1

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the existing literature and studies similar to the present

research. It also includes the synthesis of the state-of-the-art and the gap to be bridged

by the study. The theoretical and conceptual paradigms, and the definition of terms which

are pertinent to the study are also included.

Related Literature

Bicol University is a state university i.e. supported and funded by the Philippine

Government. It was created on June 221, 1969 by virtue of RA 5521 to give professional

and technical training and provide advance and specialized instructions in literature,

philosophy, science and arts, besides providing for promotion of scientific and

technological researches. Operating in the spirit of its charter, BU organized its Graduate

School in 1971 through BOR Resolution No. 38, series of 1971. It also opened its first

graduate program leading to Master of Arts in Education by Virtue of BOR Resolution No.

39 series of 1971. Thus, on June 1971, the BUGS welcomed its first batch of 473 graduate

students (1971-72 Annual Report).

In pursue of its mandate, the Graduate School offers programs and spearheads

projects that are in accordance with its institutional objectives. Initially offering three

master's programs during its inception, the Graduate School has now seven (7) doctoral

programs, 34 master's programs, and 24 graduate diploma programs. Enrollment at the

Graduate School has also increase substantially as well as the number of graduates

during its more than three decades of existence.

 2

The Graduate School is headed by a Dean and is assisted by a Dean and is

assisted by College Secretary. with the passage of BOR Resolution No. 42 in 1999, almost

half of the graduate programs were decentralized to selected units with in-house

capability. The BOR resolution redefined the role of the Graduate School according to

policy framework where it will institute and administer the programs while receiving units

will implement, supervise, and coordinate the decentralized graduate programs.

As schools have been closed to cope with the global pandemic, students, parents

and educators around the globe have felt the unexpected ripple effect of the COVID-19

pandemic. While governments, frontline workers and health officials are doing their best

slowing down the outbreak, education systems are trying to continue imparting quality

education for all during these difficult times. Many are affected with some who have

undergone psychological and emotional distress and have been unable to engage

productively. The best practices for homeschooling/working online are yet to be explored

(Petrie, 2020).

According to the Centers for Disease Control and Prevention, school

administrators, working with local public health officials, should assess the level of

community transmission to understand the burden of disease in the community. Despite

careful planning and consistent implementation of prevention strategies, some situations

may lead school officials to consider temporarily closing schools or parts of a school (such

as a class, cohort, or grade level) to in-person instruction, typically in consultation with the

local health department. These decisions should be made based on careful consideration

of a variety of factors and with the emphasis on ensuring the health and wellness of

students, their families, and teachers and staff. In such cases, schools should make efforts

to provide continuity of instruction through synchronous remote learning or at-home

activities.
 3

At all levels of community transmission, employers should provide reassignment,

remote work, or other options for teachers and staff who have documented high-risk

conditions that place them at increased risk for severe illness from COVID-19 to limit the

risk of workplace exposure. Options for reassignment may include but are not limited to

online transactions, virtual teaching opportunities, modified job responsibilities,

environmental modifications, scheduling flexibility, or temporary reassignment to different

job responsibilities. These options should likewise be extended to teachers and staff who

have a household member who is at increased risk for severe illness from COVID-19.

Policies and procedures addressing issues related to teachers and staff at higher risk of

serious illness and the application of reassignment, remote work, or other options for

prevention should be made in consultation with occupational medicine and human

resource professionals with knowledge of the specific situation, keeping in mind Equal

Employment Opportunity (EEO) and other potential legal concerns. Schools should work

with local counsel to ensure compliance.

The outbreak of the virus and lockdowns could be used as a best test for

the education technology interventions for distance learning. Unfortunately, few systems

arrived at this point fully prepared. It is not clear what should guide the decision-making

process for a state. What we are learning from COVID-19, similar to what we have seen

in previous pandemics, is that preparedness is crucial. While different scenarios exist,

several of them assume that the COVID-19 spread will happen in waves, which means

the process of addressing it should be cyclical. The plan can include introducing safety

protocols in schools, rolling out hygiene practice campaigns, imposing school closures,

offering distance learning, using closed schools for emergency purposes, etc.

