or unstable internet access.

Keywords: Effects of internet accessibility to the online class, academic track, senior
high school, STEM, HUMMS

INTRODUCTION

Before the internet came to existence. It takes a long period of time to

communicate to someone else. Sending messages leaves with only two options which are

either through phone call or mailing. There were also times that people need to physically

go to various places just to keep track to their research, teaching as well as business. But

as times goes by, internet has revolutionized everything. Nowadays, internet become part

of peoples live. Millennial as well as any average individual can enjoy the benefits of

internet access without leaving their houses. As the humanity entered 21 st century, these

changes just came our way and continue to make things possible, where there is a

constant change and there is a fast way to connect because of availability of internet

access.

According to the latest internet usage statistics as of September 2020, there are

currently over 4.33 billion active internet users worldwide and 57% of the entire world’s

population has Internet access. Furthermore, here in the Philippines as of January 2020,

the number of internet users grew 73 million people, accounting for more than half of the

total population and mostly belong to the age group 16 years old and above. This

indicates that internet access has become part of people’s wants and necessities. Also,

computer access and mobile devices use among adolescents and other ages have grown
for educational purposes over the past decades, which means that most students use

Internet as a tool for access in learning. Lounge (2018).

The internet has already change the world. It is one of the most transformative

and fast growing technology. The significant growth of Internet access enables the

students to use it as an educational tool for learning, communication and creation of

knowledge. Students are able to access high quality opportunities and educational

provision regardless of local circumstances. The internet access is therefore portrayed as

allowing education to take place on any time, any place and any pace basis. In fact, in

rich countries, where access to the internet nearly is universal and there are vast majority

of young adults specifically students use online learning platforms to enrich sources of

knowledge and expertise that can be used for their future.

However, the COVID -19 pandemic has largely dealt with a crisis in every part of

the world, especially here in our country. People are suffering and our actions are limited.

But to be able to meet the needs and wants of many we have this called “New Normal”,

we are in a transition from face to face to new method of learning. Also, the preparedness

of the schools requires the help of advanced technology and the access to the internet.

The government together with the Department of Education (DepEd) find ways to

support the means of education amidst of COVID- 19 pandemic.

Online Learning is an alternative mode of distance learning that requires the need

of internet accessibility for students as aided by the Schools Learning Management

System, to ensure the safety of educators and learners amid of the pandemic. The

digitalization becomes more significant to have a safer access to education where

students will attend classes virtually and their outputs and assignments sent through
emails, Facebook and messenger so it is very much important that students should have

access to the internet in order to comply all the needed requirements.

On the contrary, most of the students are having problems with the limited

internet access during Online Learning because of unstable Internet connection in their

city or municipality or they do not have any device to use or facility to have convenient

access to the Internet. Also, they do not have load allowance, Wi-Fi and so on because of

lack of financial stability of their family. Sometimes, the students cannot follow what the

teacher or instructor is discussing in his/her lesson because of poor internet connectivity.

Furthermore, they cannot send videos or outputs in any social media platforms or even

hear the voice messages sent by their teacher during their discussions of their lessons.

Though there are benefits in accessing to the internet with the vast of knowledge and

information to gather, on the other hand, some students don’t have any capacity to have

internet access for online learning due to circumstances and problems encountered with

the internet accessibility.

Also another study conducted by Ivweta and Igere (2018) states that internet is

one of the beneficial tools in this era of Information and Communication Technology

(ICT) used in academic exercise. They found out that most of the students were computer

literate and merely access relevant academic materials through the Cyber Café and

improve their examination preparation due to internet use. The institutions should embark

on awareness program that will sensitize the students to take the advantages derived from

the use of the internet for academic purpose. Conversely, some of the problems

encountered are Power outage, lack of computer terminals and information overload.

Furthermore, in the usage of internet which include slow internet speed and lack of stable
power supply were some of the problems militating against effective internet access,

Jibrin et. al (2017).

