Level of Readiness of Grade Nine Students On Distance Learning Modalities: A Quantitative Research

SCHOOLS DIVISION OF CAVITE PROVINCE
MUNICIPALITY OF GEN. MARIANO ALVAREZ
LEVEL OF READINESS OF GRADE NINE STUDENTS ON DISTANCE

LEARNING MODALITIES: A QUANTITATIVE RESEARCH
GMA-BR-HR
Susan B. Valdez
Mila M. Verano
Mercedita A. Peña
2020
BASIC RESEARCH PROPOSAL

_______________________________________________________________________________
Congressional Rd. Poblacion I, Gen. Mariano Alvarez, Cavite
LEAD PROPONENT CANTORIA, MELANIE B.
MEMBER RUBIO, EMELITA S.
MEMBER BAYLA, MA. SALOME P.
TITLE OF READINESS OF SAN GABRIEL I TEACHERS IN BLENDED
RESEARCH LEARNING: PRINTED MODULAR DL & ON-LINE
ASYNCHRONOUS DL
DIVISION CAVITE PROVINCE
Introduction and Rationale

The Novel Coronavirus Global Pandemic, or commonly called the COVID-19 Health Crisis,
caught the whole world unprepared, especially the Philippines. Due to this, the Department of
Education came up with the Basic Education Learning Continuity Plan (DepEd, 2020) – which aims to
provide a means for students to still learn, regardless of the virus through different distance learning
modalities. But before these benefits would be enjoyed, it is very important for an institution to
assess the readiness of its intended clientele – the students, in order for the institution to identify
the needs and factors that directly affect their readiness. This study presents a readiness assessment
tool for public secondary schools. It also serves as a needs assessment instrument.
At the time of this writing, the Philippines recorded 421, 724 cases in the country (DOH,
2020), with the Province of Cavite logging 22,348 cases. Conducting face to face classes during this
time risks having that number rise to uncontrollable levels, especially with schools with a very large
number of enrolled students, such as General Mariano Alvarez Technical High School.
Literature Review
_______________________________________________________________________________
Truly, the COVID-19 Pandemic forever changed the landscape of the world as we know it.
With social distancing guidelines and other health protocols in place, it will be imprudent to pursue
face to face classes in this environment, because (1) schools are fertile breeding grounds for viruses,
with cramped classrooms, and large number of students gathered in one place, and (2) students not
much giving a care for distancing or personal space from their peers, making it very easy to transmit
viruses to another person.
Within the new normal, the situation presents a unique challenge to every educational
leader’s decision-making process. Hence, to sustain the delivery of quality of instruction to every
school, this article presents opportunities for responding issues, problems and trends that are arising
and will arise in the future due to COVID-19 pandemic (Tria, 2020).
The Department of Education, after careful planning and consideration, issued Department
of Education Order No. 19, series of 2020 or the “Adoption of the Basic Education Learning
Continuity Plan for School Year 2020-2021 in light of the COVID-19 Public Health Emergency”, which
serves as the framework and guideline that schools must observe to ensure continuity of learning
during this public health emergency.
Determining the best learning model for your school necessitates an understanding of
different learning models, as well as a thorough assessment of each model’s advantages and
limitations. (Almario and Austria, 2020)
One of the Distance Learning modalities is online learning. OL means teaching and learning
that takes place over the internet. This happens when the class is gathered, face-to-face, in the
school’s computer laboratory, library, classroom, or any wifi-connected space in school. This also
happens when students are given assignments which they need to work on outside school (at home
or any other place), online, over the internet. (Almario and Austria, 2020)
The context of today’s situation, when everyone is expected to stay at home, has required
schools to practice remote learning (or distance learning). In this set up, the teacher and students do
not necessarily have to meet in person, in the physical school. Instead, classes are conducted online,
in remote locations. Classes meet via online learning platforms based on identified schedules.
Research Questions
_______________________________________________________________________________
The study aims to investigate the levels of readiness of Grade 9 students of General Mariano
Alvarez Technical High School towards distance learning: Printed Modular (MDL) and Online (OL)
Asynchronous Distance Learning.
Specifically, this study aims to answer the following questions:
1. What is the profile of the respondents in terms of:

a. Age
b. Gender
c. Availability of internet connection
d. Availability of gadgets/computers
2. What is the level of readiness of the teachers towards distance learning: Printed MDL and OL
Asynchronous Distance Learning?
3. Is there a significant difference on the level of readiness of students towards distance
learning across the profile of the respondents?
Scope and Limitation

The focus of this study will be the Grade 9 students of General Mariano Alvarez Technical High
School, district of General Mariano Alvarez, Division of Cavite Province for the School Year 2020-
2021.
This paper will discuss the relevant profile of teachers in relation to its readiness in distance
learning. These will be the age, gender, availability of gadgets/computers/internet connection, and
family background.
Research Methodology
A. Sampling
The participants will be the Grade 9 students of General Mariano Alvarez Technical High
School.
B. Data Collection
The researchers will adopt a quantitative method of research. It will use the survey as a method
of data collection. It will contain relevant and valuable information about the respondents’ teaching
experiences, value for work and thoughts about the blended learning modality.
The respondents will be requested to complete the survey within two weeks from the date of
the issuance of the questionnaires. The researchers will share link of the google form in their private
_______________________________________________________________________________
social media newsfeed and grade level group chats. The results that will be generated by the Google
forms will be used in analyzing the data.
The profiles of the respondents in terms of their age, gender, level of educational attainment,
years of teaching, position, field of specialization and grade level will be described using the
frequency counts and percentages. Tabled 1 will present the distribution of the respondents’
profile.
Table 1. Profile of the Respondents
Variables Categories Frequency Percentage

Age
TOTAL
Gender Male

Female
TOTAL
Internet Connection DSL/Fiber
Pocket/Prepaid Wi-fi
Mobile Data
None
TOTAL
Gadget Smartphone
Desktop Computer
Laptop
Tablet
None
TOTAL
The Distance Learning readiness of the respondents will be described using frequency and
percentage. Table 2 will present the level of readiness of the respondents in the Distance Learning
Modality.
_______________________________________________________________________________
Table 2. Readiness in Distance Learning
Degree of Readiness
Technical Skills 5 (SA) 4 (A) 3 (N) 2 (D) 1 (SD)
I have my own personal
computer/laptop.
I am able to use computer/laptop in
doing online reports/tasks.
I am able to use a smartphone in
checking e-mails and other online tasks.
I can access the internet frequently and
be able to search for what I need.
I have knowledge in using e-mail.
I am competent in using presentation
software such as Power Point, Google
Slides, and Prezi.
I am able to download files from the
internet and can attach files to an e-
mail.
I am familiar with and can use social
networking sites, such as Facebook,
Twitter and Instagram.
I am familiar with a Learning
Management System such as Google
Classroom, Edmodo, and Moodie.
I am acquainted in using Google Meet,
Zoom, Facebook Room in conducting
meeting or discussion.
I am acquainted with the use of group
chats in Messenger or Google
Classroom.
I am capable of answering and
understanding printed modules and
learning packet.
WEIGHTED MEAN
Table 3. Summary of Readiness in Distance Learning
Degree of Readiness
5 4 3 2 1
Technical Skills
Readiness in Distance Learning
OVER-ALL WEIGHTED MEAN
_______________________________________________________________________________
C. Ethical Issues
Referencing and citations are included to give respect to those persons involved in
this research and to acknowledge their contributions for all the ideas, information and data
collection tools lifted from other sources.
There will be consultation and meetings with the School to inform them on the
conduct of the study. Likewise, permission will be secured from them and assured that
confidentiality of the data will be observed. The participants will be informed that the study
would not affect their academic standing, in any way. The data collection material will be
destroyed or deleted on the completion of the study.
D. Plan for Data Analysis

Frequency and Percentage will be used in the first problem which is the profile of the
respondents. Average weighted mean will also be used in determining the interpretation based on
the Likert rating scale used in the level of readiness in blended learning.
Likert Rating Scale
Scale Range Interpretation
5 4.51 - 5.00 Strongly Agree
4 3.51 - 4.50 Agree
3 2.51 – 3.50 Neutral
2 1.51 – 2.50 Disagree
1 1.00 – 1.50 Strongly Disagree
To obtain the significant difference between two variables, a correlation will be used and
measured significant difference using ANOVA. In order to simplify statistical computation, all data
will be inputted into the software SPSS for faster analysis of data.
The difference in the readiness of the teachers across their profile will be presented in the
table using Analysis of Variance.
_______________________________________________________________________________
Table 6. Difference in the Readiness of the Teachers Across their Profile
Profile Readiness of Teachers Sum of df Mean F Sig.

Squares Square
Technical Skills Between Groups
Within Groups
Total
Readiness in Between Groups
Distance
Within Groups
Learning
Total
Timetable/Gantt Chart
ACTIVITIES Month Month Month Month Month Month
1 2 3 4 5 6
1. Getting Approval for
Research
2. Preparation and
dissemination of
questionnaire
3. Gathering of results
and conclusion of
research
4. Forwarding of
results and
recommendation
5. Termination of
research
**Shade the corresponding month per activity
*Add rows if necessary
Plans for Dissemination and Utilization

DISSEMINATION ACTIVITIES Month 1 Month 2 Month 3 Month 4 Month 5
_______________________________________________________________________________
1. Results will be forwarded to Oct 7-25
each chairperson in the
school
2. Proposal for its utilization in Nov 4- 15
the place of the study
3. Relay the result and propose Jan 6-17
for its utilization in the place
of study
4. Relay the result and propose Jan 20-31
in a grade for a school level
5. Relay the result and propose Feb 3-7
in grade nine for a school
level
*add rows if necessary
REFERENCES
Official Gazette of the Philippines (2012) Republic Act No. 10173, also known as the “Data Privacy
Act of 2012”
Doculan, Jo Ann. (2016). E-Learning Readiness Assessment Tool for Philippine Higher Education
Institutions. International Journal on Integrating Technology in Education. 5. 33-43.
10.5121/ijite.2016.5203.
Department of Education Order No. 12. S. 2020. Adoption of the Basic Education Learning
Continuity Plan for SY 2020-2021 in Light with the Covid-19 Public Health Emergency
Almario, A. and Austria, R. (2020) Helping K-12 Schools Transition to Post-COVID 19 Times.
Department of Education. Manila.
Tria, J. Z. (2020). The COVID-19 Pandemic through the Lens of Education in the Philippines: The
New Normal. International Journal of Pedagogical Development and Lifelong Learning, 1(1),
ep2001. https://doi.org/10.30935/ijpdll/8311
ANNEXES:
INFORMED CONSENT
Research Title: Level of Readiness of Grade Nine Students on Distance Learning

Modalities: A Quantitative Research
Researcher(s): VALDEZ, SUSAN B., VERANO, MILA M., PENA,
MERCEDITA A.
School/Organization/Office GMATHS
:
Contact Number: 09473143893
_______________________________________________________________________________
You are invited to participate in this research study. Before you decide, it is important
that you know what the research is all about and why it is being done. The main purpose of
this study is to gather data regarding to the readiness of students in Distance Learning. The
study will require one session(s) of answering the Google Form Survey. It will require 15
minutes hours/minutes for you to complete the session(s).
The benefit(s) involved in participating in this study is/are taking part on how we can
enhance our profession in the new normal. The risk(s) involved in participating in this study
is/are your responses will be used in analyzing data gathered for possible interventions. You
may decline to answer any or all questions and you may terminate your involvement at any
time if you choose.
Your responses to this study will be anonymous. Please do not write any identifying
information in your questionnaire. Your comments will also be anonymous. We will ensure
the confidentiality of your data through destroying the questionnaire or deletion of responses
in google forms. Respondent data will be kept confidential, except in cases where the
researcher is legally obligated to report specific incidents.
If you have questions at any time about this study, you may contact the researcher(s),
whose contact information, is(are) provided above.
Your participation in this study is voluntary. It is up to you to decide whether or not

to take part in this study. If you decide to take part in this study, you will be asked to sign
this consent form. After you sign the consent form, you are still free to withdraw at any
time, and without giving any reason. If you withdraw from the study before data collection
is completed, your data will be destroyed.
Republic Act 10173, also known as the Data Privacy Act of 2012, "does not apply to
personal information processed for... research purposes...provided, that the personal
information shall be held under strict confidentiality and shall be used only for the declared
purpose."
CONSENT
I have read and understand the provided information and have had the opportunity to
ask questions. I understand that my participation is voluntary and I am free to withdraw at
any time, without giving a reason and without cost. I understand that I will be given a copy
of this consent form. I voluntarily agree to take part in this study.
References:
Data Privacy Act of 2012. Retrieved from https://www.privacy.gov.ph/data-privacy-act/
Roane State. (n.d.). Informed consent. Retrieved from https://www.roanestate.edu/webfolders/WALLACEDA/oier/IRB/ Informed_Consent%20Template.doc
_______________________________________________________________________________

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SCHOOLS DIVISION OF CAVITE PROVINCE

MUNICIPALITY OF GEN. MARIANO ALVAREZ

LEVEL OF READINESS OF GRADE NINE STUDENTS ON DISTANCE

BASIC RESEARCH PROPOSAL

Introduction and Rationale

Specifically, this study aims to answer the following questions:

1. What is the profile of the respondents in terms of:

Scope and Limitation

Table 1. Profile of the Respondents

Variables Categories Frequency Percentage

Table 3. Summary of Readiness in Distance Learning

collection tools lifted from other sources.

destroyed or deleted on the completion of the study.

D. Plan for Data Analysis

Likert Rating Scale

Scale Range Interpretation

5 4.51 - 5.00 Strongly Agree

4 3.51 - 4.50 Agree

3 2.51 – 3.50 Neutral

2 1.51 – 2.50 Disagree

1 1.00 – 1.50 Strongly Disagree

Table 6. Difference in the Readiness of the Teachers Across their Profile

Profile Readiness of Teachers Sum of df Mean F Sig.

Plans for Dissemination and Utilization

Research Title: Level of Readiness of Grade Nine Students on Distance Learning

Your participation in this study is voluntary. It is up to you to decide whether or not

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