EDUCATION UNDER PANDEMIC:

PERSPECTIVES OF STUDENTS,
FAMILIES AND EDUCATORS
A Research Paper

By Grade 10 – Class 7

Group #2

June 15, 2022

Baldueza, Kurt

Enriquez, Rhoseliee

Sarmiento, Howen

Sequito, John

Talanay, Clarence
 ABSTRACT
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. This has brought far-reaching

changes in all aspects of our lives. Social distancing and restrictive movement

policies have significantly disturbed traditional educational practices. Reopening

of schools after relaxation of restriction is another challenge with many new

standard operating procedures put in place. Within a short span of the COVID-19

pandemic, many researchers have shared their works on teaching and learning in

different ways. Several schools, colleges and universities have discontinued face-

to-face teachings. There is a fear of losing 2020 academic year or even more in

the coming future. The need of the hour is to innovate and implement alternative

educational system and assessment strategies. The COVID-19 pandemic has

provided us with an opportunity to pave the way for introducing digital learning.

This article aims to provide a comprehensive report on the impact of the COVID-

19 pandemic on online teaching and learning of various papers and indicate the

way forward.

- Sumitra Pokhrel, Roshan Chhetri (January 19, 2021)

 INTRODUCTION
The COVID-19 pandemic has had a profound and sudden impact on many areas of

life; work, leisure time and family alike. These changes have also affected

educational processes in formal and informal learning environments. Public

institutions such as childcare settings, schools, universities and further education

providers ceased onsite teaching and moved to distance learning - or closed down

completely. In the same way, organizations offering sports and cultural activities had

to shut down. The sudden lock-down required quick adjustments on behalf of all

stakeholders and teaching and learning settings changed substantially. Even after

lock-down conditions have been lifted in many countries, fundamental changes to

the day-to-day reality of teaching and learning, work and home life remain in the

absence of a cure or vaccine. These sudden changes have taken a toll on schools,

families, and society in general. Many parents have had to work from home while

taking care of their children and acting as home tutors. Educators for all age groups

from early childhood to further education have had to switch from traditional in-class

settings to various forms of distance education, and develop methods to stay in

touch with parents and students. Often, this has required adopting new educational

strategies for digital teaching (synchronous and asynchronous), which is still an

emerging phenomenon in many educational settings. For students, the lack of

structured in-class learning settings may have required more self-regulation and self-

motivation to learn with less support. Furthermore, as some countries have moved to

reopen education institutions while trying to maintain social distancing, teachers and

students have experienced a variety of changes in their education settings within a

short period of time (e.g. changes to physical contact hours, group sizes, and access

to physical spaces or materials).

Given these challenges for educators, students, and parents, it is worthwhile to

investigate how the pandemic has affected teaching and learning from multiple

perspectives across different institutions and age groups. This Research Topic will

examine how the pandemic has affected learning in formal and informal settings,

considering educational and psychological perspectives.

- Filomena T. Dayagbil, Daisy R. Palompon, Laurence L. Garcia and Michelle Mae J. Olvido

DATA ANALYSIS
Gathering data is important for improvement because they can tell us what students,

staff, and parents are thinking about the learning organization, and answer the

continuous school improvement question, data analysis can also show where the

deep changes are happening in the school since school is committed to continuous

improvement like multiple and ongoing measures of data to understand what

students know as a result of instruction, what teachers are teaching, and which

students need extra help and on what. For instance, the modular,F2F and online

class were introduced due to the global pandemic they have to continue the

education learning of the student through the use of those 3 in which Modular

learning is a form of distance learning that uses Self-Learning Modules (SLM) based

on the most essential learning competencies (MELCS) provided by DepEd and

Based on data gathered via DepEd’s National Learner Enrolment and Survey Forms

(LESFs).

PREFERRED CLASSES ACCORDING TO DEPED

MODULAR

FACE TO FACE

ONLINE

0 5 10 15 20 25

Series 3 Series 2 Series 1

8.8 million out of the 22.2 million enrollees (39.6% of total respondents) preferred

modular distance learning for the upcoming school year.

And as for f2f class, the Department of Education (DepEd) has announced that more

than 3 million students in over 13,000 schools nationwide are currently participating

in limited face-to-face classes.

And for online class DepEd reaches 8.5M enrollees as enhanced remote enrollment

adopted for SY 2021-2022. August 25, 2021 – The Department of Education

(DepEd) on Wednesday reached more than 8.5 million enrollees for School Year

2021-2022.
 FOREIGN STUDIES
Potential research questions for contributions to the current Research Topic may
cover (but are not limited to):

- Perceptions of students regarding how learning environments have changed.

- Adoption of novel learning environments including ICT and emerging disparities.

- Teacher-student interaction and feedback processes during home schooling.

- Application of assessment strategies (i.e., formative and summative assessments)

of student competencies.

- Socio-emotional development, mental health and well-being during the lock-down

- Familial coping with changes to family life, work, and learning during the pandemic.

- Characteristics of children and families and how these relate to their ability to cope
with the sudden changes.

- Methodological challenges in researching learning and educational processes

during the pandemic.
 FOREIGN LITERATURE

As a student during the COVID-19 pandemic, I have spent a lot of time finding my

new flow. I was the type of student who lived by the saying “The early bird gets the

worm." I would often wake up early, get a couple hours of studying in every weekday

before classes at either a coffee shop of on campus. I would usually work on

assignments between classes, and I would sometimes stay on campus after class to

finish up my work. When I went home, I was home, and I did a good job of not taking

my work home with me. This is how I found balance, and it really worked for me!

When campus had to be closed due to the government’s orders, classes transitioned

to Zoom calls. Usually, most course material and class assignments were submitted

online, so that part didn't change much, but there was a huge barrier I had to work

hard to overcome: being home and doing school work. - Niko Wells (2021)
 LOCAL LITERATURE

Given the President’s approval of the recommendation for the progressive expansion

of face-to-face classes, Education Secretary Leonor Magtolis Briones has authorized

all regional directors to commence the progressive expansion phase of face-to-face

classes for both public and private schools. Briones emphasized that online learning

is only one option from the menu of learning modalities. These modalities will be

offered appropriately depending on the situation of the learners’ households.

-DepEd (February 2, 2022)

 LOCAL STUDIES

During this time there was a notable number of private school students transferring

to public schools. According to the data gathered by the Department of Education

(DepEd), before the start of the academic year 2020 to 2021, it was estimated that

250,539 students transferred from private to public schools. During the school year

opening in August 2020, DepEd reported that around 380,000 students made the

choice to transfer from a private to a public school.

When asked about the increase of transferees, DepEd Secretary Leonor Briones

said that private schools have been affected by the downturn of the economy

because of the parents who lost their jobs and therefore cannot fund the studies of

their children. This observation was echoed by Coordinating Council of Private

Educational Associations (COCOPEA) Managing Director Joseph Noel Estrada who

said, “The primary reason for this is the economic impact [of the pandemic] on

families – parents losing jobs, losing businesses. As we all know, schools are fully

tuition-funded, if many students do not enroll, many schools would definitely shut

down. And many cannot enroll because many lost their jobs or closed down their

businesses.” - Lynn Margarita O. Palis

 STATEMENT OF THE PROBLEM

We believe it is also valuable to look beyond these immediate concerns to what may

be possible for education on the other side of the COVID-19 pandemic. It is hard to

imagine there will be another moment in history when the central role of education in

the economic, social, and political prosperity and stability of nations is so obvious

and well understood by the general population. Now is the time to chart a vision for

how education can emerge stronger from this global crisis than ever before and

propose a path for capitalizing on education’s newfound support in virtually every

community across the globe.

It is in this spirit that we have developed this report. We intend to start a dialogue

about what could be achieved in the medium to long term if leaders around the world

took seriously the public’s demand for safe, quality schools for their children.

1. Powered-up Schools - While this vision is aspirational, it is by no means

impractical. Schools at the center of a community ecosystem of learning and

support is an idea whose time has come, and some of the emerging practices

amid COVID-19, such as empowering parents to support their children’s

education, should be sustained when the pandemic subsides.

2. Instructional Core - Using the instructional core as a guide can help us identify

what types of new strategies or innovations could become community-based

supports in children’s learning journey. Indeed, even after only several months

of experimentation around the globe on keeping learning going amid a

pandemic, there are some clear strategies that have the potential, if

continued, to contribute to a powered-up school, and many of them involve

 engaging learners, educators, and parents in new ways using some form of

technology.

3. Harness Education Technology - Deploy education technology to power up

schools long term in a way that meets the teaching and learning needs of

students and educators; otherwise, technology risks becoming a costly

distraction.

4. Parent engagement - This limited engagement with parents and families

should come as no surprise given that before the COVID-19 pandemic, the

topic of parent engagement occupied a relatively marginal place in the

education discussions. Practitioners working with schools and families to build

strong parent-teacher relationships frequently point out that strategies for

community outreach and collaboration are frequently missing in teacher

preparation programs and are given short shrift in professional development

courses for administrators.

5. Iterative Approach - As we have seen above, there are some promising new

approaches that have the potential to enable a broader learning ecosystem to

support children’s schooling. However, in most countries around the world,

there is a long road to travel before we fully understand how to leverage

technology or transform parent engagement to realize a powered-up school

for each community. The speed and depth of change mean that it will be

essential to take an iterative approach to learning what works, for whom, and

under what enabling conditions.

 CONCLUSION
Policymakers and educators are preparing to restart schools in the midst of the

COVID-19 pandemic, it is imperative that we transform our ideas of school to match

the demands of this historic moment. It is clear that returning to business as usual in

education isn’t possible and that we must think of “school” in different ways.

Irrespective of the approach taken to instruction through which it takes place-online,

in person, or a hybrid-policymakers and educators need to ensure that all learners,

regardless of income, can participate in supportive and meaningful learning

experiences. To accomplish this, our educational systems needs to transform our

ideas of school to match the situations of this moment, focusing on authentic

learning and equity and harnessing the development of knowledge human, learning,

and effective teaching accumulated over the last century and needed for the next.

This report provides an overarching framework to inform the restart/continuation of

schools for the 2020–21 school year while also providing a long-term vision that can

guide higher-ups towards a new and enduring ways to address educational quality

and inequity. Building upon other student-centered, equity-oriented guidance that

has been improved, this framework synthesizes key ideas, evidence, state and local

examples, and policy recommendations and organizes them within a broader

framework focused on authentic learning and equity and grounded in research

spanning early childhood through secondary schooling. This work will help enable

state, district, and school leaders along with educators to seize this moment to

strengthen learning opportunities and close opportunity and achievement gaps.

 FUTURE SCOPES
-Gloria Tam, Diana El-azar

With the coronavirus spreading rapidly across Asia, Europe, the Middle East, and the

United States, countries have taken swift and decisive actions to mitigate the

development of a full-blown pandemic. In the past two weeks, there have been

multiple announcements suspending attendance at schools and universities. As of

March 13, the OECD estimated that over 421 million children are affected due to

school closures announced or implemented in 39 countries. In addition, another 22

countries have announced partial "localized" closures.

These risk-control decisions have led millions of students into temporary ‘home-

schooling’ situations, especially in some of the most heavily impacted countries, like

China, South Korea, Italy, and Iran. These changes have certainly caused a degree

of inconvenience, but they have also prompted new examples of educational

innovation. Although it is too early to judge how reactions to COVID-19 will affect

education systems around the world, there are signs suggesting that it could have a

lasting impact on the trajectory of learning innovation and digitization.

Trends that could hint at future transformations:

•Education - nudged and pushed to change - could lead to surprising

innovations

-The slow pace of change in academic institutions globally is lamentable, with

centuries-old, lecture-based approaches to teaching, entrenched institutional biases,

and outmoded classrooms. However, COVID-19 has become a catalyst for

educational institutions worldwide to search for innovative solutions in a relatively

short period of time. To help slow the virus' spread, students in Hong Kong started to

learning at home with interactive apps. In China, 120 million Chinese got access to

learning material through live television broadcasts.

•Public-private educational partnerships could grow in importance

-In just the past few weeks, we have seen learning consortiums and coalitions taking

shape, with diverse stakeholders - including governments, publishers, education

professionals, technology providers, and telecom network operators - coming

together to utilize digital platforms as a temporary solution to the crisis. In emerging

countries where education has predominantly been provided by the government, this

could become a prevalent and consequential trend to future education.

•The Digital Divide could widen

-Most schools in affected areas are finding stop-gap solutions to continue teaching,

but the quality of learning is heavily dependent on the level and quality of digital

access. After all, only around 60% of the globes population is online. While virtual

classes on personal tablets may be the norm in Hong Kong, for example, many

students in less developed economies rely on lessons and assignments sent via

WhatsApp or email.
 LIMITATIONS AND ADVANTAGES
- Khadijah Mukhtar, Kainat Javed, Mahwish Arooj, and Ahsan Sethi

•Limitations

Faculty members and students said that through online learning modalities they were

unable to teach and learn practical and clinical work. They could only teach and

assess knowledge component. Due to lack of immediate feedback, teachers were

unable to assess students’ understanding during online lecturing. The students also

reported limited attention span and resource intensive nature of online learning as a

limitation. Some teachers also mentioned that during online study, students

misbehaved and tried to access online resources during assessments.

•Advantages

Faculty opined that online learning helped ensure remote learning, it was

manageable, and students could conveniently access teachers and teaching

materials. It also reduced use of traveling resources and other expenses. It eased

administrative tasks such as recording of lectures and marking attendance. Both the

students and teachers had an opinion that online learning modalities had

encouraged student-centeredness during this lockdown situation. The student had

become self-directed learners and they learnt asynchronously at any time in a day.

Results:
The advantages included remote learning, comfort, accessibility, while the limitations

involved inefficiency and difficulty in maintaining academic integrity. The

recommendations were to train faculty on using online modalities and developing

lesson plan with reduced cognitive load and increased interactivities.