ELECTRON COLLEGE OF TECHNICAL EDUCATION

Chapter 2

THE REVIEW OF RELATED LITERATURE AND STUDIES

The literature and studies cited in this chapter tackle the different concept,
understanding, and ideas, generalization or conclusions and different development related to
study which serves as the researchers guide in developing the project. Those that were also
included in this chapter helps in familiarizing information that are relevant and similar to the
present study.

LITERATURE

Foreign
"The Factors Affecting Students’ Online Learning Outcomes during the COVID-19
Pandemic: A Bayesian Exploratory Factor Analysis."
Authors: Thi Tinh Thuong Pham, Hoang Anh Le and Doang Trang Do (October 8, 2021)

The theory of factors affecting online learning outcomes of students in particular and
the effectiveness of using technology, in general, is derived from the technology acceptance
model (TAM) proposed in. Davis proposed TAM to explain people’s attitudes and behaviors
in adopting technology in the presence of other external variables. This model is often applied
in the study of technology use behavior to understand the reasons for accepting or rejecting
information systems. Information technology plays a prominent role in teaching as it can
encourage innovation, provide new learning spaces, and transform teaching activities, all
associated with the ease of IT operations. Ease of operation, user experience convenience, and
proficiency in information technologies directly affect users’ perception and motivation to
learn. Studies have proven that factors in TAM such as perceived ease of use and perceived
usefulness positively impact student learning outcomes. Online learning platforms are
designed for the purpose of knowledge sharing and learning. Today, as we live in a globalized
world, using technology to obtain knowledge, acquiring information, and learning has become
a daily need. These sources are easy to use and accessible, facilitating knowledge-sharing
processes. Many studies have shown that ease of use, accessibility, and transmission speed of
online media and mobile devices are an important part of the learning process. Increased
online learning adaptability is due to easing access, thus resulting in positive outcomes. Based
on these rationales, the following hypothesis is designed for this study. Perceived usefulness is
the degree to which learners believe that the use of online learning will help improve their
performance. The usefulness of online learning is demonstrated by helping learners save
travel time and travel costs and access a variety of methods. Many studies have shown that
perceived usefulness positively impacts learners’ attitudes and motivation, thereby improving
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learning outcomes. Based on these rationales, the following hypothesis is designed for this
study.

"Faculty’s and Students’ Perceptions of Online Learning During COVID-19."

Authors: Zakaryia Almahasees, Khaled Mohsen and Mohammad Omar Amin (May 12, 2021)

Technology has a firm-established role in education experience in the last decade

(Almahasees and Jaccomard, 2020). Methods, techniques, and strategies of education have
been revised to deal with dramatic changes in technology. The technological enterprises have
designed several online platforms, which are driven by the integration of technology in all
walks of life (Al-Azawei et al., 2017; Englund et al., 2017; Santos et al., 2019). Technology
has become part of our social, business, and educational life’. The use of the Internet has a
vital role in disseminating knowledge via online classes (Silva and Cartwright, 2017). During
COVID-19, education has been shifted into the techno-economic culture. The shift should
associate with plans to reduce this shift’s impact on the normal learning process (Gurukkal
2020). The change to online in higher education entails reshaping our view regarding higher
education, including institutions and students’ needs. For instance, theoretical courses can be
taught online. In contrast, the practical courses should be conducted face to face to ensure best
teaching practices in monitoring and guiding students. Therefore, technology can make larger
classes flexible and suiting students’ needs (Siripongdee et al., 2020). Research on faculty
members’ perceptions and attitudes toward online learning emphasized the role of instructors
in facilitating communication and earning with students. Instructors acknowledged the content
expertise and instructional design as the factors in the success of online learning. Similarly,
the call for staff and student training is mandatory for online learning success (Cheng and
Chau, 2016).

"COVID-19 and Teacher Education: a Literature Review of Online Teaching and Learning
Practices."
Authors: Carmen Carrillo (September 13, 2020)

The COVID-19 pandemic has affected education, and teacher education in particular,
in various ways. As a result of the closure of universities and schools, teachers and students
had to rapidly adapt to remote teaching. Teacher education is no exception. The need to create
learning environments for student teachers doing their teacher education preparation implied
decisions, choices and adaptations in order to meet not only the expectations of students but
also the requirements of teacher education as well as the conditions in which both universities
and schools had to operate (Flores and Gago 2020). The rapid, unexpected and ‘forced’
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transition from face-to-face to remote teaching has entailed a number of challenges and
constraints but also opportunities that need to be examined. Existing literature points to an
‘emergency remote teaching’ (Bozkurt and Sharma 2020, i) or 'emergency eLearning’
(Murphy 2020, 492) and to difficulties associated with poor online teaching infrastructure,
inexperience of teachers, the information gap (i.e., limited information and resources to all
students) and the complex environment at home (Zhang et al. 2020). In addition, lack of
mentoring and support (Judd et al. 2020) and issues related to teachers’ competencies in the
use of digital instructional formats (Huber and Helm 2020) have also been identified.
Regarding the focus of the literature examined, a first analysis confirms that an important
number of the papers reviewed explore the impact of online learning programmes,
approaches, or specific resources as tools to enhance the effectiveness of issues connected to
the teaching-learning process, particularly from the perspective of teachers, student teachers
and teacher educators’ perceptions or experiences (e.g., Alabbassi 2018; Bicen, Ozdamli, and
Uzunboylu 2014; Daniel et al. 2016; Ducan and Barnett 2009). While these studies investigate
the impact of a range of online issues on learning-related aspects, a few of them explored the
technology component as a ‘medium’ to enhance the effectiveness of learning practices and
provided limited attention to the underlying features leading to impact.

"A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning."

Authors: Sumitra Pokhrel,Roshan Chhetri (January 19, 2021)

Bhutan first declared closing of schools and institutions and reduction of business
hours during the second week of March 2020 (Kuensel, 2020, 6 March). The complete
nationwide lockdown was implemented from 1 August 2020 (Palden, 2020). In between,
movements were allowed, offices began functioning, schools and college reopened for
selected levels and continued with online class for others. More than 170,000 children in
Bhutan from classes PP–XII are, today, affected by the school closure. 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 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). E-learning tools have played a crucial role
during this pandemic, helping schools and universities facilitate student learning during the
closure of universities and schools (Subedi et al., 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
 ELECTRON COLLEGE OF TECHNICAL EDUCATION

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).

Local
"With Schools Closed, Covid-19 Deepens a Philippine Education Crisis."
Authors: Jason Gutierrez and Dan Bilefsky (Sept. 13, 2021)

Updated Sept. 15, 2021 MANILA — As jubilant students across the globe trade in
online learning for classrooms, millions of children in the Philippines are staying home for the
second year in a row because of the pandemic, fanning concerns about a worsening education
crisis in a country where access to the internet is uneven. President Rodrigo Duterte has
justified keeping elementary schools and high schools closed by arguing that students and
their families need to be protected from the coronavirus. The Philippines has one of the lowest
vaccination rates in Asia, with just 16 percent of its population fully inoculated, and Delta
variant infections have surged in recent months. That makes the Philippines, with its roughly
27 million students, one of only a handful of countries that kept schools fully closed
throughout the pandemic, joining Venezuela, according to UNICEF, the United Nations
Agency for Children. Other countries that kept schools closed, like Bangladesh, Saudi Arabia
and Kuwait, have moved to reopen them. “I cannot gamble on the health of the children,” Mr.
Duterte said in June, rejecting recommendations by the health department to reopen schools.
The move — which has kept nearly 2,000 schools closed — has spawned a backlash among
parents and students in a sprawling nation with endemic poverty. Many people, particularly in
remote and rural areas, do not have access to a computer or the internet at home for online
learning. Iljon Roxas, a high school student stuck at home in Bacoor City, south of Manila,
said the monotony of staring at a computer screen over the past year made it difficult to
concentrate, and he yearned to return to a real classroom. The fun and joy of learning, he
added, had evaporated. “I miss a lot of things, like bonding with classmates during free time,”
said Iljon, 16. “I also miss my teachers, believe it or not. Since last year we have been stuck in
front of our screens — you listen, you tune out.”

"The COVID-19 Pandemic Through the Lens of Education in the Philippines: The New
Normal."
Author: Tria, J. Z. (June 2020)
 ELECTRON COLLEGE OF TECHNICAL EDUCATION

The fight against the threats to COVID-19 pandemic suffered profound effects and
impacts on almost all sectors in the human race. These have resulted in the widespread
disruption such as travel restrictions (Chinazzi et al., 2020), closure of schools (Viner et al.,
2020), global economic recession (Fernandes, 2020), political conflicts (Barrios & Hochberg,
2020), racism (Habibi et al., 2020), and misinformation and controversies (Enitan et al.,
2020), to name a few. One of the most affected is the educational sectors. The COVID-19
pandemic is still existent today, and there are no specific vaccines or medicines to eradicate
this disease. We need to live to the new normal; if not contained, we need to live with the
disease as viruses are constantly evolving (Denworth, 2020). However, scientists are still on
their way in studying and developing vaccines and presently in clinical trials (Cortegiani et al.,
2020; Dong et al., 2020; Gautret et al., 2020). For almost two pandemic months,
mostcountries around the world have temporarily closed educational institutions to contain the
spread of the COVID-19 pandemic and reduce infections (UNESCO, 2020). Thisclosure has
affected more than 1.2 billion learners worldwide with more than 28 million learners in the
Philippines (UNESCO, 2020). Responses like community lockdown and community
quarantine of severalcountries have led students and teachers to study and work from home
which led to the delivery of online learning platforms (Crawford et al., 2020). However, the
implementation of online learning posed different risks, problems and challenges to both the
teachers and students, especially in the higher education institutions (HEIs) (Bao, 2020). In
the Philippines, there are 10,794 cases as of May 11, 2020 and is still increasing (DOH, 2020)
with more than four million cases worldwide (Worldometer, 2020). In response to these
situations, educational leaders decided to adopt the new normal in education. At the basic
education, the Department of Education (DepEd) will be implementing the Learning
Continuity Plan (LCP), which will be in effect School Year 2020-2021 and classes will open
on August 24, 2020 instead of June 2020 (DepEd, 2020). In the higher education sector, the
Commission on Higher Education, HEIs were given academic freedom and should implement
available distance learning, e-learning, and other alternative modes of delivery to students
(CHED, 2020). Several universities have opted to implement their own policies regarding
instruction and opening of classes starting August 2020. It will be the new normal in
education and strengthening educational planning and health is a concern to provide quality,
inclusive and accessible education for every student. Hence, thisreview paper has been
developed in order to provide a clear lens of the new normal in education.

"Distance Learning Struggle Continues."

Author: Kaithreen Cruz (September 13, 2021)

Sophia Enriquez is not exactly raring to go back to school. It is not just the grade
schooler's fear of Covid-19 - there's also her experience last year as the pandemic forced a
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drastic switch to distance learning nationwide. "It was hard to learn on my own," said
Enriquez, who studies in a public school - a sector that's been particularly challenged by the
shift in teaching methods. She cited difficulties understanding lessons, the additional hurdle of
learning to use gadgets and software, and having to deal with the Philippines' notoriously poor
telecommunications services. It's not every day we have a strong internet connection.
Sometimes, I get disconnected during online classes and with that, I don't get to hear and learn
from the discussion," she said, echoing what is probably the most common tech complaint -
next to getting laptops and other devices to get online - about the local distance learning
experience. Then there's the even more basic issue of what is being taught. High schooler
Gian Barreto, who also studies in a public secondary school, was critical of the self-learning
modules (SLMs) issued by the Department of Education (DepEd). "One particular thing I
noticed with the self-learning modules is they are very poorly referenced. It's not really a self-
learning module because much of the information there was not trustworthy," he claimed. It's
a point that has some merit, given the numerous examples of errors and inaccuracies that
peppered news reports and social media feeds last year. Teachers similarly struggled and
many experienced the same problems as their students - poor internet connections, difficulties
with lessons, etc. - with the added worry of whether their wards were getting the proper
schooling. "Nothing can beat face-to-face learning," teacher Paul John Dawal from Baay
National High School in Abra said. "As we can see in their academic performances (last year),
mas bumaba talaga 'yung performance nila kasi walang guidance at assistance (academic
performance declined because of the lack of guidance and assistance).

"Philippine Children are Left Behind by Poor Distance Learning."

Author: Michael Beltran (August 9, 2021)

Last month, Philippine President Rodrigo Duterte approved Sept. 13 as the start of
academic year 2021-2022, though school years usually start in June. Face-to-face classes,
suspended since March 2020, will not be held. Since the COVID-19 pandemic hit, distance
learning has become the norm for schools and universities, as ordered by the Department of
Education (DepEd). Students get lessons through either online classes or study modules that
they pick up at designated drop-off points. The modules have been preferred by families
without access to gadgets or a stable internet connection. Aneste Faeldin, a mother of two,
runs a small store at the front of the shack she calls home in the city of Quezon. She and her
husband opted for their eldest daughter to enter third grade via modular learning, since they
have no Wi-Fi and only one smartphone for the family of four. For the first few weeks in
October 2020, Faeldin went to her daughter's school every other day to pick up study
modules. But the modules soon stopped being printed. She had to resort to paying for mobile
data to get the lessons through Facebook Messenger. Her husband works as a plumber while
 ELECTRON COLLEGE OF TECHNICAL EDUCATION

she maintains their modest store, meaning their income is fairly irregular. They estimate the
lessons have added 500 pesos ($10) to their expenses every week. Worse she said, her
daughter has problems focusing on her studies at home, which is less than 15 sq. meters and
has barely a table to work on. In second grade she received high honors, but in the last school
year she garnered none.

STUDIES

Foreign
"Students’ Learning Style: A Case Study of Senior High Schools in Bengkulu."
Author: Safnil Arsyad (February 01, 2018)

The same conclusion is addressed by Priyono (2004) by referring to the Research

results of various experts in teaching English (e.g. Alisjahbana, 1990; Sadtono, 1983; and
Tomlinson, 1990 in Priyono, 2004). Priyono states that more than 90% of English teachers in
Indonesia admitted that the learning-teaching processes (PBM) of English could not succeed
while the solution during this time was more focused on the method of teaching, the quality
and Quantity of learning materials available, quality and quantity of media and learning
facility available, quality and quantity of English teachers, and quality and quantity of
learning activity of English teaching inside and outside the class.

"The Relationship Between Learning Styles and Academic Performance in Turkish

Physiotherapy Students."
Authors: Nursen İlçin, Murat Tomruk, Sema Savcı (December 04, 2018)

Learning can be defined as permanent changes in behavior induced by life [1].

According to experiential learning theory, learning is “the process whereby knowledge is
created through the transformation of experience” [2, 3]. Facilitating the learning process is
the primary aim of teaching [4]. Understanding the learning behavior of students is considered
to be a part of this process [5]. Therefore, the concept of learning styles has become a popular
topic in recent literature, with many theories about learning styles put forward to better
understand the dynamic process of learning.

"Learning Styles and Factors Affecting the Learning of General Engineering Students."
Author: Jake Laguador (January 2014)
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Learning or thinking styles refer to the preferred way an individual processes

information and also describe a person’s typical mode of thinking, remembering or problem
solving. The basic learning styles are visual that uses visual objects such as graphs, charts,
pictures, and seeing information; auditory that retains information through hearing and
speaking; and kinesthetics that likes to use the hands-on approach to learn new material.
Student’s difficulty in learning may be due to different factors including the following:
intellectual, learning, physical, emotional and social, mental, environmental and teacher’s
personality. This research aimed to determine General Engineering student’s learning styles
and identify factors affecting their learning. Forty-five General Engineering 1A and twenty-
nine General Engineering 2A were selected as the respondents of this study to evaluate and
assess their learning styles and the factors affecting their learning. Based on the data collected,
most of the respondents are visual learners and the factors that greatly affect their learning are
physical (Health, visual and physical defects, nutrition and physical development) and
environmental factors (type and quality of instructional materials and equipment.)

"Understanding Asian Students Learning Styles, Cultural Influence and Learning Strategies
LOH."
Author: Chee Yen Raymond (March 2017)

The importance of cultural influences on students learning styles cannot be

underestimated. Eilisha (2007) pointed learning styles are often culturally-based and students
from different culture would therefore have different ways or patterns of learning, thinking
and behaviour. Similar views were also shared by Kim and Bonk (2002); Ramburuth and
McCormick,(2001) and Teng (2007) on an understanding of culture is necessary as it would
affect learning styles. Furthermore, Ward (2006) also identified variety of factors that
influence on learning styles such as prior learning experiences, assessment methods, values
and religion amongst others. Seo and Koro-Ljungberg (2005) even pointed that without efforts
to understand students’ cultural background, the main goal of higher education that is quality
education cannot be fully realised.

Local
"Learning Styles, Study Habits and Academic Performance of Filipino University Students in
Applied Science Courses: Implications for Instruction."
Author: Gilbert C Magulod JR. (2018)
 ELECTRON COLLEGE OF TECHNICAL EDUCATION

Knowledge and education are common goods. The acquisition and application of
knowledge is a part of collective societal endeavor (UNESCO, 2015). The need to produce
competent graduates in their specific discipline who possessed the skills and attributes to deal
with the ever-changing work environment in the 21st century is a herculean task assigned to
HEIs in the Philippines (Magulod, 2017a, 2017b). One of the important steps to undertake to
ensure quality and optimal learning experience among university students is to consider their
different learning styles and preferences. Learning style refers to how students learn and
process information in their own ways.

"The Journey to Learning: Through the Learning Styles of the Senior High School Academic
Strand Students Syguia."
Authors: Jose Noel G.Aventijado, Karl Angelo H. Ignacio, Alessandra Nerisse Ramos, Tjay
A.Tenerife, Marc Apollo A.Y.(2019-2020)

According to Chick, N. (2016), learning styles is a term used to explain how people
gather, analyze, and utilize information for future use. Learning styles determine which way
people process and learn information the best. There are four types of learning styles which
includes visual learners, auditory learners, kinesthetic learners, and tactile learners (Elrick, L.,
2018). Students have their own preferences and reason in choosing the learning style that is
most effective to them and they tend to learn best when information are presented in this type
of style (Pashler, et.al., 2009, p.105). In recent years, the education system of the Philippines
aims to cultivate globally competitive Filipinos for the future success of the nation. The
researchers believe that by giving an in-depth perspective as to how students react in relation
to learning, they will help identify research gaps to work on and may overall improve the
quality of education in the Philippines.

"Assessing the Learning Styles of Senior High School Students of La Consolacion University
Philippines: Implications in the Teaching Learning Process."
Author: Jose Maria Dominique G. Coronel (December 12, 2017)

Learning styles refer to the “view that different people learn information in different
ways” (Pashler, et.al., 2009). Psychologists also refer to them in terms of “conditions,
contents, modes and expectations (Canfield and Lafferty, as cited in Dunn, et.al., 1981). The
study of learning styles has been a growing educational trend, and it is believed that matching
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the learning styles of students with the mode of instruction actually aids in student learning.
This is what the literature calls as the “meshing hypothesis” (Pashler, et.al., 2009). In the same
article, it attributed the phenomenon of the hypothesis into two reasons: first is the rise of
type-based assessments (e.g., Myers-Briggs Type Indicator) and the other reason is the belief
that schools can be held accountable for the education they give in lieu of individualizing or
“personalizing” educational processes in favor of the students. The dearth of studies regarding
learning styles has been so dense that “the level of ambiguity and debate is such that even the
task of selecting an appropriate instrument for investigation is an onerous one, with the
unifying of subsequent findings within an existing framework problematic, at best” (Cassidy,
2004). As such, it would not be surprising if the current literature about learning styles have
conflicting results, if not very complicated and different methods and approaches.

"Motivation and Learning Strategies of Education Students in Online Learning during

Pandemic."
Authors: Ernie C. Avila1, Ana Maria Gracia J. Genio (December 2, 2020)

COVID 19 Pandemic affected all aspects of the society, it greatly affected all
educational systems wherein the traditional classroom set-up was altered instantly. Face-to-
face learning was halted, and online, blended, flexible, homeschooling, modular,
asynchronous, synchronous, and technology-aided learning became the trend in an instant.
And due to the continuous rise of positive COVID-19 cases in the Philippines, the
government, through the Department of Education and Commission on Higher Education of
the Philippines, implemented various policies to advocate the use of alternative modalities in
delivering lesson content basic education to higher education institutions. COVID-19 forced
the teachers and academic institutions to revolutionize and prepare their classrooms set-up to
support online and distance learning or known as "New Normal Teaching."
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