CASA DEL BAMBINO EMMANUEL MONTESSORI

Contreras Compound, Alangilan, Batangas City

READINESS/COPING TO ONLINE LEARNING DURING COVID-19 AMONG HIGH

SCHOOL AND COLLEGE STUDENTS IN BATANGAS CITY

A Thesis Presented to the Senior High School Department

In Partial Fulfillment of the Requirements for Practical Research 2

De Vera, Melgen Ann M.

Alda, Gleszee Mae C.

Clet, Jose Vicente M.

Macaraig, Kate A.

Salinas, Denise F.

Ulanday, Jameela Rose T.

December 2020
INTRODUCTION

The COVID-19 pandemic has affected citizens in different aspects, and the

Philippines is adapting to the new normal situation. Face-to-face classes have stopped

starting in early March to keep students and teachers safe. Hence, academic units

formulated solutions to cope with this challenging situation. Online learning has become

the solution for everyone to learn still and cope up with the new normal situation;

however, it has been observed that some students are left out because of the lack of

readiness and coping.

Batangas City is one of the known cities in the Philippines, not only because of

its urbanity but also because of its rurality. The city has been reported to have an urban

population of 55% and a rural population of 45%. Moreover, there are twenty-three (23)

private schools and twenty-two (22) public schools in the city. Researchers aim to

discover and compare the differences in readiness among students living in rural and

urban areas, and students attending public and private schools.

Sathishkumar, Radha, Mahalakshmi, and Saravanakumar (2020) stated that the

outbreak of COVID-19 across the globe had forced educational institutions to shut down

to control the spread of this virus. Consequently, it paves the way towards web-based

learning or e-learning or online learning.

Given that online learning was the only option for education during the pandemic,

every student and school staff needed to adjust to this situation. However, those who

failed to do so were reported to develop mental illness, anxiety, and depression,

especially those who are not ready for online learning.

 This descriptive study aims to determine the readiness of high school or college

students for online learning.

The researchers may be able to find ways to improve online learning practices in

Batangas City, which may result in a healthier foundation or relationship between the

teacher and students. Moreover, adverse mental and social effects may be minimized if

there will be an implemented action plan.

OBJECTIVES OF THE STUDY

1. Determine the level of online learning readiness among student respondents.

A. Technology Access

Computer Skills

Online Skills

Motivation

Compare the level of online learning readiness based on the following demographic

profile.

A. School Level

Type of School

Geographical Location

Level of Family Income

Propose a business plan based on the results of the study.

LITERATURE REVIEW

Online Learning

As defined by Dhull, Indira, Arora, and Sakshi (2019), online learning uses

several technologies to provide education, such as the world wide web, email, talk, new

groups and messages, audio, and video conferencing distributed over computer

networks. It lets the learner learn according to his comfort at their speed.

Martin, Florence, Polly, Drew, Ritzhaupt, and Albert (2020) stated that as online

learning becomes a more popular model for higher education courses, institutions and

instructors should explore the advantages of using synchronous and asynchronous

elements in online learning to optimize the benefits of both environments.

Online learning is learning to access educational curriculum outside of a

conventional classroom using electronic technology. It refers to a course, program, or

degree delivered entirely online in most cases (Jabar Al-Atabi, Akram, Al-Nouri, and

Bushra, 2020).

COVID-19

COVID-19 has rapidly spread in mainland China and into multiple countries

worldwide. This infection's radiographic profile continues to evolve as more cases

present beyond the epicenter of Wuhan, China, as studied by Ng et al. (2020).

The COVID-19 pandemic caught people off guard. It is a "new normal" for

everyone, including children. The education system needs to change with this "new

normal." It is required to look to creative solutions and collaborative efforts needed to

adapt and change with this "new normal" and the future. This is an opportunity to rebuild

the education system (Wan, Ya Shin, 2020).

Not only does the COVID-19 pandemic outbreak affect human health, but it also

affects other aspects of human life too. Dwidienawati (2020) stated that the education

sector, the health authorities' guidelines in several countries, have prompted the

education sector to find alternative face-to-face delivery techniques. The smooth and

straightforward option for face-to-face education in this crucial situation is distance

learning.

Motivations and Obstacles to Online Learning

Students valued the flexibility of Online Learning because it would be practically

unfeasible to persist otherwise. Vanslambrouck, Zhu, Lombaerts, Philipsen, and

Tondeur (2018) also said that the students mentioned aspects that could create

obstacles to persistence such as the unexpected work-load leading to night work and

family issues.

In addition to motivation, student satisfaction is another critical factor that enables

teachers to assess their students' learning conditions and obtain insights about how

they cope with their course of study (Bovermann, Weidlich, and Bastiaens, 2018).

Online Skills for Online Learning

The business world has undergone a drastic shift because of the rapid evolution

of Innovation in technology, globalization, and business models over the last few
decades. Tseng, Yi, and Yeh (2018) stated that Commerce Managers and leaders face

competition from around the world on the facets of Analytical / technical skills (hard

skills), determination, and vision. They still need to be crucial to creating "soft abilities,"

including self-awareness, self-regulation, motivation, empathy, and social skills Forces.

Due to a sudden need for physical distance during the COVID-19 pandemic,

most schools for health professions had to change a lot of their online learning activities.

This comes as a shift of direction for individual schools to a program that already has a

well-integrated online presence. For some, the change is daunting in that it needs both

cultural and technical adjustments that, considering the uncertainty, may otherwise have

been designed throughout a much more extended period, but were required to quickly

incorporate modifications to achieve the educational goal (Sandars et al., 2020).

In the new age of globalization, the rapid growth of information technology cannot

be stopped, and it has an impact. In the study of Ma'ruf, Marisda, and Handayani

(2019), they stated that global demands require education always to change the criteria.

The technical advancement is to improve the standard of teaching using technology.

The use of information and communication technology (ICT) in the world of education is

needed.

Although tools, such as blogs, bookmarking pages, social networks, wikis, and

more, provide informal learning opportunities, for there is a lack of literature within each

web-based space (Holland, 2018).

Student Readiness
 Deveci̇ (2016) concluded that to increase the satisfaction level of the students, it

would be useful to increase the number of materials used in the e-courses; give more

importance to interaction; and use more tools such as animation, virtual classroom,

video, forum, survey, chat, and email. To increase satisfaction, student readiness

should be considered, and students should be able to use technology effectively.

In the study of Huei-Chuan and Chou (2020), it was found that students'

computer/Internet self-efficacy for online learning readiness had a mediated effect not

only on online learning perceptions and online discussion scores but also on online

learning perceptions and course satisfaction.

REFERENCES

Bovermann, K., Weidlich, J. & Bastiaens, T. Online learning readiness and attitudes

towards gaming in gamified online learning – a mixed methods case study. Int J

Educ Technol High Educ 15, 27 (2018).

Deveci̇ Topal, Arzu. (2016). Examination of University Students' Level of Satisfaction

and Readiness for E-Courses and the Relationship between Them. European

Journal of Contemporary Education. 15. 10.13187/ejced.2016.15.7.

Dhull, Indira & Arora, Sakshi. (2019). Online Learning. 3. 32-34.

Dwidienawati, Diena & Abdinagoro, Sri Bramantoro & Tjahjana, David & Gandasari, D.

& Musrin, Munawaroh. (2020). Face-to-Face and E-Learning: Lessons Learned

from the Forced Shift to E-Learning during the COVID-19 Outbreak.

Holland, Alison, "Decoding A New Age Of Informal Learning: Describing Public

Pedagogy For The Web" (2018). School of Education. Student Capstone Theses

and Dissertations. 4441. https://digitalcommons.hamline.edu/hse_all/4441

Jabar Al-Atabi, Akram & Al-Noori, Bushra. (2020). E-Learning In Teaching.

Ma'ruf, M & Handayani, Y & Marisda, Dewi & Riska, Riskawati. (2020). The needs

analysis of basic physics learning devices based on hybrid learning. Journal of

Physics: Conference Series. 1422. 012029. 10.1088/1742-6596/1422/1/012029.

Martin, Florence & Polly, Drew & Ritzhaupt, Albert. (2020). Bichronous Online Learning:

Blending Asynchronous and Synchronous Online Learning.

Ng, M.-Y., Lee, E. Y., Yang, J., Yang, F., Li, X., Wang, H., … Kuo, M. D. (2020).

Imaging Profile of the COVID-19 Infection: Radiologic Findings and Literature

Review. Radiology: Cardiothoracic Imaging, 2(1), e200034.

doi:10.1148/ryct.2020200034

Sathishkumar, V. & Radha, R. & Mahalakshmi, K. & Saravanakumar, Ar. (2020). E-

Learning during Lockdown of Covid-19 Pandemic: A Global Perspective.

International Journal of Control and Automation. 13. 1088-1099.

Tseng, H., Yi, X., & Yeh, H.-T. (2018). Learning-related soft skills among online

business students in higher education: Grade level and managerial role

differences in self-regulation, motivation, and social skill. Computers in Human

Behavior. doi:10.1016/j.chb.2018.11.035

Vanslambrouck, S., Zhu, C., Lombaerts, K., Philipsen, B., & Tondeur, J. (2018).

Students' motivation and subjective task value of participating in online and

blended learning environments. The Internet and Higher Education, 36, 33–40.

doi:10.1016/j.iheduc.2017.09.002

Wei, Huei-Chuan & Chou, Chien. (2020). Online learning performance and satisfaction:

do perceptions and readiness matter?. Distance Education. 41. 1-22.

10.1080/01587919.2020.1724768.
APPENDIX

APPENDIX A: QUESTIONNAIRE

DEMOGRAPHICS
What is your age?
__ 11-14 __ 15-18 __ 19-22 __ 23 and above
What is your sex?
__ Male __ Female
What is the level of your family income?
__ Low (PHP 7890 to PHP 15780 per month)
__ Lower middle (PHP 15780 to PHP 31560 per month)
__ Middle (PHP 31560 to PHP 78,900 per month)
__ Upper middle (PHP 78,900 to PHP 118,350 per month)
__ Upper (PHP118,350 and above)

Where do you live?

__ Urban __ Rural
What is the type of your school?
__ Public __ Private
What is your school level?
__ College __ Senior Highschool __ Junior Highschool

Online Learning Experience

Please indicate (yes/no) if you have actually participated in any of the following
activities:
Online Discussions __ Yes __ No
__ Yes __ No Workshops on using Online tools
Online Exams __ Yes __ No
Needed Support
Please choose from the following statements (you may choose more than one):
o Computer Skills o Using the Web for education
o Typing and editing o Using online tools in education
o Time management o Designing online contents
o Managing multi-media contents o Online communications skills

TECHNOLOGY ACCESS
Please indicate how easy it is for you to get access to the following:
1 = no access at all, 2 = very difficult to get access, 3 = difficult, 4 = easy, 5 = very easy
to get access.

1 2 3 4 5

1. A fairly new computer/laptop (e.g., with high speed &

large memory, speakers, webcam).

2. A computer/laptop with adequate software (e.g., the

latest versions of Microsoft Office, Adobe Acrobat, Real
Player, Internet Explorer..).

3. A fast internet connection for school. 

4. A mobile technology (iPhone, iPad, Smartphone,....).

COMPUTER SKILLS
Please indicate how confident you are in the following skills:
1 = never used it, 2 = very hesitant, 3 = hesitant, 4 = confident, 5 = very confident.

1 2 3 4 5

1. Operating a computer (e.g., saving files, creating

folders).

2. Installing or setting up an application or software. 

3. Writing and editing in Microsoft Word and

PowerPoint. 
4. Formatting a document (e.g; cross-referencing, inserting
index and captions....) 

5. Managing images, audio & video files (developing,

saving, editing,..). 

6. Multi-tasking with several windows opened on the

computer at the same time.

ONLINE SKILLS
Please indicate how often you face problems in the tasks stated below:
1 = all the times, 2 = always, 3 = often, 4 = few times, 5 = never
1 2 3 4 5

1. Finding information on the Internet (e.g., using search

engines, web surfing).

2. Sending and receiving emails with its file attachments. 

3. Downloading and/or uploading files to and from a

website (as on Facebook).

4. Asking questions and making comments in online

discussion, chat, or blogs.

5. Posting materials online such as; texts or PowerPoint

Presentations. 

6. Participating in an online conversation (e.g., live chat,

instant messenger, video conferencing…). 

7. Participating in an online conversation (e.g., live chat,

instant messenger) while doing other things on my
computer such as typing or reading. 

8. Communicating with people through social media

(Facebook, Twitter, ….).

9. Scheduling time to provide timely responses to others in

an online activity.
10. English is a barrier to me when participating online
through emails or discussion.

MOTIVATION
Please rate the following statements;
1 = strongly disagree, 2 = disagree, 3 = neutral, 4 = agree, 5 = strongly agree

1 2 3 4 5

1. I'm able to remain motivated when doing a big task

online individually. 

2. I'm able to concentrate when reading long documents

online, even when there are online distractions (e.g.,
friends sending emails or Websites to surf).

3. I'm able to complete an online task despite any

distractions around me (e.g., television, children, and
such). 

4. I am good at setting goals and deadlines for myself.

5. I am willing to spend 10-20 hours each week working

online.

6. I will take my friends’ advice regarding using online

technology. 

7. I will take my family advice regarding using online

technology. 

8. I will take my instructors’ advice regarding using online

technology. 

9. Quick technical and administrative support is important

to my success in using online technology. 
10. Using online technology is important to my success. 

APPENDIX B: