My Thesis Draft 6 06172021 1

TAMBO NATIONAL HIGH SCHOOL
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Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
The Department of Education implemented distance learning as a
new learning modality for this pandemic. The online learning set-up is a
combination of synchronous learning where learning at the same time with
Students and a teacher and asynchronous learning where learning at
any time that works for the student. However, learners play a crucial role in
the learning process in this new normal which completely changes the
teacher-students engagement that requires student capability in using
technology as the main tool in learning.
In recent years, researchers have become increasingly interested in
the dramatic change of education with the distinctive rise of e-learning where
student is undertaken remotely and on digital platforms as the result of the
global pandemic. In the study of Sun, A. and Chen X. (2016) e-learning has
been exhausted that online instruction is dependent upon the following
aspects as (a) a well-designed curriculum, well-prepared and fully supported
students; (b) creation of a sense of online learning community; and (c) rapid
advancement of technology but changing circumstance related to the study

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Patrick, S. and Powell, A., (2019) supports that online learning has the
potential to transform students and learners by redesigning traditional
classroom instructional approaches, personalizing instruction, and enhancing
the quality of learning experiences which supported by the study of Toyama,
Murphy, Bakia, and Jones (2016) includes of more media in an online
application does not enhance learning when content is controlled, but some
evidences suggest that the learner’s ability to control the learning media is
important.
Nevertheless, these studies have failed to recognize the technological
readiness, acceptance, and emotions of students in the transition from face-
to-face learning to the conduct of online learning. Thus, the primary purpose
of this study is to investigate student’ technological readiness, acceptance,
and emotions towards the conduct of online learning under this type of
learning modality.
Background of the Study
The last quarter of the school year 2019-2020 has been a challenging
phase in the Department of Education when the spread of COVID-19 hit
globally. Thus, affecting the education sector abruptly on the delivery of the
teaching and learning process. Following the late opening of the school year
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2020-2021, adopting the new scheme of teaching and learning process, the
mixing method (online and modular approaches). As per record, upon
checking on the available data over google and other research engines that
provide the history in the conduct of online education. Online education is
nothing new. However, the technology is relatively new. The concept is over
170 years old and has its origin in a correspondence course offered in Great
Britain where the teacher sent lessons and received students’ completed
assignments by mail. Distance learning was born, and today’s online set-ups
are the modern version of their humble predecessors. It all started in 1960 at
the University of Illinois. The university created an Intranet where students
could access their learning materials. In 1979, an educational computer
game Lemonade Stand with Apple software packages was released for
Apple Computers with the concept of creating a successful lemonade stand
but this introduces a generation to the idea of learning with computers.
In preparation for School Year 2020-2021, the Department of
Education (DepEd) provides Self-Learning Modules (SLMs) with the
alternative learning delivery modalities to be offered for various types of
learners across the Philippines. On March 20, 2020, as the entire Luzon and
other parts of the country remain under enhanced community quarantine due
to the COVID-19 outbreak, the Department of Education (DepEd) launched

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DepEd Commons, an online platform for public school teachers to support
distance learning modalities.
Due to the COVID-19 pandemic, in March 2020, where education was
on hold concerning the safety of teachers and students. The Department of
Education diverted its modality from face-to-face to modular approach.
In July 2020, the Department of Education issued an order on the
integration of SLMs with the alternative learning delivery modalities (modular,
television-based, radio-based instruction, blended, and online) will help
DepEd ensure that all learners have access to quality basic education for SY
2020-2021 with face-to-face classes still prohibited due to the public health
situation.
Thus, this study was conceptualized in assessing the preparedness,
acceptance, and emotions of students in the conduct of online classes in the
public high schools in the Division of Paranaque City.
Theoretical Framework of the Study
Connectivism is a learning theory that explains how Internet
technologies have created new opportunities for people to learn and share
information across the World Wide Web and among themselves. These
technologies include Web browsers, email, wikis, online discussion forums,

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social networks, YouTube, and any other tool which enables the users to
learn and share information with other people.
In connectivism learning, a teacher will guide students to information
and answer key questions as needed, to support students learning and
sharing on their own. Students are also encouraged to seek out information
on their own online and express what they find. A connected community
around this shared information often results.
The massive open online course (MOOC) phenomenon comes from
connectivism theory. In a connectivism MOOC (cMOOC), it is open to anyone
who wants to enroll, it uses open software and systems across the Web to
facilitate learning and sharing, it takes place primarily online, and it happens
according to a specified curriculum for a designated period. While facilitators
guide the cMOOC, its participants are largely responsible for what they learn
and what and how they share it; this connected behavior largely helps create
the course content.
As the 89 student respondents conducted their classes online with high
hopes that learning can happen across peer networks that take place online
regardless of their preparations and its acceptance in using technology as
their main tool in reaching out to their learners with arising different emotions
and feelings towards online classes.

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Conceptual Framework of the Study
This study utilized the IPO approach. For its inputs, these were
students assessments towards its readiness, acceptance, and emotions in
the conduct of online teaching.
For its transformation process, these inputs were then subjected to
statistical treatment by making use of the following: measures of central
tendency and inferential statistics.
Output, because of these processes, it was perceived by the
researcher that the implication of the result was applied in the school.
Figure 1
The Conceptual Paradigm of the Study
Input – Process – Output Model
Input Process Output

1. Profile of the Development of
respondents
Management
2. Degree of Technological 1. Survey
Readiness Programs integrated
2. Questionnaires the three degree of
3. Degree of Tehnological
Acceptance 3. Interview technological
4. Problems encountered 4. Inferential readiness, emotions,
5. Assistance provided to Statistics and acceptance
the Teachers
Feedback
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The model shows that the research will focus on the shared experiences of
the students which will comprise both their readiness and acceptance of the
technology in learning, while the emotions also will be gathered through the
interview of the individual students.
Statement of the Problem
This study explored the emotional condition of students as related to
technological readiness and acceptance as they move to learn online.
Specifically, this study was motivated to answer the following research
questions:
1. What is the general profile of the respondents in terms of:
1.1 Age;
1.2 Grade level
1.3 section
2. What is the degree of technological readiness of students in online
learning in terms of the following variables:
2.1 Optimism;
2.2 Innovativeness;
2.3 Discomfort; and
2.4 Insecurity?
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3. What is the level of acceptance of students in online teaching in the
following variables:
3.1 Provision of Laptop,celphone,tablet and connectivity;
3.2 Basic Interface Operation Skills;
3.3 Online learning Efficiency; and
3.4 Readiness and Professional Development?
4. Is there a significant relationship between the degree of
technological readiness of students in online learning, and the level
of acceptance of student in online learning mode?
5. What emotional manifestations are exhibited by the High School
student to show that they have accepted technology on learning
online?
6. What assistance provided to the high school student by DepED and
their institution in the transition to online learning?
7. Based on the results, what are development management
programs can be given in terms of technological readiness,
acceptance, and emotions of students towards online learning?

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Null Hypothesis
There is no significant relationship between the technological

readiness of students and the level of acceptance of students in online
learning mode.
Significance of the Study
This study will be beneficial to almost everybody and to be specific, the
following will benefit from it:
Department of Education. This will benefit DepEd since the result of
this research will give the administrators an idea about the feelings,
challenges, and issues being encountered in the present time as related to
their online learning approach. The result of the interview, specifically getting
the information about students' technological readiness and acceptance, will
open the minds of the administrators to give further IT training for them.
School. This research will give profit to the school by giving knowledge
about their students technological readiness, technology acceptance,
together with their shared feelings about the transition of learning to online
education. This research will use the Theory of Technology Readiness (TR)
and Technology Acceptance Model (TAM) to predict how the student perform
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in recent times using online virtual learning, and then match this with their
shared experiences and emotions.
School Administrators. IT education is not just limited to IT personnel
but rather everybody is entitled to know the value of cybersecurity,
technological approaches, IT uses, and other platforms data that will benefit
the student as a whole. Through the study, DepEd and the school principals
would realize the value of continuous training being given to their students
and would also find ways to produce better online technology training for the
students.
Students. With the result from the research, the students can
understand the challenges of their student arising from online learning. This
in return will help them to be more understanding of their student lack of
enthusiasm and mastery in the use of technology. That way, boredom, and
disrespect will be avoided in regular online classroom settings. This
approach serves to align the various groups of individuals in the classroom.
Any student will practice and approach new material in the ideal manner and
pacing since they knew the value of time that their teachers have allotted for
each lesson development online.

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Teachers. Getting the knowledge on how other teachers feel towards
online education will assure them that their emotions are valid. They will also
realize that they are not alone in this endeavor – adjusting to the norms of the
times. Getting IT education most simply is necessary to adapt to the demands
of all the stakeholders in the school.
Parents and IT Developers. Finally, this study will also give
knowledge to the other stakeholders such as parents since they often relate
with student online. Also, IT developers will get benefits from reading this
research as well.
Scope and Delimitation of the Study
Blended learning is a method of learning for which a student could use
optional methods of instruction. The purpose of this study is to better
understand the student technological readiness, acceptance, and emotions
with blended online learning. This is delimited to student in public high
schools in Paranaque City.

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Definition of Terms
The following terms are being defined in the context of how the study
was undertaken.
Acceptance. This refers to the level of acceptance of teachers in the
adaptation of the online class as the new normal in teaching in DepED.
Emotion. This refers to the behavioral reactions and feelings of the high
school students towards the conduct of online learning.
Internet of thing (IoT). This refers to the notion that there will be a network of
physical objects which will communicate and share information over the
internet.
Interpretative Phenomenological Analysis (IPA). This gives researchers
the best chance to understand the innermost deliberation of the 'lived reality
of the study subjects.
Online learning. This is defined as learning that is completely or partially
accomplished through the internet in DepED.

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Online Learning Environments (OLE). In DepED, this provides the students
and teachers interactive solutions that enrich the learning experience. Online
learning refers to a framework that allows for shared, immersive, learning
interactions. (Meylani, Bitter, & Legacy, 2015; Top Hat, 2021).
Pandemic. This refers to the global catastrophe brought by COVID-19 which
was originated in Wuhan, China that greatly affects the education system
here in the Philippines.
Readiness. This refers to the capability of the high school student in the use
of technology like laptops, tablets, and cellphone as the only tool in
conducting online classes in this time of the pandemic.
Technology Acceptance Model (TAM) is an information management
theory that models how people embrace and use technology. The practical
use of the machine is the endpoint when users use the device. The
behavioral purpose is a driver that leads people to use technology.
Technological readiness. This is popular in application areas which include,
for the most part, a business strategy where analysis focuses on finding user
markets that are expected to embrace emerging innovations such as mobile
network services.
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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter is focused on several scholarly works dealing includes the
evaluation and interpretation of the literature on students’ technological
readiness, acceptance, and emotional manifestations in the use of online
teaching delivery mode. This chapter has readings about the experiences of
teachers in general during the transition in lockdown and post lockdown. This
chapter would shed more light on the online teaching of teachers around the
world and in the Philippines.
A. Related Literature
Foreign Literature
Gattu (2020) disclosed that as the 21 st century entered, there were lots
of innovations that happened to the world. Everything has been systematized
and controlled by technology. IoT which is a big phenomenon upgraded the
lives of people in the world. IoT is the internet's next big trend. People can
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render something a part of the internet through embedded chips.
Communication between individuals, procedures, and things is possible with
the presence of the internet. Low-cost computing, the cloud, big data,
analytics, and mobile devices are essential for the IoT. These technologies all
feed off the data generated by IoT, and these advances extend the bounds of
IoT. With the current trends of the "Internet of Things", education also must
comply. Education is also affected most especially during the lockdown. For
the world has no other option but to adapt to continue with the 'new normal of
living.
Partala and Saari (2017) described technology as the tools,
approaches, and processes used in the manufacture of products or services,
such as in scientific investigation, and is employed in the accomplishment of a
certain objective. In addition to helping with the processes of human
productivity, innovative technology is needed to increase the overall results of
organizations. Technology is designed and configured to fulfill a particular
need for human beings. Technology has traveled up the ladder of civilization.
Many who embrace it can not see it and those who do not use it do not have
it.
La Shun (2017) described technologies are instruments that bridge
people and their environment. As it is used in education, it is the interaction

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that is essential. Presently, teachers are taking a cultural, political,
educational, social, and artistic approach to introduce technology into their
classrooms. To add, few books in the Middle Ages could be obtained, and
they were only in the hands of a privileged few who could obtain the ability to
read them. Today, the Internet provides masses of information at the press of
a mouse. Any online learning opportunities exist throughout the world through
Khan Academy, MOOCs, online degree programs, and podcasts. The
amazing thing about technology is that it allows people to read, communicate,
and work together in different ways. Because of modern technologies, today's
classroom walls are rapidly becoming obsolete and as innovations develop,
people are moving from "the wiz of the classroom" to "the smart one off the
stage." There is a movement away from the "tutor to direct" in many new
classrooms. All around the world, school districts, and colleges are starting to
reinvent learning spaces to conform to this new learning form. It is also
capable of encouraging and assisting as a means of training. With new
instructional designers and innovations, the onus is on getting the best out of
the possibility rests on them (Purdue, 2021). Since technology has been part
of people’s lives, now came the importance of technological readiness.
Technology Readiness refers to the amount of people's desire to use
emerging technologies to attain life and job goals. The construct can be
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understood as a way to describe a person's predisposition to use emerging
technology as a whole (Parasuman, 2000).
Ainley (2017) Interaction is at the heart of most effective learning
environments regardless of delivery format, and interaction. The physical
separation of the teachers and students in online classes should not
compromise consistent and purposeful communication. However, online
classes present unique challenges for effective communication since we
cannot replicate the interaction that occurs in many traditional classrooms.
Also, computers represent a very different approach to the teacher-student
educational transaction and can increase misunderstandings. Since students
are physically isolated from the teacher in an online class, communication
and timely responses become increasingly significant for students and thus
this physical isolation often impacts student views of the online learning
environment.
Cavas, Cavas, Karaoglan, & Kalsa (2019) the performance of
technological integration and the successful usage of technology in education
largely rely on teachers' ability to embrace and have a good attitude towards
it. Technology readiness describes a person's propensity to utilize and
understand emerging innovations while technology acceptance describes a
people's likely to embrace new technology at their workplace. Technology

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readiness (TR) was initially developed in the area of marketing to define how
customers engage with technology-based goods. According to Parasuraman,
the skill of anyone in using technology may be affected by 4 dimensions of a
person's character namely optimism, innovativeness, discomfort, and
insecurity. In the research "Technology and the Internet's Role in the 21st
Century, published by the Journal of the International Association of Software
and Technology Marketing, with a target audience of 2,000, the TRI model
was used to describe the actions of embracing technology in organizational
management that utilizes computer technology, where the information
technology used is controlled by people who recognize it. This layer reflects
on issues people might have in the face of technology-based interactions
(Summak, Baglibel, & Samancioğlu, 2010).
Meanwhile, Parasuraman, A., & Colby (2001) described optimism as a
positive perception of technology and a conviction that offers people improved
power, versatility, and productivity in their lives. It usually catches optimistic
emotions towards technology. Additionally, innovativeness is characterized as
a propensity to be a technological visionary like a leader. This component
usually measures to what degree individuals view themselves as the
forefront. Furthermore, discomfort is described as a perceived loss of control
over technology and a feeling of being overwhelmed by it. This factor typically
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tests the anxiety and worries people feel when faced with technology. Finally,
insecurity is characterized by mistrust of technology and cynicism regarding
its capacity to function properly. This layer reflects on issues citizens might
have in the face of technology-based interactions (Summak et al., 2010;
Badri, et al., 2014).
Technology Acceptance Model (TAM) is one the most influential
extensions of the Theory of Reasoned Action of Ajsen and Fishbein. TAM is
the most widely applied model of users’ acceptance and usage of technology.
TAM measures ease of use and usefulness. Fred Davis and Richard Bagozzi
developed the idea of TAM. TAM is based on the idea that strong behavioral
elements in a person will induce the person to act with freedom and without
hesitation. Applying this context in online education, how are the student
comfortably using the technology in learning. TAM has been criticized on
different grounds and reasons, but it serves its purpose in the investigations
about the factors affecting older adults’ use of the new technology (Charness,
& Boot, 2016).
Summak et al., (2020) Another principle utilized in this analysis is the
Technology Acceptance Model (TAM), which was proposed by Davis in 1989.
In TAM there are two key determinants: perceived usefulness and perceived
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ease of use. Perceived ease of use refers to the degree to which a person
believes that using a particular system, while perceived usefulness refers to
“the degree to which a person believes that using a particular system would
enhance his or her job performance". It is an adaptation of the Theory of
Reasoned Action (TRA), which has been effective in forecasting and justifying
actions in general. The TAM has received significant support over the years
and continues to be established. It has been tested across a broad variety of
frameworks and assumed usefulness is accurate and true cognitive
dimensions. The principle has been utilized in advertisements relating to
goods that utilize technologies related to the operating device and
applications and also started to attempt to be used in the area of operations
management wherein its operations using technology.
Bartolom´e , A., Beishuizen, J., Carneiro, R., Hansen, C., et al. (2017)
the citizens' desire for more and more powerful ways of lifelong learning,
personalized to their specific needs, has become increasingly prevalent in
Europe is gaining widespread attention as a result of several formal training
programs and research on the subject of self-regulated learning. This
principle of self-management has also been applied to learning and made
possible by technology. To allow self-directed learning, education is important
to tailor the course to the students' needs. The idea of self-regulated learning
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appears to emphasize tasks where the learner initiates, tracks, and reviews
all aspects of learning. In Europe, the European Institute for e-learning (Eifel)
campaigns highly for automated portfolios. The portfolio scheme was believed
to have a high potential for helping SRL policies implemented at both national
and European levels are a factor in the increasing the use of digital portfolio
use for competency evaluation and measurement purposes.
Stern (2021) online learning is the most common method of distance
learning today. Online learning is a component of educational programs that
take place over the Internet. According to the Strategic Analysis Program on
Distribution Systems (SPRODS), online enrollments are gaining a rapid
speed higher than the national average. Courses like distance learning have
been popular for a long time. There are many implementation mechanisms
available. It was a struggle for educators and schools to set up online
classrooms because they had to construct classrooms from scratch. In other
advanced countries, CMS resources have been created to educate online.
Among the common ones are Blackboard (www.blackboard.com), WebCT
(www.webct.com), Impact College (www.ecollege.com), ETUDES-NG
(http://www.etudesng.com), Moodle, and Angel Learning Systems
(http://angellearning.com). To accomplish this aim, a whole industry has
emerged (Stern, 2021). Increasingly, several schools around the world have
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finally developed their own LMS just before the beginning of the 2020 school
year. This has been achieved successfully by AMA, STI, and other major
colleges in the Philippines as well. Even DepEd has set up its website for free
entry to high school students. DepEd Commons is an alternative low-cost and
open-access CMS. Online learning is changing the way we teach and learn.
There is a move towards more social, engaging, constructive learning.
Virtual distance learning suits the needs of all students today since
they were affected by the pandemic. This is a setup that avoids the typical
classroom environment. Also, some are not qualified to attend traditional
courses or those who are living separately from their families to attend
university. Some people only learned at the office, and others studied on their
own time as well. The minimum prerequisite for students to enroll in an online
course is access to cable or internet service. Computers, the Internet, and
strict teachers make learning effective online. The courses allow for variety in
learning abilities to receive information from anywhere at anywhere (Stern,
2021). Students use the web world as training and to join classes from any
place. Online connectivity is an incredibly significant convenience for the
youth of today.
Most online classes are not self-paced classes. The instructor will often
act as a facilitator, organizing activities that engage students directly rather

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than relying too heavily on lectures and memorization. The most successful
online students/teachers tend to share the following characteristics: Self-
motivation/self-starter. Good organization and time-management skills.
Familiar with computers and the Internet. resourceful and actively seek
answers and solutions to questions and problems. The online model
emphasizes an interactive learning environment, designed to stimulate
dialogue between instructor and students and among students themselves
(Stern, 2021).
Student need to oversee designing, evaluating, and promoting the
transition to online learning. The challenge faced by student is how to
incorporate creative but efficient methods to address the challenges posed by
the online learning transition process, such as people-intensive elbow'
strategies. The research also adds to current literature on how educators are
influenced by emotions. Many of the circumstances and subsequent
optimistic emotions were encountered while adjusting to OLE and the
futuristic teachers. The authors conclude that this research reflected the full
spectrum of emotions from positive elation to pessimistic desperation to
discover the whole thing because they had nailed it. Emotions have the power
to make the process of transition slow and laborious, or gradual and
satisfying. To recognize developmental changes in the nature and

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significance of emotions in HE before, during, and in periods after
implementation of delivery mode changes, more research is required. In
these times of rapid change, organizations are obligated to facilitate creativity
by helping their workers during the transformation phase. The research
indicates that cautious implementation methods can assist with the retention
of educators and in monitoring institutional success in the transition to OLE
(online learning environment).
Local Literature
Rolando, Salvador, and Luz, (2018) technology have been adopted by
many schools before lockdown, the top technology used to facilitate
instructions are PowerPoint, web-based internet and internet-based
applications, games, social media networking, virtual classrooms, tablets,
iPads, and mobile devices.
Nueva (2019) revealed that some teachers do not know how to use
electronics as a platform for learning. More often than not, the early adopters
of modern technologies would embrace newer technology even though it is
more complex. On the lighter side, teachers have used technology to
augment their lessons such as the development of compositions, video/audio
recordings, practices, and homework assignments. Any student have found

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that applying technologies transforms their lessons from a teacher-centered
to a learner-centered approach. Smart devices and laptops have brought
about a radical revolution in how students read. it has created a dichotomy
among creative student and those who use the system as a support behind-
the-the-glass book instructional aid. Moreover, Nueva (2019) added in her
review that there are three kinds of digital divide in schools: an opportunity
divide, a capacity divide, and a participation divide. To achieve balancing the
activities between internal and external equity, they needed more financial
capital to concentrate on their efforts. Teacher instruction in technology use
leads to student exposure or access to it. The use of technology in the
classroom has a strong impact on the use of technology for instructional
purposes. More highly qualified teachers will result in an increase in digital
maturity among students.
Meanwhile, Aydin (2019) teachers and students can use audio, video,
email, text chat, whiteboard ranking, and app format. Teachers' and
institutional views on the role of technology in education play a major role in
influencing their learning methods. The limitation of student who are graded
as "on stage" infancy-level IT competence may be due to their lack of training
on ICT ().
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Philippine Star (2020) with online classes likely to increase students’
feelings of isolation due to lack of face-to-face interaction, the Department of
Health (DOH) said yesterday there are measures which can be taken to
prevent this. According to DOH, while online classes or digital education
brings “increased levels of safety” because students are at home and are not
exposed to the COVID-19 virus, it could still have an impact on students’
health. “Students may experience health concerns related to increased
screen time such as fatigue, headache, lack of motivation,
avoidance/procrastination, among others,” it noted. But depending on the
curriculum and schedule, the agency maintained that online classes may help
students practice “effective time management, especially if they are in a
modular type of digital learning, as they are studying at their own pace.” The
DOH added that to relieve students who have anxieties associated with the
lack of in-person interaction, some measures can be undertaken, such as
taking breaks in between classes and having time away from the computer.
“Establish a routine wherein there is an academic-personal life balance, which
includes being physically active, eating, sleeping. Practice self-care, self-
compassion, and self-awareness of their thoughts and feelings,” it said. The
agency added that students can be encouraged to speak about these
thoughts and feelings to “people who can validate them.” The DOH
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underscored that there are online mental health resources that can be utilized
if a person needs consultation.
Rifareal (2020) the mental health issues students experience
during distance learning are due to an "interplay" of factors, said one of the
country's top psychiatrists, who added that such issues cannot be solely
attributed to the difficulties of the revamped education system. "It’s a very
complex issue or concern. We need to look at it as an interplay of a lot of
factors. These factors are biological, psychological, social, and sometimes
spiritual," the Philippine Psychiatric Association told Rappler in an interview
on Wednesday, October 21. Rifareal said it was "hard to pinpoint" distance
learning as a factor.
Department of Education (2020) recognizing the impacts of the
COVID-19 pandemic to a person’s mental health, the Department of
Education (DepEd), through its Disaster Risk Reduction and Management
Service (DRRMS), in coordination with various DepEd Central Office units
and partners, launched a series of Mental Health and Psychosocial Support
Services (MHPSS) provisions for DepEd personnel. Undersecretary for
BHROD and Planning Jesus Mateo graced the event and underscored the
value of mental health. Dir. Anne Rachel Miguel of BHROD and Dir. John
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Siena of NEAP also provided their insights on the importance of prioritizing
one’s well-being. “The realities of the new normal which includes working
from home, lack of physical contact with other family members, friends, and
colleagues, and the home-based learning of children can have impacts to a
person’s mental and psychosocial health,” said Director Ronilda Co of DepEd
DRRMS in her opening message.
Asian Society Philippines (2020) regardless of differences in approach
and confidence when it comes to face-to-face classes, online learning has
become a critical part of the education system everywhere, and it has
suddenly become a pillar to all plans. It is safe to say that education as
empowered, unleashed, and improved by digital platforms has long been part
of most countries’ Vision, but COVID-19 accelerated the disruption, to
different degrees of success and pain. Indeed COVID-19 and the education
sector’s pivot to distance and remote learning at first merely underscored
already existing divides within and among different societies. Inequities,
between those who have computers and Internet access and those who could
not afford either or both, simply became more glaring. But it also gave starting
point and center to what has become the biggest challenge to the education
sector and their constituent students and households - from those completely
shifting to online classes to those still left with the dilemmas of face-to-face
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learning and any other form of distance education that is not necessarily
delivered digitally. Even teachers are challenged. In Philippine public schools,
many faculty members either do not have or are not comfortable with,
computers and online platforms.
Related Studies
Foreign Studies
Parasuraman (2020) the positive driver of Technological Readiness in
education are innovativeness and optimism that encourages the teacher to
use the different media or instruments available online to teach the students
effectively. Meanwhile, some negative drivers inhibit their online use such as
discomfort and insecurity in the use of internet technology.
Badri, Mohaidat, & Rashedi (2018) proposed that schools should
provide training and education to empower them in the use of technology. In
Abu Dhabi, research shows that teachers working in more rural areas were
found to be significantly insecure with online technology as compared to their
counterparts in urban places. Then, male teachers are more innovative than
women and older teachers. It ended with a conclusion that the teachers in the
public school of Abu Dhabi have relatively moderate technology readiness

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levels. They also added that those teachers showing discomfort in technology
should be assisted with care.
Reeves & Li (2017) presented that the major obstacle in the delivery of
effective online professional development is the technological readiness of
teachers for it. Their study covered six research questions about the
technological readiness of US elementary and secondary teachers which
were conducted on a large scale between 2006 to 2011. From the findings,
they said that teachers view face-to-face teaching as almost the same value
as online teaching. The further discussed that student should have
professional development in IT and have easy access to the required
technology. They also cited that there is a great deal of variability in student'
technological readiness which might have underlying reasons.
Champa, Rochsantiningsih, and Kristiana (2019), discussed that to
integrate ICT among learning institutions, they have to assess the technology
readiness of the student. Student' readiness is associated with their perceived
capabilities and skills in integrating technology into their classroom
instruction. Tech-learning readiness is the mental or physical preparedness of
a school for some e-learning activities. They believed that the perception,
attitudes, and beliefs of student towards technology can create a positive or
negative impact on their online learning. They further discussed that tools,
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experience, belief, and skill are important elements that affect student ICT
integration to learning. They added that student are just at the beginning level
and uses the most basic function in computing. Around 68.8% of Indonesian
student are technology ready and the implication of this was that the ICT
integration in Indonesia has not been maximized yet by teachers.
Cardullo, Wang, Burton, and Dong (2021) examined the relationship
between factors in the extended technology acceptance model (TAM) and
student self-efficacy in remote learning during the pandemic. Using the 49-
item questionnaire in qualitative form, they came up with the conclusion that
during COVID-19, many students were learned about the online platforms
that they are using in learning. Moreover, they realized that online
instructional delivery was not fully explored by teachers about the use of the
Learning Management System (LMS).
Subedi (2020) TAM was used as a model in gauging the acceptance of
online classes in Nepal. The self-administered tests were given to get the
findings using Cronbach’s Alpha, Pearson Correlation, and Multi-regression.
The findings show that the perceived usefulness has much impact on
intention to use online classes. Perceived usefulness and perceived ease
have a significant relationship with intention to use online classes.

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Naylor and Nyanjom (2020) mentioned that emotions are a significant
factor that contributes to the teaching experience and impacts educators'
beliefs, judgments, and motivation. In teaching, one's intrinsic beliefs, values,
and relationships with students are deeply connected. A change in the mode
of instruction and pedagogy, such as going online, has the potential to disrupt
these deep and personal connections, giving rise to an emotional response.
Initial online teaching responses showed the full range of emotions in the
transition to OLE from positive to negative. The rate of adaptation of change
placed each teacher at various starting points was indicated by these
orientations. This was primarily due to institutional support or lack of support
and the thoughts of the teacher about the process of transition. The extent
and significance of emotions refer to the degree to which emotions are
identified and described by high school student. Studies that recorded the
feelings of learners find mixed outcomes such as optimistic or negative
emotions. Student who utilized technology were energized and inspired to
carry out innovative instructional methods and innovations. Other positive
emotions arose from influences inherent to effective students' learning, such
as passion, enthusiasm, commitment, and accomplishment or lack thereof,
desire to develop good partnerships, and when educators realized teaching
was only partly controllable (hope, excitement, relief).

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Chen (2018) Student emotion is a major element that leads to the
learning experience and affects learners values, judgments, and inspiration.
Emotions are socially formed, individually enacted forms of being that arise
from explicit and/or implicit judgments on perceived progress at attaining
goals. In learning, one's intrinsic interests, principles, and interactions with
students are profoundly linked. A shift in the style of instruction and
pedagogy, such as moving online, can interrupt these strong and intimate
relationships, giving rise to an emotional reaction. While learning in
classrooms at any level is a complex, dynamic and idiosyncratic phenomenon
that represents an emotional experience, transitioning to online learning
provides high school student with additional challenges.
Rodrigo – Ruiz (2016) revealed that certain exceptions in the context
of specific circumstances, it is determined that positive emotions provoke
positive effects, while negative emotions provoke negative effects. Following
is a discussion of the appropriateness, or lack of the same, in the suppression
of negative emotions, encouraging positive ones; the function of emotional
regulation of teachers; and the possible benefits of the inclusion of emotional
competence as a formative part of teacher preparation.
Local Studies
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Barrera, Acompanado, and Ulla (2017) revealed that students-
respondents had a positive perception towards doing research and its
benefits to their learning practice and students’ learning process. Thus, job
promotion is the motivating factor why student did research. However,
reported challenges such as lack of research knowledge and skills, and lack
of financial support from the schools obstructed them from doing it. Attending
and participating in research training, receiving research incentives, and
having a lighter learning timetable were what the student perceived they need
to do research. The implication is for the policy makers, researchers, and
school officials to consider the findings of this study and address the needs of
these student to create a community of student-researchers.
Francisco and Barcelona (2020) revealed that students strongly
agreed that Eliademy can be used as an alternative tool for teaching and
learning as evidenced by their perceived advantages and disadvantages of
such a platform. The study found out that Eliademy is accessible, can
promote time management, promptness, and a challenge for the users
although it requires strong internet connections and time-pressured. The
researcher offered three easy steps in using creating this web-based
classroom, to wit: “Signing in”, “Designing it”, and “Managing out”. Finally, the
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researcher also presented other potential alternative learning tools by which
teachers may utilize depending on the needs of the learners since such
platforms have their special features (e.g., CourseSites, iTunes U,
LatitudeLearning, Myicourse, Schoology, ATutor, Dokeos, Moodle, etc.). It
was concluded that in times of calamities, educators and other institutions
may consider the utilization of Eliademy so as not to compromise classes and
even in a routine. Doing this may promote schools’ learning management
system (LMS) which is required by the different accrediting agencies (e.g.,
PAASCU, PACUCOA, ISO)
Moralista and Oducado (2020) indicated that the majority of faculty had
intermediate computer competency and had no training in online learning,
with only a few having a very stable internet connection. Faculty considered
online education to result in more academic dishonesty, impersonal and lack
of feeling compared to face-to-face classes, and difficult to manage in terms
of technology. Additionally, faculty were undecided if they are in favor of
online education. The faculty significantly differed whether they are in favor of
online education based on age, sex, grade and section. Faculty of Higher
Education Institutions must be provided with continued support and training
as they adapt to the new normal in the higher education landscape and as
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they embrace the instructional challenges brought by the Coronavirus disease
19 pandemic.
Espejo (2018) revealed significant differences in academic
engagement between types of learning environment. Students who perceived
their learning environment to be autonomy-supportive showed significantly
higher academic engagement in their oral communication classes compared
to their teacher-controlling counterparts. Positive outcomes in a learning
environment are stimulated and negativities are prevented when teachers
support their students and engage them in decision-making activities and a
set of class rules. Student may introduce more autonomy-supportive learning
environments as an alternative to improve their instructional practices and
improve students’ engagement.
Trinidad (2020) E-learning requires higher-order skills and analytical
thinking. Raising the quality of training of teachers and students is a must to
maximize the promises of Internet technology. The apparent lackluster
performance of the Department of Education (DepEd) in providing the basic
needs of primary and secondary high schools and the low standard of
education seems to be steps backward to this end. Emphasis should be given
to raising students’ English language proficiency and ‘digital fluency’. The

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public sector cannot carry the burden of forming an e-learning society alone.
The government’s collaboration with the private sector in programs such as
PREGINET, Fit-Ed programs, and the ASTI- and PLDT-sponsored project
testifies to this truth.
Gacrama, Bacena, Corpuz, and Acosta (2020) descriptive statistics
showed that more than 50% of the students agreed that they are ready for
online learning. The motivation for learning, computer/Internet self-efficacy,
and self-directed learning received the highest mean scores on the online
learning readiness scale. No significant differences in OLR based students’
characteristics were found, except in academic discipline. These results imply
that school administrators may consider training the faculty for blended
instruction and develop a learning management system to cater to the
students’ readiness for e-learning.
Lim (2016) findings indicate that online synchronous learning may be
more appropriate for the academic as best practice suggests for stronger
governance and collaboration between faculty and student considering a
potential pilot implementation. However, a culture of the academe based on
sampling indicates that students prefer an asynchronous learning
environment across all colleges. Though most students and faculties accept
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e-learning in general, content management delivery and training are deemed
most essential to their respective college needs.
Caroro, Jomuad, and Lumasag (2018) 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 an
online learning system with traditional teaching gives the students a great
deal of convenience and ease in enhancing learning.
Enriquez (2019) affirmed that the majority of participants considered
Edmodo as an effective supplementary tool for their learning online.
Bagood (2021) as frontliners in the educational system has undergone
various training and seminars to be more equipped in delivering better
education amid the COVID-19 pandemic as it is a norm of the department to
train student not just for personal growth but to become ready for unexpected
circumstances. Identified learning personnel together with the Education
Program Supervisors prepared modules starting in May 2020 in all subjects
for all grade/year level across four quarters by the “Most Essential Learning
Competencies”. These self-learning modules are already considered learning

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packages containing pre-test, discussion, and a series of
evaluation/assessment. They are distributed to all learners with the modular
learning class schedule. The class will guide the learners on what subjects
and modules they must study and learn for the week.
Synthesis of Related Literature and Studies
Based on the literature and studies gathered about online learning
related to student technological readiness and acceptance, very few studies
were made about it especially among Filipino researchers. Research showed
that few research studies have been undertaken on student and the topic of
technology about its impact on the development of digital inequalities. Many
of the research studies found so far have examined the uses of technology for
instructional support, correspondence, and collation. Teaching and test-taking
have been assisted by technology in many ways, including demos, lectures,
and questionnaires focused on grades and more on the process of contact
and partnership.
Meanwhile, the closure of schools because of COVID-19 and the need
to establish local autonomy have highlighted the need of student and schools
to be flexible, adaptive, and agile in the face of unforeseen circumstances. A
trend for more practical and democratic learning that empowers teachers to
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behave and learn more and to respond similarly to the changing online
environment. Students learning will continue to be the teachers' primary
reason for upgrading technology learning (Tabatadze & Chachkhiani, 2021).
A transition from teacher education pedagogy to liberation requires a
rethinking of the current model of instruction. It is important to evaluate the
existing goals of student learning and to ensure that student continue to be
effective. Being technologically ready and accepting will be the components
of success.
Chapter 3
RESEARCH METHODOLOGY
This study utilized the Descriptive Research Method to know the
student’s technological readiness and acceptance levels, and Interpretive

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Phenomenological Analysis (IPA) to investigate further the emotional
concerns and tensions of elementary teachers moving to online education.
The researcher gathered the data to show their readiness and acceptance,
together with perceived emotions regarding online virtual teaching. This study
will attempt to shed light on feelings inherent in elementary online training.
Educators ought to pay attention to how frequently their feelings impair
pedagogical methods and career growth.
Research Design
The research had used the mixed method combining the Descriptive
Research Method (quantitative) to know the student 's technological
readiness and acceptance, together with the Interpretive Phenomenological
Analysis (IPA), a qualitative method to investigate technological acceptance,
the emotional concerns, and tensions of elementary teachers moving to
online education (Alase, 2017; Langkos, 2014). Together, the information
about their readiness and acceptance will be collected to finish the study.
Sources of Data
Since this research is a combination of both quantitative and qualitative
models, the researcher will get her data from the following: (a) primary data
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will be based on the data gathered from the survey which will be both subject
to statistical analysis and simple narrative report for the IPA; (b) secondary
sources will be taken from research reviews and some narration of personal
experiences from the interview of the respondents in the last part of the
survey questionnaire.
Respondents of the Study
Using Slovin’s Formula, the sample size was determined. It is
necessary to achieve a certain confidence interval when sampling a
population. This formula was used when you don’t have enough information
about the population’s behavior (or the distribution of behavior) to otherwise
know the appropriate sample size. With the confidence level of 95% which is
the academic standard for research and a 5% margin of error (or confidence
interval) which is the amount of data would be expected to vary if you run the
survey multiple times. The size of the sample depends on the severity of
getting data and other factors to consider such as the budget, survey method,
and confidence level.
Slovin’s formula is written as: n= N / (1+Ne2)
Where:
n= the number of samples

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N=the total population
The researcher was confident to get accurate data from a sample size
of 89 learners out of the population of 301 in the two schools as shown in
Table A.
Table A
Table of Respondents
School Population Sample

Paranaque national high School 58 45
Baclaran National high School 57 44
Total 115 89
The sample is selected on non-random criteria which includes
convenience sampling. This approach helps one to classify the primary
participants. The researcher chooses the sample based on her assessment
and test intent. Interviews were scheduled with the selected teachers. These
interviewees are the primary unit of analysis. To contact additional
members, the participants will be asked several individuals for their
assistance. Snowballing is a way of creating a snowball sample by asking one
person to make introductions for other participants. The researcher will submit
the purposive sample to include the names of individuals who are informed
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about online teaching and have worked in the field for more than 5 years. To
preserve ethical study, the researcher used informed consent to remind
subjects to not be misleading. To receive informed consent from participants,
the participants will be informed of the following: (1) that they are engaging in
study, (2) that the object of the research is to learn about teachers' emotions
and approval of internet-based instruction, (3) the procedures of the research,
(4) the risk and benefits of the research, (5) the voluntary essence of research
participation, and (6) the procedures used to maintain confidentiality
(Groenewald, 2004).
Besides, two groups of teachers had given their insightful perceptions
from their experiences. To test a focus group, some members spoke to each
other and others submitted essays. The object of collecting data from three
different kinds of participants is a form of triangulation whereby data from one
source are matched against data from another source. Interviews lasted until
the issue was depleted or saturated until interviewees cannot provide any
new insights (Groenewald, 2004).
Research Instrument and Validation
For this study, non-biased objective information was provided in
avoiding the extraneous characteristics of this researcher, the respondents, or

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the context in which the measurement was conducted, the questionnaire was
tested for validity and reliability.
Before the survey began, the questionnaire was pre-tested. Pretesting
in the study involved the following phases:
1. Questionnaire validity:
1.1 The advice of experts was sought by:
1.2 Asking if the items assess what it is designed to assess
(content validity),
1.3 Selecting a criterion and correlate scores on the test with
scores on the criterion in the present (concurrent validity),
1.4 Selecting a criterion and correlate scores on the test with
scores on the criterion in the future (predictive validity),
1.5 Assessing the underlying construct on which the test is
based and correlate these scores with the test scores
(construct validity).
2. Questionnaire reliability:
2.1 By administering the questionnaires to a small group of
people who are typical of likely respondents (i.e., pilot
testing), and
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2.2 By performing a final check of the instrument of the study to
ensure that no major errors are present.
All raters have agreed with one another, inter-rated reliability was
established. Inter-rater agreement is the degree to which two raters using the
same scale give the same rating in identical situations. This is done by having
experts rate the pre-tested questionnaires and then examine the percentage
of agreement between them. Reliability occurred when a questionnaire
measures the same thing more than once and results in the same outcomes.
Percent agreement was evaluated, the method involved counting the
number of times the experts agreed and dividing by the total number of
observations. Specifically, this researcher calculated percent agreement
according to the following formula:
Total number of agreements

----------------------------------------- x
100
Total number of observations
The experts who rated the questionnaire of this study agreed on 8 of
10 observations, the percent agreement was calculated at:
8
-- x 100 = 80
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10
Studies that measure the agreement between two (or more) observers
should include a statistic that considers the fact that observers will sometimes
agree or disagree simply by chance. According to Viera and Garrett (2005),
the kappa statistic (or Cohen’s kappa coefficient) is the most commonly used
statistic for this purpose.
Viera (2005) continued that for most applications, a percent agreement
around 0.61 to 0.80 is substantial enough for inter-rater reliability. The table
below provides the interpretation of kappa values for this study:
Kappa Interpretation Agreement

Value
< 0.00 Poor Less than chance agreement
0.01 to 0.20 Slight Slight agreement
0.21 to 0.40 Fair Fair agreement
0.41 to 0.60 Moderate Moderate agreement
0.61 to 0.80 Substantial Substantial agreement
0.81 to 0.99 Almost Perfect Almost perfect agreement
Source: Viera& Garrett, 2005, Understanding interobserver agreement:
The Kappa statistic. Family Medicine.
Data Gathering Procedure

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Research procedures were the step-by-step protocol involved in
questionnaire administration, data gathering, data processing, and data
analysis. These are as follows:
Before conducting the study, the researcher asked the permission of
the school principal to conduct the study including the use of certain
documents and questionnaires to the target respondents.
The researcher administered the questionnaires to the respondents of
the study via online (google form) and printed survey questionnaire. The
respondents had two ways of replying and participating in the survey. Before
asking the respondents to accomplish the survey form, the researcher made
sure that the objective of conducting the survey was clear.
Coding, summarization, and tabulation of the responses were done
with the help of the statistician.
Statistical Treatment
Descriptive and inferential statistics were used in this study.
Descriptive statistics summarized the data to identify the points around which
the data are located (central tendency), and the spread and dispersion of the
data. Whereas inferential statistics generalized the samples from the
population, performed estimation and hypothesis tests, determined the

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relationship among variables, and made probable predictions. Hence, a
statistically significant finding is determined (statistically) to be very unlikely to
happen by chance.
The following statistical treatments will be used for data reduction:
1. Frequency Distribution. Frequency distribution was used in the study
to indicate the number of cases at each cardinal response. The
demographic profile of the respondents was grouped in categories
defined by step intervals, each of which was a set of contiguous
possible scores. A variable with values that indicate the order of the
cases was divided into some categories. The number of cases
tabulated in any category was the frequency.
2. Percentage. Used to measure the relative frequency of the
respondents’ demographic profile on a nominal scale and to determine
the relationship of their categories with each other, percentages are
used. A percentage is a number or ratio expressed as a fraction of
100. This study used the following formula:
f f x 100 = 100f
= N N
3. Mean Score. The mean score was used in the study to determine if
the average score (or mean value) of the respondents’ set of data is
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equal to the sum of all the values in the data set (divided by the total
number of values). The formula for the mean (or average) is as follows:
S
A = ---
N
Where:
A = average (or mean),
N= number of terms (the number of items or numbers being averaged,
and
S = sum of the numbers in the set of interest (e.g., the sum of the
numbers being averaged).
4. Opinion Index. To get the average perceptions of the respondents,
the scale below will be used.
Interval Verbal Interpretation
4.50 – 5.00 Totally Agree/ Always
3.50 – 4.49 Agree / Seldom
2.50 – 3.49 Neutral
1.00 – 2.49 Disagree / Sometimes
1.0 – 1.4 Totally Disagree/ Never

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5. Pearson Product-Moment Correlation Coefficient (or Pearson’s r).
Pearson’s r was used in the study to measure the strength of
association between two interval or ratio variables. If the relationship
between the variables is not linear, then the correlation coefficient does
not adequately represent the strength of the relationship between the
variables. The formula for Pearson’s r as follows:
Where:
∑x = sum of all x values,
∑y = sum of all y values,
∑x2 = square of each x value,
∑y2 = square of each y value,
∑x∗y = product of each x value and y value,
n = number of pairs in the data.
The interpretation of the range of Pearson’s r value in determining the
correlation coefficient of the study’s variables is as follows:

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Pearson’s r Value Nominal Value

r = +1 Perfect positive
0.8≤ < r 1 Strong positive
0.5≤ < r 0.8 Moderate positive
0.1 ≤ < r 0.5 Weak positive
0 < r < 0.1 Lowest positive
0 Null
-0.1 < r < 0 Lowest negative
-0.5 ≤ < r -0.1 Weak negative
-0.8 ≤ < r -0.5 Moderate negative
-1 < r ≤ -0.8 Strong negative
r = -1 Perfect negative
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Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter deals with the presentation, analysis, and interpretation of
data following the sequence of specific problems posed. Part I describes the
profile of the respondents. Part II presents the agreement of respondents on
technological readiness, frequency of acceptance, and their emotions towards
online teaching. Part III expresses the significant relationship between the
assessments of the respondents in technological readiness and the frequency
of acceptance of online teaching. Part IV to VII presents the result from the
interview of the respondents conducted thru messenger and google meet.
1. What is the profile of the respondents in terms of age, gender,
and educational attainment?
The data on the profile of the respondents are presented in Tables 1.1 to
1.4.
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1.1 Age
Table 1.1
Profile for the Respondents in terms of Age
PES II Tambo ES Overall

Age
n % n % N %
22 – 30 14 16% 9 10% 23 26%
31 – 39 11 12% 13 15% 24 27%
40 – 48 5 6% 9 10% 14 16%
49 – 57 12 13% 10 11% 22 25%
58 – 65 3 3% 3 3% 6 7% Table
1.1 45 51% 44 49% 89 100%
presents the age profile of the respondents. Based on the table, respondents
from PES II, 16% from ages within 22-30 followed by 12% from ages within
31-39. Then, 6 % from ages 40-49, 13% from ages within 49-57, and 3% from
ages 57-65. Then, respondents from Tambo ES, with 10%% within ages 22-
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30, 15% within the ages 31-39, 10% within ages 40-49, 11% within 49-57,
and 3% within 57-65.
These data implied that most of the respondents from this group were
saturated with ages between 22-39 years old. It only signifies that these
groups are more aggressive and more participative compared to older
groups.
1.2 Years in Teaching
Table 1.2.
Profile for the Respondents in terms of
Number of Years in the Service

n Percentage n Percentage N Percentage
3-6 15 17% 31 35%

16 18%
7 - 10 8 9% 17 19%
9 10%
11 - 14 9 10% 17 19%
8 9%
15 - 18 7 8% 8 9% 15 17%
19 - 22 6 7% 3 3% 9 10%
45 44 89 100%
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Table 1.2 presents the profile of the respondents in terms of the
number of years in the service. As shown in the table, in PES II, 17% of the
respondents had served from 3-6 years, 9% had been in the service from 7-
10 years, 10% had been in the service from 11-14 years, 8% from 15-18
years, and 7% from 19-22 years in the service. However, in Tambo ES, 18%
had been serving from 3-6 years, 10% had served 7-10 years, 9% in both 11-
14 and 15-18 years, Lastly, 3% in 19-22 years in service.
With these data, it can be implied that most of the respondents are
teachers serving less than 10 years in teaching in the two schools mentioned.
These are the technology-inclined teachers.
1.3 Educational Attainment
Table 1.3
Profile for the Respondents in terms of Educational Attainment

Educational Background
n % n % N %
Baccalaureate Degree 26 29% 28 31% 54 61%
MA Units 15 17% 12 13% 27 30%
MA Degree 4 4% 4 4% 8 9%
45 51% 44 49% 89 100%

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Table 1.3 presents the educational profile of respondents. Based on
the table, in PES II, 17% of the teachers had their ongoing education leading
to master’s degree, 4% were master’s degree holders but 29% of the
teachers were not pursuing their education. Likewise, in Tambo ES, 13% of
the teachers were on their continuing education leading to master’s degree
and the other 31% did not pursue their master’s. On the combined rate, 30%
of 89 respondents had earned units in masters, 9% were master’s degree
holders, and 61% of the teachers were baccalaureate degree holders.
These data implied that teachers were driven in pursuing their master’s
as part of their continuous learning. Teachers must be encouraged to have
their master’s for professional development so that they can deliver the best
service that they could give to the schools and their stakeholders.
1.4 Grade Level Assignment
Table 1.4
Profile for the Respondents in terms of Grade Level Assignment

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Grade Level
n % n % N %
1 6 7% 6 7% 12 13%
2 6 7% 6 7% 12 13%
3 6 7% 6 7% 12 13%
4 8 9% 8 9% 16 18%
5 9 10% 8 9% 17 19%
6 10 11% 10 11% 20 22%
45 51% 44 49% 89 100%
Table 1.4 presents the grade level assignment of respondents. Based
on the table, 7% of the respondents occupy grades 1 to 3, and 9% of the
respondents are assigned in grades 4 in both schools. However, 10% and 9%
of the respondents were assigned in grade 5 in the two schools, respectively.
Lastly, 11% of the respondents were assigned in grade 6 in both schools.
These data implied that most of the respondents were intermediate
teachers in both schools because more teachers were assigned in the grades
4-6 rather than in kinder to grade 3 levels.

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2. What is the degree of technological readiness of teachers in

online teaching?
The data on the degree of technological readiness is presented in
Tables 2.1 to 2.5 as assessed by the respondents in terms of optimism,
innovativeness, discomfort, and insecurity towards online teaching.
2.1 Optimism
Table 2.1
The Degree of Technological Readiness of Teachers
in term of Optimism
Indicators Verbal Verbal Verbal Rank

Mean Mean Mean
Inter. Inter. Inter.
1. New technologies contribute 4.29 Totally 4.18 Agree 4.24 Totally

1
to a better quality of life Agree Agree
2. Technology gives me more 3.91 Agree 3.80 Agree 3.85 Agree

2
freedom of movement
3. Technology gives people 3.51 Agree 3.32 Neutral 3.42 Neutral

more control over their daily 4
life
4. Technology makes me more 3.78 Agree 3.73 Agree 3.75 Agree

3
productive in my personal life
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Grand Mean 3.87 Agree 3.76 Agree 3.82 Agree
Table 2.1 represents the technological readiness of teachers in terms
of optimism. Among the indicators in this category, “new technologies
contribute to a better quality of life” obtained the highest overall mean
(WM=4.24, Rank 1) totally agree. This signifies that teachers were all in
agreement that technology in this current time greatly contributes to a better
quality of life, especially in education. Likewise, “technology gives people
more control over their daily life” obtained the lowest overall mean (WM=3.42,
Rank 4) neutral may be because teachers are more rational when it comes to
better choices and basic technology is a tool and not an overpowering
machine that would take control of teachers’ daily life in general. The
remaining two indicators in this category obtained a weighted mean of 3.50-
4.49 that signifies the agreement of the respondents.
Hence, this category “optimism” obtained a grand mean of 3.82
interpreted agree. This data implied that most respondents had a positive
disposition towards the use of technology in online teaching as the new
normal in this time of the COVID-19 pandemic.
La Shun (2017) described technology as the tools, approaches, and
processes used in the manufacture of products or services, such as

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in scientific investigation, and is employed in the accomplishment of a
certain objective. Technologies are instruments that bridge people and their
environment. As it is used in education, it is the interaction that is essential.
Presently, teachers are taking a cultural, political, educational, social, and
artistic approach to introduce technology into their classrooms.
2.2 Innovativeness
Table 2.2
in term of Innovativeness
Verbal Verbal Verbal

Indicators Mean Mean Mean Rank
1. Other people come to me for 3.58 Agree 3.52 Agree 3.55 Agree
1
advice on new technologies
2. I am one of the first in my circle of 2.96 Neutral 2.93 Neutral 2.94 Neutral
friends to acquire new technology 4
when it appears
3. I can usually invent the workings of 3.07 Neutral 3.00 Neutral 3.03 Neutral
new high-tech products and 3
services without the help of others
4. I keep up to date with the latest 3.56 Agree 3.52 Agree 3.54 Agree
technological developments in my 2
area of interest
Grand Mean 3.29 Neutral 3.24 Neutral 3.27 Neutral

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of innovation. Among the indicators in this category, “other people come to
me for advice on new technologies” obtained the highest overall mean
(WM=3.55, Rank 1) agree. This signifies that teachers were more resourceful
when it comes to knowledge and people in the community have the trust and
confidence in asking the teachers for help when it comes to technology. With
this, it only means that teachers need to have an updated knowledge of
technology. However, the indicator “I am one of the first in my circle of friends
to acquire new technology when it appears” obtained the lowest overall mean
(WM=2.94, Rank 4) neutral. Based on this result, it only signifies that
teachers remained to be the least financially incapacitated group in society
when it comes to purchasing and owning new gadgets and other technology.
Maybe teachers were more inclined to basic needs and there were top
priorities that need to focus on and not in investing new technologies.
Nonetheless, the remaining two indicators in this category obtained a
weighted mean of 2.50-3.49 that signifies their neutrality when it comes to the
use of technology as innovation.
Thus, this category “innovativeness” has a grand mean of 3.26
interpreted as “neutral”. This data implied that the respondents have
hesitations in using technology in online teaching as perceived in the result.

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This is because online teaching is new to the teachers as they have been
used in conducting face-to-face classes as the default setup in the teaching
and learning process.
Partala and Saari (2015) cited in addition to helping with the processes
of human productivity, innovative technology is needed to increase the overall
results of organizations. Technology is designed and configured to fulfill a
particular need for human beings. Technology has traveled up the ladder of
civilization. Many who embrace it cannot see it and those who do not use it do
not have it.
2.3 Discomfort
Table 2.3
in term of Discomfort
Indicators Mean Verbal Inter. Mean Verbal Inter. Mean Verbal Inter. Rank
1. When I get technical support from 3.82 Agree 3.84 Agree 3.83 Agree
a supplier of a high-tech product
1
or service, sometimes I feel like
benefiting from the knowledge
2. Technical helplines are not helpful 2.71 Neutral 2.73 Neutral 2.72 Neutral
because they don't explain things 3
in terminologies that I understand
3. At times, I think technological 2.67 Neutral 2.68 Neutral 2.67 Neutral 4

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systems are not made for use by

ordinary people
4. There is no such thing as a 3.11 Neutral 3.07 Neutral 3.09 Neutral

manual for a high-tech product or 2
service written in plain language
of discomfort. Among the indicators in this category, “when I get technical
support from a supplier of a high-tech product or service, sometimes I feel like
benefiting from the knowledge” obtained the highest overall mean (WM=3.83,
Rank 1) agree. This signifies that teachers were inclined to exploring and
discovering something especially with the use of high-tech products at their
own pace and time. However, the indicator “at times, I think technological
systems are not made for use by ordinary people” obtained the lowest overall
mean (WM=2.67, Rank 4) neutral. This only signifies that teachers were more
inclined to fairness and equality that everyone is entitled to use technology for
making our lives easy and become more productive in society. The rest of the
two indicators obtained an overall mean within 2.50-3.49
In this regard, category “discomfort” obtained a grand mean of 3.08
interpreted as neutral. This data implied that the respondents were undecided
about the use of technology and its effect like discomfort to the end-user.
Respondents were all in accord in this category as perceived in the result.

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Summak, et al. (2019) described the discomfort as a perceived loss of
control over technology and a feeling of being overwhelmed by it. This factor
typically tests the anxiety and worries people feel when faced with
technology.
2.4 Insecurity
Table 2.4
in term of Insecurity
Verbal Verbal Verbal

Indicators Mean Mean Mean Rank
1. People are too dependent on 2.69 Neutral 2.64 Neutral 2.66 Neutral
technology to do things for 4
themselves.
2. Too much technology 3.64 Agree 3.61 Agree 3.63 Agree

distracts people to such an 1
extent it is harmful
3. Technology lowers the 3.51 Agree 3.45 Neutral 3.48 Neutral

quality of relationships by 2
reducing personal interaction.
4. have no confidence in doing 3.00 Neutral 2.98 Neutral 2.99 Neutral

business with a place that 3
can only be reached online
Grand Mean 3.21 Neutra 3.17 Neutral 3.19 Neutra
l l
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of insecurity. Among the indicators in this category, “too much technology
distracts people to such an extent it is harmful” obtained the highest overall
mean (WM=3.63, Rank 1) agree. This signifies that teachers agreed that
technology could give a negative effect on us. With this result, maybe we can
moderate the use of technology depending on the extent of our needs.
However, the indicator “people are too dependent on technology to do things
for themselves.” obtained the lowest overall mean (WM=2.66, Rank 4)
neutral. This only signifies that teachers were undecided when it comes to the
use of technology maybe because they have been doing things successfully
in the past without the use of high-tech gadgets like computing grades
manually. Then, the rest two indicators obtained an overall mean within 2.50-
3.49 interpreted neutral.
Nevertheless, this category “insecurity” has a grand mean of 3.19
interpreted as neutral. This data implied that the respondents were undecided
nor pronounced towards the negative effects of technology in the utilization of
online teaching because this is the first time that our education system
adopted this learning modality and it's too early to pronounce that this is
effective and could give a better quality and authentic learning to the learners.
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Summak, et al. (2019) insecurity is characterized by mistrust of
technology and cynicism regarding its capacity to function properly. This layer
reflects on issues citizens might have in the face of technology-based
interactions.
2.5 Summary
Table 2.5
The Summary of Degree of Technological Readiness
of Teachers in Online Teaching
Indicators Mean Verbal Inter. Mean Verbal Inter. Mean Verbal Inter. Rank
1. Optimism 3.87 Agree 3.76 Agree 3.82 Agree 1

2. Innovativeness 3.29 Neutral 3.24 Neutral 3.27 Neutral 2
3. Discomfort 3.08 Neutral 3.08 Neutral 3.08 Neutral 4
4. Insecurity 3.21 Neutral 3.17 Neutral 3.19 Neutral 3
Table 2.5 presents the summary of technological readiness of teachers
towards online teaching under the four categories, namely: optimism,
innovativeness, discomfort, and insecurity. Optimism obtained a grand mean

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(WM=3.82, Rank 1) which we can infer that Innovativeness most respondents
had a positive disposition towards the use of technology in online teaching as
the new normal in this time of the COVID-19 pandemic. While
“Innovativeness” obtained a grand mean (WM=3.27, Rank 2) which implied
that the respondents were undecided nor pronounced the aspects of
innovativeness in using technology in online teaching as perceived in the
result. This is because online teaching is new to the teachers, and they were
used to the default modality (face-to-face) in the teaching and learning
process. Then “Insecurity” obtained a grand mean of (WM=3.19, Rank 3)
neutral. This data implied that the respondents were undecided nor
pronounced the possible psychological effects of technology on them in the
utilization of online teaching. Lastly, “Discomfort” obtained a grand mean
(WM=3.08, Rank 4) This data implied that the respondents were undecided
nor pronounced the physical effect to them like the feeling of discomfort with
the use of technology in online teaching.
With an overall grand mean (WM= 3.34) interpreted neutral. The
respondents were all agreed in their assessment in the four categories
presented under technological readiness in the conduct of online teaching. It
only shows that teachers were undecided towards the extent of technological
readiness in online teaching as perceived in the result, i.e. have no

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confidence in doing business with a place that can only be reached online
with a weighted mean of 2.99 interpreted neutral.
Parasuraman, A., & Colby (2001) described optimism as a positive
perception of technology and a conviction that offers people improved power,
versatility, and productivity in their lives. It usually catches optimistic emotions
towards technology. Additionally, innovativeness is characterized as a
propensity to be a technological visionary like a leader. This component
usually measures to what degree individuals view themselves as the
forefront.
3. What is the level of acceptance of teachers of online teaching?
The data on the level of acceptance of online teaching is presented in
Tables 3.1 to 3.5 as assessed by the respondents. These include the
following category, namely: provision of laptop and connectivity, basic
interface operation skills, online teaching efficacy, and readiness and
professional development.
3.1 Provision of Laptop and Connectivity
Table 3.1
The Level of Acceptance of Teachers of Online Teaching
in terms of Provision of Laptop and Connectivity

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Provision of Laptop and connectivity

Mean
Verbal
Mean
Verbal
Mean
Verbal
Rank
1. Does the institution have a working laptop,

desktop computer, or tablet with internet connecting 3.16 Neutral 3 Neutral 3.08 Neutral
5
abilities in your home?
2. Do you have reliable, high-speed internet access

in your home?
3.22 Neutral 3.2 Neutral 3.21 Neutral
4
3. Are you able to update your computing equipment
or buy new software if necessary?
6
4. Do you regularly conduct classes online during the
COVID-19 lockdown?
3.56 Seldom 3.64 Seldom 3.60 Seldom
3
5. Are you technologically ready for online teaching? 3.69 Seldom 3.8 Seldom 3.75 Seldom
2
6. After teaching for more than 5 months online, have
you fully accepted online teaching as the “new 3.82 Seldom 3.86 Seldom 3.84 Seldom
1
normal”?
Table 3.1 presents the level of acceptance of teachers on online
teaching in terms of the provision of laptops and connectivity. As can be seen
in the table, indicators “after teaching for more than 5 months online, have
you fully accepted online teaching as the new normal?” obtained an overall
mean (WM=3.84, Rank 1) seldom. This indicates that the teachers’
assessment in the conduct of online teaching after 5 months were partly
accepted as it was manifested in the result. While indicators “does the
institution have a working laptop, desktop computer, or tablet with internet
connecting abilities in your home?” obtained an overall mean (WM=3.08,
Rank 5) neutral. This simply signified that not all teachers in both schools
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were provided with laptops and internet connectivity. And the rest of the
indicators yielded the same level of acceptance within “seldom”. Provision of
laptop and connectivity obtained a grand mean (WM=3.35) neutral. Thus, this
only implied that teachers agreed that they had partly accepted online
teaching as the new teaching and learning modality.
Aydin (2014) cited that teachers and students can use audio, video,
email, text chat, whiteboard ranking, and app format. Teachers' and
institutional views on the role of technology in education play a major role in
influencing their teaching methods. The limitation of teachers who are graded
as "on stage" infancy-level IT competence may be due to their lack of training
on ICT.
3.2 Basic Interface Operation Skills
Table 3.2
in term of Basic Interface Operation Skills
Basic interface operation skills Mean

Verbal
Mean
Verbal
Mean
Verbal
Rank
7. Do you know how to use e-mail to use the internet

through a browser?
3
8. Can you open files from the internet and store
them on your computer?
4.56 Always 4.57 Always 4.57 Always
1
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9. Can you cut a text and paste it into an e-mail

message?
4
10. Could you cut/copy and paste from one
program to another?
3.76 Seldom 3.45 Neutral 3.61 Seldom
5
11. Do you participate in the online training
process?
4.47 Seldom 4.52 Always 4.50 Seldom
2
12. Have you used web pages to add to your
seminar?
7
13. Have you used web quizzes, a message page,
or a chat room as part of your teaching?
6
Grand Mean 3.98 Seldom 3.86 Seldom 3.92 Seldom
teaching in terms of the basic interface operations skills. As can be seen in
the table, indicators “can you open files from the internet and store them on
your computer?” obtained an overall mean (WM=4.57, Rank 1) always. This
indicates that the teachers were all confident and has the basic knowledge of
opening a file downloaded from the internet. While indicators “have you used
web pages to add to your seminar?” obtained an overall mean (WM=3.35,
Rank 7) neutral. This simply signified that not all teachers in both schools
were able to add web pages during their seminars. And the rest of the
indicators yielded the same level of acceptance within “seldom”. Basic
interface operation skills obtained a grand mean (WM=3.92) seldom. This
implied that the respondents still need more training and practice in accessing
the web page interface.

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Technology is variously described as the tools, approaches, and
processes used in the manufacture of products or services, such as
in scientific investigation, and is employed in the accomplishment of a
certain objective. In addition to helping with the processes of human
productivity, innovative technology is needed to increase the overall results of
organizations (Partala and Saari, 2015). Technology is designed and
configured to fulfill a particular need for human beings. Technology has
traveled up the ladder of civilization. Many who embrace it can not see it and
those who do not use it do not have it. Technologies are instruments that
bridge people and their environment. As it is used in education, it is the
interaction that is essential. Presently, teachers are taking a cultural, political,
educational, social, and artistic approach to introduce technology into their
classrooms (La Shun, 2017).
3.3 Online Teaching Efficacy
Table 3.3
in term of Online Teaching Efficacy

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Online Teaching Efficacy
Mean Verbal Inter. Mean Verbal Inter. Mean Verbal Inter. Rank
14. Do you agree that high-quality learning
will take place without communicating with you
like what is happening in asynchronous
2.47 Sometimes 2.39 Sometimes 2.43 Sometimes
7
learning?
15. Do you agree that face-to-face teaching

is the only effective way to offer education in 3.71 Seldom 3.68 Seldom 3.70 Seldom
6
your field?
16. Do you find that dialogue is an

important teaching technique for your subject?
5
17. Do you think it is necessary to structure
activities so that students can benefit from
each other through interactivity and interactive
2.5
learning?
18. Do you agree that enhanced learning

will occur as work/life/knowledge interactions 4.22 Seldom 4.2 Seldom 4.21 Seldom
2.5
occur?
19. Do you think that building a sense of

community among learners is a priority in your 4.33 Seldom 4.23 Seldom 4.28 Seldom
1
teaching?
20.Are you able to log in and add to the

conversation and engagement of your online 4.07 Seldom 4.02 Seldom 4.05 Seldom
4
classroom?
teaching in terms of online teaching efficacy. As can be seen in the table,
indicators “do you think that building a sense of community among learners is
a priority in your teaching?” obtained an overall mean (WM=4.28, Rank 1)
seldom. This only means that teachers had agreed partly in building
community among learners as a priority to the teachers given the fact that
teachers in this time of pandemic were doing complicated tasks physically in
the school and virtually online. But this does not mean that teachers had no
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feeling of commitment in prioritizing the learner’s welfare especially with what
we have experience in this trying time of our educational system. While
indicators “do you agree that high-quality learning will take place without
communicating with you like what is happening in asynchronous learning?”
obtained an overall mean (WM=2.43, Rank 7) sometimes. This implied that
the respondents were not convinced of the effectiveness of online teaching
that could give a high-quality learning outcome to the learners as they
engaged virtually. Though, the rest of the 5 indicators yielded a weighted
mean within 2.50-3.49 interpreted seldom. Thus, online teaching efficacy had
a grand mean (WM=3.84) seldom. This only implied that the teachers in both
schools were partly agreed on the efficacy of the new teaching modality. We
cannot deny the fact that online teaching is new to the teachers and it would
take ample time that this modality would be perfectly executed. By then, we
can only conclude that online teaching is effective as a face-to-face teaching
modality.
Reeves & Li (2017) teachers view face-to-face teaching as almost the
same value as online teaching. The further discussed that teachers should
have professional development in IT and have easy access to the required
technology. They also cited that there is a great deal of variability in teachers'
technological readiness which might have underlying reasons.

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Stern (2021) most online classes are not self-paced classes. The
instructor will often act as a facilitator, organizing activities that engage
students directly rather than relying too heavily on lectures and memorization.
The most successful online students/teachers tend to share the following
characteristics: Self-motivation/self-starter. Good organization and time-
management skills.
3.4 Readiness and Professional Development
Table 3.4
in term of Readiness and Professional Development

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Readiness and Professional
Verbal Verbal Verbal Rank
Development Mean Mean Mean
21.Are you ready to spend a

substantial amount of time and
4.29 Seldom 4.18 Seldom 4.24 Seldom 2
resources to train for online
teaching?
22.Are you versatile in meeting the

demands of students (due dates, 4.16 Seldom 4.11 Seldom 4.14 Seldom 4
absences, make-up exams)?
23.Are you able to spend time

rethinking and redesigning your
educational materials to meet your
students’ needs?
24.Are you able to spend time in

career growth to continue learning 4.24 Seldom 4.2 Seldom 4.22 Seldom 3
new online?
teaching in terms of readiness and professional development. As can be seen
in the table, indicators “are you able to spend time rethinking and redesigning
your educational materials to meet your students’ needs?” obtained an overall
mean (WM=4.49, Rank 1) seldom. This signified with the given circumstance
of the massive working loads and paper reports (online and offline) to be
accomplished by the teachers, they were able to manage in finding ways in
redesigning educational materials that would best fit in this new learning
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modality. Some of the teachers in both schools were writer-developer of the
DepED Self-Learning Modules across learning areas in all levels in the
elementary. While indicators “are you versatile in meeting the demands of
students (due dates, absences, make-up exams)?” obtained an overall mean
(WM=4.14, Rank 7) seldom. This only implied that the teachers in both
schools were compliant with the call of the Department of Education to be
more lenient in accepting learners’ output in this pandemic. Thus, the rest of
the three indicators were yielded a weighted mean within 3.50-4.49
interpreted seldom.
With the grand mean (WM=4.28) seldom, this impliedly means that the
teachers in both schools were partly managed in finding ways and means in
improving the quality of teaching by providing more relevant learning
materials and improving their professional competence so that they could
thrive in this new learning environment.
Reeves & Li (2017) presented that the major obstacle in the delivery of
effective online professional development is the technological readiness of
teachers for it.
Ainley (2017) mentioned that interaction is at the heart of most
effective learning environments regardless of delivery format, and interaction.

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The physical separation of the teachers and students in online classes should
not compromise consistent and purposeful communication. However, online
classes present unique challenges for effective communication since we
cannot replicate the interaction that occurs in many traditional classrooms.
Also, computers represent a very different approach to the teacher-student
educational transaction and can increase misunderstandings. Since students
are physically isolated from the teacher in an online class, communication
and timely responses become increasingly significant for students and thus
this physical isolation often impacts student views of the online learning
environment.
3.5 Summary
Table 3.5
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The Summary on the Level of Acceptance of Teachers
on Online Teaching
Indicators Verbal Verbal Verbal Rank

Mean Mean Mean
Provision of Laptop and

3.35 Neutral 3.35 Neutral 3.35 Neutral 4
connectivity
Basic interface operation skills 3.98 Seldom 3.86 Seldom 3.92 Seldom 2
Online Teaching Efficacy 3.87 Seldom 3.81 Seldom 3.84 Seldom 3
Readiness and Professional

Development
3.85 Seldom
Grand Mean
Table 3.5 presents the summary of the level of acceptance of teachers
on online teaching.
As perceived from the table, category readiness and professional
development obtained a grand mean (WM=4.27, Rank 1) seldom. this
impliedly means that the teachers in both schools were partly managed in
finding ways and means in improving the quality of teaching by providing
more relevant learning materials and improving their professional competence
so that they could thrive in this new learning environment.

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Hence, the basic interface operation skills category obtained a grand
mean (WM=3.92, Rank 2) seldom. It only shows that the respondents are
familiar with this basic skill in computer operation. This signifies that the
respondents still need more training and practice in accessing the web page
interface.
Then, the category in online teaching efficacy obtained a grand mean
of (WM=3.84, Rank 3) seldom. This implied that the respondents were not
convinced of the effectiveness of online teaching that could give a high-quality
learning outcome to the learners as they engaged virtually.
That, provision of laptop and connectivity appeared to be the least in
the four categories with a grand mean (WM=3.35, Rank 4) neutral. With this
result, that gadget and connection availability were it at stake since this is the
only way that teacher can communicate with their learners in this pandemic
and yet the respondents were half-hearted with regards to the availability of
technology prior online teaching engagement.
Finally, the level of acceptance of teachers in online teaching yielded a
grand mean (WM=3.85) seldom. This data implies that the level of
acceptance of the respondents towards online learning still in the process to
fully accept this new normal way of teaching. This is very clear and evident
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based on our current situation in the conduct of online teaching. Since this is
the only time that the respondents engaged in this newly implemented
approach though the concept of online teaching is known earlier in the time of
war as disclosed by the Department of Education.
Naylor & Nyanjom (2020) cited the extent and significance of emotions
refer to the degree to which emotions are identified and described by
elementary educators. Studies that recorded the feelings of educators find
mixed outcomes such as optimistic or negative emotions. Teachers who
utilized technology were energized and inspired to carry out innovative
instructional methods and innovations. Other positive emotions arose from
influences inherent to effective students' learning, such as passion,
enthusiasm, commitment, and accomplishment or lack thereof, desire to
develop good partnerships, and when educators realized teaching was only
partly controllable.
4. Is there a significant relationship between the degree of
technological readiness of teachers and the level of acceptance
of teachers in online teaching mode?

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The data on the significant relationship between the degree of
technology readiness and the level of acceptance of teachers on online
teaching is presented in Table 4 as assessed by the respondents.
Table 4
The Significant Relationship Between the Degree ff Technological
Readiness ff Teachers and The Level of Acceptance
of Teachers in Online Teaching Mode
Pearson’s r
Decision
α = 0.05 P-
Strength of If p < or = to
Compared Variables value Interpretation
df= 2 Association 0.05, reject
CV=0.950 Ho
(two-tailed)
Optimism -0.61 Moderate negative 0.27 Accept Ho Not Significant
Acceptance Not Significant

Innovativeness -0.13 Lowest negative 0.83 Accept Ho
of teachers
in online
Discomfort -0.64 Moderate negative 0.24 Accept Ho Not Significant
teaching
Insecurity -0.1 Lowest positive 0.87 Accept Ho Not Significant
The Pearson product-moment of correlation was used to obtain the
strength of the relationship (r) that exists between the aforementioned paired
variables while the test statistics having a degree of freedom of n – 2 is used
to confirm whether such relationship is statistically significant. The probability

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value was compared to the alpha value which was set at 0.05 or 95% level of
confidence. A p-value greater than or equal to the 0.05 alpha value leads to
the decision of accepting the null hypothesis of no significant relationship;
thus, there is no significant relationship between the data being tested.
As can be gleaned from Table 4 above, all of the areas where the
respondents demonstrated their technology readiness have a very small
correlation towards the acceptance of online teaching as it obtained from
lowest to moderate negative association. Innovativeness and insecurity
obtained a computed r-value of -0.13 and -0.1, respectively. These
relationships had the lowest negative linear direction which means that the
demonstrated readiness of the teachers in these categories is observed to be
inclined towards all the variables in the acceptance of online teaching
(provisions of laptop and connectivity, basic interface operations skills, online
teaching efficacy, and readiness and professional development). However,
optimism and discomforts obtained a computed r-value of -0.61 and -0.64
respectively which shows a moderate negative linear direction which is also
demonstrated in both variables being compared.
However, it is also important to note that the strength of the
relationship is not the only factor to be considered in concluding the

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significance. The correlation between technological readiness (optimism,
innovativeness, discomfort, and insecurity) with the acceptance of teachers in
online teaching have attained p-values that are greater than the 0.05 alpha
level. The strength of the relationship observed for the mentioned paired
variables can only be inferred that such observation can only be true to
samples and not exactly apparent to the population they represented.
Hence, the attained p – values in all the indicators of technology
readiness against the acceptance of online teaching are greater than the 0.05
alpha level. The strength of relationships observed for the mentioned paired
variables is not statistically significant which can be inferred that such
observation can only be true to the samples and not exactly apparent to the
population they represent.
Cardullo, Wang, Burton & Dong, (2021), examined the relationship
between factors in the extended technology acceptance model (TAM) and
teachers' self-efficacy in remote teaching during the pandemic. Using the 49-
item questionnaire in qualitative form, they came up with the conclusion that
during COVID-19, many teachers were learning about the online platforms
that they are using in teaching. Moreover, they realized that online
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instructional delivery was not fully explored by teachers about the use of the
Learning Management System (LMS).
5. What emotional manifestations are exhibited by the Elementary
teachers to show that they have accepted technology on teaching
online?
Tables 5.1 and 5.2 presents the emotional manifestation exhibited by
the teachers in the readiness towards online teaching.
5.1 Feelings Toward Online Teaching
Table 5.1
Feelings Toward Online Teaching
FEELINGS TOWARD ONLINE TEACHING Rank
1. Most of the teachers had felt that online classes can caused trauma, stress, 1
nervousness and very tiring to the teachers.
2. They had pity to the underprivileged students who had no access and gadgets. 2
3. To others, online approach must be mastered, all resources must readily available 3
and prepared, and teachers must be more patience in handling online class.
4. To some, online teaching is an exciting and they had curiousness in effectivity of the 4
newly approach.
5. Only few of the teachers think that they had to embrace and accept the change from 5
face-to-face to online classes.
Table 5.1 presents the different emotions and feelings were
summarized based on the survey questionnaire and informal interviews from

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teachers in Paranaque Elementary School Unit II and Tambo Elementary
School - Main. Out of 89 respondents, 23 were through informal interviews via
google meet and messenger and the rest are from survey questionnaires on
google form and printed copies.
5.2 Feelings/Problems Encountered in The Conduct Online Teaching
Table 5.2
Feelings/Problems Encountered in The Conduct

Online Teaching
FEELINGS/PROBLEMS ENCOUNTERED IN THE CONDUCT

Rank
ONLINE TEACHING
1. Most of the teachers were happy, excited, and they had felt that they 1
had achieved their goals and target from the result of the 1 st quarter of
the implementation.
2. Some teachers were worried as they encountered glitches of internet 2

connection and it gives more patience and tolerance towards online
teaching.
3. Few of them, disclosed that they were unhappy, frustrated and 3

stressed with online teaching.
4. To some teachers, they were nervous on the newly approached. 4
5. To some, they were challenged because the approach is new, and 5

others were hesitant with the used of gadgets.
Table 5.2 presents the feelings and problems encountered by the
teachers in the conduct of online classes. During the interview, most of them
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were confident and provided honest feedback regarding the challenges they
have encountered.
With these results, it is encouraged that teachers must be more
prepared, compassionate, and lenient in embracing online teaching because
nobody will take up the role and space of the teacher in trying times. Always,
apply compassion and leniency in both spoken and textual contexts in the
virtual classroom. Leaners need a bunch and much love and understanding
as they go through this online education. Never forget that learners are
diverse in different ways, try to expand the cross-cultural understanding.
Nevertheless, teaching and learning is a complex process. It is a
process that includes many variables. These variables interact as learners
work toward their goals and incorporate new knowledge, behaviors, and skills
that add to their range of learning experiences (Vikaspedia. in, 2020).
6. What assistance is provided to the elementary teachers by DepED
and their institution in the transition to online teaching?
Table 6 presents the assistance given to the teachers in conducting
online teaching.
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Table 6 presents the assistance provided to the teachers. With the
results, it is great knowing that a lot of supports were given and exerted by
the local government of Paranaque City and the Department of Education.
From the provisions of gadgets, laptops, internet connectivity, and free wi-fi
access in all campuses in the public elementary and high schools with the city
because these are the only access of the teachers in engaging their learners
virtually. It can be noted that these agencies were doing the right and
appropriate things that need to be done in this pandemic.
Table 6
ASSISTANCE PROVIDED TO THE ELEMENTARY TEACHERS BY DEPED,

LOCAL GOVERNEMENT, AND THEIR SHOOLS IN THE TRANSITION TO Rank
ONLINE TEACHING
1. Provided with trainings and seminars that suited to the needs of the 1
teachers in the preparation of online classes like in curriculum and
pedagogy.
2. The local government and the schools division provided the teachers with 2
laptop and the learners with tablets.
3. Modules were provided. 3
4. Provided with internet loads. 4
5. The local government provided the school vicinity with free wifi connection. 5
ASSISTANCE PROVIDED TO THE ELEMENTARY TEACHERS BY
DEPED, LOCAL GOVERNEMENT, AND THEIR SHOOLS IN THE
TRANSITION TO ONLINE TEACHING

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Nueva (2019) cited some teachers do not know how to use electronics
as a platform for learning. More often than not, the early adopters of modern
technologies would embrace newer technology even though it is more
complex. On the lighter side, teachers have used technology to augment their
lessons such as the development of compositions, video/audio recordings,
practices, and homework assignments. Any teachers have found that
applying technologies transforms their lessons from a teacher-centered to a
learner-centered approach. Smart devices and laptops have brought about a
radical revolution in how students read. it has created a dichotomy among
creative teachers and those who use the system as a support behind-the-the-
glass book instructional aid.
7. Based on the results, what are development management
programs can be given in terms of technological readiness,
acceptance, and emotions of teachers towards online teaching?
In perusal to the actual results from question number 1 to question
number 6, the following suggestions had been conceptualized to the four
important elements in this study that focuses on the technological readiness,
acceptance, and emotions of teachers toward the conduct of online teaching,

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namely: the teachers, college and universities, local government of
Paranaque City, and the Department of Education.
For the teachers, they need to be more resilient and prepared in terms
of physical, emotional, psychological, and technical aspects as they are the
facilitator in the teaching and learning process in all times regardless of any
calamities that a community may suffer. Comprehensive and holistic training
that may cover preparedness and resiliency aside from the theoretical
knowledge in coping with any adversities that may arise.
For the colleges and universities that offer teacher education, it is now
time to revisit and recalibrate the curriculum of teacher education and include
resiliency as a form part of the new curriculum.
For the City Government of Paranaque, invest more in the education
sector like purchasing more gadgets and connectivity that are ready and
available for use for the teachers and learners within the city.
For the Department of Education, provide training that is more
relatable to our situation. Training that would capacitate the teachers in
coping and handling situations like now in the pandemic that teaching and
learning are different from the old normal (face-to-face).

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Online Learning Environment (2020) cited teachers need to oversee
designing, evaluating, and promoting the transition to online teaching. The
challenge faced by teachers is how to incorporate creative but efficient
methods to address the challenges posed by the online teaching transition
process, such as people-intensive elbow' strategies. The research also adds
to current literature on how educators are influenced by emotions. Many of
the circumstances and subsequent optimistic emotions were encountered
while adjusting to OLE and the futuristic teachers. The authors conclude that
this research reflected the full spectrum of emotions from positive elation to
pessimistic desperation to discover the whole thing because they had nailed
it. Emotions have the power to make the process of transition slow and
laborious, or gradual and satisfying. To recognize developmental changes in
the nature and significance of emotions in HE before, during, and in periods
after implementation of delivery mode changes, more research is required. In
these times of rapid change, organizations are obligated to facilitate creativity
by helping their workers during the transformation phase. The research
indicates that cautious implementation methods can assist with the retention
of educators and in monitoring institutional success in the transition to OLE.

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Chapter 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary, findings, conclusions, and
recommendations of the study on the technological readiness, acceptance,
and emotions of teachers in the transitions to online teaching in the
elementary schools in the Schools Division of Paranaque City.
SUMMARY OF FINDINGS
This study revealed the following findings:
1. The general profile of the respondents
Based on the results, in terms of ages, most of the respondents
were saturated with ages between 22-39 years old. In terms of
years of teaching, most of the respondents are teachers serving

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less than 10 years in teaching in the two schools mentioned. These
are the technology-inclined teachers. Likewise, in terms of
educational attainment, teachers were driven in pursuing their
master’s as part of their continuous learning. Teachers must be
encouraged to have their master’s for professional development so
that they can deliver the best service that they could give to the
schools and their stakeholders. Lastly, in terms of grade-level
assignment, most of the respondents were intermediate teachers in
both schools because more teachers were assigned in the grades
4-6 rather than in kinder to grade 3 levels.
2. The degree of technological readiness of teachers in online
teaching
Based on the results, optimism with an obtained a total weighted
mean of 3.82 interpreted agree. It only implied that most
respondents had a positive disposition towards the use of
technology in online teaching as the new normal in this time of the
COVID-19 pandemic.
For innovativeness, it has an overall weighted mean of 3.26
interpreted as “neutral”. It only implied that the respondents have
hesitations in using technology in online teaching as perceived in

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the result. This is because online teaching is new to the teachers as
they have been used in conducting face-to-face classes as the
default setup in the teaching and learning process.
For discomfort, with a total weighted mean of 3.08 interpreted as
neutral. It implied that the respondents were undecided about the
indicators that cause discomfort to them. They were all agreed
under the discomfort category.
For insecurity, it has a total weighted mean of 3.19 interpreted as
neutral. It only implied that the respondents were undecided about
nor pronounced the negative effects of technology in the utilization
of online teaching.
Overall, the teachers were undecided about the extent of
technological readiness in the conduct of online teaching.
3. The level of acceptance of teachers in online teaching
Based on the results, for the provision of laptops and connectivity
obtained those teachers agreed that they had partly accepted
online teaching as the new teaching and learning modality since not
all teachers in both schools received their laptops from the City
Government of Paranaque and DepED. It is also clear that the
availability of gadgets and connections was at stake for the teacher

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to communicate with their learners in this pandemic and yet the
respondents were half-hearted when regards to preparation before
teaching engagement.
For basic interface operations skills, though respondents were
familiar with this basic skill in computer operation and still in need of
more training and practice in accessing the web page interface.
For online teaching efficacy, the teachers in both schools were
partly agreed to this new teaching modality. Respondents were not
convinced of the effectiveness of online teaching that could give a
high-quality learning outcome to the learners as they engaged
virtually. We cannot deny the fact that online teaching is new to the
teachers, and it would take ample time that this modality would be
perfectly executed. By then, we can only conclude that online
teaching is effective as a face-to-face teaching modality.
For readiness and professional development, teachers in both
schools were partly managed in finding ways and means in
improving the quality of teaching by providing more relevant
learning materials and improving their professional competence so
that they could thrive in this new learning environment.

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In totality, the level of acceptance of the respondents towards
online learning still in the process to fully accept this new normal
way of teaching. This is very clear and evident based on our current
situation in the conduct of online teaching. Since this is the only
time that the respondents engaged in this newly implemented
approach though the concept of online teaching is known earlier in
the time of war as disclosed by the Department of Education.
4. The significant relationship between the degree of
technological readiness of teachers in online teaching, and the
level of acceptance of teachers of online teaching
Based on the result, the attained p – values in all the indicators of
technology readiness against the acceptance of online teaching are
greater than the 0.05 alpha level. Thus, null hypotheses are
accepted. Therefore, there are no significant correlations exist
between technology readiness and acceptance of online teaching.
The four areas where the respondents demonstrated their
technology readiness have a very small correlation towards the
acceptance of online teaching as it obtained from lowest to
moderate negative association. However, it is also important to
note that the strength of the relationship is not the only factor to be
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considered in including the significance. Thus, the strength of
relationships observed for the mentioned paired variables is not
statistically significant which can be inferred that such observation
can only be true to the samples and not exactly apparent to the
population they represent.
5. The emotional manifestations exhibited by the Elementary
teachers show that they have accepted technology on
teaching online.
Different emotions and feelings were disclosed by the teachers
towards the online teaching modality. It is encouraged that teachers
must be more prepared, compassionate, and lenient in embracing
online teaching because nobody will take up the role and space of
the teacher in trying times. Always, apply compassion and leniency
in both spoken and textual contexts in the virtual classroom.
Leaners need a bunch and much love and understanding as they
go through this online education. Never forget that learners are
diverse in different ways, try to expand the cross-cultural
understanding.
6. The assistance provided to the elementary teachers by DepED
and their institution in the transition to online teaching.

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99
It is great knowing that a lot of supports were given and exerted by
the local government of Paranaque City and the Department of
Education. From the provisions of gadgets, laptops, internet
connectivity, and free wi-fi access in all campuses in the public
elementary and high schools with the city because these are the
only access of the teachers in engaging their learners virtually. It
can be noted that these agencies were doing the right and
appropriate things that need to be done in this pandemic.
7. The development of management programs is given in terms
of technological readiness, acceptance, and emotions of
teachers towards online teaching.
Based on the results, there are four important elements in this
study that needs to be elaborated on, namely: the teachers, college
and universities, the local government of Paranaque City, and the
Department of Education.
For the teachers, they need to be more resilient and prepared in
terms of physical, emotional, psychological, and technical aspects
as they are the facilitator in the teaching and learning process in all
times regardless of any calamities that a community may suffer.
Comprehensive and holistic training that may cover preparedness

1 Page
100
and resiliency aside from the theoretical knowledge in coping with
any adversities that may arise.
For the colleges and universities that offer teacher education, it is
now time to revisit and recalibrate the curriculum of teacher
education and include resiliency as a form part of the new
curriculum.
For the City Government of Paranaque, invest more in the
education sector like purchasing more gadgets and connectivity
that are ready and available for use for the teachers and learners
within the city.
For the Department of Education, provide training that is more
relatable to our situation. Training that would capacitate the
teachers in coping and handling situations like now in the pandemic
that teaching and learning are different from the old normal (face-
to-face).
Conclusions
In light of the findings of the study, the following conclusions were
drawn:
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1. Based on the respondents’ assessments it is revealed that only a
few teachers in this group are vulnerable. These are teachers who
have been in the for more than 15 years.
2. The respondents agreed with their assessment of technological
readiness in online teaching. It is revealed that they have
confidence in technology as a tool in online teaching. But they were
undecided in terms of innovativeness in using such gadgets. They
were also undecided on the psychological effects such as
discomfort and insecurity in the use of technology in online
teaching.
3. The level of acceptance of the respondents towards online learning
is in the process to fully accept this new teaching modality. This is
very clear and evident based on our current situation in the conduct
of online teaching. Since this is the only time that the respondents
engaged in this newly implemented approach though the concept of
online teaching is known earlier in the time of war as disclosed by
the Department of Education.
4. As the results revealed that no significant relationships between
technology readiness and acceptance of online teaching.

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Statistically, 10% to 80% probability that null hypotheses are
correct. Thus, null hypotheses are accepted.
5. The feeling and emotions encountered by the respondents in their
respective schools were mainly focused on behavioral patterns
towards the conduct of online teaching.
6. DepED and the Local Government of Paranaque City were on the
right track as they worked collaboratively in addressing and
delivering education amidst this pandemic.
7. Stakeholders in education must work hand-in-hand because
education must go on regardless of any adversities that may
intervene.
Recommendations:
Based on the conclusions drawn from the study, the researcher would
like to recommend the following:
1. Personal Selection Board in the school and the schools' division
office shall include the possession of basic computer knowledge as
one of the components in hiring an applicant before deploying them
to their school assignment.
2. Teachers shall adopt continuous learning focusing on ICT.

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3. DepED shall develop online psychological capacity training or self-
help reading materials for all the teachers used to help them accept
the challenges in online teaching.
4. The Human Resource Development the Department of Education
of Paranaque shall provide ICT training and Resiliency
Preparedness to all teachers and more attention must be given to
the group of teachers who are most vulnerable in using technology
as one of the tools online teaching.
5. The school community shall help one another so that no teachers
will be left behind with this new teaching modality.
6. The City Government Paranaque must allocate more budget in
purchasing gadgets and laptops for the learners, teachers, and
schools within the city from the Special Education Fund (SEF).
7. Adoption of the suggestions from the researcher is hereby
encouraged.
8. Finally, further study of the same nature shall be conducted in other
Schools Division Offices to determine if the same result will be
yielded in the same studies.

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104
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SURVEY QUESTIONNAIRE AND GUIDE QUESTIONS
TEACHERS’ TECHNOLOGICAL READINESS, ACCEPTANCE, AND

EMOTIONS IN ONLINE TEACHING IN THE
ELEMENTARY EDUCATION
To the Participants:
Greetings!
I am Luzminda Hilario and I am currently enrolled in a Graduate study

for Educational Management at Pamantasan ng Lungsod ng Pasay. For my
master thesis, I am researching the Teachers' Technological Readiness and
Acceptance, and Emotions in the Transition to Online Teaching in Elementary
Education. I mainly focus on areas such as technological readiness,
acceptance, and emotions of teachers especially after the promulgation of
online education as one delivery mode of the blended learning approach.
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When implementing technology, it is very important that the people who come
into contact with this technology feel ready for it. Using this questionnaire, I
will look at the overall technology readiness of the respondents. Some
general questions are listed below such as gender, age, years in service,
highest educational level, and grade level adviser. Subsequently, of 16
statements you are asked to what extent you agree with the statement:
disagree to completely agree. Completing this questionnaire will take
approximately 30 minutes. The data from the survey will be anonymously
analyzed and processed in a report. Your voluntary participation in this study
is completely highly appreciated and your anonymity will be valued by the
researcher.
I would like to thank you for taking the time to complete this
questionnaire.
Best regards,
LUZMINDA HILARIO
Researcher
I. Personal Details
Name (optional)_____________________________
Email address/phone number__________________
Age________________ Gender_______________
Years in Teaching Service_____________________
Highest Educational Level_____________________
Grade Level Assignment______________________
School (optional)____________________________
II. Teachers’ Technological Readiness in Online Teaching.

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In the next part, you will be asked for your opinion on several statements. For
each statement, the degree to which you agree or disagree with the
statement is asked. Give the answer that most closely matches your thought.
You can only give one answer for each statement.
OPTIMISM
Totally Totally
Disagree Neutral Agree
Disagree agree
1.New technologies contribute to a

better quality of life
2.Technology gives me more freedom

of movement
3.Technology gives people more

control over their daily life
4.Technology makes me more

productive in my personal life
Totally Totally
INNOVATIVENESS Disagree Neutral Agree
Disagree agree
5.Other people come to me for advice

on new technologies
6.I am one of the first in my circle of

friends to acquire new technology
when it appears
7.I can usually invent the workings of

new high-tech products and services
without the help of others
8.I keep up to date with the latest

technological developments in my area
of interest
Totally Totally
DISCOMFORT Disagree Neutral Agree
Disagree agree
9.When I get technical support from a

supplier of a high-tech product or
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service, sometimes I feel like

benefiting from the knowledge
10.Technical helplines are not helpful

because they don't explain things in
terminologies that I understand
11.At times, I think technological

systems are not made for use by
ordinary people
12.There is no such thing as a manual

for a high-tech product or service
written in plain language
Totally Totally
INSECURITIES Disagree Neutral Agree
Disagree agree
13.People are too dependent on

technology to do things for them
14.Too much technology distracts

people to such an extent it is harmful
15.Technology lowers the quality of

relationships by reducing personal
interaction
16.I have no confidence in doing

business with a place that can only be
reached online
III. Level of Acceptance of Teachers of Online Teaching of Teachers

Survey Questionnaire
Directions: Answer the following questions by choosing from 1—5, 1 as
never, 2 – sometimes, 3 – generally, 4 - seldom, and 5 - as always.
Provision of Laptops and Connectivity

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1. Does the institution have a working laptop, desktop computer,

or tablet with internet connecting abilities in your home?
2. Do you have reliable, high-speed internet access in your home?
4. Are you able to update your computing equipment or buy new

software if necessary?
5. Do you regularly conduct classes online during the COVID-19

lockdown?
6. Are you technologically ready for online teaching?
Basic interface operation skills
9. Can you open files from the internet and store them on
your computer?
10. Can you cut a text and paste it into an e-mail message?
11. Could you cut/copy and paste from one program to

another?
12. Do you participate in the online training process?
13. Have you used web pages to add to your seminar?
Online Teaching Efficacy
14. Have you used web quizzes, a message page, or a chat

room as part of your teaching?
15. Do you agree that high-quality learning will take place

without communicating with you like what is happening in
asynchronous learning?
16. Do you agree that face-to-face teaching is the only

effective way to offer education in your field?
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17. Do you find that dialogue is an important teaching

technique for your subject?
18. Do you think it is necessary to structure activities so that

students can benefit from each other through interactivity
and interactive learning?
19. Do you agree that enhanced learning will occur as

work/life/knowledge interactions occur?
20. Do you think that building a sense of community among

learners is a priority in your teaching?
Readiness and Professional Development
21. Are you able to log in and add to the conversation and
engagement of your online classroom?
22. Are you ready to spend a substantial amount of time

and resources to train for online teaching?
23. Are you versatile in meeting the demands of students

(due dates, absences, make-up exams)?
24. Are you able to spend time rethinking and redesigning

your educational materials to meet your students’ needs?
25. Are you able to spend time in career growth to continue

learning new online?
IV. Emotions of Teachers Survey Questionnaire

Interview Questions: Is online teaching the best thing for me?
Here are the interview questions for the teachers to get the needed
information for the study. An online teacher plays a crucial role in creating
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and sustaining an efficient online learning environment and must have a
specific range of tools to perform effectively. Please feel free to answer the
given questions without any inhibitions.
1. Tell me about your feelings toward online teaching.
2. Tell me about the feelings you faced in overseeing online teaching.
3. Tell me how DepEd and your institution provide for your move to online
teaching?
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Curriculum Vitae
LUZMINDA HILARIO
Pasay City, Philippines
luzminda.hilario@deped.gov.ph
TEACHING EXPERIENCE
Tambo Elementary School Main

June 2016 – Present
Paranaque Elementary School Unit II

January 2016 – March 2016
EDUCATIONAL BACKGROUND
Master’s in Educational Management

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119
City University of Pasay

2021
Bachelor in Elementary Education

San Nicolas College
March 1999

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TAMBO NATIONAL HIGH SCHOOL

THE PROBLEM AND ITS BACKGROUND

The Department of Education implemented distance learning as a

combination of synchronous learning where learning at the same time with

Students and a teacher and asynchronous learning where learning at

teacher-students engagement that requires student capability in using

technology as the main tool in learning.

In recent years, researchers have become increasingly interested in

student is undertaken remotely and on digital platforms as the result of the

been exhausted that online instruction is dependent upon the following

aspects as (a) a well-designed curriculum, well-prepared and fully supported

advancement of technology but changing circumstance related to the study

potential to transform students and learners by redesigning traditional

classroom instructional approaches, personalizing instruction, and enhancing

the quality of learning experiences which supported by the study of Toyama,

Murphy, Bakia, and Jones (2016) includes of more media in an online

Nevertheless, these studies have failed to recognize the technological

readiness, acceptance, and emotions of students in the transition from face-

of this study is to investigate student’ technological readiness, acceptance,

Background of the Study

phase in the Department of Education when the spread of COVID-19 hit

mixing method (online and modular approaches). As per record, upon

provide the history in the conduct of online education. Online education is

the University of Illinois. The university created an Intranet where students

could access their learning materials. In 1979, an educational computer

Apple Computers with the concept of creating a successful lemonade stand

but this introduces a generation to the idea of learning with computers.

In preparation for School Year 2020-2021, the Department of

Education (DepEd) provides Self-Learning Modules (SLMs) with the

alternative learning delivery modalities to be offered for various types of

to the COVID-19 outbreak, the Department of Education (DepEd) launched

DepEd Commons, an online platform for public school teachers to support

distance learning modalities.

Due to the COVID-19 pandemic, in March 2020, where education was

on hold concerning the safety of teachers and students. The Department of

Education diverted its modality from face-to-face to modular approach.

In July 2020, the Department of Education issued an order on the

integration of SLMs with the alternative learning delivery modalities (modular,

television-based, radio-based instruction, blended, and online) will help

Thus, this study was conceptualized in assessing the preparedness,

acceptance, and emotions of students in the conduct of online classes in the

public high schools in the Division of Paranaque City.

Theoretical Framework of the Study

Connectivism is a learning theory that explains how Internet

technologies include Web browsers, email, wikis, online discussion forums,

learn and share information with other people.

In connectivism learning, a teacher will guide students to information

and answer key questions as needed, to support students learning and

around this shared information often results.

The massive open online course (MOOC) phenomenon comes from

connectivism theory. In a connectivism MOOC (cMOOC), it is open to anyone

according to a specified curriculum for a designated period. While facilitators

the course content.

As the 89 student respondents conducted their classes online with high

regardless of their preparations and its acceptance in using technology as

and feelings towards online classes.

Conceptual Framework of the Study

students assessments towards its readiness, acceptance, and emotions in

the conduct of online teaching.

For its transformation process, these inputs were then subjected to

statistical treatment by making use of the following: measures of central

tendency and inferential statistics.

Output, because of these processes, it was perceived by the