LOGO

(University)
(Address)

Readiness Assessment of Teachers and Learners in Minuyan Elementary School

on Different Distance Teaching and Learning Modalities

An Action Research Proposal presented to (anong college)

(University)

(town, city)

As a partial fulfillment in the Subject ()

Proposed by:
Zenaida B. Aguirre
 Chapter I

The Problem and its Background

Introduction

On March 15, 2020, President Rodrigo Duterte announced the Metro Manila

lockdown and community quarantine to lessen the transmission of the Corona Virus

(Talabong R., 2020). As an additional measure, government work and classes in all

levels in the area is suspended. Furthermore, other provinces and smaller communities

are allowed to quarantine their area as necessary.

As of August 1, 2020, the total cases of Covid-19 in the Philippines continue to

increase (COVID-19 Dashboard, 2020). As a result, the DepEd School Year (S.Y.)

2019-2020 ended without further face-to-face sessions while S.Y. 2020-2021 is kept on

hold. According to the official statement of the (Department of Education, 2020), the

opening of classes is moved to October 5, 2020 and that the classes should be held in a

distance learning manner.

However, distance learning is unprecedented in most of the public schools in the

Philippines, and that some teachers may have difficulties in facilitating a class using a

mode of teaching that they are not familiar to. Moreover, the availability of distance

learning resources to both teachers and students should be considered.

Hence, it is important to asses the readiness of both teachers and students in

distance teaching and learning before the commencement of classes in order to find out

some problems that may occur and if possible, solve them beforehand, and to prepare
necessary modules that are structured based on the distance learning

modality/modalities to be used. .

Theoretical Framework

According to the DepEd memorandum from undersecretary Diosdado San

Antonio (2020), educators may implement distance teaching in four different ways:

Modular Distance Learning (MDL), Online Distance Learning (ODL), TV-Video/RBI, and

Blended Distance Learning. For the teachers and learners to be ready for either of

these modalities, some requirements should be satisfied.

In Modular Distance Learning (MDL), Self-Learning Modules (SLMs) are

developed and will be distributed to the students either in digital or in printed form,

depending on the learner’s preferences. In this learning modality, a household member

that can help to facilitate the learner’s education should be present, especially for kinder

and lower grade levels. Moreover, for digital MDL, the learner’s household should have

at least one device that can view digital SLMs such as smart phone and laptop or

desktop computer.

For Online Distance Learning (ODL), educators should use electronic SLMs (e-

SLMs) in different forms such as text, video, or audio. These e-SLMs will be accessed

through different learning management system platforms such as Edmodo, Google

Classroom, or Moodle. Moreover, classes can be done both synchronously and

asynchronously with regards to the World Health Organization’s Screen Time

Guidelines by Age. Hence, to be able to adopt this learning modality, both the teacher
and the learner should have a proper device to access those platforms and view the e-

SLMs. These devices include smartphones, tablets, and laptop or desktop computer.

Additionally, they should have an internet connection to access those platforms and to

be able to participate in a synchronous online class.

In TV-Video/RBI, teachers will broadcast their lessons on television or radio

channels that are dedicated by DepEd to be used for this specific modality. The

teachers shall inform their learners the broadcasting schedule and which channels to

watch. Digital or printed SLMs, as well as activity sheets, should also be provided to the

learners to supplement the broadcasted lessons. This learning modality is only

applicable to schools that have access to TV/Radio broadcasting stations.

Lastly, in Blended distance learning, teachers can use any combination of the

three modalities provided that they meet each requirement. This can be used to

broaden the learner’s engagement with the lessons through various sources

considering their multiple intelligence.

Statement of the Problem

This study aims to assess the readiness of teachers and students in Minuyan

Elementary School on different distance teaching and learning modalities in 0.25 level

of significance.

Specifically, it aims to answer the following questions:

 1. How many teachers have enough resources and materials for distance

teaching, such as gadgets and good internet connection?

2. How many students have enough resources and materials for distance

learning, such as gadgets and good internet connection?

3. What percentage of the teachers has the ability to efficiently use multimedia

platforms necessary for online teaching?

4. Among the four modes of learning: Online Learning, Modular, Radio/TV, and

blended, which is the most applicable to use for the majority of the teachers

and the students? What about the least?

5. What methods/strategies are the most applicable to use by the teachers in

order for them to meet their students’ availability of resources?

Hypothesis

Through conducting several surveys and calculations with regard to the problems

that this study aims to assess, these hypotheses are assumed:

1. H1: Majority of the students have enough and proper resources in distance

learning such as gadgets and internet connectivity.

H0: Majority of the students do not have enough and proper resources in distance

learning such as gadgets and internet connectivity.

2. H1: Most of the teachers have the ability to efficiently use multimedia platforms

necessary for online teaching.

H0: Most of the teachers do not have the ability to efficiently use multimedia

platforms necessary for online teaching.

 3. H1: Among the four modes of learning: Online Learning, Modular, Radio/TV, and

blended, the most applicable to use for the majority of the teachers and the

students is Blended learning.

H0: Among the four modes of learning: Online Learning, Modular, Radio/TV, and

blended, the most applicable to use for the majority of the teachers and the

students is not Blended learning.

Scope and Delimitation

This study focuses on the assessment on the readiness of the teachers and

learners in terms of resources and mode of distance teaching and learning. Wherein a

survey will be conducted with the teachers and students’ guardians through google

forms.

The survey form for the teachers consists of questions regarding the availability

of internet, the gadgets that they have, their familiarity with different multimedia

platforms, trainings they need to undergo, and web conferencing tools that they can

use. The questions aim to help on the assessment on the teachers if they can comply

with the possibility of conducting an online class.

On the other hand, the survey form for the students’ guardians consists of

questions regarding the employment of the guardians, the students’ mode of

transportation, number of students to enroll on S.Y. 2020-2021 in their household,

presence of household members that can provide instructional support on the student’s

distance learning, gadgets that are available at their home, the availability of internet,
their preferred distance learning modality, and the possible conflicts that can affect the

child’s learning. The questions aim to help on the assessment on the most appropriate

distance learning modality to be used.

This study limits on the assessment on the readiness of teachers in Minuyan

Elementary school, and therefore does not conclude for the totality of the teachers in

the Philippines. Likewise, the survey is conducted only to the students who are already

enrolled for the S.Y. 2020-2021 in Minuyan Elementary school.

Significance of the Study

Due to the pandemic, where it is encouraged to exercise social distancing and

avoid mass gathering, it is inevitable to adopt distance teaching and learning for this

coming school year 2020-2021. As a result, there is a need to immediately device a new

teaching method for numerous schools in the Philippines. However, the transition is too

sudden especially for most public schools to modify their teaching method to adapt to

distance teaching and learning.

Despite the abrupt transition, educators should still prioritize to provide quality

education to complement the needs of the students through different methods.

However, since distance teaching and learning is relatively new to both teachers and

learners, due to the lack of familiarity, unforeseen events that may negatively affect the

education process may occur during the school year.

Hence, it is important to assess if the teachers are ready to teach before the start

of the school year to prepare necessary modules, and to identify and fix problems early
and diminish the factors that could negatively affect the learning situations. Moreover, it

can provide the educators a rough overview on how to execute the schoolyear by

showing the possible hindrances that they should expect so they could prepare

beforehand.

Definition of Terms

Asynchronous online class is an online class where learning can be done by

the student based on its own schedule. Learning materials can be

accessed from the internet anytime.

Distance Learning, as defined by Merriam-Webster dictionary, is a method of

study where teachers and students do not meet in a classroom but use

the Internet, e-mail, mail, etc., to have classes.

Multimedia Platforms are computer software or internet sites that allows a

creator to share contents to be viewed by general or specific people.

Synchronous online class is an online class where teachers and students meet

through web conferencing platforms to conduct their class.

 Chapter II

Review of Related Literature and Studies

As soon as the news about the existence of COVID-19 spread all over the world,

many institutions, especially schools, implemented drastic safety protocols to alleviate

the transmission of the virus. Each country has its own strategy and rules upon the re-

opening of classes.

Several countries have either re-opened classes in person or stayed open

throughout the beginning of the pandemic. One of which is Israel that took severe steps

early on in the coronavirus pandemic, including restricting everyone’s movement and

closing all schools. It was commended by most of the countries as of June. However,

not so long after schools reopened in May, COVID-19 cases surged across Israel.

School children and teachers were among the sick. Today, several hundred Israeli

schools have closed again. It was concluded that the Israel’s health ministry had

ignored warnings about reopening schools and businesses rapidly (Spires B., 2020).

The effect of re-opening of classes through face-to-face in Israel left other countries in

hesitance of resuming schools in person, which paved way to other options that will not

make students go to school.

Contrary to the re-opening of classes in person, the Directorate of Technical and

Vocational Education (TVET) of Afghanistan has put out guidelines called "Alternative

Education Scheme for Persistence of ‘Corona Virus’ in the Country". This guideline

proposed alternative learning options such as printing and distributing chapters of

textbooks; broadcasting video lessons through television and radio; broadcasting videos
through websites, portals, social media; making videos available via memory cards and

CDs; or audio lessons through the medium of mobile phones (The World bank, 2020).

In relation to that, according to the same source mentioned previously,

Argentina’s Ministry of education began broadcasting educational content, but for

students without access to technology or internet connectivity, this television and radio

programming is accompanied with textbooks packed with learning resources that will be

delivered to homes of these students.

Most online courses which serve K-12 students, have a format much more

similar to in-person courses where the teacher helps to facilitate virtual discussion

among the students, assigns homework, and follows up with individual students. These

courses could be synchronous (teachers and students meet at the same time) or

asynchronous (non-concurrent). In both cases, the teacher is supposed to provide

opportunities for students to engage thoughtfully with subject matter, and students, in

most cases, are required to interact with each other virtually. (Loeb S., 2020)

As online and broadcasted learning method have become the leading alternative

to the traditional mode of learning, variety of criticisms arouse. According to a study

conducted by (Almatrafi O., et al., 2015) titled, “An Empirical Study of Face-to-Face and

Distance Learning Sections of a Core”, where both classes in person and in distance

were taught by the same instructor and were given similar content and assessment

measures, face-to-face students significantly outperform distance learning students with

their overall course grade, the results of the study showed that there is a correlation

between students’ use of Blackboard and student performance. Nonetheless, both face-
to-face and distance learning obtained similar grades in all the assessments which

means both classes can still be effective depending on how the students take it.

On the other hand, a research with the same aim as the study mentioned above,

conducted by (Means B., Toyama Y., et al., 2010), found that on average, students in

online learning conditions performed modestly better than those receiving face-to-face

instruction. But, this kind of method is mostly applicable for undergraduate and older

students, not elementary or secondary learners.

According to the literatures and studies mentioned above, distance learning

could be easier and beneficial for students who are mind-stable and resources-capable,

on the other hand, problems will arise to those who are not. As variety of challenges

were already foreseen, several protocols are made by different institutions of each

countries.

The Philippine’ Department of Education has executed the “Learning Continuity

Plan” (LCP) which states that the teaching-learning process will depend on the local

COVID-19 situation and will provide certain learning platforms that are the most

applicable for their students. These platforms include: Online Learning, Modular

learning, Radio/TV Learning, and Blended learning (Department of Education, 2020).

Hence, this study aims to assess the readiness of teachers and students,

specifically in Minuyan Elementary School, on distance education.

 Chapter III

Methodology

The Research Design

The researcher will conduct a survey to assess the hypothesis of this action

research on the readiness of teachers and learners of Minuyan Elementary school on

distance teaching and learning. The variables of the study are the teachers and

students of Minuyan Elementary School, and their readiness to conduct each of

distance learning modalities as the dependent variable. Their readiness assessment is

dependent on the resources that they have and the services that they will be able to

avail.

Two online survey forms will be used in this research, one for the teachers and

another one for the students’ guardians. After one month, their responses will be

assessed in order to identify, which learning modality is the most feasible and which is

the school most applicable to. The results will be used as a basis of what kinds of SLMs

and how many of them will be prepared for the incoming school year.

Population and Sampling

The population of this research is the totality of teachers that are employed and

will be teaching for the S.Y. 2020-2021 in Minuyan Elementary School and the incoming

learners for that school year who are already enrolled in that school. The sampling

technique to be used is convenience sampling, wherein participants are selected based

on their availability (have resources such as gadgets and internet connection) during the

data gathering period and their willingness to participate in the study.

Respondents of the Study

A link of the online survey is sent to the teachers and students’ guardians of the

students that are already enrolled in Minuyan Elementary School for S.Y. 2020-2021

who have an email account. The selected individuals were not required to participate,

only complying respondents will be included in the total number of samples.

Research Instruments

There are two survey forms to be used in this research, one is for the teachers,

where their ability to perform ONL and TV-Video/RBI mode of teaching will be

assessed. The questionnaire includes questions about their familiarity on different

multimedia and social media platforms, and their skill on audio and video editing.

Questions about MDL were not included since, printed modules will be prepared with

respect to the number of students who will be using modular distance learning method.

The survey form will be found in appendix A.

The other survey form is for the students and their guardians, where their ability

to practice each distance learning modality is assessed, and their preferred modality is

asked. The questionnaire includes questions about the availability of a household

member who can facilitate their learning, the availability of electronic devices such as

television, radio, computers, smart phones, and their connectivity to the internet. The

survey form will be found in appendix B.

Validation of the Instrument

The survey forms to be used is taken from the Learner Information System (LIS)

website of the Department of Education. This website is only accessible by legible

school faculty members such as the Principal and the school’s Information

Communications Technology (ICT) coordinator through a single sign-on account. LIS is

established to ensure that the data and information about learners that are relevant for

the school heads and planning committee members are readily available (Luistro A,

2015).

The survey forms are created by the members of the LIS committee specifically

for the school heads to assess the readiness of their respective schools on the

commencement of distance teaching and learning. This is for them to plan the proper

type and amount of resources to be prepared for each school.

Statistical Treatment of Data

 References

Almatrafi, O., Islam, K., & Johri, A. (2015, June). An Empirical Study of Face-to-Face

and Distance Learning Sections of a Core Telecommunication course. Retrieved

from https://www.asee.org/public/conferences/56/papers/12944/download

COVID-19 Dashboard. (2020, August 1). Epidemiological Data. Retrieved from

https://covid19.gov.ph/health/epidemiological-data-analytics

Department of Education. (2020, August 15). Advisory on Opening of Classes for

Private Schools. Retrieved from https://www.deped.gov.ph/2020/08/15/advisory-

on-opening-of-classes-for-private-schools/

Loeb, S. (2020, March 20). Students Who Struggle Will Likely Struggle More Online.

Education Week, Retrieved from https://www.edweek.org

Luistro, A. (2015, June 26). Learner Information System (LIS) and Enhanced Basic

Education Information System (EBEIS) Updating for Beginning of School Year

(BOSY) 2015-2016 (DO 26, s. 2015). Philippines: Department of Education.

Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010, September).

Evaluation of Evidence-Based Practices in Online Learning A Meta-Analysis and

Review of Online Learning Studies. Retrieved from

https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

San Antonio, D. (2020). Suggested Strategies in Implementing Distance Learning

Delivery Modalities (DLDM) For School Year 2020-2021 (DM-CI-2020-00162).

Philippines: Department of Education.

Spires, B. (2020, July 22). How other countries reopened schools during the pandemic

– and what the US can learn from them. The Conversation, Retrieved from

https://theconversation.com

Talabong R. (2020, March 12). Metro Manila to be placed on lockdown due to

coronavirus outbreak. Rappler, Retrieved from https://rappler.com

The World bank (2020, June). How countries are using edtech (including online

learning, radio, television, texting) to support access to remote learning during the

COVID-19 pandemic. Retrieved from

https://www.worldbank.org/en/topic/edutech/brief/how-countries-are-using-edtech-

to-support-remote-learning-during-the-covid-19-pandemic
 APPENDIX A

Readiness of Teachers in Public and Private Schools on Different Distance

Teaching Modalities Survey Form

School Information
1. Which sector do you belong to?
Public Private SUC LUC

2. Your School’s Division Office (SDO)

3. District
1st District 2nd District 3rd District 4th District

Teacher’s Information

Please check all appropriate answers for questions 4 & 5.

4. Grade Level(s) Taught 5. Subjects(s) to be handled this school year

Kinder Grade 10 Filipino Mother tongue
Grade 1 Grade 11 Math Language & Communications (SHS)
Grade 2 Grade 12 English Media and Information Literacy (SHS)
Grade 3 SPED Science TVL (SHS)
Grade 4 Multigrade HEKASI Philosophy (SHS)
Grade 5 EPP Business Subjects (SHS)
Grade 6 ESP Humanities (SHS)
Grade 7 TLE Research (SHS)
Grade 8 A.P. Others
Grade 9 MAPEH Specify:

6. Position 7. Years of
8. Sex 9. Age
(example: Teacher I) Teaching

10. Which of these devices you have at home? (Please check all appropriate)
Electricity
Radio
Television
Desktop Computer
 If yes, is it personal or shared?
Personal
Shared
If shared, how many of you are using the desktop?

Laptop
If yes, is it personal or shared?
Personal
Shared
If shared, how many of you are using the Laptop?
Tablet
If yes, is it personal or shared?
Personal
Shared
If shared, how many of you are using the Tablet?
Cell Phone
If yes, is it personal or shared?
Personal
Shared
If shared, how many of you are using the Cell Phone?
Internet Connection
If yes, how do you connect to the Internet?
Fiber Optics
DSL
Cable Internet
Satellite Internet
Mobile Data
Pocket Wifi
What is Your Internet Service Provider?
Globe
Smart
PLDT
Converge
Others
Specify:
How often do you use the internet?
Never Once a day
Once a month Several times a day
Several times a month Once an hour
Once a week Several times an hour
Several times a week All the time
What’s the Speed of your internet conection
3 Mbps 20 Mbps
5 Mbps 25 Mbps
10 Mbps 25 Mbps and Above
15 Mbps
How much is your data allocation?
Unlimited 500 GB to 1 TB
Less than 100 GB More than 1 TB
 100 to 500 GB
How many persons are using your internet
connection?

11. Please rank your skills in the following computer related activities
Poor Beginner Intermediate Advanced
Word
Excel
PowerPoint
Email
Search Engines
Databases
Multimedia Authoring
Graphic Editing
Digital audio
Video Editing
Web Page Design
Learning Management System
Web 2.0 Tools

12. Which of the following platforms do you have a profile/account? (check all appropriate)
Facebook Linkedin
Twitter Slideshare or any similar platforms
Google+ Photo Sharing (Instagram/Flickr/Picasa)
Google Mail Research Sharing Sites
Yahoo Mail Goodreads

13. Do you use gadgets to do the following activities? (Please check all appropriate)
Posting Grades Using Email or messenger to message
Sending Homework my fellow teachers
Researching/Finding Information Receiving Essays/papers online from my
Uploading Educational Videos students
Using Email or messenger to message Accessing School Related Apps
my students Uploading E-Books & Stories
Completing Projects

Which training do you think you need for distance learning?

Teaching through Radio Learning Management System
Teaching Through Television Online Teaching Strategies
Online Course Design Others, Specify:

Have you used a web conferencing tool?

YES
NO
If yes, which of the following web conferencing tools have you used?
 Face Time Google Hangouts
Zoom Others, Specify:
WebEx

APPENDIX B

Readiness of Learners in Elementary Schools on Different Distance

Teaching Modalities Survey Form

Student Information
Grade Level Sex

Household Information
Answer only the ones applicable
Working from
Employment Status Home due to
ECQ
Self-
Full Part Unemployed Not
Employe YES NO
Time Time due to ECQ Working
d
Father
Mother
Guardian

4Ps Beneficiary?
YES
NO

How does the Student go to School?

Walking
Public Commute
Family Owned Vehicle
School Service
Number of other household members enrolled for the following levels for SY 2020-2021
(Skip if not applicable)
Kinder Grade 5 Grade 10
Grade 1 Grade 6 Grade 11
Grade 2 Grade 7 Grade 12
Garde 3 Grade 8 SPED
Grade 4 Grade 9 ALS

Available household members who can provide instructional support to the student
Parents/Guardians Extended Family Members
Elder Siblings Others (tutor, house helper)
Grand Parents none

Is the student able to do independent learning?

YES
NO

Check all available devices in home

Cable TV Radio
Non-Cable TV Desktop Computer
Basic Cellphone Laptop
Smart Phone None
Tablet Others, Specify

Do you have a way to connect to the internet?

YES
If Yes, how do you connect to the internet?
Mobile data
Broadband internet
Computer shop
Other places outside your house with internet connection
NO

What’s your preferred distance learning modality?

Online Learning Modular Learning
Television Combination of face to face with other
Radio modalities
Others

Which challenges do you think will affect your child’s distance learning?
Lack of Available Gadgets/Equipment
Insufficient load/data allowance
Unstable mobile/internet connection
Existing health conditions
Difficulty in independent learning
Conflict with other activities
No or lack of available space for studying
Distractions (i.e. social media, noise from the community)
Others