The students frequently access to the internet from Cyber Café, in order to

retrieve important materials for academics. E-journals and e-books were among the

resources often used. Students also indicated that with the help of the internet, they are

better prepared for their examinations. However, due to some circumstances, there are

common interruptions in accessing to the internet such as low internet connection, lack of

internet facilities, deficient devices such as computers and mobile phones, excess of

gathered information and unstable power. As a result, institutions should find alternative

ways in order for students to excel academically despite of some of the problems

impeding the accessibility of internet for online learning.

Furthermore, in the study of Apuke and Iyendo (2018) states that the use of

internet technology for learning purposes in developing countries has largely dealt with

its impact on academic performance, communication and general educational purposes.

The students perceived that the lack of digital readiness, the absence of electronic library

for easy accessibility to journals, and inefficient cybercafé and internet facility within

their school settings were the main issues discouraging the accessibility of the internet.

Though there are limitations involved inefficiency to access to the internet to some

students and difficulty in maintaining academic integrity yet, they still strive to find ways

through self-organization, resilience and resourcefulness to make use of the internet to

facilitate their studies.

 Lastly, according to the study of Poddar et. al (2015) explains that Internet access

has proved to be a boon in the field of Education as it provides fast access of information

anywhere in the world. E-learning is just learning through electronic media or internet

access. Internet is defined as a collection of various services and resources. Also, the

expansive nature of the Internet and the accessibility of technology have generated a

surge in the demand for web based teaching and learning. Consequently, students who

don’t have internet access may find it difficult due to some problems or circumstances.

However, online education is quickly infiltrating into school districts and colleges across

the nation, Oyendo and Halil (2015).

Internet access has grown tremendously and technology in education plays an

important role in improving the educational skills and knowledge of the people. Students

use the internet for social, entertainment, and educational purposes. There are also

pathways and search engines used to find information. A lot of people, specifically

students become overly reliant on media because of internet accessibility. It may seem be

advantageous to others, however to some not all have the capacity to avail internet due to

lack of availability of the devices or poor internet connectivity. In addition, online

learning has become the essential tool to support the means of the students that support to

have better academics and prepare skills and competencies for the future.

OBJECTIVE OF THE STUDY

The main purpose of this study is to find out the Effects of Internet Accessibility to

the Online Learning, of Senior High School Students in Gregorio C. Catenza National

High School S.Y 2022. To be more specific, the following research question will be

addressed to the total result of the study:

 1. What device/s do select senior high school students’ use when they attend online

classes;

2. What are the advantages of having good internet access to the selected senior high

school students’ academic performances;

3. What are the disadvantages of having unstable internet access among Gregorio C.

Catenza National High School selected senior high school students’ academic

performances;

4. What is the frequency of the selected senior high school students’ use of internet

accessibility for online learning;

5. What are the ways to minimize difficulties in accessing to the internet for online

learning among Gregorio C. Catenza National High School selected senior high

school students?

METHODOLOGY

Respondents

The respondents for this study are Senior High School Students in Gregorio C.

Catenza National High School. The researcher opted for quantitative strategy and non-

experimental research design because of the nature of this research. A simple random

sampling procedure will be used for selecting the participants in this study. The data

used are randomly selected from a sample of 30 respondents in Senior High School

Students. In order to achieve the consistency of research context, the researcher carried
out data collection only for the Grade 11 and 12 students, because most of them are using

internet access for online learning. Since the researcher can’t cover all the students due to

some circumstances because of COVID- 19 pandemic and lack of time, the need for

randomization is a big help. The key research tools were online survey questionnaire

thru a Google Form that will be send via messenger to know and obtain precise data in

the research.

Results and Discussion

The researcher chose a non- experimental research design, more specifically

descriptive data analysis because it is best served to answer the questions and the

purposes of the study. Senior High School Students from Gregorio C. Catenza National

High School who have internet access for online learning will be the respondents to gain

information and insights about the Effects of Internet Accessibility to the Online

Learning of Senior High School Students in Gregorio C. Catenza National High School

S.Y 2022. Findings from this research are expected to be generalized to the entire

population. In this study, it also makes use of a quantitative research strategy which is

particularly applicable for the purpose of this research, where the connection between

several different variables had to be established through statistical. The locality where the

researcher conducts in this study are students from Gregorio C. Catenza National High

School, Tunga, Leyte specifically the senior high school students. It will be conducted

through online questionnaire. The questions will be asked via messenger through a

Google Form since students are not available for face to face due to COVID- 19

pandemic. The data for the study will be collected through filling up a form in the Google

Form from a standardized questionnaire to obtain accurate data in the study about the
Effects of Internet Accessibility to the Online Learning of Senior High School Students

S. Y 2022. All the data was obtained from the answers of the respondents on their given

questionnaires.

R
Always A
Seldom Often Usually Never
N
STATEMENTS K

F % F % f % f % F %

26.67 13.3
1. PC 3 10% 6 20% 8 4 9 30% 4th
% 3%
3.33 6.67
2. Mobile Phones 24 80% 1 3 10% 2 0 0% 1st
% %
3. Both PC and 13.3 33.33 13.3
4 9 30% 10 3 10% 4 2nd
Mobile Phones 3% % 3%
4. Computer 16.67 13.3
3 10% 5 3 10% 4 15 50% 5th
Tablet % 3%
3.33 33.33 16.6 36.6
5. Computers 1 10 3 10% 5 11 6th
% % 7% 7%
33.33 16.67 16.6 23.3
6. Laptop 3 10% 10 5 5 7 3rd
% % 7% 3%
Figure 1. Device/s students’ use for online class.

This table shows the percentage of the device/s students’ use for online class.

Based on the data gathered there are 80% or 24 students who always use mobile phones

for online class. Also 6.67% or 2 students who usually use mobile phones. Furthermore,

there is 0% no student who never use mobile phones as a device for online class.

Aside from that, there are 13.33% or 4 students who always use both PC and

mobile phones for online learning. Similarly, there are 13.33% or 4 students who doesn’t
use PC and mobile phones. On the other hand, 33.33% or 10 students who often use PC

and Mobile phone devices for online class.

Furthermore, there are 10% or 3 students who always use laptop as a device for

online class. Also, 33.33% or 10 students who seldom use laptop. Consequently, there are

23.33% or 7 students who never use laptop as a device for online learning.

In addition to that, there are 10% or 3 students who always use Personal

Computer for online learning and 26.67% or 8 students who often use PC. Likewise,

there are 30% or 9 students who never use PC as a device for online class because they

don’t have any personal computer available.

Moreover, there are 10% or 3 students who always use computer tablet. Aside

from that, 10% or 3 students also, who often use computer tablet as a device for digital

learning. Yet, 50% or 15 students who don’t have computer tablet and don’t use it as a

device for online learning.

Always R
Seldom Often Usually Never
A
STATEMENTS
F % F % F % F % F % N
K
1. I can relate to 33.3 33.3 26.67 6.67 0
10 10 8 2 0 2nd
discussions. 3% 3% % % %
2. I gained
good/high 43.3 26.67 0
6 20% 13 8 3 10% 0 4th
scores in our 3% % %
quizzes.
3. I can pass on
3.
time with my 36.6 36.67 13.33
11 3 10% 11 4 1 33 1st
activities to 7% % %
%
my teacher.
4. I have good
23.3 33.3 23.33 0
performance 7 10 7 6 20% 0 3rd
3% 3% % %
in our class.
5. I got good and 6 20% 8 26.6 12 40% 4 13.33 0 0 5th
 high grades. 7% % %
Lastly, there are 3.33% or only one student who always use computer as a device

for online class and 33.33% or 10 students who seldom use computer. However, there are

36.67% or 11 students who doesn’t use computer as an essential device for online

learning.

Figure 2. Advantages of having good Internet access to the Gregorio C. Catenza

National High School Students Academic Performances.
This table shows the percentage about the advantages of having good internet

access to the selected senior high school students’ academic performances in Gregorio C.

Catenza National High School. There are 36.67% or 11 students can always pass on time

with their activities to their teacher and 3.33% or only one student only who never pass

the activities on time though there is a good internet accessibility.

Moreover, there are 33.33% or 10 students who can always relate to discussions.

Nevertheless, 0% no student can’t relate to lessons, since there is a good internet access

for online learning.

Furthermore, there are 23.33% or 7 students who always have good performance

in their class because of good internet accessibility for online class. Likewise, there is 0%

no student who never have a good performance since there is the efficient access to the

internet.

In addition to that, there are 20% or 6 students always gained good/high scores in

their quizzes based on their experiences. Also, there are 10% or 3 students who usually

gained good/high scores in their quizzes with the good internet access among Gregorio C.
Catenza National High School S.Y 2022 selected senior high school student’s academic

performances.

Finally, there are 20% or 6 students always got a good and high grades and

13.33% or 4 students usually got a good and high grades due to availability of good

internet access for online learning.

Figure 3. Disadvantages of having Unstable Internet Access among Gregorio C.

Catenza National High School Students’ Academic Performances

Always R
Seldom Often Usually Never
A
STATEMENTS
N
F % F % F % F % F % K
1. I passed my
activities/
projects 6.67
4 13.33% 12 40% 6 20% 6 20% 2 3rd
beyond the %
given
deadline.
2. I got low
33.33 26.67 6.67
performance 1 3.33% 9 30% 10 8 2 5th
% % %
in our class.
3. I can’t relate
26.67 13.33 6.67
to the 4 13.33% 12 40% 8 4 2 2nd
% % %
lessons.
4. I got poor
performance
26.6 6.67
and result to 5 16.67% 8 9 30% 6 20% 2 1st
7% %
have a work
overload.
5. I gained bad 23.3 23.33 16.67
2 6.67% 7 9 30% 7 5 4th
grades. 3% % %
This table shows the percentage of the disadvantages of having unstable Internet

access among senior high school students’ academic performances. There are 16.67% or
5 students who always got poor performance and result to have a work overload because

of the unstable internet access.

Furthermore, 30% or 9 students often experience a poor performance in their

online class, results to have a work overload. However, there are 6.67% or 2 students

who never got poor performance and don’t have a work overload though there are

problems encountered with the unstable internet access for online learning.

Moreover, there are 13.33% or 4 students who are always can’t relate to the

lessons sent by their teachers or discussed because of poor internet access. Similarly,

there are 13.33% or 4 students who usually can’t relate to the lessons sent by their

teachers or discussed during online class because of unstable or even poor internet

connection. On the other hand, 6.67 % or 2 students experience never or can’t relate to

the lessons because of unstable internet access.

Also, there are 13.33% or 4 students who always passed their activities/ projects

beyond the given deadline. The same with the 20% or 6 students who often and usually

passed their activities that elapse the given deadline. Consequently, there are 6.67% or 2

students find ways to pass the activities on time though they experience unstable internet

access.

In addition to that, there are 23.33% or 7 students who seldom gained bad grades.

However, though there are disadvantage of unstable internet connection that affects the

academic performance of the students, there are 16.67% or 5 students who never gained

bad grades based on their experiences.

 Finally, there are 3.33% or only one student who always got low performance in

their class. Likewise, 40% or 12 students seldom got a low performance during online

class due to unstable internet access. Still, 6.67% or 2 students never experience low

performance though they face unstable internet connection during online learning.

Always Usuall R
Seldom Often Never
y A
STATEMENTS
F % f % f % f % f % N
K
1. I use this
more than 16.67 20 6.6
12 40% 5 16.67% 5 6 2 2nd
five hours a % % 7%
day.
2. I use this 13.
26.67 20
three to four 3 10% 9 30% 8 6 4 33 5th
% %
hours a day. %
3. I use this two 23.
15.67 20
to three hours 4 13.33% 8 26.67% 5 7 33 6 4th
% %
a day. %
23.
4. I use this one 20
7 23.33% 7 23.33% 3 10% 6 7 33 3rd
hour per day. %
%
5. I use this
online
platform
when I need
to submit my
activities, 23.33 3.3 6.6
15 50% 5 16.67% 7 1 2 1st
output sent to % 3% 7%
our teacher or
download
documents/vi
deos with our
lessons.
Figure 4. Frequency of students’ use of internet accessibility for online learning.

In this table, it shows the percentage of the frequency of students’ use of internet

accessibility for online learning. The data illustrates that 50% or 15 students always use
this online platform when they need to submit their activities, output sent to their teacher

or download documents/videos with their lessons. On the other hand, there are 6.67% or

2 students who never use this online platform for online learning.

Moreover, there are 40% or 12 students who always use this more than five hours

a day with the accessibility of the internet. Still, there are 6.67% or 2 students who never

use this more than five hours a day for online learning.

Consequently, there are 23.33% or 7 students who always use this one hour per

day though there are availability and access of the internet for online learning. But, based

on the gathered results there are 23.33% or 7 students who never use this one hour per

day.

Furthermore, there are 13.33% or 4 students who always use these two to three

hours a day with the access of internet for online learning. Correspondingly, 26.67% or 8

students seldom use these two to three hours a day. However, there are 20% or 6 students

who never use these two to three hours a day with the frequent access of the internet for

online learning.

Finally, there are 10% or 3 students who always use these three to four hours a

day and 30% or 9 students seldom use this frequency of three to four hours a day and

26.67% or 8 students often do so. On the other hand, there are 13.33% or 4 students who

never use these three to four hours a day for online learning with the accessibility of the

internet.

Always
Seldom Often Usually Never R
STATEMENTS A
F % F % f % f % f % N
 K
1. I need to
physically go
13.
to the internet 23.33 6.67
4 33 7 3 10% 2 14 46.67% 6th
café or % %
%
someone’s
place.
2. I borrow
gadgets from
my family or 13.
26.67 13.3
even go 4 33 8 6 20% 4 8 26.67% 5th
% 3%
outside in our %
house to find a
good signal.
3. I need to have
load for my 60
18 6 20% 3 10% 0 0% 3 10% 1st
data %
connection.
4. I focus on my
daily
household 46.
16.67 23.3 13.3
chores first 14 67 5 7 4 0 0% 4th
% 3% 3%
before I go to %
online learning
sessions.
5. I take down
notes on what
subject should
I prioritize and 53.
13.33 13.3
manage my 16 33 4 6 20% 4 0 0% 3rd
% 3%
time wisely so %
that I can
submit on
time.
Figure 5. Ways to Minimize Difficulties in Accessing to the Internet for Online
Learning.

This table shows the percentage of the ways to minimize difficulties in accessing

to the internet for online learning. Based on the gathered data there are 60% or 18

students who always need to have load for their data connection. Likewise, there are 10%

or 3 students who never need to have load for their online class.
 Also, there are 60% or 18 students who always find ways when the signal is weak

to contact their teachers, to stay updated which the activities they missed or failed to

finish. In addition, there are 0% no student who never contact their teacher when they

need to comply activities to minimize the difficulties in accessing to the internet for

online learning.

Furthermore, there are 53.33% or 16 students who always take down notes on

what subject should they prioritize and manage their time wisely so that they can submit

on time. On the other hand, there are 13.33% or 4 students usually make a time table to

manage their time genuinely.

Aside from that, there are 46.67% or 14 students who always focus on their daily

household chores first before they go to online learning sessions. Likewise, there are

23.33% or 7 students often do so to overcome the challenges face with the problem of

accessing to the internet.

Moreover, there are 13.33% or 4 students who always borrow gadgets from their

family or even go outside in our house to find a good signal, and 26.67% or 8 students

who never borrow gadgets from their family or even go outside in our house to find a

good signal.

Lastly, there are 23.33% or 7 students who seldom need to physically go to the

internet café or someone’s place. However, there are 46.67% or 14 students who don’t

need to go to internet café or someone’s place just to minimize the difficulties in

accessing to the internet for online learning.

CONCLUSIONS

Through the comprehensive analysis of the data gathered, the researcher was able

to find out that most of the selected senior high school students always use mobile phones

as their personal device use for online learning having 80% or 24 students of the total

sample. Furthermore, 33.33% or 10 students seldom use computer and laptop. Aside from

that, there are 30% or 9 students who don’t have any personal computer available and

50% or 15 students don’t have any computer tablet to use rather than those who have as

an important device for online learning.

On the other hand, there are advantages of having good internet access to the

selected senior high school students’ academic performances. The findings revealed that

36.67% or 11 students of the total sample students can always pass on time with their

activities to their teacher. It would be beneficial for them because 33.33% or 10 students

can always relate to the discussions during online learning. Aside from that, 23.33% or 7

students can always have a good or better performance in their classes because they are

comfortable and open to their lessons as well as discussions. Likewise, based on their

experiences 20% or 6 students are always better prepared and gained a good or high score

in their quizzes which result to have accomplish a good or even high grades.

Consequently, there are also disadvantages of having unstable Internet access

among senior high school students’ academic performances. The result indicated that

16.67% or 5 students of the total samples always got poor performance and have a work

overload with their activities because of the unstable internet access. Conversely to the
advantages, 13.33% or 4 students can’t always relate to the discussions since there is the

inability of the internet access to see pictures or even hear any voice messages with their

lessons so as a result 40% or 12 students seldom passed their activities/ projects beyond

the given deadline and 26.67% or 8 students have a poor performance and gained a bad

grades based on the student’s experiences.

Furthermore, the frequency that the selected senior high school students’ use of

internet accessibility for online learning indicates that 50% or 15 students of the total

sample always use this online platform when they need to submit their activities, output

sent to their teacher or download documents/videos with their lessons. The findings also

revealed that 40% or 12 students of the selected senior high school students excessively

use online platforms with the range of more than five hours a day because of the

accessibility of the internet. Based on the obtained data shows that there is a negative

time frame of using internet access for online learning. This will further explain that it

becomes part of their daily lives as well as activities to easily access to the internet for

online learning among the Gregorio C. Catenza National High School selected senior

high school students, however students should be aware that it is not good to

disproportionately use internet though there is the advantages and frequent access. It

should be used in a wise and timely manner.

In addition to that, among the six ways to minimize the difficulties in accessing to

the internet that are encountered by the selected senior high school students during online

learning, the results revealed that 60% or 18 students of the total sample, always need to

have load for their data connection similarly to the 60% or 18 students of the entire
population who always find ways when the signal is weak, to contact their teachers so

that they can still be updated which the activities they missed or failed to finish.

Therefore, the null hypothesis is rejected because as per findings of the research

study there are significant effects of Internet Accessibility to the Online Learning of the

Senior High School Students in Gregorio C. Catenza National High School S.Y 2022.

RECOMMENDATION

The researcher recommends that students should have a positive insight as well as

find alternative ways on how to deal with problems in the availability and access of the

internet for online learning with or unstable internet access. Also, they should use internet

wisely because it can be an essential tool for them to improve their academic

performances as well as enrich their capabilities for their future.

Teachers should also know and understand the situation of every student, altering

online learning as well as experiencing a convenient or insufficient internet access and

enable them to find ways as well as teaching strategies that will cater to help the students

to excel academically.

The students should be motivated by their parents, extend their patience to their

children, and give them more attention and support so that learners will be able to do

school activities well. Likewise, they should help and support their children, experiencing

the need of internet access for online learning and will be able them to be aware and

make actions that can help them sensitize or give some advice for their child experiencing

a problem with the internet accessibility.

 Researchers should conduct a farther study about the effects of Internet

accessibility for online learning and possibly give a wider involving other areas or

variables. Because of this it will help them to better understand and make this as their

guide to their study.

Lastly to the Telecommunication Company to increase the convenience of

internet connection by means of electronic transmission of access over distance learning

improve and globalized their services providing efficient and convenient internet access

so that educators as well as learners can continue their online class.

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