1

Chapter I

INTRODUCTION

Background of the Study

In the Philippines, e-learning started to popularize in early 2000 in parallel

with the growing popularity of ICT in government and education. The

implementation then has been a challenge with the absence of considerable ICT

infrastructure to support the service. Today, the improvement of ICT

infrastructure and the increased penetration of internet access in the country

including remote areas are seen as an advantage to support and strengthen e-

learning in open and distance learning (ODL). A January 2018 report revealed

that there are already 68 million internet/social media users out of the 105.7

million populations, which is equivalent to 63% penetration. ODL existed in the

Cordillera Administrative Region (CAR) since 1997 in fulfillment of article XIV

(Education) of the 1987 Philippine Constitution and republic act number 7722[3].

Republic act 10650[4] was just enacted in 2014 to support public and private

higher educational institutions to offer traditional and nonconventional open

distance learning. This aims to address the educational needs of individuals who

are deprived of time and distance to attend regular room-based lectures such as

employed or working individuals, parents and the likes.

Moreover, in the Philippines, online learning courses are mostly being

offered in undergraduate and graduate levels (Madarang 2004). But the

Philippine government strives to create a curriculum that would integrate online

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learning in the elementary and secondary levels as well (DepEd memo 21 June

2007).

In Datu Piang, Datu Salibo and Datu Saudi Ampatuan, Maguindanao,

online learning at the elementary and secondary levels are facing the basic

common problem on the part of the students due to internet connection, electrical

power supply, facilities/tools, and parent knowledge to guide their children in

online learning process.

Distance education has its roots in correspondence study and has existed

for least 160 years (Matthews, 1999). In the past, a variety of media were used to

conduct distance education. These included print correspondence, videotapes,

radio, and television. Currently, the internet, email, teleconferencing, and web-

conferencing have been introduced into distance education. As new technologies

emerge, an increasing number of entities have started to use the internet as the

primary medium for distance education. Online education has been used most

extensively in university settings; however, recently it is viewed as a viable option

in the elementary and secondary settings as well (Clark, 2001; Goral, 2001;

Kellogg & Politoksi, 2002; 2001).

Mason (1998) describes online courses as instructional systems involving

asynchronous messaging and real-time interactive events that provide access to

course content and materials. Currently, this takes the form of elaborate systems

of interactive materials, online assessment, and collaborative learning activities.

Blomeyer (2002) believes that online courses provide a new and significant
 3

medium through which standard-based learning, online collaboration, and

participation in virtual communities quickly are becoming a reality in education.

Distance education is not without its problems (Matthews, 1999). The

initial cost of developing a distance education program can be very high and

takes a great deal of preparation by the faculty involved. The adequate training of

staff can be very intensive in distance education. And, finally, because students

are not in a classroom during instruction, there may be insufficient interaction

between students and teachers.

Although distance education offers an alternative to traditional programs

for students, course completion rates can be lower in distance education than in

traditional education. This may be due to the fact that students often do not

realize the amount of effort required to be successful in distance education

courses (Serwatka, 2002; Dominguez & Ridley, 1999).

The level of access to technology and its reliability influence students

attitudes towards information and communication technology (ICT) to support

learning (Papaioannous and Charalambus, 2011; Paris, 2004; Sweeney and

geer, 2010).

With this, the present study is conducted to investigate or determine the

problems and prospects of the implementation of online education program of

department of education in primary and secondary level of Municipality of Datu

Piang Datu Salibo and Datu Saudi Ampatuan, Maguindanao during the state of

covid-19 pandemic.
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Statement of the Problem

Generally, the study aimed to assess the problems and prospects of

education programs during the state of Covid-19 pandemic in the municipality

Datu Piang Datu Salibo and Datu Saudi Ampatuan all in Maguindanao Province.

Specifically, the study sought answer to the following questions.

1. What is the demographic profile of the respondents in terms of Age,

Gender and Occupation?

2. What are the problems and prospects of education program of the DepEd

in terms of:

a. Online; and

b. Modular?

Significance of the Study

The result of this study will benefit the school principal administrator, local

government units and the Department of Education (DepEd).

To the national government through the Department of Education

(DepEd), the study will provide them a baseline information in addressing the

problem of both the students and teachers related to the new system of

education in the new normal.

To the Local Government Unit (LGU) as a whole, the study will serve them

as a source of information to assess the quality of online made of education as a

new program of the Department of Education.

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Moreover, to the future researchers, the study will serve as one of their

references that will guide them in their future research endeavours.

Scope and Limitation of the Study

The study focused only on the problems and prospects of the education

program of the Department of Education during the state of COVID-19 pandemic

in the municipalities of Datu Piang, Datu salibo, and Datu Saudi Ampatuan,

Maguindanao for the school year 2020-2021. The study covers the demographic

profile of the respondents in terms of their Age, Gender and Occupation; and

assess the problems and prospects of education program of the Department of

Education in terms of online and modular distance learning of the students.

The study is limited to the selected elementary and secondary level

including the teachers and parents of the above- mentioned Municipalities. The

school included in this study are as follows: Datu Piang National High School,

Datu Gumbay Piang Central Elementary School, Pagatin Elementary School,

Dimaukom National High School, and Dapiawan Central Elementary School.

These schools were selected due to the accessibility of the location.

Definition of Terms

Email is used for many different purposes, including contacting friends,

communicating with professors and supervisors, requesting information, and

applying for jobs, internships, and scholarships.

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E-learning refers to a learning system that we can obtain through the

internet using an electronic device. We also call it online learning or online

education.

Internet is a vast network that connects computers all over the world.

Information and Communication Technology refers to all

communication technologies, including the internet, wireless networks, cell

phones, computers, software, middleware, video-conferencing, social

networking, and other media applications and services enabling users to access,

retrieve, store, transmit, and manipulate information in a digital form.

Open and Distance Learning (ODL) is contested and combines two

different concepts which are often related both in theory and in practice.

Technology Acceptance Model is a formal, sociotechnical,

organizational system designed to collect, process, store, and

distribute information.

Teleconferencing is a generic term for linking people between two or

more locations by electronics.

Theory is a set of accepted beliefs or organized principles that explain

and guide analysis and one of the ways that theory is defined is that it is different

from practice, when certain principles are tested.

Web Conferencing is an online service by which you can hold live

meetings, conferencing, presentations and trainings via the internet particularly

on TCP/IP connections.
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Chapter II

REVIEW OF RELATED LITERATURE AND THEORETICAL FRAMEWORK

The growth of online education, particularly elementary and secondary

online education, traces its origins to the concept of distance education created

in the 1840s ( Matthews, 1999). Throughout its evolution, distance education has

gone through three distinct phases (Cambre, 1991; Matthews, 1999; Rumble,

1999).

Online education can be viewed as an education that is received through

the use of varied technologies. Online education is distance education which

utilizes internet based delivery, and employs internet based technologies (Kaya,

Kesan, & Izgiol, 2013; Cejda, 2010; Johnson, 2004; Ahem & Repman, 1994).

In trying to understand what online education is, Milman (2010) shows

other terms used to mean online education as “distance education, distance

learning, e-leaning, online education, online learning, virtual education, or web-

based instruction”.

Online education is defined in the literature as a form of distance

education in which the primary mode of accessing course materials and person-

to-person interaction is via the Internet (Rumble, 1999).

Online education is more or less a new form of education where students

use their home computers through the support of the internet to study. Online

education is popular among people who want to work and learn. It is a digital

means of transmitting knowledge to the learner and it is readily available to

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learners with the help of the internet in the form of audio, video and text (Michael,

2009)

According to Shola (2008) online education is electronically enhanced

learning that basically uses the internet for its operation that allows teachers and

students interaction and the distribution of class materials. There are so many

online education programs like 100% online education, hybrid education, and

massive open online courses (MOOCs).

Kelsey M. (2019) stated that adjusting to an online learning education

could be challenging at first but with constant practice may become beneficial for

career advancement and for demonstrating key skills to potential employers. The

following are top benefits of online education.

Shikha A. (2019) stated that the current trends shows that online

education will continue to be on a high demand as people want to work and also

learn at the same time, students who find it difficult to gain admission into

conventional universities, pandemics, war zones and internally displaced

persons. Due to the general high demand the programmes are improving by the

day to compete or serve as substitute to the normal traditional classroom. This

improvement can be experienced in the area of virtual classroom where practical

classes can be taught online. It has also proven to be user friendly to students in

terms of students’ preparation for competitive examination through the use of

webinar, mock test, and videos and counseling.

Online education, being the wave of education is already having a fair

show but have some factor to contend with especially on the side of teachers and
 9

students. Sunil K. (2015) stated major challenges revolve around the teacher

who is to design the instruction and students who may lack the technical

proficiency of electrical gadgets.

Many students are not provided with the high bandwidth or the strong

internet connection that online education requires. In the rural areas where

cellular network have not been upgraded to the 4G may experience slow network

connection which may result to a catch up with their virtual classmates. The cost

of running the internet may be expensive for some student from a very poor

background.

Students are used to paying fees, they are used to listening and talking to

people they can see face to face. Paying huge sum of money to someone you

may not see can also pose a threat to the wide acceptance of the online

education. Some families or homes do not have the financial power to run an

online programme thereby setting in doubt in terms of any form of online

transaction. Some people still have issues with the authenticity of the certificate

issued by online programmes.

According to Sunil (2009) secondary school students are adolescents and

most time are hyper active and curious. Students who have access to the

internet may not actually stay online for learning if not properly monitored. The

students may easily divert attention to watch adult content instead of learning.

Some sites sometimes pop up to entice young people. The use of electrical

gadgets that are internet supported may expose some students to terrible sites.
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At this level the parents are actually the ones doing the job for their children

which may make learning uninteresting to the students.

In this part of the world the cost of running an online education is high

unlike the developed world where WIFI is free and people can access the

internet most times for free.

Although most of the research concerning distance and online education

to date has focused on the post-secondary level, researchers recently have

begun to study the use of online education at the elementary and secondary level

(Clark, 2001; Kellogg & Politoski, 2002; Roblyer & Marshall, 2003).

In the first extensive survey of elementary and secondary online education

programs, Clark (2001) gathered data on program types to analyze the trends in

elementary and secondary online education. He concluded that online education

at the elementary and secondary level is a growing phenomenon that will impact

education in the future as more students access online education programs.

In the most recent and extensive report on elementary and secondary

online education, Kellogg and Politoski (2002) Martin and Rainey (1996)

concluded that student achievement was not adversely affected by this format of

distance education delivery.

Roblyer and Marshall (2003) created the Educational Success Prediction

Instrument (ESPRI) for their study in an attempt to predict student success in

secondary online courses. Roblyer and Marshall (2003) concluded that students

be provided guidance concerning their possible chances for success in online

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courses based on their academic ability and confidence prior to enrolling in

online education programs.

Weiner (2003) says that the secondary students believe they are being

supported by their instructors and peers and have strong motivation to leam, they

will be successful in online education.

A case study of one online education program serving students in middle

school was conducted by Litke (1998). The study was qualitative in design and

involved interviews with teachers, parents, and students. The students, teachers,

and parents interviewed identified the strengths of the online program as time

flexibility, improvements over other forms of distance education, and the ability to

do school work from home. Criticism of the online program studied included: (a)

student isolation, (b) the high level of labor intensity for teachers, and (c)

technical difficulties. Litke (1998) recommended that more research concerning

the use of online education with younger students be conducted.

The challenge to effectively transfer what is taught in the face-to-face

classroom to online continue to be a problem. Anderson, Imdieke, and

Standerford, 2011 stated that they saw one of the main challenges as the

“disconnect between the way teachers were taught to teach” and how the course

content must be delivered in an effective online classroom. This disconnect,

while not new, does present a problem as many of the teacher education

programs may not have yet caught up to the evolving online teaching

environments.
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Another challenge outlined by Anderson et al. (2011) is the almost non-

existence of institutional expectations for their online courses. These include

expectation of teachers, students, courses, and staff. Without clear guidelines

and expectations for faculty members to follow, there is no way to assess the

effectiveness of these online courses. Further Anderson et al. (2011) explained

that the feedback they received from students seldom helped them in adjusting

their teaching as they would in a face-to-face class.

Additionally, the method of online delivery varies from the traditional face-

to-face education (Anderson et al., Fein & Logan, 2003; Juan et al., 2011) in that

student interactions are between student and faculty, student and peers, and

student and technology. Of course, this shift in the instructor’s role must be

supported by the technology and curriculum developers as illustrated in Fein and

Logan (2003). Similarly, Coppola et al. (2001) described the role change for

instructors as an opportunity to facilitate interactions between students and their

peers. Although the interactions may vary among LMSs, they must take place to

assure success of the course. Many instructors struggle with the delivery of the

content and engagement of their students due to lack of visual and face-to-face

contact with their students (Crawley, Fewell, & Sugar, 2009). Thus, feeling less

control over how to adjust their classes.

Communication challenges include the effectiveness of faculty

communication with language barriers (Sherry, 1996) and communication via

various technological modes (Limperos et al. 2015; Sundar, 2007, 2008). The

changing role of faculty also impacts the communication between faculty and

students.
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Ajadi, et al (2008) Olaniyi (2006) explain that the commonest type of e-

learning adopted in Nigerian schools it is in the form of lecturers’ notes on CD-

ROM, which can be played as and when the learners desire. They noted that

some institutions adopted the use of Intranet facilities; however, this is not well

maintained because of challenges of irregular power supply and the high cost of

running generators.

Student skill in technologies is a significant predictor of attitudes toward

ICT and e-learning (Liaw, Chang, Hung, & Huang, 2006; Liaw & Huang, 2003;

Liaw & Huang, 2011; Mitra, 1998). The level of access to technology and its

reliability influence students’ attitude to use of ICTs to support learning

(Papaioannou & Charalambous, 2011; Paris, 2004; Sweeney & Geer, 2010).

Daniel (2009) describes four obstacles affecting the implementation of elearning

in developing countries as follows: connectivity, equipment’s, software and

trainings.

According to Lynch (2008), stated that e-learning enables the individual to

plan and direct his/her own learning process.

Modular learning is the most popular type of Distance Learning. In the

Philippines, this learning modality is currently used by all public schools because

according to a survey conducted by the Department of Education (DepEd),

learning through printed and digital modules emerged as the most preferred

distance learning method of parents with children who are enrolled this academic

year (Bernardo, J 2020).

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The teacher takes the responsibility of monitoring the progress of the

learners. The learners may ask assistance from the teacher via e-mail,

telephone, text message/instant messaging among others. Where possible, the

teacher shall do home visits to learners needing remediation or assistance

(Llego, n.d.). Printed Modules will be delivered to students, parents or guardians

by the teachers or through the Local Government Officials.

Since education is no longer held within the school, parents serve as

partners of teachers in education. Parents play a vital role as home facilitators.

Their primary role in modular learning is to establish a connection and guide the

child. (FlipScience, 2020)

According to the Department of Education (DepEd), parents and

guardians' perform the various roles in Modular Learning such as Module-ator,

Bundy-clock, and as Home Innovator. As a Module-ator, they are the ones to get

and submit the printed Self-Learning Modules (SLMs) from and to schools or

barangay halls at the beginning and end of the week, depending on the

agreement between the parents and the school.

According to Tok, B.R (2016) the students have difficulty in understanding

the lesson and History books are lengthy.

Another finding carried out by Salma and Rodrigues (2012) stated that it

is important that the students comprehend the problems.

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Theoretical Framework

There are three theories in which this study is anchord. There are learning

theory, technology acceptance model (TAM), and behaviorist learning theory.

Learning theory is meant to explain and help us understand how people

learn; however, the literature is complex and extensive enough to fill entire

sections of a library (Picciano, 2017). It involves multiple disciplines, including

psychology, sociology, neuroscience, and of course, Extension education. Three

of the more popular learning theories-behaviorism, cognitivism, and social

constructivism-will be emphasized to establish the foundation for further dialogue

(Picciano, 2017). Consideration will also be given to several other learning

theories that are relevant to online education (Picciano, 2017).

Second theory is acting relating to model. In 1989, David and Warshaw

developed a theory of “action relating to reason” It was called technology

acceptance model (TAM). It shows how teachers and learners have embraced

the technology in education. Later Venkatesh and David carried out another

investigation based on the first work. According to the findings of Venkatash and

David they stated that when teachers are presented with a new technology, two

key factors would influence their decision from the extended variables around

them about how and when they will use it: External variable- it presents the

challenges that teachers face from outside their sphere of control when

integrating a new technology in their teaching and learning process. These

challenges include:
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Limited Accessibility and Network Connection, Schools with Limited ICT

Facilities, Lack of Effective Training. Perceived case of use (PEOU)- it represent

the degree to which they believe that using a particular system would be free

from effort. Previous studies have identified a number of factors relating to the

perceived ease to use of ICT, in the study on experienced practicing ICT users.

According to Watson and other studies in 1993, it was identified that there is a

wide range of skills and competencies which teachers felt they needed in order to

find ICT easy to use. Some of these are: Easy to learn, Clear and

understandable, Easy to use, Controllable and Easy to remember.

Teachers and learners may find the system a lot difficult at the start of the

process but with constant use and practice they become so use to the system. It

is important that the gadgets are made available for both students and teachers.

Lastly, behaviorist learning theory is perhaps the oldest of learning

theories, used by many educators of the past to teach and instruct learners.

According to this theory, learning is an observable change in the behavior of the

learner that originates from external conditions. Thus, this theory is all about

provoking reactions from learners and detecting any changes in behavior. Things

that invoke a reaction and a change in old behavior are repeated until they

become new behavior. The behaviorist learning theory is still used in eLearning

courses in the form of drag-and-drop exercises to classify concepts into different

categories. Feedback is all-important in this theory, as it helps in the evaluation

of correct or appropriate behavior (Sengupta 2019).

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Conceptual Model of the Study

Problems
Problems and
Demographic Profile prospects of
Education  Strongly Agree
Of the Respondent in
Program of
Terms of:  Agree
Department of
Education  Disagree

 Strongly

a. Age Disagree
a. Online
b. Gender
b. Modular Propects
c. occupation

 Very High

 High

 Low

 Very Low

Figure 1. Schematic diagram of the conceptual model showing the relationship

among the variables.

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The schematic diagram focused only on the problems and prospects of

education program of Department of Education during the state of covid-19

pandemic in the Municipalities of Datu Piang, Datu Salibo and Datu Saudi

Ampatuan, Maguindanao.

The schematic diagram shows the conceptual model of the study. The first

box at the left use is the profile of the respondents in terms of Age, Gender and

Occupation that use to indicate their categorical level in the survey. The two

variables in the middle box show the problems and prospects of educational

program of DepEd during the state of Covid-19 pandemic in the above-

mentioned municipalities. It is measure in the first box interms of Very serious

problem, Serious moderately problem, Not serious, and Not a problem . In the

second box interms of Very High, High, Low and Very low.

The two boxes at the right side contain the level of problems and

prospects of the three groups of the respondents toward the Online and Modular

distance learning programs of the DepEd.

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Chapter III

METHODOLOGY

Research Design

This study used the descriptive evaluative research design employing

quantitative method because the study intends to assess and identify the

problems and prospects of the education programs of the Department of

Education during the state of Covid-19 pandemic in the Municipalities of Datu

Piang, Datu Salibo and Datu Saudi Ampatuan, all in Maguindanao Province.

Locale of the Study

The study was conducted at elementary and secondary levels school year

2020-2021 in Datu Piang, Datu Salibo and Datu Saudi Ampatuan, Maguindanao.

Datu Piang is formerly known as Dulawan, is landlocked Municipality in

the coastal province of Maguindano. The Municipality has a land area of 302.97

square kilometers or 116.98 square miles which constitutes 3.11% of

Maguindanao’s total area. Its population as determined by the 2015 census was

25,600. This represented 2.18% of the total population of Maguindanao province

or 0.68 of the over all. Based on these figures, the population density is

computed at 84 inhabitants per square kilo meter or 219 inhabitants per square

mile.

Datu Salibo is a landlocked municipality in the coastal province

of Maguindanao. Its population as determined by the 2015 Census was 14,947.

This represented 1.27% of the total population of Maguindanao province, or

 20

0.40% of the overall population of the Autonomous Region in Muslim Mindanao

now (BARMM0.

Datu Saudi-Ampatuan is a landlocked municipality in the coastal

province of Maguindanao. The municipality has a land area of 60.16 square

kilometers or 23.23 square miles which constitutes 0.62% of Maguindanao's total

area. Its population as determined by the 2015 Census was 26,427. This

represented 2.25% of the total population of Maguindanao province, or 0.70% of

the overall population of the Autonomous Region in Muslim Mindanao. Based on

these figures, the population density is computed at 439 inhabitants per square

kilometer or 1,138 inhabitants per square mile.

Map of Datu Piang, Datu Salibu and Datu Saudi Ampatuan Maguindanao,

showing the study sites

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Respondents and Sampling design

The respondents of the study are students of elementary and secondary

level of Datu Piang, Datu Salibo and Datu Saudi Ampatuan Maguindanao

including the teachers and parents. The total target participants were 75

respondents. The twenty five respondents are drawn from Datu Gumbay Piang

Central Elementary School and Datu Piang National High School of Datu Piang,

Maguindanao. Another twentyfive respondent’s are drawn from Pagatin

Elementary School of Datu Salibo, Maguindanao. The last twentyfive

respondents will be drawn from Dapiawan Central Elementary School and

Dimaukom National High School of Datu Saudi Ampatuan, Maguindanao.

Accidental or convenience sampling was used in the study as the

researchers considered only those are availbale during the actual conduct of the

study.

