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Chapter I

THE PROBLEM AND ITS BACKGROUND

Introduction

Education should be a comprehensive method of gaining

knowledge and values that would encourage students to realize

their full potential to be a responsible, fully trained, and

effective person in the advancement of lifelong learning and a

prosperous society.

Education is the most empowering force in the world. It

creates knowledge, builds confidence, and breaks down barriers to

opportunity. For children, it is their key to open the door to a

better life. All children deserve to receive the 'precious gift'

of education.

It is a fact that school visits are the best public policy

tool available to develop skills. While school time can be

enjoyable and can boost social skills and social knowledge, the

first point of being at school from an economic point of view is

that it improves the potential of a child.

Even in a comparatively short school time does this; even in

a comparatively short missing school span would have

repercussions for the development of skills.

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Our world keeps on progressing due to modern technology. We

are now in the so-called computer age. Computer has become an

integral part of human being. Humans cannot imagine their life

without technologies, and so many other devices that make

everything easier, lighter and faster. Technological advancement

has continued to add value to the dynamic nature of the society,

especially in the industries and the educational institutions,

thereby making production, teaching and learning easier.

In the 21st century, technology is becoming essential to our

everyday life. Even kids these days as young as three to four

years old knows how to use mobile phones. As a result, society

has made use of today's technology for learning. It has

progressed from the traditional classroom and whiteboard style to

online learning with the supplementation of the mobile phone.

The COVID-19 has resulted in schools shut all across the

world. Globally, over 1.2 billion children are out of the

classroom. With this sudden shift away from the classroom in many

parts of the globe, some are wondering whether the adoption of

online learning will continue to persist post-pandemic, and how

such a shift would impact the worldwide education market. The

pandemic has uncovered a variety of ramifications that must be

taken into account at the level of educational management.

Without time, the pandemic forced the rapid transition of

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teaching to the web modality to carry out genuine preparation and

a shift in the curriculum design to adapt it to the web modality.

Online learning is the practice of studying without having

to physically attend classes or lectures, and mobile learning is

designed to make online learning more effective by allowing

students to easily access knowledge through the internet using

today's smart phones. It is an interactive learning, through

practical challenges and hands-on experience, developing their

creativity and taking in information as they move from one place

to another. In a classroom setting, both the instructors and the

students have to be available in the same place at the same

time. But online learning offers a variety of delivery styles

that can offer more flexibility to learners.

Online learning has become a critical lifeline for

education, as institutions seek to reduce the potential for

community transmission (en.wikipedia.org, n.d.). Technology can

enable teachers and students to access specialized materials well

beyond textbooks, in multiple formats and in ways in which can

bridge time and space.

Hrastinski 2008, stated that the two types of online

learning, namely asynchronous and synchronous online learning,

are majorly compared but for online learning to be effective and

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efficient, instructors, organizations and institutions must have

comprehensive understanding of the benefits and limitations.

Kelsey Miller, in 2019, cited the seven advantages of online

learning. These include (1) added flexibility and self-paced

learning; (2) better time management; (3) demonstrated self-

motivation; (4) improved virtual collaboration and communication;

(5) a broader global perspective; (6) refined critical thinking

skills; and (7) new technical skills.

In March 2020, the international organization Educational,

Scientific and Cultural Organization (UNESCO) made ten

recommendations for engaging in online learning as follows: (1)

Examine the readiness and choose the foremost relevant tools; (2)

Ensure inclusion of the gap learning programs; (3) Protect data

privacy and data security; (4) Prioritize solutions to deal with

psychosocial challenges before teaching; (5)Plan the study

schedule of the space learning programs; (6) Provide support to

teachers and oldsters on the utilization of digital tools; (7)

Blend appropriate approaches and limit the quantity of

applications and platforms; (8) Develop distance learning rules

and monitor students’ learning process; (9) Define the duration

of distance learning units supported students’ self-regulation

skills; and (10) Create communities and enhance connection.

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The Philippines is one in each of the countries that don’t

usually adopt online learning as a medium of instruction

especially during elementary and secondary levels of education.

However, due to the COVID-19 pandemic, the Department of

Education and the Commission on Higher Education has been urged

to implement distance education methods of learning for its

classes, such as the use of educational technology, to maximize

the academic term despite the various restrictions; hence, online

learning is now being utilized joined of the teaching-learning

modalities. However, its success must be carefully examined to

establish its effectiveness and to analyze the problems and

challenges that go with its implementation to serve as a

significant reference to make the use of this modality more

successful in the coming years.

DepEd Undersecretary for Curriculum and Instruction Diosdado

San Antonio issued Memorandum DM-CI-2020-00162 which outlines the

suggested strategies in implementing distance learning delivery

modalities (DLDM) for school year S.Y 2020-2021. One of the

Learning delivery modalities for formal education is ODL.

San Antonio noted that a class adopting ODL “shall follow

the regular planning standards in the organization of classes

set by the DepEd.” “It shall be applicable in schools where

both the teachers and learners have access to digital devices,

such as laptops, tablets, smartphones, and desktop computers,

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with available online resources and Internet connectivity,” he

explained. San Antonio noted that schools may adopt a

combination of synchronous and asynchronous online teaching in

consideration of the Screen Time Guidelines by Age as

recommended by the American Academy of Pediatrics (AAP) and

World Health Organization (WHO).

In the ODL, the DepEd said that the learning resources to be

used are, but not limited to, the following: self-learning

modules, textbooks, Primer Lessons, activity sheets, teacher-made

videos and other supplementary learning materials, and Open

Educational Resources.

Aside from ODL, the DepEd reminded that Distance Learning

may be implemented through the other delivery modalities such as

Modular Distance Learning (MDL) which can be Digital Modular

Distance Learning (DMDL) or Printed Modular Distance Learning

(PMDL); TV-Video/Radiobased Instruction (TV-Video/RBI) which can

be TV-Video (SLM-based), TV-Video (MELCs Mapped), or RadioBased

Instruction (RBI); and Blended Distance Learning (BDL).

The Private Non-Sectarian Schools of Cauayan has likewise

ventured into conducting online classes for its learners.

However, since the said modality is new, there are speculations

on whether or not it is effective or not. Another concern is that

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the problems and challenges teachers and students face in using

this teaching-learning platform.

It is within the above premise that the proponent of this

study has been prompted to venture into an undertaking to

determine and analyze the problems and challenges encountered by

basic education teachers in using an online class as a learning

modality in Private Non-Sectarian Schools of Cauayan Hence, this

study is going to be undertaken.

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Theoretical Framework

Since the main focus of this study is on online learning,

the full study is going to be guided by the subsequent

theoretical framework:

As cited by Bates (2014) in www.tonybates.ca, the

concurrence of each constructivist approaches to learning and

also the development of the web has led to the event of a

specific kind of constructivist teaching, originally called

computer-mediated communication (CMC), but which has developed

into what Harasim (2012) now calls online collaborative learning

theory (OCL). She describes OCL as follows:

OCL theory provides a model of learning within

which students are encouraged and supported to figure

together to form knowledge: to create, to explore ways

to innovate, and, by so doing, to hunt the conceptual

knowledge needed to unravel problems instead of recite

what they think is that the right answer. While OCL

theory does encourage the learner to move and engaged,

this can be not considered to be sufficient for

learning or knowledge construction. within the OCL

theory, the teacher plays a key role not as a fellow-

learner, but because the link to the knowledge

community, or state of the art therein discipline.

Learning is defined as conceptual change and is vital

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to assembling knowledge. Learning activity must be

told and guided by the norms of the discipline and a

discourse process that emphasizes conceptual learning

and builds knowledge (Harasim, 2012, p. 90).

Bates (2014) further added that this approach to the

employment of technology for teaching is extremely different from

the more objectivist approaches found in computer-assisted

learning, teaching machines, and computing applications to

education, which primarily aim to use computing to switch a

minimum of a number of the activities traditionally done by human

teachers (www.tonybates.ca, 2014).

Bates (2014) further cited that with online collaborative

learning, the aim isn't to interchange the teacher, but to use

the technology primarily to extend and improve communication

between teacher and learners, with a specific approach to the

event of learning supported knowledge construction assisted and

developed through social discourse. This social discourse

furthermore isn't random in OCL, but managed in such the way on

scaffold learning, by assisting with the development of data in

ways in which are guided by the teacher, that reflect the norms

or values of the discipline, which also respect or take into

consideration the prior knowledge within the discipline

(www.tonybates.ca, 2014).
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With the above stated theory, it's expected that the

objectives of this endeavor are going to be realized and

therefore the problems and challenges encountered in online

learning are analyzed to function as basis for intervention.

Conceptual Framework/Research Paradigm

INPUT PROCESS OUTPUT

1. Respondent’s
Profile
2. Advantages and
disadvantages
of online Improved
learning
knowledge and
3. Problems and
problems understanding on
Analysis of the
encountered by the status and
teachers in status and the
the problems in
using online problems in the
class as a the
implementation of
learning implementation of
modality Online Class as a
Online Class as a
4. Interventions learning modality
needed in learning modality
in private non-
order to in private non-
immediately sectarian schools
sectarian schools
addressed the of Cauayan.
problems and of Cauayan which
problems serve as basis
encountered by
teachers in for intervention
online class
instruction

FEEDBACK
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Figure 1

Paradigm of the Study

The present study used the Input-Process-Output (IPO) model

of goal accomplishment. This model has three major components

namely: the input, the process and the output.

The input involved the respondents’ profile, the advantages

and disadvantages of online class modality, and the problems and

problems encountered by teachers in using online class as a

learning modality. It will also include the interventions needed

in order to immediately addressed the problems and problems

encountered by teachers in online class instruction. These were,

in brief, the elements that bring about results.

The process included the analysis of the status and the

problems in the implementation of Online Class as a learning

modality in Private Non-Sectarian Schools of Cauayan.

The linkage of the input and the process determined the

output. Thus, it was expected that the output would bring forth

an improved knowledge and understanding on the status and the

problems in the implementation of Online Class as a learning

modality in Private Non-Sectarian Schools of Cauayan which served

as basis for intervention.

Conclude the flow of the paradigm, the feedback was sent

back to the input and the process through a broken line for

suggestions to be made from the results of the study.

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Statement of the Problem

This study was undertaken to determine and analyze the

problems and challenges encountered by teachers in using online

class as a learning modality in Private Non-Sectarian Schools in

the City of Cauayan for the School Year 2020-2021.

More specifically, it was attempted to generate answer to

the following questions:

1. What was the profile of the respondents in terms of the

following:

1.1 age;

1.2 sex;

1.3 civil status;

1.4 Highest Educational Attainment;

1.5 grade level/class handled;

1.6 subject being taught;

1.7 number of years in service; and

1.8 level of in-service training attended?

2. What were the problems encountered by teachers in using

online class as a learning modality in private non-sectarian

schools of Cauayan?

3. What were the advantages and disadvantages of online

learning?
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4. Was there a significant difference in the problems and

challenges encountered by teachers in using online class as

a learning modality when grouped according to their profile?

5. What were the interventions needed in order to immediately

addressed the problems and problems encountered by teachers

in online class instruction?

Hypothesis

There was no significant difference in the problems and

problems encountered by teachers in using online class as a

learning modality when grouped according to their profile.

Significance of the Study

This study may be beneficial and significant to the

following group of persons:

School Administrators. The findings of this study may be

utilized by school administrators as a reference and guide in the

formulation of significant reforms in the educational policies,

curriculum, and strategies to address the problems and challenges

encountered by teachers in the implementation of online class

learning that will positively influence their delivery of

knowledge to learners.

Teachers. The study will be of significant help in

understanding better the different problems and challenges in

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online learning which may encourage them to find ways and means

so that these will not affect their teaching, thus ensuring job

performance and productivity among themselves.

School. The result of this study may serve as a reference

for the school and school personnel in order to know better the

problems and challenges encountered by teachers with regards to

online learning. As such, these problems and challenges need to

be properly addressed in order that the objectives of online

class instruction in schools will be successfully achieved.

Students. The result of this study is important to students

for them to recognize the problems and challenges encountered by

their teachers in order to provide them with quality education

through the utilization of online instruction. As such, they will

become responsible learners, especially during this time of

pandemic.

