1

Comparison Between the responses of High School teachers to the changes of

Distance learning

Practical Research 11

Anthony Robert Rebater

Jonn Nathaniel F. Logronio

Shela Ramirez

Pathie Habig

Marry Denosta

Cairo Ladesma

Isaac Aguja
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TABLE OF CONTENTS

I. Chapter 1 4

Introduction

Background Of the study

Limitations & delimitation

Statement of the problem

Theoretical Framework

Conceptual Framework

Definition of terms

II. Chapter 2 20

Local Literature

Foreign Literature

Local Studies

Foreign Studies

III. Chapter 3 31

Research Method and Design

Setting of the study

Subject of the study

Procedure of the study

Sources of data

Sampling Design and Sample

Significance of the study

Administration of instrument

Construction of instrument
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Sampling Design and sample

Data gathering procedure

Comparison Between the responses of High School teachers to the changes of

Distance learning
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CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

           This chapter presents the introduction and the background of the study, the

scope and its limitations, the statement of the problem, the hypothesis, the theoretical

framework, and it will also define the terms that will be used in this study.

INTRODUCTION

           In the last couple of years, the pandemic caused many changes over the course

of humanity's existence. Many sectors have been affected during this crisis. One of the

sectors affected by this crisis is the educational sector. Instead of having face to face

classes, the world had to switch to distant learning due to the fact that students are one

of the most vulnerable spreaders of this virus. Many teachers have also lost jobs due to

the incapacity of many schools. Many schools have insufficient funds due to many

students who transferred from private to public schools. Many schools also closed

during the course of the pandemic. Many students and teachers had been hardly

adjusting with the changes that the distant learning caused. One of the best examples is

technological insufficiency, where some learners and instructors don’t have the ample

amount of needed equipment. Some of them are just enduring the difficulties due to

some of them are all using cellular phones and don’t have a proper internet connection.
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Some of them also use media like television and radio as means of distant learning. In

the modular form of distant learning, the difficulties that the students and parents face

are the risk of transmission of coronavirus by going outside. Teachers also faced that

struggle in the modular form since they are the ones who have physical contact with the

parents. The schedule has also been changed due to many legislators debating on

when the classes commence since it cannot be possible to start traditionally in the

month of June. Under Section 3 of the Republic Act No. 7797, also known as “ An Act to

Lengthen the School Calendar from Two Hundred (200) days to not more than Two

Hundred Twenty (220) days.”  It stated that;

The school year shall start on the first Monday of June but not later than the last

day of August. In the implementation of this Act, the Secretary of Education,

Culture and Sports shall determine the end of the regular school year, taking into

consideration the Christmas and summer vacations, and the peculiar

circumstances of each region.

This means that considering days of holiday and non-school days, the school year

starts every first month of June but not later than the last day of august. These changes

in schedule of the school year also affected many instructors and learners due to

adjustments that had to be made. Not always the students taste the hardships of distant

learning but also the teachers who need to risk the health and state of mind to cater the

educational needs of every learner. 

           However, some of the daily routine of a teacher has not been changed during the

course of distant learning except that they build, own “classroom”. Some use Google

and Microsoft services and some still use the same old printing and photocopying
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machines to deliver lesson plans and modules to the learners. Common difficulties that

had been observed are as follows:

● Firstly, it it hard for a teacher to focus in his/her classes due to the fact that

he/she is also required to do his/her household chores

● Second, distractions made by the people around him/her makes it difficult to hold

the classes because while he/she gives his/her lecture and monitors the whole

class’ activities, he/she needs also to look after those who surround him,

especially children.

● Thirdly, they do not have a proper place where they do the duties and be focus

on classes/module checking.

●  Lastly, poor internet connection heavily affects the instructors performance and

sometimes it leads to disruption of classes 

           In this study, it will unravel not the student's life and struggle during the course of

distant learning but the struggle and adjustments that had been experienced by many

instructors during the course of distant learning and the crisis of the pandemic. Here, it

will look upon what learning is like before and after the pandemic strikes. The

researchers will also tackle how different the adjustment of distant learning is

implemented in a Government funded public school and privately owned school. The

research will see how instructors look upon in the perspective the changes, challenges,

and difficulties of distant learning cause the limitations of covid-19.

BACKGROUND OF THE STUDY

           
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In mid 2019, a new variant of SARS coronavirus was discovered in a part of

Wuhan, China. Later on, in the end of the year 2019 and after 2020 commence many

fatalities have been reported. The First case of covid-19 in the Philippines was

investigated on the 22nd of January and later on identified on the 30th of January 2020.

This case involved a 38 years old Chinese woman who was then confined at San

Lazaro Hospital. The first recorded death of covid-19 in the Philippines also involved a

Chinese national. A 44 years old Chinese man has been posthumously tested and

confirmed that he was positive on the said virus. This death made the Philippines the

first country to record a confirmed death of covid-19 outside of China. The first local

transmission has been recorded on the 7th of March, 2020 making 81 provinces declare

a provincial wide lockdown and quarantine in the respective provinces. The first

recorded case of a filipino inflicted with the said virus was a 5 year old boy in cebu. It

was recorded in January of 2020. 

          Upon the height of said virus, President Rodrigo Roa. Duterte signed the

proclamation no. 929 on the 17th of March, 2020 declared the Philippines under a state

of calamity for a tentative period of 6 months. March 17 also marks the start of the first

enhanced community quarantine wherein Metro Manila and many of provincial Borders

had been closed and put under the strict enforcement of checkpoints. School had also

been closed after a period of class suspensions due to coronavirus. The final period of

the school year 2019-2020 had been deliberately tackled as some of the officials of the

Department of Education (DepEd) and even legislators almost couldn't find a possible

way to end the said school year. Many plans have been proposed for this matter and

some jokingly said that schools shall give all learners a passing grade just to end the
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said school year.  By the month of may many efforts had been made with regards by the

school year 2020-2021 and after many considerations, basing on the official school

calendar released by DepEd the original date of the start of school year 2020-2021 was

June 11 but considering that many schools ended the school year 2019-2020 by mid

May, DepEd announced that the start of the academic year 2020-2021 will be, by the

virtue of RA. 7797, will be on the monday nearest to the last day of August (August 24)

since the 31st of August has been a holiday (National Heroes Day). Many protests and

criticisms popped up before the start of the month of august due to the fact that

difficulties with regards to distance learning will likely appear during the course of the

school year. Considering the fact that interventions will be made, upon the

recommendation of DepEd, President Duterte approved its recommendations to start its

school year 2020-2021 on October 5, 2020. 

           From the classes to modules up until the concluding ceremonies, students and

teachers struggled during the course of the school year 2020-2021 that even the

commencement exercises and moving up ceremonies became a burden due to it

becoming virtual. By the end of the school year 2020-2021, many had to cope with the

adjustments that were caused by the pandemic and the distant learning but some

cannot deal with the changes and some even lose the livelihood because of distance

learning. 

           Several studies were conducted and shown with regards to the readiness of

instructors in online and modular distant learning. According to CDN (Cebu Daily News)

a survey was conducted by DepEd in central Visayas and it was disclosed among

learners, teachers, and parents whom some of them are in favor of the resumption of
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face to face classes. According to the director of DepEd region 7 Dr. Salustiano

Jimenez, most of the parents, learners, and teachers prefer to go back to face to face

learning but with the limited face to face type, referring to a proposal to combine home-

based and school-base learning wherein there will be days that learners will be required

to go to the respective schools for instructions on some days and will some days that

they will receive instructions in the home distantly. Several schools all over the

Philippines have been approved by DepEd to have pilot testing of face-to-face classes.

This includes some private schools and all public schools within the Philippines.

However, as face-to-face classes are to gradually return, many difficulties and problems

will rise and will pile up together with the current problems of distance learning.

           Keeping in mind the studies and the background of the study, the objectives of

the said study regarding distant learning are the following; To show the positive and

negative effects of distant learning within the perspective of teachers, hearing the

problems and the difficulties experienced through the course of distance learning. To

compare the difference of the situations of public schools and private schools with

regards to distance learning and the upcoming face to face classes looking upon the

effects for the teachers in both perspectives. To deepen the knowledge regarding the

internal and external factors which affects distance learning from the teacher’s point of

view. 
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Scope and Limitation of the Study

The variables that is inducted in this study is the Public and private high school

teachers during the on-going pandemic.

This Study will be conducted in San Mateo, Rizal. The schools that are chosen in

this study are the San Mateo National High School and Nuestra Señora de Aranzazu

Parochial School.

The researchers will use google meet to conduct the study. The respondents will

be the Private and public high school teachers in school year 2021-2022.

This study aims to understand what are the effects on distance learning on the

teachers of both public and private high schools. Every students needs to know the

situations of the teachers.

The Respondents will be 3 teachers each from both public and private highs

schools. The researchers will use goggle meet to conduct the interviews.

The Descriptive analysis will be used to understand what are the effects of

distance learning to instructors of both public and private high school teachers.
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Significance of the study

This research is made with to give knowledge and information on what is the

positive and negative effects on teachers on the on-going pandemic. It will have a lot of

crucial information regarding to the effects on everyone in the new system that the

schools have today. This research is important because it will give the school’s

administrators, teachers, students, some information regarding to the changes that have

been made.

Institution/School

For the administrators of the school will know the side of the teachers

regarding to to the opinions about the changes in system on the on-going pandemic

Teachers

For the instructors will know that the instructors aren’t the only one who is

struggling due to these changes in system. The Instructors will know some information

on how can the instructors improve the old ways and change it for the new system

Students

For the students will know the struggles of the instructors. The Students will

have a lot of information on how the teachers is also struggling in the on-going

pandemic.

Researchers
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For the researches will be the one who will know all of this information. The

researchers will know all of the effects of the pandemic to all of the people, especially

the teachers

STATEMENT OF THE PROBLEM

The objective of this study is to determine the comparative response of public high

school teachers and private high school teacher to the current situation of distance

learning. Specifically, it sought to answer the following sub- problems:

1. What are the demographic profile of public high school teacher and private high

school teacher in terms of

1.1. Age

1.2. Sex

1.3. Current Location

1.4. Health of all aspects

2. What are the difference/ comparative response of distance learning in terms of

2.1. learning resources

2.2. Daily budget and expenses

2.3. Daily routine and schedule

3. Based on the results of the study, what other recommendations can be made
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ASSUMPTION

1. The profiles vary differently between public and private teachers.

2. Private high school teachers have more screen time because of online classes

while the public high school teachers have lesser since they are more on hard copy

modules.

3. Both public and private school teachers have preferences with regards to the

current situation of new normal learning, as well as suggestions, opinions and

sentiments.
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THEORETICAL FRAMEWORK

Theory of distance education

The development of new technologies has promoted an astounding growth in

distance education, both in the number of students enrolling and in the number of

universities adding education at a distance to the curriculum (Garrison, 1990). While the

application of modem technology may glamorize distance education, literature in the

field reveals a conceptually fragmented framework lacking in both theoretical foundation

and programmatic research. Without a strong base in research and theory, distance

education has struggled for recognition by the traditional academic community. Distance

education has been described by some (Garrison, 1990; Hayes, 1990) as no more than

a hodgepodge of ideas and practices taken from traditional classroom settings and

imposed on learners who just happen to be separated physically from an instructor. As

distance education struggles to identify appropriate theoretical frameworks,

implementation issues also become important. These issues involve the learner, the

instructor, and the technology. Because of the very nature of distance education as

learner-centered instruction, distance educators must move ahead to investigate how

the learner, the instructor, and the technology collaborate to generate knowledge.

Traditionally, both theoretical constructs and research studies in distance

education have been considered in the context of an educational enterprise that was

entirely separate from the standard, classroom-based, classical instructional model. In

part to justify, and in part to explain, the phenomenon, theoreticians like Holmberg,

Keegan, and Rumble explored the underlying assumptions of what it is that makes
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distance education different from traditional education. With an early vision of what it

meant to be a nontraditional learner, these pioneers in distance education defined the

distance learner as one who is physically separated from the teacher (Rumble, 1986),

has a planned and guided learning experience (Holmberg, 1986), and participates in a

two-way structured form of distance education that is distinct from the traditional form of

classroom instruction (Keegan, 1988). In order to justify the importance of this

nontraditional kind of education, early theoretical approaches attempted to define the

important and unique attributes of distance education.

Keegan (1986) identifies three historical approaches to the development of a

theory of distance education. Theories of autonomy and independence from the 1960s

and 1970s, argued by Wedemeyer (1977) and Moore (1973), reflect the essential

component of the independence of the learner. Otto Peter's (1971) work on a theory of

industrialization in the 1960s reflects the attempt to view the field of distance education

as an industrialized form of teaching and learning. The third approach integrates

theories of interaction and communication formulated by Badth (1982, 1987), and

Daniel and Marquis (1979). Using the postindustrial model, Keegan presents these

three approaches to the study and development of the academic discipline of distance

education. It is this concept of industrialized, open, nontraditional learning that, Keegan

says, will change the practice of education.

Wedemeyer (1981) identifies essential elements of independent learning as

greater student responsibility, widely available instruction, effective mix of media and

methods, adaptation to individual differences, and a wide variety of start, stop, and learn
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times. Holmberg (1989) calls for foundations of theory construction around the concepts

of independence, learning, and teaching:

Meaningful learning, which anchors new learning matter in the cognitive

structures, not rote learning, is the center of interest. Teaching is taken to mean

facilitation of learning. Individualization of teaching and learning, encouragement of

critical thinking, and far-reaching student autonomy are integrated with this view of

learning and teaching (Holmberg, 1989, p. 161).

Holmberg summarizes his theoretical approach by stating that :

Distance education is a concept that covers the learning-teaching activities in the

cognitive and/or psycho-motor and affective domains of an individual learner and a

supporting organization. It is characterized by non-contiguous communication and can

be carried out anywhere and at any time, which makes it attractive to adults with

professional and social commitments (Holmberg, 1989, p. 168).

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CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

- Respondents -Construction and - Comparison

validation of the between the
- Survey questions survey questionnaire. responses of private
and public teachers to
- Instrument for - Gathering the changes of distant
online interviews and information by learning
recordings conducting a survey
via online, one-on- - Recommendations
one video call and concerns of the
interview, or via respondents that may
google forms. vary between public
and private schools
- Organization, are understood
determination, and
evaluation and
analyzation of the
difference of the
responses of the
participants.

