TITLE PAGE

LEVEL OF COGNITION ON E-LEARNING AMIDIST COVID-19 PANDEMIC

A Thesis Proposal
Presented to the Graduate School of
CEBU TECHNOLOGICAL UNIVERSITY
MAIN CAMPUS
R. Palma St., Cebu City

In Partial Fulfillment
of the Requirements of the Degree
MASTER OF ARTS IN EDUCATION
MAJOR IN ADMINISTRATION AND SUPERVISION

JEDDAH A. REMO
November 2020
 ii

APPROVAL SHEET

This Thesis Proposal entitled, LEVEL OF COGNITION ON E-LEARNING MIDST OF

COVID-19 PANDEMIC prepared and submitted by JEDDAH A. REMO, in partial
fulfillment of the requirements for the degree of MASTER OF ARTS IN EDUCATION
Major in Administration and Supervision has been examined and its recommended
for acceptance for Design Hearing.

THESIS ADVISORY COMMITTEE

ROSEIN A. ANCHETA, JR., ASEAN, PE, DM., Ph.D.

Chairman

REBECCA DC. MANALASTAS, Ed.D.Ph.D.

Co-Chairman

MA. ANGELICA M. LAURONILLA, Ed.D.

ADVISER
PERLA N. TENERIFE, Ph.D., Ed.D.
Member/Censor

RUFINO T. TUDLASAN JR., Ph.D. REMEGIO M. BERGAMO JR., D.P.A.

Member Member/Statistician

LIBERATO A. LAURONILLA,Ed.D.
Member
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Table of Contents
TITLE PAGE.......................................................................................................................i
APPROVAL SHEET..........................................................................................................ii
LIST OF TABLES ……………………………………………………………………………………………………………………iii
LIST OF FIGURES……………………………………………………………………………………………………………………IV
CHAPTER 1 THE PROBLEM AND ITS SCOPE
INTRODUCTION...............................................................................................................1
Rationale of the Study..............................................................................................1
Theoretical Background...........................................................................................2
THE PROBLEM...............................................................................................................19
Statement of the Problem.......................................................................................19
NULL Hypothesis......................................................................................................20
Significance of the Study.......................................................................................19
RESEARCH METHODOLOGY.......................................................................................22
DESIGN.....................................................................................................................22
FLOW OF THE STUDY…………………………………………………………………………………………………
ENVIRONMENT........................................................................................................22
RESPONDENTS......................................................................................................23
INSTRUMENTS............................................................................................................25
DATA GATHERING PROCEDURE..........................................................................26
STATISTICAL TREATMENT...................................................................................26
Scoring Procedures................................................................................................27
DEFINITION OF TERMS.............................................................................................29
BIBLIOGRAPHY..............................................................................................................31
APPENDICES..................................................................................................................40
APPENDIX A................................................................................................................40
A.TRANSMITAL LETTER.............................................................................................
B. QUESTIONNAIRES..............................................................................................41
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LIST OF Tables

TABLE
1 DISTRIBUTION OF RESPONDENTS
 vi

LIST OF FIGURES

FIGURE

1 Theoretical framework of the Study....................................................3

2 Flow of the Study................................................................................26
3 LOCATION MAP OF THE STUDY………………………………………………………..........
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Chapter 1

The Problem and Its Setting

INTRODUCTION
Rationale of the Study

The world has never been challenged for at least for several decades like

what the Covid-19 pandemic have done to this day and until indefinitely. Every

nation and its government sector and instrumentalities have been scampering

means possible to make each country survive and thrive amidst this challenge

McKibbin, W.J. and Fernando, R., (2020). At first, lockdowns have been

implemented for adversely affected countries as drastic response to the high rate of

infection escalation, almost each nation has done this response however later,

government authorities realized that nations will die if so doing would be sustained.

Certain demise of nations economy and the future would be nill virtually if

government operations would continually cease and so with utmost precaution and

observance to various health protocols, government operations have been restored

gradually as much as various education sectors. According to Borup, J., Chambers,

C. B., & Stimson, R. (2019) progressive nations have long been implementing

effective online or e learning education since then, they just maximized its

implementation at a national scale in response to covid-19 pandemic. Since they

were already prepared for this, let alone that they possess the greater procurement

capabilities for various technology essential for efficient implementation, only minor

challenges were met along the way. However, developing countries faced greater

challenges as far as e-learning is concerned for which this study tackles as bases for

interventions to improve its implementation.

