In the Same Book: Combatting Reading Competency Crises in the Shift

from Online to Face-to-Face Learning

An Undergraduate Thesis

Presented to the Department of Education Major in English

University of Mindanao – Peñaplata College,

IGACOS, Davao del Norte

By

EDJAY P. SUAREZ

JULIUS SUSAS JR.

ARRIA MAE TRINCHERA

September 2023
 INTRODUCTION

The advent of the devastating pandemic, previously known as “2019 Novel Coronavirus”

in the past two years, has caused a lot of impact to various factors of the society that

incorporate the institution of education (Mukhametzyanov, 6). This pandemic caused shutdowns

of education systems and thus creating the largest impact on students, approximately 94

percent of total students around the world (Magomedov, et al, 2). Moreover, with the

implementation of remote learning and disruption of traditional classroom setting and the

changes of assessment to measure the learner’s understanding and knowledge provide

distinguished significance that blended learning can improve learners (Hashemi, et al, 177).

As the Department of Education is now implementing the face to face classes again

after how many years of battling the pandemic (Covid 19), with different approach on learning,

from implementing the remote learning modes, modular learning, and blended learning. Reading is

very vital for the overall improvement of a human being. According to Chettri and Rout as cited

by (Arne Bana, 61). As the slow shift of classroom setting and learning modes, there will be

challenges that teachers and student will face, particularly in the reading competence of the

students and on how teachers deal with it. In the same fashion, transitioning to offline

classroom environment give an opportunity for the educators to innovate new teaching methods

in order to address the demands 21st century learners. By the same token, in order to implement

an offline classroom setting setup environment the educators carefully to examine the

implication of the new set up, and prepared themselves to ensure a successful implementation.

In the global setting, according to (OECD), the effect of pandemic give insight to the

role of education institution and other sector to collaborate to each other in order to overcome

any adversity and the renewal of Sustainable Development Goal to contribute to the future of
the society as well as to prepared for any unexpected turn of events in the future (Schleicher,

26).

Similarly, in Malaysia, the implementation of blended-learning as an alternative way of

teaching greatly enhances the experience of the learner both knowledge and understanding.

While, it's a concept itself in other educational organizations that can improve and enhance

learners if it's implemented appropriately (Hashemi, 177). Furthermore, in the study conducted by

University of Ukraine, the onset of pandemic and implementing alternative learning create both

positive and negative impacts like traditional classroom set-up cannot meet the demand of

21st century learners and modernization to digital paradigm and unexpected turn of events

(Mykhailova., vol.10, p.150). Moreover, In Russia, the crisis that the pandemic brought to the

economy as well as in individual life serve as a basis to adapt to the digital modernization of

the

Meanwhile, in the Philippines, Manila, (Anzaldo, 264) finds it interesting and beneficial

for the teacher with the implementation of a modular classroom environment, but he is

concerned with the student's difficulty in solving without the aid of teacher aid (264).

Furthermore, it also includes the ability of a teacher to adapt and be flexible in

the implementation of alternative learning despite the threat of the virus becoming an

important skill for the teacher to become resourceful and innovative. In contrast, some of the

teachers find it a hindrance particularly on older teachers as well as on remote areas (Batac,

et al, 239). Additionally, educators as well as policy makers must be aware of what

parameters that the alternative learning enhances both internal and external in order to help us

to the continuity of teaching and learning process beyond pandemic (Dayagbil, 11).

One theory that relates to the shift of learning modes from online to offline is the

"Multimodal Learning Theory" by (Kress and Leeuwen). This theory suggests that individuals

learn best when information is presented in multiple sensory modalities, such as visual, auditory,
kinesthetic, and tactile. The idea behind this theory is that people have different learning

preferences and strengths in various modalities, and by providing information in multiple ways, it

can enhance comprehension and retention.

Another theory is the "Multiple Intelligences Theory” by Howard Gardner. This theory

propose that individuals have different types of intelligence or learning styles, and they may

excel in one or more of these areas. The theory can be applied to understanding how different

modes of learning impact reading competence. Gardner suggests that the human organism

has seven distinct units of intellectual functioning. He labels these units intelligences,

each with its own observable and measurable abilities, (Harry Morgan, 263.)

The next theory is the Behaviorism propose by John B. Watson, one of a well-known

theory that emphasizes the changing of behavior over a period of time. For behaviorist people

the transferring of information and conveying of knowledge is depicted to the assumption of the

environment on how they influenced the perception of individuals toward themselves (Zuriff).

Furthermore, in context of education, behaviorism is a meaningful aspect that leads to the

development of literacy of the child through the utilization of several strategies by the

knowledgeable person (Clark, vol.90, p.172). This idea indicates that the transferring of

knowledge is focusing on the perspective of the teacher as well as the changes of behavior

within the teacher beyond and the onset of pandemic. The notion of these ideas is there any

changes of behavior within the teacher in the covid-19 crisis to transitioning to offline

classroom setting.

Lastly is the Information Processing theory by no other than George A. Miller and

Richard Shiffrin. In the context of science in the cognitive paradigm, scientist and psychologist

began to explain how the human mind interferes in the processing of information of the brain

whereas every human brain has a specific capacity for daily task (Swanson, vol. 20, p5).

Furthermore, the information processing approaches to cognitive paradigm introduces new

methodologies as well as the concept itself of computer-simulation theory is a process which

possesses a broader perspective on how the human mind processes information (Simon, vol.5,

p.292). Additionally, the implementation of alternative learning that greatly utilizes most of

the technological devices for the alternative learning of the learner creates an unprecedented

turn of events. Moreover, this is idea compromise how the teacher during pre-post pandemic

deliver the information using online environment as well as disinformation to the learner and the

teacher’s information literacy skill. (Hann, et al, vol. 24 p33).

A study conducted by (Xin and Wenchao, 2023, 9) entitled “From online to offline

education in the post-pandemic era: Challenges encountered by international students at British

universities” that was publish in January 2023, states that Further studies could also look at

the readjustment issues faced by LOA students who have been found to be most vulnerable in

this research. In addition, the perception of the participants may change over time. A

longitudinal study is needed to determine the long-term impact of the transition on students.

Another gap is that there is no other research found in the locality of Island Garden City of

Samal that relates to this kind of topic, because this is a current issue that occurred recently

after the department of education transitions to offline learning or face to face learning from

online learning.

The findings of this research study will contribute and provide valuable insights to the

existing body of knowledge on the effectiveness of alternative learning through teacher

experiences. The researcher adopted this idea because the pandemic has distinguished impression

as well as with the transitioning into offline environment classroom setting manifest some minor

issue on the side of teacher perspective. Considering the aforementioned theoretical foundation,

this study focuses on the challenges and difficulties of the teachers at Nieves Villarica

National High School during the transitioning of online to offline classroom environment setting

beyond the onset pandemic. Furthermore, after careful investigation the researcher concluded
that we have not found any related studies particularly in our local area.

The purpose of the conducted research aims to determine the changes in reading skills of

the junior high school students beyond or after pandemic on the teacher perspective. This study

also examines the challenges faced by the English teachers in the shift from online to offline

learning. Furthermore, it also explores the positive and negative effect of the blended learning

program of the Department of Education on the improvements on the reading competence of the

students. In addition to that, the researchers also wanted to determine the strategies

conducted by teachers to address the existing issue. It specifically targets to answer the

following questions:

1. What are the challenges encountered by the teachers in terms of the reading skills

of Junior High School students after shifting from online to offline learning?

2. How do Junior High School teachers cope up with the challenges they encountered

in terms of the reading struggles of their students?

3. What are the teachers’ insights and suggestions in addressing the reading

struggles of Junior High School learners?

METHODS

In this portion, the researcher presents the research design, research participants,

research instrument, data collection technique, and data analysis procedure in this section.

Research Design. This study will utilize a qualitative research design, specifically, a

Descriptive-phenomenological research design to explore the experiences and challenges of the

teachers in shifting from online to offline learning. As defined by Creswell (2009),

“phenomenology is a research strategy of inquiry in which the researcher identifies the essence
of human experiences about a phenomenon as described by participants” (p.13). Phenomenological

research examines lived experiences to gain deeper knowledge and insights on how people

understand those experiences. This approach investigates the perspective of a person who have

experienced a certain phenomenon. (Deakin University, 2023), insights about people's actions and

intentions can be gained through descriptive phenomenology, which breaks through long-held

presumptions and challenges conventional wisdom. It might help with the creation of fresh

hypotheses, policy modifications, or response adjustments.

Research Participants. The researcher’s participants are the high school English

teacher of Nieves Villarica National High School in Samal Island. Our participants consist of

seven (7) teacher participants that will be ask about their experiences and challenges of

shifting the learning from online to offline setting. (Creswell) recommended ranges between 5 and

25 interviews for a phenomenological study and 20-30 for a grounded theory study. (Jakob, et.

al) states that by doing a qualitative test with five (5) researcher will identify 85% of the

issues in an interface. This seven (7) participants will be selected through purposive sampling.

Purposive sampling design will be utilized in this phenomenological research as it was considered

as the most important kind of a non-probability sampling to identify the primary participants

based on the judgement of researchers according to (Welman, et. al). Lastly, participants who

opted to withdraw, their choices will be respected.

Research Instruments. In this research, the researcher will employ In-dept interview (IDI). The

following processes are involved in implementing the IDI (Individual in-depth Interview) survey

by Field stat International. Firstly, the researchers will do sample selection, this entails

selecting the persons who will participate in the study and will be selected through purposive

sampling. Next is questionnaire preparation, it is planning the questions to be asked during the

interview. After the preparation of questionnaire is the conducting interviews, it entails

conducting individual interviews with the people being studied. The interview will take place in
Nieves Villarica National high school. Transcription of interviews will be done after; it will

involves transcribing the content of the interviews onto paper or into an electronic file. Lastly

is the analyzation of interview, analyzing the substance of the interviews in order to uncover

patterns and trends linked to the subject under investigation. Reporting the findings entails

presenting the study's findings in the form of a report, which includes conclusions and

suggestions on the topic under consideration. According to the article written by Leonard

Holmes, entitled Getting Started, open-ended questions for counselling people allow them to

express their feelings and share thoughts they might not explore. It is not only useful in

therapy but also it is a good way to start conversations in day-to-day life. Conductors way

of collecting qualitative data will be through observation and in-depth interview with the

selected respondents. QuestionPro cited that the advantage of in-dept interview is to learn

more about the opinions of the participants, researchers can ask follow-up questions, gather

more data, and go back to critical questions. When compared to other data collection

techniques, sampling is more accurate. Lastly, the researchers will gather data with the help of

the existing information found in the internet.

INSTRUMENT

Research Questions Interview Guide Probing Questions

Questions

1. What are the 1.1 What are the 1.1. Do students from the online or

challenges challenges that you blended learning modes can read and

encountered by the face with the reading comprehend well or are they having a

teachers in terms of competence of the hard time with reading?

the reading skills of students that are 1.2. What is the hardest thing that
Junior High School from the online/blended you have to deal with students that

students after learning and now shifts are from the online learning?

shifting from online to the face to face 1.3. Those students that are now in

to offline learning? classes? the higher year level but does not

know how to read or comprehend, do

you think that, that is the cause of

online or blended learning?

1.4 what is the hardest thing or

situation you have encountered from

the shifting of classes from online to

offline?

1.5. During the first week of the face

to face class, what are some of the

things that shock you the most in

relation with their learning,

knowledge, and their attitude

towards academic performances?

2. How do Junior High 2.1. Due to the slow 2..1. What methodologies or

School teachers shifting of learning strategies did you implement or are

cope up with the setting, what are the still planning to do in the classroom

challenges they strategies you have setting?

encountered in terms implemented to cope 2.2. What are the adjustments that

of the reading up with problems in you have done for your students to

struggles of their relation to the reading learn or read efficiently?

students? struggles of your 2.3. How do you handle students

students? that are not fond of reading?

2.4. What learning tools do you use

to engage students in reading?

2.5. What are your solutions for

students that knows how to read but

does not comprehend?

3. What are the 3.1. What are your thoughts

teachers’ insights of those learners whose

and suggestions in reading comprehension are

addressing the not that great?

reading struggles of 3.2. What does smarter or

Junior High School their peers do to them

learners? about their struggles in

reading comprehension?

3.3. What do you think is one

of the reasons why some

of the learners find it

hard to read and

comprehend?

3.4. What are your thoughts

about parents answering

students’ assignments or

modules during blended

learning?

3.5. Do you think that blended

learning help students

with their reading skills,

why or why not?

 Data Collection Procedure. To conduct our study, the researchers will submit a letter

of permission to the Dean of College of University of Mindanao Peñaplata College, after that,

the researcher will present a letter of approval to the overseeing institution and the English

teachers at Nieves Villarica High School. Creswell, as cited by (IM Soraya, 2020, 6) explains

“Research design are the specific procedure involved in the research process: data collection,

data analysis, and report writing”. The research design in this research uses analysis research

design. If approved, conductors will follow up with a survey. It will be clarified first to the

respondents the purpose of the conducted research and will request them to be calm and honest

during the process. If they will not participate, their decisions will be respected. In continuation,

those who are willing to participate will be ask by the researchers prepared questions in an in-

dept interview. The data that will be collected will be use by the researchers to come up with

a conclusion.

Data Analysis. The researchers will utilize Creswell’s 6-step data analysis procedure.

The first phase needs the researcher to arrange and prepare the data for analysis by

transcribing interviews , scanning material optimally, and cataloging each visual material,

among other things. The second stage is to read or examine all of the data . The goal of this

step is to get a general feel of the material and to have time to ponder on its overall meaning.

The third stage of qualitative data analysis is data coding . A researcher organizes the

obtained data in this case by categorizing the images and text and then marking the categories

with a phrase.

The coding method is used in the fourth phase to create a description of the persons,

setting, or categories/themes for study. This stage is critical since it aids in the creation of

thorough descriptions for various types of research endeavors. The final step requires the

researcher to plan how themes and descriptions will be portrayed in the qualitative narrative .

A researcher, for example, may choose to communicate the findings of an analysis through a
narrative piece. The final and most important step is to interpret the data or results . The

phase requires the researcher to reflect on the lessons learned.

Creswell also state that all of these processes are critical in evaluating and

successfully interpreting published research findings. If carried out correctly, the procedures

can be used to assess the validity and dependability of existing issue. The technique can be

used to support existing beliefs, identify gaps in published data, present a new way of looking

at things, or even broaden the current understanding. Following Creswell’s methods allows a

researcher to determine the reality of a certain issue based on current assumptions. As a result,

a clear clarification may be accomplished, altering the field.

Roles of the Researcher. The role of the researchers in this study is to determine the

challenges face by the English teachers od Nieves Villarica High School of the sudden shift of

learning modes from online to offline , specifically to the reading competence of the students

that are from the online setting to the face to face shift of learning modes. Data that will be

gathered by the researcher will be transcribe to its final conclusion.

Trustworthiness and Authenticity. This research will engage with procedures in which

researchers follow trustworthiness and authentic measures within their research. There are four

criteria of trustworthiness proposed by Lincoln and Guba credibility, transferability,

dependability and confirmability as cited by (Amin, et al, 2020).

Credibility . The study's conclusions were supported by reality. It looks to comprehend

how the data findings relate to the concepts that need to be shared (King and Stahl, 2020.) the

researchers will ask the respondents permission for us to record the in-dept interview with a

sound recorder to make this research credible.

Next is transferability . A description will be provided by the researcher of their

participants and the research process to enable the reader to asses whether the findings is
transferable to their transferability judgment (Korstjen & Moser, 2028) as cited by Navarro, et

al. The researcher will conduct this study with detailed description.

Dependability . The respondents will have a time to review their answers and correct it if

they found any inaccuracy with their response and will make sure that their personal

background will be hidden from the public. The study's recommendation is endorsed by the

participants, who are also involved in evaluating the transcribed data or findings (Korstjens &

Moser, 2018).

Confirmability . Conductors will use a reflexibility technique to describe the research

progress from the beginning of the research up until the researchers reach the stage of reporting

the data. The research procedure was followed throughout the study. The collection of data

and interpretations of the results are not the product of the researcher's imagination, but

rather are based on the data we collect (Korstjens & Moser, 2018).

Ethical consideration. It is a set of principles that guide your research designs and

practices. Scientists and researchers must always adhere to a certain code of conduct when

collecting data from people (Pritha Bhandari, 2021).

Voluntary participation . Participants in this research is not force to participate, their

decisions are highly respected by the conductors. Only those who are willing to participate will

be interviewed. In addition, those participants who withdraw during the process, their choices

will be respected.

Informed consent . Before interviewing the participants, the researcher will first ask for

their consent and discuss the essential information they need to know about the purpose of the

study.

Anonymity . Rest assured that the conductors does not know personally the participants.

There will be no collecting of personal information from them like phone numbers, photos, or any
info that they should keep for themselves.

Confidentiality . All participants have a right to privacy, conductors will protect their

personal data for as long as you store or use it. Even when you can’t collect data anonymously,

you should secure confidentiality whenever you can.

Potential for harm . As a researcher, you have to consider all possible sources of harm

to participants. Harm can come in many different forms. Psychological harm , sensitive questions

or tasks may trigger negative emotions such as shame or anxiety. Social harm , participation

can involve social risks, public embarrassment, or stigma. Physical harm, pain or injury can

result from the study procedures. Legal harm , reporting sensitive data could lead to legal risks

or a breach of privacy (Pritha Bhandari, 2023)

Research misconduct. It means making up or falsifying data, manipulating data

analyses, or misrepresenting results in research reports. Such doings will be avoided by the

researcher to incorporate the results authentically and will follow the code of ethics.

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