JPAIR Institutional

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17 • October 2021 JPAIR Institutional Research is produced
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Learning Difficulties and Coping

Mechanisms of Education Students
in the Shift to Flexible Learning Modality
amidst COVID-19 Pandemic
ROWEL G. OLILA
https://orcid.org/0000-0002-9672-7460
[email protected]
[email protected]
Aurora State College of Technology
Baler, Aurora, Philippines

Originality: 100% • Grammarly Score: 98% • Plagiarism: 0%

ABSTRACT

Coping is a mental process that hopes to reduce or diminish stress. It may

work on a conscious or unconscious level is determined by personality traits,
personal characteristics, and resilience. Levels of adaptation are unique and can
never be the same for two people. As educational institutions struggle to continue
despite the ensuing COVID-19 Pandemic, online resources, learning management
systems, synchronous and asynchronous teaching and learning modalities,
blended and flexible learning, and a thousand different online applications and
platforms were sought to facilitate the delivery of quality education still. The
sudden shift to the new normal in education brought difficulties to students,
teachers, administrators, and all education stakeholders. This quantitative
research investigated the learning difficulties and coping mechanisms of 166
Education students of Aurora State College of Technology in the shift to flexible
learning modality. The researcher used the questionnaire to identify the learning
difficulties and the coping mechanisms of the respondents. The study utilized
frequency count, percentage, and weighted mean. It is interesting to note that
with the sudden shift to flexible learning modality, the respondents experience

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moderate difficulty as to Content (WM=3.0), performance tasks (WM=2.8), and

summative tests (WM=2.9). Furthermore, concerning the experienced learning
difficulties, respondents do cope-up with a medium amount (WM=3.3). That the
most valuable coping strategies amidst the ensuing Pandemic are the following:
developing new learning styles and habits, utilization of technology that can aid
learning, and committing oneself to discipline, commitment, and purpose. It is
recommended that the findings of this research be used to identify research gaps
and explore learning theories and principles for the improvement of the existing
teaching and learning pedagogies responsive to the new normal education.

Keywords — Education, learning difficulties, coping mechanisms,

descriptive survey, Philippines

INTRODUCTION

Coping is a mental process that hopes to reduce or diminish stress (Naughton,

1997). It may work on a conscious or unconscious level and is determined by
personality traits (Hewitt & Flett, 1996), personal characteristics (de Ridder
& Kerssens, 2003), and resilience (Glennie, 2010). Levels of adaptation are
personal and can never be the same for two people. As educational institutions
struggle to continue despite the ensuing COVID-19 Pandemic, online resources,
learning management systems, synchronous and asynchronous teaching and
learning modalities, blended and flexible learning, and a thousand different
online applications and platforms were sought to facilitate still the delivery
of quality education (Ng et al., 2020). However, the sudden shift to the new
normal in education has brought difficulties and stresses to students, teachers,
administrators, parents, and all education stakeholders (Bhamani et al., 2020).
The opening of 2020 is difficult for the Pandemic COVID-19 forced all
institutions, government, and private to follow the community quarantine
implemented by the government. These community quarantine protocols hope
to contain the virus and prevent community transmission. Classes in colleges and
universities were ended (Baloran, 2020). As agencies develop contingency plans,
they issue memoranda on pre/post COVID interventions. They implemented
health protocols, stranded students were sent back to their homes, and extended
support. This support came from the college, the national government, and other
institutions. Only the skeleton staff reports in their respective offices to facilitate
the timely giving of salaries to employees, planning initiatives, and maintenance/
upkeep of the college facilities.
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With a continuous increase in the number of infected individuals, COVID-19

Pandemic brought every individual emotional, psychological, financial, spiritual,
and even physical challenges. The fear brought by the Pandemic is monstrous
that aside from emotional, psychological, economic stresses, it also got the people
into extreme poverty and job loss. Hunger and starvation, especially among the
daily wage earners, became a familiar story that tested the people’s resiliency.
The new educational setup caught teachers, parents, students, and all other
stakeholders of education unprepared. A series of problems arose: internet
connectivity, teacher preparedness and training related to distance learning,
facilities, budget, and parents’ readiness to facilitate homeschooling. Students
cope with the mental challenges and learning difficulties brought by the shift to
flexible learning modalities (Baloran, 2020).
Educational institutions begin to resume their operations even on a
limited basis. This is due to the loosened community quarantine protocols. The
Education Department still monitors and supervises the activity of its faculty
members through different memoranda. These serve as a guide regarding post-
Covid-19 interventions and to plan for the next school year. Movement in the
Low-risk MGCQ areas was allowed; this enables the department to prepare for
its strategies concerning the admission and registration of students. The faculty
members attended a series of webinars, especially on utilizing online resources
and applications that can help facilitate flexible/blended learning among our
students.
Despite the ensuing Pandemic, the Education Department of Aurora State
College of Technology persisted in still delivering its services to the students
by adopting Flexible Learning Modalities appropriate to the conditions
and circumstances of our clientele. The department conducted mobile pre-
registration, online verifications/transactions were allowed, extended enrolment
with the deadline to complete students’ requirements and grades. The memo
of the College President regarding Post-COVID 19 interventions was still in
effect so as not to aggravate the economic, physical, psychological, emotional,
and mental impact of the pandemic on the students (Galea et al., 2020). The
department also conducted a series of webinars, and giving consideration became
the policy in dealing with non-submission, delay, and non-compliance of the
students in their enrolled subjects (Organisation for Economic Co-operation and
Development [OECD], 2020).
There is a need for a response in collaboration with stakeholders of education.
As the Philippines reinvent the educational landscape in a time of Pandemic,
teachers’ preparedness, learners’ condition, and the environment conducive
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to learning are just a few of the many concerns that must be addressed. These
are some of the many factors to be considered, not to mention the internet
connectivity, budget, and learning modality. A strategy must be developed as
a product of engagement among education stakeholders in the Philippines,
(Joaquin et al., 2020).
The Pandemic may have forced education to get out of its comfort zones inside
the four walls of the classroom. Still, it also pushed education to revolutionize
and reinvent the educational landscape. A peek into the future.

FRAMEWORK

COVID-19 Pandemic challenges schools to respond proactively to its

negative impacts, especially the students learning and well-being as the most
vulnerable groups in time of pandemic. Though caught unprepared, countries
worldwide had extended help to support the needs of the students and their
families. Educational policies were developed vis-a-vis social and emotional
support was already in place (OECD, 2020).
Substantial gaps remain among groups, but these initiatives cemented
the need for a responsive education, especially in a Pandemic. There is also a
substantial increase in anxiety and depression, substance use, loneliness, and
domestic violence. With schools closed, there is a genuine possibility of an
epidemic of child abuse (Galea et al., 2020).
Teachers primarily carry on their shoulders the weight of the sudden shift
to the new normal education. Though teachers’ sacrifices were recognized and
appreciated, inevitably, the traditional face-to-face setup was no longer the trend
in times of Pandemic. There is a need for an updated approach to education.
Youth no longer wants to be mere receiver of information; instead, they are open
to new approaches in education. The youth wants to collaborate, teaching to
be personalized, and have an active involvement in the teaching and learning
process. In order to respond to these needs, teachers need to catch up and develop
21st-century teaching skills and improve their ICT literacy (United Nations
Educational, Scientific and Cultural Organization [UNESCO], 2020).
To address the barriers of distance learning, Azzahra (2020) mentioned the
need for a learning modality that is diversified, a proactive response among local
government units, teacher trainings, and capacity development, and an intensified
partnership among stakeholders of education to make education responsive even
in time of COVID-19 Pandemic.

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Students, especially the most vulnerable groups, worsened by economic

gaps and differences were the most affected. The level of experienced difficulty
determines the amount of coping strategies. de Ridder and Kerssens (2003)
states that no single personal factor could be identified as relevant in shaping
coping behaviors. However, the combined impact of individual factors explained
a considerable amount of variance at the individual level.

OBJECTIVES OF THE STUDY

There is a wide array of literature about the learning difficulties and coping
mechanisms of students. The COVID -19 pandemic challenges the readiness
and flexibility of both students and teachers about the new set up of education
called new normal. There were efforts in the past measuring the effectiveness of
distance learning, but the urgency of the issue became serious since educational
institutions do not have any option but to resort to distance education like never
before in history. Each strives to still deliver education amidst lockdowns, health
protocols, the threat of infections, and the existence of different variants of the
virus. Thus resulting to the extension of lockdowns and serious health measures
to lessen and contain further disease among people. The research investigated
the (1) profile of the Education Students of Aurora State College of Technology
in terms of age, sex, and area of specialization; (2) the learning difficulties
experienced by the respondents in the shift to flexible learning modality. This
is described in terms of the content, performance tasks, and summative tests.
Lastly, (3) coping mechanisms of the respondents in the shift to flexible learning
modality amidst COVID-19 Pandemic.

METHODOLOGY

Research Design
A descriptive method of research was utilized in this study. It describes the
profile of the population involved, the learning styles and the coping mechanisms
developed by the respondents as the college shifted to flexible learning modality.
The questionnaire is the primary instrument used to gather data. The study
assessed the learning difficulties of Education students and their coping strategies
in the shift to flexible learning modality amidst COVID-19. An interview among
the respondents was conducted to validate the results of the investigation. In
order to analyze and interpret the results, the research utilizes statistical tools
appropriate to the nature and scope of the study.
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The study may help identify the existing difficulties of students and their
coping strategies in the sudden shift to flexible learning modality amidst
COIVD-19. The findings of this research can serve as bases to evaluate the
existing strategy of educational institutions to ensure that learning can still be
effective. This research can lead to the innovation and development of current
theories related to distance education and its adaptability in the context of
different learning environments.

Participants
The research utilized the Education students of Aurora State College of
Technology as participants. The participants are enrolled in the three Teacher
Education programs offered by the institution. These courses are the Bachelor
of Secondary Education (major in Filipino, English, Mathematics, Science),
Bachelor of Elementary Education and, Bachelor of Technology and Livelihood
Education (major in Home Economics and Information and Communications
Technology). The study involved 165 participants who rated the learning
difficulties and coping strategies survey.
In order to determine the sample size of the study, Slovin’s Formula was used.
From 419 Education students enrolled in Aurora State College of Technology,
165 cases were identified based on a 90% confidence level at a 5% margin of
errors. Respondents were randomly selected. Based on the actual data gathering,
165 responded, covering a total of 100% retrieval. For survey research, a response
rate of ≥ 80% is expected. The percent of retrieval in this research is 100% and
therefore highly acceptable.

Instrumentation
In order to gather data, the researcher used a questionnaire. The survey
contains three parts. To describe the respondents’ characteristics, the first part
of the questionnaire collects information with their profiles. The second part of
the survey comprises the learning difficulties experienced by the respondents in
terms of content, performance tasks, and summative tests. An assessment of the
limitation of the flexible delivery mode was conducted in terms of the scope of
the topics covered, the performance tasks required by the teacher per subject, and
the difficulty to implement the summative tests as the only assessment tool used
to evaluate learning. Through the use of the survey, the coping strategies of the
respondents were identified.
In order to establish consistency of responses and the results, the research
utilized an unstructured interview to validate the data inputs gathered from the
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participants.
The instrument was implemented only upon the validation of the instrument
due to pre-testing, approval of the concerned authorities to gather data, and
the consent extended by the respondents before they participated in the data
gathering.

Data Collection
The questionnaire underwent pre-testing to validate and test the reliability
of the instrument. The research instrument was evaluated. The comments and
recommendations by the respondents were considered. The population who
answered the pre-testing of the questionnaire no longer participated in the actual
data gathering.
In order to answer the objectives of the research, the results were tallied,
analyzed, and interpreted. The study employs statistical tools to ensure accurate
presentation, analysis, and interpretation of data. These include frequency and
percentage (to describe the aggregate of the population) and weighted mean (to
measure the weight of individual responses and the relationship of a part to a
whole).

RESULTS AND DISCUSSIONS

Data gathered through the questionnaire were analyzed and interpreted.

The research adopted a 5-point Likert scale with equivalent meaning and verbal
interpretations in the analysis.

Table 1. Descriptive Summary of the Respondent’s Profile

Age F Percentage
18 11 6.7
19 25 15.2
20 44 26.7
21 50 30.3
22 31 18.8
23 3 18.8
24 1 0.6
N = 165

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Age F Percentage
Sex
Male 24 14.5
Female 141 85.5
N = 165
Major
English 7 4.2
Mathematics 29 17.6
Science 12 7.3
Filipino 63 38.2
Home Economics 6 3.6
Information and Communications Technology 3 1.8
BEED 45 27.3
N = 165
General Weighted Average
80-82 1 0.6
83-85 11 6.7
86-88 44 26.7
89-91 80 48.5
92-94 22 13.3
95-97 7 4.2
N = 165

Results revealed that a significant number of the respondents aged between

19-21 years old, the majority were female (85.5%) taking all the major courses
in the program, namely, English (4.2%), Mathematics (17.6%), Science (7.3%),
Filipino (38.2%), Home Economics (3.6%), ICT (1.8%) and Elementary
Education (27.3%). The general weighted average ranges between 89-91,
respectively.

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Table 2. Descriptive summary of responses in terms of the Content

Weighted Verbal Interpretation
Statements
Mean
1. The content covers a limited number of topics. 2.8 Moderately Difficult
2. Limited opportunity to deepen the lesson. 3.0 Moderately Difficult
3. A limited number of examples to understand the 3.0 Moderately Difficult
topic.
4. Limited to no access to reading materials and 2.7 Moderately Difficult
references.
5. Relying solely on what has been given by the 3.0 Moderately Difficult
teacher.
6. Limited opportunity to interact and learn from 3.2 Moderately Difficult
peers.
7. Preferred learning styles of students are no longer 3.0 Moderately Difficult
applicable.
Average Weighted Mean 3.0 Moderately Difficult

Regarding the learning difficulties experienced, statistical computations

revealed that respondents find the Content moderately difficult (AWM=3.0).
Though caught unprepared for distance learning under the flexible learning
modality, respondents could adjust in time. The overall experience of the students
using the Blended Learning approach was relatively positive (Malonzo et al.,
2021). Further, students also mentioned some negative factors. For those who
are not disciplined with their time, the requirements could pile up as the pressure
of a deadline is not present.
The result validated the level of difficulty experienced by the respondents.
The cost of the internet is rather expensive, interaction and collaborative thinking
are hard in an online platform, the cost of accessing the internet is relatively
expensive, especially if they have to download materials which would take up a
lot from their load balance, as for doing collaborative work, chatting sometimes
is not effective. At the same time, video conferencing is also hard for some due
to poor connectivity and expenses for a load. Other disadvantages cited by the
students are: (a) they are easily distracted in social media, (b) it is hard to follow
some guidelines, and (c) not everyone owns a laptop or other devices (Ali et al.,
2020; Malonzo et al., 2021).
The institution also responded proactively through different initiatives.
Based on the CHED Memo No. 4, series of 2020 Part IV, no. 1, which states
the importance of a learner-centered approach that is deeply rooted in the needs

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of the students. Those educational institutions shall provide learners with the
most flexibility in learning content, schedules, access, and innovative assessment,
using digital and non-digital tools. These initiatives mitigated the impacts of the
sudden shift in the flexible learning modality leading to moderate difficulty.

Table 3. Descriptive summary of responses in terms of Performance Tasks

Weighted
Statements Verbal Interpretation
Mean
1. Multiple intelligences of students are rarely
3.0 Moderately Difficult
developed.
2. Effective teacher approaches and strategies are
2.7 Moderately Difficult
no longer utilized in the delivery of the lessons.
3. Individual differences were no longer emphasize. 2.8 Moderately Difficult
4. Learning process is vague and sometimes not
2.7 Moderately Difficult
available.
5. The practice of cooperative learning as part of
the learning process, cooperative learning is no 2.8 Moderately Difficult
longer available.
6. Teaching and learning process is not consistent. 2.7 Moderately Difficult
7. The utilization of the nature of the learner
(advance, average, slow) as an integral part of the 2.8 Moderately Difficult
learning process is not available.
Average Weighted Mean 2.8 Moderately Difficult

Regarding the learning difficulties experienced, statistical computations

revealed that respondents find the performance tasks as moderately difficult
(AWM=2.8). Students experienced moderate difficulty on performance tasks
related to the development of multiple intelligences (WM=3.0), teacher’s
approaches and strategies (WM=2.7), individual differences (WM=2.8), learning
process (WM=2.7), cooperative learning (WM=2.8), consistency of the teaching
and learning process (WM=2.7) and the utilization of the nature of the learner as
an integral part of the learning process (WM=2.8). The shift to flexible learning
modality has taken its toll on teaching and learning pedagogies.
Before the COVID-19 Pandemic, educational processes, teaching pedagogies,
and competency standards are appropriate to the traditional educational setup
where students attend face-to-face classes. The interaction is physical and visible
to both teachers and students. The sudden shift to flexible learning modality
as the immediate response of educational institutions to continue instructional

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delivery amidst lockdowns and community quarantines resulted in difficulties.

Despite the limitations, all stakeholders try to maintain the quality and standards
of teaching and learning in the so-called new normal in education. With all
their attached problems, virtual classes significantly developed stresses and raised
concerns about students’ academic performance (Ali et al., 2020).

Table 4. Descriptive summary of responses in terms of Summative Tests

Weighted
Statements Verbal Interpretation
Mean
1. There is a limited number of summative tests. 2.8 Moderately Difficult
2. Summative tests are limited to multiple-choice
3.1 Moderately Difficult
types, essays, narratives, and research projects.
3. Different assessment tools and techniques are no
2.8 Moderately Difficult
longer available.
4. Assessment strategies hardly cover the three
domains of learning (cognitive, affective, 3.0 Moderately Difficult
summative).
5. Too many learning activities resulted in mere
3.2 Moderately Difficult
compliance.
6. There is a limited to no mastery of the essential
2.6
learning competencies.
7. Learning has been limited to answering modules,
and student performance is measured through mere 3.1 Moderately Difficult
cognition and compliance to assigned tasks.
Average Weighted Mean 2.9 Moderately Difficult

Table 4 shows the learning difficulties related to summative tests. Based on

the findings, the respondents experienced moderate difficulty (AWM=2.9) in
the summative tests in the shift to flexible learning modality. The respondents
experienced moderate difficulty in the following areas: the number of summative
tests (WM=2.8), purely objective type questions, assessment tools and techniques
as reflected in the syllabi (WM=2.8), covering the three domains of learning
(WM=3.0), the number of learning activities (WM=3.2), the mastery of the
essential learning competencies (WM=2.6), the level of understanding gained in
answering modules, and evaluation of student performance (WM=3.1). Though
these difficulties emerged, the impact was reduced to moderate effect due to
the immediate response of governments and academicians to explore learning
modalities appropriate to the learner’s condition. With the growing pressure of

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teaching and learning in the new normal, Talampas and Martinez (2021) found
out that teachers exerted efforts in redesigning their strategies that are responsive
to the conditions of their students. As distance learning became a popular
modality in the time of Pandemic, they also modified their activities relevant to
the demands of the teaching modality adopted.
During the Pandemic, there were changes made in the assessment. These
changes included modifying assignments and assessments, flexibility in assignment
deadlines, shifting to pass/fail, and modifying assessment reporting deadlines.
Less often made changes included accepting of alternative projects, modifying
the assessment reporting process, modifying course evaluations, shifting to
credit/no credit, and changes to assessment roles and responsibilities (Jankowski,
2020). There is a significant reduction in the impact of the Pandemic on learning
difficulties among students. Equity and inclusion among the vulnerable groups
result from the initiatives of governments and countries all over the globe, with
support from agencies and educational institutions (OECD, 2020).

Table 5. Descriptive summary of Coping Strategies of Education Students in the

Shift to Flexible Learning Modality
Weighted
Statements Verbal Interpretation
Mean
1. Developing an inner sense of motivation and I usually do this a
3.3
focus. medium amount.
2. Developing a new learning style and study
3.5 I usually do this a lot.
habits.
3. Making use of time management principles I usually do this a
3.4
properly. medium amount.
4. There is online consultations and opening up to
I usually do this a
Class Advisers, Subject Teachers, and Directors 3.0
medium amount.
regarding learning difficulties.
5. Asking for peer support in accomplishing a I usually do this a
3.1
learning task. medium amount.
6. Opening up to family members about the I usually do this a
3.0
situation and suggesting how each can help. medium amount.
7. Learning new skills that are useful in I usually do this a
3.4
synchronous and asynchronous learning. medium amount.
8. Utilization of technology, the internet, and other
learning software applications and platforms that 3.5 I usually do this a lot.
can aid in flexible learning modality.

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Weighted
Statements Verbal Interpretation
Mean
9. Developing a reading habit using online I usually do this a
3.3
resources, e-library, and archives. medium amount.

10. Committing myself to discipline, commitment,

3.7 I usually do this a lot.
and purpose in the teaching profession.

I usually do this a
Average Weighted Mean 3.3
medium amount.

Table 5 shows the gathered data on the coping strategies of the respondents.
Statistical computations revealed that respondents do cope with a medium
amount (AWM=3.3). Students cope-up through the following: develop a sense of
motivation and focus (WM=3.3), make use of time management (WM=3.4), do
online consultations about learning difficulties (WM=3.0), ask for peer support
(WM=3.1) opening up to family members about learning difficulties (WM=3.0),
learning new skills (WM=3.4), developing reading habit using online resources
(WM=3.3). The most utilized coping strategies of the respondents are about
developing new learning styles and habits (WM=3.5), utilization of technology
that can aid learning (WM=3.5), and committing oneself to discipline,
commitment, and purpose (WM=3.7).
The shift to the new normal education and the adoption of flexible learning
modality among educational institutions brought by the Pandemic has also
led to the coping strategies of the respondents. These coping strategies led the
respondents to learn new skills and habits apart from traditional educational
setup, routines, and learning styles. Both teachers and students and all
stakeholders of education realized the importance of utilizing technology that
aids learning. Most importantly, the degree of commitment of the respondents
to discipline, dedication, and purpose that no matter what set up the educational
institutions will have, students can always find a way and cope with the demands
and pressures of the new normal.

CONCLUSIONS

As educational institutions shifted to flexible learning modality, findings

revealed that Education students experienced learning difficulties at a moderate
level in areas related to the content, performance tasks, and summative tests.
The proactive responses of educational institutions, parents, teachers, and all

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stakeholders of education reduced the expected impact of COVID-19 in the

education sector. Distance education has been in placed decades-long, but the
COVID-19 Pandemic made educational planners and stakeholders realize its
importance. As the affected vulnerable groups struggle to cope up, responses and
interventions are reduced if not mitigated its expected impacts.
The respondents experienced moderate learning difficulty, and they coped
up with a medium amount. In conclusion, from among the coping strategies
identified, the most valuable coping strategies amidst the ensuing Pandemic are
the following: developing new learning styles and habits; utilization of technology
that can aid learning; and committing oneself to discipline, commitment, and
purpose.

TRANSLATIONAL RESEARCH

With the findings of this research, the development of learning theories and
principles for the improvement of the existing teaching and learning pedagogies
is possible. This will also ensure that teaching pedagogies are appropriate to the
current trends and changes in the new normal. This will aid policymakers as
they revolutionize education. Delivery modalities adopted can be evaluated
using the findings of this research and can be used as a basis in the planning and
intervention. All these will positively respond to the needs and demands of the
times, making education relevant and responsive despite the ensuing COVID-19
pandemic.

ACKNOWLEDGEMENTS

The author would like to thank Aurora State College of Technology for the
support related to the publication of this research. The researcher also recognized
the assistance of all those who contributed to the completion of this research.

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