basis for skill enhancement initiative Cereza, Lyndon J. creator author. Colina, Angelica Joy V. author. Contreras, Sharmay C. author. Daguiso, Jhon Whendelle Rey B. author. Echipare, Angelica T. author. Verona, Lea Katrine S., adviser. Tañamor, Ma. Bernadette O., panelist, chair. Infante, Leonisa O., panelist. Luzon, Niño Jeffrey L., panelist. text bibliography ph Buhi, Camarines Sur Camarines Sur Polytechnic Colleges 2024 monographic eng

print

80 leaves. The transition to virtual learning has posed significant obstacle for both instructors and students. This study aims to explore the challenges and potential solutions to enhance online Stenography learning, focusing on how to improve access to resources, adapt teaching methods, and foster a supportive virtual learning environment. The respondents of the study were the 292 Bachelor of Science in Office Administration (BSOA) students of Camarines Sur Polytechnic Colleges, Buhi Campus. The descriptive method was used in order to determine the challenges encountered by the students in stenography during the post pandemic. The instrument used in this study was a research-made questionnaire for data collection and was interpreted using weighted mean. The study identified several significant challenges and coping strategies regarding Stenography learning among BSOA students in the post-pandemic period. These challenges include difficulty in converting shorthand symbols into written words, trouble interpreting shorthand symbols, inconsistency in shorthand notation, and challenges in proofreading and editing shorthand notes. For advance shorthand, students struggled with maintaining speed and accuracy in fast-paced note taking, utilizing advanced equipment and technology, and mastering complex shorthand techniques. In machine shorthand, difficulties were found in maintaining accuracy and consistency, editing and proofreading machine generated notes, troubleshooting technical issues, and adapting to unclear audio inputs. To address these challenges, students adopted various coping strategies, which were largely effective in enhancing their stenographic skills. The most commonly employed strategies were seeking feedback from instructors and peers, using mnemonic devices like flashcards, engaging in self-recorded transcription practices, and utilizing online resources. The strategies underline the importance of active learning, feedback, and the use of diverse resources to overcome obstacles in skill development. Lyndon J. Cereza, Angelica Joy V. Colina, Sharmay C. Contreras, John Whendelle Rey B. Daguiso, and Angelica T. Echipare. Undergraduate Thesis (BSOA)- Office Administration Camarines Sur Polytechnic Colleges, 2024. CSPC 250905 20250905141147.0 eng