Foreign review of literature

According to Eddie M Mulenga, José M Marbán (2020) The learning situation in the
Zambian education sector has changed in the age of COVID-19 when the first two
cases of COVID-19 infection were detected in the country rising to 45 local and at least
1.8 million infections globally by 13th April, 2020. Zambia became one of the many
countries globally that has prematurely closed all schools. This study examines
prospective teachers’ online learning mathematics activities in the age of COVID-19
pandemic. Cluster analysis results revealed that online learning mathematics activities
have significant mean differences in clustering. Cluster 2 recorded the best
performance, implying that students in this cluster exhibited excellent online learning
skills for mathematics in technology-rich environments in which they will be forced to
study and work in the future. The study reviews various available online platforms and
indicates the one that will be opened by the government which is the Educational
Channel on TV.
According to Iddrisu Bariham, Samson Rosana Ondigi, Mueni Kiio (2021) The COVID-
19 pandemic brought about school shutdowns across the globe to prevent the spread of
the virus. To avoid learning losses among students, online learning has been adopted
by many countries including Ghana to continuously deliver instructions to learners. In
Ghana, schools have been encouraged to reach out to students using virtual platforms
but not without challenges. This research was therefore conducted in the Northern
Region of Ghana to assess senior high schools teachers' preparedness for the
integration of online learning in Social Studies teaching and learning. Three research
questions were posed to guide the study. The data was collected using checklist which
assessed schools digital readiness for virtual learning.
According to Nazia Mumtaz, Ghulam Saqulain, Nadir Mumtaz(2021) COVID-19 is a
menace for Pakistan’s fragile and overburdened health care system and infrastructure,
insidiously permeating the socio-economic fabric. Globally complete to partial shutdown
of educational institutions has been enforced, transitioning from face to face to online
academics. Academic institutes are floundering to withstand the brunt. Therefore, the
current study was conducted to attempt to review and highlight the impact and
challenges posed by transition from conventional to online academics and how to
approach them, in the wake of COVID-19 pandemic with the perspective of developing
countries like Pakistan.
According to Maman Suryaman, Yoyok Cahyono, Dadah Muliansyah, Otto Bustani,
Popong Suryani, Mochammad Fahlevi, AP Munthe (2020) The purpose of this study is
to identify and obtain information about the impact of the Covid-19 pandemic on the
learning process. This research uses the literature study method which is an analysis
that aims to describe the main content based on the collection of information obtained.
The information in question originates from various scientific articles related to the
implementation of online learning during the COVID-19 pandemic. The scientific articles
in question are articles obtained from reputable national journals and international
journals indexed by Scopus. The data and information that have been obtained are then
collected, analyzed, and concluded so as to get a recommendation as a literature study.

According to Bumblauskas, Nick Vyas(2021) Much has been published on each field
independently, however, in the modern-era of online, distance, and hybrid educational
programs there is a need for more case and experiential-based learning activities which
can effectively measure stated learning objectives. Trends in education have led to the
development of various methods to instruct courses and conduct research online.
Teaching research methodology and pedagogy have evolved to include video capture,
remote conferencing, and other real-time communications techniques allowing faculty
and students to collaborate across great distances. Meanwhile, PBL environments have
been used extensively in teaching medicine, clinical practice, law,
business/management, and many other disciplines to improve student learning. This
has been further accelerated during the COVID-19 pandemic through the use of
technologies like Zoom, WebEx, GoToMeeting, Google Hangout Meet, etc. and the
availability of PBL-ready environments in breakout rooms and asynchronous simulated
projects. Student preference data from 2020 are reported as part of this study.

Local review literature

According to Tilotta, Tracy R.(2020) The purpose of this reflection of teaching online
through the COVID-19 outbreak is to shed light on the importance of setting middle
school students up for success despite being thrust into an unfamiliar virtual, learning
environment. The personal narrative speaks to the ways in which I set up a new online
learning environment with structure, consistency, and care. Students and parents
learned fairly quickly what needed to be done to ensure success. I learned fairly quickly
that some students needed more support academically and emotionally just like in the
classroom. Those students that merely survived in the classroom also survived in their
new online learning setting, and those students that thrived in the classroom also
thrived in their new online learning setting.

According to Jimenez Laura (2020) Schools face enormous challenges regarding how
to operate efficiently and safely for the 2020-21 school year. As part of that response,
some state leaders are asking the U.S. Department of Education to waive the annual
federal testing and accountability requirements for 2021, which are key to
understanding and addressing gaps in education among students. Parents, educators,
administrators, and policymakers need more information about how students are doing
and being served, not less. These data need to capture multiple aspects of student well-
being, including social-emotional needs, engagement, and conditions for learning so
that families, educators, and local and state leaders can be responsive to the needs of
all students. Just as importantly, there is a need for comparable data to look across
schools and student groups to better understand the overall academic performance of
children. This issue brief discusses why schools should assess students next year using
the annual state assessment; the role that other academic assessments should play in
providing high-quality instruction; and what states and districts can do to support sound,
timely, relevant, and actionable practices for collecting a variety of student information
next year.
According to Marie Paz E Morales, Ruel A Avilla, Benilda R Butron, Thaddeus Owen D
Ayuste, Dennis B Masangcay, Roselle A Laureano (2021) The findings indicated that
technology integration (TI) practices are clustered as conventional, web/software-based,
and electronic/computer-based. For instance, the majority of the teachers prefer
conventional technology and practice a low level of engagement to web and learning
applications in the context of pedagogy and content/discipline, and learners.
Specifically, the transition to advocating higher engagement to technology and blending
such to pedagogy and content are evident in science, mathematics, engineering, and
technology. The analysis also revealed that TI practices, which exhibit fusion of the
technological pedagogical content knowledge (TPCK) system also matched the
Philippine Professional Standards for Teachers (PPST) domains specific to pedagogy
and content, assessment and reporting, and diversity of learners and learning
environment. The study further showed that the best practices of TI in terms of eight
teacher technological characters emphasize their sustainability literacy skills such as
future thinking, values thinking, systemic thinking, and strategic thinking.
Correspondingly, Philippine universities and colleges may explore professional
development programs for STEAM teachers in preparation for 4IR (fourth industrial
revolution).
According to Jhoe M Penuliar, Vemma Mae R Guinto, Agnes D Oclay, Paz Cheri Ann V
Soriano, Maricris M Sison, Jun S Camara, John Rommel T Retuya, John V Bernardo
(2021) This study explored on the instructional delivery preferences of pre-service
science major students in a public higher education in the Philippines, and identified its
correlates to gender, year level, and post-secondary strand type, using validated
instruments. Salient findings showed that majority of the respondents prefer the delivery
instruction delivery of Cell and Molecular Biology course in a partially-online/offline
mode throughout the semester, a scheme which they believe when implemented will
enable 100% of them to pass the course.
Foreign Review Studies
According to Lisa R Amir, Ira Tanti, Diah Ayu Maharani, Yuniardini Septorini
Wimardhani, Vera Julia, Benso Sulijaya, Ria Puspitawati (2020) The COVID-19
pandemic has become a global health issue and has had a major impact on education.
Consequently, half way through the second semester of the academic year 2019/2020,
learning methods were delivered through distance learning (DL). We aimed to evaluate
the student perspective of DL compared to classroom learning (CL) in the
undergraduate dentistry study program at the Faculty of Dentistry Universitas Indonesia.
Despite some challenges, dental students could adapt to the new learning methods of
full DL and the majorities agreed blended learning that combined classroom and
distance learning can be implemented henceforth. This current COVID-19 pandemic,
changes not only the utilization of technology in education but the pedagogy strategies
in the future.
According to Carmen Carrillo, Maria Assunção Flores(2020) The COVID-19 pandemic
has impacted education at all levels in various ways. Institutions and teacher educators
had to quickly respond to an unexpected and ‘forced’ transition from face-to-face to
remote teaching. They also had to create learning environments for student teachers
doing their preparation in the light of the requirements of teacher education programmes
and the conditions in which both universities and schools had to operate. This paper
provides a review of the literature on online teaching and learning practices in teacher
education. In total, 134 empirical studies were analysed. Online teaching and learning
practices related to social, cognitive and teaching presence were identified. The findings
highlighted the need for a comprehensive view of the pedagogy of online education that
integrates technology to support teaching and learning. The implications of this study for
the development of online teaching and learning practices are discussed. Suggestions
for further research are also examined.
According to Atika Qazi, Khulla Naseer, Javaria Qazi, Hussain AlSalman, Usman
Naseem, Shuiqing Yang, Glenn Hardaker, Abdu Gumaei (2020) Educational institutes
around the globe are facing challenges of severe acute respiratory syndrome
coronavirus 2 (SARS-CoV-2). Online learning is being carried out to avoid face to face
contact in emergency scenarios such as coronavirus infectious disease 2019 (COVID-
19) pandemic. Students need to adapt to new roles of learning through information
technology to succeed in academics amid COVID-19.However, access and use of
online learning resources and its link with satisfaction of students amid COVID-19 are
critical to explore. Therefore, in this paper, we aimed to assess and compare the access
& use of online learning of Bruneians and Pakistanis amid enforced lockdown using a
five-items satisfaction scale underlying existing literature.
According to Daniel Chavarría-Bolaños, Adrián Gómez-Fernández, Carmen Dittel-
Jiménez, Mauricio Montero-Aguilar (2020) While countries are facing different stages in
their COVID-19 infection rates, worldwide there are millions of students affected by
universities’ facilities closures due to the pandemic. Some institutions have enforced
strategies to transfer some courses to a virtual modality, but many Dental Schools have
been challenged to deal with a situation which requires emergency measures to
continue the academic course in the middle of lock-downs and social distancing
measures. Despite the fact that the number of online academic programs available,
especially graduate programs, has increased in diverse modalities, this pandemic
forced e-learning processes to develop abruptly.
According to Andy Ohemeng Asare, Robin Yap, Ngoc Truong, Eric Ohemeng Sarpong
(2021) The current educational disruption caused by the COVID‐19 pandemic has
fuelled a plethora of investments and the use of educational technologies for
Emergency Remote Learning (ERL). Despite the significance of online learning for ERL
across most educational institutions, there are wide mixed perceptions about online
learning during this pandemic. This study, therefore, aims at examining public
perception about online learning for ERL during COVID‐19.The results identified more
positive and negative sentiments within the dataset and identified topics. Further, the
identified topics which are learning support, COVID‐19, online learning, schools,
distance learning, e‐learning, students, and education were clustered among each
other.

Local Review Studies

According to Casper Boongaling Agaton, Lavinia Javier Cueto (2021) COVID-19
pandemic has closed-down educational institutions and dramatically shifts the
instruction to distance learning. However, students rooted from the marginalized
families and from rural areas have limited access to technology necessary for online
learning. Modular learning addresses this learning inequality by providing more inclusive
access to education. This study explored the lived experiences of the parents who act
as learning supervisor, tutor, and home-schooling teacher for modular learning during
the health crisis. This research surveyed parents from the Philippines and applied
Inductive Content Analysis.The results showed an agreement on the effectiveness of
the implemented educational policies to contain the pandemic including the nationwide
closures of schools, delaying the reopening of classes, and implementation of various
instructional modalities.
According to Jose Ramon G Albert, Michael Ralph M Abrigo, Francis Mark A Quimba,
Jana Flor V Vizmanos(2020) Often development focus has been on measuring and
analyzing poverty in order to reduce poverty. While the poor face future prospects of
being perpetually trapped in poverty, the nonpoor also are vulnerable to poverty.
Vulnerability has been particularly recognized in the wake of the impact of the novel
coronavirus (COVID-19) that is likely to yield declines in incomes because of reduced
economic activities. In this study, we provide an updated profile of the poor in the
Philippines, as well as various segments of the income distribution, based on the 2018
Family Income and Expenditure Survey. We follow the typology of the low, middle and
high income classes proposed in previous research reports, and simulate the likely
effects of contractions in per capita income on poverty and the entire income distribution
amid the coronavirus pandemic. In estimating the impact of COVID-19 on poverty, and
the income distribution, data are not available at this time. The study makes use of
simulation scenarios and assumptions. We find that in a (medium case) scenario of
declines of incomes by 10 percent across the entire income distribution, the number of
poor Filipinos can increase by 5.5 million, but with the emergency financial subsidies
(i.e., the social amelioration program and the small business wage subsidy in. place)
that targeted 90 percent of households, the worsening of poverty conditions has been
managed so that only 1.5 million would fall into poverty, i.e., 4 million less than expected
number of Filipinos falling into poverty.

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