As the emergency phase dissipates, communities could move into a “recovery”

mode, with governments implementing policies and measures to regain lost time. The
 4

approaches may include adjustments to the academic calendar, prioritizing students and

continuing with distance learning in parallel to schools. Countries that have shown greater

resilience in repeated crises, are the ones that were able to benefit from lessons learned

and to respond quickly to new crises, such as this one. They have been able to use the

momentum to re-prepare, investing and reinforcing systems going forward. (Huck, et.al.

2020).

In 2020, Carroll, et.al. stated that the COVID-19 pandemic has had massive

implications for the nature of work and the role technology plays in the workplace.

Normalization allows everyone to focus on the work that workers do as they engage with

some ensemble of activities and by which means it becomes routinely embedded in the

matrices of already existing, socially patterned, knowledge and practices” (May & Finch,

2009;).The changing nature of work in response to COVID-19 was social distancing or

keeping physical space between people outside of their home environments. As a result,

the technology serves its purpose as a coping tool by keeping the society functional in a

time of high discouragement to face-to-face transactions.

The countries around the world cautioned the public to take responsive care. The

public care strategies have included handwashing, wearing face masks, physical

distancing, and avoiding mass gathering and assemblies. Lockdown and staying home

strategies have been put in place as the needed action to flatten the curve and control the

transmission of the disease (Sintema,2020). Bhutan first declared closing of schools and

institutions and reduction of business hours and eventually implemented the complete

nationwide lockdown (Palden 2020). In between, movements were allowed, offices began

functioning, schools and college reopened for selected levels and continued with online

class for others. The impact is far reaching and has affected learning during this academic

year or even more in the coming days. Several schools, colleges and universities have
 5

discontinued face-to-face teaching. There is a pressing need to innovate and implement

alternative educational and assessment strategies. The COVID-19 pandemic has

provided us with an opportunity to pave the way for introducing digital learning (Dhawan,

2020).

While adapting to the new changes, staff and student readiness needs to be

gauged and supported accordingly. The learners with a fixed mindset find it difficult to

adapt and adjust, whereas the learners with a growth mindset quickly adapt to a new

learning environment. There is no one-size-fits-all pedagogy for online learning. There are

a variety of subjects with varying needs. Different subjects and age groups require

different approaches to online learning (Doucet et al., 2020). Online learning also allows

physically challenged students with more freedom to participate in learning in the virtual

environment, requiring limited movement (Basilaia & Kvavadze, 2020).

As mentioned in a study (Francisco, et.al.2020), leadership in the new normal is a

leadership which have great leadership attributes especially during the critical times.

These leadership will continue to help us as we transition to the next “new normal” period.

Thus, a new normal leader is good leader who learn to do the routine things well, good

leaders are not afraid to act even when criticized, and good leaders are not afraid to take

on the impossible.

It is without a doubt that the COVID-19 pandemic has surprised the world in

numerous ways. The society has faced drastic shifts in its usual way of life even in the

simplest form: social distancing, mask wearing, frequent hand washing, among others.

The race towards the development of COVID-19 vaccine may be underway, and as of

press time, people are still banking on what has been known in the past, and what are

currently experiencing in the present in visualizing the “new normal”. The pandemic’s

significance remains undefined, as “new normal” surfaces and starts to transpose ways
 6

and processes that people previously held hence, the need for transformational leadership

style among school principals are needed.

The global outbreak of the highly contagious new strain of coronavirus known as

COVID-19, continues to pose unprecedented challenges. At this point, the biggest impact

of COVID-19 arises from the need to practice stringent social or physical distancing to

prevent or mitigate its spread. For the Department of Education (DepEd), this meant the

cancellation of classes and other school activities, schools must find ways for learning to

continue amidst the threat and uncertainties brought about by COVID-19, while ensuring

the health, safety, and well-being of all learners, teachers, and personnel of the

Department.

The Department also faces a number of security factors in these times of

uncertainty, including the need to address the climate of fear among students, teachers,

parents, and other stakeholders, to strengthen coordination and cooperation at national

and local levels, and to mobilize partnerships and its broad constituency for support.

Mechanisms such as the DepEd Task Force COVID-19 for quick monitoring and

response, have been put in place to address these security concerns.

Higher education institutions (HEIs), both public and private, have also had to

adjust to the new situation where face-to-face interaction and mass gatherings are

prohibited. Committed to their mandate, the leading universities and colleges in the

Philippines, particularly those affiliated with the ASEAN University Network–such as the

University of the Philippines, Ateneo de Manila University and De la Salle University, found

innovative ways to fulfil their three-pronged tasks of education, research and service.

Everyone, from the operations and support service units, to administrators and teachers,

adjusted to work-from-home arrangements.

 7

From the confines of their homes, teachers and administrators were put to the task

of revising and adapting requirements as they shifted to alternative or remote teaching

modalities. Where students and teachers had access to electronic devices and reliable

Internet connections, and applications like Google Hangouts, Zoom and Skype, were

used. But where students had limited access to computers or unreliable access to the

Internet, teachers and students used smartphones to exchange messages, notes and

materials, through text messaging, e-mail, Facebook Messenger, and Twitter. State and

private universities and colleges, including those owned and operated by religious groups,

actively designed, produced and distributed 3D-printed face shields, face masks, and

personal protective equipment for healthcare and other frontline workers.

Furthermore, HEIs were involved in enhancing the capabilities and competencies

of members of the academe, professional groups, and the general public by sharing their

knowledge, skills and expertise on relevant topics. Training activities, mentoring sessions,

and webinars were organized by various colleges and universities using Zoom and Skype.

Topics covered in these activities include online teaching, biosafety, COVID-19 and

emerging infectious diseases, and psychosocial first aid and support for students and

faculty. Students, teachers, staff and alumni initiated various projects and activities to

solicit, and extend support and resources to ensure the safety of healthcare workers, food

producers and distributors, grocery and supermarket workers, and law enforcement

agents manning checkpoints. Cognizant of their education, research and service

functions, HEIs in the Philippines certainly had their hands full in responding to the

challenges of the time. The bayanihan spirit or collective community mobilization very

typical of Filipino culture in times of crisis and emergency, was strongly demonstrated by

the different sectors in HEIs during the pandemic.

 8

The education sector is one of the highly affected by the COVID-19 pandemic. In

the Philippines, where there is still a growing COVID-19 infection as of now, this study

presented some of the new normal situation in the school setting. However, there were

some posed challenges and issues presented while recommending several approaches

on the new normal. Schools at all levels, therefore, need to address these concerns and

carefully evaluate plans and procedures on the implementation of the new normal.

Collaboration is the most important at these difficult times. We should help form the post

COVID-19 education, stepping to the new normal. the opportunity and challenges

presented should be grasped and taken a serious concern. The challenge herewith is on

how to provide and deliver quality education amidst exceptional times, like the COVID-19

pandemic, and on what extent are we going to become prepared when another crisis

comes in the future (Tria,2020).

Related Studies

The following related studies reviewed have been found relevant to the present

study because each discusses how the COVID-19 pandemic has changed every aspect

of life at work and school. The ideas were drawn from reports of thesis and dissertation

conducted and similar materials.

The COVID-19 pandemic brought extraordinary disruption to the higher education

(HE) landscape, with campuses closing everywhere seemingly overnight. In the chaos of

this unified response for keeping universities running, moments of inspirational

cooperation and accord were happening in the way the international academic community

supported one another-communicating through online networks, asking for advice, and

sharing knowledge. Faculty had little time to process the abrupt changes affecting their

professional and personal lives. Professionally, they had to transform face-to-face classes
 9

into forms involving online delivery and assessment; ‘learning on-the-fly’ using novel

technologies, finding new ways to support and inspire students’ learning, while operating

remotely from their homes (Wang, et.al. 2021).

The COVID-19 pandemic imposed lockdowns in nations around the globe affecting

all industries and service sectors including healthcare and education. These sudden

changes forced employees and organizational IT teams to adapt to new work conditions.

At the beginning of the lockdowns, it was noted that “the dramatic expansion of teleworking

by US schools, businesses and government agencies in response to the coronavirus is

raising fresh questions about the capacity and security of the tools many Americans use

to connect to vital workplace systems and data” (Fung & Marquardt, 2020). This

observation was true for almost all countries around the world.

The pandemic is likely to influence life for the foreseeable future in the way people

interact and operate in their daily routine lives as well as workplace (Griffin & Denholm,

2020; Sahadi, 2020). Other organizations that could continue were forced to adopt new

ways of remotely working, utilizing new systems for communication and altered practices

to meet social distancing requirements and modified work patterns (Leidner, 2020;

Richter, 2020).

With the changed nature of work, workplace, and life tasks, user experiences have

been mixed. While some have argued that COVID-19-induced lockdowns acted as a

facilitator for digital work (Richter, 2020), others argue that the reality of working from home

comes with its own unique set of challenges. Prior research suggests that technology

users experience stress because of technology demands in the workplace (Tarafdar et

al., 2007). Under such conditions, employees often use “workarounds” neutralizing their

disregard for workplace policies and procedures, many times resulting in insecure
 10

technology behaviors (D’Arcy et al., 2014). In addition to the stress and anxiety using

technology,” it is said that employees face mental health issues, loneliness, and work-life

balance issues (Roos & Tomfohr-Madsen, 2020).

The pandemic sweeping the world, COVID-19, has rendered a large proportion of

the workforce unable to commute to work, as to mitigate the spread of the virus. This has

resulted in both employers and employees seeking alternative work arrangements. Due

to the pandemic, most if not all workers experienced work from home (WFH). Hence WFH

has become a policy priority for most governments. In doing so, the policies must be made

keeping in mind the practicality for both employers and employees. However, this current

situation provides unique insight into how well working from home works, and may play a

vital role in future policies that reshape the current structure of working hours, possibly

allowing for more flexibility. WFH has become a policy priority for most governments to

cope with the pandemic. In doing so, the policies must be made keeping in mind the

practicality for both employers and employees as there will be some consequences for the

two groups in one way or another. (Vyas,2020).

The experience of mass working from home during the COVID-19 lockdown has

shifted attitudes and preferences around flexible working of employees. More employees

are likely to request/demand flexible working in the future, and with this we may see a

decline in flexibility stigma and concerns about flexible working negatively impacting

career outcomes. However, not everyone wants to work from home all the time. Many

employees want collegial interaction, are concerned about lack of equipment or space to

carry out their work and blurring boundaries between work and home. In sum, it is

purposeful to support the targeted approaches of working from home (Chung, 2020).

The year 2020 is plagued with unprecedented problems that challenged the

current global and national socio-political, economic, and educational landscapes. In the
 11

time of COVID-19 pandemic, the global education system is in the process of transforming

and adapting to new and challenging situations which test the conventional learning

process of human interaction and capitalize in virtual and online education (Cuaton,2020).

The present COVID-19 pandemic has brought extraordinary challenges and has

affected the educational sectors, and no one knows when it will end. Every country is

presently implementing plans and procedures on how to contain the virus, and the

infections are still continually rising. In the educational context, to sustain and provide

quality education despite lockdown and community quarantine, the new normal should be

taken into consideration in the planning and implementation of the “new normal

educational policy”, the new norm (Jose,2020).

Synthesis of the State-of-the-Art

The review of related literature and studies includes topics about the effects of the

COVID-19 pandemic and its implications to education and the workplace. The COVID-19

pandemic has led to a dramatic change in human life worldwide and presents an

unprecedented challenge to public health and the world of work and how employers

communicate with and support staff as they return to work, whether that’s in the workplace

or working from home, will have an impact for years to come. There is a need to improve

and continue to support the school community and public health in creating policies for

safe schools during the COVID-19 pandemic that foster the overall health of students,

educators, staff especially, frontline employees. Since the beginning of this pandemic,

new information has emerged to guide safety in schools. In addition to the sudden shift in

working from home, “COVID-19 and the Workplace” touches on many other aspects of

the pandemic’s impact on workers and organizations. They point to the health, social, and

psychological challenges and risks for workers deemed essential. They touch on
 12

fundamental changes brought about by the new normal and new opportunities in others.

Regarding impacts on workers, the safety practices, social distancing and new way of

dealing with what we were not used to. As the pandemic has persisted, though, it’s

increasingly clear that COVID-19 should be considered for its impact in relation to almost

any work-related practice. (Endresen,2020)

In the COVID-19 crisis, public health, and employment, and labor issues, in

particular workers’ health and safety, converge. Adhering to workplace safety and health

practices and ensuring proper communication while working from home will be always be

considered as priorities. In designing and implementing such policy measures it is

essential that governments work closely with employers and workers. We must rethink the

actions we do. Only then can we save and protect the health of all people we meet, and

embrace change that our now Is our new normal.

Gap to be Bridged by the Study

A comprehensive and careful review of related literature and studies about the

impact of the COVID-19 pandemic particularly in school and work. In the process, it

becomes evident that there has been an increasing number of studies conducted about

the adjustment to the new normal. There have also been studies conducted with particular

emphasis on implementing policies due to this unexpected circumstance. But few of the

aforementioned studies and researches reviewed about the new normal. This is the gap

this undertaking tries to bridge.

Theoretical Framework

The study was anchored on Normalization Process Theory (Carroll, et.al.2020).

This theory identifies, characterizes, and explains the mechanisms that promoted and

inhibited the implementation, embedding, and integration of new practices. This theory
 13

has clear applicability to pandemics to determine the normalization of new practices

through the theoretical constructs, coherence, cognitive participation, collective action,

and reflexive monitoring.

Figure 1. Theoretical Framework

 14

Conceptual Framework

The figure shows the conceptual paradigm of the study. As shown in the diagram,

the independent variables of the study are the new policies, processes and procedures

implemented during the pandemic. The dependent variables of the study are the changes

in workplace practices in terms of learning experiences. The proposed framework of the

study in determining the new approaches and practices in the new normal is based on the

dependent and independent variables.

Normal Practice New Policies, Processes and

Procedures established

New Approaches
and Practices in
the New Normal

Figure 2. Conceptual Framework

 15

Definition of Terms

For the purpose of this study, the following terms are defined conceptually and

operationally.

Graduate faculty. It is a distinct group of faculty who, by their qualifications, are

issued authority to teach in the Graduate School.

Graduate School. It is a distinct academic unit of the Bicol University mandated

to offer and grant post baccalaureate courses leading to either master’s or doctoral

degrees.

Graduate students. A graduate student is someone who has earned a bachelor's

degree and is pursuing additional education in a specific field.

Implementation. This refers to the execution of approved policies governing

Graduate School operation.

Management. It is a process of planning, decision making, organizing, leading,

motivation and controlling the human resources, financial, physical, and information

resources of an organization to reach its goals efficiently and effectively.

New Approaches. A method of doing something new that is acceptable and

convenient for majority.

New Normal. A current situation, social custom, etc., that is different from what

has been experienced or done before but is expected to become usual or typical

(Thesaurus). A new way of living.

Non-teaching personnel. This includes administrative personnel, subordinates,

cleaning and catering personnel, minders and other jobs not involving teaching.

Normal Practice. If something such as a procedure is normal practice or standard

practice, it is the usual thing that is done in a particular situation.

 16

Policy. It is a course or plan of action especially of administrative action (New

International Webster Comprehensive Dictionary of the English Language, 1999). It also

refers to general statements or understanding which guide or channel thinking and action

in decision making (Koontz and O’Donnel, 1978).

Processes. A series of steps or decisions involved in a way work is completed

(Baird, 2014).

Procedures. These refer to the manner or an act of special course of action or

methods of conducting a business (New International Webster Comprehensive Dictionary

of the English Language, 1999).

Walk-in client/s. For this study, a client without the need for an appointment and

is receiving the support services of the personnel.

 17

References

Azzi-Huck, Kaliope, et.al. (2020) Managing the impact of COVID-19 on education

systems around the world: How countries are preparing, coping, and planning for
recovery.
https://blogs.worldbank.org/education/managing-impact-covid-19-education-systems-
around-world-how-countries-are-preparing

BU Student Handbook (Reprinted Version 2019)

Centers for Disease Control and Prevention (2021). Operational Strategy for K-12
Schools through Phased Prevention.
https://www.cdc.gov/coronavirus/2019ncov/community/schools-childcare/operation-
strategy.html.

Chhetri2, Roshan, et.al. (2021). A Literature Review on Impact of COVID-19 Pandemic

on Teaching and
Learninghttps://journals.sagepub.com/doi/pdf/10.1177/2347631120983481

Courtney, Emily (2021). The Benefits of Working from Home: Why the Pandemic Isn’t the
Only Reason to Work Remotely. https://www.flexjobs.com/blog/post/benefits-of-remote-
work/

DEPEd.Learning opportunities shall be available. The Basic Learning Education

Continuity Plan in this time of pandemic.
https://www.deped.gov.ph/wpcontent/uploads/2020/07/DepEd_LCP_July3.pdf

De, Rahul,et.al (2020) Impact of digital surge during Covid-19 pandemic: A viewpoint on
research and practice. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7280123/

Honore, Russel L, et.al. (2012) Leadership in the New Normal: A Short Course.
https://ndupress.ndu.edu/Portals/68/Documents/jfq/jfq-74/jfq-74_133-134_Mitchell.pdf

Mallorca, Phil Sanver B. (2018). “Public Policies and programs on cardio vascular risk of
public administrators in Bicol region”.

Pokhrel, Sumitra, et.al. (2020) A Literature Review on Impact of COVID-19 Pandemic on

Teaching and
Learning.https://journals.sagepub.com/doi/full/10.1177/2347631120983481

Richter.Alexander. Locked-down digital work.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7263207/

Simbulan, Nympia P. (2020). The Philippines – COVID-19 and Its Impact on Higher
Education in the Philippines https://headfoundation.org/2020/06/04/covid-19-and-its-
impact-on-higher-education-in-the-philippines/

Tadao, Pedro, et.al. Covid-19 and Beyond: From (Forced) Remote Teaching and Learning
to ‘The New Normal’ in Higher Educationhttps://www.frontiersin.org/research-
 18

topics/14310/covid-19-and-beyond-from-forced-remote-teaching-and-learning-to-the-
new-normal-in-higher-education

Tria, Jose (2020). The COVID-19 Pandemic through the Lens of Education in the
Philippines:
The New Normal. https://www.researchgate.net/publication/341981898
_The_COVID19_Pandemic_through_the_Lens_of_Education_in_the_Philippines_The_
New_Normal
Vyas, Lina,et.al. (2020) The impact of working from home during COVID-19 on work and
life domains: an exploratory study.
https://www.tandfonline.com/doi/full/10.1080/25741292.2020.1863560
 19

Chapter 3

RESEARCH DESIGN AND METHODOLOGY

This chapter presents the research method used, including the sources of data,

respondents of the study, the research instrument, the data gathering procedure, and the

statistical treatment to be used in this study.

Research Method

The study will utilize the combination of quantitative and qualitative design

involving survey questionnaires through google forms and online interviews. This identifies

the activities and the usual practices that were affected by the new normal and the new

policies, processes, and procedures that were established and implemented. Further, it

covers the impact of the new normal on the frontline employees, graduate faculty,

graduate students, and walk-in clients. The qualitative method will be used to know and

understand respondent’s experiences and adjustments to the changing nature of work

and flexibility. The study also allows identifying the roles and responsibilities which are

practiced in response to the pandemic. It generates non-numerical data. The mixed-

method will enable to capture of new insights that will result in new approaches and

practices. These new insights and approaches aim to be recommended for

implementation even after the pandemic.

Sources of Data

The primary sources of data for this study are the information that will be gathered

using the secondary gathering guide; the responses of the respondents to the survey

questionnaire and responses to the informal interview with the Dean and non-teaching
 20

staff of BU Graduate School and the informal discussion with the Dean, graduate students,

graduate faculty and walk-in clients of the BU College of Education Graduate Program.

From the information using the secondary data gathering guide, the following data will be

gathered: normal practice, activities affected by COVID-19 pandemic and implemented

policies, processes and procedures; BU Graduate School Manual of Operation; BU School

Policy Manual; administrative orders; office memoranda.

The responses of the respondents to the survey questionnaires will provide data

on the effect of the newly implemented policies, processes, and procedures on the

frontline employees, graduate faculty, graduate students, and walk-clients. In addition, the

responses to the informal interview with the respondents will be conducted to gather

additional data, ideas, and suggestions that are not generated from the survey.

Respondents of the Study

The respondents of this study are the purposively selected non-teaching staff of

BU Graduate School and respective Deans of BU Graduate School and BU College of

Education. The researcher will randomly do the selection of respondents specifically in the

BU-College of Education Graduate Program. They are the graduate faculty, graduate

students, and walk-in clients.

Research Instrument

The study will utilize a Data Checklist that is prepared to identify all the data and

information needed for the study. A Survey Questionnaire was developed for the survey.

Secondary Data Gathering Guide, Informal Interview and Discussion Guide to

gather an additional data from the Deans and BU Graduate School office staff.
 21

Data Gathering Procedure

The research instruments that will be utilized such as data checklist, interview

guide, survey questionnaire and secondary data gathering will be prepared for data

gathering facilitation. The instruments will be distributed to the identified respondents from

two colleges of the University through random sampling. An informal interview will be

conducted from the respective Deans including the selected non-teaching staff to verify

some of the pertinent information gathered and request for additional documents. The

electronic mode of accessing data will be made to observe the communication practices

during the COVID-19 pandemic. The researcher will also prepare request letters needed

to conduct the study. The researcher will make use of the online surveys (Google forms)

to administer and facilitate the data gathering and ensure the collection of complete data

set.

Statistical Treatment of Data

The study is an assessment and qualitative in nature, hence, descriptive statistical

tools like frequency count, percentage, weighted mean and means will be employed for

the data analysis. The study will make use of the narrative and tabular ways of presenting

and analyzing data.

 22

References

Cornain, Emilita. (2020). “The New Normal: How Life has Changed due to Covid-19 (and
tips to
help you cope)”. from: https://theskillcollective.com/blog/coronavirus-new-normal

Fadare, Temitope, (November 23, 2020). “Effective Change Management Strategies In A

Workplace During A Pandemic”. from: https://www.mondaq.com/nigeria/employment-
and-
workforce-wellbeing/1008484/effective-change-management-strategies-in-a-workplace-
during-
a-pandemic

Lastrollo, Vivian E. (2016). The Administrative Support Services of Camarines Sur

Polytechnic College: An Analysis

Mallorca, Phil Sanver B. (2018). “Public Policies and programs on cardio vascular risk of
public
administrators in Bicol region”.