Researcher. The conduct of a research such as this is a

significant avenue through which the knowledge and skills of the

researcher in conducting educational research are improved.

Future Researchers. The findings of this study will serve as

a workable reference for future researchers who would want to

venture in conducting similar studies utilizing other variables

for the improvement of online instruction and learning.

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Scope and Delimitations of the Study

This study was attempted to analyze the problems and

problems encountered by teachers in utilizing online class as a

learning modality in private non-sectarian schools of Cauayan for

the school year 2020-2021. There are 9 private non-sectarian

schools in Cauayan but 2 schools do not allow the graduate school

to conduct researches in their respective schools. The researcher

will be utilizing descriptive method as research design. A

structured questionnaire will be used as the primary data

gathering instrument. The data will be analyzed and interpreted

using the frequency, percentage distributions, weighted mean, and

Analysis of Variance (ANOVA).

The factors used as predictors of the study will include the

profile of the respondents as to age, sex, civil status, highest

education attainment, grade level/class handled, subject being

taught, length of service, and level of in-service training

attended. The advantages and disadvantages of online learning,

the different problems and challenges encountered by teachers in

using online class as medium of instruction, and the

interventions needed in getting across these problems and

challenges were analyzed. It was extended in determining if there

is a significant difference in using online class as medium of

instruction when grouped according to their profile.

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The findings of this study was specific to the context in

private non-sectarian schools of Cauayan. The possibility for the

general applicability of the findings were limited by the scope,

the sample, and the cultural context of this study. Accordingly,

even though there could be common features in some learning

institutions, the findings may not have general applicability to

other school systems.

Definition of Terms

To understand better the contents of this piece of work,

some terms are hereby defined either operationally or by

authority.

Basic Education. The term refers to the whole range

of educational activities taking place in various settings, that

aim to meet basic learning needs. According to the International

Standard Classification of Education, basic education comprises

primary education and lower secondary education. But the study

concerns only in the elementary level.

Alternative Delivery Modes (ADM). The term refers to tried

and tested alternative modalities of education delivery within

the confines of the formal system that allow schools to deliver

quality education to marginalized students and those at risk of

dropping out to help them overcome personal, social, and economic

constraints in their schooling (Llego, 2020).

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Challenge. The term refers to something new and problems

that require greats effort and determination. It is a task or

situation that tests someone's abilities (Collins Dictionary,

n.d.). As used in this study, the term refers to the situation

which tests the abilities of teachers in the implementation of

modular distance learning.

Distance Learning. It refers to a learning delivery modality

where learning takes place between the teacher and also the

learners who are geographically remote from one another during

instruction. This modality has three types: Modular Distance

Learning (MDL), Online Distance Learning (ODL), and TV/Radio-

Based Instruction (Llego, 2020). As utilized in this study, the

term refers to online learning.

Medium of Instruction. The term refers to is a language used

in teaching. It may or may not be the official language of the

country or territory (Portillas, n.d.).

Online Distance Learning. It features the teacher

facilitating learning and engaging learners’ active participation

using various technologies accessed through the internet while

they are geographically remote from each other during instruction

(Llego, 2020). The term as used in this study refers to the

learning modality which will be utilized by students of private

non-sectarian schools of Cauayan.

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Problem. The term refers to a situation preventing something

from being achieved. The word comes from a Greek word meaning an

"obstacle" (something that’s in your way). Someone who

encompasses a problem must find the simplest way of solving it.

The means of solving a problem is called a "solution" (Wikipedia,

n.d.). As utilized in this study, the term refers to the

obstacles that students experience in online learning.

Traditional Face-to-Face Learning. It refers to a learning

delivery modality where the students and the teacher are both

physically present in the classroom, and there are opportunities

for active engagement, immediate feedback, and socio-emotional

development of learners. (Llego, 2020).

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the literature and studies that have

bearing with the present piece of work. These were extracted from

books, journals, unpublished thesis and dissertations and from

other materials found in several libraries and online sources.

Foreign Literature

According to Stem (n.d.) in his article, “Introduction to

Online Teaching and Learning”, online learning is the newest and

most popular form of distance education today. Within the past

decade it has had a major impact on postsecondary education and

the trend is only increasing. Online learning is education that

takes place over the Internet. It is often referred to as “e-

learning” among other terms. However, online learning is just one

type of “distance learning” - the umbrella term for any learning

that takes place across distance and not in a traditional

classroom. Distance learning has a long history and there are

several types available today. By far the most popular approach

today is online learning.

Abbad et al., as cited by Daniels et al (2019), defined e-

learning to mean any learning that is enabled electronically. It

was also described by Jethro et al., as cited by Daniels et al

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(2019), as a computer assisted learning, and as pedagogy for

student-centered and collaborative learning. In some definitions

e-learning encompasses more than just the offering of wholly

online courses. For instance, Oblinger and Hawkins, as cited by

Daniels et al (2019), indicated that e- learning has transformed

from a fully-online course to using technology to deliver part or

all of a course independent of permanent time and place. Also,

the European Commission, as cited by Daniels et al (2019),

describes e-learning as the use of new multimedia technologies

and the Internet to increase learning quality by easing access to

facilities and services as well as distant exchanges and

collaboration.

Brown and Voltz, as cited by Daniels et al (2019), presented

six elements of e-learning, namely, activity, scenario, feedback,

delivery, context and influence. These elements stem from a focus

on student experience, while taking into account the broader

networks that contribute to and are influenced by that

experience.

E-learning provide facilities for sharing of learning

resources and easy interaction among learners and teachers. Other

e-learning software also provide immediate result on student

performance (Mastilak, as cited by Daniels et al (2019), which

makes it easier for students to track their progress. Parents

could also be invited into the online platform to see their

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child’s performance. Findings from empirical research by Riasati

et al., as cited by Daniels et al (2019), showed that technology

integration in teaching, particularly in language, is advocated

for reasons including ‘engagement’, ‘improvement in academic

ability’, ‘paradigm shift’, ‘assessment shift’ and ‘collaborative

learning enhancement’. However, there are some barriers hindering

the use of technology.

Riasati et al., as cited by Daniels et al (2019), presented

barriers from their literature reviews: ‘lack of accesses’, ‘lack

of time’, ‘lack of effective training’, ‘teachers’ attitude’, and

‘students’ attitude’. Aside from these, complexity of e-learning

materials may also have effect on student learning especially so

that they are presented in diverse designs and features. For

example, complex design could distract learners from their focus

on lessons. Another factor that could affect effectiveness of an

e-learning materials is on how the teacher facilitate learning

online. Implementation on the use of these useful materials may

still be improved to optimize its use in education. This study

focuses on gathering student’s experiences on the use of e-

learning. Their personal views on how implementation and use of

e-learning materials could be a significant knowledge that will

help teachers and also developers enhance its use.

According to the Sloan Consortium, as cited by Stem (n.d.),

online enrollments continue to grow at rates faster than for the

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broader student population and institutes of higher education

expect the rate of growth to continue increasing. Some of the key

findings: Over 1.9 million students were studying online in the

fall of 2003. Schools expect the number of online students to

grow to over 2.6 million by the fall of 2004. Schools expect

online enrollment growth to accelerate — the expected average

growth rate for online students for 2004 is 24.8%, up from 19.8%

in 2003. The majority of all schools (53.6%) agree that online

education is critical to their long-term strategy. A majority of

academic leaders believe that online learning quality is already

equal to or superior to face-to-face instruction.

Stem (n.d.) further added that the advantages of online

learning include the following: (a) Convenience: 24/7 access from

any online computer; accommodates busy schedules; no commuting,

no searching for parking; (b) Enhanced Learning: Research shows

increased depth of understanding and retention of course content;

more meaningful discussions; emphasis on writing skills,

technology skills, and life skills like time management,

independence, and self-discipline; (c) Leveling of the Playing

Field: Students can take more time to think and reflect before

communicating; shy students tend to thrive online; anonymity of

the online environment; (d) Interaction: Increased student-to-

teacher and student-to-student interaction and discussion; a more

student-centered learning environment; less passive listening and

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more active learning; a greater sense of connectedness, synergy;

(e) Innovative Teaching: Student-centered approaches; increased

variety and creativity of learning activities; address different

learning styles; changes and improvements can translate to on-

ground courses as well; (f) Improved Administration: Time to

examine student work more thoroughly; ability to document and

record online interactions; ability to manage grading online; (g)

Savings: Accommodate more students; increased student

satisfaction = higher retention and fewer repeats; (h) Maximize

Physical Resources: Lessen demand on limited campus

infrastructure; decrease congestion on campus and parking lots;

(i) Outreach: Give students options; reach new student markets;

appeal to current students, thus increasing enrollments.

Zare, et al (2019) quotes Levy’s definition of e-learning as

a system based on technology, organization, and management which

bestows upon the students the ability to learn via internet and

facilitates their learning. Additionally, Zare, et al., stated

that the use of electronic technologies has led to the

development of educational opportunities and helps students

develop their skills.

According to Guragain (2019), e-learning systems are the

storehouses of information, trainings and knowledge. He also

stated that one may find it difficult at times to learn new ideas

and that e-learning system provide the possibility for students

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to learn the same material repeatedly until they are satisfied.

In addition, e-learning is usually a cost-efficient way of

learning for most students as they can choose from a large range

of courses and make the selection depending on their needs.

Furthermore, Guragain (2019) explained that in the long run, e-

learning is usually a cheaper option but still for the first time

it might prove too expensive for some institutions.

Goyal, as cited by Mobo & Sabado (2019), quotes Brandon

Hall’s article that the online learners enjoy an efficiency

advantage in being able to cover the same material in

approximately half the time of a traditional class. Moreover, E-

learning has a velocity advantage by being able to reach a large

number of learners in a shorter time. In addition, Goyal

postulates that the learning is mostly a socio-cognitive

activity, not every student will find E-learning suitable for his

or her learning style.

Agarwal & Pandey, as cited by Mobo & Sabado (2019), stated

that E-learning is superior to traditional learning when it comes

to reduction of training time, cost and having better effect. E-

learning has endorsed student knowledge and improved the process

of education training. Also, they claimed that e-learning is the

most convenient way to pursue a degree in higher education.

Shehabat and Mahdi, as cited by Mobo & Sabado (2019), stated

that online learning should be an active, not passive,

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experience. They stated that delivering an effective e-learning

module must confirm to two major development guidelines: The

first depends on a classical principle of learning, namely,

learning by doing and the second guideline is that man early

efforts at e-learning suffered a high rate of dissatisfaction

from the students. Moreover, Shehabat and Mahdi, as cited by Mobo

& Sabado (2019), stated that making the e-learning course more

social will guarantee its acceptance and success by both students

and teachers.

Synthesis

These studies talk about the advantages and disadvantages of

using technology especially in the field of education. They

provide information regarding the benefits and significant

information about e-learning that will help us in dealing with

the new normal.

Learning in the new normal is a challenge for the teachers,

students and even parents. Entering the fast changing and

technologically advanced world is not easy because not everybody

is knowledgeable in this, either professionals or non-

professionals. But being knowledgeable in computer and technology

is very essential and significant because it plays a vital role

in changing one’s life and it has the biggest impact in adapting

the new normal in order to survive in the world of education.

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Local Literature

Since the growth in the advancement of the technology, the

need to integrate technological tools in education has been

recognized. Hence, the concept of e-learning has been

established. E-learning which stands for “electronic learning”,

is a general term used to refer to computer enhanced learning. It

is used interchangeably in so many contexts that it is critical

to be clear what one means when one speaks of 'eLearning

(Culatta, as cited by Wenceslao, 2015). Today, the term e-

learning has captured a wider scope from the use of personal

computers (PCs) and the Internet as it was originally

conceptualized to the utilization of more advanced applications,

as well as devices or tools for more effective teaching and

learning. Currently, the colleges and universities, and even

secondary schools, have incorporated e-learning as a teaching

strategy but most of these institutions are either using

Internet-based or are web-based materials. E-learning is seen as

a tool for raising the number of students who may be given access

opportunities to higher education, especially those who are in

the countryside (Wenceslao, 2015).

In e-learning, the use of ICT-based technologies is adopted

to create and deliver learning contents and services and can be

deployed on-demand, that is, it is available anytime and

anywhere. It can either be in a form of compact disk-based,

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network-based, Intranet-based or Internet-based. It makes use of

the textual contents along with the combination of audio, video,

animation as well as simulations in learning. Because of this, it

can be perceived that e-learning provides a better learning

experience more than the level of learning and training being

imparted in any crowded traditional classroom. It provides for a

self-paced and hands-on learning (Intel Corporation, as cited by

Wenceslao, 2015).

However, there is a great deal of motivation that is needed

for the students to go into an e-learning course. Since learning

is not pushed by teachers in a similar manner as in traditional

teaching, students involved in e-learning must have the right

attitude towards learning. The primary importance in any learning

environment is the content and the services being provided for

the delivery of these contents. Unlike any other form of learning

environment, such as the traditional classroom model, e-learning

makes used of various ICT-based hardware, software and

telecommunications technologies to provide a comprehensive and

enriching experience to learners by developing an effective

learning environment (Wenceslao, 2015).

Alday & Pascual (2019) postulates that electronic

communication has reduced the world into a global village.

Additionally, e-learning empower both learners and teachers thus

providing opportunities for superior learning experiences.

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Aforesaid, Espinosa (2016) stated that investing on e-

learning will benefit both teachers and students. Teachers can

disseminate their lessons and assignments with ease, and students

can work on their lessons at home. Also, he stated that

technological advances had greatly changed the education

landscape in that teaching is no longer confined to the

traditional face-to-face delivery of lessons.

Capili & Manuel (2014) postulates that e-learning is

essentially the network-enabled transfer of skills and knowledge,

refers to use electronic applications and processes to learn.

Mercado (2019) quotes Wentling’s definition of e-Learning:

it is the acquisition and use of knowledge distributed and

facilitated primarily by electronic means. Furthermore, teaching

in an online course involves more than replicating classroom

strategies in a different form.

MST News stated the growing availability of the Internet to

a wider population; plus, the developments in multimedia

technologies such as better platforms and cheaper gadgets, are

the prime movers of e-learning. Aforesaid, e-learning can take

place anywhere other than a classroom. It can be taken self-

paced, individually or in a group, with or without interaction

from an instructor. E-learning provides many other features which

enable both the educator and the learner to attain educational

goals more easily. In the study, maximizing the usage of e-

 29

learning tools helps the students to be more effective in terms

of scholastic skills; allowing them to be more flexible by giving

them necessary time to read, learn and to practice their subjects

that may result to a better academic performance. Withal, the

resources are not limited and accessible thus providing them more

chance to explore their subjects (Manila Standard, 2019).

For the Online Distance Learning (ODL), this modality is

applicable to learners as well as teachers with technology

devices in which internet connectivity is required. Learning

resources such as the DepEd commons are uploaded in the DepEd

Learning Portal and other DepEd-authorized learning management

systems or platforms. Example of these include the Microsoft

Teams, Google Classroom, Edmodo, Moodle etc which may Synchronous

wherein it is applied to various forms of televisual, digital and

online learning where students learn from the teachers in real

time but no physical appearance is required or Asynchronous which

is self-directed and self-pace that does not require all the

learners to be virtually present at the same time and uses

message boards, discussion groups and self-paced online courses

(Codamon, 2020).

Bandalaria (2014), in her article, “E-Learning in the

Philippines: Trends, Directions, and Challenges”, she cited that

in the Philippines, the term "e-learning" is used synonymously

with online learning and concerns the online delivery of

 30

instructional content as well as associated support services to

students. This article is primarily based on experiences at the

University of the Philippines Open University (UPOU). It

showcases the development of e-learning in the country from just

a supplement within once-a-month face-to-face (FTF) sessions in a

university learning center to more extensive use of a learning

management system (LMS) as a venue for academic discussions as

well as learning assessments, sharing learning resources and

content, and students’ submissions of course requirements. Also

discussed is how the mobile phone is being used to bridge the

digital divide and make the digitally excluded sectors of the

Filipino society become part of the online learning program of

the university. The mechanisms being used to ensure quality

education in e-learning as well as the challenges faced by e-

learning institutions are extensively detailed.

Synthesis

In this generation computer or internet is the main source

of information, technology has a wide range, you can do

everything you want at any time, and also technology can make

life easier. Based on these studies it says that technology has a

big contribution in the field of education. It gives information

regarding the trends, direction, and challenges in e-learning. E-

learning has become more and more common, whether for comfort,
 31

adapting to work hours or just having the freedom to study from

anywhere. And now with the coronavirus pandemic, as people are

having to stay at home, it has become more important than ever.

Virtual education has opened up possibilities of rethinking the

way we are doing teaching and learning. The use of educational

technology tools can begin to transform the classroom, and most

of it depends on the creative agency of the teacher.

Foreign Studies

Gillett-Swan (2017) ventured into a study which bears the

title, “The Challenges of Online Learning: Supporting and

Engaging the Isolated Learner”. The reflections throughout this

paper potentiate the ability for the perception of difference

between internal and external student cohorts to be minimized and

the potential for maximizing student learning regardless of

discipline, mode of enrolment, or type of task. There remain a

number of opportunities to minimize student barriers to

participation even with differing levels of facilitator

technological confidence and competence. The importance of

continued critically reflective academic practice to assure the

best learning outcomes possible for all student cohorts is also

emphasized in focusing on social relationship and community

building in the online environment, rather than a dominant

concern with the technological complexities of the online space.

 32

In doing so, some of the student anxieties and issues associated

with external delivery modes may be overcome and benefit the

students through the pedagogical methods employed in the online

environment. Each of the strategies described throughout the

paper require very little technological capacity on behalf of the

facilitator, but each aid in developing the sense of community

and belonging that may be needed to better facilitate an

interactive and engaging online learning experience for external

students and seek to reduce the barriers often felt by isolated

students. This may therefore encourage student intrinsic

motivation to participate in the content and make meaningful

contributions to different online communities of learners.

Chakraborty (2017) conducted a study titled, “Learner

Engagement Strategies in Online Class Environment”, to explore

the area of student engagement. It attempts to find out the

importance, roles, significance and factors involved in online

student engagement and their consequences in achieving a positive

learning environment. The first stream of inquiry investigated

the perceived links between students’ perceived learning,

motivation and attitude towards learning that can be manipulated

through careful usage of appropriate instructional strategies.

Manuscript one is a literature review, which highlights student

engagement strategies in online classes. The strategies revolved

around two important domains: Instructor presence and teaching

 33

immediacy. The purpose of this was to identify pertinent studies

on the important issue of student engagement strategies in online

courses and student engagement strategies that work. The second

is the extension of the first’s findings. Instructor presence and

teaching immediacy are two important constructs highlighted in

the first. The role and significance of teaching presence and

teaching immediacy are presented in the second, which is a

literature review to find out the importance of these two

constructs in achieving student engagement. The successfully

identified three areas of importance in online learning

environment are learners’ attitude, motivation and learning. The

third establishes solid theoretical foundation by asserting the

importance of understanding the big picture of learning and

teaching through relevant theories. The assumptions for the

fourth empirical study are delved from this. The fourth is an

empirical study that looks at the effect of teaching presence and

teaching immediacy on students’ motivation, affective learning,

and cognitive learning. The fourth study attempts to find out the

influence of teaching presence and teaching immediacy on

students’ motivation, affective learning and cognitive learning.

Teaching presence is established to have positive influence on

students’ motivation, affective learning and cognitive learning.

Kebritchi et al (2017) ventured into a study with the title,

“Issues and Challenges for Teaching Successful Online Courses in

 34

Higher Education: A Literature Review”, to synthesize prior

studies and provide an overview on issues in online courses. A

review of literature using Cooper’s framework was conducted to

identify such issues. Three major categories of findings were

identified: issues related to online learners, instructors, and

content development. Learners’ issues included learners’

expectations, readiness, identity, and participation in online

courses. Instructors’ issues included changing faculty roles,

transitioning from face-to-face to online, time management, and

teaching styles. Content issues included the role of instructors

in content development, integration of multimedia in content,

role of instructional strategies in content development, and

considerations for content development. To address these

challenges in online education, higher education institutions

need to provide professional development for instructors,

trainings for learners, and technical support for content

development.

Sun & Rowan (2016), in their study, “Online Education and

Its Effective Practice: A Research Review”, reviewed 47 published

studies and research on online teaching and learning since 2008,

primarily focusing on how theories, practices and assessments

apply to the online learning environment. The purpose of this

paper is to provide practical suggestions for those who are

planning to develop online courses so that they can make informed

 35

decisions in the implementation process. Based on the findings,

the authors argued that effective online instruction is dependent

upon 1) well-designed course content, motivated interaction

between the instructor and learners, well-prepared and fully-

supported instructors; 2) creation of a sense of online learning

community; and 3) rapid advancement of technology. In doing this,

it is hoped that this will stimulate an on-going discussion of

effective strategies that can enhance universities and faculty

success in transitioning to teach online. Under current debates

on the cost and quality of higher education, this study could

help for the improvement of higher education and student

enrollment and retention.

The study of George et al (2014) bearing the title, “Online

E-learning for undergraduates in health professionals: A

systematic review of the impact of knowledge, skills, attitudes

and satisfaction”, assessed the effectiveness of e-learning for

undergraduate students in health profession. They found out that

online learning does contribute to changes in learning, skills,

attitudes and satisfaction and seems to be effective in all these

attributes. In their review of other studies, these authors found

that 29% of studies showed higher knowledge gains, 40% showed

greater skill acquisitions, 67% of studies show no difference in

attitudes and 14% showed higher satisfaction with e-learning. The

majority of studies related to high income countries. Therefore,

 36

their results are generalizable to these countries only. Their

application to low-income countries like Philippines is limited.

This study also does not address the question of unintended

consequences of e-learning.

Nwankwo (2015) in his study, “Students' Learning Experiences

and Perceptions of Online Course Content and Interactions”,

examine the learning experiences and perceptions of students in

online courses at a university in the western United States.

Moore’s transactional distance learning theory was used to assess

interactions among students, instructors, and course content.

Purposive sampling was used to select 18 students from 3

university departments to participate in the study. Research

questions focused on how participants perceived their learning

experiences in online courses and how they described interactions

with instructors and other students. Data collection was

multimodal. The interviews were conducted in face-to-face format,

electronic mail, and Skype. The questionnaires were completed by

electronic mail. Field notes were collected during the

interviews. Interview transcripts, field notes, and questionnaire

data were coded against the 4 interaction factors identified from

Moore’s theory. Results showed that participants rated

interaction with course material as most important, followed by

interaction with the instructor. Next in importance was the

character of the learner, followed by student-student

 37

interaction. This study contributes to social change by informing

the efforts of postsecondary faculty and administrators to review

and modify online course content. Doing so will ensure that the

university is able to meet students’ needs by generating timely,

positive, and constructive, feedback; establishing a social

communication network to foster student-student interaction; and

creating a more student-friendly content material delivery

method.

The paper by Thaket et al, as cited by Gorra & Bhati (2016),

has addressed the issue of effectiveness and usefulness of e-

learning approach in teaching the maths course at level 5 in

Yemen. The performance of an experimental group of 30 students

studying using e-learning approach was examined and compared with

the performance of 30 students the same course using a tradition

learning package. It was concluded that there was a significant

gain in Delayed Achievement of experimental; group using e-

learning approach as compared to one using traditional learning

method. The results suggest that e-learning has achieved a

greater efficiency than traditional method.

Harandi, as cited by Gorra & Bhati (2016), has also

investigated the strength of the relationship between e-learning

and students’ motivation among students in Tehran Alzahra

University. They found that e-learning is an element which

affects student motivation. Their research is expected to be

 38

helpful in developing countries for educational thinkers who want

to understand the effect of el-earning on students‟ motivation.

But their analysis is limited by the fact generalization of the

outcomes cannot be made to other countries.

Synthesis

The current fight against the coronavirus is something that

concerns us all, and therefore it is very important to follow the

guidance from who to stay at home. But this should not mean that

we must stop learning. These studies give ideas how e-learning

affects student motivation and how challenging it is. Online

learning is harder for many reasons; from missing crucial parts

of your learning, to not being able to access your education

because of the internet, online learning has been a rough

adjustment. Many students have struggled to make the jump from

physically being at school to learning virtually. One of the

major limitations of the online learning experience is a lack of

communication with classmates and teachers, which can be

frustrating for some students. We all know that the world is

constantly changing, and one of the best ways to keep up is to

continually invest in education. While the coronavirus has put a

hold on in-person education, you can still turn to online

 39

education to pursue new career opportunities or grow your current

knowledge and skills.

Local Studies

Chua et al (2020) conducted a study bearing the title, “The

Status of the Implementation of the E-Learning Classroom in

Selected Higher Education Institutions in Region IV-A Amidst

COVID-19 Crisis”, to examine the status of the implementation of

the E-Learning classroom in selected HEI’s in Region IV-A by

conducting a qualitative approach using a survey questionnaire to

a small group of professionals who have been teaching various

courses in the tertiary level. This study utilized the

descriptive method of research to bring out the current status of

the implementation of the e-learning classroom in selected HEI’s.

An online survey data was collected and analyzed using the

descriptive and documentary analysis. Findings indicate that the

respondents had good experiences in introducing the E-learning

classroom as an immediate response to the country's enhanced

quarantine situation. Although all the E-learning platforms used

by the respondents are free of charge, still, students have

encountered problems like lack of resources, difficulty of Wi-Fi

connection, and lack of training among the students and faculty

members. this study recommends professional development workshops

for both faculty members and students and preparation of advanced

lessons, slide presentations, and examinations per unit to cope

 40

with the prescribed number of hours set by the Commission on

Higher Education (CHED). It is also expected that this action

research would serve as a future guide for conducting an in-depth

study using a structured interview to validate its findings.

Alipio (2020) ventured into a study titled, “Education

During COVID-19 Era: Are Learners in a Less-economically

Developed Country Ready for E-learning?” This study has focused

on the descriptive evaluation of readiness for e-learning of

higher education students in a less-economically developed

country. This is a descriptive online survey employing

questionnaires to elicit data on the readiness of students for e-

learning. A total of 880 Filipino students responded and provided

consent to participate in the study. Ratings were descriptively

analyzed using mean, frequency, and percentages. Univariate

logistic regression was used to determine the association between

each demographic profile and readiness for e-learning. A p-value

below 0.05 was considered significant. Of the 880 sample,

majority were in the lower middle class and private higher

education institution. Most of the respondents answered ‘No’ in

all e-learning readiness items. The odds of scoring low in the

readiness scale was higher among younger and female respondents.

With reference to high income class, the odds of scoring low in

the readiness scale was approximately 16.23, 12.02, 5.21, and

1.87 times more likely when students belong to low, lower middle,
 41

middle, and upper middle class, respectively. The type of school

is not associated with low readiness probability. School

officials may first address the lack of digital skills among

students and formulate programs that would capacitate them. The

possible shift for e-learning should be considered if financial,

operational, and Internet connectivity issues of learners in the

low-income sector and rural areas are addressed. More strategic

planning and quality management mechanisms should be directed

towards an equitable and inclusive education without undermining

quality learning.

Baticulon et al (2020), in their study, “Barriers to online

learning in the time of COVID-19: A national survey of medical

students in the Philippines”, sent out an electronic survey to

medical students in the Philippines from 11 to 24 May 2020. Using

a combination of multiple choice, Likert scale, and open-ended

questions, the following data were obtained: demographics,

medical school information, access to technological resources,

study habits, living conditions, self-assessment of capacity for

and perceived barriers to online learning, and proposed

interventions. Descriptive statistics were calculated. Responses

were compared between student subgroups using nonparametric

tests. Among 3,670 medical students, 3,421 (93%) owned a

smartphone and 3,043 (83%) had a laptop or desktop computer. To

access online resources, 2,916 (79%) had a postpaid internet

 42

subscription while 696 (19%) used prepaid mobile data. Under

prevailing conditions, only 1,505 students (41%) considered

themselves physically and mentally capable of engaging in online

learning. Barriers were classified under five categories:

technological, individual, domestic, institutional, and community

barriers. Most frequently encountered were difficulty adjusting

learning styles, having to perform responsibilities at home, and

poor communication between educators and learners.

Mobo & Sabado (2019) conducted a study titled, “An

Assessment of the Effectiveness of E-Learning in AMA Olongapo

Campus”, to analyze the benefits of online education and how the

students accept the change this innovation gave. A survey

questionnaire was distributed to the enrolled college students of

AMA Computer College Year 2018-2019 to make the research more

reliable, accurate and at the same time tackle the benefits of

the said innovated education system. The said research was a

success in defining what helps the students in their education as

well as the improvement it can do in terms of catering different

subjects and assessing the learners’ competency. The researchers

recommend the future researchers to further expand and elaborate

the topic in order to enhance the study. To further extend the

scope and distribute further information regarding the tackled

study.
 43

Ventayen (2019), in his study, “Teachers’ Readiness in

Online Teaching Environment: A Case of Department of Education

Teachers”, explores the readiness of the teachers of the

Department of Education in Open and Distance Education

Environment which includes technical skills, experience with

online teaching and learning, attitudes toward online learning,

and time management and commitment. The respondents were the

elementary and secondary teachers of the Department of Education

who are currently enrolled in the Pangasinan State University,

Open University Systems taking up Masters or Doctorate degrees in

Educational Management. The quantitative methodology was used in

data collection techniques, and the correlation was used to

determine the significant difference. The results of the research

indicated that teachers had a positive attitude in oDel, where

the majority of the respondents are ready for online teaching. It

is recommended that a virtual learning environment training

should be implemented for the benefit of the teachers. Future is

evident in the Philippines that teachers are ready and competent

that will contribute to the changing environment of education.

Castro & Tumubay (2019), in their study, “A literature

review: efficacy of online learning courses for higher education

institution using meta-analysis”, reviewed literature through

meta-analysis as the method of research concerning the use of

ADDIE (Analysis, Design, Development, Implementation and

 44

Evaluation) framework for designing and developing instructional

materials that can provide wider access to quality higher

education. This framework can be used to list generic processes

that instructional designers and training developers use

(Morrison et al., 2010). It represents a descriptive guideline

for building effective training and performance support tools in

five phases, as follows: 1.) Analysis, 2.) Design, 3.)

Development, 4.) Implementation, and 5.) Evaluation. The

researchers collected papers relating to online learning courses

efficacy studies to provide a synthesis of scientifically

rigorous knowledge in online learning courses, the researchers

searched on ERIC (Education Resources Information Center),

ProQuest databases, PubMed, Crossref, Scribd EBSCO, and Scopus.

The researchers also conducted a manual search using Google

Scholar. Based on the analysis, three main themes developed: 1.)

comparison of online learning and traditional face-to-face

setting, 2.) identification of important factors of online

learning delivery, and 3.) factors of institutional adoption of

online learning. Based on the results obtained 50 articles. The

researchers examine each paper and found 30 articles that met the

efficacy of online learning courses through having well-planned,

well-designed courses and programs for higher education

institution. Also, it highlights the importance of instructional

design and the active role of institutions play in providing

 45

support structures for educators and students. Identification of

different processes and activities in designing and developing an

Online Learning Courses for Higher Education Institution will be

the second phase of this study for which the researchers will

consider using the theoretical aspect of the ADDIE framework.

Daniels, Sarte, & Dela Cruz. (2019), in the study,

“Students’ Perception on E-Learning: A Basis for the Development

of E-Learning Framework in Higher Education Institutions”,

explored on the areas of e-learning and provided a review on

current e-learning frameworks from different studies. A recent

study of Debattista presented a comprehensive rubric for e-

learning and it is adopted by this paper as basis for gathering

student expectations, feedback, and problems encountered in e-

learning. These rubrics were rated by students according to

importance. Statistical findings show a significant difference

between ratings of students from public and private institutions.

Similarly, there is a significant difference between the ratings

of male and female students. The difference might spring from the

level of interest of students towards learning as factored in by

type of institution and sex. Students’ learning expectations in

an e-learning environment were also gathered in this study as a

basis for a proposed e-learning framework. All specific standards

presented by Debattista were labelled very important by

respondents and are therefore adopted into the proposed

 46

framework. Along with these rubrics are proposed additional

standards that focus on the enrichment of student experience and

enhancement of learning. It is still highly recommended that

strict and proper implementation of such standards are supervised

by concerned administrative departments.

Garcia (2017), in his study, “E-Learning Technology Adoption

in the Philippines: An Investigation of Factors Affecting

Filipino College Students' Acceptance of Learning Management

Systems”, determine the factors affecting students’ e-learning

technology acceptance particularly on Learning Management Systems

(LMS) in the Filipino context. A conceptual model was proposed

based on the Technology Acceptance Model (TAM) which was extended

through the inclusion of Internet Connectivity Experience (ICE),

Social Media Influence (SMI), Integrated Multimedia Instruction

(IMI), System Interactivity (SI) and Perceived Quality Work of

Life (PQWL) as additional predictor values. The constructs were

determined according to the three-tier use model (3TUM) which was

characterized to explore users’ attitudes towards IT at three

levels. The target population in this research was Filipino

students from colleges that are considered as promoters of e-

learning integration in the educational sphere in the

Philippines. The collected data from 629 Filipino college

students were analyzed using structural equation modeling (SEM)

technique based on AMOS methods. Finally, a path model was

 47

created to examine the relationships between the factors to

explain students’ adoption of e-learning technology from the

information systems acceptance point of view. As a result, it

provided practical and technical implications applicable for

local and global school environments that could help educational

leaders, educational technologists, educators and learners in

their development, implementation, and acceptance of e-learning

technology like LMS.

Gorra & Bhati (2016) conducted a study titled, “Students'

perception on use of technology in the classroom at higher

education institutions in Philippines”, to investigate the

consequences of the use of technology during classroom activities

in higher education institutions of Philippines when the students

are expected to do classwork and attend to their work in the

college. These questions were studied using a survey method of

research. The students sample consisted of 221 students from

different state colleges and universities in CARAGA region of

Philippines. Students' perceptions on positive and negative

consequences were observed. A ranking and frequency analysis

method was used to calculate the consequences observed. The most

observed positive consequences were instant messaging through

chatting, lesson enquiry about assignments, sending and receiving

e-mails, research through surfing the net including data

gathering by downloading files and sharing cultural experiences

 48

with others through internet. Among the negative consequences

listed by students were accessing social websites like face book,

twitter etc. during class work, playing games, playing music,

answering and returning calls and downloading and using

copyrighted material. It is further observed that incidence of

positive and negative consequences varies with the use of

technology. The ranking of positive and negative consequences

differs in all the three cases of use of technology - computer

with internet, laptop with internet and mobile with internet.

From the frequency analysis of positive, negative and net

consequences of use of technology in class room it is observed

that students are most likely to have negative consequences using

mobile with internet. It is concluded that most students in state

colleges and universities in CARAGA region in the Philippines are

likely to use technology in classroom for the purpose of positive

consequences supporting the view that use of technology helps in

enhancing learning related activities in classroom.

Caroro, Jumuad, & Lumasag (2013), in their study,

“Effectiveness of Online Learning System as a Supplemental

Pedagogical Tool”, evaluated the effectiveness of the Misamis

University Online Learning Environment (MUOLE) established as a

supplemental tool for classroom learning in all information

technology and computer science subjects. A total of 342 students

filled out the researcher-made questionnaire that served as the

 49

evaluation tool. Results showed that the students perceived the

MU-OLE as an effective online learning system in downloading

instructional materials and assignments, taking quizzes and

examinations, submitting requirements, checking files and

accessing scores from their secured personal account. It further

showed that integrating online learning system with traditional

teaching gives the students a great deal of convenience and ease

in enhancing learning.

Lumadi et al, as cited by Gorra & Bhati (2016), addresses

the impact of e-learning on the academic performance of student-

teachers. They conducted an experiment to determine if student-

teacher taught using method of e-learning performed better that

student-teacher taught using the traditional method of teaching

and learning. Their findings suggest that e-learning has a

significant influence on the performance of students as student-

teachers taught using e-learning consistently perform better than

student teacher taught using the traditional method. In their

conclusion, e-learning was found to have a significant effect on

student-teachers. They supported an initial professional

development of student-teachers based on e-learning technologies,

change in training approaches, strategies and activities in order

to meet the educational challenges. Their study was focused on

South Africa and could be useful to developing countries such as

 50

Philippines. This study however does not address the issue of

unintended consequences of e-learning.

The study of Gamboa, as cited by Gorra & Bhati (2016),

discusses the increasing prominence of the internet in the world

community, the use of internet-based courses especially for

advanced study where the student already has a decent grounding

of the subject. This especially holds true for the study of

English. According to Gamboa, e-learning is only applicable for

student in Philippines, who knows very little English but is

ashamed or embarrassed to study in a regular classroom. Although

it is advisable for beginning students to study in a real

classroom environment and where total immersion is still the most

effective way to learn the basics of the language, online classes

are becoming more of a logical choice for its anonymity.

Furthermore, students can fit their studies into their schedules,

and do not have to travel to find people fluent in English. These

teachers can be brought directly into the student’s home or

office. While there will always be a place for "analog"

classrooms, e-learning will increasingly become a prominent tool

for those seeking to better their skills and increase their value

on the world market.

Synthesis
 51

With COVID-19 plaguing The Philippines, schools are expected

to adopt Information and Communication Technologies (ICTs) to

extend education beyond the four walls of the classroom. This

begs the question: Is the Philippines ready for online and

distance E-learning? These studies present on how Philippines

dealt with e-learning. The tools are ready to be used but we face

challenges in delivering these tools (online tools, software,

applications, and physical devices) to all the users. Both

teachers and students need devices where they will receive and

send information and perform tasks. It is safe to say that The

Philippines is not yet ready for online and distance e-learning

but the people in charge deem it necessary to push through with

classes. They may want to start classes and start addressing the

challenges immediately. However, by doing so, there will be less

privileged students who will get left behind.

 52

Chapter 3

METHODS AND PROCEDURES OF THE STUDY

In this part of the study, the following are discussed:

research method used, locale of the study, respondents of the

study, data gathering instruments, data gathering procedure, and

statistical treatment of data.

Research Method

The researcher used the descriptive-normative method in

conducting the study. According to Good & Scates (2001), this

method is appropriate in determining the current condition of any

 53

unit, group or organizations, programs and many others. The term

normative is used because surveys are frequently made to

ascertain the normal and typical condition and practices. They

further claimed that these methods are used to organize, analyze,

interpret and report the present situation or status of a group.

In like manner, Van Dalen & Meyer (1999) stated that

descriptive research method is not confined to routine fact

gathering and that predicting and identifying relationship among

and between variables is the goal of competent investigators or

researchers. As in any investigation/inquiry, descriptive survey

method will examine problematic situations, define the problems

and state the hypothesis, select appropriate subjects and

materials, establish categories for classifying data that are

ambiguous and appropriate for the purpose of the study, and

capable of bringing out significant likeness, differences and

relationships, select construct techniques, make discriminating

objectives observations and describe, analyze and interpret their

findings in clear and precise terms.

Similarly, Best (1999) claimed that descriptive research

describes and interprets what is to be investigated and analyzed.

Whitney (1999) stated that descriptive-normative research

method is directed towards ascertaining prevailing conditions. It

seeks to answer the questions, “what are the real facts with

regards to the existing conditions.” The descriptive-normative

 54

method is applied in order to suggest the two closely-related

aspects of the study. The word survey indicates the gathering of

facts regarding current conditions. He stated further that this

method is an organized attempt to make report and interpret the

present status of social institutions, groups or areas. Its

purpose is to get a group of classified, generalized and

interpreted data to guide practice in the immediate future.

Respondents of the Study

Due to minimal quantity of basic education teachers among

private non-sectarian schools in Cauayan City, the researcher

utilized total population as sampling method in order to meet the

standard number of respondents in a study. Hence, all the

teachers, in total of 83 able-bodies, are selected as respondents

of this study.

NAME OF SCHOOL NUMBER OF RESPONDENTS

1. CHILDREN OF LOURDES 10

ACADEMY CAUAYAN, INC.

2. ISABELA COLLGES, INC. 6

3. MERRY SUNSHINE MONTESSORI 9

SCHOOL

4. NAN SING 9

5. SAINT CLAIRE COLLEGE OF 8

 55

REGION 2

6. TOP ACHIEVERS PRIVATE 28

SCHOOL, INC.

7. UNIVERSITY OF PERPETUAL 13

HELP SYSTEM

TOTAL 83

Data Gathering Instruments

The researcher utilized an online structured questionnaire

in gathering the data vital to the study. The questionnaire was

crafted by the researcher’s adviser, Dr. Grace Casauay. The

questionnaire was floated through the online platform

specifically, Google Forms which can be accessed through

https://docs.google.com/forms/u/0/.

The Questionnaire

The questionnaire was carefully prepared after a

comprehensive review of related literature and studies. It shall

be comprising of the following subheadings:

Part I – Respondent’s Profile

Part II – Advantages of Online Class

Part III – Disadvantages of Online Class

Part IV – Problems Encountered in Online Class

Part V – Interventions in Addressing the Problems

 56

Data Gathering Procedures

1. The researcher selected all basic education teachers in

private non-sectarian schools in Cauayan City as

respondents of the study.

2. The researcher seeked permission from office of the

Schools Division Superintendent through channels.

3. The researcher asked permission from the School

Administrators to conduct the study. In the validation

of the questionnaire, it will be improved on the basis

of the suggestions given by the researcher adviser. It

will be revised and reproduced for its administration

to the respondents.

4. The researcher went personally to administer and

retrieve the questionnaire from the respondents. The

data gathered were tallied, tabulated, and interpreted

to show their significance.

Statistical Treatment of Data

After the retrieval, the data were tallied, tabulated, and

computed to facilitate the analysis and interpretation. The

following statistical tools will be used:

1. Frequencies and Percentage

 57

These were used to evaluate the profile of the respondents

as to age, sex, civil status, highest educational attainment,

present position, number of years in service, latest performance

rating, and level of in-service training attended.

The formula is:

f
P = ---- x 100
n

Where: P = Percentage

f = Frequency

n = Total number of respondents

2. Weighted Mean

This was used to treat the data in answer to the questions

presented in the other parts of the questionnaire.

The formula is: WM = ∑fx

N

Where: fx = weighted frequency of response obtained

by multiplying x or weight for each item in

the choices

∑fx = summation of the obtained fx on each

item

N = number of the respondents

 58

In order to determine the problems and problems encountered

by basic education teachers in using online class as a learning

modality, the 5-Point Likert Scale was utilized in the

interpretation of data with the following ranges and qualitative

descriptons:

5- Strongly Agree

4- Agree

3- Moderately Agree

2- Disagree

1- Strongly Disagree

INTERVAL INTERPRETATION

4.21-5.00 Strongly Agree

3.41-4.20 Agree

2.61-3.40 Moderately Agree

1.81-2.60 Disagree

1.00-1.80 Strongly Disagree

3. Analysis of Variance (ANOVA)

This was utilized to determine if there is a significant

difference in the problems and challenges encountered by teachers

 59

in using online class as medium of instruction when grouped

according to their profile.

Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data gathered from the

respondents. The data are grouped, summarized analyzed and

interpreted to give light to the problems which this study sought

to investigate.

The researcher utilized the online platform in collecting

data vital to the study. Google Forms are utilized in this

 60

endeavor which can be accessed through

https://docs.google.com/forms/u/0/.

Table 1
Frequency and Percentage Distribution of Respondents
Grouped According to Age

Age Frequency Percent

21 – 25 27 32.5
26 – 30 22 26.5
31 – 35 16 19.3
36 – 40 11 13.3
41 – 45 7 8.4
Total 83 100
 61

The table reveals the frequency and percentage distribution

of respondents when grouped according to their age. The table

shows that majority of the respondents are aged 21-25. This

signifies that the largest portion of the sample for this study

are either fresh graduates or are considered sophomores in

teaching. Furthermore, the respondents whose age are between 26-

30, logged in with the second highest frequency count. This

implies that teachers in the private schools are mostly composed

of generation Z or those born from 1996-2020 and millennials who

were born from 1977-1995. In an article posted in

ADDucation.info (2022), it was mentioned that both of the

generations particularly have a background on the use of

technology since they were born in the advent of science.

However, the least frequency count of the respondents belongs to

those who are aged between 41-45 years-old. This group of

teachers belongs to the generation X. With the given frequency

data on the age of the respondents, there is an implication that

there is an enough introduction of the utilization of technology

in the conduct of online classes. Hence, the study further

relates to the actual capacity of the teachers since they are

exposed to the utility of online platforms as evident in

technology-driven teaching-learning modalities.

 62

Table 2

Frequency and Percentage Distribution of Respondents Grouped According to Sex

Sex Frequency Percent

Male 32 38.6
Female 51 61.4
Total 83 100

The table reveals the frequency and percentage distribution

of respondents when grouped according to sex. More than half of

the respondents are female. This means that the basic education

teachers in private non-sectarian schools of Cauayan City were

dominated by women. The data provided by The World Bank (2019)

accounts for 87% of the entire teaching population in the

Philippines to be occupied by women. This logically represents

how the profession is crowded by female professionals. In an

article posted by Kumari (2020) in the Times of India, he

mentioned that there is a sense of security among learners

towards female teachers since women have natural abilities to

understand the mental and emotional needs of learners. Because of

the given data, there is a logical implication that teaching in

the basic education better suits female since it requires

emotional and mental attention.

 63

Table 3
Frequency and Percentage Distribution of Respondents Grouped According to
Civil Status

Civil Status Frequency Percent

Single 30 36.1
Married 41 49.4
Separated 7 8.4
Widow 5 6.0
Total 83 100

The table shows the frequency and percentage distribution of

respondents when grouped according to their civil status. It is

the revealed in the table that majority of the respondents are

already married. This is logically connected to the frequency and

percentage distribution of the respondents when grouped according

to their age. In table 1, it was presented that most of the

respondents belong to the millennials and generation Z age

brackets. This implies that since the respondents are already in

their right ages, it is understood that they opt to marry since

they are deemed to have a stable career. The second highest

frequency logged in with the number of single respondents of the

study. This is as well logically connected to table 1 which

implies that most of the respondents are either fresh graduates

or are sophomores in the teaching field. The frequency of the

 64

respondents who are either separated or widowed logged in less

than a frequency count of 10. The data as found on the study

implies that there was an appropriate distribution of respondents

as analyzed through their civil status.

Table 4
Frequency and Percentage Distribution of Respondents Grouped According to
Educational Attainment

Educational Attainment Frequency Percent

Bachelor’s Degree 38 45.8

With MAEd Units 27 32.5
MAEd Graduate 16 19.3
With EdD/PhD Units 1 1.2
EdD/PhD Graduate 1 1.2
Total 83 100
Table 4 indicates the frequency and percentage distribution

of the respondents when grouped according to their educational

attainment. In the given data, the table shows that the majority

of the respondents are Bachelor’s degree holders. While second to

such frequency count are the respondents with MAEd completed

units. The table implies that since the respondents are

professional by nature, they are expected to at least hold a

degree relevant to the job they are to perform. If further

implies that private schools within the City of Cauayan do not

employ undergraduate professionals in line with their academic

operations. On the other hand, several or lower than half of the

respondents have either MAEd degrees or units in both masters and

 65

doctorate. This is hypothetically driven by the time and

financial constraints faced by the respondents. Only one among

the respondents completed full post-graduate with a doctorate

degree. This suggests the urgent need for assistance for teachers

in pursuing post-graduate endeavors that can benefit the

learners. In an article posted in Keystone Master Studies (2015),

to which they cited that Fast Company reveals, “Nearly a third

(32 percent) of employers are bumping up education requirements

for new hires. According to a new survey from CareerBuilder, 27

percent are recruiting those who hold master’s degrees for

positions that used to only require four-year degrees, and 37

percent are hiring college grads for positions that had been

primarily held by those with high school diplomas.” Furthermore,

post-graduate degrees offer additional skillset that will surely

benefit the academic institution and the learners in effect.

Table 5
Frequency and Percentage Distribution of Respondents Grouped According to
Grade Level Handled

Class Handled Frequency Percent

Grade 1 24 28.9
Grade 2 26 31.3
Grade 3 27 32.5
Grade 4 27 32.5
Grade 5 30 36.1
Garde 6 20 24.1
 66

Table 5 reveals the frequency and percentage distribution of

respondents when grouped according to grade level handled. Table

indicates that fifty of the respondents are handling higher grade

levels, specifically, grades 5 and 6. This implies that most of

the respondents are exposed to teaching higher grade levels which

is a requirement to handle such classes. On the other hand, fifty

of the respondents are handling grade levels 1 and 2. While more

than 50 of the respondents are handling grades 3 and 4. With the

data given, there is an implication that the respondents are

well-distributed across elementary grade levels. This is evident

with the near differences of number of respondents handling a

particular grade level when compared to others.

Table 6
Frequency and Percentage Distribution of Respondents Grouped According to
Teaching Load

Teaching Load Frequency Percent

English 46 55.4
Filipino 44 53.0
Values 33 39.8
MAPEH 31 37.3
Araling Panlipunan 28 33.7
Mathematics 24 28.9
Science 5 6.0
Others 14 16.9

The table 6 indicates the frequency and percentage

distribution of respondents when grouped according to their

 67

teaching load. As it was presented, the table shows that the

majority of the respondents were given the language subjects,

English and Filipino, as their teaching loads. This implies that

the teacher-respondents for this study were possibly composed

mostly of language majoring teachers or elementary teachers that

consider language subjects as their field of expertise despite

being generalists. The other data show that the lowest frequency

count logged in with those teaching science subjects as preceded

by those who are handling mathematics subject. By the given

revelations, there is an implication that since these subjects

are highly technical, it cannot be delegated entirely to a non-

science or non-mathematics major. Other subjects count for less

than 15 of the total respondents. Other subjects include minor

subjects, electives and additional subjects in respect to the

institution.

Table 7
Frequency and Percentage Distribution of Respondents Grouped According to
Years in Service

Years in Service Frequency Percent

1-5 33 39.8
6-10 24 28.9
11-15 14 16.9
16-20 12 14.5
Total 83 100

Table 7 reveals the frequency and percentage distribution of

the respondents when grouped according to their years in service.

 68

The majority of the respondents are currently serving between 1-5

years while the succeeding group is already between 6-10 years.

This can be logically connected with the frequencies and

percentage distribution as evident in table 3. Furthermore, the

table implies that the respondents are either neophytes or

sophomores in teaching since they are within the 10-year service

bracket. However, the fewest frequency counts logged in with

those who already serving for more than 10 years but not higher

than 20 years. This ideally implies that since the public-school

system offers a wide-range of benefits for teachers, a large

portion of the private institutions opt to transfer employment to

public schools. This suggests the need for re-evaluation of

government subsidies that are established to further private

academes to cope with the financial offerings of the government

since the workload of both public and private learning

facilitators fall into the same category.

Table 8
Frequency and Percentage Distribution of Respondents Grouped According to
Level of Training on Online Learning

Level of Training Frequency Percent

School 83 100
National 8 9.6

The table reveals the frequency and percentage distribution

of respondents when grouped according to the level of their

training on online teaching-learning process. The table reveals

 69

that most of the respondents underwent school-based training

programs in relation to online learning. The other frequency

counts for national-based trainings participated by the fewest

number of respondents. The data driven out of the table suggests

that there is a need for additional seminars on a national scale.

The school-based seminars are academically insufficient if the

resource speakers are mere part of the actual organization. The

table, hence, implies that national-based seminars, gazed by

external resources and experts in the field, may yield to better

understanding of the online learning needed in the advent of

distance learning set-up.

Table 9
Weighted Mean and Descriptive Interpretation of the Personal Advantages of
Online Teaching/Learning to Teachers as Perceived by the Teacher-respondents

Personal Advantages of Online Learning to Mean Description

Teachers

1. Preparation/Execution of lessons could be done Strongly

4.24
in the comforts of home. Agree

2. Eliminates the cost points of transportation Strongly

4.27
and meals. Agree
Strongly
3. Eat hot meals on time. 4.29
Agree
4. Relieves morning stresses due to waking up
late, bathroom turns, commuting to and fro, or 4.17 Agree
even catching a ride to and fro.

5. Improves family relationship and

4.18 Agree
communication.

6. Can attend to simple household tasks during Strongly

4.33
short breaks. Agree
 70

7. Could assist own children in their online

3.94 Agree
classes.

8. Could pursue habits like gardening, home

fixing, plant arranging/ rearranging, etc. 4.01 Agree
during breaks/vacant time.

9. Could comfortably take a nap during lunch Strongly

4.22
break in the comforts of home. Agree

10. Could attend to simple needs of the little

4.04 Agree
kids.

Category Mean 4.17 Agree

Table 9 reveals the weighted mean and descriptive

interpretation of the personal advantages of online

teaching/learning to teachers as perceived by the teacher-

respondents. The table shows that the respondents mostly

considered online learning as advantageous for it allows

capabilities to attend to household tasks as well as they

strongly agree that online learning is advantageous because they

can comfortably take a nap and experience comforts during

lunchbreak in their respective homes. It then implies that

teachers find it difficult to juggle household chores and tasks

with the actual profession. So, having the luxury of attending to

these tasks not in the expense of their time in work provides

comfort among the respondents. However, they do not entirely

appreciate the idea of being able to attend to their children’s

online classes. This is entirely due to the fact that their

children should not be assisted entirely during online classes to

 71

promote independent learning. Furthermore, they do not strongly

agree that online learning reduces morning stresses. It can be

noted, that even the online class is held on a virtual basis,

private schools are religious in following the schedules of

classes since stakeholders external to the school, can easily

monitor academic activities during distance learning. Generally,

they all agree with the statements indicating the advantages of

online learning to teachers. This then implies that they affirm

to benefits attached with having online classes to the part of

the learning facilitators.

Table 10
Weighted Mean and Descriptive Interpretation of the Professional Advantages of Online
Teaching/Learning to Teachers as Perceived by the Teacher-respondents

Professional Advantages of Online Learning to Teachers Mean Description

1. Convenient to teachers with

Strongly
disability/accessibility issues that prevent them 4.22
Agree
from attending a face-to-face class.

2. Relieves stress in handling students’ attention,

4.17 Agree
noise, excuses, and discipline.

3. Save paper costs/time and energy in

4.05 Agree
printing/photocopying tests and examinations.

4. Eliminates hoarse throat because there is no need

to louden voice so as to be heard well by the 4.12 Agree
learners.

5. No in loco parentis because learners are at home. 3.93 Agree

6. More work accomplishment because there are no Strongly

4.24
learner disturbances. Agree

7. Could easily submit requirements without having to

Strongly
use bond papers and printer inks specially if these 4.25
Agree
are not available.
 72

8. Gives freedom to experiment in the use of new

3.99 Agree
technology in teaching.

9. Become more versatile and creative in attracting Strongly

4.39
attention of the students. Agree

10. It deepens knowledge and increases skills in using Strongly

4.22
different online platforms. Agree

11. Brings more benefits like ability to make videos

and recordings of lesson to watch, analyze and 3.98 Agree
reflect upon performance.

12. Able to join webinars on area of interest rather

4.18 Agree
than geographical location.

Category Mean 4.14 Agree

Table 10 indicates the weighted mean and descriptive

interpretation of the professional advantages of online

teaching/learning to teachers as perceived by the teacher-

respondents. As can be realized in the table all the teacher-

respondents agreed that the professional advantages of online

learning have offered educators the opportunity to benefit from

online professional development and continuing education. As more

of our work becomes digitized, it is important to understand the

benefits of online learning. Furthermore, the table shows that

the respondents strongly agree that they become more versatile

and creative in attracting attention of the students. This

implies that since the majority of the teachers are digital

natives, they find online learning as an avenue to showcase their

technological advancement that shows their flexibility in

teaching. The findings support the statement of Espinosa (2016)

who said that investing on e-learning will benefit both teachers

 73

and students. Teachers can disseminate their lessons and

assignments with ease, and students can work on their lessons at

home. Also, he stated that technological advances had greatly

changed the education landscape in that teaching is no longer

confined to the traditional face-to-face delivery of lessons.

However, the teacher-respondents do not strongly agree that

online learning brings more benefits like ability to make videos

and recordings of lesson to watch, analyze and reflect upon

performance of the learners on a personal perspective of the

respondents. This implies that since monitoring and evaluation of

outputs are not entirely verifiable by the respondents, the

difficulty of encouraging learners to honestly produce academic

outputs is evident on both professional and personal level as

perceived by the teacher-respondents.

Table 11
A Summary table containing the Advantages of Online Learning to Teachers

Areas of Concern Mean Interpretation

Personal Advantages 4.17 Agree
of Online Learning
Professional 4.14 Agree
Advantages of Online
Learning
Total 4.16 Agree

Table 11 presents the summary on the advantages of online

learning in terms of personal and professional as perceived by

the teacher-respondents. The table hereby reveals that the

 74

teacher-respondents mostly agree with the factors concerning

personal and professional advantages of online learning to

teachers. This implies that they affirm the existence of these

benefits affecting them both on a professional and personal

aspect. However, the mean rate shows the respondents’ lack of

strong affirmation to which they could have strongly agreed on

the statements indicating the benefits they enjoy while having

the distance learning through online. This further implies that

they still believe that physical classes surmount the benefits as

provided by the online learning. This implication is supported by

the study of Nguyen (2015) which cited that using the studies

found on Nosignificantdifference.org as indicator of the

effectiveness of distance and online learning, it would be

observed that about 92% of all distance and online education

studies find that distance and online education is at least as

effective, if not better, than traditional education.

Table 12
Weighted Mean and Descriptive Interpretation of the Disadvantages of Online
Teaching/Learning to Teachers as Perceived by the Teacher-respondents

Disadvantages of Online Learning Mean Description

1. Students are more likely to be gaming,

chatting with each other in group chats,
4.07 Agree
watching videos, or doing other things
while attending classes.
4.33 Strongly
2. Tendency of students to cheat during tests
 75

and examinations. Agree

3. Parents or guardians could be the ones

Strongly
answering the tests/ examinations or 4.28
Agree
modules of the learners.

4. Topics that require hands-on or laboratory

use are difficult/cannot be provided 4.12 Agree
online.

5. Tendency to be subject-centered, not

4.11 Agree
student-centered.

6. Affinity with students is not so much

4.17 Agree
established.

7. Requires the use of gadget and internet Strongly

4.57
access. Agree

8. Entails time in preparing lessons like

Strongly
video recording of lessons, making power 4.24
Agree
point presentations, modules, etc.

9. Classes are suspended during brownouts or Strongly

4.39
when there are power interruptions. Agree

10. Grade’s pupils obtained in their subjects

4.06 Agree
could be inauthentic.

11. Teachers with little kids have divided

4.06 Agree
attention: kids and work
Strongly
12. Students won’t be able to socialize. 4.35
Agree
Strongly
Category Mean 4.23
Agree

The table reveals the weighted mean and descriptive

interpretation of the disadvantages of online teaching/learning

to teachers as perceived by the teacher-respondents. The table

shows that the respondents strongly agree that one of the

disadvantages of online learning is that it requires gadget and

 76

internet connection as it is hampered by power interruptions.

They also agreed that there is a tendency of learners to cheat

during tests and examinations. With the given data, there is an

implication that the teachers cannot rely on online learning to

continually monitor learners because the success of learning

heavily depends on the availability of technology and

electricity. However, they mostly agreed that topics requiring

hands-on or laboratory cannot be dealt online. In relation to

such data, there is an implication that since there are learners

who best learn when viewing, teaching laboratory activities such

as scientific ones, can be taught online, given with the right

supervision from the guardians or other stakeholders. In general,

the teacher-respondents strongly agreed that all statement-

indicators are considered disadvantages of online learning.

Table 13
Weighted Mean and Descriptive Interpretation of the
Problems Encountered of Online Teaching/Learning as perceived by the Teacher-
respondents as to Technological Factors

A. Technological factors Mean Description

1. Lack of devices or limited access due to

3.99 Agree
gadget sharing
 77

2. Unreliable, slow, intermittent or no

4.18 Agree
internet access

3. Laptop specifications do not meet standard

4.07 Agree
specifications for online teaching.

4. Dysfunctional speaker or head phones. 3.98 Agree

5. Defective laptop. 3.98 Agree

Category Mean 4.04 Agree

The table reveals the weighted mean and descriptive

interpretation of the problems encountered of online

teaching/learning as perceived by the teacher-respondents as to

technological factors. With the given data, the table shows that

the teacher-respondents mostly agreed that the unreliability and

problems on internet connection and the specifications which are

not met within technological devices play a vital role in the

technological aspect of online learning which hinders the actual

attainment of the objectives set by the learning facilitator. In

such aspect, the table implies that there is a need for internet

and gadget support to the private institutions ushering to

Filipino learners. It can be noted that the categorical mean

points to the agreed perception of the teacher-respondents on the

impact of certain flaws in technology in the learning process. It

further implies the need to address technological concerns within

educational institutions.

Table 14
Weighted Mean and Descriptive Interpretation of the
 78

Problems Encountered of Online Teaching/Learning as perceived by the Teacher-

respondents as to Personal/individual Factors

B. Personal/Individual Factors Mean Description

1. Difficulty adjusting to new teaching-learning

4.18 Agree
styles.

2. Lack of technical skills in using/accessing other

4.17 Agree
online resources/platforms.

3. Social media distractions. 4.07 Agree

4. Poor time management. 4.04 Agree

5. Lure of social media and online games. 3.07 Fair

6. Health issues due to prolonged seating and too much

3.61 Agree
exposure of the eyes to the screen.

7. Preparing recorded lessons, power point

3.84 Agree
presentations, and modules is draining.

8. Entertaining students’ concerns about online tests,

3.43 Agree
submissions, and etc. could sometimes be annoying.

9. Lack of sleep due to online teaching preparations. 3.22 Fair

10. Burnt-out due to work load and demands of online

3.94 Agree
teaching.

11. Inadequate finances to meet/buy needed technology

3.51 Agree
for online teaching/learning.

12. Mental instability due to the demands of distance

3.92 Agree
learning, due to the pandemic and other factors.
Strongly
13. Limited opportunities to interact with peers. 4.28
Agree
Category Mean 3.79 Agree
Table 14 reveals the weighted mean and descriptive

interpretation of the problems encountered of online

teaching/learning as perceived by the teacher-respondents as to

personal/individual factors. The table shows that the respondents

strongly agreed that online learning provides for a limited

 79

opportunity to interact with peers. It then implies that since

classes are conducted online, the avenue of physical social

interaction within classrooms gradually diminishes. This is

evident in the idea that since learners are not allowed to go

outside, specifically in the critical surge of the contagion,

their physical and social aspects downgrade to what distance

socialization provides. Furthermore, the teacher-respondents

agree that they find difficulty utilizing other online platforms

and applying new teaching-learning styles. In addition, the

teacher-respondents categorically agreed that all statement-

indicators relevant to the problems encountered personally or

individually are existent which implies the need to address such

concerns to faithfully deliver quality education amidst the

pandemic through online learning.

Table 15
Weighted Mean and Descriptive Interpretation of the
Problems Encountered of Online Teaching/Learning as perceived by the Teacher-
respondents as to Domestic Factors

C. Domestic Factors Mean Description

1. The demand of online teaching—from preparation

to evaluation—interferes with some duties at 3.80 Agree
home and vice versa.

2. Unreliable, slow, intermittent or no internet

3.90 Agree
access at home.

3. Sounds created by roosters/chickens and dogs Strongly

4.22
interrupt momentum in teaching. Agree
4.13 Agree
4. Kids ‘noise/family members ‘loud
conversations, neighbor’s music/videoke
sessions and celebrations disturb the smooth
 80

flow of the lesson.

5. No private room at home to hold online

3.82 Agree
classes.

6. Poor home ventilation and heat cause

3.76 Agree
uneasiness in teaching.

Category Mean 3.94 Agree

Table 15 reveals the weighted mean and descriptive

interpretation of the problems encountered on online teaching-

learning as perceived by the teacher-respondents as to domestic

factors. The table shows that the respondents strongly agreed

external sounds such as animal sounds interrupt momentum in

teaching. This implies that most of the respondents are residing

in areas where the presence of animals is highly recognizable. In

general, the teacher-respondents categorically agreed that

external sound disturbances are the factors establishing problems

encountered in the conduct of online learning.

Table 16
Weighted Mean and Descriptive Interpretation of the
Problems Encountered of Online Teaching/Learning as perceived by the Teacher-
respondents as to Institutional Factors

D. Institutional Factors Mean Description

1. Lack of organization & support from the

3.96 Agree
administration.

2. No/poor internet bandwidth for online teaching. 3.81 Agree

3. Excessive work load. 3.73 Agree

4. No seminars/trainings are provided on different

3.70 Agree
online teaching modalities.
 81

5. No private cubicles provided for teachers to use

3.83 Agree
especially when they teach simultaneously.

6. No monthly internet cash assistance provided to

3.95 Agree
teachers.

7. No programs mapped for ensuring teachers’ and

3.75 Agree
students’ mental health.

8. No orientation given to students/parents on the

Learning Management System of the school and the 3.23 Fair
nature of distance/flexible learning.

9. Demanding/Inconsiderate principal or coordinator. 3.55 Agree

10. Selfish coworkers who do not share their

technological knowledge and self-discovered online 3.90 Agree
teaching modalities and pedagogies.

Category Mean 3.74 Agree

Table 16 presents the weighted mean and descriptive

interpretation of the problems encountered of online

teaching/learning with regard to institutional factors as

perceived by the respondents. The table reveals that there is a

major consensus of the respondents claiming that there was no

agreeable orientation given to the learners or stakeholders with

regard to the learning management system of the school as well as

the nature of distance/flexible learning. This implies that there

was established connection between the school and stakeholders

with regard to the actual conduct of distance learning which was

logically caused by health restrictions and inability of some

stakeholders to actually participate in online orientations

administered in various private schools here in the City of

Cauayan. Additionally, the respondents mostly agreed that

 82

selfishness of some coworkers in terms of sharing technological

knowledge paves way to problems unattended immediately by the

teacher-respondents. The data imply that capacity building and

faculty mentoring in academic institutions are highly ideal to

resolve possible problems imposed by the online teaching-learning

process. In general, the teacher-respondents obviously agreed

that the statement indicators relate to the problems encountered

during the online learning as perceived by the teacher-

respondents.

Table 17
Weighted Mean and Descriptive Interpretation of the
Problems Encountered of Online Teaching/Learning as perceived by the Teacher-
respondents as to Student Factors

E. Student Factors Mean Description

1. Lack of drive and motivation to study. 3.93 Agree

2. Unreliable, slow, intermittent or no

4.11 Agree
internet access at home.

3. Uses unreliable, slow, intermittent or no

internet access at home as alibi when they
3.80 Agree
get absent, are late, or when they don’t
hit the deadline in passing requirements.

4. Does not immediately answer questions

3.93 Agree
during discussions.

5. Does not pass tasks that require taking

3.89 Agree
videos and projects.

6. Doesn’t read/make assignments. 3.75 Agree

4.11 Agree
7. Being taught by parent or guardian during
 83

tests/examinations.

8. Requirements passed were mostly copy

4.06 Agree
pasted from the net.

9. Leaves the class when bored and reasons

3.28 Fair
poor internet connection as alibi.

10. Chats with one another in their group

3.69 Agree
chat during class hours.

Category Mean 3.85 Agree

The table indicates the weighted mean and descriptive

interpretation of the problems encountered of online

teaching/learning with regards to student factors as perceived by

the teacher-respondents. The table reveals that most of the

respondents agreed that student independence during examinations

or tests and unreliable internet connection of the learners

provide for problems being encountered by the learners.

Furthermore, they also agreed that students’ outputs copied from

the internet are evident as root cause of problems encountered.

The data given provided the implication to which the monitoring

and assessment on the actual learner’s capabilities are

technically hampered by the issues on honesty and student’s

independence in performing academic tasks. This further implies

the need to establish a more functioning system on monitoring and

evaluation which will allow the facilitators to religiously check

on learners’ outputs. Additionally, Harandi, as cited by Gorra &

Bhati (2016), has also investigated the strength of the

 84

relationship between e-learning and students’ motivation among

students in Tehran Alzahra University. They found that e-learning

is an element which affects student motivation. This motivation

is then connected to the actual zest of learners to independently

perform. Generally, the teacher-respondents categorically agreed

on the scenarios as presented by the statement-indicators provide

for the actuality of the problems encountered during online

learning.

Table 18
Weighted Mean and Descriptive Interpretation of the
Problems Encountered of Online Teaching/Learning as perceived by the Teacher-
respondents as to Community Factors

F. Community Factors Mean Description

1. Mobility restrictions due to community

3.89 Agree
lockdown

2. Power interruptions 3.95 Agree

3. Sociopolitical concerns 3.35 Fair

4. Occurrence of bad weather conditions (heavy

4.11 Agree
rain, typhoon, flood and etc.)

5. Geographical location of learner’s home 3.60 Agree

Category Mean 3.78 Agree

Table 18 reveals the weighted mean and descriptive

interpretation of the problems encountered of online

teaching/learning with regards to community factors as perceived

by the teacher-respondents. Most of the teacher-respondents

agreed that the occurrence of bad weather hinders the flow of

teaching-learning during online set-up. This implies that since

 85

internet connection is deemed unreliable and power interruption

is evident, both of which are presented in tables 18 and 17, the

tendency to be disconnected due to bad weather is existent.

Hence, the implication that there is a need to provide all

weather mechanism of continuing learning should established among

private schools. On the other hand, the teacher-respondents find

the mobility restrictions due to community lockdowns as fairly

contributory to the existence of problems encountered. This

implies that since the learning is in a distance set-up, the need

to move around communities is unnecessary provided that there

should be reliable power source as well as stable internet

connectivity. Generally, the respondents agreed that the

statement-indicators provide for the existence of problems when

categorized into community factors.

Table 19
Summary Table of the Problems Encountered by Teachers in Online
Teaching/Learning

Areas of Concern Mean Interpretation

Technological 4.04 Agree
Factors
Personal/Individual 3.79 Agree
 86

Factors
Domestic Factors 3.94 Agree
Institutional 3.74 Agree
Factors
Student Factors 3.85 Agree
Community Factors 3.78 Agree
Total 3.86 Agree

Table 20 shows the summary table of the problems encountered

by the teacher-respondents in online teaching/learning. Among the

areas of concern, the technological factors logged in the highest

mean rate which implies that scenarios pertaining to the

technological aspect of online learning caused the agreeable and

evident problems encountered by the teacher-respondents. On the

other hand, the area of concern with the lowest mean rate is on

institutional factors. This implies that since the respondents

are professional by nature, they consider institutional factors

as the least to provide problems encountered by the teacher-

respondents. This further implies that though they agree on such

existences, they still value professionalism towards their

academic employers as well as the schools’ clienteles. Over-all,

they agree that all areas of concern bear evident causes of

problems emerging from the online learning with respect to the

statement indicators that direct to the various areas of concern.

Table 20
Test of Difference in The Problems and Problems Encountered by Teachers in
Using Online Class as A Learning Modality When Grouped According to Their
Profile

Variable Source of SS df MS F p Decision Interpretation

 87

Variation value
Age Bet. Groups 0.25 4 0.06
w/in Groups 3.36 78 0.04 Accept
1.43 .233 Not significant
Ho
Total 3.61 82
Sex Bet. Groups 0.01 1 0.01
w/in Groups 3.60 81 0.04 Accept
0.06 .802 Not significant
Ho
Total 3.61 82
Civil Bet. Groups 0.27 3 0.09
Status w/in Groups 3.34 79 0.04 Accept
2.10 .107 Not significant
Ho
Total 3.61 82
Educational Bet. Groups 0.10 2 0.05
Attainment w/in Groups 2.51 80 0.04 Accept
1.12 .330 Not significant
Ho
Total 3.61 82
Number of Bet. Groups 0.01 2 0.13
Grade w/in Groups 3.60 80 0.26 Accept
0.06 .941 Not significant
Levels Total 3.61 82 Ho
Handled
Number of Bet. Groups 0.15 3 0.05
Teaching w/in Groups 3.46 79 0.04 Accept
1.09 .355 Not significant
Loads Ho
Total 3.61 82
Years in Bet. Groups 0.08 3 0.03
Service w/in Groups 3.53 79 0.04 Accept
0.62 .607 Not significant
Ho
Total 3.61 82
Level of Bet. Groups 0.01 1 0.01
Accept
Training w/in Groups 3.60 81 0.04 0.11 .736 Not significant
Ho
Total 3.61 82

Table 20 reveals the difference in the problems and the

problems encountered by the teacher-respondents in using online

class as a learning modality when grouped according to their

profile. As it is indicated in the table, the level of training

poses the highest p-value which implies that there is a need to

revisit training programs indicated for the teachers in using

online modality in distance learning set-up. Furthermore, civil

status logged in with the lowest p-value indicating that there is

no evident difference on the status that each teacher-respondent

civilly has. In general, all variables posed no significant

difference when compared within their groups. This implies that

all negative hypotheses are accepted indicating that problems

arising from the online teaching and the problems actually

 88

encountered by the teacher-respondents have no discrepancy

regardless of profile variable of the respondents. Furthermore,

it implies that there is a need to establish closer supervision

to address learning problems arising from and causing additional

burdens during the conduct of online learning as a modality in

the distance learning.

Chapter V
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
This chapter displays the summary of findings, conclusions

and the possible recommendations based from the interpretation

and analysis of the gathered data as presented in the preceding

chapter.
 89

Summary of Findings

I. Profile of the Respondents

The tables pertaining the various profile variables of the

teacher-respondents gave a clearer insight substantial to the

general interpretation of the study. After a thorough analysis of

data gathered the following profile data were noted:

a. Majority of the teacher-respondents are in 21-25 years while

least of them are aged 41-45.

b. Majority of the teacher-respondents were female.

c. Majority of the teacher-respondents were married already

married and next to them are teachers who civilly single

while only few were either separated or widowed.

d. Most of the teacher-respondents are bachelor’s degree

holders, several were able to finish master’s units while

only few had master’s degree and doctorate degrees.

e. Most of the respondents are handling higher grade levels

while only few are handling lower grade levels, particularly

grade 1.

II. Advantages of Online Learning

A. Personal Advantages of Online Learning to Teachers

The online learning is considerably impactful as perceived by

the teacher-respondents. However, the impact it yields result to

either advantages or disadvantages. In line with the beneficial

 90

effects of online learning, the following findings in terms of

personal advantages as taken out from the table were hereby

listed:

1. Can attend to simple household tasks during short breaks.

2. Eat hot meals on time.

3. Eliminates the costs of transportation and meals.

4. Preparation/Execution of lessons could be done in the

comforts of home.

5. Could comfortably take a nap during lunch break in the

comforts of home.

6. Improves family relationship and communication.

7. Relieves morning stresses due to waking up late, bathroom

turns, commuting to and fro, or even catching a ride to and

fro.

8. Could attend to simple needs of the little kids.

9. Could pursue habits like gardening, home fixing, plant

arranging/ rearranging, etc. during breaks/vacant time.

10. Could assist own children in their online classes.

B. Professional Advantages of Online Learning

Professional matters were impacted by the online learning.

However, the impact it yields result to either advantages or

disadvantages. In line with the beneficial effects of online

 91

learning, the following findings in terms of professional

advantages as taken out from the table were hereby listed:

1. Become more versatile and creative in attracting attention

of the students.

2. Could easily submit requirements without having to use bond

papers and printer inks specially if these are not

available.

3. More work accomplishment because there are no learner

disturbances.

4. Convenient to teachers with disability/accessibility issues

that prevent them from attending a face-to-face class.

5. It deepens knowledge and increases skills in using different

online platforms.

6. Able to join webinars on area of interest rather than

geographical location.

7. Relieves stress in handling students’ attention, noise,

excuses, and discipline.

8. Eliminates hoarse throat because there is no need to louden

voice so as to be heard well by the learners.

9. Save paper costs/time and energy in printing/photocopying

tests and examinations.

10. Gives freedom to experiment in the use of new

technology in teaching.
 92

11. Brings more benefits like ability to make videos and

recordings of lesson to watch, analyze and reflect upon

performance.

12. No in loco parentis because learners are at home.

III. Disadvantages of Online Learning

After identifying the advantages in both personal and

professional aspects of online learning, it is academic to

consider the other effects of the learning modality. In terms

of Disadvantages of Online Learning in Private Non-Sectarian

Schools of Cauayan, the teacher-respondents strongly agreed on

all of the disadvantages of Online Learning. As listed in the

following:

1. Requires the use of gadget and internet access.

2. Classes are suspended during brownouts or when there are

power interruptions.

3. Students won’t be with their friends and classmates who are

useful in their social learning.

4. Tendency of students to cheat during tests and examinations.

5. Parents or guardians could be the ones answering the tests/

examinations or modules of the learners.

6. Entails time in preparing lessons like video recording of

lessons, making power point presentations, modules, etc.

7. Affinity with students is not so much established.

 93

8. Topics that require hands-on or laboratory use are

difficult/cannot be provided online

9. Tendency to be subject-centered, not student-centered.

10. Students are more likely to be gaming, chatting with

each other in group chats, watching videos, or doing other

things while attending classes.

11. Grade’s pupils obtained in their subjects could be

inauthentic.

12. Teachers with little kids have divided attention: kids

and work

IV. Problems encountered in Online Class

In any endeavor, problems and challenges are expected to

rise. These challenges and problems were then categorized into

technological, personal/individual, domestic, institutional,

student and community factors.

In terms of problems encountered during online

teaching/learning in Private Non-Sectarian Schools of Cauayan

City, the teacher-respondents agreed in all the different

factors of Online Learning. It is then presented in the

summary of all problems encountered during the online

teaching. To wit: (from the highest to lowest mean):

A. Technological Factors
 94

1. Unreliable, slow, intermittent or no internet access.

2. Laptop specifications do not meet standard specifications

for online teaching.

3. Lack of devices or limited access due to gadget sharing.

4. Dysfunctional speaker or head phones.

5. Defective laptop.

B. Personal/Individual Factors

1. Limited opportunities to interact with peers.

2. Difficulty adjusting to new teaching-learning styles.

3. Lack of technical skills in using/accessing other online

resources/platforms.

4. Social media distractions.

5. Poor time management.

6. Burnt-out due to work load and demands of online teaching.

7. Mental instability due to the demands of distance learning,

this pandemic, and other factors.

8. Preparing recorded lessons, power point presentations, and

modules is draining.

9. Health issues due to prolonged seating and too much exposure

of the eyes to the screen.

10. Inadequate finances to meet/buy needed technology for

online teaching/learning.

11. Entertaining students’ concerns about online tests,

submissions, and etc. could sometimes be annoying.

 95

12. Lack of sleep due to online teaching preparations.

13. Lure of online games.

C. Domestic Factors

1. Sounds created by roosters/chickens and dogs interrupt

momentum in teaching.

2. Kids ‘noise/family members ‘loud conversations, neighbor’s

music/videoke sessions and celebrations disturb the smooth

flow of the lesson.

3. Unreliable, slow, intermittent or no internet access at

home.

4. No private room at home to hold online classes.

5. The demand of online teaching—from preparation to evaluation

—interferes with some duties at home and vice versa.

6. Poor home ventilation and heat cause uneasiness in teaching.

D. Institutional Factors

1. Lack of organization & support from the administration.

2. No monthly internet cash assistance provided to teachers.

3. Selfish coworkers who do not share their technological

knowledge and self-discovered online teaching modalities and

pedagogies.

4. No private cubicles provided for teachers to use especially

when they teach simultaneously.

5. No/poor internet bandwidth for online teaching.

 96

6. No programs mapped for ensuring teachers’ and students’

mental health.

7. Excessive work load.

8. No seminars/trainings are provided on different online

teaching modalities.

9. Demanding/Inconsiderate principal or coordinator.

10. No orientation given to students/parents on the

Learning Management System of the school and the nature of

distance/flexible learning.

E. Student Factors

1. Unreliable, slow, intermittent or no internet access at

home.

2. Requirements passed were mostly copy pasted from the net.

3. Being taught by parent or guardian during

tests/examinations.

4. Lack of drive and motivation to study.

5. Does not immediately answer questions during discussions.

6. Does not pass tasks that require taking videos and projects.

7. Uses unreliable, slow, intermittent or no internet access at

home as alibi when they

8. Doesn’t read/make assignments.

9. Chats with one another in their group chat during class

hours.
 97

10. Leaves the class when bored and reasons poor internet

connection as alibi.

F. Community Factors

1. Occurrence of bad weather conditions (heavy rain, typhoon,

flood and etc.)

2. Power interruptions

3. Mobility restrictions due to community lockdown

4. Geographical location of learner’s home

5. Sociopolitical concerns

IV. Test of Difference in The Problems and Problems Encountered

by Teachers in Using Online Class as A Learning Modality When

Grouped According to Their Profile

The following finding shows the test of difference of the

between the problems encountered by the teacher-respondents when

they are grouped according to their profile. As the finding

suggests, there is no significant difference in the problems and

challenge encountered by teacher-respondents in using online

class as a learning modality when grouped according to their

profile. This signifies that the problems and challenges

encountered by the teacher-respondents has no significant

difference among civil status, that is single teachers encounter

the same problems or problems as the married and widowed teachers

when it comes to online class.

 98

Conclusion

In conclusion hereof, the researcher listed the following

conclusions to which she considers responsive to the questions

set for the conduct of the study. In academic sense, the

following were concluded:

One of the most frequently used terms after the pandemic is

the term “new normal.” The new normal in education is the

increased use of online learning tools. The COVID-19 pandemic has

triggered new ways of learning. It is clear that this pandemic has

utterly disrupted an education system that many assert was

already losing its relevance.

Using online class as a learning modality is not easy

because not all teachers are computer literate or skilled in

using technology and some students don't even have proper

equipment to attend online classes. They don't have electronic

devices such as computers, cellphones and tablets and

students also face problems managing their own time as a result

of online teaching. However, Online learning have many advantages

such as it offers teachers an efficient way to deliver lessons to

students and it also allows students to attend classes from any

location of their choice which is important today because of the

pandemic. Additionally, there is a similar pattern of responses

from the teacher-respondents which suggest that there are

 99

problems in using online class a learning modality in terms of

different factors.

It is concluded that all the problems encountered in using

online class as a learning modality as included in the

questionnaire are perceived existent by the respondents.

Furthermore, the respondents’ profile bear no significant

difference with each other when grouped according to various

profile range.

Recommendations

Based on the problems encountered by basic education

teachers in using online class as a learning modality, the

following recommendations are suggested for interventions:

1. The teachers should develop bridging programs and prepare

for gradual return to normal classroom activities.

Teachers should conduct a needs assessment survey among

students to identify those with limited access to

technological resources and basic needs. This comes with

implementing activities that can stimulate learners’

attention even in a distance learning set-up.

2. Schools must be able to provide modern and advanced

technological approach to learning, more so with the

current trend in education due to the distance learning.

Such technology speaks of gadgets that can be utilized in

 100

online learning. Every school shall provide modern

technologies such as computers and internets in order to

cater the needs of the teachers to make online class more

effective.

3. School administrators must be generous enough in

investing for the teacher’s professional growth.

Administrators should sustain the online curriculum,

support and train faculty on content creation,

management, and delivery. This will eventually sustain

professional enthusiasm among teachers in the private

institutions.

4. The learners and other stakeholders may utilize the

result of this study to further understand the hardships

that teachers encounter in implementing learning through

online.

5. Lastly, the future researchers may use the results of

this study as academic reference to further understand

the problems that arise in the advent of online teaching

and learning.
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