Research Instrument

The study used a self- structured questionnaire as the major tool in the

data collection.

The researcher instrument is made up of two parts: Part I contains the

specipic profile of the respondents. Part II deals with the problems and prospect

of online distance learning and modular distance learnings. In the questionnaire

the respondents will be provided space where they can freely answer the given

survey questionnaire.
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Data Gathering Procedures

The researcher made a letter noted by the adviser to asked permission to

the dean of Graduate School of Mindanao State University for approval to

conduct the study to the venue of the study at the Municipality of Datu Piang,

Datu Salibo and Datu Saudi Ampatuan Maguindanao. Right after taking

permission, the researcher prepared the letter of request and hand over the

school principal of the School at the Municipality of Datu Piang, Datu Salibo and

Datu Saudi Ampatuan Maguindanao stating a permission to conduct the said

study.

When the school principal approved the given request, the researcher

started to prepare the activities to be conducted with the coordination of the

member of the faculties. The first activities conducted at Datu Gumbay Piang

Central Elementary School and Datu Piang National High School Datu Piang

Maguindanao, second activities conducted at Pagatin Elementary School Datu

Salibo Maguindanao and last activities will be conducted at Dapiawan Central

Elementary School and Dimaukom National High School Datu Saudi Ampatuan

Maguindanao school year 2020-2021.

Upon getting the approval, the researcher was personally administered

the respondents by distributing the self constructed survey questionnaire. The

researcher was collect all survey questionnaire where it was accomplished by the

respondents.
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Statistical Treatment of the Study

The frequency distribution and percentage were used for the profile of the

respondents and were also applied to treat data relative to the responses as

deemed applicable. Mean will be used for the extend of the implementation of

educational program of rhe DepEd during the state of covid-19 pandemic.

Narrative description was used for data treatment based on the responses of the

gathered through survey questionnaires. Overall total for each component will be

computed to summarize its assessment.

Scale Mean Range Interpretation Interpretation

4 3.50 – 4.00 Stronly Agree Very High

3 2.50 – 3.49 Agree High

2 1.50 – 2.49 Dissagree Low

1 1.00 – 1.49 Strongly Disagree Very Low

 24

Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

I. Demographic Profile of the Respondents

A. Age

Table 1. Frequency, Percentage, and Mean Distribution of Respondents by Age

________________________________________________________________
Range of Parents Teachers Students
Ages Frequency (%) Frequency (%) Frequency (%)
________________________________________________________________
50 – 57 4 13.33 1 6.67 0 0
42 – 49 5 16.67 3 20.00 0 0
34 – 41 11 36.67 8 53.33 0 0
26 – 33 10 33.33 3 20.00 0 0
18 – 25 0 0 0 0 0 0
10 – 17 0 0 0 0 30 100.0
Total 30 100.0 15 100.0 30 100.0
Mean = 38.30 years old Mean = 38.57 Mean = 13.0
________________________________________________________________

As shown in Table 1, the obtained mean value of the parent-respondents’

ages is 38.30 years old. The mean of 38.30 years old indicates that the

respondents are neither young nor old, or perhaps they may be considered as

middle age. As can be seen in the table, 11 or 36.67% have ages within the age

group of 34-41 years, while almost one-third or 9 (30%) of the respondents are

older than 38.30 years and one-third or 10 (33.33%) are younger.

This findings, particularly the mean of their ages indicate that the parent-

respondents are relatively young as their age as a group is below 45 years.

Since their age as a group is relatively young, it may be presumed that they are

emotionally matured enough and could easily observed the problems and
 25

prospects as well as the issues concerning the online and modular distant

learning. As shown in Table 1, the obtained mean value of the teacher-

respondents’ ages

is 38.57 years old. The mean of 38.57 years old also indicates that the teacher-

respondents are relatively young. As can be seen in the table, a little more than

half of them have ages within the age group of 34-41 years, while a little more

than one-fourth or 4 or 26.67% of the teacher-respondents are older than 38.57

years and three (3) or 20 percent of them are younger.

This findings, particularly the mean of their ages indicate that the teacher-

respondents are relatively young as their age as a group is below 45 years.

Since their age as a group is relatively young, it may be presumed that they are

emotionally matured enough and could easily understand and comprehend the

problems and prospects as well as the issues concerning the online and

modular distant learning.

As in the case of the students or pupils as respondents, all of them fell on

the age bracket of 10-17 which indicates they are on their adolescent age. Since

their age as a group is considered teenagers, it may be presumed that they are

very observant enough as they have been experiencing the current trend of the

educational systems in the new normal due to covid-19 pandemic.

 26

Table 2. Frequency and Percentage Distribution of Respondents by Gender.

________________________________________________________________
Parents Teachers Students
Gender Frequency (%) Frequency (%) Frequency (%)
________________________________________________________________
Male 9 30.0 5 33.33 11 36.67

Female 21 70.0 10 66.67 19 63.33

________________________________________________________________
Total 30 100.0 15 100.0 30 100.0
________________________________________________________________

As reflected in Table 2, a greater majority of the three (3) groups of

respondents are female individuals and broken down as follows: 21 (70%) for

the parents, 10 (66.67%) for the teachers, and 19 (63.33%) for the students. The

rest were male individuals which range from a little less than one-third (30%) to a

little more than one-third (36.67%) for the parents, teachers, and students,

respectively.

The result suggests that majority of the three groups of respondents in this

study were female individuals.

 27

II. Problems and Prospects of Education Program of the DepEd in Terms

of Online and Modular Distance Learning

A. Problems of Online Distance Learning

Table 3. Level of Problems of Online Distance Learning

_____________________________________________________________________________
Parents Teachers Students
Indicator Weighted Weighted Weighted
Mean Description Mean Description Mean Description
_____________________________________________________________________________

1. Students do not have equal

access to e-learning
facilities and tools. 2.80 Agree 3.20 Agree 2.80 Agree

2. Students of secondary and

Primary public schools are
not interested of operating
Computers and other
e-learning tools. 2.90 Agree 3.20 Agree 2.73 Agree

3. Instability of internet
connection due to the
high cost of internet
connectivity. 3.43 Agree 3.67 Strongly Agree 3.56 Strongly Agree

4. The erratic power supply is

a major challenges to e-
learning in the primary and
secondary public schools. 3.80 Strongly Agree 3.60 Strongly Agree 3.56 Strongly Agree

5. High cost of software,

gadgets are also a major
problems to e-learning. 3.06 Agree 2.73 Agree 3.00 Agree
__________________________________________________________________________

Average Mean 3.20 Agree 3.28 Agree 3.13 Agree

_____________________________________________________________________________
n=75

Legend:
Scale Range of Mean Description Interpretation
4 3.50 – 4.00 Strongly Agree Very Serious Problem
3 2.50 – 3.49 Agree Moderately Serious Problem
2 1.50 – 2.49 Disagree Not Serious
1 1.00 – 1.49 Strongly Disagree Not a Problem
 28

As shown in Table 3, all the three groups of respondents rated items 1

and 2 in the range of values from 2.73 to 3.20 and these values were all

described as “agree” based on the scale used in this study. In item 1, the

teacher-respondents gave the highest rating of 3.20 as compared to that of the

ratings given by the parents and students which were both 2.80 while in item 2,

the teacher-respondents also gave the same highest rating similar to that given

on item 1 which was also 3.20. Items 1 and 2 are stated respectively as follows:

“Students do not have equal access to e-learning facilities and tools” and

“Students of secondary and primary public schools are not interested of

operating computers and other e-learning tools.”

The results of discussions above suggest that the three groups of

respondents agreed that there are problems encountered by them as they

observed in the online distance learning, that is, they have a difficulty accessing

the e-learning facilities and tools and they have less interest to e-learning system

since it will take time for them to learn and use and the computers and other-

related e-learning tools.

In item 3, the two groups of respondents, that is, the teachers and the

students (pupils) rated the said item as “strongly agree” as indicated by a

computed weighted mean ratings of 3.67 and 3.56, respectively while the group

of parents gave a rating of 3,43 described as “agree” based on the scale used.

Item 3 states “Instability of internet connection due to the high cost of internet

connectivity.” This means that a poor internet connectivity in their respective

places were observed as well as the high cost of internet connectivity.

 29

As shown also in Table 3, the three groups of respondents “strongly

agree” on item 4 which states “The erratic power supply is a major challenges to

e-learning in the primary and secondary public schools.” This means that aside

from poor internet connectivity as mentioned earlier, they also experienced the

frequent fluctuations of power supply which they observed in their respective

localities which caused as the major problem of the used of online distance

learning in the new normal system of education.

The same finding was also observed as in item 3 which was the high cost

of internet connectivity as in the last item, item 5 which states “High cost of

software, gadgets are also a major problems to e-learning.” This means an

additional major problem as observed by the three groups of respondents was

the high cost of gadgets to be used in the online distance learning.

In summary, the three groups of respondents which were the parents,

teachers, and the students (pupils) claimed that there are really problems

encountered in the online distance learning as indicated by the computed overall

weighted mean values of 3.20, 3.28, and 3.13; respectively, and these obtained

values are described as “agree” based on the scale used.

 30

B. Prospects of Online Distance Learning

Table 4. Level of Prospects of Online Distance Learning

_____________________________________________________________________________
Parents Teachers Students
Indicator Weighted Weighted Weighted
Mean Description Mean Description Mean Description
_____________________________________________________________________________

1. E-learning will promote

distance learning if
adequately utilized. 3.16 High 2.73 High 3.13 High

2. E-learning will eradicate

e-illiteracy through the use
of information technology in
our society. 2.43 Low 2.60 High 2.50 High

3. E-learning will make

education generally more
efficient. 2.33 Low 2.93 High 2.36 Low

4. E-learning will extend the

frontiers of knowledge in
the near future. 2.36 Low 3.00 High 2.33 Low

5. E-learning will improve my

skills and knowledge on
operating the new
technology. 2.60 High 3.20 High 2.36 low
_____________________________________________________________________________

Average Mean 2.58 High 2.89 High 2.54 High

_____________________________________________________________________________
n=75

Legend:
Scale Range of Mean Description Interpretation
4 3.50 – 4.00 Strongly Agree Very High
3 2.50 – 3.49 Agree High
2 1.50 – 2.49 Disagree Low
1 1.00 – 1.49 Strongly Disagree Very Low

As indicated in Table 4, the three groups of respondents rated item 1 in

the range of 2.73 to 3.16 which are described as “high” based on the scale used.

The parent-respondents gave the highest ratings of 3.16 and closely followed by

a rating of 3.13 given by the students and then by the teachers as the lowest

rating of 2.73. Item 1 states “e-learning will promote distance learning if

 31

adequately utilized.” This result shows that using online distance learning can

promote learning if it is adequately utilized which means that if the problems as

stipulated in the 5-item statements on Table 1 which the three groups earlier

claimed a problem of online distance learning, then the said new mode of

instruction can promote better learning to the students/pupils.

As in the case of item 2 which states “e-learning will eradicate e-illiteracy

through the use of information technology in our society,” the parents rated “low”

as indicated by the computed weighted mean value of 2.43. This means that as

perceived by the parents, e-learning was not their focused as a means to

eradicate e-illiteracy but their emphasis were on the learning of their children

through the e-learning approach. In the case of the other two groups of

respondents, the teachers and the students/pupils, they rated the said item with a

weighted mean values of 2.73 and 3.13, respectively. This means that their

prospect of online distance learning are high in eradicating e-illiteracy.

The teacher as respondents rated item 3 as high while parents and

students/pupils rated “low” to the said item. Item 3 states “e-learning will make

education generally more efficient.” This means the teachers perceived that e-

learning system of education is generally effective when the internet connectivity

and power supply will be stable. In the case of parents and students/pupils, their

prospect on e-learning on this specific item were “low” which means that effective

learning can hardly be met unless the present educational challenges they have

experienced can be improved.

 32

The same trend of responses on item 3 as in the case of item 4 which

states “e-learning will extend the frontiers of knowledge in the near future.” This

means that the teachers have high regard that e-learning has a positive

projection that will extend the frontiers of knowledge in the near future while the

parents and students, their projections on e-learning are opposite to that of the

teachers unless this new mode of learning can adequately be improved as

perceived by the parents and students as discussed earlier.

In the case of item 5 which states “E-learning will improve my skills and

knowledge on operating the new technology,” both the parents and teachers

have a high prospect that e-learning will improve the students’ skills and

knowledge in the near future with the government support for realizing the need

to improve effectively the current system of education.

In summary, the three groups of respondents in general have a high

regard prospects on e-learning as shown by the computed overall weighted

mean values of 2.58 for parents, 2.89 for teachers, and 2.54 for the

students/pupils.
 33

C. Problems of Modular Distance Learning

Table 5. Level of Problems of Modular Distance Learning

_____________________________________________________________________________
Parents Teachers Students
Indicator Weighted Weighted Weighted
Mean Description Mean Description Mean Description
_____________________________________________________________________________

1. Students and pupils are having

difficulty in communicating
with their teachers. 3.03 Agree 2.67 Agree 2.75 Agree

2. Students and pupils one having

multi task activities in their
modules. 3.63 Strongly Agree 2.80 Agree 3.80 Strongly Agree

3. Students and pupils are having

difficulty to comprehend
history and mathematics. 3.56 Strongly Agree 3.13 Agree 3.66 Strongly Agree

4. Lack of parents’ support to

their modular distance
learning. 2.90 Agree 3.47 Agree 3.00 Agree

5. Modular distance learning

have a lot of exercises given
in each subjects. 3.53 Strongly Agree 2.27 Agree 3.66 Strongly Agree
_____________________________________________________________________________

Average Mean 3.33 Agree 2.86 Agree 3.37 Agree

_____________________________________________________________________________
n=75

Legend:
Scale Range of Mean Description Interpretation
4 3.50 – 4.00 Strongly Agree Very Serious Problem
3 2.50 – 3.49 Agree Moderately Serious Problem
2 1.50 – 2.49 Disagree Not Serious
1 1.00 – 1.49 Strongly Disagree Not a Problem

As shown in Table 5, the three groups of respondents all agreed on the

statement of item 1 that students and pupils have difficulty in communicating to

their teachers. This is indicated by the computed weighted mean ratings in the

range of 2.67 to 3.03. This mean rating was all described as “agree” based on

the scale used. This means that there was a problem of communication between

the school and the students in their homes. These are indicated by responses of
 34

the three groups which are as follows arranged from highest to lowest weighted

mean ratings: Parents, 3.03 (agree); students, 2.75 (agree); and teachers, 2.67

(agree).

The same trend of responses by the three groups on items 2 and 3, that

is, the responses of both parents and students were described as “strongly

agree” and “agree” on the part of the teachers. Item 2 and 3 were stated

respectively as follows: “Students and pupils having multi task activities in their

modules” and “Students and pupils having difficulty to comprehend history and

mathematics.” This means that the three groups of respondents claimed that the

contents of the modules contain a multi-task activities and a difficulty to

comprehend specially in history and math subjects.

The item (item 1) which states “lack of parents’ support to their modular

distance learning” were perceived by the three groups of respondents as one of

the problems encountered in modular distance learning. This implies that the

parents’ lack of support to their children in modular distance learning were

possibly attributable to the lack or no educational background by many of the

parents.

In the case of item 5, two groups of respondents, the parents and the

students/pupils “strongly agree” on this particular item which states “Modular

distance learning have a lot of exercises given in each subjects” which means

that to the parents and students, the content of module have a lot of exercises in

each of the subjects. These are just their perceptions and they are not

knowledgeable on how the different parts of the modules were crafted and
 35

written. However, in the case of the teachers, they disagree with the responses

of the parents and students. The teachers are the people knowledgeable that

can justify that the content of the modules especially on the given exercises in

each of the subject is just enough and appropriate for each of the level.

As a summary, the level of problems encountered by the three groups of

respondents were on the level of “agree” as indicated by the overall weighted

mean ratings as follows: 3.33 for the parents, 2.86 for the teachers, and 3.37 for

the students. The result implies that there exist a problem of modular distance

learning as perceived by the three groups of respondents.

 36

D. Prospects of Modular Distance Learning

Table 6. Level of Prospects of Modular Distance Learning

_____________________________________________________________________________
Parents Teachers Students
Indicator Weighted Weighted Weighted
Mean Description Mean Description Mean Description
_____________________________________________________________________________

1. Modular distance learning

motivates me to be self-
dependent. 2.43 Low 2.93 High 2.36 Low

2. Modular distance learning

teaches me how to manage
my time in my modules. 2.30 Low 3.20 High 2.30 Low

3. Modular distance learning

will improve the potential,
skills, comprehension and
knowledge of the students
and pupils. 2.36 Low 3.00 High 2.33 Low

4. Modular distance learning

has brought students and
parents closer to each
other. 3.20 High 3.60 Very High 3.00 High
_____________________________________________________________________________

Average Mean 2.57 High 3.18 High 2.50 High

_____________________________________________________________________________
n=75

Legend:
Scale Range of Mean Description Interpretation
4 3.50 – 4.00 Strongly Agree Very High
3 2.50 – 3.49 Agree High
2 1.50 – 2.49 Disagree Low
1 1.00 – 1.49 Strongly Disagree Very Low

As reflected in Table 6, there are three (3) items with similar trend of

responses by the three (3) groups of respondents. These three items were items

1, 2, and 3. These items are rated high by the teacher-respondents and low

ratings for both the parents and the students. These three items were stated as

follows: “Modular distance learning motivates me to be self- dependent” (item 1),

“Modular distance learning teaches me how to manage my time in my modules”

 37

(item 2), and “Modular distance learning will improve the potential, skills,

comprehension and knowledge of the students and pupils” (item 3).

The results of the data suggest that teachers projected that modular

distance learning motivates student’s self-dependency, learn how to manage

their time, and will improve their knowledge and comprehension skills in their

subjects. For item 4, the highest rating was given by the group of teachers with a

mean rating of 3.60 described as “very high”. This is closely followed by the

group of parents with a mean rating of 3.20 described as high and a mean rating

of 3.00 described also as high in the case of the students. Item 4 states that

Modular distance learning has brought students and parents closer to each other.

This means that the modular distance learning as a new strategy in teaching will

bring the parents and students closer from each other in the new normal as

projected by the three groups of respondents.

In summary, the prospects of the three groups of respondents toward

modular distance learning were generally high as indicated by the computed

overall weighted mean values of 3.18 (high) for the teachers, 2.57 (high) for the

parents, and 2.50 (high) for the students.

 38

Chapter V

SUMMARY, CONCLUSION AND RECOMMENDATION

Restatement of Problem and Methodology

Generally, the study aimed to assess the problems and prospects

of education programs during the state of Covid-19 pandemic in Datu Piang,

Datu Salibo, and Datu Saudi Ampatuan, Maguindanao. Specifically, it sought

answers to the following questions such as;(1) What is the demographic profile of

the respondents in terms of Age, Gender, and Occupation; (2) What are the

problems and prospects of education program of the DepEd in terms of: Online

Distance Learning and Modular Distance Learning.

In order to determine the answers to the above-cited problems, the

descriptive quantitative survey method of research was used. The data were

gathered through a questionnaire and the statistical tools used to describe the

data were frequency count, percentage, and the mean (weighted and the overall

weighted mean) to treat the data. Questionnaire was the principal gathering

instrument used which was personally administered by the researcher to the

fifteen (15) teachers, thirty (30) parents, and thirty (30) students/pupils of the

above-mentioned municipalities. Accidental or convenience sampling was used

in the study since the researcher considered only those respondents available

during the actual conduct of the survey.

 39

Major Findings:

Results of the analysis revealed the following findings:

1. With regard to the profile of the respondents, for the teachers, the

youngest are 31 years old and the oldest are 57 years old. The average of

teachers ages is 38.57 years old. For the parents, the youngest are 30 years

old and the oldest is 57 years old. The average of the parents ages is 38.30

years old. For the students/pupils, the youngest are 10 years old and the oldest

is 16 years old. The average of their ages is 13 years old.

The greater majority of the three groups of respondents were female individuals

and these are broken down as follows: Parents (70.0%), Teachers (66.67%),

and students (63.33%).

2. The three groups of respondents which were the parents, teachers,

and the students (pupils) claimed that there are really problems encountered in

the online distance learning as indicated by the computed overall weighted mean

values of 3.20, 3.28, and 3.13; respectively. The common problems encountered

by the three groups of respondents in online distance learning are the following:

1. High cost of computer gadgets and other related- soft wares,

2. Lack of knowledge in computer operations,

3. High cost of internet connectivity,

4. Frequent fluctuation of power supply,

5. Poor internet connection, and

6. Unequal access to e-learning facilities and tools.

The prospects of the three groups of respondents in online distance

learning
 40

on the other hand are the following:

1. Knowledge and skills of the respondents in computer operation will

be improving through e-learning,

2. If e-learning is adequately utilized, then it will promote learning,

3. Online distance learning will eradicate e-illiteracy through the use of

information technology,

4. Education generally more efficient through e-learning,

5. Increase the frontiers of knowledge through e-learning.

The three groups of respondents which were the parents, teachers, and

the students (pupils) claimed that there are really problems

Encountered in the modular distance learning as indicated by the computed

overall weighted mean values of 3.33, 2.86, and 3.37; respectively. The

common problems encountered by the three groups of respondents in the

modular distance learning are the following:

1. The learning modules contain too many exercises,

2. Comprehension difficulty in History and Mathematics modules,

3. Difficulty of communication between teachers and students,

4. Multi-task activities in the module contents, and

5. Lack of parents’ support to the modular distance learning.

The prospects of the three groups of respondents in the modular distance

learning on the other hand are the following:

1. Motivate the students/pupils to be independent learners,

2. Bring students and parents more closer to one another,

3. Improve the students’ knowledge and comprehension skills, and

 41

4. Maximize the proper use of time in learning the modules.

Conclusion

On the basis of the summary of the findings of this study, the following

conclusions are drawn:

1. The following are the top 3 three problems encountered in online

distance Learning:

a. Frequent fluctuation of power supply,

b. Poor internet connection, and

c. Lack of knowledge in computer operations

2. The following are the top 3 prospects as perceived by the three groups

of respondents in online distance learning:

a. E-learning will promote distance learning if adequately utilized,

b. Knowledge and skills of the respondents in computer operation will

be improved through e-learning,

c. E-learning will extend the frontiers of knowledge in the near future.

3. The following are the top 3 three problems encountered in the modular

distance Learning:

a. Comprehension difficulty of the students/pupils in History and

Mathematics modules,

b. Multi-task activities in the module contents, and

c. The learning modules contain too many exercises

4. The following are the top 3 three prospects as perceived by the three

groups of respondents in the modular distance learning:

 42

a. Bring students and parents more closer to one another,

b. Motivate the students/pupils to be independent learners, and

c. Maximize the proper use of time in learning the modules

Recommendations

Based on the findings and conclusions, the following recommendations

are presented as follows:

1. The school organization should refer the findings of the study to the proper

authorities to determine the weak and strong points in the implementation of

online and modular distance learning.

2. Collaboration with the proper authorities like local government units

authorities, the MAGELCO Management and other important sectors within the

community to strengthen the internet connectivity.

3. The school organization shall design a more conducive and applicable

training activities related to Online and Modular Distance Learning Programs.

4. A replication of this study to other schools to ascertain the level of

problems and prospects in the implementation of e-learning and modular

distance learning.
 43

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 46

APPENDIX A

March 12, 2021

DR. ESTRELLA C. TABORA

MSU- Maguindanao Graduate School
Dean

Dear Dr. Tabora,

The undersigned is currently enrolled in Thesis Writing in your institution and

undergoing research study entitled “THE PROBLEMS AND PROSPECTS OF
THE EDUCATION PROGRAM OF THE DEPARTMENT OF EDUCATION
DURING THE STATE OF COVID-19 PANDEMIC IN DATU PIANG, DATU
SALIBO AND DATU SAUDI AMPATUAN, MAGUINDANAO”.
Anent to this, I would like to ask a permission from your good office to allow me
to conduct this interview on March 18, 2021.

Thank you and more power!

Very truly yours,

NORAISA A. IBRAHIM
Researcher

Noted by:

MARICOR BAYOG, MPA

Chairman

DATUALI P. ABDULA, DPA

Adviser

Approved by:

(ESTRELLA C. TABORA, Ph.D.

Dean, Graduate School MSU- Maguindanao
 47

APPENDIX B
March 12, 2021

HADJI NORIHA G. ABDULKADIR

School Principal
Pagatin Elementary School

Dear Ma’am,

Good day!

The undersigned is conducting a study entitled, ”THE PROBLEMS AND PROSPECTS

OF THE EDUCATION PROGRAM OF THE DEPARTMENT OF EDUCATION DURING
THE STATE OF COVID-19 PANDEMIC IN DATU PIANG, DATU SALIBO AND DATU
SAUDI AMPATUAN, MAGUINDANAO” in partial fulfillment of the requirements for the
degree of Master of Public Administration at the Graduate School of Mindanao State
University –Maguindanao.
In line with this, I would like to ask permission from your good office to allow me to
conduct an interview among the Teachers, Parents and pupils in your school. I am
conducting an interview among the primary public school in Datu Salibo Maguindanao.
Attached herewith is the interview questionnaire for this study.
Rest assured that the data which could be obtained in this study will be treated with
outmost confidentiality and will be used solely for academic purposes.
Your approval will be greatly appreciated.

Very truly yours,

NORAISA A. IBRAHIM
Researcher

DATUALI P. ABDULA, DPA

Adviser

ESTRELLA C. TABORA, Ph.D.

Graduate School-Dean

Approved by:

HADJI NORIHA G. ABDULKADIR

School Principal
 48

APPENDIX C

March 12, 2021

MAULA B. ANSA
School Principal
Dapiawan Elementary School

Dear Sir,

Good day!

The undersigned is conducting a study entitled, ”THE PROBLEMS AND

PROSPECTS OF THE EDUCATION PROGRAM OF THE DEPARTMENT OF
EDUCATION DURING THE STATE OF COVID-19 PANDEMIC IN DATU
PIANG, DATU SALIBO AND DATU SAUDI AMPATUAN, MAGUINDANAO” in
partial fulfillment of the requirements for the degree of Master of Public
Administration at the Graduate School of Mindanao State University –
Maguindanao.
In line with this, I would like to ask permission from your good office to allow me
to conduct an interview among the Teachers, Parents and pupils in your school.
I am conducting an interview among the primary public school in Datu Saudi
Ampatuan Maguindanao. Attached herewith is the interview questionnaire for this
study.
Rest assured that the data which could be obtained in this study will be treated
with outmost confidentiality and will be used solely for academic purposes.
Your approval will be greatly appreciated.

Very truly yours,

NORAISA A. IBRAHIM
Researcher

DATUALI P. ABDULA, DPA

Adviser

ESTRELLA C. TABORA, Ph.D.

Graduate School-Dean

Approved by:

MAULA B. ANSA
School Principal
 49

APPENDIX D

March 12, 2021

ABAS A. MOHAMMAD
School Principal
Datu Piang National High School

Dear Sir,

Good day!

The undersigned is conducting a study entitled, ”THE PROBLEMS AND

PROSPECTS OF THE EDUCATION PROGRAM OF THE DEPARTMENT OF
EDUCATION DURING THE STATE OF COVID-19 PANDEMIC IN DATU
PIANG, DATU SALIBO AND DATU SAUDI AMPATUAN, MAGUINDANAO” in
partial fulfillment of the requirements for the degree of Master of Public
Administration at the Graduate School of Mindanao State University –
Maguindanao.
In line with this, I would like to ask permission from your good office to allow me
to conduct an interview among the Teachers, Parents and students in your
school. I am conducting an interview among the secondary public school in Datu
Piang Maguindanao. Attached herewith is the interview questionnaire for this
study.
Rest assured that the data which could be obtained in this study will be treated
with outmost confidentiality and will be used solely for academic purposes.
Your approval will be greatly appreciated.

Very truly yours,

NORAISA A. IBRAHIM
Researcher

DATUALI P. ABDULA, DPA

Adviser

ESTRELLA C. TABORA, Ph.D.

Graduate School-Dean

Approved by:

MR. ABAS A. MOHAMMAD

School Principal
 50

APPENDIX E

March 12, 2021

MAMA C. PALAO
School Principal
Datu Gumbay Elementary School

Dear Sir,

Good day!

The undersigned is conducting a study entitled, ”THE PROBLEMS AND

PROSPECTS OF THE EDUCATION PROGRAM OF THE DEPARTMENT OF
EDUCATION DURING THE STATE OF COVID-19 PANDEMIC IN DATU
PIANG, DATU SALIBO AND DATU SAUDI AMPATUAN, MAGUINDANAO” in
partial fulfillment of the requirements for the degree of Master of Public
Administration at the Graduate School of Mindanao State University –
Maguindanao.
In line with this, I would like to ask permission from your good office to allow me
to conduct an interview among the Teachers, Parents and pupils in your school.
I am conducting an interview among the primary public school in Datu Piang
Maguindanao. Attached herewith is the interview questionnaire for this study.
Rest assured that the data which could be obtained in this study will be treated
with outmost confidentiality and will be used solely for academic purposes.
Your approval will be greatly appreciated.

Very truly yours,

NORAISA A. IBRAHIM
Researcher

DATUALI P. ABDULA, DPA

Adviser

ESTRELLA C. TABORA, Ph.D.

Graduate School-Dean

Approved by:

MR. MAMA C. PALAO

School Principal
 51

APPENDIX F

March 12, 2021

HADJI ABDULRAUF BAGUNDANG

School Principal
Dimaukom National High School

Dear Sir,

Good day!

The undersigned is conducting a study entitled, ”THE PROBLEMS AND

PROSPECTS OF THE EDUCATION PROGRAM OF THE DEPARTMENT OF
EDUCATION DURING THE STATE OF COVID-19 PANDEMIC IN DATU
PIANG, DATU SALIBO AND DATU SAUDI AMPATUAN, MAGUINDANAO” in
partial fulfillment of the requirements for the degree of Master of Public
Administration at the Graduate School of Mindanao State University –
Maguindanao.
In line with this, I would like to ask permission from your good office to allow me
to conduct an interview among the Teachers, Parents and students in your
school. I am conducting an interview among the secondary public school in Datu
Saudi Ampatuan Maguindanao. Attached herewith is the interview questionnaire
for this study.
Rest assured that the data which could be obtained in this study will be treated
with outmost confidentiality and will be used solely for academic purposes.
Your approval will be greatly appreciated.

Very truly yours,

NORAISA A. IBRAHIM
Researcher

DATUALI P. ABDULA, DPA

Adviser

ESTRELLA C. TABORA, Ph.D.

Graduate School-Dean

Approved by:

HADJI ABDULRAUF BAGUNDANG

School Principal
 52

APPENDIX G

March 12, 2021

Dear Respondent,

Good day,
The undersigned is currently enrolled in Thesis Writing entitled, ”THE
PROBLEMS AND PROSPECTS OF THE EDUCATION PROGRAM OF THE
DEPARTMENT OF EDUCATION DURING THE STATE OF COVID-19
PANDEMIC IN DATU PIANG, DATU SALIBO AND DATU SAUDI AMPATUAN,
MAGUINDANAO” This study activity is a final requirements for the degree of
Master of Public Administration.
In this regard, I am asking for your precious time and effort to answer all the
questions in the questionnaire that are important and helpful for the completing
the study.
Rest assured that all data gathered from you will be kept in the highest level of
confidentiality.
Your positive response in this request will be valuable contribution for the
success of the study and will highly appreciate.
Thank you very much for your cooperation.

Very truly yours,

NORAISA A. IBRAHIM
Researcher

Noted by:

DATUALI P. ABDULA, DPA

Adviser
 53

APPENDIX H

Sample Survey Guide Questionnaire

I. Socio- Demographic Profile of the Respondent

a. Age__________
b. Gender________
c. Occupation_________________

II. What are the Problems and Prospects of online distance learning and
modular distance learning?

Direction: kindly check the number which corresponds to your answer using the
scale below;

Scale Description Interpretation

4 Strongly Agree Very High and Very Serious Problem
3 Agreed High and Moderately Serious Problem
2 Disagreed Low and Not Serious
1 Strongly Disagreed Very Low and Not a Problem

PROBLEMS OF ONLINE DISTANCE LEARNING

4 3 2 1
1. Student do not have equal access to e-learning
facilities and tools.
2. Students of secondary and primary public schools
are not interested of operating computers and other
e-learning tools.
3. Instability of internet connection due to the high cost
of internet connectivity.

4. The erratic power supply is a major challenges to e-

learning in the primary and secondary public school.
5. High cost of software, gadgets are also a major
problems to e-learning.
 54

PROSPECTS OF ONLINE DISTANCE LEARNING

4 3 2 1
1. E-learning will promote distance learning if
adequately utilized.
2. E-learning will eradicate e-illiteracy through the use
of information technology in our society.

3. E-learning will make education generally more

efficient.

4. E-learning will extend the frontiers of knowledge in

the near future.
5. E-learning will improve my skills and knowledge on
operating the new technology.

PROBLEMS OF MODULAR DISTANCE LEARNING

4 3 2 1
1. Students and pupils having difficulty in
communicating with their teachers.
2. Students and pupils having multi task activities in
their modules.

3. Students and pupils having difficulty to comprehend

history and mathematics.

4. Lack of parents support to their modular distance

learning.
5. Modular distance learning have a lot of exercises
given in each subjects.
 55

PROSPECTS OF MODULAR DISTANCE LEARNING

4 3 2 1
1. Modular distance learning motivate me to be self-
dependent.
2. Modular distance learning teaches me how to
manage my time in my modules.

3. Modular distance learning will improve the potential,

skills, comprehension and knowledge of the students
and pupils.
4. Modular distance learning has brought students and
parents closer to each other.
 56

APPENDIX I

DOCUMENTATION
57
 58

Student’s and parent’s

 59

Teacher’s
 60

CURRICULUM VITAE

NORAISA A. IBRAHIM
s
TENORIO AWANG D.O.S MAGUINDANAO
Ibrahim.noraisa13@yahoo.com
Mobile No. 09267949958

________________________________________________________________

PERSONAL BACKGROUND

Date of birth : March 13, 1995

Place of birth : Dalican Datu Odin Sinsuat Maguindanao
Civil Status : Single
Citizenship : Filipino
Gender : female
Religion : Islam
Height : 5’2”
Weight : 50
Father’s Name : Ibrahim S. Abid
Mother’s Name : Armia S. Ayob
________________________________________________________________

EDUCATIONAL BACKGROUND

College Degree : Bachelor of Science in Public Administration

Major in : (Organizational Management)

College : Cotabato City State Polytechnic College

Sinsuat Avenue, Cotabato City
2014-2018

Secondary : Kampilan Academy

Sitio Tenorio Awang D.O.S Maguindanao
2010-2014

Elementary : Kanguan E. Uy Central Elementary School

(KEUCES)
 61

Datu Piang Maguindanao

2006-2010
________________________________________________________________

TRAINING AND SEMINAR

 Pag-IBIG Fund Members Service Branch-Cotabato

R. Chio Building, Notre Dame Avenue, Cotabato City
February 19, 2018 – May 3, 2018

 Pre-Development and Orientation Seminar (PDOS)

South Seas Pacific grand Ballroom, Don Rufino Alonzo Street, Cotabato City
February 12, 2018

 Job Readiness Seminar for Graduating Students

Public Employment Services Office (PESO)
Glamour Convention Hall Governor Gutierrez Avenue, Cotabato City
May 7 & 8, 2018
________________________________________________________________

EXPERIENCE

 Pag-IBIG Fund Members Service Branch-Cotabato

R. Chio Building, Notre Dame Avenue, Cotabato City
February 19, 2018 – May 3, 2018

 Alnor Prime Prime Properties Corporation

Sinsuat Avenue, Rosary Heights 9, Cotabato City
February 19, 2019 to present
CASHIER