Polythecnic University of The Philipines Open University: Mem 643 Research Seminar 2

POLYTHECNIC UNIVERSITY OF THE PHILIPINES
OPEN UNIVERSITY
The Impact of Pandemic in Education: A Qualitative Report on Teachers’

Preparedness for Distance Learning
Research Proposal
MEM 643 RESEARCH SEMINAR 2
Dr. Amelia Biglete

PROFFESOR
TABLE OF CONTENTS
The Impact of Pandemic in Education: A Qualitative Report on
Teachers’ Preparedness for Distance Learning
Title Page ……………………………………………………………………………………. .1

Table of Contents ……………………………………………………………………………..2
Chapter 1- The Problem and Its Setting

Introduction …………………………………………………………………………………….3
Theoretical Framework………………………………………………………………………..5
Conceptual Framework …………………………………………………………………...…..6
Statement of the Problem …………………………………………………………………...11
Hypothesis…………………………………………………………………………………..…11
Significance of the Study …………………………………………………………………….12
Scope, Limitation and Delimitation ……………………………………………………….…12
Definition of Terms ……………………………………………………………………………13
Chapter 2- Review of Related Literature

Distance Learning …………………………………………………………………………….16
Self -regulated Learning…………………………………………………………………..….18
Special Transitional Support and Teacher Training ………………………………………29
Digital Learning and Improving the Efficiency of the Education System……………......20
-Digital Equipment
-Digital Tools and Resources
-Continuing Professional Development
Chapter 3- Methodologies
Research Design …………………………………………………………………………...…25
Respondents ………………………………………………………………………………..…27
Data Gathering Instrument ……………………………………………………………..……28
Statistical Treatment of Data ……………………………………………………………...…28
-Questionnaires ………………………………………………………………………………………………….…29
-Interview Questions………………………………………………………………………………………….…….32
-References…………………………………………………………………………………………………………34
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Chapter 1- The Problem and Its Setting
This chapter includes the introduction, theoretical framework, statement of the problem,
hypothesis, scope and limitation, conceptual framework, significance of the study and
the definition of terms used.
Introduction
Dealing with the unanticipated challenges caused by the pandemic covid-19 has taken
a significant toll to people all over the world. Many countries have declared restrictive
measures, such as lockdown, shelter in place, or stay at home orders, to contain the
pandemic at a local level. UNESCO reports that 119 countries have closed schools
nationwide since the COVID-19 outbreak, disrupting the learning and education of
an estimated 897 million students. Millions more could be affected as more countries
order school closures.
Every year, education systems in many countries are disrupted because of climate-

change-related natural hazards and armed conflicts. But the world has not seen this
level of disruption of education spread so uniformly since the Second World War. Most
governments have opted to close schools for the legitimate public health aim of
containing the spread of virus but governments are still obligated to respect to the right
of education. Responses to the COVID-19 crisis will vary depending on every education
system’s capacity. In particular, they will depend on whether governments have robust
emergency preparedness plans in place, whether technology is already fully embedded
in the system, on internet availability within communities, availability of hard copies of
learning material, and ensuring adequate working conditions for teachers and education
staff.
The response is likely to expose deep education inequalities, including within a

country’s education system. The 2019–20 corona COVID-19 pandemic has affected
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educational systems worldwide, leading to the near-total closures of schools,

universities and colleges. At the middle April 2020, approximately 1.723 billion learners
have been affected due to school closures in response to the pandemic. According to
UNESCO monitoring, 191 countries have implemented nationwide closures and 5 have
implemented local closures, impacting about 98.4 percent of the world's student
population. School closures impact not only students, teachers, and families, but have
far- reaching economic and societal consequences. School closures in response to
COVID-19 have shed light on various social and economic issues, including student
debt, digital learning, food insecurity, and homelessness, as well as access to
childcare, health care, housing, internet, and disability services. The impact was
more severe for disadvantaged children and their families, causing interrupted learning,
compromised nutrition, childcare problems, and consequent economic cost to families
who could not work. In response to school closures, Universities recommended the use
of distance learning programs and open educational applications and platforms that
schools and teachers can use to reach learners remotely and limit the disruption of
education.
In the Philippines, Department of Education plotted a contingency plan for the incoming
school year to address the dilemmas all stakeholders are facing by because of the
pandemic. DepEd’s curriculum group is leading the mapping out of contingency plans
for the opening of the coming school year, according to Secretary of Education Leonor
Briones. Institutions and organizations are crafting the learning contingency plan which
includes key features on K-12 curriculum adjustments; alignment of learning materials;
various modalities of delivery; and corresponding teacher and parent/guardian training
for homeschooling. These modifications on certain policies and practices were
necessary steps in adapting to the “new normal” while still remaining true to the
educational framework of the Philippines. Different modalities have been considered
possible means of delivering education. Distance learning is one of the modalities being
studied by the Education department. In line with this ongoing trainings are being held
to prepare the teachers for distance learning in different divisions and regions. The
training of public school teachers for distance learning is set to be completed by July,
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according to the Department of Education. DepEd also reported that only 40 percent of
the 800,000 public school teachers have completed their training and there are a lot of
factors need to be address in preparation for distance learning.
The teachers who are considered to be the knights of education are the ones who
experience the big shift in instruction, planning, and preparation for the learning
succession of the students. To study underlying factors affecting teacher’s
preparedness is crucial in aiding them to succeed in performing their duties and
responsibilities. The study focuses on gauging the preparedness of the teachers for
distance learning. This also aims to enumerate the difficulties that teachers are
experiencing in preparation for distance learning. Underlying factors can be identified to
find solutions or modification in pursuing distance education.
Theoretical Framework
The technology will undoubtedly keep improving and the price will drop, as technology
is prone to do once it comes into general use. People already see improvement in the
delivery systems of compressed video and computer assisted instruction. Despite
student problems with distance education, studies indicate they are relatively satisfied
with that they are receiving. A study of students at AIOU found 75% were very satisfied
with the instruction they received and 90% rating the technology as satisfactory
(Fergusin & Wijekumar, 2000).
Another study by Harner et al.(2000) was done on a distance education accounting

