Qualitative insights into online-based learning barriers: The case of social studies majors during the community quarantine

Online learning became the primary mode of instruction for many universities during the COVID-19 pandemic, but little is known about how this shift affected students in the social sciences in developing countries. This study explored the barriers faced by Social Studies majors in the Philippines as they navigated online-based learning during the government-mandated community quarantine. A qualitative phenomenological design was used, drawing on semi-structured interviews with 23 undergraduate students in a Higher Education Institution (HEI). The data were coded and analyzed thematically to capture the range of student experiences. The analysis revealed six main themes: digital and technical access issues, environmental distractions, academic workload pressure, physical and mental health problems, instructional and communication gaps, and socioeconomic or personal challenges. Students reported that these interconnected barriers significantly limited their ability to engage and succeed in online classes. The study underscores the need for educational policies and interventions that are sensitive to the unique demands of specific disciplines and student populations. Responsive strategies that address both academic and non-academic needs will be critical in improving the quality and fairness of online education in similar contexts.