1

Chapter 4

RESULTS AND DISCUSSIONS

This chapter presents the gathered data in tabular form. They are

discussed and analyzed with their corresponding implications and related

studies. Qualitative sections are presented in thematic arrangements.

Profile of the Respondents in terms of Age, Sex, Year Level, Length of

Service, Highest Educational Attainment, Eligibility, Subject Taught,
Number of Children and Parents Occupation

Table 1 presents the profile of the student respondents.

Table 1
Profile of the Students Respondents

Table 1 shows that among the 608 students, most of them belongs to 17

years and above with a frequency of 319 or 52.5 percent; 369 or 60.7 percent are

females while 239 or 39.3 percent are males. Moreover, 401 or 66 percent are

senior high school and 207 or 34 percent are junior high school.

According to Rotas (2020), remote learning amid a crisis may present

tremendous stress to students. The study aimed to qualitatively explore how

Filipino college students cope with remote learning during the COVID-19

pandemic. It can be concluded from the results that students employ several
 2

coping strategies in their attempt to succeed in remote learning amid the current

crisis.

Table 2 presents the profile of the Teachers respondents.

Table 2
Profile of the Teachers Respondents
 3

Table 2 shows that the highest frequency for the teachers in terms of age

is 23 or 29 percent for age bracket 26 to 30 years old. In terms of sex, females

outnumbered males wherein the former has a frequency of 54 or 68.4 percent

while the latter has 25 or 31.6 percent. In terms of length of service, there are

only 10 or 12.7 percent have been serving their institutions for 21 years and

above. In terms of educational attainment, 9 or 11.4 percent have master’s

degree while 2 or 2.5 percent have doctorate degree. In terms of eligibility, 72 or

91.1 percent are LET passers. In terms of subject taught, significantly, both

English and Math have the same frequency of 17 or 21.5 percent.

The data imply that the private schools employ both LET passers and Non

Let passers through the number of the eligible is greater than those who are not

eligible which may means that the private schools are trying to comply with the

DepEd mandate if employing licensed teachers.

According to Putri (2020), teachers, in addition to the significant increase

of the internet bill, the perceived cost includes prolonged work hours as online

content creators, teaching, assessing, and communication and coordination with

parents, teaching teams, and principals.

The sudden shift from face-to-face to online learning resulted in

adjustments to written, taught, and assessed curriculum due to the constraints

related to the availability of resources at home and applicability to conduct

through online learning. As a result, the three aspects of assessment, namely

assessing, recording, and reporting, may look different in term four of the
 4

academic year 2020. Teachers must find a way to give feedback and provide an

authentic assessment under the current unique circumstance.

Table 3 presents the profile of the Parents respondents.

Table 3
Profile of the Parents Respondents

Table 3 shows that the dominating age of parents belong to age brackets

31 to 39 years old and 40 to 45 years old with the frequency of 72 or 29.0

percent. Most of these were females with frequency of 200 or 80.6 percent.
 5

Those who have 2-3 children have frequency of 149 or 60.2 percent. In terms of

educational background, 90 or 36.3 percent are college graduate. In terms of

occupation, 73 or 29.4 percent are private employees while 69 or 27.8 percent

are self-employed.

The data imply that better socio economic status most parents have which

made them capable of sustaining the needs of their children in the private

schools.

For Putri (2002), parents, the other perceived cost of home learning

includes the time spent to assist their children with home learning. A significant

increment in the children's screen time has been another notable concern.

Perspectives of the Respondents on the Home-based Online Education in

terms of Student’s Academic Performance, Teachers to Children
Communication, Financial Capability of Family, Character Formation,
Personal Discipline, Peer-Relation and Decision-Making Capability.

Table 4 presents the perspectives of students, parents and teachers on

the home-based online education in terms of Student’s Academic Performance.

Table 4
Perspectives of the Three Groups of Respondents on the Home-based
Online Education in terms of Student’s Academic Performance
 6

It can be gleaned on Table 4 that the prevailing verbal interpretation

among the three group of respondents is Agree. Indeed the average means for

students, parents and teachers are 3.86, 4.04 and 3.92. Moreover, the indicator

states that Optimistic to have an educational fulfilment obtains the highest mean

of 4.01 for students, 4.15 for parents and 4.10 for teachers while A growth

mindset after receiving a number of learning task is considered least among the

indicator for teachers with a mean of 3.84.

The data imply that home-based online education is indispensable in

learning. Basically, with the experience they had during pandemic, nothing

should stop there in their quest for learning.

Pastor (2020) discussed the sentiment analysis of the students on how

they view synchronous instructional delivery. 29.39% of the respondents are

neutral, and this implies that the students are not sure if they might encounter

a problem during the delivery of instruction. Lastly, there are only 12 students
 7

who has viewed positively and may not encounter any problems in

synchronous instructional delivery. The majority of the respondents has a

negative sentiment. This implies that they might encounter several problems

during the delivery of instruction synchronously.

According to his study, the negative result shows that most of the high

school students may not be able to adapt to the new trends of education.

Furthermore, the cited investigation and present study is parallel because it both

analyzes students’ sentiments in the new system of their education.

Table 5 presents the perspectives of students, parents and teachers on

the home-based online education in terms of Teachers to Children

Communication.

Table 5
Perspectives of the Three Groups of Respondents on the Home-based
Online Education in terms of Teachers to Children Communication
 8

Table 5 reveals that among all the stated indicators relative to home-

based online education in terms of Teacher to Student Communication,

Classroom classes are more interactive and communicative than online classes

is marked with highest means for the three groups of respondents. Thus, its

overall mean is 4.29 verbally interpreted Strongly Agree. Another noticeable in

the data presented are the perspectives of students and parents for Does not

bring pressure and caused burnout due to academic stress has the lowest mean

of 3.60 for the former and 3.92 for the latter, while Webcams are kept open for

identity and attendance checking has the lowest means of 3.85 for teachers.

The data imply that even though the respondents have high regard to

home-based online education due to its timeliness considering the situation

 9

nowadays still they consider face to face communication is vital for more

comprehensive discussion.

Table 6 presents the perspectives of students, parents and

teachers on the home-based online education in terms of Financial Capability.

Table 6
Perspectives of the Three Groups of Respondents on the Home-based
Online Education in terms of Financial Capability

Table 6 discloses that among all the enumerated indicators, Acquisition

and procurement of tools and gadgets for Home-based online education (i.e.

smartphones, etc.) has the highest mean of 3.95 for students while Apply for
 10

internet provider obtains with highest means of 4.12 and 4.05 for parents and

teachers respectively.

Meanwhile, both Students are heavily burdened by online classes in their

monthly allowance and Online class is more costly compared to pre-pandemic

class (face to face) have the lowest mean of 3.44 for parents. The latter said

indicator is also least considered for teachers.

The data imply that the respondents states that home-based online

learning greatly affects the income of the family but much cheaper in terms of

expenses compare to the face to face (traditional) classes.

According to Putri (2020), both parents and teachers acknowledged that

adequate facilities are the basic pre-requirement to run the home learning.

For him, not only the device for accessing or creating online materials, but

stable and fast internet access was also an issue in many places. The prolonged

internet access results in additional expenses that must be born both by parents

and teachers.

Table 7 presents the perspectives of students, parents and teachers on

the home-based online education in terms of Character Formation.

Table 7
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Perspectives of the Three Groups of Respondents on the Home-based

Online Education in terms of Character Formation

As given in the Table 7, the respondents shows that among all the

indicators, Students have different ways of answering learning task is marked as

a highest mean of 4.29 and 4.19 for students and parents. More so, teachers

has the same indicator with a highest mean of 4.26. This indicator is verbally

interpreted Strongly Agree for these three groups. They are also same having a

lowest mean for Student able to choose the kind of assessment with a total mean

of 3.73.

The data imply that character formation is important for learning and

development and it is evidently seen in the table that the students must be part of

the learning activities to be able to gain interest to have a conducive learning

environment

This is inconsonance with the findings of Adnan (2020) that online learning

cannot produce desirable results to the students because of the different factors

which highlighted their participation.

 12

Table 8 presents the perspectives of students, parents and teachers on

the home-based online education in terms of Character Formation.

Table 8
Perspectives of the Three Groups of Respondents on the Home-based
Online Education in terms of Personal Discipline

As reflected on the Table 8, respondents perceived that both students and

parents marked the indicator Choosing a study space that is comfortable and

quiet, thereby allowing the student to focus well with a mean of 4.09 and 4.25

respectively. On the other hand, Developing communication skills in an online

class got a lowest mean with a total of 3.87.

The data imply that online classes have affected the personal discipline of

the students and their aspects of development are concerned. Sudden change in

strategies of teaching and learning in the virtual classroom often affects students’

current emotional state.

 13

This supports the statement of Kapasia (2020) that during the lockdown

period, students have been facing various problems related to depression

anxiety, poor internet connectivity, and unfavorable study environment at home.

Table 9 presents the perspectives of students, parents and teachers on

the home-based online education in terms of Peer Relations.

Table 9
Perspectives of the Three Groups of Respondents on the Home-based
Online Education in terms of Peer Relations

Table 9 displays that among all the enumerated indicators, They have the

capacity to try different social media platforms to mingle with other people has

the highest mean of 3.83 for students while They have the ability to connect with

their old friends online with highest means of 3.88 and 4.09 for parents and

teachers respectively. Furthermore, The student have the time to meet friends

during online learning has the lowest mean of 3.61 for students, 3.67 for parents

and 3.61 for teachers.

 14

The results imply that social life or peer relations of the students during

online classes have often affected. This is also one of the factors why students

have experienced a sense of isolation due to the restrictions.

This is in consonance with the findings of Baloran (2020) that COVID-19

pandemic posed a significant concern to the communities including a sense of

socialization with other people because of the different health protocols to be

practiced.

Table 10 presents the perspectives of students, parents and teachers on

the home-based online education in terms of Decision Making Capability.

Table 10
Perspectives of the Three Groups of Respondents on the Home-based
Online Education in terms of Decision Making Capability

Table 10 shows that among all the enumerated indicators, The teachers

have the right choices of teaching styles and motivation to the students has the

highest mean for students and teachers. The latter has a mean of 4.00 and the

former got a mean of 4.22. On the other hand, The teachers have the right
 15

choices of teaching styles and motivation to the students and Online classes

require students to commit to learning on their own time are the two indicators for

parents that both got the highest means of 4.11.

The data imply the effects of home-based online education often affects

the decision making capability of students. In addition, students have often

affected their relaxation and positive mood in the conduct of virtual schooling and

often have the ways to prevent anxiety and depression.

This supports the statement of Dolanganger (2020) that mental health has

become a major concern in terms of decision making capability during this new

normal of education and suggests that education section must provide mental

health practices alongside with learning modules.

Significant difference on the Perspectives on the Home-based Online

Education on Private Catholic Schools as assessed by the three groups
correspondents.

Table 11 presents the Composite Table on the Perspectives of the Three

Groups of Respondents on the Home-based Online Education on Private

Catholic Schools.

Table 11
 16

Composite Table on the Perspectives of the Three Groups of Respondents

on the Home-based Online Education on Private Catholic Schools

The table summarizes that the three group respondents perceived the

effects of home-based online education on selected private Catholic schools to

the above mentioned variable.

Challenges and Opportunities on the Home-based Online Education

CHALLENGES

For Students

Distractions from the Surroundings

Students need conducive environment whether face to face or virtual to

help them better understand their lessons. Hence, it stimulates their senses that

make the learning absorption, certainly, becomes faster than before. In the

home-based learning creating such environment is a challenge most especially if

one has no definite room to conduct the virtual learning. There are distractions

that may results to lack of focus as stated:

 17

“Those unintentional distractions since I am easily distracted that result of lost n

focus.”

“The home environment because when I am at home I feel bored even there is

an online lesson.”

Such scenario of being distracted is sometimes inevitable. However, one

can learn how to get about with it. Like finding a better room where one can be

alone during online learning. One can also schedule playing online games to

increase focus.

Poor Connectivity

With the Covid-19 attack, people have suddenly changed their lifestyle. In

education in particular, learning was diverted from face to face to online learning.

With this, many are using internet that caused some jamming in the connection

resulting to poor connectivity. Even though the TelCo has increased its capacity,

still it cannot subscribe to the demands. This becomes a challenge to home-

based online learning as stated:

“Lack of time, between what needs to be done at home giving many

activities.”

“The Internet connectivity!”

The problem may seem beyond one’s control but there are still solutions

through it may mean additional expense what matters is the service it can

provide as well as the comfort it can give. Needless to say, there is a need to

upgrade one’s MBPSS to make the connection stronger. Another opportunity

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could be a discipline among the family members wherein users should be

lessened while one is using the internet during home-based learning.

Miscommunications

Miscommunication between a teacher and a student can be a big problem

while learning online. Understanding the many types of miscommunications and

how they affect learning is crucial as online learning becomes more and more

prevalent. First, problems with technology, including poor internet connectivity or

incompatible equipment, can lead to misconceptions in online lessons. Second, a

message's meaning may be misunderstood if nonverbal clues or facial

expressions are absent. When a student requests clarification or feedback from

the teacher, this is a big problem. Last but not least, language and emotions

used in online communication may be unclear due to cultural background

disparities as stated:

“The lesson is not explain well, there still a miscommunications.”

“The first challenge for is that I had trouble using some online websites and also

my communicating skills since it was hard for me to communicate during online

classes.”

“When the teacher does not respond to messages even after the time allotted for

inquiries.”
 19

Students who miscommunicate may miss deadlines or receive poor

grades, which have major impacts. A video conference or online discussion

board could greatly reduce misunderstandings. Together, students and teachers

must figure out the best ways to deal with misunderstandings and maintain the

effectiveness of online learning as education continues to change.

They become shy and incompetent

There are various options when it comes to educational paths. The choice

of taking online versus in-person classes is one that students should consider

carefully. Each choice has distinct advantages and drawbacks, as mentioned

below:

“I am comfortable in face-to-face classes that is why in online classes it affects

my academics in a way that I became shy in participating and answering

questions.”

“In face-to-face classes it is easier for the students to acquire learning materials

for their learning competencies while in online classes I find it difficult to

understand some learning materials given by the teachers…”

Face-to-face teaching enables students to participate in discussions and

debates, get immediate feedback, and get their questions answered right away.

These classes also promote a sense of community and teamwork, which makes
 20

them a great venue for developing social skills. Online classes, on the other

hand, provide more flexibility and convenience. Online classes have gained

popularity as a learning alternative because they give students the flexibility to

attend lectures and access course materials at any time and from any location.

Tardiness

Online classes has completely changed the education system by giving

students the freedom to study whenever and wherever they choose, at their own

leisure, and according to their own convenience. Unfortunately, despite the many

benefits of online learning, tardiness is increasingly an issue for online students.

It is clear that because there is less responsibility than there would be in a typical

classroom setting, students tend to take online classes less seriously as stated:

“I don't put in much effort in online classes; sometimes I go to class but lie down,

and sometimes when my teacher has a discussion, I watch television or play

online games.”

“Since we are at home during online classes, I don't believe students will make

an effort to listen attentively to their teachers due to temptations.”

Online classes' convenience and flexibility might also increase tardiness

since they encourage students to become lazy. Students may also find it difficult
 21

to efficiently manage their time, which can result in tardiness and missed

deadlines. Their academic success may drop off as a result.

Honesty has weakened

Since students continue to seek knowledge regardless of time and

location, online learning has grown in popularity more than ever. Despite being a

great alternative to traditional classroom-based instruction, online learning has

significant drawbacks, one of which is the lack of honesty in online courses, as

stated:

“As a student, I am aware that my classmates are not being truthful because the

teacher is not aware of what they are doing.”

When students have easy access to material or can manipulate

technology to mislead their teachers, it becomes difficult for teachers to maintain

the integrity of their online courses. It is practically cheating for students to swiftly

and easily copy and paste answers from the internet or use online resources to

respond to questions. Also, some students might leak their login information to

friends or family members, enabling them to finish their assignments on their

behalf.

Poor Self-discipline
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For students, the online classes has changed the game in terms of

convenience and accessibility. Without having to physically attend classes, they

have made it possible for students pursuing their education. Nonetheless, the

discipline of students in their Christian formation has been impacted by online

classes. Because there is no actual classroom environment and no one is held

accountable, students may get easily distracted and lack the self-discipline to

follow Christian teachings, as stated:

“I think their discipline, it’s difficult to establish self-discipline in online set-up

because of honesty.”

“They lost being courteous, students forgot to greet when they asked questions,

and we can't help but notice that some students are still messaging you

personally in the middle of the night…”

Hence, even in an online setting, it is crucial for students to exercise

strong self-control and concentrate on their Christian formation. A organized

schedule, accountability mechanisms, time management techniques, and the

establishment of distraction-free boundaries can all help you do this. In the end, it

is the responsibility of both the teachers and the students to make sure that, even

in an online classroom setting, Christian formation is not compromised.

For Teachers
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Having trouble keeping an eye on the students

In order to ensure that their students are paying attention and participating

in class, teachers have always acted as supervisors. Yet, with the popularity of

online learning, this work has grown considerably more difficult. Every student

participating in online learning is at a different place, making it challenging for

teachers to efficiently monitor them. When students are dispersed throughout the

classroom, it is challenging for teachers to monitor each one in real-time, which

can occasionally result in poor classroom management, as shown below:

“Face-to-face classes is more advantageous because in online classes we, as

teachers, are not sure if the students really did his work”

“In face-to-face classes, we can supervise and monitor them one by one but in

online we do not have the assurance if we are effective teacher because of the

screen barriers.”

Also, it is simple for students to get distracted and uninterested in online

classes. Students might quickly become influenced by social media or other

online activity while a teacher is not physically there. In traditional classrooms,

teachers can easily determine such students and refocus them on the subject

matter. A teacher cannot tell who is paying attention and who is not in an online

learning environment. The "new normal" in this era is online learning, thus it is

important for both students and teachers to adjust to these new settings and

discover ways to collaborate.

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Limited time frame in teaching

Teaching is a difficult profession, and online learning settings make it

increasingly harder. Teachers face a unique difficulty because of the constrained

time they have available. In traditional classrooms, teachers are given the

privilege of giving each student as much time as they require to ensure that they

properly comprehend each lesson. Yet, with online learning, teachers usually

experience time constraints as they must cover a lot of material in a short amount

of time, as previously stated:

“As a math teacher, I can say that 40mins is not enough to grasps the lesson.”

“3 out 10, there are students who is not responding during online classes.”

“6 out of 10, it’s difficult mostly when we are having a recitation most of them are

not responding.”

There are many difficulties that teachers in online learning environments

must overcome, and the time constraints are simply one of them. To design

meaningful learning experiences that engage and inspire students, they must

make use of all the tools at their disposal. In the end, the commitment, devotion,

and laboriousness of teachers will determine the standard of education provided

online.
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For Parents

Lack of Interest in Education

Parents have been devotedly helping their kids overcome the difficulties

the pandemic has presented. They have been working to ensure that their

children remain interested in and motivated to learn as online classes become

more common. They are unable to avoid the losses their child has endured over

the last two years, though. In addition to the obvious loss of face-to-face

engagement with their classmates and teachers, there are further losses that we

might not be aware of as stated:

“My older child excels in online lessons and adjusted well, however my younger

child loses interest because he is only looking at the screen.”

“Very poor, as a mother of a fourth-grader, I am aware of the losses I have

caused my child over the past two years. He has always listened attentively to

his teacher, even when I, his own mother, explained something to him.”

Children may have missed out on important life lessons since they weren't

involved in extracurricular activities like sports, the arts, or music. Parents must

recognize these losses and make efforts to protect their children's wellbeing.

They must support children in discovering new interests, engaging with others

virtually, and overcoming the stress brought on by excessive screen usage. Only

by acknowledging these losses and taking action to rectify them their children be

able to survive this pandemic stronger.

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Not all families are suited for online education

The best gift parents can give their children is an education, but there are

many obstacles in the way of getting them the education they deserve. In the

modern world, where we are adjusting to the new normal that calls for having

materials and equipment suitable for online learning, we cannot deny the fact that

many families are not financially prepared, not every parent has a stable source

of income, and WiFi is not always at the top of their priorities. Many families have

struggled to make ends meet, especially during the pandemic, and technology

expenses may not be within their budget, as stated:

“Distance learning is for capable families, not the poor; if you are an average

family with a daily wage sufficient to meet your household's needs, distance

learning is not for you.”

“During distance learning, it was very difficult, we came to the point where we

were tight on the budget but we do not let that affect our child’s academic

performance.”

While many families appreciate having online classes since they can give

their children all the resources they need, there are still many families who

struggle financially as a result of taking online classes.

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OPPORTUNITIES

For Students

It encourages the easiest form of communication.

As technology advances, one of the significant benefits of online classes

is that they encourage easy communication between students and teachers, as

stated:

“Satisfied, because we are always on our phones, it makes communication

easier for us.”

Students who take online classes advantage from fast and effective

means of communication that enable them to succeed in a virtual learning

setting. Students that embrace this method of education can learn new things

that will benefit both their career and personal development.

Gadgets are used always

Gadgets are now an essential component of the education due to the

online learning industry's unprecedently rapid expansion. There are many

methods to use gadgets to support learning, and they are widely available.

Tablets, laptop computers, and smartphones are some of the key technology

tools utilized in online education. As a result, we cannot restrict the use of

technology as previously stated:

“12 hours a day is my estimated consumption of gadgets during online classes”

 28

“Every time I have online classes I used my gadgets, I used it everyday”

Our mental and physical health may be impacted by excessive use of

technology. Overuse of screens can result in eye tiredness, sleep disturbances,

and exhaustion. Digital screens' blue light emissions have the potential to harm

our sleep cycles.

Moreover, regular use can develop into addiction, which can cause

anxiety, irritation, or mood swings. To avoid these harmful impacts on health, it's

critical to maintain a healthy balance and restrict the usage of gadgets.

Develop close companions

The loss of opportunity for in-person interaction with classmates is one

possible disadvantage of the growing popularity of online classes. Yet, making

close friends in online classes is still crucial, as stated:

“We have a small discussion after class via Google Meet and exchange ideas

about the lesson for the day.”

“When our classmate reports on that subject, we will use our group chat to

encourage him and tell him that it is okay to have fillers and make mistakes.”
 29

“The only support that I can give since online is moral support with that I can

assure my classmate that she can trust me with her problem.”

Having friends to chat with can help reduce the loneliness some students

might feel. This social support may be particularly crucial for rural or overseas

students who may be learning in an unfamiliar setting. Hence, even while

interacting with classmates virtually may present some difficulties, making an

effort to do so might eventually improve the online learning experience.

Online learning save time

In the current digital world, taking classes online has become the new

standard. Being able to multitask is one of the best things about online learning.

We can attend the lectures, finish our homework, and work on a few side projects

as well. Completing housework is one of the things we can accomplish, as

stated:

“Personally, I can do some house hold chores since I am at home the whole

day.”

“It makes me productive during school works since after discussion there are

plenty of time allotted to do our tasks within that day.”

As we can finish numerous things at once, multitasking has helped us

improve our time-management skills. Students are now more productive and
 30

efficient due to online classes. They may now spend that time efficiently and

finish housework at the same time, as opposed to waste it. They are able to

concentrate on their studies and complete their household tasks, which would

have been challenging if they had been attending traditional classes.

It imparts practical skills to the students

In today's fast-paced world, online classes have become a popular mode

of learning. However, it is frequently overlooked that they also teach students

real-life skills. One of the most valuable skills is time management. Since online

classes require students to be responsible for their own learning, managing their

schedule ensures that they meet their academic requirements while also

balancing their personal responsibilities.

Online classes also help students develop problem-solving skills. Students

must deal with technical difficulties, homework deadlines, and other challenges

on their own. These challenges allow students to hone their problem-solving

abilities, which will serve them well in their future careers as stated:

“In order to have a fruitful conversation that they can relate to, I will relate my

topics to their everyday lives.”

“To ensure that they can still sense the atmosphere of the classroom, I arrange

my learning materials as though I am teaching in face-to-face classrooms.”

 31

Online classes provide more than just a different way to learn. They

provide a platform for students to develop important life skills that will be useful in

both their personal and professional lives. These abilities benefit students and

make online learning a worthwhile investment.

For Teachers

Academic subjects and religious activities combine

Even with online learning, it is possible to easily integrate academic subjects and

religious activities, especially when it comes to Christian formation. Digital

learning has expanded in acceptance and accessibility in the modern world. For

the benefit of their general development, it has made it feasible for students to

combine their academic subjects with religious activities, as stated:

“No, holistic. It’s not mainly on academics.”

“Yes, for example every Friday we have soft skills, we will watch video about

Christian living.”

“Yes, our Guidance Officer has this program conducting interview with the

students wherein they will talk about their mental health during online classes.”
 32

Students can more easily participate in religious activities while still

pursuing their academic goals when they take online classes. Online classes, for

instance, can be arranged at particular times, enabling students to take part in

their religious activities outside of the classroom. Many Christian activities, like

webinars, virtual family retreat and soft skills, are now available to students

online.

Interactive methods for monitoring online attendance

Monitoring online attendance is one of the main challenges facing this field

as the globe tries to adjust to the new standard of online education. Teachers

now use interactive attendance tracking strategies so they can interact with

students more deeply. Polling students during an online lesson is a powerful

interactive technique that gives teachers instant feedback on attendance. The

teacher can offer a generic question to get the discourse going or customize it to

the class's current topic. Also, teachers can use the chat feature to identify

missing students and invite them to join in by calling their names, as stated:

“As a math teacher, I will send a Google form with their name on it, which will

serve as their attendance.”

“Students nowadays wants something exciting that is why I am using quizziz or

some websites with educational videos so that they are all participants.”
 33

Monitoring attendance in online classes has been done successfully with

the use of interactive techniques. These techniques allow teachers to include

students, promote involvement, and monitor attendance all at once.

Adaptable

Adaptability is one of the most crucial traits for a teacher. Teachers had to

swiftly adjust to online classes due to the abrupt transition of physical classes to

the virtual world brought on by the COVID-19 pandemic. They had to learn how

to utilize digital tools, browse websites, and develop new ways to interact with

students remotely.

Being adaptable has grown in importance for teachers in the online

setting. To effectively communicate their subject, they had to reassess their

lesson plans and come up with innovative approaches. When they experience

poor internet connectivity, they must consider alternative ways to present their

courses, as shown:

“Another option is to record myself discussing the lesson and then post it on our

group chat. This is what I do when my internet connection is poor.”

“Through LMS and group chat, I will post an activity.”

Teachers have responded to the numerous difficulties that online learning

presents. They now know how to manage several tasks at once, deal with
 34

technical issues, and provide extra assistance to students who need it when

using virtual learning. Teachers have demonstrated both adaptability and

resilience. They persevered in the face of the difficulties of virtual learning, and

as a result of their diligence and commitment, students have been able to

continue studying.

For Parents

Having WIFI at home is advantage in online classes

Having wifi at home is a huge benefit for parents whose children are taking online

education. Having a steady and dependable internet connection is essential in

today's environment, when online learning has become the new norm, to

guarantee that children get the most out of their online education, as stated:

“For internet connection, it’s easy for me to connect because we have stable

internet connectivity that is why it’s easy for us to have this kind of learning

modality.”

“I believe it was easy for my child because we already had wifi connectivity prior

to the pandemic; the only difference is that I upgraded it because they are three

students who take online classes.”

For parents who want to make sure that their children succeed in their

online programs, having wifi at home is a huge advantage. It offers the tools and

assistance required to make online learning efficient and seamless.

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Affordability

Due to the COVID-19 pandemic, parents are now forced to adjust to a

new normal. Since the majority of schools are closed to slow the spread of the

virus, children are now taking their studies online. Nevertheless, not every parent

has the financial means to offer WiFi for their children's online education for the

following reasons:

“Difficult, because we cannot afford having our own internet provider…”

“It's extremely difficult for me. My child only connects to an internet provider that

is not ours, and there are times when there is a signal problem that we cannot fix

because we are not financially prepared at the time.”

Parents who reside in rural or isolated places may have inconsistent

access to WiFi. It is difficult for parents in these places to establish a reliable

internet connection for their children's online classes due to the high cost of WiFi

installation and the distance from service providers.

Financially equipped

Parents are unquestionably the main financial supporter of their education,

whether their children are enrolled in traditional or online learning. The

requirement for financial resources has been even more critical with the
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development of distance learning classes. In order to give their child with the

required tools and resources, such as computers, internet connections, and

online course costs, parents must be financially capable as stated:

”So far, I am confident enough for my child’s education since I really saved

finances later on of online classes..”

“Since me and my husband are both working, we are confident financially for his

education.”

Parents must be proactive in knowing the needs essential for their child's

education as online learning becomes a central role in education. Planning and

budgeting properly are crucial, especially when taking into account the price of

the hardware and software required to access online courses, textbooks, and

other educational resources. Parents can aid in securing the future of their child's

education by being aware of the financial requirements and looking into different

funding possibilities.