Laramel Cage Ramirez.

EDUCATION DURING THE PANDEMIC

BSED 2A
Bachelor of Secondary Education l Baliwag Polytechnic College in Baliwag Bulacan

CHAPTER I

ARTICLE HISTORY. This study aimed to investigate the problems faced by

PRODUCED
04.15.2022 pre-services teachers in the distance education process,which

has been implemented during theCovid-19 Pandemic.The study was carried out as a case study
of qualitative research methods.The Students comprised pre-service teachers receiving
education in the faculty of education in the Baliwag Polytechnic College in baliwag Bulacan.The
content analysis was used in the data analysis.The data were codes by One researcher.Leramel
Cage Ramirez.Formula was uses for a consensus between the coder.At the end of the study the
problem experienced by the pre-service teachers were collected under the themes of
implementation,student,impossibility,technical amd instructor

INTRODUCTION:

COVID-19 pandemic has affected all levels of the education system. Educational institutions
around the world (in 192 countries) have either temporarily closed or implemented localized
closures affecting about 1.7 billion of the student population worldwide. Many universities
around the world either postponed or canceled all campus activities to minimize gatherings and
hence decrease the transmission of virus. However, these measures lead to higher economical,
medical, and social implications on both undergraduate and postgraduate communities.Due to
the suspension of classroom teaching in many colleges and universities, a switch to the online
teaching for undergraduate and graduate students becomes effective [reviewed in (12, 13)].
This form of learning provides an alternative way to minimize either the contact between
students themselves or between the students and lecturers.. However, many students have no
access to online teaching due to lack of either the means or the instruments due to economical
and digital divide..
Few studies highlighted COVID-19 in relation to educational studies. COVID-19 has a profound
impact on medical students, dental medical students, and radiology trainees. Recently, the
American Veterinary Medical Association (AVMA) showed that COVID-19 adversely impacted
veterinary practices based on a large survey including about 2,000 responses. However, there
are no studies investigating the effect of COVID-19 on students in the veterinary medical field.
Therefore, the current study was conducted to analyze the impact of COVID-19 pandemic on
the academic performance of veterinary medical students and researchers during the lockdown.

Studying is not just important for educational development, but also builds personal skills.
Having good study skills can improve your confidence, competence, and self-esteem. As well as
helps reduce stress and anxiety around deadlines and exams.Education is important so even
though we are in the midst of a pandemic, DepEd still promotes learning through Modular or
Online Learning. This method has taken our country for two years. Therefore, children are
having difficulty. However, we need education to prosper our lives. In this research I am one of
the ones who discussed the negative and positive effects of Online Learning for students so that
my research can help students like me. who is just beginning to face life's challenges

I.I BACKGROUND OF THE STUDY

Because of the pandemic, education is now conducted online. This platform is a great help to
students who still want to pursue their dreams and be able to finish their studies. Even though
we are in the midst of a pandemic, DepEd continues to raise education, so that the Filipino
youth will not be left behind when it comes to education. We all know that education is the hope
or key for us to prosper in life. But because of the pandemic we are all struggling. Especially
since not all students have the ability to buy gadgets or install wifi to speed up their signal.
However DepEd is very efficient because they have made a way for students who still want to
be able to study. DepEd launched a module for those students who don't have gadgets.
Through the modules, students will be able to study even without using gadgets.

Coronavirus affects the education system in the world. Schools, colleges, and universities are
closed to control the spread of the coronavirus. School closure brings difficulties for students,
teachers, and parents. So, distance learning is a solution to continue the education system.
However, the lack of network infrastructures, computers, and internet access is challenging
distance learning in developing countries. This paper aims to review the impact of the
COVID-19 pandemic on the education system in developing countries. Hence, countries design
a strategy to use educational technology, zero-fee internet educational resources, free online
learning resources, and broadcast teaching. During closures, educational institutions design
curriculum, prepare teaching-learning strategies for post-coronavirus. The educational
institutions design strategies to recover lost learning, and return students to school when
schools reopen. Coronavirus has been impacting the face-to-face education system of
developing countries. Therefore, developing countries should enhance broadcast teaching,
online teaching, and virtual class infrastructures.

the coronavirus (COVID-19) pandemic still raging, many education systems are still struggling,
and the situation is constantly evolving.The OECD – in collaboration with UNESCO, UNICEF
and The World Bank – has been monitoring the situation across countries and collecting data on
how each system is responding to the crisis, from school closures and remote learning, to
teacher vaccination and gradual returns to in-class instruction. This report presents the
preliminary findings from this survey, providing a snapshot of the situation one year into the
COVID crisis.

Due to the complex nature of healthcare professionals’ roles and responsibilities, the education
of this workforce is multifaceted and challenging. It relies on various sources of learning from
teachers, peers, patients and may focus on Work Integrated Learning (WIL). The COVID-19
pandemic has impacted many of these learning opportunities especially those in large groups or
involving in person interaction with peers and patients. Much of the curriculum has been
adapted to an online format, the long-term consequence of which is yet to be recognized. The
changed format is likely to impact learning pedagogy effecting both students and teachers. This
requires a systematic approach to evaluation of online teaching and learning adaptation, in
comparison to the previous format, where, in person education may have been the focus.

The current cross-sectional study was carried out to analyze the impact of COVID-19 lockdown
on the academic performance of veterinary medical students and researchers. Veterinary
medical students and researchers were invited to answer an online google form questionnaire.
A total of 1,392 participants from 92 different countries answered the questionnaire with
response rate of 94.1%. The data showed that COVID-19 pandemic lockdown affected the
academic performance of most participants (96.7%) with varying degrees. The mean evaluation
score for the online education in general was 5.1 ± 2.4 while that for the practical parts was 3.6
± 2.6. Although online education provides an opportunity for self-study, the main challenge that
online education faces in veterinary medical science is how to give practical lessons. Since
most of the subjects are practical; therefore, it is not easy to learn it online. Students think that it
is difficult to fulfill the veterinary competencies only with an online education system.

Online education could be improved by making it more interactive, showing medical procedures
in real situations, giving concise information, and providing 3D virtual tools to mimic the real
situation.
Laramel Cage Ramirez

INTRODUCTION:

The global outbreak of the COVID-19 pandemic has spread worldwide, affecting almost all
countries and territories. The outbreak was first identified in December 2019 in Wuhan, China.
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 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 colleges reopened for selected levels and continued with
online classes 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).

Research highlights certain death such as the weakness of online teaching infrastructure, the
limited exposure of teachers to online teaching, the information gap, non-conducive
environment for learning at home, equity and academic excellence in terms of higher education.
This article evaluates the impact of the COVID-19 pandemic on teaching and learning process
across the world. The challenges and opportunities of online and continuing education during
the COVID-19 pandemic is summarized and way forward suggested.

I.II STATEMENT OF PROBLEMS

1. Why is the internet slow in the philippines?

1.1 Check if there is no type of limit when connecting to the network.
1.2 Sometimes the problem may be with the device itself.
1.3 a bad configuration or that there is a failure in the network to which you are
connected.
2. What are the impacts of slow connection as a students?
2.1 Can't Study well.
2.2 Unable to take the lesson at the same time.
2.3 Being late for lessons and school updates.
 3. Why doesn't everyone have gadgets to study online?
3.1. Financially unstable.
3.2. There is no good job to be able to provide the necessities.
3.3The sale of gadgets in the philippines is very expensive.
4. Who are the ones who often have difficulty with online platforms?
4.1 Those who do not have the ability to load always.
4.2.Those who do not have the ability to buy expensive gadgets.
4.3 Those who do not have the ability to install expensive internet.
5. What is the impact of the online platform on children without usable gadgets?
5.1 Children experience envy.
5.2 Children experience a dislike of their state in life.
5.3. Children develop anxiety.

Laramel Cage Ramirez

INTRODUCTION:

To sum up, this special issue provides a good reference to help researchers and educators to
perceive learning analytics. To further provide well-organized information of learning analytics
and to Enhance the quality of learning and teaching. Meet the learning style or needs of
students. Improve the efficiency and effectiveness. Improve user-accessibility and time flexibility
to engage learners in the learning process.

I.III OBJECTIVES

● Identifying students’ learning status or problems for delivering adaptive learning by

analyzing their learning behaviors or interactive content and providing personalized
learning contents, user interfaces or practices.

● Enabling policy-makers and administrators to have a global view of current educational

policies or problems by analyzing large-scale educational data to identify important
indicators for evaluating the educational status from local, regional, national or
international perspectives.

● Enabling researchers or teachers to have insights into students’ interactions with

courseware, peers and teachers by analyzing their behaviors from in-depth aspects,
such as raising a question with scientific conceptions, seeking information related to a
specific issue, making observations and comparisons, proposing new ideas or submitting
a correct answer.

● Providing evidence to explain students’ learning performance in educational settings by

analyzing the learning behavioral patterns of different groups of students.
 ● Highlighted the problems faced by educators while shifting from offline to online mode of
teaching.

Laramel Cage Ramirez

INTRODUCTION:

Education is important so even though we are in the midst of a pandemic, DepEd still promotes
learning through Modular or Online Learning. This method has taken our country for two years.
Therefore, children are having difficulty. However, we need education to prosper our lives. In this
research I am one of the ones who discussed the negative and positive effects of Online
Learning for students so that my research can help students like me. who is just beginning to
face life's challenges.

I.IIII SIGNIFICANCE OF THE STUDY

Provides Stability. Education provides stability in life, and it's something that no one can ever
take away from you. By being well-educated and holding a college degree, you increase your
chances for better career opportunities and open up new doors for yourself.

Education means studying in order to obtain a deeper knowledge and understanding of a variety
of subjects to be applied to daily life. Education is not limited to just knowledge from books, but
can also be obtained through practical experiences outside of the classroom.

Provides Financial Security on top of stability, education also provides financial security,
especially in today’s society. A good education tends to lead to a higher paying job, as well as
provide you with the skills needed to get there.

The importance of education is evident when it comes to being self-dependent. If we are we

educated, then it’s something that belongs to us, and only us, allowing us to rely on no one else
other than ourselves. It can allow you to not only be financially independent, but also to make
your own choices.

If you can dream it, you can achieve it. An education is the most powerful weapon you can
possibly have, and with it, you can make all of your dreams come true. There are of course
certain exceptions, depending on what you’re aiming for, but generally an education will take
you as far as you’re willing to go.

Education is something that’s not only needed on a personal level, but also on a global level, as
it’s something that keeps our world safe and makes it a more peaceful place. Education tends to
teach people the difference between right and wrong, and can help people stay out of risky
situations.Being self-confident is a major part of being successful in life. And what better way to
gain that confidence than with an education? Your level of education is often considered a way
to prove your knowledge, and it can give you the confidence to express your opinions and
speak your mind. A part Of Society
In today’s society, having an education is considered a vital part of being accepted by those
around you. Having an education is believed to make you a useful part of society, and can make
you feel like a contributing member as well.Education can protect you more than you know, not
only on a financial level, but it can help prevent you from being taken advantage of by knowing
how to read and write, such as knowing not to sign any bogus documents.

During the childhood development stages, the importance of education is stronger than ever. It’s
a time for children to learn social and mental skills that will be crucial for their growth and
success in the future. Education at childhood also offers a chance for self-discovery and to learn
about their unique interests.

LeramelCageRmirez

CHAPTER II

INTRODUCTION:

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).

II.I REVIEW OF RELATED LITERATURE

LOCAL

The rapid, unexpected and ‘forced’ 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.

As far as teacher education is concerned, descriptions of how institutions and stakeholders

adapted to the new scenario created by COVID-19 pandemic (Bao 2020; Flores and Gago
2020; Quezada, Talbot, and Quezada-Parker 2020; Zhang et al. 2020) as well as training
strategies and experiences of innovation (Ferdig et al. 2020) have been reported. While
accounts of how higher education institutions and teacher educators responded to the transition
from face-to-face to online teaching are relevant, more needs to be done in this regard.

For informed and productive online teaching and learning it is important to learn more about its
potential and use. As such, it is essential to go beyond emergency online practices and develop
quality online teaching and learning that result from careful instructional design and planning
(Hodges et al. 2020). Focusing on how the current context has forced many teacher education
programmes to adapt to an online format may provide a broad understanding of adopted
practices, yet it is necessary to ensure that these practices are effective

. This is, therefore, a crucial moment to synthesise the work that has been done on the topic to
inform future practices. This period of change entails the necessity to provide an
evidence-based perspective on what works and does not work but, most importantly, to
understand the characteristics, the processes, the outcomes and the implications of online
practices. Thus, this paper provides a review of the literature on online teaching and learning
practices in teacher education.

There is a wide array of concepts in existing literature on online teaching and learning. These
concepts encompass different meanings but they are, sometimes, used interchangeably (e.g.,
distance education, online teaching, emergency online education, remote teaching). A detailed
analysis of such concepts is beyond the scope of this paper. Bozkurt and Sharma (2020, ii), for
instance, refer to distance education as a process characterized by ‘distance in time and/or
space’ and to remote education as a context of ‘spatial distance’. For the purpose of this review,
we focus on online environments that enable teachers to teach and interact with their students
providing a variety of learning possibilities in a remote scenario.

In such a context, issues of agency, responsibility, flexibility and choice are key elements as are
‘careful planning, designing and determination of aims to create an effective learning ecology’
(Bozkurt and Sharma 2020, ii). As such, teaching and learning online entails a specific process
which is visible in the roles, competencies and professional development approaches (Ní Shé et
al. 2019) as well as in the curriculum, pedagogy, assessment and the nature of interaction
among participants. It is, therefore, important to find out how online teaching and learning in
teacher education occur and why, and to explore its implications, particularly in the current
emergency remote scenario.

CHAPTER III

III METHODOLOGY

III.I RESEARCH DESIGN

students of University of Perpetual Help System Pueblo dePanay Campus for the school
year 2019-2020.This study will utilize the quasi-experimental,pretest, posttest, control
group design. Quasi-experimental design is the same as classic controlled experimental
design except the style of assigning subjects to two groups. Inclassic controlled
experimental design, there is random assignment. On the other hand,
Quasi-experimental designsare commonly employed in the evaluation of educational
programs when random assignment of subjects to the Individual is either not
possible or not practical. Thus in a quasi-experimental design, the research substitutes
statistical controls for the absence of physical control of the experimental situation.
Moreover, Gall et al. (2003)explained, “Correlational research refers to studies in
which the purpose is to discover relationships between variables and subject the
variables to correlational and multiple regression analysis. Figure 1 presents how the
dependent and independent variables- the E-learning andConventional Learning –
bring about the development of literary understanding and appreciation. Data gathered
will be computer-processed using the statistical package for the Social Science (SPSS)

III.II RESEARCH INSTRUMENT

This research is crucial to define the research instrument in this study. In addition,
according to Arikunto (2010) in order to facilitate the researcher, research
the instrument is chosen as an assisting tool to collect the data. Ary (2010) stated that
the most common research instruments used in qualitative research are
observation, interview, and document analysis. In this study, the researcher uses
observation and interview to collect the data.

III.III LOCALE STUDY

The search focused on the literature on online teaching and learning in the context of teacher
education published between January 2000 and April 2020. The search was limited to this
period because it was after the development of the World Wide Web, and the generalisation of
the use of Internet into many homes that online learning spread (Bates 2005). Within the context
of the European higher education convergence as a direct result of the Bologna Process (1999),
this date also coincides with the emergence of virtual learning initiatives as a consequence of
the internationalization and competition among European higher education institutions.

The process for selecting the literature included in the current review started with a search in the
databases Web of Science (main collection) and Education Resources Information Center
(ERIC). Publications whose title contained the term ‘online learning’ (or the terms ‘digital
learning’ or ‘e-learning’ or ‘web-based learning’ or ‘remote learning’ or ‘distance learning’ or
‘virtual learning’) and which responded to the descriptors/topics ‘teacher education’ or ‘teacher
training’ or ‘teacher preparation’ were sought.

Although the concepts of online, e-learning, virtual, digital, web-based, remote or distance
learning are rather different, they were considered relevant for the purpose of this study of
examining any kind of practice in which the teaching and learning process is mediated by the
use of technology in a remote scenario. A total of 134 papers fulfilled the inclusion criteria
established for this research in terms of the publication source (academic journals), the nature
of the studies (empirical), and the relevance of the topic (main focus on online teaching and
learning practices in the context of teacher education).

Although the descriptive analysis entailed a broad examination of the literature in terms of the
focus of the studies, the characteristics of the sample, the methods and their main findings, due
to a word limit this section will focus on the most recurrent topics of the literature examined, as
well as a description of the most relevant issues related to the sample and the methods.

III.IIII RESPONDENTS OF THE STUDENTS

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 more detailed analysis of the topics under research reveals that some of the most recurrent
themes in a number of the papers analyzed (n = 27, 20.1%) are related to the interactions and
discussions among the different participants, some of them in the context of online communities.
These studies either analyze the nature or patterns of interactions between the participants
(e.g., Nami, Marandi, and Sotoudeh Nama 2018; Sing and Khime 2006) or investigate their
effects in supporting reflection (e.g., Jones and Ryan 2014;

Mumford and Dikilitaş 2020), knowledge construction or learning transformation (e.g., Lee and
Brett 2015; Wang, Chen, and Levy 2010) or, more broadly, the professional development of
teachers (e.g., Liu 2012). The online communities, which are mainly used as a support for
pre-service or beginning teachers (e.g., DeWert, Babinski, and Jones 2003; Hramiak 2010) or
the continuous professional development of in-service teachers (e.g., Holmes 2013;

Ribeiro et al. 2014) are also the focus of some of the studies examined (n = 21, 15.7%).
Additional recurrent themes explored in the literature reviewed include: the factors involved in
teacher participation or engagement (n = 15, 11.2%); the sharing, construction or the nature of
knowledge (n = 11, 8.2%); the uses and effects of video (n = 9, 6.7%), particularly in
professional development contexts, and; the creation, analysis or effects.

III.IIIII STATISTICAL STATEMENT

The content analysis method was used in the data analysis. Content analysis is often
used to analyze data such as the one from interviews and observations, to systematize and
often quantify data (Fraenkel, Wallen & Hyun, 2012). The data acquired was transcribed by
the researcher. The pre-service teachers were coded as P1, P2, and so on. The data were
coded by two coders. A common coding table was created by discussing the different codes.
Miles and Huberman’s (1994) formula was used for a consensus between the coders. After
obtaining adequate amount of consensus between the coders (91%), the researcher continued
the coding alone based on the common coding table. Miles and Huberman (1994) indicated
that a consensus of 80% would be acceptable.

The content analysis method was used in the data analysis. Content analysis is often
used to analyze data such as the one from interviews and observations, to systematize and
often quantify data (Fraenkel, Wallen & Hyun, 2012). The data acquired was transcribed by
the researcher. The pre-service teachers were coded as P1, P2, and so on. The data were
coded.by two coders. A common coding table was created by discussing the different codes.
Miles and Huberman’s (1994) formula was used for a consensus between the coders. After
obtaining adequate amount of consensus between the coders (91%), the researcher continued
the coding alone based on the common coding table. Miles and Huberman (1994) indicated
that a consensus of 80% would be acceptable.
Results.In this study investigating the problems and barriers faced by pre-service teachers in a
higher education institution during the distance education process implemented in the Covid-
19 pandemic, five themes and 29 codes were revealed as a result of the data analysis.The
themes revealed in relation to the problems.
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