COMMUNICATION PLAN PROJECT NAME:

The Challenges of Remote Education

“HARANG SA PAGAARAL”
(DAPAT NGA BANG MAGING PROBLEMA)

“A communication plan to bring attention about the difficulties of

remote learning and provides projects to boost educational work
force in the city of Marikina”
 INTRODUCTION
High school students who attended school remotely during the pandemic reported lower
levels of social, emotional, and academic well-being, according to a new study.
The findings held even when researchers accounted for factors like gender, race and
ethnicity, and socioeconomic status.
For the study, published in Educational Researcher, researchers looked at data from more
than 6,500 students in grades 9 through 12, some of whom attended virtual school full-time and
others who attended in person, to better understand how last year’s remote learning—mandated
by many districts—influenced students.
“There is a thriving gap,” says Angela Duckworth, professor of psychology at the
University of Pennsylvania and a founder of the nonprofit Character Lab.
“On every measure tested we saw a difference favoring kids who were in-person versus
learning at home and therefore, alone. We’re inferring from this that, all things being
equal, teenagers would really prefer to be with each other and with adults like their teachers, not
home with mom and dad.”
Collecting these data began long before the pandemic, through the Character Lab
Research Network. Three times a year, participants complete a Student Thriving Index, which
asks them to rate facets of their well-being, including how well they think they fit in, whether
there’s a trustworthy adult at school, how happy or sad they feel, and how interesting they find
their classes.
“It’s a way of taking the pulse on how students are feeling,” Duckworth says. “As
researchers, we’ve realized there’s only one way to truly know how teenagers are doing, and
that’s to ask them.”
Student participants had completed a survey in February 2020, which the researchers
used as a pre-pandemic baseline. The following survey took place in October; at that time 4,202
students were attending school remotely and 2,374 students were going in person. Because
Duckworth and colleagues hadn’t randomly assigned participants into these groups, they made
sure to control for whatever variables they could.
For 10th, 11th, and 12th graders, the findings were clear: Those on Zoom school
struggled more than their peers taking classes in person. But for 9th graders, the divide between
groups was much smaller. The researchers had a few guesses why.

DESCRIPTION:
Remote Education encounters sudden migration of education from traditional on-campus
learning to remote learning has put students at a great disadvantage. While universities already
had great successes in establishing online learning systems for their students, it has been
recognized that this transition to a new educational paradigm for most universities has not been
properly organized,despite the efforts to make education accessible for all, many difficulties are
still confronting Filipino university students in the practice of distance education.
This current situation in remote learning may most possibly exacerbate existing
inequalities and may translate to barriers in online learning.Establishing a positive and conducive
learning space has long been a problem in distance education especially in most poor
households,If this problem occurs, study productivity and the utmost concentration of students
are at stake. The sudden migration to remote learning in the middle of a health crisis has
overlooked an unfavorable learning environment, which may affect the performance of students.
Based on the study of researches,the result of the analysis revealed the following
categories of difficulties in remote learning: unstable internet connectivity; inadequate learning
resources; electric power interruptions; vague learning contents; overloaded lesson activities;
limited teacher scaffolds; poor peer communication; conflict with home responsibilities; poor
learning environment; financial related problems; physical health compromises; and mental
health struggles.
Although Marikina City government come up with a great assistance for the
students,“The para-teachers will guide parents and students and provide assistance to teachers.
They will also help monitor and track the progress of students in their community,”This project
adhere to one of the faced problem of the parents, how to teach the learning modules provided by
the DepEd to their children, in most of them cannot teach the lessons to their children due to
their educational attainment.

NEGATIVE IMPACTS OF REMOTE LEARNING

For many, online learning is a perfect solution for the challenges COVID-19 poses
towards education. While on the surface it may seem like a good solution to protect our
community from contracting COVID-19, there are many negative effects to be considered. With
Remote learning, cheating becomes a bigger concern, actual learning time is reduced,
mental/emotional health can suffer, and physical activity among students decreases.

CHEATING
Cheating has become exponentially easier during online learning. My experience for
testing goes something like this: I log into the Zoom, and the teacher tells us we have to have our
cameras on for the duration of the test. The class goes to the test on Canvas, and we get started.
Once we finish, we either click submit or we take a picture of our work and upload it. I know
that the teacher can see if a student went into a different tab during the test, which can stop the
cheating epidemic in many cases. However, there are many other ways of cheating that can’t be
regulated by teachers in the remote model. A recent study found 93% of educators that were
surveyed believed students are more likely to cheat during online courses. 

