AWARENESS, READINESS AND CHALLENGES OF TEACHER’S IN THE

IMPLEMENTATION OF DISTANCE LEARNING

A THESIS PROPOSAL SUBMITTED TO THE FACULTY OF THE DEPARTMENT

OF GRADUATE STUDIES COLLEGE OF EDUCATION, CENTRAL MINDANAO
UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE
DEGREE

MASTER OF ARTS IN EDUCATION

ADMINISTRATION AND SUPERVISION

MAY 2021

TABLE OF CONTENTS
INTRODUCTION

Background of the Study

Statement of the Problem

Objectives of the Study

Significance of the Study

Scope and Delimitation of the Study

Definition of Terms

THEORITICAL FRAMEWORK

Review of Related Literature and Studies

Conceptual Framework

Hypothesis

METHODOLOGY

Research Design

Locale of the Study

Research Participants/Respondents

Instrumentation

Data Gathering Procedure

Statistical Techniques

References
 INTRODUCTION

Background of the Study

The Corona Virus 2019 (COVID - 19) pandemic has made drastic changes in
the world. Corona virus is a deadly contagious disease that is new to its kind. World
Health Organization, (2020) stated that COVID-19 is the disease caused by a new
corona virus called SARS-CoV-2. WHO first learned of this new virus on 31
December 2019, following a report of a cluster of cases of ‘viral pneumonia’ in
Wuhan, People’s Republic of China.

According to World Health Organization, (2020), current evidence suggests

that the virus spreads mainly between people who are in close contact with each
other, typically within one meter. A person can be infected when aerosols or droplets
containing the virus are inhaled or come directly into contact with the eyes, nose, or
mouth. Thus, hinders social gatherings and any occasions that requires any close
physical contacts.

This study is anchored on Lapada’s study on Teachers’ Covid-19 Awareness,

Distance Learning Education Experiences and Perceptions Towards Institutional
Readiness and Challenges. While Lapada’s study was conducted on a national level
that has gathered data from diverse teachers around the country, this study focuses
in the Division of Bukidnon specifically schools from North Damulog District where
teachers have the same experiences, awareness and challenges. The study will
focus on the implementation and delivery of distance learning and how it has
affected the teachers during the transition from face-to-face learning delivery to
distance learning.

While on the verge of pandemic, everything that requires physical

appearances and face-to-face activities are prohibited, most especially holding
classes where children and adolescents who are considered the main clientele of
Department of Education are vulnerable by the virus. DepEd, (2020) enunciated on
DepEd Order No. 12, s. 2020 that it is one with the President Rodrigo Roa Duterte in
his non-negotiable commitment for health and safety of their learners, teachers and
staff. In order not to halt the Filipino children learning and knowledge acquisition, the
Department of Education made into account the organization Basic Education -
Learning Continuity Plan (BE-LCP) and the establishment of Most Essential Learning
Competencies (MELC) for School Year 2020-2021.

DepEd, (2020) BE-LCP has been designed with a legal framework responsive
to the “new normal”, keeping in mind the constitutional mandate to uphold the right of
all citizens to quality education at all times. Under BE-LCP, numerous learning
modalities were mentioned as a resort to face-to-face classes since it was prohibited
by the government. According to DepEd, (2020) Distance Learning refers to a
learning delivery modality where learning takes place between the teacher and the
learners who are geographically remote from each other during instruction. This
modality has three types: Modular Distance Learning (MDL), Online Distance
Learning (ODL), and television (TV)/Radio-Based Instruction. Among the mentioned
types of Distance learning modality, Modular Distance Learning (MDL) is prominently
favored since not everyone has access to television and radio especially in the far
flung areas. Aside from accessibility problems, it is burdensome for teachers to film
themselves and editing the videos for TV Based Instructions and recording for based
learning.

With this drastic and huge change, teachers on the field may face
uncertainties and problems along the way. Being used to having face-to-face
learning delivery, distance learning will be unusual and new to them. Therefore, big
adjustments must be done for them to cope with the new learning modalities to fully
and successfully implement distance learning modality.

According to Burns, (2011) distance education is ultimately about improving

the quality of teaching so that we can improve student learning. Thus, teachers in
our country must receive the privilege of having essential training and seminars that
would uplift them as professionals and front liners in the field of education to suffice
their needs of knowledge in the implementation of distance learning. To alleviate the
misconceptions on the implementation of the Distance Learning, there really is a big
need of massive training for teachers.

Added to this uprising problem is the heavy paperwork that is demanded for
teachers to comply. Tomacruz, (2018) cited in her report that despite clamor from
public school teachers to act against “excessive” paperwork and systems, the
Department of Education (DepEd) maintained all its requirements were legal and
necessary for the improvement of basic education. DepEd reiterated that these
reports are essential especially that it provides data for the monitoring of the
performance of teachers and progress of learners.

Despite all of these uncertainty and problems faced by teachers, they are
expected to comply and agree with all the workloads and activities set by the
department. Furthermore, written on Google Sites, (2021) that flexibility and
adaptability in the classroom are two of most important qualities that every teacher
must possess. It is expected of a teacher, whenever, wherever and whatever the
situation is, teachers should conquer the task given to them. The same thing goes
with the implementation of Distance Learning in education in light of the public
emergency health situation.

This study is set to identify the level awareness, readiness and challenges of
teachers performance during the implementation of distance learning. The present
school year has been difficult to teachers with the abrupt transition in the learning
delivery that is why this study aims to identify the awareness, readiness and
challenges that teachers are facing in the implementation of distance learning.

Statement of the Problem

The Department of Education of the Philippine government has prepared an

alternative remedy in order to address the need to continue the delivery of basic
education in the country. Due to the dangers that the pandemic has raised in light of
COVID-19, it is forbidden to implement the face-to-face learning in schools thus;
DepEd will have to think of another alternative which shed light to the utilization of
Distance Learning. With this change, teachers will be affected with the problems that
may occur during the implementation of the said learning modality. With the changes
that has been made, teachers performance will be affected since teachers were
used to face-to-face learning and the change that was made was abrupt. Teachers’
will have to make adjustments with how they handle the class. Teachers’ awareness
on the occurring COVID-19 will be measured in order for them to be safe while
working to continue the delivery of basic education. Teachers’ readiness on the
implementation of distance learning will be assessed since the use of modern
technologies is incorporated in the learning delivery since not all teachers know how
to manipulate gadgets more so with the making and editing of videos for TV Based
and Radio Based Instructions. The monitoring of learners progress is one of the
challenges that teachers will have to face in order to perform their responsibilities in
the implementation of distance learning.

Objectives of the Study

With the implementation of the new normal in education that somehow

became a paradigm shift in education caused by the pandemic, uncertainties has
built confusion to teachers. The teachers must assess on what extent is their
knowledge about the pandemic and the basic guidelines on how to avoid it. In
implementing Distance Learning, teachers’ has to reproduce and distribute Self-
Learning Modules and make TV Based and Radio Based Instructions in lieu of their
absence physically. Their absence will also make it harder for them to communicate
with their learners with their progress and questions about the Self-Learning
Modules. This study aims to somehow address teachers confusion through
answering these queries:

1. Determine teachers awareness on COVID-19;

2. Evaluate teachers readiness on the implementation of Distance Learning and;

3. Determine challenges faced by teachers on the implementation of Distance

Learning.

Significance of the Study

The study is conducted for the purpose of determining the awareness,

readiness and prospective challenges of teachers during the implementation of
Distance Learning. Distance learning has become the resort of the Department of
Education to continue the delivery of basic education in the country. The main
reason why Deped, (2020) implemented distance learning in light of the Basic
Education Learning Continuity Plan is to protect the health, safety, and well-being of
learners, teachers and personnel, and prevent the further transmission of COVID-19
and ensure learning continuity through K-12 curriculum adjustments, alignment of
learning materials, deployment of multiple learning delivery modalities, provision of
corresponding training for teachers and school leaders, and proper orientation of
parents or guardians of learners.

The length of teaching experience affects the readiness to distance learning

education since teachers who have taught for several years have more experience
dealing with difficult times like the pandemics or natural calamities (Kini & Podolsky,
2016). Most of the teachers in the service are inevitably old has little knowledge with
the use of the new technology. This might make a problem during the creation of TV
and Radio Based Instructions.

Thus, the result of this study will benefit the following:

The teachers, in order for their problems faced during the implementation of
distance learning be determined and be reached out to the higher offices.

The officials of the Department of Education, to address the problems faced

by the teachers and them satisfying solution for them to be motivated.

To the Department of Education, to give effective and efficient solutions to

enable the resilience of teachers, be motivated and find ways for the occurring
problem. The department might as well create or spearhead training and seminars
that would address the needs of the teachers during the implementation of distance
learning delivery mode.

Scope and Delimitation of the Study

Scope and delimitations are two elements of a research paper or thesis

(Editage Insights, 2020). This study aims to identify the awareness, readiness and
challenges on teacher’s performance in the implementation of. In identifying these
challenges, the researcher intends to use a descriptive survey method where
questionnaires are utilized assess whether there are significant challenges faced by
teachers in the implementation of distance learning. Descriptive survey is the most
suitable tool in order for the researcher to identify the awareness, readiness and
challenges teachers has encountered in the implementation of distance learning.
The respondents were from schools under North Damulog District, Division of
Bukidnon. The respondents were chosen due to the fact that they are under the
same leadership which means that the implementation of the learning modality is in
sync. Thus, they are experiencing the same challenges and the consistency of
gathered data is assured.

Definition of Terms

In order to fully understand some terminologies that are found in this study,
this section provides their definitions from other studies and how they are used in
this study respectively as follows:

Awareness – how knowledgeable are teachers on the dangers of COVID-19.

Challenges - the problems or any hindrance for teachers to effectively and

successfully implement Distance Learning Modality to address basic education
needs of the learners during the pandemic.

Corona Virus (COVID-19) - is an infectious disease caused by a newly

discovered coronavirus (world Health Organization, 2020). It is a deadly viral and
infectious disease that has caused unprecedented enormous number of death which
caused for the whole world to be under the state of pandemic.

Distance Learning - form of education in which the main elements include

physical separation of teachers and students during instruction and the use of
various technologies to facilitate student-teacher and student-student communication
(Berg, 2016). It is the the alternative of Department of Education to continue
providing quality basic education. Since face-to-face learning is forbidden, the
utilization of Distance Learning specifically the Modular Learning is the most safe
and suitable learning delivery to be used.

Modular Distance Learning - involves individualized instruction that allows

learners to use SLM’s in print or digital format, whichever is applicable in the context
of the learner, and other learning resources like learner’s materials, textbooks,
activity sheets, study guides, and other study materials (Department of Education,
2020). Modular learning is the most used Distance Learning Modality in the country
since not everyone has the access to internet for online teaching and learning and in
Bukidnon, specially in the far flung areas, TV and Radio reception is rare.

Pandemic - an epidemic occurring worldwide, or over a very wide area,

crossing international boundaries and usually affecting a large number of people.
Kelly, H. (2011). A worldwide crisis that caused unfavorable changes in the
continent. It has caused fear to every individual and has limited individuals to do their
usual routine especially in education.

Readiness – refers to how the teachers are capable to handle the changes
brought about by the change in the learning modality.

Teacher - It refers to a person who helps others to learn. In this context, it is

used to refer to a person who facilitates learning, including the higher education
institutions (Nyatuka, 2020). Teachers are individuals who are responsible for the
reproduction and distribution of Self-Learning Modules (SLM’s) and are ought to
make TV and Radio Based Instructions for the learner’s reference in lieu of their
physical absence.

TV and Radio Based Instructions - TV/Radio-Based Instruction utilizes Self

Learning Modules (SLM’s) converted to video lessons for Television-Based
Instruction and SLM’s converted to radio scripts for Radio Based Instruction
(Department of Education, 2020). TV and Radio Based instructions are technological
advancement where teachers must create in order to replace the teachers in
expounding complex learning competencies and lessons to learners.
 THEORETICAL FRAMEWORK

Review of Related Literature and Studies

The following related literature in this study is multi-based on the conduct of

this study which led to the author to gather appropriate, valid and reliable study-
related information that would support the study’s significance and testify to whatever
the outcome of the study is.

Corona virus has been around more than a year now. The pandemic has
made unnecessary changes in the people’s way of living most notably in education.
With these changes, Department of Education published Deped Order No. 12, s.
2020 for the purpose of adopting to distance learning amidst the public emergency
health situation brought about the pandemic. Basic Education Learning Curriculum
(BE-LCP) and Most Essential Learning Competencies (MELC) were brought to light
in order to continue the basic education system in the country.

On the study Teachers’ Covid-19 Awareness, Distance Learning Education

Experiences and Perceptions Towards Institutional Readiness and Challenges
conducted by Lapada, A., et. al. on 2020, stated that COVID-19 does not only cause
health crisis but almost all aspects of normal daily living especially in the field of
education.

COVID-19 is a deadly virus. It is very dangerous for everyone to go outside

and continue the way we lived before. Everyone will be impaired to live normally and
every individual will have to face the changes COVID-19 has brought. Teachers
specifically will face different challenges during the implementation of distance
learning. They should be well aware of the dangers that are bound to come on their
way in order to continue the delivery of basic education. To avoid physical contacts
and minimize the risk of teachers and learners of the dangers that brought by the
pandemic, the Philippine government thru Department of Education has come up to
utilize distance learning in the form of Self-Learning Modules for learners in the
Elementary, Junior and Senior High School levels. The COVID-19 pandemic has
created the largest disruption of education systems in human history, affecting nearly
1.6 billion learners in more than 200 countries. Closures of schools, institutions and
other learning spaces have impacted more than 94% of the world’s student
population(Pokhrel, S., & Chhetri, R., 2021). The pandemic has hindered education
to prosper because of its occurrence. Now, teachers, learners and parents has to
follow the restrictions and guidelines that was set by the government. To address
and fill the gap and to continue to deliver education to the country, distance and
online learning surfaced as the solution. A study on distance and online learning
conducted by Rannastu-Avalos, M., & Siiman, L. A. (2020) cited that distance and
online learning is never a good venue for conducive teaching - learning process.
Conducive learning is only prominent and evident with face-to-face classes. Learners
cannot have the first hand experience that they have at school in distance learning
while teachers on the other hand cannot monitor learners progress or give emphasis
and more time struggling learners.

With the sudden change and the limitations that the teachers has to live within
the implementation of distance learning, the integration of modern technology is
essential in fulfilling the need to continue the delivery of basic education to learners.
Integration of modern technology is integral in the implementation of distance
learning. The printing of Self Learning Modules in light of modular distance learning,
the making and production of TV Based and Radio Based Instructions needs the aid
of the modern technology to be realized. With these, teachers readiness in the
implementation of distance learning is somehow uneasy since not all the teachers
know how to manipulate modern technology especially teachers who were in service
seniors in the service.

Amidst the threat of COVID-19 pandemic in the Philippines, the educators,

students, and the school are still coping and adjusting to the distance learning
education, (Lapada, A, et. al., 2020). Distance learning is the only safe and efficient
solution that Department of Education has contemplated in order to continue giving
basic education to its learners, parents and teachers. Distance Learning has three
different components; Modular Distance Learning, Online Distance Learning and TV
and Radio Based Instructions. Among the three, Modular Distance learning was
favored due to lack of accessibility of the two however, teachers oftentimes adhere
to TV and Radio Based Instructions since human learns more effectively when they
see and hear. This is supported by Shams, L., & Seitz, A. R. (2008) when they
stated in their journal that “People generally remember 10% of what they read, 20%
of what they hear, 30% of what they see, and 50% of what they see and hear.”

Prospective challenges are already foreseen if distance learning is

implemented. One of these challenges is on how would teachers monitor the
progress of the learners. They feel the need to closely monitor their learners’
progress since distance learning can never par to face-to-face learning. Another is
the need to comply with the needed data and report that are needed to be done in a
given time, which is another problem for them to up to.

In the implementation of Distance Modular Learning, teachers feel the missing

gap that they enjoyed during face-to-face classes that Distance Learning can never
fill in. “Learning best takes place face to face and it is really hard to connect with
students without that. Another struggle is making sure everyone is safe and
healthy.”, (Knox, 2020). It is inevitable for teachers not to care for the progress of
their learners academically and their well-being as well. Teachers during the days
without the pandemic acted as second parents at school which they cannot do for
now due to public safety reasons. From the same source, Kris Ronk, a social studies
teacher, added, “Not being able to help students in person and interact or discuss
concepts and ideas is a bummer. A lot of the joy of learning is sharing ideas,
inferences, and discussion with others.” The nature of being a teacher is to help
learners to attain knowledge by expounding and elucidating various and complex
learning competencies in a subject area. Having collaborative learning engagement
at school arouses learners’ motivation and makes the learning fun and enjoyable.
Learners and teachers cannot communicate like the way before the pandemic. There
seems to be a barrier that hinders their communication channel. Perhaps the biggest
communication challenge teachers are facing right now is finding the time to
communicate clearly with their students, (Rohman, B. M., & Wright, A. M., 2021)

Printing numerous self-learning modules for a big number of class population

is already a burden add up the number of subject areas to printed with the same
class population is really a big work. There are other reasons that a teacher lacks
time for communication to her learners to monitor and update their progress. Some
of the self-learning modules might have unnoticed error, then teachers must review
the modules prior to reproduction. Learners responses are also needed to be
checked by the teachers which is another work to be done.

According to Sahito, Z., & Vaisanen, P. (2017) time and time management are
particularly important in the field of education. Time management systems are
especially critical for teachers, since, like all professionals, teachers need to perform
well to improve their performance. However, during the presence of pandemic, time
management for teachers is hardly realized and implemented due to hectic tight
schedules and deadlines needed to be complied. With these, teachers will tend to
lose track of their progress more likely with their learners academic progress. What
makes it harder is the fact that teachers cannot communicate to learners casually
and communicating to them means another time allotment.

Neither the parents nor the teachers were well prepared to master the multiple
challenges these changes imposed on them with regards to distance learning. Many
parents experienced unstructured task transmission by teachers and a lack of
teacher feedback (Klapproth, F., Federkeil, L., Heinschke, F., & Jungmann, T.,
2020), which simply means that everyone involved in the implementation of distance
learning is affected and stressed out with the additional responsibility that they have
to do.

According to Phan & Dang (2017), factors such as training, attitude, technical
competence, time constraints, pedagogy, and methodology were among the major
distance learning education elements. In a study conducted by Ventayin (2018) on
the readiness of DepEd Teachers to online teaching, showed that despite the limited
experience in distance education such as technical skills, time management,
knowledge and attitude in online education, they were still able to cope with the
trends in distance learning. This implies that teachers needs to be provided with the
necessary skills and knowledge of the implementation of Distance Learning through
webinars that would also help them greatly with their professional growth and
development.

The school plays a vital role in this journey since they are the ones who
provide training and workshops for the teachers to be equipped with the skills and
knowledge in distance learning education (Darling-Hammond et al., 2019).
Administrators, who are the immediate supervisors of the teachers must think of
ways and means on how to spearhead in providing the needed technological,
physiological and emotional training and seminars to their teacher as part of making
sure that the teachers are doing well holistically.

Rashid, M., & Uzma, E., (2012) stated that educational technology plays an
important role in distance education system. By adapting new communication
educational technologies in distance educational program their quality could be
ensured. The problem with this is not all teachers know how to run different
application in the computer and how to utilize them. One of the considered
prerequisites in distance learning is that teachers need to know how to operate and
utilize technological tools in order to comply with the basic necessities and
knowledge in implementing distance learning in the new normal of education.

According to Akarawang, C., et. Al.,(2015) information and

communications technologies (ICT) competency has been identified
as a deficiency in teacher training in the basic education system of
Thailand.Not only Thailand but the Philippines also is identifiable
that has deficiency in teacher train in ICT. As a result, most of the
task connected with ICT will be given to the ICT even if it is not the
teachers ICT coordinators concern anymore. So instead of
practicing and honing their ICT skills, dependent teachers will most
likely to become less and less efficient in integrating ICT at school.

Shortcomings are always inevitable when starting new things.

It is the start that is the hardest since it is where mistakes are
noticed but the earlier it is detected, the more that effective
solutions are found. Since the opening of classes on October 5, several
photos of erroneous modules have been circulating online. DepEd said some of
these were produced by the Central Office while others were locally-produced by
the regions, (Malipot, M., 2020) stated on her news article for Manila Bulletin. This
issue is an added stress to the teachers since the parents took pictures of the
mistakes that are tended in the modules suspecting it was the teachers error. It is
just right that DepEd has stand up amidst the issue and owned the accountability in
the teachers stead. Hence, clearing the situation to minimize the burden that the
teachers are facing caused by implementation of the new distance learning modality
brought about by the pandemic.

Conceptual Framework

Distance Learning
Implementation

Challenges Faced by
Teachers

Pandemic

Hypothesis of the Study

This study aims to find out the teacher’s awareness, readiness and
challenges teachers’ performance during the implementation of distance learning.
Since the pandemic has brought change in the education system, the researcher
would like to know if the teachers are fully aware of the current health situation,
ready with the changes in the educational deliver and if there have been challenges
that were faced by the teachers in the implementation of distance learning especially
in the utilization of new technology as an integral part of the new education system. If
there are challenges that were faced by teachers in the implementation of distance
learning, then does it have something to do with the printing of Self-Learning
Modules (SLM’s), the creation of TV and Radio Based Instructions and or the lack of
opportunity to monitor learner’s progress.

The study will test the following hypothesis which will serve as the basis and
conclusion of the research.

Null Hypothesis - Teachers faced no challenges in their performance in times of

pandemic.

Alternative Hypothesis - Teachers faced challenges in the their performance in

times of pandemic.
 METHODOLOGY

This chapter presents the research methodology that will be used in the
conduct of this research. Included herein are research design, locale of the study
and the participants of the study.

Research Design

The study will use a descriptive survey method where questionnaires are
utilized to assess whether or not the teachers are aware of the dangers of COVID-
19, are ready with the learning delivery transition and does teachers face challenges
in the implementation of distance learning. The descriptive method is used because
of its suitability in helping the researcher evaluate and verify if there are existing
challenges that the teachers faced in the implementation of distance learning in
times of pandemic. The researcher used a checklist that served as the survey
questionnaire for the respondents to record their responses. The questionnaires
were personally sent by the researcher to the respondents to inform them about the
research and for questions to be answered right away. Included in the questionnaire
are questions that involve teacher’s awareness of COVID-19, their readiness for the
implementation of distance learning and the prospective challenges they faced along
the way.

Teachers from the Division of Bukidnon, specifically in Damulog North District

were chosen as the respondents for this research. The researcher focused only in
one district to ensure the conciseness where teachers are under the same
leadership which means that they have experienced and shared the same
challenges that may have affect their teaching during the implementation of distance
learning. It is also a way of the researcher to somehow initiate a focused group study
for the challenges to come into surface and suggest possible solutions to the
challenges. The respondents were teachers from schools who were handling
Kindergarten to Grade 6 in the Elementary level regardless of their age, gender and
length of service of teaching experience. There are a total of 50 respondents who
have participated in this study.

Locale of the Study

The study was conducted in the Elementary and Integrated Schools of

Damulog North District. Damulog North District is situated in the municipality of
Damulog in the province of Bukidnon. This locale was selected due to its
accessibility and for the teaching performance of teachers. Just like other School’s
District in the Division of Bukidnon, the schools in Damulog North District
implemented distance learning through reproduction and distribution of Self-Learning
Modules (SLM’s) and also creates TV and Radio Based Instructions in lieu of their
physical absence in the new normal in education.

Research Participants/Respondents

The respondents of the study are the teachers of Elementary and Integrated
Schools from North Damulog District, Division of Bukidnon. They were chosen as the
respondents since they were implementing distance learning through reproduction
and distribution of Self-learning Modules and are expected to produce TV and radio
Based Instructions. The researcher randomly selected 50 participants from
Elementary and Integrated Schools in Damulog North District to respond to the
study. The participants are the teachers of the participating schools from
Kindergarten to Grade 6 regardless if the teacher is handling combination or
multigrade classes. The school principal or the school-in-charge is deemed to be
excluded to participate. However, if the latter is handling a class, then he or she can
participate in the study.
 Instrumentation

The research instruments that will be used in the study were thoroughly
crafted and designed to find out the best results of the study. They were retrieved
from Lapada, A. A., Miguel, F. F., Robledo, D. A. R., & Alam, Z. F., (2020) in their
study, “Teachers’ Covid-19 Awareness, Distance Learning Education Experiences
and Perceptions towards Institutional Readiness and Challenges”. The
questionnaires were modified by the researcher in order to suit and cater the findings
of the study.

The instrument was divided into three parts: (a) teachers awareness of
COVID-19, (b) teachers’ readiness on the implementation of distance learning and,
(c) teachers’ challenges in distance learning education. The respondents will answer
the questionnaires truthfully according to their experiences on the implementation of
distance learning in during the pandemic in order for the study to yield genuine
results.

Data Gathering Procedure

In the process of data gathering, the researcher will formally ask permission to
the District Supervisor of Damulog North District, Dr. Teresita G. Pamisa, well as the
consent of the School Principals of the participating schools and the randomly picked
50 teacher participants. After the approval, the researcher will then hand in to the
participants the questionnaires for the participants to answer. It will take 10 to 15
minutes for the participants to completely answer the questionnaires. After the
participants ha successfully answered the questionnaires, the researcher will gather
all the data collected, collate all the questionnaires, examine them and analyze them
for interpretations, discussions, recommendations and conclusions.

Statistical Techniques

After collecting the needed data, the researcher will then analyze the respond
of the participants. To evaluate and verify whether or not teachers have faced
challenges in their performance in times of pandemic. Descriptive statistics will be
used such as mean percentage, frequency and median of the scores collated. This
way, it will be convenient for the researcher and suitable for the research findings.
The utilization of mean percentage, frequency and medians scores will easily reflect
the possible challenges of teachers’ performance in times in times of pandemic.

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transmitted

Central Mindanao University

University Town, Musuan, Maramag, Bukidnon, 8700

May 6, 2021

TERESITA G. PAMISA, Ph.D.

Public Schools District Supervisor
Damulog North District
Damulog, Bukidnon

Sir/Ma’am:

Good day!

The undersigned researcher wishes to conduct his research study,

“Awareness, Readiness and Challenges of Teacher’s in the Implementation of
Distance Learning” in partial fulfillment of his requirement for the subject course
Graduate Seminar.

In this light, the researcher is humbly asking for your permission for him to
conduct his study at Damulog North District, Division of Bukidnon. The respondents
of the study will be 50 randomly picked teachers who handles Kindergarten to Grade
Six regardless of their age, gender and their length of service and teaching
experience. Rest assured that it will not take a big amount of their time thus, will not
be a hindrance for them to do their essential work at school and that their responses
are going to be treated with strict confidentiality.

Attached herewith is a copy of the research questionnaire for your reference.

Your favorable response would be a big help for the success for the
researcher’s study.

Very respectfully yours,

 Researcher

Central Mindanao University

University Town, Musuan, Maramag, Bukidnon, 8700

May 6, 2021

THE RESPONDENT
Damulog North District,
Damulog, Bukidnon

Sir/Ma’am:

Good day!

The undersigned researcher wishes to conduct his research study,

“Awareness, Readiness and Challenges of Teachers’ in the Implementation of
Distance Learning” in your school in partial fulfillment of his requirement for the
subject course Graduate Seminar.

In this light, the researcher is requesting your utmost cooperation and support
by answering the attached questionnaire herewith. Rest assured that your response
are going to be treated with strict confidentiality.

Your favorable response would be a big help for the success for the
researcher’s study.

Very respectfully yours,

Researcher
 AWARENESS AND CHALLENGES ON TEACHER’S PERFORMANCE DURING
PANDEMIC

Name: ___________________________ (Optional) Grade Handling: ________

School Assigned: _____________________________ Years in Service: ______

General Instruction: Please read the direction in each of the following items.

A. Teachers’ Awareness to COVID-19

Please indicate the extent to which each statement characterizes your AWARENESS ON COVID-19 by
checking the appropriate response in the questionnaire below:

Teachers’ Awareness to COVID-19 YES NO Maybe

1. Aware that COVID-19 is a global

pandemic.

2. Aware that the government declared the

Community Quarantine in Mindanao.

3. Aware that the province of Bukidnon is

placed under Community Quarantine.

4. Aware of the Do’s and Dont’s during a

Community Quarantine

5. Aware of the importance of social

distancing to prevent the spread of COVID-
19.

B. Teachers’ Readiness on the Implementation of Distance Learning

Please indicate the extent to which each statement characterizes your READINESS TO DISTANCE
LEARNING EDUCATION due to COVID-19 by checking the appropriate response in the questionnaire
below:

Teacher’s Readiness to Distance YES NO Maybe

LearningEducation Due to COVID-19

1. Ready to conduct distance learning

education to my students in times of COVID-
19

2. Ready to use the printed module as a tool

for learning at home.

3. Ready to make TV-Based Instructions for

learners utilization as an alternative to
faceto-face instruction delivery.

4. Ready to make Radio-Based Instructions

for learners utilization as an alternative to
face-to-face instruction delivery.

5. Well-equipped and ready for distance

learning since I attended a training or
workshop on distance learning education
management.

C. Teachers’ Challenges in Distance Learning Education

Please indicate the extent to which each statement characterizes the CHALLENGES YOU HAVE
EXPERIENCED ON THE IMPLEMENTATION OF DISTANCE LEARNING due to COVID-19 by checking the
appropriate response in the questionnaire below:

ITEM AGREE DISAGREE

1. Challenges on Knowledge and skills required

in delivering distance learning education classes
.

2. Challenges on establishing communication

with my learners.

3. Challenges on Time management in the

Printing of modules, monitoring of responses,
availability of learners, and other distance
learning issues.

4. Challenges on the sudden shift from face to

face to distance learning classes.
5. Challenges on Managing the stress caused by
community quarantine at home and in between
distance learning demands.

6. Challenges on Beating the deadlines and

requirements set by the school administrators.

7. Challenges on Establishing a network of

communication among stakeholders such as
parents for support at home.

8. Challenges on printing enormous number of

Self-Learning Modules in every subject area.

9. Challenges on the preparations for TV-Based

instructions and on how should they be utilized
by learners since not every learner has access
to modern technology.

10. Challenges on the preparations for Radio-

Based Instruction and there is no local radio
station available in the community to broadcast
the prepared radio-based instruction.