The Effects of Transforming from Traditional to Online Learning Among Senior High School Students of Mariners’ Polytechnic Colleges, Inc., Naga Campus

The COVID-19 pandemic necessitated a global shift in education, requiring institutions to transition from traditional face-to-face learning to online modalities. This study utilized a quantitative research design and descriptive statistics to examine the effects of this transition on senior high school students and faculty members at Mariners’ Polytechnic Colleges, Inc., Naga Campus. The findings revealed significant challenges, including weak internet connectivity (1.24), limited access to digital resources (1.12), and increased stress levels due to academic workloads (1.08). Faculty members also faced difficulties adapting to digital tools and balancing professional and personal responsibilities during online teaching. The results highlighted the need for institutional interventions, such as improving digital infrastructure, providing financial assistance for devices and internet access, and offering professional development programs for educators. Students recommended reducing workloads and implementing blended learning approaches to enhance engagement and reduce burnout. Faculty emphasized life skills training and clear policies to guide online learning practices. By addressing these challenges, institutions can foster equitable access to education, improve student performance, and support faculty members in navigating virtual classrooms effectively. This study contributes actionable recommendations for optimizing online learning environments during crises and beyond.