LEARNING LESS
Another big problem with remote learning is that students are learning less online than
they would in the physical building. For instance, when in the school building, most Greylock
science classrooms are equipped with the necessary materials to let students participate in hands-
on labs or experiments, which can make those classes much more interesting. When learning
from home, we can’t really complete these experiments, so it becomes harder to visualize and
understand certain concepts. Some students may have a more difficult time paying attention
during class as well. At home, distractions are much more prevalent. Students can scroll on their
phones without getting caught. Others may open another tab on their chromebook and play
games, all the while appearing to be paying attention because they are looking at the screen.

MENTAL AND EMOTIONAL HEALTH ISSUES OF STUDENTS

Perhaps even more troubling is the fact that many students are suffering from mental or
emotional health issues as a result of online learning. Before the pandemic, students could
interact with friends during lunch and throughout the day. But now that we’re fully remote,
students can’t socialize with each other face-to-face. It can get boring and down right lonely
being cooped up in the same house for a long period of time. According to the Society for
Research in Child Development, “close friendship strength in mid-adolescence predicted relative
increases in self-worth and decreased anxiety in and depressive systems by early adulthood.”

LACK OF PHYSICAL ACTIVITY FOR THE STUDENTS

Finally, remote learning leads to a lack of physical activity among children. Although
there are some winter sports, many students get their exercise from gym class. But in the remote
learning model, gym class consists of the coach spending a few minutes talking about what we’re
supposed to do, and then we are allowed to log off and do the exercise. Any student can lie about
if they did it and the coach will have no way of knowing if the student actually did the exercise
or not. A recent study by BMC Public Health shows that changes in physical activity during
COVID-19 has caused an increased risk of obesity, diabetes, and cardiovascular disease among
children. 

TARGET AUDIENCE
The Target Audience for this Communication Plan are the students who are currently
experiencing Remote Learning inside their houses because of the pandemic (Covid-19). The
second target audience are the parents in order for them to know what their child are facing right
now and how they can help them.

COMMUNICATION PLAN OUTLINE

1.IDENTIFY YOUR STAKEHOLDERS (To Whom):
Marikina City Government and Municipality
Department of Education
  Marikina Valley Ministerial Fellowship

2. IDENTIFY STAKEHOLDERS EXPECTATIONS (Why):

Immediate help for the students and give them proper education at this times
To inform the locals and the schools about the problems of students caused by Remote
Education
To increase awareness that families or individuals who are striving to attend school has
personal problems at these times.
To be reminded that some students have incapability of learning through themselves

3.IDENTIFY THE COMMUNICATION NECESSARY TO SATISFY STAKEHOLDER

EXPECTATIONS AND KEEP THEM INFORMED (What):
Virtual and Online meeting with the Department heads of each schools and teachers.
If the meeting is settled and the Heads are completely informed, plan some ways with the
parents so that they could also be involved and could understand the situation well.
Social media Videos and Infographics, Virtual talks that will fully engage students and
teachers to sustain the following projects and be able to attend some class that could help
them.

4.IDENTIFY TIME-FRAME AND/OR FREQUENCY OF COMMUNICATION MESSAGES

(When)
Twice a week (based on the time of classes) - could be an additional 5 to 15 minute talk with
the students.
5.IDENTIFY HOW THE MESSAGE WILL BE COMMUNICATED (The stakeholder’s
preferred method) (How):
 Facebook pages of the School Student is attending to. (A video that could attract students to
open their problems about the class or if he or she has problems with the New normal set-up.
Email/Messenger/Twitter/Zoom/Skype/Google Meet - for personal contacts, and to
communicate with the Parents and Students.

6.IDENTIFY WHO WILL COMMUNICATED EACH MESSAGE (Who):

Marikina CIty Government Officials (to the one responsible for the project)
Student - Teacher Class (facebook, email, messenger Pages or Group)
Other people/volunteers who will attend the project

7.DOCUMENT ITEMS: templates, formats, or documents the project must use for
communicating.
Data were school provides the number of students attending to their school.
Teachers attendance chart.
Documents where the said project has been done.
 REFERENCES
https://givingcompass.org/article/the-impact-of-remote-learning-on-teens/?
gclid=CjwKCAiAs92MBhAXEiwAXTi25z6_rUUdwzVIBk6jI4UQpr-3-
kNC6i6BS4dpuJta2z6GVZM_XySrYxoC6T8QAvD_BwE
https://greylockecho.mgrhs.org/5271/features/the-negative-effects-of-remote-learning/?
fbclid=IwAR3lxA64Itsof8XxzEt7STzdFdaj1Ia8zofaKoQu2fnx18fJSHAzuoRn47I
https://www.emergingedtech.com/2021/06/negative-effects-of-continued-hybrid-learning-on-
younger-children/?
fbclid=IwAR3Yd9dbD61tUA4lYccAxDVA9sbZ66lB4Wh1G0BZIVD0Y_DElA3ZO1hclsA