course at the University of Connecticut. They 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 tutors 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 (Teaster & Blieszer, 1999). The second showed that
students were highly satisfied with the tutors and the course, but that direct interaction
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with the tutors played no role in the students’ satisfaction (Inmam & Kerwin, 1999).
Keegan (1995) shows many excellent ways that tutors can better prepare for the
classroom including multimedia use, speaking voice, and even font size considerations.
Tutors also need to realize that the technician is an integral part of the experience of
distance education and treat them as such. Tutors 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. “Teaching a distance education class
involves a new role for tutors; administrators must provide them with the time, the tools,
and the training to meet these new responsibilities” (Inmam & Kerwin, 1999, p.586).
Administration needs to train and educate tutors on this role and how to meet the
challenges. Sherritt (1996, p.4) found in her survey of higher education administrators
that “for whatever reasons, higher education administrators and politicians understand
the need for technology. But lacking the heart for distance 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 tutors and the students. Administrators need to carefully weigh their goals
and objectives when taking on a distance education program.
Conceptual Framework
Input- Figure no.1 (Input) presents the different indications or basis to be considered in
order to determine the preparedness of High School Teachers in District 6 of Manila
before the incoming school year such as a. Knowledge about the different learning
platforms b. Learning Resources Management c. Computer Skills d. Engagement in
Trainings and Seminars, e. Availability of the Devices, and f. other factors. Additional
information will be about Teacher’s profile, background and specialization.
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f. other factors
e. Availability of the Devices
d. Engagement in Trainings and Seminars,
INPUT c. Computer Skills
b. Learning Resources Management
a. Knowledge about the different learning platforms
Analyzing answers
Distributing survey questionnaires
PROCESS Conducting interviews
Result of Teachers' Preparedness Evaluation

OUTPUT
A. Knowledge about Different Learning Platforms

There are different distance learning platforms available in different schools. The
platforms vary from basic to advanced levels depending on the needs of the school.
Knowledge about the distance learning platform is important to gauge the readiness of
the teacher to conduct using a specific platform. There are tools and different functions
in a certain platform which are already familiar to some other social media platforms that
can be easily learned.
B. Learning Resources Management

In a typical classroom setup, books are the main learning resource that teacher can
easily access in discussing topics in the class. However, in distance learning there are
varieties of learning resources that can be used by both teacher and students in
pursuing the class. The resources can be in a form of a hardcopy or could also be
software that includes all learning resources. Familiarity to these learning resources is
crucial to create an interactive learning in distance education. Management is another
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factor to utilize the use of these learning resources. Observing how teachers manage
learning resources can give implications on what factors the school can improve on.
C. Computer skills fit into two categories: hardware and software.
Hardware skills allow people to physically operate a computer. Hardware skills can be
as simple as knowing how to turn devices on and off. They might also involve more
complex tasks like connecting machines to networks, changing parts or fixing broken
devices. On the other hand, Software skills help you to efficiently use computer
programs and applications. There are some software skills that have a basic knowledge
of word processing programs, like Microsoft Word. Basic knowledge about computer
skills should be gauged to fully know how to guide teachers in operating computer skills
whether intended for teaching or just by simply for creating learning materials and
modules.
D. Engagement in Training and Seminars

During the pandemic, there are several webinars being required for the teachers. It will
also be helpful to assess which seminars and trainings are really effective to help
teachers in preparation for the distance learning.
E. Availability of Devices
Devices like computers, laptop or even mobile phones are necessary for communication
and instruction in distance learning. Basic devices should also be checked like the
processor of the computer and the capacity of the laptop or computer.
F. Other Factors
Factors affecting teachers’ preparedness may include school, curriculum, instructions
or students. These factors play important considerations in teacher’s preparation
especially in the whole process of learning. It’s important to view everything in the
process which affects the preparation process.
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Process- On the next figure which is the process, it introduces the different methods for
gathering data and information. Through conducting interview, the researcher can
gather more information about the opinion and experiences that high school teachers
are experiencing in preparation for the next school year and their perspective about
different modalities of learning specifically distance learning. This will also highlight
problems, factors, and other considerations about the teachers’ situation. This hopefully
finds important matters to be addressed to successfully pursue distance education.
While, distributing survey questionnaires can provide us answer to the problem of our
research. It is being used because our research uses qualitative type of gathering data.
At the end, analyzing these answers can be the way to formulate the appropriate
solutions for the research problem.
Output- The last figure which is the output of conceptual framework, presents the
results and final output about the level of preparation of high school teachers. It aims to
provide conclusions and recommendations for the preparation for distance learning.
SHAVELSON, MCDONNELL, AND OAKES’ MODEL
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Shavelson, McDonnell, and Oakes (1989) developed a comprehensive model of the

educational system, aiming at an indicator system that would measure the state of
education. The model could also determine the nature of current problems, evaluate the
factors influencing educational trends, monitor the effects of policy, and identify
interventions to improve student performance. This illustration can also be a guide in
determining teacher’s preparedness as other factors affecting their perspective in a
bigger picture. Shavelson et al.‟s model features many arrows, which indicate the
direction of influence, as shown in the figure. The instruction quality, in turn, is affected
by the school, the curriculum, teaching quality, and student background. The school
quality can influence the instructional quality by working conditions, including class size,
classroom resources, occupational support, and school-wide standards. The curriculum
quality can have influence on the instructional quality by giving students the opportunity
to learn, and the teaching 133 quality can affect the instructional quality by teacher
qualifications and general patterns of teaching practices. Figure 4.3 A comprehensive
model of the educational system (Shavelson et al., 1989) What should be highlighted in
the model compared to the two presented above is that the instructional quality is
affected by student background as well as school, teacher and curriculum quality.
School effectiveness models such as those of Scheerens and the Creemers assume
that the instructional quality in classroom is affected only by curriculum, grouping
procedures, teacher behavior or higher-level factors such as educational leadership, but
not by lower-level factors such as student attitudes. There is no doubt that the quality of
science education rests on the quality of instruction that students receive. This in turn is
largely determined by such teacher factors as the qualifications of science teachers,
and school factor such as the conditions under which these teachers work. Taking into
consideration that there are not only teachers but also students in the classrooms, and
that teachers should focus on both teaching subject matter and enforcing classroom
discipline with the dual responsibilities (Shavelson et al., 1989), student factors such as
attitudes, family background and previous Inputs Outputs Fiscal and other resources
Teacher quality Student background School quality Curriculum quality Teaching quality
Instructional quality Achievement Participation Attitudes, aspirations, and performance
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can be related to the instructional quality. Consequently, relationship between factors

and levels should be considered in a reciprocal way, not just as one directional.
Statement of the Problem
This study aims to know the level of preparedness of teachers for distance learning in
connection to the recent situation of pandemic focusing on high school teachers in
district 6 of Manila. It is a quantitative report presenting factors affecting teacher’s
readiness for distance learning. The study aims to answer the following questions:
1. What is the level of preparedness of teachers for distance learning?

2. What are the major factors affecting the readiness of teachers?
Hypothesis
Half of the population is considered not equipped hence not prepared and ready for the
distance learning in the coming school year. Varieties of factors are affecting teacher’s
preparedness specifically availability of resources and knowledge and usage of different
learning platforms. Preparations being done in the current situation is focused on the
three modalities of learning under distance education are online classes, printed
modules, and broadcasted lessons through television or radio.
Teachers' knowledge, understanding and preparedness can affect the effectiveness and
efficiency in the process of students’ learning.
Successful implementation depends not just on teachers' proficiency in using digital
tools for communication but the proficiency of school managers and school
administrators. Blau and Hameiri (2010) found a relationship (in 10 secondary schools
in Israel) between teachers' understanding and frequency of use of a digital learning
management system in the school and their use of it for parent and learner
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communications. Those who were the lowest users of the system were least likely to
use it for communication with learners or parents.
Scope and Limitations of the Study

This research is conducted in order to assess the preparedness of public high school
teachers in the district 6 of Manila City Schools, this will be done through the use of
interviews, surveys, questionnaires and by gathering qualitative information from
sources such as articles, websites, academic journals and books, that are recognized
as reliable, accurate and valuable. Another purpose of the study is to determine the
different factors and indications to be considered for the teachers’ preparation for
distance learning modes which are online classes, printed modules, and broadcasted
lessons through television or radio.
This study is composed of information mostly about the surveys and feedbacks coming
from teachers showing how they perceive their level of preparedness in different
aspects in preparation for the coming school year. This research only covers the
selected public high school teachers in District VI specifically those who are teaching in
Mariano Marcos Memorial High School, Carlos P. Garcia High School, Manuel Roxas
High School, Villamor High School and Eulogio Rodriguez Vocational High School.
Significance of the Study

The results of the research paper entitled The Impact of Pandemic Education: A
Qualitative Report on Teachers’ Preparedness for Distance Learning “can benefit the
following:
High School Teachers
The research study can help the teacher assess themselves in preparation for the
incoming school year. The survey and interview will be their assessment to realize the
hindrances or factors affecting their preparation. It may also give them perspectives on
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what particular factors should be reiterated to prepare and improve the situation. It is a
good chance to further understand the difficulties that the teacher is facing to lessen
such problems and conflicts. Identifying hindrances and things to improve on will help
the teacher prepare more effectively for distance learning. It can be extremely valuable
in helping teachers to develop self-reflection, critique and judgment and ultimately, to
enhance their skills.
Administration of Different Public High Schools in District 6

This research study can help administration to gain awareness and consciousness with
their essential roles or function as an important foundation for teachers’ preparedness
for distance learning. It can help them formulate methods to ensure teachers’
preparedness together with the development of skills and enhancement of knowledge
that can be used for executing different modalities of teaching. Also, the results of the
research study can notify department heads who the teachers are struggling in certain
aspect.
Division of City Schools Administration

This research study can help the main office of city of schools in Manila to identify
certain issues regarding with the preparation for distance learning. Also, it can give
them awareness to their duties upon fulfilling the needs of the teachers and their
respective schools in financial aspects. Also, the results of the study can provide them a
clearer view of the impact of the overall preparation and process for the incoming school
year.
Definition of Terms
A term may have multiple or complicated meaning, in order to have a clear definition to
understand the specific word better, we should require the definition of terms. With that,
the researchers have presented below a list of terms that can give the readers accurate
information.
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(a) Distance education refers to a mode of learning in which students and teachers are

physically separated from each other. It is student-centered, guided independent study,
making use of well-studied teaching and learning pedagogies to deliver well-designed
learning materials in various media. It is also sometimes described as flexible learning
and distributed 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.
(b) Open Distance Learning (ODL) refers to the merger of two (2) concepts, that of open
learning and distance education. It is a system which combines the methodology of
distance education with the concepts of open learning and flexible learning; It 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.
(c) Open learning refers to a philosophy of learning that is based on flexibility of access

for equity in education, an educational system accessible to every individual with
minimal restrictions and emphasizing the flexibility of the system to eradicate problems
caused by barriers like age, geographical location, time constraints and economic
situation.
(d) Modular Distance Learning (MDL)

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.
(e) Alternative Delivery Modes (ADM) are tried and tested alternative modalities of
education delivery within the confines of the formal system that allow schools to deliver
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quality education to marginalized students and those at risk of dropping out in order to
help them overcome personal, social and economic constraints in their schooling.
(f.) Home Schooling is an alternative delivery mode (ADM) that aims to provide learners
with equal access to quality basic education through a home-based environment to be
facilitated by qualified parents, guardians or tutors who have undergone relevant
training.
g. Blended Learning refers to a learning modality that allows for a combination of face to
face and online distance learning (ODL), face-to-face and modular distance learning
(MDL), face-to-face and TV/Radio-based Instruction (RBI), and face-to-face learning
and a combination with two or more types of distance learning.
(h) Traditional Face-to-Face Learning 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.
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Chapter 2 Review of Related Literature
Distance Learning
The discourse and research on distance education in the online era suffers from
inherent problems: the immense confusion as to what today constitutes distance
education and a common misleading tendency to refer to online education as a
synonym for distance education. The reality is that many distance education institutions,
particularly the large-scale distance teaching universities do not yet employ the
electronic media as their main delivery medium, and most of the online education takes
place at mainstream campus universities (Guri-Rosenblit, 2009). Many of the online
learning technologies are used today to enrich and support lectures, seminar meetings,
and face-to-face tutorials. During 2004–2005 the OECD conducted an in-depth survey
of e-learning practices in 19 tertiary education institutions in 13 countries in the Asia-
Pacific region, Europe, Latin America, and North America (OECD, 2005). One of the
main conclusions of the OECD study was that most higher education institutions use the
online teaching to enhance classroom encounters rather than to adopt a distance
teaching pedagogy. 110 Guri-Rosenblit For over 150 years the distinction between
mainstream campus education and distance education was clear. By its very nature
distance teaching at higher education level was different from teaching at mainstream
institutions. Instead of assembling students from dispersed destinations onto one
campus, distance-teaching institutions have reached out to individual students wherever
they live or wish to study. The early correspondence institutions that started to operate
in the 19th century offered academic or professional studies mainly for profit purposes.
The establishment of the Open University of the United Kingdom (OUUK) in 1969 and
the founding of the large-scale distance teaching universities in many national
jurisdictions have marked the beginning of a new era of distance education. Many
heralded the new large-scale distance teaching universities as the most conspicuous
development in higher education systems in recent decades, as a radical challenge to
the concept of a university, and as a new species of university (Garcia-Garrido, 1988;
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Keegan & Rumble, 1982; Perry, 1976, 1977, 1996; Peters, 1983, 1992). The main role
of the autonomous large-scale distance teaching universities has been to broaden
access to higher education by offering high-quality education at a lower cost. The clear
and distinct function of distance education providers for over 150 years is not clear and
distinct anymore. The new digital technologies enable any campus university to reach
out to students outside its residential campus and offer online courses to both off-
campus and on-campus students. Many policy makers, scholars, and practitioners in
higher education tend to use the terms distance education and online learning
interchangeably, as synonyms, and refer to online learning as the new generation of
distance education. Just a few examples: A comprehensive report issued by the Pew
Learning and Technology Program in the US stated that, “The terms ‘distance learning’,
‘distance education’, ‘distributed learning’ and ‘online learning’ are used more or less
interchangeably” (Twigg, 2001, p. 4). Mackintosh (2006), in describing alternative
models of implementing the digital technologies in higher education, used the term
distance education technologies as a synonym for the term information and
communication technologies (ICT). Bates (2005) stressed that the strong advocates of
e-learning “who see e-learning as an educational paradigm shift, making obsolete all
forms of distance education that preceded it make a fundamental mistake, since
distance learning can exist without online learning, and online learning is not Distance
Education Systems and Institutions in the Online Era 111 necessarily distance learning”
(pp. 14–15). In a recent international seminar devoted to examining the impact of
ranking tables on online and distance education, it was argued that, so far, online
providers and distance teaching institutions are not included in most ranking tables
since there exists a confusion among higher education experts as to what constitutes
distance education and online learning (Bengoetxea, 2011; Guri-Rosenblit, 2011). The
result of this confusion is that the discourse and research on distance education suffer
currently from an identity crisis and are characterized by blurred and confusing research
questions, contexts, and outcomes.
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Self -regulated Learning
Self-regulated learning Self-regulated learning (SRL) ability is important for performance

in and beyond school. It is a complex learning phenomenon involving metacognition,
motivation and thinking strategies (Schunk and Ertmer 2000). A clear framework of the
SRL construct is important for teaching and assessing SRL. Boekaerts (1999) listed
some key components of SRL: (a) the ability to effectively choose and coordinate
various cognitive strategies; (b) the ability to set learning goals and direct one’s own
learning; (c) the ability to commit to and engage in reaching the self-set goals. Self-
regulation skills need to be taught in an explicit way. Directly modeling self-assessment
and task selection with examples could improve students’ SRL ability (Kostons, van
Gog and Paas 2012); for example, using self assessment rubrics and mental effort
distribution rubrics in the classroom to help students practice SRL skills. Prompting
questions at key points is a good technique to promote reflective thinking (Lin
2001).Teachers can often ask questions like “why do you think this is important?” and
“how does that help you achieve the goal?” Scaffolding for SRL should be individualized
since students differ in their individual needs, SRL ability and SRL styles (Boekaerts
1999). The teachers need to attend to students’ differentiated sociocultual background,
learning goals and learning styles. Reciprocal teacher–student conversation and peer
collaboration can influence SRL in a significant way. Feedback from the teachers is very
important for students to develop SRL skills, and the teacher–student discussion can
also act as formative assessment to measure students’ SRL skills (Nicol and
Macfarlane).
The teachers need to be trained to give timely and high-quality feedback in student–
teacher discussion. Various collaborative activities can be designed for students to
improve SRL skills; for example, sharing ideas on those reflective questions and peer
assessment with rubrics.
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Coherence and consistency of assessment criteria across grade levels Based on the
cognitive models describing the skill constructs, specific expected learning outcomes at
different levels can be aligned based on the skill development progression. Bloom’s
taxonomy framework categorizes cognitive demand into six categories (Davis and
Buckendahl 2011: 306). a. Knowledge: Information retrieval b. Comprehension:
Understanding the meaning of information c. Application: Using information to solve
problems that have a best answer d. Analysis: Understanding parts of a whole and the
organization of the parts to make inferences or draw conclusions e. Synthesis: Applying
knowledge and skills to produce new ideas or representations of material f. Evaluation:
Using information and knowledge to make judgments This could be used as a common
framework across different grade levels in designing assessment criteria, and cognitive
demand can be operationalized differently based on students’ competencies. In other
words, as the grade level gets higher, there will be more emphasis on higher-order
thinking items in the framework.
At a lower grade level, the curriculum and assessment standards can be loaded more
with lower-level processing such as knowledge and comprehension, gradually helping
the learners move to the higher-order skills such as “analysis” and “synthesis”. A
common assessment criteria framework can make the articulation process easier
across grade levels. Research in the cognitive field and learning sciences to date has
clarified the hierarchical levels of various higher-order thinking skills (Schraw et al
2011), which can help with writing clear and aligned expected learning outcome
statements across grade levels.
Special Transitional Support and Teacher Training
A sudden change of learning cultures might lead to an identity crisis, which could lead to
negative consequences in school performance. Special transitional support clarifying
the central objectives and learning cultures in a new program are very important for new
identity formation (Winther-Lindqvist 2012). Cowie de Arroyo (2011) studied how special
support for academic, procedure and social transition could improve academic
performance. This action research project was conducted in a K-12 IB school in Bogotá,
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Colombia. The transition support led to much improved academic performance in that
school. One of the strategies from the academic perspective: a group of teachers were
trained, teaching two subject areas each and collaboratively creating interdisciplinary
curricular units to help students move from a transdisciplinary to an interdisciplinary unit.
One of the strategies from the procedure perspective: since middle school teachers
didn’t know their students as well as the elementary teachers, in the first year of the
MYP both the number of teachers each student had to interact with and the number of
students a teacher needed to supervise was reduced, which helped the teachers better
understand and attend to students’ individual needs. One of the strategies from the
social perspective: because young adolescents are more sensitive to social competition
and peer pressure and need to feel secure and successful, more suitable assessment
tasks and education supports were provided. Sufficient guidance and collaboration
among teachers has been recognized as an essential aspect in the programs and in
program transition.
http://www.ilt.columbia.edu/projects/projects_current.html
Digital Learning and Improving the Efficiency of the Education System
Fullan (2013) suggested four criteria that schools should meet if their use of digital
technology to support increased attainment is to be successful. These were that
systems should be engaging for learners and teachers; easy to adapt and use;
ubiquitous - with access to the technology 24/7; and steeped in real life problem
solving.Fullan and Donnelly (2013) developed these themes further, proposing an
evaluation tool to enable educators to systematically evaluate new companies, products
and school models, using the context of what they have seen as necessary for success.
Questions focus on the three key criteria of pedagogy (clarity and quality of intended
outcome, quality of pedagogy and the relationship between teacher and learner, and
quality of assessment platform and functioning); system change (implementation
support, value for money, and whole system change potential) and technology (quality
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of user experience/model design, ease of adaptation, and comprehensiveness and

integration).
There is promising evidence that teachers' efficiency can be increased by using digital
equipment and digital resources to prepare for teaching. There is similarly promising
evidence that digital tools and resources enable teachers to do their job better in
relation to teaching, assessment and their own on the job learning and development.
This section provides a review of the studies which include evidence of how digital
learning and teaching can improve the efficiency of the education system, focusing on
teachers and schools. Teachers expect digital teaching to enable them to source
materials for lessons and provide formative assessment more efficiently, as well as
meeting a wider range of learner needs more effectively. As a consequence, within a
school, preparation and assessment might be less time consuming and teaching time
more productive through digital learning and teaching. A review of the literature
indicates there is little empirical evidence explicitly showing a relationship between the
increased uptake of digital learning and teaching and an improvement in the efficiency
of teachers or of schools. Studies have mostly focused on increased effectiveness
(better results) rather than efficiency (cost benefits/value for money of the investment
and use), although two studies provide some estimate of cost saving. The evidence
(including small scale anecdotal evidence, as well as larger scale self-reported survey
results and comparative studies) is provided below in relation to aspects of digital
learning and teaching for which there are reported efficiencies.
Digital Equipment
Blackwell (2013) found, from a small-scale qualitative survey and observation of schools
in the US, some evidence of increased teacher efficiency in early childhood education
as a result of using tablet computers and associated software and applications. These
came from:
 Using video, camera and audio recorders to document learning and provide
longitudinal assessment (e.g. of speech and cognitive development);
21 | P a g e
 Automatic gathering of tests and quiz results, writing examples etc, to support
quicker and more accurate assessments;
 Using touch screens and having faster booting up and logging-in compared to
computers.
Blackwell concludes: 'While little evidence exists on how tablet computers are being
integrated into the classroom and how this integration is changing or reinforcing current
teaching practices, these unique features provide evidence that tablet
computers could enact such changes in the education environment.'
Similarly, a small scale qualitative evaluation of iPad Scotland (Burden 2012) found that
the use of iPads encouraged teachers to explore alternative activities and forms of
assessments for learning. Teachers generally reported that iPads required virtually no
training for them to be used effectively, allowed them to develop and extend homework
activities, and enabled them to provide better feedback to learners about their learning.
The initiative was described by stakeholders as 'the most easily accepted, successful
and problem-free [digital] initiative they had ever witnessed' because of the low levels of
resistance to their use.
PBS and Grunwald Associates LLC (2010), using a survey of 1,400 classroom teachers

in the US, also report that teachers (pre-school to secondary school) believe that a
variety of technology devices and web-based systems 'help them do their jobs better'
and 'help them to engage students in learning'. For instance, 68% of teachers surveyed
reported that they value interactive whiteboards as a means to supplement and support
teaching. Similarly, Peterson and McClay (2012) in a mixed-methods study with over
300 teachers in Canada found that teachers saved time in classroom teaching by using
smart-boards - examples were easier to demonstrate and could be saved for future use.
Digital Tools and Resources

Teachers' have increasingly found online learning and knowledge exchange platforms
to be useful (PBS and Grunwald Associates, 2010) and this may be enabling teachers
22 | P a g e
to prepare for lessons more efficiently and tailor lessons to learning outcomes. The
study reports that 97% of teachers surveyed used digital media for searching for, and
managing, interactive games, activities, lesson plans and simulations. Increasingly,
digital media is reported by teachers as a means to support content management
(rather than paper files and reports). Teachers report using data management systems
to track assessment scores (76 per cent), refine the curriculum (71 per cent), develop
individual education plans (62 per cent), or get professional development or feedback
(54 per cent).
There is indicative evidence that learning assistance tools (which provide useful hints or
feedback to learners to 'reinforce learning') can free up teacher time in classrooms. For
instance, Huang et al (2010) reported that 'teaching loads were significantly reduced [by
the learning assistance tool] because appropriate hints or feedback were automatically
provided to learners without teacher involvement'. Cook et al's (2010) meta review of
efficiencies concluded that digital teaching does not guarantee greater efficiency in
teaching, but in some instances can facilitate efficiency by enabling learners with
varying aptitudes to work more effectively. This allows teachers to spend more time with
those who need it. In relation to preparation, Passey (2011) found that Espresso digital
resources, which are widely used in primary schools in the UK, were quicker and easier
to use than other digital resources. While the time savings estimated were not large
(about seven hours a year per teacher), the study found that these would be greater for
higher users of the resources. For the GIGO digital resources for learning about work
reported in the previous chapter (ICF, 2014), participants using the digital resources had
a unit cost of about £175, which compares to an estimated unit cost for a work
placement of about £1,300.
Hargis and Wilcox (2008) discussed some of the free and ubiquitous resources that can
be used to support teacher efficiency, including online collaboration tools (e.g. Skype,
Google documents, Second Life). Some promising evidence is provided of how these
tools have improved teacher efficiency (albeit in a university setting); Presenting a
23 | P a g e
lesson to a wider audience such as in another school or another class within a school
simultaneously; and helping learners who are off site. The Blackwell study (2013)
indicated that there was limited evidence that teachers used technology to share
learning about the most effective teaching practices.
Continuing Professional Development

Teachers benefit from opportunities to use, observe and practice changes to teaching.
This is particularly important with digital technologies where it is clear that changing
practices towards learner centered approaches appear to bring greater benefits to
learner attainment. This can be achieved through supported learning in small groups
and online communities of practice. New entrants to teaching need to be equipped to
use digital technologies and understand their benefits and applications. Teachers are
more likely to adopt digital technologies for teaching when they are competent
themselves. While many teachers can be resistant to using digital technologies because
of their confidence and competence in using them, once the benefits of digital learning
are better understood they are more convinced of the value of using them in their
teaching. It is crucial that if digital technologies are to be used in learning and teaching
that schools have equipment and tools that can be used by learners as well as
teachers. Tools and resources require sufficient bandwidths. Digital technologies also
need to be kept up to date. Schools need to budget for maintenance of the existing
infrastructure as well as its upgrading. Where digital equipment is provided, training is
needed to support appropriate and effective use in the classroom. It is crucial that
teachers have discretion in how lessons and homework ensure educational outcomes
are achieved. Allowing teachers flexibility will give them opportunities to ensure digital
technology can be fully utilized.
In summary, successful implementation requires support to teachers in the form of

opportunities to learn (both formally and informally), embedding digital learning in
continuing professional development and initial teacher training, direction and
24 | P a g e
leadership within a school, functioning digital equipment and tools, and an environment
that gives teachers the flexibility to introduce and use digital learning.
Chapter 3 Methodology
Research Design: Descriptive Design
The research study is made through the use of descriptive research, wherein it will
assess the preparedness of public high school teachers for distance education. The
researchers attempted to describe and discover the different indications or basis for the
teachers in order to be prepared in college. The research also determines other factors
affecting teachers’ preparedness for the new learning modality.
Qualitative research is an inquiry process of understanding that explores a social or

human problem. The researcher is an observer and key instrument in the study. They
collect data in natural settings and use inductive reasoning to establish patterns or
themes. The final report uses the voices of the participants, the reflexivity of the
researcher, a description or interpretation of the problem, and recommendations or a
call for action (Creswell, 2013). The rationale for choosing a qualitative study was to use
an exploratory method to examine the phenomena. Exploring the issue of what faculty
experience as they transition from “live” face-to-face classroom setting to online was the
purpose of this study and made it a candidate for a qualitative study.
Another justification for the choice of qualitative methodology was that qualitative
methods allow the researcher access to “thick descriptions of the phenomenon under
study” (Merriam, 1998, p.27). According to Merriam, these thick and rich descriptions
render a lateral and complete picture of the phenomenon, enabling the researcher to
accurately interpret meanings. Patton (2002) echoes Merriam’s thoughts on the
necessity of obtaining thick, rich descriptions.
25 | P a g e
According to John Dudovsky (2017), descriptive research maybe categorized as simply

the attempt to determine, describe or identify what is. It is used to describe various
aspects of the phenomenon and describe and/ or behavior of some population. Three
main purposes of descriptive studies can be explained as describing, explaining and
validating research findings.
According To a website named AECT, several authors define descriptive type of

research in respect to their own perceptions. Glass and Hopkins (1984), defines
descriptive research as the gathering of data that describes events and then organizes,
tabulates, depicts and describes the data collection. It often uses visual aids such as
graphs and charts to aid the reader in understanding the data distribution. Because the
human mind cannot extract the full import of a large mass of raw data, descriptive
statistics are very important in reducing the data to manageable form. Krathwohl (1993),
description emerges following creative exploration, and serves to organize the findings
in order to fit them with explorations and then validate those explanations. Bong and
Gall (1989), the descriptive function of research is heavily dependent on instrumentation
for measurement and observation.
In-depth interviewing are in what is known as the interpretive tradition which is a

‘repeated face-to-face encounters between the researcher and informants directed
towards understanding informants’ perspectives on their lives, experiences, or situations
as expressed in their own words. This definition underlines two essential characteristics
of in-depth interviewing: (1) it involves face-to-face, repeated interaction between the
researcher and his/her informant(s); and (2) it seeks to understand the latter’s
perspectives. Because this method involves repeated contacts and hence an extended
length of time spent with an informant, it is assumed that the rapport between
researcher and informant will be enhanced, and that the corresponding understanding
and confidence between the two will lead to in-depth and accurate information.
26 | P a g e
Focus group interviews - The only difference between a focus group interview and an
in-depth interview is that the former is undertaken with a group and the latter with an
individual. In a focus group interview, you explore the perceptions, experiences and
understandings of a group of people who have some experience in common with regard
to a situation or event
Respondents
In this research study, the chosen respondents are the public high school teachers from
the different schools of District VI of Manila under the schools; Mariano Marcos
Memorial High School, Carlos P. Garcia High School, Manuel Roxas High School,
Villamor High School and Eulogio Rodriguez Vocational High School. Random sampling
is being applied upon choosing the respondents from the different strands.
Depending on the nature of a population and the information desired through sampling
from it, there are many ways in which the sample may be drawn; these are discussed in
texts on sampling techniques (e.g. Schreuder et al. 1993; Cochran 1999; Gregoire and
Valentine 2008). Perhaps the most basic method of sampling is ‘simple random
sampling’, where each and every member of a population has the same chance of
being included in the sample and where all possible samples of a given size have the
same chance of selection. This work is concerned with difficulties that may be
encountered in large populations, such as occur over large forest areas, when it is
desired to take a simple random sample consisting of individual items, such as
individual trees, from the population.
As discussed by Gregoire and Valentine (2008, p. 8), before a sample can be drawn
from a population, it is necessary to have available a ‘sampling frame’, that is, a
mechanism that identifies and locates the sampling units within the population. It may
be a ‘list sampling frame’ whereby a list of each and every sampling unit has been
compiled, or it may be an ‘area sampling frame’ that consists only of a map of the area
27 | P a g e
containing the sampling units. If an area sampling frame only is available, the number of
sampling units within the population is unknown and it is impossible to know where to
start or finish selection of those that are to be included in a sample. In many areas of
human endeavor, it is common to have to deal with large populations for which no list
sampling frame has been compiled. The items making up such populations could be as
varied as households within a city, trees in a forest, pebbles on a beach, objects in a
photograph, cells on a microscope slide or any other situation where a large number of
items appear on a surface or within a volume.
Data Gathering Instrument
The different data and information in this research study came from reliable sources like
the information from the internet websites, research papers, dissertations, scholarly
articles, academic journals and online books. This information are being carefully
compiled and gathered by the researchers respectively with the copy of its source, link
authors name and date of publication.
The research survey questionnaire is being distributed to thirty (100) Public High School
Teachers in District VI of Manila. After the distribution, interviews are being conducted
to gain views and perceptions of teachers in preparation to distance learning.
Statistical Treatment of Data

The research study being conducted doesn’t use high level of statistics. The researcher
only aims to determine the frequency, percent and rank in order to get the results from
the gathered data.
Frequency- is used in order to determine the total number of responses being made by
the respondents in each question.
28 | P a g e
Percent- is used in order to determine the differences of every frequency and to identify
it’s relation to the whole.
Ranking- is used in order to determine the position of a frequency and its level of
significance to the whole.
Sample Questionnaire:
NAME: ____________________ SCHOOL: __________________

AGE: _____________________ POSITION: _________________
Direction: Please rate your level of preparedness as follows:

Not at all Somewhat Neutral Well prepared Vey-well
prepared prepared prepared
1 2 3 4 5
Questions: 1 2 3 4 5
Knowledge about the different learning platforms
1. Acquired knowledge in using modular form of instruction
(e.g. Module Planning, Writing, Management, Assessment)
2. Acquired knowledge in using mandated online platforms
(e.g. Google Classroom, Google suite, Zoom, Microsoft
Teams)
Learning Resources Management
3. Technology capability
The ability to use the functions of soft wares.
(e.g. Functions of Microsoft office word, power point
presentation, excel, and publisher)
4. Technology adaptation
The ability to resort to different available options for
instruction.
(e.g. The use of multimedia in managing online learning
resources.)
5. Technology organization
29 | P a g e
The use of different mediums for processing, organizing,

saving, and sending files.(e.g. The use of emails,
attachments, and other files.)
6. Technology integration
Managing online books and PowerPoint presentations
(e.g. Presenting in an online class )
Technical Skills
(e.g. Basic functions of computer, laptop, tablet, router/wifi, data connection)
7. The use of computer
8. The use of laptop
9. The use of cell phone/tablet
10. Basic functions of data, wifi/router, and internet
connection.
Engagement in Trainings and Seminars
11. Engagement in online webinars
12. Application of learned skills from webinars
Availability of the Devices and Facility
13. Availability of Gadgets
-cell phone/ tablet
-laptop/computer
-internet/data
- file storage
14. Availability of a Work station at home
(e.g. Desk/table, chair, and space at home)
Other Factors
15. Financial Resources (e.g. Allowance for internet
connection)
16. Support from the administration (Principal, Head,
Department)
17. Support from the government (Local municipality)
18. Support from the parents (e.g. Engagement in activities or
announcement)
19. Support from the family( Moral support /Child care)
20. Personal Motivation (e.g. Willingness to learn)
INTERVIEW QUESTIONS:
30 | P a g e
(Semi-structured Approach)
In semi-structured interviews, the researcher prepares an interview guide that describes

which topics will be explored during the interview, but the actual questions are not pre-
written. Semi-structured, in-depth interviews are utilized extensively as interviewing
format possibly with an individual or sometimes even with a group. These types of
interviews are conducted once only, with an individual or with a group and generally
cover the duration of 30 min to more than an hour. Semi-structured interviews are
based on semi-structured interview guide, which is a schematic presentation of
questions or topics and need to be explored by the interviewer.
To achieve optimum use of interview time, interview guides serve the useful purpose of
exploring many respondents more systematically and comprehensively as well as to
keep the interview focused on the desired line of action. The questions in the interview
guide comprise of the core question and many associated questions related to the
central question, which in turn, improve further through pilot testing of the interview
guide. In order to have the interview data captured more effectively, recording of the
interviews is considered an appropriate choice but sometimes a matter of controversy
among the researcher and the respondent. Hand written notes during the interview are
relatively unreliable, and the researcher might miss some key points. The recording of
the interview makes it easier for the researcher to focus on the interview content and
the verbal prompts and thus enables the transcriptionist to generate “verbatim
transcript” of the interview.
SAMPLE INTERVIEW QUESTIONS:
Teachers’ Level of Preparedness for Distance Education

• Tell me how you do you perceive distance learning?
• Taking something as an experience in the past; could you tell me what distance
learning experiences you may have had?
• How do you feel about both face-to-face learning and distance learning?
31 | P a g e
• What assumptions regarding technology use in the classroom did you have before you
began teaching online?
• What training have you attended or acquired to familiarize you with technology before
transitioning to teach distance learning? And were you forced to seek training or it was
out of your own volition?
• What was your motivation to participate in webinars?
• What kind of technology do you use in teaching in a regular classroom?
• How familiar are you with Wiki’s, Blogs, and Online Chat, video streaming software like
YouTube, Skype, and social media like Facebook, Google suite, Zoom, etc.?
• Have you incorporated any of the above technology in your teaching?
• In what ways have you found online teaching beneficial both to teacher and to
students?
• How do you feel about teaching online?
• From your perspective what are some of the positives of distance learning?
• What do you believe are some of the negative aspects of teaching courses online?
• How confident are you about your ability to utilize technology tools in teaching online
courses?
• What problems have you encountered while preparing for distance learning?
• What institutional support have you received since beginning in preparation for the
incoming school year?
• What institutional support would you recommend a teacher seek before starting
distance learning?
• What are the hindrances that you can see in preparation for distance learning?
• Do you think online classes will replace face-to-face teaching in future?
• Is there anything else that you would like to add that might help in understanding your
experience transitioning to the new normal of teaching?
32 | P a g e
REFERENCES:
Cavanaugh, C., Gillan, K. (2004) The Effects of Distance Education on K-12 Students Outcomes: A Meta-
Analysis. http://files.eric.ed.gov/fulltext/ED489533.pdf.
Chráska, M. (2007) Metody pedagogického výzkumu. Základy kvantitativního výzkumu. Grada
Publishing, ISBN 978-80-247-1369-4.
Hannay, M., Newvine, T. (2006) Preception of Distance Learning: A Comparison of Online and
Traditional Learning. Journal of Online Learning and Teaching. 2005. ISSN 1558-9528.
http://jolt.merlot.org/05011.htm.
Levy, Y. (2007) Comparing dropouts and persistence in e-learning courses, Computer & Education.
Volume 48, Issue 2. ISSN 0360-1315.
Klimová Frydrychová, B. (2015) Teaching and Learning Enhanced by Information and Comunication
Technologies. Procedia – Social and Behavioral Sciences. Volume 186. 2015. ISSN 1877-0428.
McPhee, I., Marks, D. and Duffy, I. (2012) Comparison of equated learning for online and on-campus
postgraduate students on academic achievement. The University of the Fraser Valley Research Review.
Volume 4: issue 2.
Okaz, A. (2015) Integrating Blended Learning in Higher Education. Procedia – Social and Behavioral
Sciences. Volume 186. ISSN 1877-0428.
Paechter, M., Maier, B. (2014) Online or face to face? Students’ experiences and preferences in
e/learning. Internet and Higher Education. Volume 2. 2014. ISSN 1096-7516.
33 | P a g e
Řehák, J., Brom, O. (2015) SPSS, Praktická analýza dat. Computer Press. ISBN 978-80-251-4609-5.
Shachar, M., Neumann, Y. (2003) Differences Between Traditional and Distance Education Academic
Performances: A meta-analytic approach. International Review of Research in Open and Distance
Learning. Volume 4, Number 2. ISSN 1492-3831.
Van de Vord, R. (2010) Distance students and online research: Promoting information literacy through
media literacy. The Internet and Higher Education. Volume 13, Issue 3, 2010. ISSN 1096- 7516.
WEBSITES:
https://www.hrw.org/news/2020/03/19/pandemic-shakes-worlds-education-systems
https://www.weforum.org/agenda/2020/03/3-ways-coronavirus-is-reshaping-education-and-what-
changes-might-be-here-to-stay/
https://www.rappler.com/nation/264715-private-schools-urge-deped-review-non-negotiable-
requirements-distance-learning
https://files.eric.ed.gov/fulltext/EJ976926.pdf
https://www.teacherph.com/deped-learning-delivery-modalities/
https://www.gov.scot/publications/literature-review-impact-digital-technology-learning-
teaching/pages/9/
https://www.slideshare.net/basteroger/the-implementation-of-the-special-program-in-the-arts-of-the-
secondary-schools-of-region-2
https://jccaloy123.blogspot.com/2011/03/thesis-sample-chapter-1-2-3.html
http://www.mcs.gov.kh/wp-content/uploads/2017/07/Organization-Development-and-Change.pdf
34 | P a g e

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POLYTHECNIC UNIVERSITY OF THE PHILIPINES

The Impact of Pandemic in Education: A Qualitative Report on Teachers’

MEM 643 RESEARCH SEMINAR 2

Dr. Amelia Biglete

Title Page ……………………………………………………………………………………. .1

Chapter 1- The Problem and Its Setting

Chapter 2- Review of Related Literature

Chapter 1- The Problem and Its Setting

Every year, education systems in many countries are disrupted because of climate-

The response is likely to expose deep education inequalities, including within a

educational systems worldwide, leading to the near-total closures of schools,

Another study by Harner et al.(2000) was done on a distance education accounting

Result of Teachers' Preparedness Evaluation

A. Knowledge about Different Learning Platforms

B. Learning Resources Management

C. Computer skills fit into two categories: hardware and software.

D. Engagement in Training and Seminars

SHAVELSON, MCDONNELL, AND OAKES’ MODEL

Shavelson, McDonnell, and Oakes (1989) developed a comprehensive model of the

can be related to the instructional quality. Consequently, relationship between factors

Statement of the Problem

1. What is the level of preparedness of teachers for distance learning?

Scope and Limitations of the Study

Significance of the Study

High School Teachers

Administration of Different Public High Schools in District 6

Division of City Schools Administration

(a) Distance education refers to a mode of learning in which students and teachers are

(c) Open learning refers to a philosophy of learning that is based on flexibility of access

(d) Modular Distance Learning (MDL)

Chapter 2 Review of Related Literature

Self -regulated Learning

Self-regulated learning Self-regulated learning (SRL) ability is important for performance

Special Transitional Support and Teacher Training

Digital Learning and Improving the Efficiency of the Education System

of user experience/model design, ease of adaptation, and comprehensiveness and

PBS and Grunwald Associates LLC (2010), using a survey of 1,400 classroom teachers

Digital Tools and Resources

Continuing Professional Development

In summary, successful implementation requires support to teachers in the form of

Qualitative research is an inquiry process of understanding that explores a social or

According to John Dudovsky (2017), descriptive research maybe categorized as simply

According To a website named AECT, several authors define descriptive type of

In-depth interviewing are in what is known as the interpretive tradition which is a

Data Gathering Instrument

Statistical Treatment of Data

NAME: ____________________ SCHOOL: __________________

Direction: Please rate your level of preparedness as follows:

The use of different mediums for processing, organizing,

In semi-structured interviews, the researcher prepares an interview guide that describes

SAMPLE INTERVIEW QUESTIONS:

Teachers’ Level of Preparedness for Distance Education

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NAME: __ SCHOOL: