Background of the Study:

In the recent years, education has shifted from face-to-face learning to distance learning
modality. The Secretary of the Department of Education officially opened the School Year 2020-
2021 despite of the pandemic that is currently happening throughout the world [1]. This is the
first time in Philippine history that the entire basic education system will forego face-to-face
classes and adopt various distance learning modalities as modes of instruction due to the
COVID-19 pandemic. Learners started their classes for the School Year through either modular,
TV- or radio-based instruction, online, or a combination of the said modalities.
Students and teachers have gone through many adjustments because of these changes in the
learning modality, which makes it hard for them to cope up with the transition of this kind of
education. As the school year opens, only 20 percent of state universities and colleges
nationwide are equipped to facilitate online classes [2] and only 40% of the country’s public-
school teachers have been trained for the distance learning [3]. With this limited experience in
distance education such as technical skills, time management and knowledge and attitude in
online education, the possibility that the students could learn is quite low. Not only the teachers
are incompetent with this kind of learning; students are also experiencing challenges in
complying with the online schedules. In the study of Fabito, B., et. al, revealed that the top three
barriers and challenges encountered by students were the difficulty of clarifying topics or
discussions with the professors, the lack of study or working area for doing online activities, and
the lack of a good Internet connection for participating in online activities [4]. It can be concluded
that both students and teachers are having a hard time and not fully prepared to undergo full
online learning.
These challenges encountered both of the sides may be the barriers that affects the
communication and collaboration during online classes. Incompetence from both of these sides
leads to a dormant environment occurring in an online class. As a result, students do not gain
full knowledge about the topic without the knowing of their teachers; and the teachers could
come up with the conclusion that everything is settled because of the no feedback response of
the students. With these reasons, the researchers made these as motivations to resolve this
lack of communication and collaboration during online class.
Resolving this problem could be a tool in improving the education of the students for them to
learn fully despite of the pandemic and the distance learning that the country has. It is true that
learning with this kind of modality is hard for the reason that both the students and teachers are
not ready for this; but if only there is a communication and an active participation present in
every online schedule, learning with this distance education is possible.

Preliminary Literature Review:

Statement of the Problem:

Proposed Methodology:
The study intends to do an online cross-sectional survey to determine the lack of
communication and collaboration during online class this pandemic. The study will use Stratified
Sampling to establish the sample from the population of grade 12 students and teachers which
will be the scope of the study. The study will collect both primary and secondary data. The data
generated from the surveys will be analyzed by weighted mean and percentage technique. The
relationship of the independent and dependent variables will be explained through Correlation to
describe how the lack of communication and collaboration during online class affects the
performance of both students and teachers.

Timeline:

References: