RICH Learning Program: It’s Effectiveness on BTVTEd Students Different Learning

Styles amidst Covid 19 Pandemic.

One of the most public health emergencies of global concern is the COVID-19 pandemic,

which started in China and almost infected every country in the whole world (Guo et al., 2020).

In order to avoid the infection, containment, mitigation, contact tracing, self-isolation, social

distancing, wearing of face masks, improved health care systems; hand-washing and surface

cleaning is recommended by the World Health Organization (WHO, 2020b). COVID-19

pandemic has major 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), to name a few. One of the most affected is the educational sectors.

Most countries around the world have temporarily closed educational institutions to

contain the spread of the COVID-19 pandemic and reduce infections (UNESCO, 2020). This

closure 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 several countries 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

response to these situations, educational leaders decided to adopt the new normal in education. 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).

 Within the new normal, the situation presents a unique challenge to every educational

leader’s decision-making process. Richwell Colleges Incorporated as an institution is committed

to provide a quality educational experience that will cater the needs of every student and ensured

the students will have an equal access to excellent and quality education (Dela Rosa 2020).

Richwell Colleges Inc. presented its own learning modality for school year 2020-2021 and that is

the RICH Learning Program. RICH in RICH Learning stands for Richwell Independent and

Coordinated Home learning. RICH learning is a flexible learning modality crafted by the

experts and academic council. RICH Learning modality highlights its excellent design and

formulated modules. These modules were created by skilled, knowledgeable, creative professors

and instructors. The learning materials were undergone series of evaluation and review

conducted by the program heads and experts to ensure the excellence, content validity and

curriculum alignment. The learning modules were designed to cultivate independence among

students. These are self-paced where the students can accomplished the academic task and

minimum outputs individually. The instructions in the learning modules are written in

conversational tone to engage the students with the acquisition of knowledge and skills. The

materials also highlight conscious effort of the school in incorporating values formation

program. RICH learning modality features progressive learning experience which is learner

centered and gives premium emphasis on teaching the students to think creatively and critically.

Textbooks and learning materials will be used to improve the learning experiences of the

students. The program is also design to strengthen the school’s partnership with the parents. The

learning journey of the Richwellian will be monitored by instructors and professors through

regular phone calls, text messaging, chat or any other available platforms.

Bachelor of Technical Vocational Teacher Education (BTVTED) is one of the courses

offered in Richwell Colleges Incorporated. This program aims to give the students the

knowledge and skills to be able to teach technical-vocational courses. This program includes a

lot of education subjects. Major in food and service management is the major offered in this

program.
 In this study, some BTVTED learners experienced difficulty in using RICH Learning

modules because these do not meet with their learning style. The term “learning style” has been

defined in several ways by many authors, yet the most representative definitions refer to two

essential aspects: a) the learning style represents an individual’s preferred ways of responding

(cognitively or behaviorally) to learning tasks which change depending on the environment or

context (Peterson, et al., 2009), and b) the learning style refers to the idea that individuals differ

in regard to what type of instruction is most effective for them (Pashler, et al., 2008). Learners

with auditory learning style find it difficult to listen and take notes simultaneously, or to listen

and refer to a visual at the same time. Background noise may promote focus for auditory

listeners or break focus. Auditory Talkers need to discuss what they are learning. They may like

to ask a lot of questions to solidify what is being learned. It can often help them to teach newly

learned information to someone else.

BTVTED Learners with visual learning style needs to minimize distractions. Instead of

studying next to a window and getting distracted by the outside. Fleming and Mills (1992)

defined kinesthetic learning as a preference related to experience and practice, either simulated

or real, that produces sensory information through physical activities. (Surjono, 2011) suggested

kinesthetic learners relied on experience based modalities and preferred hands-on labs and

simulations in order to receive information most effectively.

This research aims to determine the different learning styles of BTVTEd learners and to

find out the effectiveness of RICH Learning Program in their learning journey despite the

COVID 19 Pandemic, also to find out the challenges by both students and teachers in this new

normal set-up, and to come up with new learning and teaching style that can be helpful to use for

a long period of time.

This research will be beneficial to the administrators, principals, instructors, parents and

students. The effectiveness of RICH learning program will be acknowledged and by this,

researcher indicates verifiable and the effectual of different learning style that affects the learners

through this pandemic crisis.

General Problem: