Archdiocese of PACUCOA LEVEL IV ACCREDITED PROGRAMS:

Liberal Arts, Business Administration, Secondary Education

Tuguegarao
LYCEUM OF APARRI
PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

Chapter 1

INTRODUCTION

The Problem and Its Background

Educational institutions all over the world are currently based only on

traditional methods of learning, that is, they follow the traditional set up of face-

to-face lectures in a classroom. Although many academic units have also started

blended learning and distance learning, still a lot of them are stuck with old

procedures. The sudden outbreak of a deadly disease called Covid-19 caused by a

Corona Virus (SARS-CoV-2) shook the entire world. The World Health

Organization declared it as a pandemic. This situation challenged the education

system across the world and forced educators to shift to a distance learning mode

of teaching overnight. Many academic institutions that were earlier reluctant to

change their traditional pedagogical approach had no option but to shift entirely to

distance teaching–learning.

In the Philippines, the Department of Education urges schools to still

continue education through a distance learning approach such as using virtual or

modular approach. However, a foregoing debate is on equality of learners to adopt

this kind of learning platform, considering that majority of the learners cannot

afford and do not have the means for Distance Learning Modality.

1
 Archdiocese of PACUCOA LEVEL IV ACCREDITED PROGRAMS:
Liberal Arts, Business Administration, Secondary Education
Tuguegarao
LYCEUM OF APARRI
PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

The problem now of distance learning is that most participants have no

practical experience with this form of teaching. This leads to worse results for

distance learners. Teachers need not only to prepare quality teaching materials but

also to adapt their teaching methods (Klímová 2015). It turns that distance

learning is difficult for the learners, they facing numerous problem along its

implementation. The most important problem related to its flexibility,

accessibility, affordability and life based education opportunities among learners

who are belong to the economically marginalized groups. More so, as distance

learning shifts childcare responsibilities during work hours from the school to the

home, it places an additional burden on adults who may also be working remotely

while lessons are expected to be going on. Many K-12 learners, especially those

in lower grades, still need constant supervision by adults during the day. Even if

the supervision required is minimal, parents may still need to assist their children

with schoolwors, however, the problem falls again on the ability of parents to

provide instructional support to their children.

In the local scenario, distance learning is believed to have enormous

potential for learners who want to take a class but are physically unable to attend

a traditional classroom. It affords a flexibility that many learners find appealing;

however, other learners especially in Lasam West District find this flexibility

challenging, intimidating or frustrating. More so, teachers and evem parents face

2
 Archdiocese of PACUCOA LEVEL IV ACCREDITED PROGRAMS:
Liberal Arts, Business Administration, Secondary Education
Tuguegarao
LYCEUM OF APARRI
PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

challenges since distance-learning classes can present problems for learners in the

areas of support, interactivity, commitment and technology.

Thus, the researcher is motivated to conduct a study to determine the

challenges the learners will encounter during the implementation of Distance-

learning this coming school year to be able to proposed an intervention program

to enhance the implementation of this new learning modality as an alternative of

traditional-face to face learning.

Statement of the Problem

The study aims to determine the challenges faced on the implementation

of distance learning modality the learners of Battalan Elementary School, Lasam,

Cagayan for the school year 2020-2021.

Specifically, this study seeks to answer the following specific questions:

1. What is the profile variables of the respondents as to:

a. Age

b. Sex

c. Family size

d. Sibling order

e. Religion

f. Ethnicity

3
 Archdiocese of PACUCOA LEVEL IV ACCREDITED PROGRAMS:
Liberal Arts, Business Administration, Secondary Education
Tuguegarao
LYCEUM OF APARRI
PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

g. Educational attainment of parents

2. What is the economic status of the learners in terms of:

a. Occupation of parents

b. Other sources of income

c. Gross monthly household income

3. What are the challenges faced by learners on the implementation of

Distance-Learning Modalities along:

3.1. Management Challenge

3.2. Learning Challenges

3.3. Technical Challenges

4. Is there a significant difference on the challenges encountered by the

learners when they are grouped according to profile variables and their

economic status?

5. What intervention program can be proposed to enhance implementation of

Distance-Learning Modalities considering challenges encountered by

learners?

Research Hypothesis

4
 Archdiocese of PACUCOA LEVEL IV ACCREDITED PROGRAMS:
Liberal Arts, Business Administration, Secondary Education
Tuguegarao
LYCEUM OF APARRI
PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

The study will test the hypothesis that there is no significant difference on

the challenges encountered by the learners when they are grouped according to

profile variables and their economic status.

Conceptual Framework

Distance Learning has grown into an important global strategy in

resolving problems of access to education (UNESCO, 2019). However,

underlying challenges facing students. Such challenges have been found to be

situational, attitudinal, psychological and pedagogical (Berge et al., 2012); and

institutional and socio-cultural related challenges (Zirnkle, 2011).

Despite the expanding growth of Distance Learning and its benefits,

students who enroll with Distance-Learning in some countries have been shown

to face many challenges related to individual, institutional and instructional.

Cross (2011) identified three distinct categories of challenges facing students:

Situational, institutional and dispositional.

According to Cross, situational challenges include job and home

responsibilities that reduce time for study. Institutional related challenges include

poor logistics system or a lack of appropriate advising (Kruger and Casey,

2010). Dispositional challenges are related to learners’ own attitudes and feelings.

Berge et al (2012) classified challenges to distance learners as situational,

5
 Archdiocese of PACUCOA LEVEL IV ACCREDITED PROGRAMS:
Liberal Arts, Business Administration, Secondary Education
Tuguegarao
LYCEUM OF APARRI
PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

epistemological, philosophical, psychological, pedagogical, technical, social,

and/or cultural related challenges.

More so, Zirnkle (2011) identified specific challenges facing distance

learners as programme costs, lack of equipment and infrastructure, instructional

concerns and poor technical assistance. Other challenges documented by Zirnkle

are inadequate feedback and poor teacher contact, alienation and isolation, and

poor student support services. Garland (2017) identified some situational

challenges for students to be persistence in distance learning. These include poor

learning environment and lack of time. For example, students felt that the course

took more time than anticipated because they failed to judge the demands of

work, home and school. Kember (2018) argued that poor time management leads

to challenges such as learners’ inability to integrate the demands of off campus

study with family, work and social commitments.

Meanwhile, Mbukusa (2019) found that teachers who enrolled in a

Distance-Learning modality face challenges related to failure of trainees to

receive training materials on time, students’ engagement in other economic

activities to supplement their family incomes, and poor learner support services

especially where study centers are under resourced and overstretched. Kamau

(2017) found that, without an effective learners’ support services system that

provides onsite face to face, timely feedback on student performance and access

6
 Archdiocese of PACUCOA LEVEL IV ACCREDITED PROGRAMS:
Liberal Arts, Business Administration, Secondary Education
Tuguegarao
LYCEUM OF APARRI
PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

to library services, student achievement will be undermined and dropout rates and

procrastination will increase.

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Socio-demographic Profile
 Age Challenges
 Sex
 Family size
Encountered in the
 Sibling order implementation of
 Religion Distance Learning
 Ethnicity
 Educational Attainment of
parents

Economic Status
 Occupation of parents Proposed Intervention Program
 Other sources of income for the enhancement of the
 Gross monthly household implementation of the Distance
income Learning

Figure 1. Paradigm showing the relationship between the independent and

the dependent variables

Figure 1 shows the relationship between the independent and dependent

variables. The research paradigm depicts that socio-demographic profile of the

respondents measured in terms of their age, sex, family size, sibling order,

religion, ethnicity, and education of parents as well as their economic status

indicated by the learners’ occupation of parents, other sources of income, and

gross monthly household income are suspected to be antecedents of learner’s

problem encountered in a distance-learning modality.

7
 Archdiocese of PACUCOA LEVEL IV ACCREDITED PROGRAMS:
Liberal Arts, Business Administration, Secondary Education
Tuguegarao
LYCEUM OF APARRI
PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

Significance of the Study

The present educational system is faced with the problem of quality

education. Quality education implies more mastery of the basic facts in reading,

writing and arithmetic. To improve therefore the quality of education, it is the

primary duty of each teacher to improve his or her methods of teaching. One way

of improving the method of teaching is the use of different approaches that

develop the learner’s maximum ability.

To the Officials of the Department of education, particularly, Lasam

West District, the results of the study will serve as baseline information in

improving the policies on the implementation of Distance Learning Modalities as

alternative learning platform even after the pandemic.

Teachers to improve more their capabilities in teaching, in becoming

more competent by continually upgrading themselves in terms of knowledge;

skills; values and the motivation to excel in one’s area of discipline by

considering the needs of their learners. This will also give them insights on how

to address the problems that the learners will encounter on the implementation of

the Distance-Learning Modalities.

Parents become aware on the progress and needs of their children so as to

supervise them and help them to improve their children’s achievement especially

8
 Archdiocese of PACUCOA LEVEL IV ACCREDITED PROGRAMS:
Liberal Arts, Business Administration, Secondary Education
Tuguegarao
LYCEUM OF APARRI
PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

now that they will play a vital role in the education of their children. They could

realize their great role in the upbringing of their children. More so, they will

become aware of the challenges their children are experiencing, thus, they could

try to help in meeting the problems of their children with care and understanding.

Learners will also be benefited from this study. The study will make them

aware that their problems towards learning modalities can affect their

performance in school and this can encourage them to work harmoniously with

the teacher. The result of this study will awaken them to the realities of the

problems that impedes them in learning in a new learning platform. Generally,

with the aid of this study, they will be conscious on the veracity of positive

attitudes as useful assets to acquire good grades.

This study will benefit the community as well as it will bring a vivid

awareness to its citizens regarding problems being encountered by the learners on

the implementation of the Distance Learning as a new learning platform. This is

expected to bring improvement to the community.

To future researchers, this will serve as a resource material or reference.

At the same time, using the findings of this research, this will serve as a basis to

conduct a study when similar situations will be met.

Scope and Delimitation of the Study

9
 Archdiocese of PACUCOA LEVEL IV ACCREDITED PROGRAMS:
Liberal Arts, Business Administration, Secondary Education
Tuguegarao
LYCEUM OF APARRI
PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

This study is anchored on determining the challenges encountered in the

implementation of distance learning of the learners of Battalan Elementary School

and their relationship to learners’ academic performance. The socio-demographic

profile of the learners includes their age, sex, family size, sibling order, religion,

ethnicity and education of parents. Economic status was measured in terms of the

learners’ parents’ occupation, other sources of income, and gross monthly

household income. The questionnaire on determine learner’s problem they

encounter in a Distance-Learning along management, technical and learning

challenges is a self-made questionnaire, however, will be subjected in a validity

test.

All learners currently enrolled at Battalan Elementary School will be the

respondents of the study. Interview schedule will be used as the main data

gathering tool in as much as the learners cannot thoroughly answer the

questionnaire by themselves.

This study will be conducted from September to December 2020.

Definition of Terms

10
 Archdiocese of PACUCOA LEVEL IV ACCREDITED PROGRAMS:
Liberal Arts, Business Administration, Secondary Education
Tuguegarao
LYCEUM OF APARRI
PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

To have clearer understanding of the contents of this study, the researcher

defined the following terms operationally in the context they have been used.

Age refers to the number of year’s existence of the respondents.

Distance Learning Modalities refers to the field of education that focuses

on teaching methods and technology with the aim of delivering teaching, often on

an individual basis, to students who are not physically present in a traditional

educational setting such as a classroom. This further 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.

Economic status of the learners means the living conditions of learners’

measure in terms of the occupation of their parents, other sources of income of

parents, gross monthly household income, house and lot ownership, type of

house, household facilities and amenities, ownership of home appliances, and

possession of work animals.

Family size refers to the number of members in the family.

Gross monthly household income includes the gross income of both

parents of the respondents from their main occupation and their other sources of

income.

House and lot ownership refer to the nature of ownership of the lot and

house of the learners recipients whether owned, rented, inherited or mortgaged.

11
 Archdiocese of PACUCOA LEVEL IV ACCREDITED PROGRAMS:
Liberal Arts, Business Administration, Secondary Education
Tuguegarao
LYCEUM OF APARRI
PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

Household facilities and amenities measure the conditions of the learners’

household facilities and amenities such as their lighting, cooking, sitting, sleeping,

and toilet and water facilities at home.

Occupation of parents means the gainful employment of the

respondents’ parents.

Other sources of income refer to other activities undertaken by the

respondents’ parents in order to generate additional income for their family aside

from their main preoccupation.

Problems encountered refers to the problems being encountered by the

learners in the implementation of Distance Learning along management, technical

and learning challenges.

Sex refers to biological gender of the respondents.

Socio-demographic profile refers to the characteristics of the learners in

terms of their age, sex, family size, sibling order, religion, ethnicity band

education of parents.

Socio-economic status refers to the background variables of the

respondents that represents their social structure in the society.

Type of house is the condition of the respondent’s house whether they

live in houses made of temporary, semi-permanent or permanent materials.

Review of Related Literature and Studies

12
 Archdiocese of PACUCOA LEVEL IV ACCREDITED PROGRAMS:
Liberal Arts, Business Administration, Secondary Education
Tuguegarao
LYCEUM OF APARRI
PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

This presents the review of related literature and studies that have direct

bearing and relationship with the present study.

DepEd Learning Delivery Modalities for School Year 2020-2021

School opening will not necessarily mean traditional face-to-face learning

in the classroom. The physical opening will depend on the risk severity grading or

classification of a certain community pursuant to guidelines from the Department

of Health (DOH), the Inter-Agency Task Force (IATF) for the Management of

Emerging Infectious Diseases in the Philippines and the Office of the President

(OP). The learning delivery modalities that schools can adopt may be one or a

combination of the following, depending on the COVID-19 restrictions and the

particular context of the learners in the school or locality. According to Llego

(2020), there are different modalities that can be utilized in the distance learning.

The first one is the Traditional Face-to-Face Learning. This refers to a

learning delivery modality where the students and the teacher are both physically

present in the classroom, and there are opportunities for active engagement,

immediate feedback, and socio-emotional development of learners. In areas under

the Moderate and High-risk severity grading, this is not possible. However, there

are learners with disabilities whose conditions require face-to-face instruction.

This will be the subject of further discussion within DepEd, with partners, and

with parents. Face-to-face option may also be feasible in very low risk areas such
13
 Archdiocese of PACUCOA LEVEL IV ACCREDITED PROGRAMS:
Liberal Arts, Business Administration, Secondary Education
Tuguegarao
LYCEUM OF APARRI
PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

as the geographically isolated, disadvantaged and conflict affected areas (GIDCA)

with no history of infection and very low and easily monitored external contacts,

but with teachers and learners living in the vicinity of the school. Any face-to-face

learning delivery must have proper risk assessment and must adhere to the health

protocols in place. Potential learning spaces in the community near the school

may be explored to add spaces for the conduct of classes with the appropriate

social distancing.

According to DepEd and UNESCO (2020), there are different types of

modalities and strategies that schools may utilize and this includes MISOSA,

IMPACT, OHSP, Project EASE, Face to Face and Modular Learning and

Community-based Instruction (ALS). More so, as to modified shifting of classes

(MSC), teaching is directly focused on concepts with corresponding activities.

Supplemental activities and Assessments shall be done, brought by the learners

when shifted at home. The shifting depends on how many days the competencies

could be covered based on the competency codes and the number of competencies

to be covered in all learning areas.

As to Shifting of Classes with Dyadic Teaching (SCDT), there would be

two teachers inside the class per learning area. The number of learners they would

handle should be the total number of learners they handled in the normal days.

During the dyadic teaching, learners have to go through series of individual

14
 Archdiocese of PACUCOA LEVEL IV ACCREDITED PROGRAMS:
Liberal Arts, Business Administration, Secondary Education
Tuguegarao
LYCEUM OF APARRI
PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

activities after teaching the learning competencies to be facilitated, monitored by

the two teachers.

Meanwhile, in ESM-Focused Teaching (Junior HS) (ESMT), only

English, Science and Mathematics shall be taught in school. Other learning areas

shall be using the modular, home-based approach. In addition, in RESM-Focused

Teaching (Elementary) (RESMT), only Reading, English, Science and

Mathematics shall be taught in school. Other learning areas shall be using the

modular, home-based approach. And in Core/Specialized-Focused Teaching

(SHS) (CST), only core and specialized subjects shall be taught in school.

Applied subjects shall be using the home-based, life skill, modular approach.

The second one is the Distance Learning. This 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. According to Llego

(2020), this modality has three types: Modular Distance Learning (MDL), Online

Distance Learning (ODL), and TV/Radio-Based Instruction.\

Modular Distance Learning involves individualized instruction that

allows learners to use self-learning modules (SLMs) in print or digital

format/electronic copy, 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. Learners access electronic copies of learning

15
 Archdiocese of PACUCOA LEVEL IV ACCREDITED PROGRAMS:
Liberal Arts, Business Administration, Secondary Education
Tuguegarao
LYCEUM OF APARRI
PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

materials on a computer, tablet PC, or smartphone. CDs, DVDs, USB storage and

computer-based applications can all be used to deliver e-learning materials,

including offline E-books. The teacher takes the responsibility of monitoring the

progress of the learners. The learners may ask assistance from the teacher via e-

mail, telephone, text message/instant messaging, etc. Where possible, the teacher

shall do home visits to learners needing remediation or assistance. Any member

of the family or other stakeholder in the community needs to serve as para-

teachers.

More so, the type/modality/approach/strategy proposed is that learning is

in the form of individualized instruction that allows learners to use self-learning

modules (SLMs) in print or digital format/electronic copy, 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.

Learners access electronic copies of learning materials on a computer, tablet PC

or smartphone. CDs, DVDs, USB storage and computer-based applications can all

be used to deliver e-learning materials, including offline e-books. The teacher

takes the responsibility of monitoring the progress of the learners. The learners

may ask assistance from the teacher via email, telephone, text message/instant

messaging, etc. Where possible, the teacher shall do home visits to learners

16
 Archdiocese of PACUCOA LEVEL IV ACCREDITED PROGRAMS:
Liberal Arts, Business Administration, Secondary Education
Tuguegarao
LYCEUM OF APARRI
PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

needing remediation or assistance. Any member of the family or other stakeholder

in the community need to serve as para-teacher.

Suggested Platforms/Resources/Mechanisms includes the use of Learning

Resource Materials/Modules in multimedia (slides, video and audio files); digital

Packets (Learning Materials); the use e-learning material and the use of computer-

based learning resources.

17
 Archdiocese of PACUCOA LEVEL IV ACCREDITED PROGRAMS:
Liberal Arts, Business Administration, Secondary Education
Tuguegarao
LYCEUM OF APARRI
PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

Meanwhile, Online Distance Learning features the teacher as facilitator,

engaging learners’ active participation through the use of various technologies

accessed through the internet while they are geographically remote from each

other during instruction. The internet is used to facilitate learner-teacher and peer-

to-peer communication. Online learning allows live synchronous instruction. It

requires participants to have good and stable internet connection. It is more

interactive than the other types of distance learning. The responses are real-time.

The learners may download materials from the internet, complete and submit

assignments online, attend webinars and virtual classes. This is practiced

effectively by using a Learning Management System or related technologies. The

DepEd Commons and LR Portal fall in this category. TV/Radio-Based Instruction

utilizes SLMs converted to video lessons for Television-Based Instruction and

SLMs converted to radio script for RadioBased Instruction.

Distance learning modality is most viable for independent learners, and

learners supported by periodic supervision of parents or guardians. The challenge

will be in dealing with learners not capable of independent learning. This is the

subject of further discussion within DepEd, and with partners and parents.

18
 Archdiocese of PACUCOA LEVEL IV ACCREDITED PROGRAMS:
Liberal Arts, Business Administration, Secondary Education
Tuguegarao
LYCEUM OF APARRI
PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

The Type/Modality/Approach/Strategy features the teacher facilitating

learning and engaging learners’ active participation using various technologies

accessed through the internet while they are geographically remote from each

other during instruction. The internet is used to facilitate learner-teacher and peer-

to-peer communication. Online learning is a form of live synchronous platform

where it requires both parties to have good and stable internet connection. It is

often more interactive than the other types of distance learning. The responses is

real-time. The learners may download materials from the internet, complete and

submit assignments online, attend webinars and virtual classes. This is practiced

effectively by using a Learning Management System or related technologies. The

use of DepEd Commons and LR Portal falls in this category as both requires

internet connectivity to have access.

Whereas, the Suggested Platforms/Resources/Mechanisms includes the

use of virtual classrooms e.g. Google Classroom, Edmodo, Schoology; the use of

Web-Enhanced Learning Activities; free access to OERs (Open Educational

Resources); access to LR Portals and access to DepEd Commons).

The third one is the Blended Learning. This refers to a learning delivery

that combines face-to-face with any or a mix of online distance learning, modular

distance learning, and TV/Radio-based Instruction. Blended learning will enable

the schools to limit face-to-face learning, ensure social distancing, and decrease

19
 Archdiocese of PACUCOA LEVEL IV ACCREDITED PROGRAMS:
Liberal Arts, Business Administration, Secondary Education
Tuguegarao
LYCEUM OF APARRI
PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

the volume of people outside the home at any given time. Critical for

implementation will be the production of the needed teacher’s and learner’s

learning materials (LR Portal and DepEd Commons will be maximized), as well

as the support of media institutions like TV and radio stations. The Suggested

Platforms/Resources/Mechanisms includes the use of print/non-print learning

materials such as but not limited to modules, worksheets, activity Sheets and the

use of gadgets for K to 3 SpEd learners.

Lastly, is the Homeschooling, this is an Alternative Delivery Mode (ADM)

that aims to provide learners with access to quality basic education through a

home-based environment to be facilitated by qualified parents, guardians or tutors

who have undergone relevant training. It allows families to educate according to

their personal faith, philosophy, and values, and to adjust learning schedules

around family schedules and circumstances. However, there remain several issues

in its implementation, including the supervision of licensed teachers and

alignments with the curriculum.Thus, this modality will be the subject of a later

DepEd issuance before its expansion.

The Suggested Platforms/Resources/Mechanisms includes the use of the

print materials/learning resources (modules, worksheets, activity sheets, etc.) and the

use of digital packets (learning materials).

Distance Learning in the Philippines

20
 Archdiocese of PACUCOA LEVEL IV ACCREDITED PROGRAMS:
Liberal Arts, Business Administration, Secondary Education
Tuguegarao
LYCEUM OF APARRI
PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

Distance education is traditionally defined as, any educational or learning

procedure in which the guide and the student are separated geographically. There

is no interaction between students (Rumble, 2020).

Distance education also known as distance learning or distributed learning,

or remote education, has now existed for ages. It involves acquiring information

from methods other then the traditional way of gaining knowledge – attending

institutions. Some recent definitions have focused on it as a new development,

involving advanced technology

Present-day distance learning is influenced a lot by computer and

electronics technology. The technology has now made it possible for the guide

and student to connect almost immediately. Study resources can be delivered

instantly through computers, satellites, internet, cable television, interactive video

etc.

History of Distance Education. Correspondence education, the initial form of

distance education, developed in the mid-nineteenth century in Europe and then spread

to the United States and so on.

Initially distance education used the finest technology available at that time, the

postal system, to open educational prospects to people who wanted to study but were

not able to attend traditional schools. People who gained most from correspondence

education were women, professional people, physical disabled, and individuals who

21
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Liberal Arts, Business Administration, Secondary Education
Tuguegarao
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3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

lived in areas where schools didn’t exist. Isaac Pitman, a British is attributed to

pioneering the concept of “distance education”. He started by teaching shorthand via

correspondence in 1840. Students were asked to copy passages from Bible and send

them for grading via the new penny post system (Saint, 2009).

In, American the distance education began in 1874 at Illinois Wesleyan

University where bachelor and graduate degrees could be obtained without being

actually present in the classes. The Chautauqua movement in the year 1882 gave the

much required thrust to correspondence education. Correspondence education became

quite famous by 1900 and problems of excellence and fair practice came with the

popularity. The National Home Study Council (NHSC) was formed in 1926 in part to

deal with such issues.

Distance education went through a major change after the invention of radio in

the 1920s and the arrival of television in the 1940s. Distance education is increasingly

using combinations of different technologies to improve communication between

teachers and students. In 1900, after the arrival of computer, distance education took a

big leap. Now the teachers and students can converse sitting face-to-face.

Students from business and university level have used the conferencing

technique known as one-way video/two-way audio where pictures from television are

transmitted to particular sites, people can reply to the newscaster via telephone.

Television pictures can also be broadcast in two directions at the same time through

22
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Liberal Arts, Business Administration, Secondary Education
Tuguegarao
LYCEUM OF APARRI
PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

telephone lines, so that teachers and students at one place can see and hear teachers and

students in other places.

The Promises of Distance Learning

The convenience of time and space is a big promise made by distance

learning. Students do not have to physically be with the instructor in space and,

depending on the method used, they do not have to be together in time as well.

This is a great advantage for non-traditional students who cannot attend at regular

times (Savoye, 2020).

Quality of Instruction in a Distance Learning

The first issue is the quality of instruction that is given through distance

learning programs. Much of the quality of instruction depends on the attitude of

the administration and the instructor. Inman & Kevin (2019), showed instructors

had conflicting attitudes about teaching distance education. They report that after

teaching one course, the majority of instructors were willing to teach another, but

that they rated the quality of the course as only equal or lower quality than other

classes taught on campus. Many times it seems that the administration believes

the technology itself will improve the quality of the class. Palloff and Pratt

(2020) stated that “technology does not teach students; effective teachers do”.

23
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Liberal Arts, Business Administration, Secondary Education
Tuguegarao
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PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

They make the point that the issue is not technology itself, but how it is used in

the design and delivery of courses. Too often instructors do not design their

lessons to take advantage of the technology presented. This affects the quality of

the instruction. Research suggests that the effectiveness of distance learning is

based on preparation, the instructor's understanding of the needs of the students,

and an understanding of the target population (Omoregie, 2017). Sherritt (2018)

found in her survey of higher education administrators that many of the decision

makers view distance programs as second rate, a “ necessary but deficient form of

education”. She writes that this attitude also was found in academic departments

that “ have no strong mandates to adjust their curriculum and instruction to fit

distance learning beyond cursory cooperation”. There are no rewards for doing so

and the effort takes away from research time. Caffarella et al. (2017) also found

off campus instructors to be “a demoralized bunch, perceiving poor working

conditions, isolation, personal and professional deprivation”. This attitude hardly

seems conducive to an effective learning environment for the students. If the

administration and instructors are lacking in true commitment, it is bound to have

a negative influence on the entire distance learning experience.

Cost Effectiveness of Distance Learning

24
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The second issue is the true cost and the cost effectiveness of distance

learning programs. A study by Phelps et al. (2017) found that “ the potential cost-

effectiveness of using online technologies in distance education is still uncertain”.

The study further showed that the concepts of costs and effectiveness are not as

simple as they first appear. Carr (2018) notes, “ it is possible for a program to be

efficient but not cost effective if the outputs which are actually produced do not

contribute to the program objectives: that is it may be efficient at doing the wrong

things”. Ang (2016) also comments on the cost of human capital. He states, “

Human capital and the costs of conversion are expenses that can easily be

underestimated”. He further notes that the cost of online courses is affected by

how they are implemented: as an enhancement or as the primary teaching

medium. If it is implemented as a primary teaching medium, it is considerably

more expensive. The teaching purpose of the different approaches needs to be

taken into account. If this is not factored in by administration, there may be costs

that are not apparent at first glance.

Meanwhile, Caffarella et al. (2017) found that when electronic distance

delivery costs were compared with those of instructor travel directly to the site,

the least costly alternative was the live instruction with the instructor traveling to

the remote site compressing the class into fewer weeks. This alternative was one-

third the cost of any other alternative. Starting a compressed video distance-

25
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Liberal Arts, Business Administration, Secondary Education
Tuguegarao
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PACUCOA LEVEL II ACCREDITED PROGRAMS:
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Telephone: 078-888-2075 Telefax: [email protected]

learning program is not cheap. Carr (2018) found that only in really large courses

with many sections would cost savings be possible. Courses in excess of 500

students would benefit from this setup, while it was still more cost effective to

teach smaller groups in a traditional setting. The startup costs, maintenance costs,

and personnel costs should also be factored in to arrive at a true cost for a

distance-learning program. The minimum number of staff required for delivery of

a compressed video class would be one instructor and two technicians, one at each

site. This means a minimum of three people is needed to deliver the same class as

one instructor does in a traditional setting. The costs associated with training

technicians and instructors should not be overlooked. For effective distance

education to take place, the staff delivering the instruction should be well trained.

Attitudes Towards Distance Learning

Despite problems with hardware that may or may not get worked out with

new advances in technology, we must come back to instructors and their attitudes

towards teaching in a distance-learning environment as a major potential

roadblock to effective distance education. As in any educational situation, the

instructor can set the tone for learning in the educational environment. That

instructor must be properly trained and motivated to be effective. An instructor

must have technological skills and confidence to use all of the various electronic

26
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Liberal Arts, Business Administration, Secondary Education
Tuguegarao
LYCEUM OF APARRI
PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

devices in order to be truly effective in the electronic classroom. Instructors must

also change the manner in which information is delivered. While lecture does not

work well, multimedia presentations are successful (Weber 2016). Of course this

means more preparation time for the instructor and the motivation must be there.

(Kruger, et.al., 2010) found in a study of adult distance learning that “ to

effectively bridge the gaps between classroom and distance teaching, faculty need

to look at the distance teaching from the students' point of view”. The faculty

must also be aware of getting instructional materials, handouts, tests, and other

class items to both sites simultaneously. It is important for the instructors to

develop a sense of community between the sites, achieve maximum participation,

and get the participants to buy in to the process. The idea of learning as a

collaborative process is very important when students are separated by distance.

According to research by Palloff and Pratt (2020), “collaborative learning

processes assists students to achieve deeper levels of knowledge generation

through the creation of shared goals, shared exploration, and a shared process of

meaning making”. It is up to the instructor to be aware of this in the distance

learning environment and to encourage collaborative learning and a sense of

community among the students.

Another important consideration for the instructor is their view regarding

the goal of distance education. There are two main thoughts on this. Schlosser and

27
 Archdiocese of PACUCOA LEVEL IV ACCREDITED PROGRAMS:
Liberal Arts, Business Administration, Secondary Education
Tuguegarao
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PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

Bhalalusesa (2018) put this thought forward in a review of distance education

literature. They submit that the goal of distance education in the United States is “

to offer the distance student an experience as much like that of traditional, face-to-

face instruction as possible”. This would mean that distance learning pedagogy

would not differ much from that used in an ordinary classroom. Bates (2015) has

a different idea. He suggests that instead of using technology to replicate

traditional methods, it should be used to improve instruction. Holmberg (2019)

also discusses these two schools of thought and concludes that distance education

as a mode of education in its own right has very different consequences (than

viewing it as a substitute for face-to-face instruction). The instructor must decide

which attitude they will adopt because it has a profound impact on their approach

to instruction.

Instructors also have adaptations they need to make to the technology. An

instructor used to visual cues may find it difficult to adapt to a situation such as

compressed video. The students at the remote site are not always in clear view of

the instructor. West (2014) calls adapting to the lack of visual cues a major

adaptation for the instructor. Part of this can be alleviated by good communication

with the technician, but as we have seen earlier, that communication is not always

present. McKnight (2020) contends that proximity and eye contact are important

factors in education that are limited in the distance learning environment. She

28
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Liberal Arts, Business Administration, Secondary Education
Tuguegarao
LYCEUM OF APARRI
PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

says that we inherently recognize the connection these provide, but in the distance

learning environment they are “both severely and sometimes permanently

compromised”. She asserts that professors are unable to observe the emotions of

the students and cannot detect “ moments of anxiety,” thereby limiting their

ability to respond to student needs. This puts a burden on the instructor and causes

the students to respond differently than they might in a traditional classroom

setting. As we saw earlier, creating a community is an important factor for the

instructor to have an effective class. The instructor must do all he can to

overcome the limits of the technology and involve the students in an environment

of interaction, which can work to create the feeling of a true class.

Instructor Concerns

Instructors have other concerns about distance learning, primarily how it

will change their role in education. Clark (2013) found in a national survey of

attitudes of higher education faculty that there was a moderately positive attitude

about distance learning in general, but moderately negative attitudes about their

own use of it. Writing about geography educators, Gober (2018) worries that if

they rely too much on distance-learning techniques, the discipline would “risk

losing our collective soul in the rush to convenience, cost-effectiveness, and

accountability”. Instructors worry about putting their course materials online

29
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Liberal Arts, Business Administration, Secondary Education
Tuguegarao
LYCEUM OF APARRI
PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

because once there, the knowledge and course design skill in that material is out

of their possession. This puts the administration in a position to hire less skilled,

and cheaper, workers to deliver the technologically prepackaged course (Dibiase,

2018). Instructors are not always convinced that administration is behind distance

learning. The rewards are not always there for the good distance-learning

instructor. Tenure and promotion usually does not recognize excellent off campus

teaching which, in fact, takes valuable time from research agendas” (Sherritt,

2018). This puts the instructors behind when trying to publish to get their

department recognized. The increased amount of time necessary to adequately

prepare for distance learning takes away from the activities they will be evaluated

on, such as grant writing and publishing. Many of the instructors concerns are

valid and should be addressed by administration as distance learning becomes

more common, as is predicted to happen.

Student Concerns

Finally, there are the students and their concerns with distance learning

classes. Not all students are suited to this type of learning and not all subjects are

best taught via this medium. More mature students are the most likely to find

success with distance learning. The successful student needs to have a number of

characteristics such as tolerance for ambiguity, a need for autonomy, and an

30
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Liberal Arts, Business Administration, Secondary Education
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LYCEUM OF APARRI
PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

ability to be flexible (Threkeld & Brzoska, 2014). Greenberg (2018) found that

“ compared to most face-to-face learning environments, distance learning requires

students to be more focused, better time managers, and to be able to work

independently and with group members”. Many distance learners are different

from traditional undergraduates in that they are already in professions. They have

well defined goals and are more motivated (Dibiase, 2018). As we saw earlier,

distance education students need to feel a part of a community. Greenburg

(2018) describes this as a virtual learning community.

Students in these communities often feel less pressure to perform

individually, and more pressure to collaborate and be part of the team. Being

involved in a collaborative learning process is an important part of forming the

foundation of a learning community. When this is not encouraged, participation is

generally low and dialog is absent (Palloff & Pratt, 2020). Students also need the

attention of the instructors. This may be truer in a distance situation than in a

traditional classroom. In a situation where eye contact and proximity are limited,

students cannot be disciplined nor affirmed by eye contact and body language

(McKnight, 2020). Students may also have a difficult time reading the reactions

of the remote location class members. This lack of interaction can cause problems

when there is a dissenting opinion that cannot be picked up on with non-verbal

cues, and is misperceived as a verbal attack. This type of miscommunication can

31
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Liberal Arts, Business Administration, Secondary Education
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PACUCOA LEVEL II ACCREDITED PROGRAMS:
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Telephone: 078-888-2075 Telefax: [email protected]

cause the community problems as the class progresses. It is fair to say that

compressed video can magnify the strengths and weaknesses of the instructor.

Students are prone to pick up on a lack of organization and direction and respond

with apathy and absenteeism (West, 2014).

Challenges on the implementation of Distance Learning

Despite the promises and obvious advantages to distance learning, there

are problems that need to be resolved. These problems include the quality of

instruction, hidden costs, misuse of technology, and the attitudes of instructors,

students, and administrators. Each one of these has an effect on the overall quality

of distance learning as a product. In many ways, each of these issues relates to the

others.

Distance learning requires students and teachers to have a completely

different approach than regular daytime lessons. As demonstrated by practical

experience, this is a very demanding form of education.

Fundamental issues and difficulties include: students and many teachers

have little or no experience with this form of teaching, teachers feel they can use

the same pedagogical and didactic practices as in full-time teaching, teaching

requires students to be highly motivated and able to deal with time efficiently,

32
 Archdiocese of PACUCOA LEVEL IV ACCREDITED PROGRAMS:
Liberal Arts, Business Administration, Secondary Education
Tuguegarao
LYCEUM OF APARRI
PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

complex and demanding preparation of teaching and study materials, and the need

for thorough technical security.

As opposed to full-time teaching, it is necessary to provide an extensive

preparation for the distance and combined forms. Students must already have all

study materials, assignment of correspondence tasks, technically prepared control

systems, means of communication, and so on. However, this requires a lot of

work both technically and methodically and didactically.

As the reason for choosing distance learning, students are most likely to

study at work. Other causes include efforts to expand qualifications, increase

chances in the labor market, increase awareness of information and

communication technologies (Carr, 2018).

The most common advantages of distance learning are given by students

includes opportunity to study at work the possibility to study in time, which the

student determines himself, the possibility to individually plan the work and study

mode, not to attend school daily, the ability to process and forward tasks over the

Internet.

On the contrary, as the fundamental disadvantages and practical problems

of distance learning, students stated includes Limited personal contact with the

teacher and other students, missing classical lectures and seminars, occasional

lousy communication with some tutors, self-study occasionally escape

33
 Archdiocese of PACUCOA LEVEL IV ACCREDITED PROGRAMS:
Liberal Arts, Business Administration, Secondary Education
Tuguegarao
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3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

information, which the student would have recorded during his / her attendance,

the difficulty of organizing the time correctly, more considerable difficulty in

understanding some terms, to retain motivation for the study (Bhalalusesa, 2018).

As can be seen from the monitoring of distance learning, the educational

institutions influence the quality of distance learning by two primary factors. The

first is the level of distance learning curricula. The other is the way and the quality

of the teaching process management. Another factor influencing students' success

is their motivation and discipline. The distance and combined form of teaching

place much more emphasis on these factors than in daytime lessons where

students are under the direct supervision of the teacher.

A significant problem of distance and combined forms of teaching is the

ability of students to devote themselves to their study affairs. A certain number of

students are not able to correctly plan their studies during the semester. It is often

the case that the lessons are devoted to just before the exam period. Since they

have more than one course of instruction, they do not have enough time to

complete all the tasks and often end their studies. Therefore, the role of the tutor,

which has the task of activating students and encouraging them to work

continuously, is significant.

In each learning process, the role of the teacher is significant. It not only

mediates new knowledge and skills but mainly leads and guides the learning

34
 Archdiocese of PACUCOA LEVEL IV ACCREDITED PROGRAMS:
Liberal Arts, Business Administration, Secondary Education
Tuguegarao
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PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

process. Helping students with problems, evaluating them, and communicating.

However, in the distant form of teaching, these roles need to be significantly

reduced, especially as regards the methods and forms of the teacher's work.

The role of the teacher - the tutor moves from the grantee of the new

knowledge mainly to the control element of the learning process. Much more

tutor needs to be involved in managing communication, assessing students' work,

supporting their motivation, and guiding the learning process rather than

explaining the new curriculum. Many educators who begin with this form of

learning do not realize these experiences and try to apply their experience from

the day-to-day lessons to the distance education.

Meawnhile, despite student problems with distance learning, studies

indicate they are relatively satisfied with what they are receiving. A study of

students were very satisfied with the instruction they received and 90% rating the

technology as satisfactory (Christensen, 2011). Another study by Harner et al.,

(2018) found that 57.5% would take another such course. Two other findings

were generally favorable and included comments on how the course could be

improved. The first suggested the instructors needed to be comfortable with the

medium, and that the students needed to have more guidance on how to fully take

advantage of the presentation. The second showed that students were highly

35
 Archdiocese of PACUCOA LEVEL IV ACCREDITED PROGRAMS:
Liberal Arts, Business Administration, Secondary Education
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PACUCOA LEVEL II ACCREDITED PROGRAMS:
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Telephone: 078-888-2075 Telefax: [email protected]

satisfied with the instructors and the course, but that direct interaction with the

instructor played no role in the students' satisfaction (Inman & Kerwin, 2019).

It would seem one element that needs immediate improvement is with

instructors. The literature indicates a need for instructors to adapt their teaching

methods to the distance learning format. Keegan (2015) shows many excellent

ways that instructors can better prepare for the classroom including multimedia

use, speaking voice, and even font size considerations. Instructors also need to

realize that the technician is an integral part of the experience of distance learning

and treat them as such. Many times opinions and communication between the

technician and the instructor are not shared either because the technician's role is

unclear, or there is a shared perception of a difference in status between the two.

Instructors must be motivated to prepare adequately for classes. Part of the

responsibility for motivation must lie with the administration and their support of

the program. “Because teaching a distance learning class involves a new role for

instructors, administrators must provide them with the time, the tools, and the

training to meet these new responsibilities”.

Administration needs to train and educate instructors on this role and how

to meet the challenges. Sherritt (2018) found in her survey of elementary

education administrators that “ for whatever reasons, administrators and

politicians understand the need for technology. But, lacking the heart for distance

36
 Archdiocese of PACUCOA LEVEL IV ACCREDITED PROGRAMS:
Liberal Arts, Business Administration, Secondary Education
Tuguegarao
LYCEUM OF APARRI
PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

education, they cannot bring themselves to support it with adequate personnel,

simple supplies, and a reasonable operating budget. This sort of attitude from

administration can do nothing but trickle down into the instructors and the

students. Administrators need to carefully weigh their goals and objectives when

taking on a distance education program.

Despite the need for improvement, the future of distance learning seems

bright. Increasing numbers of students enrolling in distance learning classes

underscore the need for “comprehensive and thoughtful evolution of distance

education if it is to become the educational model of the future” (Harner, et al.,

2019). Despite the cost, coordination, and training that must be put into a

program, it has “great potential to deliver and receive educational programs to and

from remote sites”. Perhaps Keegan (2015) puts it best when he says “the

challenge is to design cost-effective and educationally-effective systems for use in

the new millennium that permit for the first time in history teaching of students

face-to-face at a distance”.

37
 Archdiocese of PACUCOA LEVEL IV ACCREDITED PROGRAMS:
Liberal Arts, Business Administration, Secondary Education
Tuguegarao
LYCEUM OF APARRI
PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

Chapter 2

RESEARCH METHODOLOGY

This chapter presents the method of research, the subjects of the study, the

method of gathering data, the research instruments or tools and the statistical

treatment of the data that were gathered.

Research Design

The descriptive-comparative method of research will be utilized for the

study. The descriptive method will be used to describe the socio-demographic

profile of the learners and the problems they encounter on the implementation of

Distance Learning Modality for the school year 2020-2021.

On the other hand, the comparative design will be used to determine

whether there is a significant difference on the response of learner’s as to the

challenges they encounter on the implementation of Distance learning when they

are grouped according to socio-demographic profile variables and economic

status of the learners.

Locale of the Study

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The study will be conducted at Battalan Elementary School. Battalan

Elementary School is located at the ____part of Lasam, Cagayan. It has a total

population ____ teachers, _____ learners, and _____ non-teaching staff.

Respondents and Sampling Procedure

The respondents of the study will be the Grade 1 until Grade VI learners

of Battalan Elementary school for the School Year 2020-2021. Total enumeration

will be used to ensure the reliability and validity of the study.

Data Gathering Procedure

The researcher will seek permission from the schools Division

Superintendent of Cagayan through channels to conduct the study. After the

approval, it will be communicated to the Schools District Supervisor of Lasam

West District, School Principal and the Department Head for the schedule and

also to inform the concerned teachers and learners.

Upon approval, the researcher will identify the section where the

participants will be taken and they will be informed of the objectives of the study.

Once the participants will agree to participate and be involved in the activities

needed in the study, they will be asked to sign the informed consent.

39
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Liberal Arts, Business Administration, Secondary Education
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PACUCOA LEVEL II ACCREDITED PROGRAMS:
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Telephone: 078-888-2075 Telefax: [email protected]

Interviews with the learners, random site visits in the houses of the pupil-

respondents and documentary analysis will also be resorted for a more in-depth

data gathering and also to validate the answers of the pupil-respondents.

Data Gathering Instrument

Interview schedule will be used as the main data gathering tool. A

structured questionnaire will be developed.

The question items on socio-demographic and socio-economic status will

be based from the study of Ballad (2016), while the question items in determining

challenges encountered by learners is a self-made questionnaire which will be

undergoing a validity test.

Statistical Treatment

The data will be categorized, interpreted and analysed bin accordance with

the specific problems which the study sought to answer. Frequency counts,

percentages and weighted means will be used for the descriptive data to determine

learner’s profile variables, economic status and problems encountered in a

distance learning modality.

The T-test and ANNOVA will be used to determine the difference on the

response of learner’s as to the challenges they encounter on the implementation of

40
 Archdiocese of PACUCOA LEVEL IV ACCREDITED PROGRAMS:
Liberal Arts, Business Administration, Secondary Education
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PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

Distance learning when they are grouped according to socio-demographic profile

variables and economic status of the learners.

A statistical software will also be used to analyze the data that will be

gathered and it will be interpreted at 0.05 level of significance.

BIBLIOGRAPHY
41
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PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

Ang, K. (2016). Costs and effectiveness of online courses in distance education.

Open Learning, 15 (3) 301-308.

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Tanzanian experience. Open learning, 14(2), 14–23.

Bates, T. (2015). Technology: Open learning and distance education. New York:
Routledge.

Berge, Z.L., Muilenburg, L.Y., and Haneghan, J.V. (2012). Barriers to distance
education and training: Survey results. The Quarterly Review of Distance
Education, 3(4), 409-418.

Caffarella, E., et al. (2017). An analysis of the cost effectiveness of various

electronic alternatives for delivering distance education compared to the
travel costs for live instruction. Greeley, Colorado: University of Northern
Colorado, Western Institution for Higher Learning. (ERIC Document
Reproduction Service No. ED 380 127).

Carr, S. (2018). As distance education comes of age, the challenge is keeping the
students. The chronicle of higher education, 46(23), 47-61.

Christensen, E. et al. (2011). Receptivity to distance learning: The effect of

technology, reputation, constraints, and learning preferences. Journal of
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education:
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Cross, K.P. (2011). Adults as learners. San Francisco: Jossey-Bass.

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elucidate higher order reason for distance education withdrawal. Research
in distance education, 8(2), 181-198.

42
 Archdiocese of PACUCOA LEVEL IV ACCREDITED PROGRAMS:
Liberal Arts, Business Administration, Secondary Education
Tuguegarao
LYCEUM OF APARRI
PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

Gober, P. (2018). Distance learning and geography's soul. AAG Newsletter, 33

(5),
1-2.

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settings. IEEE Technology and Society Magazine, (Winter) 36-40.

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learning experience: Teaching accounting via Picturetel. International
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of
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distance
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592.

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resources: Is distance education the answer? Conference paper, UNESCO,
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compressed video teaching. ZIFF Papiere. Hagen, Germany: Institute for
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education. Journal of higher education, 60(3), 278-301.

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Applied Research, 3rd ed . London: SAGE.

43
 Archdiocese of PACUCOA LEVEL IV ACCREDITED PROGRAMS:
Liberal Arts, Business Administration, Secondary Education
Tuguegarao
LYCEUM OF APARRI
PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

Llego, M., (2020). DepEd Learning Delivery Modalities for School Year 2020-2021

Mbukusa, N.R. (2019). Barriers to rural remote students’ access of distance

education supports services offered by the centre for External studies at
the University of Namibia. Pretoria: University of South Africa.

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classes. Paper presented at the Annual meeting of the Conference on
College Composition And Communication, Minneapolis, Minnesota. (Eric
Document Reproduction Service No. ED 441 270).

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system.
(Information Analysis 1070). (ERIC Document Reproduction Service No.
ED 418 683).

Palloff, R., & Pratt, K. (2020). Making the transition: Helping teachers to teach
online. Paper presented at EDUCAUSE: Thinking it through.
Nashville,Tennessee. (ERIC Document Reproduction Service No. ED 452
806).

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Considerations for planners and managers’. Online journal of distance
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education. (Opinion paper no. 120). Viewpoints. (ERIC Document
Reproduction Service No. ED 389 906).

44
 Archdiocese of PACUCOA LEVEL IV ACCREDITED PROGRAMS:
Liberal Arts, Business Administration, Secondary Education
Tuguegarao
LYCEUM OF APARRI
PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

Threlkeld, R., & Brezoska, K. (2014). Research in distance education. In Willis,

B. (ed) Distance Education Strategies and Tools. Englewood Cliffs:
Educational Technology Publications.

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Conference on Higher Education ). Paris: UNESCO.

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Conference of the Association of Small Computer Users. North Myrtle
Beach, South Carolina. (ERIC Document Reproduction Service No. ED
405 838).

West, G. (2014). Teaching and learning adaptations in the use of interactive

compressed video. T H E Journal, 21 (9), 71-74.

Zirnkle, C. (2011). Access barriers in distance education. Contemporary

education
72 (2), 39-42.

45
Archdiocese of PACUCOA LEVEL IV ACCREDITED PROGRAMS:
Liberal Arts, Business Administration, Secondary Education
Tuguegarao
LYCEUM OF APARRI
PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

APPENDICES

46
 Archdiocese of PACUCOA LEVEL IV ACCREDITED PROGRAMS:
Liberal Arts, Business Administration, Secondary Education
Tuguegarao
LYCEUM OF APARRI
PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

Appendix A
Name:______________________________
Grade level:________________
Directions: Please answer the questions by writing the answer or checking the
choices from which to choose your answer.
1. Age:______________
2. Sex: ( ) Male () Female
3. Family size (Number of brothers and sisters): _____brothers
_____sisters
4. Sibling order: ( ) 1st ( ) 2nd ( ) 3rd ( ) 4th
5. Religion:
() Roman Catholic () Church of Christ
() Baptist () Jehovah Witnesses
() Iglesia ni Kristo () Born Again
() Seventh Day Adventist () Methodist
() Others; Pls specify:______________________________
6. Ethnicity
() Ilocano () Ibanag ( ) Tagalog ( ) Itawes
() Others; Pls specify:______________________
7. Educational Attainment of Parents:
Educational Attainment Father Mother
Elementary Level () ()
Elementary Graduate () ()
High School Level () ()
High School Graduate () ()
Technical/Vocational Graduate () ()
College level () ()
College Graduate () ()
With Masteral Units () ()
Masteral Graduate () ()
With Ph.D units () ()
Ph.D. Graduate () ()

47
 Archdiocese of PACUCOA LEVEL IV ACCREDITED PROGRAMS:
Liberal Arts, Business Administration, Secondary Education
Tuguegarao
LYCEUM OF APARRI
PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

Part II. Economic Status of Learners

1. Occupation of Parents (Please check)
Occupation Father Mother
Military/Police force () ()
Trading and Trade related () ()
Overseas employment () ()
Education (teacher) () ()
Administrative/clerical job () ()
Service worker in shop () ()
Sales worker () ()
Farming () ()
Fishing () ()
Forestry and mining () ()
Carpentry/laborer () ()
Not employed () ()
Housekeeper () ()
2. Other sources of income
() vegetable gardening () laundry (labada)
() tricycle operator () Others: (pls
specify)_______
() buy and sell
__________________
3. Gross monthly household income:_________________

48
 Archdiocese of PACUCOA LEVEL IV ACCREDITED PROGRAMS:
Liberal Arts, Business Administration, Secondary Education
Tuguegarao
LYCEUM OF APARRI
PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

Part III. Problems Encountered

Directions: Below are sentences that can describe how you feel about yourself.
Please rate yourself on the degree of how you feel on the given situations and tell
if you strongly agree (SA), agree (A), disagree (D), strongly disagree (SD). Put a
checkmark on the column which corresponds to your answer.

Problems Encountered SA A D SD
Management Challenge
1. Inability to create balance between education and
household chores.
2. Inability to create balance between education and
family or social life
3. Difficulty in time management.
4. Difficulty to concentrate due to problematic
families.
5. Difficulty to organize notes.
6. Procrastinating and have no motivation to learn
alone.
7. Financial Problems.
8. Limited time to study.
9. Limited environment to study.
Learning Challenges
10. Less commitment to education.
11. Lack of interest in program or materials.
12. Inability to understand course material.
13. Lack of perquisite knowledge.
14. Low concentration on study.
15. Low self-confidence.
16. Lack of parental support and engagement.
17. Lack of guidance in how to conduct the activities
on the modules.
18. In availability of Learning Resources.
Technical Challenges
19. Difficulty in communication to teachers through
the internet.
20. Insufficient computing skills and technological
skills.

49
 Archdiocese of PACUCOA LEVEL IV ACCREDITED PROGRAMS:
Liberal Arts, Business Administration, Secondary Education
Tuguegarao
LYCEUM OF APARRI
PACUCOA LEVEL II ACCREDITED PROGRAMS:
3515 Aparri, Cagayan High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075 Telefax: [email protected]

21. Difficulty in accessing reliable information.

22. Parents also cannot comprehend instruction in the
module.
23. Modules are hardly to comprehend.
24. Modules are not readable.
25. Instruction on the modules is confusing.
Please indicate other challenges that you encountered below:

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

50