VIRTUAL CLASSROOMS, REAL CHALLENGES: ASSESSING THE CONSEQUENCES OF THE COVID-19 PANDEMIC ON ACADEMIC PREPAREDNESS AMONG ENTREPRENEURSHIP STUDENTS IN MARINDUQUE STATE COLLEGE

Abstract

Academic achievement, a multifaceted construct, is influenced by a confluence of factors, including socioeconomic status, student motivation, peer and parental support, and academic preparation. The latter, as underscored by Sarwat Masud (2019), signifies a student's readiness for the pedagogical endeavors of teachers, encompassing the execution of tasks and responsibilities. It manifests through assessments of diverse academic domains and is often gauged by classroom performance, graduation rates, and standardized test outcomes. Torres and Rodriguez (2006) further elaborate that academic preparation signifies the level of knowledge exhibited in a subject compared to established norms, frequently measured by the grade point average. Such preparation culminates in academic success, epitomized by students' accomplishments and adherence to programmatic objectives.

However, the educational landscape underwent an unprecedented upheaval with the advent of the coronavirus disease (COVID-19). This infectious ailment, caused by a novel coronavirus, triggered a global pandemic, causing extensive disruptions in education systems worldwide. As documented by the World Health Organization, the pandemic led to widespread closures of educational institutions, impacting more than 1.6 billion students across 200 countries. The ensuing challenge for educators was to adapt to remote teaching modalities, employing synchronous and asynchronous methods, leading to mixed outcomes. Financial constraints and mental health concerns further complicated the transition.

Amid this turmoil, entrepreneurship students encountered distinctive challenges. The abrupt shift to virtual learning impeded activities reliant on interpersonal interactions, significantly altering their academic preparation process. Marinduque State College, as a microcosm of this broader scenario, necessitated a meticulous analysis of the impact of COVID-19 on entrepreneurship students' academic preparation. The objective was to devise interventions that could ameliorate the adverse effects of the pandemic on their educational journey.

This study undertakes a comprehensive investigation into the transformed academic landscape, focusing on the experiences of entrepreneurship students at Marinduque State College. Employing mixed methods, including surveys, interviews, and academic performance analysis, the research explores the multifaceted repercussions of the pandemic. By identifying challenges and opportunities, the study endeavors to inform strategic interventions that bolster academic preparation, promoting resilience and adaptability in the face of unprecedented disruptions