CHAPTER 2

Covid 19 Pandemic: An Analysis of School’s Preparedness and Response Plans

REVIEW OF RELATED LITERATURE AND STUDIES

To gain a better insight of the study, a review of related literature and study was made to

determine the Covid 19 Pandemic: An Analysis of School’s Preparedness and Response Plans.

Related Literature

Researchers regarding the Covid 19 Pandemic: An Analysis of School’s Preparedness

and Response Plans have been carried out locally and abroad. There have been some on a small

scale and only limited aspect of the subject.

Local

COVID-19 pandemic has provided us with an opportunity to pave the way for

introducing digital learning. This article aims to provide a comprehensive report on the impact of

the COVID-19 pandemic on online teaching and learning of various papers and indicate the way

forward.

Pedagogy for Continuing Education Through Online Lockdown and social distancing measures

due to the COVID-19 pandemic have led to closures of schools, training institutes and higher

education facilities in most countries. There is a paradigm shift in the way educators deliver

quality education—through various online platforms. The online learning, distance and

continuing education have become a panacea for this unprecedented global pandemic, despite the

challenges posed to both educators and the learners. Transitioning from traditional face-to-face

learning to online learning can be an entirely different experience for the learners and the
educators, which they must adapt to with little or no other alternatives available. The education

system and the educators have adopted “Education in Emergency” through various online

platforms and are compelled to adopt a system that they are not prepared for. 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

onesize-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).

Review of Related Studies

Research had been carried out locally and abroad. There have been some on a small scale

and only a limited aspect of the Subject.

Foreign

In the study of Basilaia et al. (2020) entitled “Transition to Online Education in Schools

during a SARS-CoV-2 Coronavirus (COVID-19) Pandemic in Georgia”. The quick transition to

the online form of education went successful and gained experience can be used in the future.
 The Study of Basilaia et al. is similar to the present research because it both deal with the

results of the transition of new normal. On the other hand, the research is unique because it will

also focus on the Modular Learning and Radio Based Instruction (RBI).

The conducted Study of Melnick et al. (2020) entitled “Reopening Schools in the Context

of COVID-19: Health and Safety Guidelines from Other Countries” stated that As the United

States considers reopening schools after the first wave of the COVID-19 pandemic,

policymakers and administrators need to consider how to reopen in a way that keeps students and

staff safe. This brief provides insight into health and safety guidelines and social distancing

strategies used in other countries that have successfully reopened their schools in the context of

COVID-19 like attendance, social distancing, and hygiene and cleaning.

The conducted Study of Melnick et al. (2020) is similar to the present study because it

both deal with the Guidelines and Policies. On the other hand, this study is unique because it will

focus more on the analysis of School’s preparedness in terms of IATF Safety protocols.

Local

According to the study of Tria (2020) entitled “The COVID-19 Pandemic through the

lens of Education in the Philippines: The New Normal” 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.

The study of Tria is parallel to the present research because will deal on the Preparedness,

Problems Encountered by the Pupils and the Teachers and Response plan of the school in amidst

of Pandemic.
 CHAPTER 2

Radio Based Instruction: It’s Impact to The Mathematical Comprehension of The

Intermediate Learners

REVIEW OF RELATED LITERATURE AND STUDIES

To gain a better insight of the study, a review of related literature and study was made to

determine the Radio Based Instruction: It’s Impact to The Mathematical Comprehension of The

Intermediate Learners.

Related Literature

Researchers regarding the Radio Based Instruction: It’s Impact to The Mathematical

Comprehension of The Intermediate Learners have been carried out locally and abroad. There

have been some on a small scale and only limited aspect of the subject.

Foreign

Academic performance as a variable in student’s learning has been a matter of concern in

the present-day research. Busari (2009) defined academic performance as the level of

achievement in the subject as exhibited by an individual. According to Ogundokun and Adeyemo

(2010), academic performance was the exhibition of knowledge attainment or skills developed

by students in the school subject usually designed by test scores or by marks assigned by

teachers which can be low or high.

 Researchers (Lawal, 2007; Usman, 2010; Atadoga & Lakpini, 2013) found that the

persistent low academic achievement was attributed to teacher instructional strategies among

others. Thus, instructional strategies used by teachers in teaching-learning process had

significant influence on learner’s academic achievement. Atadoga and Onaolapo (2008) stated

that instructional strategies adopted by teachers at all levels of education in imparting knowledge

and skills to the learners were determined by teacher’s abilities, topic to be taught, learners age,

available resources, and available space. Thus, Poopola (2010) ascertained that academic

achievement was a function a various factor, such as method of teaching, teacher’s

qualifications, child’s home background, school environment attitude and interest among others.

The concept of gender in teaching and learning process has attracted the attention of

many psychologists, biologists, and researchers as a result of which a lot of literatures exist on

different aspects of the concepts (Bichi, 2002). Research question No. 2 of this study focuses on

academic achievement of male and female students in weather concept. These necessities the

researcher to review some relevant literatures on gender and academic achievement in science

education. A considerable amount of research has focused on gender differences in school

learning (Nsofor, 2010). Male show more positive attitudes toward science that females (Prokop,

Tuncer & Chuda, 2007). Moreover, a careful consideration of the statistics of contribution of

gender in science.

Radio has been used for educational purposes since its beginning in the early 1920's. The

application of radio to the educational problems of developing nations is not a new concept by

any means. Most developing nations have broadcast capabilities to cover their geographic region.

The main technical problem is the absence of receivers for all people. Some countries have

governmental problems in allowing the import of transistors or radios for use by the populace.
Additionally, radio broadcast technicians and educational radio format designers are very scarce

in developing countries and academic programs need to be created on a large scale. Those

studies of the effect of educational radio often used materials not developed specifically for radio

use, instead the materials were usually for classroom presentation or even ITV. The great gains

in learning shown in radio lessons might therefore be even further enhanced by using materials

designed specifically for radio use (see McLuhan). Other areas of need are those of longitudinal

studies concerning the effects of radio used over an extended period, and studies of single-

session attention span of students.

Local Literature

Radio Broadcast and Mathematics Instruction:

The use of radio lessons motivates the learners if they are used in such a way as to

stimulate learning (Bates 1984). Radio also helps the learners and the teacher to avoid falling

back to their local dialect. Broadcast lessons helps to simplify language teaching process and

makes it perfect.

Odera (2008) adds that broadcast helps to provide opportunity to provide stimulating

and rehearsing communicative situation to be encountered outside the primary classroom. It is a

skilled behaviour which is only effective when two or more people are involved and more so in

using audio or face to face communication, Since the introduction of school radio broadcast, the

emphasis has been on singing along with the songs played by the classroom teacher who is

expected to be a facilitator doing only what is directed by the radio teacher. The rationale is that

learners benefit from listening to the well-researched mathematics lessons and learn the

mathematical operations taught by prepared radio presenters (Bates 1984).

 Heininch Russell, Molenda and Smaldino (2002), noted the value of radio technology

and recommended its use to increase and improve learners’ imagination and listening skills.

They recognized the importance of radio as a medium that relies on a single sense (hearing) and

with which listening is the only method of learn.

Related Studies

Research had been carried out locally and abroad. There have been some on a small scale

and only a limited aspect of the Subject.

Foreign

In the study of Volda Elliott et al. (2017) which entitled “The effectiveness of Interactive

Radio Instruction (IRI) within selected Primary Schools in Region Number Four (4),” radio is

the most universal mass communication medium capable of supporting effective local

development programs at a minimal cost. It plays an extremely vital role in the information &

communication process that is prerequisite for development. He also that telecommunication

would act as a catalyst for a surge in economic and social development during a period in which

television also pervaded the houses of citizens in high income countries. However, he noted that,

on a worldwide scale it is the medium of radio that has remained the most potent communication

innovation since the development of writing. The large- scale manufacture of cheap, battery-

operated transistor radios has been the breakthrough responsible for pulling most of the world’s

people into an international communication network. (McAnany, 1978)

 In relation to other media, the radio generates a very particular communicative situation

in which transmitter and receiver are unseen. From Jamison ‘s (1978) point of view, this

technological tool offers the greatest potential for building up a one-to-one relationship with each

member within a classroom. It can transcend the territory of the region and breaks the barriers of

numeracy. Therefore, children living in rive rain communities can receive the same quality

instruction their counterpart around the country is receiving.

In Sri Lanka, one person in 500 has access to Internet, but virtually everyone has a radio.

Under the supervision of a common programme between UNESCO and the government, radio is

used as a link between people and the Internet (Emadi, 2003). Bolivia on the other hand, had

fewer than five telephone lines per hundred people in 1996, but more than 57 radio receivers per

hundred (Girard, 1999)”.

Radio is relatively cheap technology with a very extensive reach (Moulton 1994; Olsson,

1994). Although for many, radio’s main potential is regarded as providing a powerful medium

for promoting human rights, democracy, and active citizenship, in Malawi radio has also

crucially been used for literacy and basic education at the grass-roots level (USAID, 2007).

This study is similar to the current research wherein it deals about the impact Interactive

Radio Instruction or IRI program, how it develops their comprehension and listening skills which

enables them to be an active learner, instead of becoming a passive one.

 CHAPTER 2

Socio Emotional Effect of Blended Learning to the Teachers and Learners of the School in

Gerona Tarlac

REVIEW OF RELATED LITERATURE AND STUDIES

To gain a better insight of the study, a review of related literature and study was made to

determine the Socio Emotional Effect of Blended Learning to the Teachers and Learners of the

School in Gerona Tarlac.

Related Literature

Researchers regarding the Socio Emotional Effect of Blended Learning to the Teachers

and Learners of the School in Gerona Tarlac have been carried out locally and abroad. There

have been some on a small scale and only limited aspect of the subject.

Foreign

Classrooms across America look very different – they range from the innovative to the

highly traditional. So, according to Langa, “the challenge is not just finding out innovative

approaches to the use of technology (blending learning), but "reinventing student- teacher
relationships" and even "giving the lead to our students and involve them in teaching and

learning activities as partners" (Langa, 2016, p. 127). Can blended learning be a bridge that helps

to build a different relationship for teachers and students? This research measured student

achievement in hopes of helping teachers, administrators, parents, and anyone else concerned

with the education of young people understand how to best educate the next generation and

prepare them for the diverse world they will soon lead.

Busaidi and Al-Shihi (2011) worked on key factors of instructors for the satisfaction of

learning management system by blended learning. They have taken variables like computer

anxiety, technology experience, personal innovativeness as a part of learning management;

system characteristics and incentives training and management support as organization

characteristics. They measured those variables in respect to satisfaction of instructor of learning

management system in blended learning. Result of the study comes out as anxiety was the key

factor influencing instructor satisfaction of learning management system. They concluded that

computer anxiety has a negative impact over the satisfaction of learning management system

with blended learning among the students of their study.

Local

According to a study done by Johnson et.al (2012), teachers had trouble learning and

relearning this new mode of instruction. Teachers exerted not only effort, but they also needed to

find time to explore online learning and create and design activities fit for it. In another study by

Posey (n.d.), the teachers enumerated the following difficulties: adapting their classroom

teaching strategies to online teaching strategies, adjusting their time, and pacing to that of every

student enrolled in an online class. Teachers must also have sufficient knowledge and skills on

the dynamics of online learning. According to the teachers, online learning is very different from
classroom structure where both teacher and students have a scheduled time to be in class. The

flexibility that online learning offers is perceived by teachers as a difficult challenge. There is a

seemingly false notion that students in an online class can contact their teachers 24/7. Lastly,

there were teachers who really placed a lot of premiums on face-to-face interaction than online

interaction. Many teachers believed that face-to-face interaction helped build teacher-student

relationship. The teacher in an actual classroom can encourage and motivate students to be more

responsible. There were also problems that were better addressed in an actual classroom because

the teacher could talk to the students face-to-face. In an online class, students could easily miss

announcements, requirements and get lost in the long thread of online discussion if they did not

consistently log in to their online courses. If they do not log in, no teacher-student relationship is

established. This usually happens if students are not self-motivated to meet the requirements.

Review of Related Studies

Research had been carried out locally and abroad. There have been some on a small scale

and only a limited aspect of the Subject.

Local

In the study of Lapitan, Jr et al. (2021) entitled “An effective blended online teaching and

learning strategy during the COVID-19 pandemic”. The shift to distance teaching and learning

during the COVID-19 pandemic brought about a real challenge for both instructors and students.

Here we present an online strategy that facilitated the transition from traditional face-to-face

learning to online instruction. These are the five-component blended learning strategy referred to

as Discover, Learn, Practice, Collaborate and Assess (DLPCA)

 The Study of Lapitan, Jr. et al. is like the present research seeing that they are both

discussed blended learning. However, the research is unique because it will focus on the Socio-

Emotional Effect of the Teachers and Learners.

Related to the study of Hinampas and Murillo (2018), entitled “Blended Learning

Approach: Effect on Students’ Academic Achievement and Practical Skills in Science

Laboratories” they indicated that, it is one way of developing how the teachers teach and how the

students learn. However, as the world becomes connected all around the globe and become

globally competitive in all aspects, the way of teaching science education has also changed. The

practical skills manifested by students were interpreting, communicating, designing, recording,

analyzing, and questioning. Further results showed no significant difference existed between the

academic achievement of students exposed to the blended learning approach and those exposed

to the non-blended learning approach, both improved their performances.

The study of Hinampas and Murillo (2018) is related to the current research because like

how the teachers and learners have a good effect on blended learning.