FEEDBACK

Figure. 1 - Conceptual Paradigm on the responses of teachers to the New Normal

learning
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In output the number of Assumption also the number of output (expected)

DEFINITION OF TERMS

In this study, the following terms will be used for the duration of the study. The

following terms that will be used are defined as follows:

Distance learning - is a new way of teaching and learning in the middle of these

Pandemic.

Equipment - institution usually provide the technology you need to study through

distance learning. This may include: computers, tablets and smart phones internet

access.

Internet -The tool that used by students and teachers in the on-going pandemic as

medium for learning.

Pandemic - It is a type of disease that has spread to many countries and even around

the world. One of the reasons why the way of teaching has changed. For the course of

the study, this will refer to the global crisis of COVID - 19

Private School - Schools that are owned or under the administration of a private group

or of a religious congregation.

Problem - Situations that an individual, group, or organization encounters, such as the

pandemic we are experiencing today, especially among students and teachers, now

that distance learning or online learning is the way of teaching.

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Public School - Schools operated and funded by the Government through the

Department of Education, commonly open to everyone.

School - is a place where you can learn many things, not just education but also

knowledge and skills.

Student - are the researchers who want to know what the respondents experienced

while teaching during the pandemic.

Teachers - also known as Educators, the respondents who will experience the changes

in the way of learning.

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CHAPTER 2

REVIEW OF RELATED LITERATURES AND STUDIES

This chapter is presenting the different Studies and Literatures in both local and

foreign countries related to the research topic. It will support the researches on the said

topic.

Local Literatures

According to the responses in Bautista Jr., Buhain, & Balibrea's study (2021), the

common problem the respondents (teachers) face is motivating the students (35%),

difficulties in using the communication technologies (32%), time management for the

online teaching session (32%), and evaluation learner's knowledge (30%). Most of the

difficulties were experienced (about 90% of the time) by more than 35% of the

respondents with interacting and communicating with over half of the students (47%)

achieving the learning objectives set for the course, converting activities and content

into more suitable in online and distance learning (46%). The given problems were

experienced by the most of respondents for atleast 50% at the time, at least a few

months before the school year's end.

Landicho (2020) stated that due to the COVID-19 pandemic, education

worldwide is affected by school closures and the shift to other modalities such as e-

learning. In online learning, teachers who are accustomed to face-to-face classroom

lectures need to adapt to online teaching which can be done synchronously or

asynchronously. One of the sectors adversely affected by the COVID-19 pandemic is

the education sector. Schools were forced to stop face-to-face classroom sessions and
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are now gradually shifting to different modalities such as online distance learning. In the

Philippines, the impact of these schools' closures is evident in both basic and higher

education institutions. The country's Department of Education or DepED, in its June 8,

2020 press statement, moreover announced the postponement of face-to-face classes

until a COVID-19 vaccine becomes available.

Gumanit (2021) Analyzed the content of YouTube news clips on elderly teachers

concerning emergency online learning during COVID-19 pandemic. Using traditional

content analysis, the included news videos were transcribed, interview segments were

translated and familiarized, dominant words were identified, data were coded,

categorized, and themed. It shows that elderly teachers are persistent to adapt the

struggles they are facing. The analysis also highlights the negative effects of the sudden

shift to emergency online learning on the physical and psychological health of elderly

teachers. Implications to the country's quality of education and suggestions of providing

better technical and psychological health support to elderly teachers were presented.

This study is relevant to the age of the respondents. The researchers will have

more sight to the effect of the teacher’s age in distance learning. Elderly teachers

sometimes have a struggle in using latest technologies due to health and safety

conditions especially during this time of pandemic.

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Foreign Literatures

According to Aaron J. McKim (2020) School shutdown is not a new issue.

Schools have been built all around the world. Natural catastrophes, conflicts, weather,

violence, and other factors have all resulted in the closure of the facility. Violence,

construction, refugee circumstances, and health crises (Baytiyeh,2019;Thai Et all 2017).

The global COVID-19 pandemic caused immediate and intense changes throughout

education, including a reliance on remote instruction. For teachers, who rely on

experiential and hands-on learning, the changes brought about by COVID-19 required a

dramatic pivot in the work responsibilities. The changing work role faced by teachers

was combined with new stresses, obligations, and routines in the life role ,creating a

unique and challenging time for work-life management. The current study spotlighted

the changing work and life roles of teachers before and during COVID-19. Using a blend

of the role-conflict and conservation of resources theories, the researchers analyzed

work interference with family, family interference with work, work hours, work and life

salience, and work and life satisfaction during COVID-19 and, retrospectively, before

COVID-19 among teachers. Results illustrated significant changes in the variables

studied in relation to COVID-19. These changes were branded the “work domain

decline” and “job satisfaction slump” within the research. Critical questions also

emerged in the form of research recommendations designed to inform which supports

the success and satisfaction of teachers in the post-COVID-19 era.

Based on The Tony Little Centre (2020) Educators have traditionally expressed

skepticism about the prospects of reproducing outcomes equivalent to traditional face-

to-face instruction by means of online distance learning, according to Paul VanPortfliet

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and Michael Anderson. In a study comparing outcomes from online and hybrid courses,

VanPortfliet and Anderson note that it is believed that academic achievement and

retention are worse for students following distance learning programmers than for those

being taught in traditional classroom settings. An explanation cited for this relative lack

of efficacy traces it back to a lack of contact between students, the teacher and the

peers in the online learning environment. That said, there is also evidence of

equivalence across a number of outcome measures. A 2004 meta-analysis by Cathy

Cavanaugh et al of 116 effect sizes measured across 14 K-12 web-delivered distance

learning programmers between 1999 and 2004 found that there was no significant

difference in outcomes between virtual and face-to-face schools. A 2015 study by

Heather Kauffmann explored factors predictive of student success and satisfaction with

online learning. Kauffmann notes that several studies have found that online learning

programmers lead to outcomes that are comparable to those of face-to-face

programmers. VanPortfliet and Anderson note that research into hybrid instruction

indicates that students achieve outcomes that match, if not exceed, outcomes from

other instructional modalities. In particular, academic achievement by students in hybrid

programmers is consistently higher than that of students engaged in purely online

program. The ongoing discussion in the literature suggests that it is difficult to draw

general conclusions about the efficacy of online learning as such, not least because it

constitutes in significant ways a distinctive mode of learning when compared with real-

world instruction. It is perhaps better, then, to look more specifically at questions such

as the comparative strengths and challenges of moving to virtual schooling, the

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conditions which need to be in place for it to function well and the manner in which this

transition is experienced by learners with different capabilities.

These findings will support the present research and these findings that the

sudden move to remote teaching has created substantial challenges for teachers’ work

and limited the degree to which students can engage in learning. We find those mid-

career teachers, most likely to have children at home have particularly struggled to

balance the work responsibilities with the home lives during the pandemic. And for

those veteran teachers struggle more than early-career teachers to use online platforms

in distance learning and they report being uncomfortable using the technological tools

required for teaching at home. Importantly, schools with more supportive working

conditions have been far more successful at helping the teachers maintain a sense of

success during the pandemic.

Local Studies

As stated by (Erwin E. Rotas, and Michael B. Cahapay 2020) Most educational

systems across the world have migrated to remote learning modality as a measure

against the spread of the coronavirus disease 2019 (COVID-19). This phenomenon is

causing a lot of difficulties especially as voiced out by students in the context of

developing countries. This paper attempts to describe the difficulties in remote learning

of university students in the Philippines in the wake of the COVID-19 crisis. Following a

mainly qualitative research design, this study surveyed a pool of purposively and

conveniently selected students currently enrolled in a tertiary institution. The result of

the content analysis revealed the following categories of difficulties in remote learning:
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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. Based on the result, cogent recommendations are discussed at the

end of the study

According to Claris Caga Belgica at el. The COVID-19 pandemic has caused a

drastic shift from traditional to online distance education which resulted in many

difficulties to our learning delivery modes. The purpose of this study is to find out what

are the challenges of primary pupils in Educare College, Inc. in Online Distance

Learning modality. The researchers employ the use of phenomenological approach and

thematic analysis which include face-to-face and online interviews, watching recorded

Zoom classes and observations were applied to synthesize and identify the challenges

during online classes. Physical and digital distractions, technological and technical

difficulties, institutional and academic issues, and personal and psychological barriers

are the challenges that the pupils encounter during online classes. Designating a

specific area or gadget for online classes, providing intensive training on how to

navigate the online learning platforms, maintaining an open communication between

teachers and students, using flipped classroom instruction, strengthening parent-

teacher partnership in ensuring guidance while learning from home, and providing

guidance and counselling to stakeholders are some of the recommended strategies that

are suited to the new normal e-learning modality. This research will serve as a guide for

educators and students and researchers in the use of online distance learning.
 26

Recently, there has been an explosion of studies relating to the new normal in

education. While many focused on national policies, professional development, and

curriculum, others zeroed in on the specific learning experience of students during the

pandemic. Among these are Copeland et al. (2021) and Fawaz et al. (2021) who

examined the impact of COVID-19 on college students’ mental health and their coping

mechanisms. Copeland et al. (2021) reported that the pandemic adversely affected

students’ behavioral and emotional functioning, particularly attention and externalizing

problems (i.e., mood and wellness behavior), which were caused by isolation,

economic/health effects, and uncertainties. In Fawaz et al.’s (2021) study, students

raised their concerns on learning and evaluation methods, overwhelming task load,

technical difficulties, and confinement. To cope with these problems, students actively

dealt with the situation by seeking help from their teachers and relatives and engaging

in recreational activities. These active-oriented coping mechanisms of students were

aligned with Carter et al.’s (2020), who explored students’ self-regulation strategies.

There was a disease that got into schools and classrooms.

In another study, Tang et al. (2020) examined the efficacy of different online

teaching modes among engineering students. Using a questionnaire, the results

revealed that students were dissatisfied with online learning in general, particularly in

the aspect of communication and question-and-answer modes. Nonetheless, the

combined model of online teaching with flipped classrooms improved students’

attention, academic performance, and course evaluation.

This all article describe that people will get sick and die unless they stay out of

classrooms. They trying to help them learn anyway by using video. They are trying to
 27

teach the children in school, but they can't let them meet each other because it will

spread more of the disease. So we're teaching them at home, using the radio and a

website. This made many children sick and feel bad. But all of the teachers are trying to

find many ways to teach children while they feel bad. Teaching with the new technology

of online classrooms is not as good as normal classroom teaching. But with a

combination of online and normal classrooms, students are happier and they do better

in class.

Foreign Studies

According to HanOver Research (2020) Many students from low-

income and rural backgrounds face internet access challenges. For example, 58

percent of rural adults indicate that access to high-speed internet is a “major” or “minor”

problem in the community. These factors may limit students’ access to virtual

classrooms, particularly those hosted on high-bandwidth, advanced online platforms.

Faculty are comparatively well-positioned to identify rising-risk students. Attention and

care from instructors can drive student interest in learning and overall motivation. Within

an institution, faculty play a critical role in identifying and supporting academically on-

track but socially disengaged learners. Potential supports include targeted mentoring,

subject-specific workgroups, academic skills workshops, and supplemental instruction.

Further, online learners report seeking more contact with the instructors. Among

advising models, intrusive mentoring is the most effective way to reach disconnected

and at-risk students. Intrusive mentoring is designed to support students who are less

likely to seek help, own and is linked to improved achievement and persistence.
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Advisors proactively build relationships with students before it fall behind and provide

mandatory mentoring. Virtual mental health services help students cope with the

demands of online learning and the unprecedented state of higher education. More than

90 percent of college and university presidents are “very” or “somewhat” concerned

about the mental health of the students during the current epidemic. Many institutions

are working to maintain counseling services by offering telephone or video therapy

appointments

Participatory Educational Research (2020) said that Distance education offers

individuals educational environments independent from time and space with the support

of advancing web-based platforms and technologies (Bilgiç & Tüzün, 2015). Institutions

choose distance education for a number of reasons such as accessing learning and

education, updating skill development, increasing cost effectiveness, increasing the

quality of educational structure, improving the capacity of the system of education,

balancing inequalities between age groups, providing education to specific target

groups, providing emergency case training to target groups, expanding the capacity of

education in new subject areas, associating working and family life with education and

adding an international dimension to education (Moore & Kearsley, 2012). However,

institutions sometimes encounter obstacles and problems in technology integration.

Ertmer (1999) identified first-order (external) and second-order (internal) barriers to the

technological integration. First-order barriers are related with equipment, education,

access, time and technical support; while second-order barriers (specific to teachers)

are related with pedagogy, belief and personal preferences. Davis, Gough and Taylor

(2019) stated that student barriers to online learning might be misinterpretation of

 29

expectations, time management and interpersonal communication; while instructor

barriers might be related to the identification of expectations, providing feedback and

interpersonal relations. O’Doherty, Dromey, Lougheed, Hannigan, Last and McGrath

(2018) stated in the research based on the literature that barriers to online learning in

medical training might be time limitations, weak technical skills, inadequate

infrastructure, lack of institutional strategies and support and negative attitudes of

everyone involved. Burns (2011) mentioned three barriers to the web-based distance

education implementations in teacher education: lack of high-speed internet and

durable technology, lack of trainer and student skills and lack of support services.

Based on Hindawi Education Research International (2020) It is now obvious that

COVID-19 is changing the lifestyle of human beings around the globe. ,is outbreak is

going to affect the future; the challenge that the world is facing is trying to understand

how this will happen, and get prepared for these changes is environmental virus is not

the first of its kind, but it is certainly the first virus to go global at an incredible speed. ,is

virus made radical changes from one part of the world to the whole globe affecting its

healthcare, economy, education, and even beliefs with no distinction between

developed and developing countries. It just made all of us locked down for self-security

and made all the systems doubtful. In Morocco, since the middle of March 2020, almost

10 million students were out of school because of the pandemic. Hence, this pandemic,

as recognized by the United Nations Education, Scientific and Cultural Organization

(UNESCO) on Thursday (5/3), has seriously affected the education system worldwide.

More than 100 countries have applied nationwide closure, influencing approximately 90

percent of the world’s student population and threatening the future education rights [1].
 30

Schools shutdown did not only affect students, the professors, and the families, it also

has extensive economic and societal consequences. Furthermore, it has shed the light

on various social and economic issues, including student debt, digital learning, food

insecurity, and homeless people as well as access to childcare, healthcare, housing,

Internet, and disability services, therefore, it is necessary for each education division at

the regional and national levels to take Hindawi Education Research International

Volume 2020, Article ID 8890633, protective measures and steps to create flexible and

innovative programs, which can be accessed anytime and anywhere, and find smart

methods to overcome national examinations [2]. Around the world, several countries are

affected by the outbreak of coronavirus disease 2019, which is an infectious disease

caused by SARS-CoV-2. As a result, the governments took various steps to face the

virus outbreak. To stop the spread of the virus, schools and universities have developed

various ways to reach the students via the Internet.

Just like the country of Philippines, the world is experiencing the effects of the

pandemic. All of the countries in the world are affected by this virus. Just like this

country, many people aren’t allowed to go outside due to the virus. So a lot of people

need to stay indoors, including adult workers, and students. A lot of business and

schools have become “virtual” due to the on-going pandemic. These are the foreign

studies that are static the fact that virtual distance learning will have a positive and a

negative effect on everyone.

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CHAPTER 3

RESEARCH METHOD AND PROCEDURE

The Research Design, Study Environment,??// Subject, Data sources, Study

Technique, and Statistical Treatment employed in this study are all presented in this

chapter. Ilagay dto yun content or un parts nito

Research design

A qualitative approach was chosen as the research method for this study. The

process of research involves empirical work being carried out with the collection of data

which can concur, refute or contest theories which in turn allows for understanding and

clarification for different observations (May, 1997).

Surveys of this type would use survey methods to gather information on the

respondents' facts, attitudes, practices, and opinions. Descriptive research is a

methodical process of gathering, analyzing, categorizing, and tabulating data about

current conditions, practices, beliefs, processes, trends, and cause-effect relationships,

followed by adequate and accurate interpretation of such data with or without statistical

treatment.

In survey method research, participants in survey method research respond to

questions administered via interviews or questionnaires. The researchers describe the

responses given by participants after they have answered the questions. The questions

must be properly constructed in order for the survey to be both reliable and valid.
 33

As the researchers used comparative research, it is essentially compares two

groups in an attempt to draw a conclusion about them. Researchers attempt to identify

and analyze similarities and differences between groups, and these studies are most

often cross-national, comparing two separate people groups. Using the qualitative

variables from private and public teacher can address the needs that completed the

study.

Setting of the study

Moreover, the researchers decided upon conducting the research in the Schools

San Mateo National High School and Nuestra Señora de Aranzazu Parochial School.

The schools are a public and a private school.

Figure 2 – Map of Rizal Province with San Mateo highlighted

(Source: Wikipedia)
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San Mateo National High School is located at 491 GSIS Road, Guitnang Bayan.

It is near the Guitnang Bayan Uno Barangay Hall. The school started in 1985 during the

leadership of the late former Mayor Nemesio Roxas, with 90 first year students with only

5 teachers through the approval of a temporary permit #73. Soon, the exceedingly large

number of enrollees in the next school year, 1986–87 paved the way for the hiring of

more teachers and non-teaching personnel. Initially, Dr. Crisanto Rivera acted as the

Officer-In-Charge. Upon his exit in 1986, Mrs. Leticia A. Bautista took office for two

consecutive years until 1988. At present, Dr. Elvira R. Conese is the current

administrator of the school. It has 126 teachers, teaching for grade 7 to grade 12. The

school has 3,432 students from grade 7 to grade 12.

Figure 3 - Location of San Mateo National High School

(Source: Google Maps)

The Nuestra Señora De Aranzazu Parochial School is located in General Luna

Street, Guitnang Bayan I, San Mateo, Rizal, within the compound of the Diocesan
 35

Shrine and Parish of Nuestra Señora De Aranzazu. The school started as a preschool

in 1968, during the tenure of the late Bishop Manuel Sobreviñas as its Parish Priest.

This year was also the same year when the puericulture center of San Mateo opened its

nursery school. Classes were held in a one-room makeshift building beside the parish

hall. Since it received an enthusiastic response from the Catholic parents, its enrollment

increased at an unexpected rate. The Catholic Women's League Unit of the parish was

first tasked to take charge of the management of the school as part of its apostolate. In

the school year 1980-1981, the school was registered as a non-stock, non profit

corporation with the Securities and Exchange Commission. Official Recognition was

granted by the Department of Education on October 21, 1987 for the Elementary

Department.

Figure 4 – Location of Nuestra Señora De Aranzazu Parochial School

(Source: Google Maps)

 36

The High School Department was extended Recognition by the Department of

Education on July 31, 2002. Thus the school offers a complete pre-school (nursery1,

nursery 2 and kindergarten), and basic education: elementary (Grades 1-6) junior and

senior high school (grade 7-12). At present, the school has 101 personnel. 69 of them

are teachers, teaching in pre-school, elementary, and in high school, both junior high

school and senior high school, under the administration of Fr. Niel Vincent Tacbas as its

School Director, and Dr. Violeta P. Navarro as its School Principal

Subject of study

The main focus of this study is on how teachers are affected in these changes of

systems in the pandemic. In this study, the main subjects of the study are the teachers

who are experiencing these different kinds changes due to the on-going pandemic. The

researchers will collect the data of the respondents. The respondents and subject of the

study will be the 6 senior high school teachers from both public and private schools in

San Mateo, Rizal.

By collecting the data of respondents to take part in the survey or have a one-on-

one interview, these findings will support the present research and researchers’ findings

to know the challenges faced by teachers, how teachers cope with the challenges, what

the conditions are, differences, as well as similarities in the challenges faced by senior

high school teachers in private and public schools

 37

During the course of the study, the respondents will be composed of 3 high

school teachers of San Mateo National High School and Nuestra Señora de Aranzazu

Parochial School. The data will be gathered in a collective interview wherein the group

of respondents of both schools will be interrogated by the researchers in a particular

day. The consent to record the whole interview of the respondents will be collected a

day prior to the interview.

Procedure of the study

The researchers use different kinds of instruments to conduct the study. The

researchers mainly use Microsoft Word. All of the information that they’ve is compiled

into the Microsoft Word, in a Single file

There are 6 components in the development of the material: Planning, design

creation, testing, implementation, Troubleshooting, Evaluation, and Data analysis.

In the planning stage, the researcher prepares a plan on how they will conduct

the study. They will prepare all of the credible information that they can use for the

study.

In designing the materials, they will design the material they use so that the

research paper is formal. For Example, the font style and size, the images and the chart

that they will use in the paper.

If the design is done, make sure that the design is neat and not exaggerated. The

researchers will double check if the design works. They will check the draft of the paper

in another device and make sure the design works or it shows to another device.
 38

Sources of Data

The sources of the data that the researchers gathered use different kinds of

instruments to conduct the study such as Google, YouTube, and Bing. They search all

across the web to get the relevant and legitimate information on the Web. Due to the

fact that today’s generation is in the 21st century, the information that the researchers

desire can be found on the internet. The data that the researchers gathered is credible

information, the researchers did not get any information in a website that has false

claims and information. And also, the main sources of data that the researches have

gathered are the respondents or the teachers that we have interviewed.

Sampling Design and Sample

The method of purposive sampling will be used in this study, so that researcher

could make use of all data efficiently. The respondents were selected from San Mateo

Rizal teachers both public and private based on the judgment of who has the best

quality in answering the specific questions of the research. The best qualifiers were

respondents who often experience the despoiled of the said factors affecting them in

teaching.

Construction of Instrument

The researchers will used the standardized questionnaire by interviewing the

teacher's in public and private school. The instrument to be prepared focused on

answering the statement of the problem The purpose of these questions employed for
 39

this study was to collect information for those responded. The test or the questions

consist of seventeen (17) questions.

Validation of Instruments

The questionnaire that will be used for the duration of the data collecting will be

scrutinized by the practical research instructor, who stands as the grammarian, for

grammatical errors and revisions. Afterwards, the revised version will be sent to the

instructor, who will check the questionnaire. Once approved, it will be sent to the panel

to be checked for errors and revisions.

Administration of instruments

After revisions made, the researchers will administer the questionnaire to the

respondents. The questionnaire will be composed of 3 parts. First will ask the

respondent's information. Second will be composed of 12 questions that revolves

around the study. The final parts will be provided for the respondent's comments. Once

consented by the respondent, the questionnaire will be administered

Data Gathering Procedure

The respondents will be, as stated, high school teachers from private and public

schools, as it will compare the responses of both teachers with regards to distance

learning. This study aims to look upon also the positive and negative effects of distant

learning as face-to-face classes are an imminent topic.

 40

The number of respondents will be six, which will be from two schools of choice

within the San Mateo, Rizal area, as it will be more manageable for the researchers to

collect the sufficient data for the study. Three of the respondents will be from San Mateo

National High School and the remaining three will be from Nuestra Señora de Aranzazu

Parochial School. Because this study will focus more on the response and effect to the

teachers rather than the teacher itself fully, the researchers will most likely look within

the age and gender in this study, but will consider the position of the said teacher, as

they also affect the educator's workload.

For the sake of convenience for both the researchers and respondents, the

collection of data will be done online. The six of them will be interviewed via video

conferencing. The questions included in the questionnaire that will be used in data

gathering will be based on the Statement of the Problem.

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 42

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