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Secretary Lenor Briones stated that education can’t wait, with this various

Learning continuity Plans (LCP) have been conceptualized. E-learning is a major

and viable LCP the DepEd implements in partnership with various internet platforms.

E-learning could only be possible to areas with viable internet connections such as

Cebu City. Guadalupe elementary school however implemented modular distance

learning but various complains from both learners, parents and even teachers are

aired due to the difficulty of its implementation, let alone the great financial demands

it needs. Guo, B., & Li, H. (2020) cited that modular distance learning could only be

effective if the home tutors are highly educated but it could never be as effective as

teacher-learner interaction. In this case, online distance learning is still the best

option in response to Covid-19 pandemic.

Guadalupe Elementary School (GES) currently implements modular distance

learning as brought by various reasons not limited to the absence of technological

devices and internet connections in various households but with the recent

drawbacks met by modular distance learning, it is high time to look into e learning as

potential alternative.

This study intends to find out the school’s level of readiness for -e learning

implementation and the possible challenges teachers would meet along the way of

its implementation. The output of this study is an enhancement plan which aims at

improving school readiness for e learning implementation.

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Theoretical Background

This study is based on the principles of community of inquiry” model for online

learning environments developed by Garrison, Anderson & Archer (2017) and

DepEd order 12 s. 2020 also known as the Adoption of the Basic Education Learning

Continuity Plan for school year 2020-2021 in the light the Covid-19 Public Health

Emergency.

Community of Inquiry- by LEGAL BASIS

Garrison, Anderson &
DepEd order 12 s. 2020
Archer (2017)
Adoption of the
Three distinct
Basic Education Learning
“presences”: cognitive,
Continuity Plan for school
social, and teaching While
year 2020-2021 in the light
recognizing the overlap and
the Covid-19 Public Health
relationship among the three
Emergency
components.

LEVEL OF COGNITION ON-LEARNING AMIDST OF COVID-19

PANDEMIC

ENHANCED ACTION PLAN

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Figure 1 Theoretical framework of the Study

The “community of inquiry” model for online learning environments developed by

Garrison, Anderson & Archer (2017) is based on the concept of three distinct

“presences”: cognitive, social, and teaching While recognizing the overlap and

relationship among the three components, Anderson, Rourke, Garrison, and Archer

(2018) advise further research on each component. Their model supports the design

of online and blended courses as active learning environments or communities

dependent on instructors and students sharing ideas, information, and opinions. Of

particular note is that “presence” is a social phenomenon and manifests itself

through interactions among students and instructors. The community of inquiry has

become one of the more popular models for online and blended courses that are

designed to be highly interactive among students and faculty using discussion

boards, blogs, wikis, and videoconferencing.

The Community of Inquiry (CoI) is a theoretical framework for the optimal

design of online learning environments to support critical thinking, critical inquiry and

discourse among students and teachers (Garrison, Anderson & Archer 2016).

Educational models help educators to apply the findings of education research to the

practical task of curriculum design, development and sequencing of educational

experiences to optimise learning (Cooper & Scriven, 2017). Befus (2016) underlines

that in the ensuing years, CoI framework became the basis for a substantial number
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of studies. A number of researchers have been preoccupied with concerns such as

student satisfaction with e-learning or techniques or measuring communicative

action. Other researchers have been trying to improve the framework by modifying or

adding more presences. Some of the main discussions about the modification of the

framework will be discussed in this chapter. Another inquiry will be the application of

the CoI model in today’s technology driven classrooms.

The Community of Inquiry (CoI) model (Fig 1) describes how learning occurs

for a group of individual learners through the educational experience that occurs at

the intersection of social, cognitive and teaching presence. According to Garrison et

al. (2016), it is through the skillful marshalling of these forms of presence that online

academic staff and students, in collaboration, develop a productive online learning

environment through which knowledge is constructed.

Social Presence. The ability of participants to identify with the community,

communicate purposefully in a trusting environment, and develop interpersonal

relationships by way of projecting their individual personalities (Garrison, Anderson &

Archer, 2016).

Cognitive Presence. The extent to which learners are able to construct and

confirm meaning through sustained reflection and discourse in a critical Community

of Inquiry (Garrison, Anderson & Archer 2016).

Teaching Presence. The design, facilitation and direction of cognitive and

social processes for the purpose of realizing personally meaningful and educationally

worthwhile learning outcomes (Garrison, 2018).

Community of Inquiry (CoI) had its genesis in the work of John Dewey and is

consistent with constructivist approaches to learning in higher education (Garrison,

2018). In online learning students are accountable for their learning and how they
 6

learn it. Dewey believed that through collaboration that respected the individual,

students would assume responsibility to actively construct and confirm meaning (as

cited in Swan, Garrison & Richardson, 2015).

Republic Act 9155

The governance of basic education act is about principal empowerment. It

provided school heads the Authority, Responsibility and Accountability ( AuRA ) in

their respective schools through decentralization and devolution of powers and funds

to the school level. The school head, who may be assisted by an assistant school

head, shall be both an instructional leader and administrative manager. The school

head shall form a team with the school teachers/learning facilitators for delivery of

quality educational programs, projects and services. A core of non-teaching staff

shall handle the school’s administrative, fiscal and auxiliary services. Therefore,

school heads have been given greater responsibility which means achieving greater

learning outcomes through effective personnel performances is an outcome of

school heads effective leadership.

Kozan et al. (2018) study extensively explores the research done on

improvements of the CoI framework. The authors concentrate on two kinds of

research papers that suggest of CoI model modifications: those who prefer to modify

one or more existing presences with additional presences, and those who prefer to

add new presences on the existing CoI framework.

Garrison (2018) believes that most of the suggested revisions identified by

Kozan and Caskurlu do not recognize the core premise embedded in each presence

with regard to both the individual and shared experiences of a collaborative learning

experience. Separating responsibilities of teacher and learner (participants are both

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teacher and learner in a truly collaborative learning experience) violates the integrity

of the framework (Garrison, 2018).

Anderson (2017) paper explores the evolution of the Community of Inquiry

model and the current state of CoI in teaching and learning in digital age. According

to Anderson (2017) the biggest concern with the existing CoI model is that while it

helps construct and define an effective teaching model, it does not take in

consideration the fact that the effectiveness of teaching is equally dependent on the

learners. As a result the author agrees with Shea and Bidjerano (2017) that a new

presence needs to be added to the framework: the learner presence.

Kovanović et al. (2017) paper evaluates the Community of Inquiry (CoI)

survey instrument developed by Arbaugh et al. (2018) within the setting of Massive

Open Online Courses (MOOCs). The findings confirmed the reliability and validity of

the CoI survey instrument for the assessment of the key dimensions of the CoI

model: teaching presence, social presence, and cognitive presence. Although, the

researchers suggested a six-factor model with additional three factors as a better fit

to the data: 1) course organization and design (a sub-component of teaching

presence), 2) group affectivity (a sub-component of social presence), and 3)

resolution phase of inquiry learning (a sub-component of cognitive presence).

Peacock et al. (2016) article concentrates in the overlap of three Presences,

their definitions and roles, and their ensuing impact on the educational experience. It

proposes enrichment to the Framework, by entitling the overlapping spaces uniting

pairs of Presences as “Influences.” These three spaces, linking pairings of Social,

Teaching, and Cognitive Presences, can be labelled as “trusting,” “meaning-making,”

and “deepening understanding” (Peacock & Cowan, 2016).

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The integration of technology into courses varies from making use of specific

applications, to making use of digital spaces for supplementing course materials, and

to offering fully online courses via course management systems (Wright, Marsh &

Miller, 2016). In an online learning environment, specific features of the technology

can aid certain behaviors and restrain others. To illustrate how technology could

potentially facilitate elements of the CoI framework for online learners, Thomson et

al. (2017) consider a Learning Management System (LMS), the typical venue where

courses are taught. When use a LMS students create profiles and upload

biographies that can be viewed by other students and the teachers. These features

help to support the social presence. Teachers can upload lessons, instructions,

videos, and activities into LMS, thus making possible their teaching presence. Online

discussion forums are another feature of LMS. Online discussion forums are used as

a best-practice pedagogical technique to encourage student interaction and

community (Muilenburg & Berge, 2016). WebEx Training simplifies delivery of

highly effective, online learning to anyone, anywhere, without sacrificing

effectiveness. WebEx provides a dynamic, interactive e-learning environment.

WebEx training is used mostly in corporate training and sometimes is integrated in

the LMS. Facilitators can deliver impactful online trainings and keep the online

learners engaged during and after the sessions. They can share presentations,

stream webinars, and encourage participation using tools like whiteboard and chat.

Learners learn from the presentations and each other’s experiences. WebEx use

supports social, teaching and cognitive presences of CoI framework. Screencast-o-

Matic is a free online video maker that produces quality videos. This is a simple

screen capture tool that records whatever is happening on a Personal Computer

screen and narrate it as its happening. Screencast-o-Matic is the perfect tool for
 9

creating training videos or tutorials for any subject, as long as it is being recorded

from an onscreen monitor. For instance, if anyone wanted to teach viewers how to

use WordPress, they could virtually record and narrate anything they are doing

within the WordPress platform. This way the software supports the teaching

presence. The cognitive presence is supported by the ability to use multimedia in a

way that supports cognitive processing. The teacher can heighten social presence

by offering the students the opportunity to discuss the video.

The CoI framework provides a dynamic model for an institutional approach to

move away from a passive lecture that fundamentally reshaped the educational

experience based on thinking and learning collaboratively (Garrison, 2018). The

evolution of technology, and the use of it in online learning has transformed the

education process. Technology can assist elements of the CoI framework for online

learners. The Community of Inquiry (CoI) framework has been one of the most used

and researched educational frameworks. The researches range from subjects like

how useful the model in today’s learning environment is, can it be improved or can

new presences be added to the framework. In accordance with Garrison (2018)

adding new presences violates the integrity of the framework. As Garrison (2018)

suggests it’s time to turn to the practical aspects of a CoI, as much attention has

been directed to issues of facilitation. More studies can be done of how educators

can use the CoI model to integrate the best technologies into curriculum to empower

them and help student learn.

DepEd order 12 s. 2020

In the light of covids-19 pandemic, the DepEd issued deped order 12 s. 2020

which serves as guidelines for the implementation of various LCP in both private and

public schools under basic education. Under this, and the principles of Alternative
 10

Delivery Modes that various distance learning were conceptualize as LCP choices

depending on the LESF survey results among schools and learners. ADM comes as

modular distance learning, Radio based instruction, TV based instruction and online

distance learning. Online distance learning is categorized into synchronous or

asynchronous and mixture thereof could be the best option. Synchronous involves

direct teacher-learner interaction through video calling through various platforms

such as zoom, meet and messenger etc. Asynchronous online learning on the other

hand is an indirect online learning usually done through google classroom where the

teachers just leave notes, instructions announcements and activities for which

learners need to comply and submit on a given deadline. Usually, the platform also

has internal checking mechanism for objective type of exams and has plagiarism

checking mechanism for essays.

Against the backdrop of the COVID-19 outbreak various policy initiatives are

being launched by governments and tertiary institutions across the world to continue

teaching activities so as to contain the virus. However, there is ambiguity and

disagreement about what to teach, how to teach, the workload of teachers and

students, the teaching environment, and the implications for education equity

(Zhang, Wang, Yang, & Wang, 2020). Large-scale, national efforts to utilize

technology in support of remote learning, distance education and online learning

during the COVID-19 pandemic are emerging and evolving quickly. Literature

highlights certain deficiencies such as the weakness of online teaching

infrastructure, the inexperience of teachers, the information gap, the complex

environment at home, and so forth (Murgatrotd, 2020). However, despite certain

limitations, current situation demands action so that the education of the students is

not affected in any way. For example, China initiated a Suspending Classes Without
 11

Stopping Learning policy to see that learning was not compromised at any time

during COVID-19 pandemic lockdown (Zhang et al., 2020). This is one of the many

policies China put in place to see that student learning was least affected during

national lockdowns and school closures. To tackle the problems, Huang, Liu, Tlili,

Yang, & Wang, (2020) suggest that governments and education providers need to

further promote the construction of the educational information, considering

equipping teachers and students with standardized home-based teaching and

learning equipment, conduct online teacher training and support academic research

into online education, especially education to help students with online learning

difficulties

According to a UNESCO Report by the end of 2019, Coronavirus (COVID-19)

started rapidly spreading worldwide, causing the death of over 3000 people.

Subsequently, several countries started initiating relevant strategies to contain this

virus, including school closures. Subsequently, as of 12th March forty six countries in

five different continents announced school and university closures to contain the

spread of COVID-19 (R. H. Huang et al., 2020). As time moved on 500 million

children and youth are still threatened with not attending their schools and

universities due to national lock downs. International organizations started paying

particular attention to the document Education Response in Crises and

Emergencies. UNESCO stated in the Education 2030 Incheon Declaration and

Framework for Action that countries should: Provide alternative modes of learning

and education for children and adolescents who are not in education institutions, and

put in place equivalency and bridging programmes, recognized and accredited by

the state, to ensure flexible learning in both formal and non-formal settings, including

in emergency situations (R. H. Huang et al., 2020, p. 1). Subsequently, to contain the
 12

COVID-19, the Chinese government has banned most-face-to-face activities,

including teaching. The Chinese Ministry of Education has launched an initiative

entitled Disrupted Classes, Undisrupted Learning to provide flexible online learning

to hundreds of millions students from their homes (R. H. Huang et al., 2020). The

rapid evolution of Information Communication and Technology (ICT) and the

increasing complexity that comes with its exploding potential explains why

integration of technology in education continues to receive special attention

particularly, in wake of COVID-19 pandemic. The dawning of the new millennium had

witnessed the initial entry of the Net Generation into our higher education institutes,

which required staff to brace themselves for a new lineage of learners who had

distinctive interests and dispositions. This is because their entry in the world was at a

time when technological expansion was ubiquitous and widely adopted throughout

the world. A previous research undertaken by the author has revealed that students

tend to have a strong bonding with ICT (Ali, 2018). These conspicuous perceptions

and the massive lockdown in the midst of current COVID-19 pandemic provided the

intrinsic motivation for this study.

Education administrators know that technology is never neutral and any

change has certain amount of resistance and contention. Undue protests and

dissents during COVID-19, regarding the decision to use “online” and “blended

learning” has become political and is politicized a lot. Blended learning has been

drawn into existing political agendas and extreme claims have been made such as

one mode is better than another (Czerniewicz, 2020). Conspiracies have flourished

and those with limited ICT knowledge have paddled unfounded lies about online and

blended learning (Zhang et al., 2020). Some people believe face-to face is superior

to online and blended mode. This current period is also likely to evoke political
 13

responses, in ways that we may not expect. Literature further entails that fake news

such as inferiority of online and blended mode as compared with face-to face mode

certainly infiltrates the system and further creates chaos and uncertainty. However,

some administrations are arguing and discussing as to what needs to be done, while

some have already started venturing into online learning. The World Bank believes

that little research attention has been paid to documenting and analysing attempts of

education systems moving swiftly and at scale to provide online learning when all or

many schools and universities are closed (World Bank, 2020b). Even UNESCO is

aware that transitioning to online learning at scale is a very difficult and highly

complex undertaking for education systems, even in the best of circumstances but

states it has become a necessity (UNESCO, 2020).

During the period of protests and disagreements, universities have started

going online differently, shaped by their specific institutional contexts. This means

not only designing strategies appropriate for specific contexts, but also being aware

that technological decisions will be shaped in ways that reflect existing differences,

alliances, discourses and perspectives in particular institutions (Murgatrotd, 2020). It

may feel like the last thing on one’s mind, but it is important to be aware of what

message is being sent when explaining the need to replace face-to-face teaching

with virtual alternatives. At the time of the protests, the general term used has been

blended learning. All university entities need to work cooperatively to effectively

launch online and distance learning. Curriculum and other logistics need to be

considered and assessment tasks need to be revisited and replaced with

assignments to avoid face-to-face final examinations. Acceptance and compliance

by all stakeholders will minimise resistance and in turn will facilitate the
 14

implementation of online and remote learning especially in times of calamity like

COVID-19 pandemic.

It must be established that to deliver effective online and blended learning

there needs to be appropriate ICT support in way of infrastructure and tools as well

as hardware and software support system. There is no doubt that the integration of

the ICT as an instructional device in academic courses has escalated at a rapid rate.

Subsequently universities and colleges have started implementing applications like

Moodle and educational Blogs to supplement existing pedagogy and practice

(Kalman, Y. M. 2017). Likewise, Mh, J. (2020). agrees with (Kalman, Y. M. 2017)

that it is common in universities and colleges to provide online resources to

supplement traditional teaching methods. In a study undertaken by Semenova, G.

(2019) confirm that students‟ responses to the technology related items imply that

majority of them use information technology. As such, going online is not seen as a

big change for many universities in the world. However, students‟ readiness and

access to technological gadgets needs to be considered at all times.

Students’ acceptance for e learning was found to be positive and mobile

technology was the preferred medium for this. But a persistent unfamiliarity towards

e-learning tools as compared to social media was noticed. Adams (2016). Smith and

Mcdermott (2019) concluded that most of the learners preferred online mode of

learning to other types as it provides more flexibility in learning, time management,

offers more courses globe wide. Azis and Susanti (2019) established that learners’

experience on e-learning has a significant influence on the effectiveness of learning

process as well as to achieve indirect learning outcomes through the learning

process. Mohalik (2019) found that more than 50% of trainees do not know learning

management system, virtual worlds, podcasts and web design applications and
 15

majority of trainees use group email and whatsapp for academic work and only 20%

of trainees use digital devices for using PPT in class, create digital learning

materials, provide feedback to students. A study to assess students’ perception

towards e-learning in unusual COVID 19 pandemic situation in India by Nagar 2020

could identify major determinants of effectiveness of online learning sessions are:

availability of digital devices, internet connectivity, infrastructural facilities and user

friendliness with this learning mode. The researcher found that the sudden swap to

online mode of learning significantly affects the perception of students towards it and

most of them were first time user. Similar findings were noted from the case study

carried out by Smith, C., Hoderi, M., Mcdermott, W. (2019) found that learners

perceived e-learning as a good adaptation to teaching learning looking into the

severe pandemic situation. But students did not find the instruction and instructional

material without teacher’s voice note much useful. One interesting finding came out

from the study of Jha et.al (2020) that students preferred group task to individual

task in order to help their friends who were not able to access online platform of

learning. But teachers’ unfamiliarity towards ICT and existence of digital divide

across the country are observed constraints for online mode of learning. A

comprehensive study by Ali (2020) addressed some key areas to be focused for

continuing online and distance learning in this pandemic situation. Apart from digital

resources, the infrastructural arrangements, learners’ and teaching staffs’

technological skills, motivation, confidence, interest, positive attitude for accepting

sudden change are the important factors to work on for ensuring uninterrupted

teaching and learning. Bhaumik and Priyadarsinini (2020) concluded that most of the

learners found online learning not effective and techno pedagogical approach of

teachers and digital skills of both teachers and learners needs improvement. An
 16

article published in Business standard dated 1st May 2020 of Delhi edition by

Farooqui reflected on the advantages and disadvantages of online teaching based

upon the responses of some professors and students under this pandemic period.

The advantages of online learning being the uninterrupted learning, flexibility and

learning at own pace where as the disadvantages being the technological

constraints, time consuming, ambiguity in assessment, lack of interaction among

students and teachers as compared to face to face mode of learning. But all students

interviewed accepted online leaning as an appropriate approach of teaching and

learning under such unusual conditions. Some students felt online learning as

stressful and financially challenging.

Meta-synthesis reveals that willingness to embrace change is a major

requirement for successful integration of technology as it provides students

opportunities to learn and apply the required 21st century skills (Ertmer &

Otternbreit-Leftwich, 2019; Lilllejord, Børte, & Ruud, 2018). Given the relentless

advent of ICT in education arena, its use in enhancing lesson delivery has been

widely discussed and adopted in many HE institutions globally. This is because

technology acts as a catalyst and supports staff members in lesson preparation and

delivery (Fernandes N. 2020)). American Psychological Association, as one of its

recommendations has encouraged lecturers‟ to reckon implementing ICT integrated

learning environment for students (Li, Yamaguchi, & Takada, 2018). In this regard,

Vrasidas (2018) is quite sceptical as institutions may have necessary ICT facilities,

but there may be other shortfalls such as lack of time for lesson preparation and

unsupportive curriculum design. He reiterates that just having the resources does not

imply that ICT can be easily implemented but there needs to be the presence of

other supportive factors and one such factor is staff readiness (Vrasidas, 2018). That
 17

is why Smith, C., Hoderi, M., Mcdermott, W. (2019) is assertive that before ICT can

be effectively integrated lecturers‟ should be provided adequate training and support

in ICT and pedagogy. There is no doubt why staff readiness and motivation needs to

be considered as important factors for the successful assimilation of technology in

HE institutions.

In an earlier study undertaken by the author, revealed that some of the staff

members in a tertiary institution seem to be integrating ICT in their lessons especially

during lectures and tutorials however, majority (92%) of them still believe that

confidence is a factor that can be further enhanced (Ali, 2019). This lack of

confidence could be due to the administration of the different tools and learning

platforms. On similar note, Alipio, M., (2020) are assertive that staff members‟

attitude and their willingness to implement ICT makes a big difference in the lives of

their students. This is because if staff are unwilling and do not implement ICT

embedded learning, their students can be just left to rote learning and „chalk and

board‟ explanations. Similar sentiments are shared by Ali, W. (2020) who strongly

recommend the need to empower teaching staff and build their confidence so that

they are able to implement ICT integrated teaching. Considering COVID-19

pandemic, World Bank stresses that staff working online need to be trained and

supported. They further warn that staff who do not have access to sufficient

broadband and a connected device at home will obviously not be able to support

student learning online (World Bank, 2020b). Subsequently, they urge that staff need

to be supported technically, socially and morally so that they can effectively deliver

online classes.

There is no doubt that ICT has become an integral part of everyday life and

has transformed the learning environment to the extent that ICT literacy has become
 18

a functional requirement for nearly all qualifications. The integration of technology in

education has not only changed how students learn but has also changed the

teaching pedagogies by promoting collaborative activities Mohalik, R., (2019). The

online learning environments foster additional learning experiences where learners

can interact, collaborate, and take ownership of their own learning at their own pace

and time. Hence, ICT immersed lessons provide a motivating and encouraging

learning environment for our students and also it leads to self-directed learning.

When there is a shift from a teacher-controlled environment to a more learner

controlled environment, the role of the educator becomes more of a facilitator and

minimal scaffolding may be required (Geng, Law, & Niu, 2019). Obviously, the

teaching staff members in form of professors, lecturers and teaching assistants are

the key players in the effective implementation of ICT integrated learning (Buabeng-

Andoh, 2018;). As such, it is pivotal that they have the right attitude and perceptions

about ICT so that they can integrate technology effectively in teaching. Likewise,

students‟ perceptions and aspirations also need to be considered as it directly

affects their learning space and style (Fauzi Mohd Ayub, & Wong, 2016). The

unprecedented situation in wake of COVID-19 has brought about challenges to staff,

students and administrators to adopt online learning despite certain shortfalls in its

organization and implementation.

There is no doubt that massive technological advances in the world demand a

paradigm shift in way we approach our educational goals and aspirations. Many

universities and educational institutions have adopted ICT tools such as laptop,

projectors, tablets, smart phones, ipads and interactive white boards to mention a

few. This is apart from many educational softwares and learning applications readily

available on the internet. Likewise, the findings reveal that staff members have found
 19

that students have a special bonding with ICT. They further believe that todays‟

students are quite attached to mobile technology and look forward to technology

integrated learning. None the less, students‟ receptiveness of ICT is well

acknowledged by all. On similar note, Harsasi, M. (2018) are in acquiesce with the

views of Hunter, L., & St Pierre, L. (2016) that students look forward to ICT

integrated learning and as it enables them to use internet and catch up with lessons

from the comforts of their homes. This impetus in students calls for lecturers and

administrators to have adequate ICT infrastructure and student support services to

make learning meaningful and enjoyable for all. In essence, it can be concluded that

lecturers and teaching staff in general are key stakeholders in the successful

implementation of ICT integrated learning and reciprocally they need to be valued

and assisted accordingly.

Summarily, e-learning platform is indeed, a highly potent platform in the light

of covid 19 pandemic however, based on various literatures, highly developed

countries showed great efficiency and effectiveness in its implementation yet

developing countries yet to address numerous problems to be ready as this study

aims to find out.

THE PROBLEM

Statement of the Problem

The research assess the level of e learning readiness of Guadalupe

Elementary school as bases for school year 2020-2021 as bases for an

enhancement plan.

Specifically, it seeks answers to the following questions

1. What is the respondents profile in terms of:

1.1. Age & gender;

 20

1.2. Civil status;

1.3. Highest educational attainment;

1.4. Years in service

1.5. Performance rating

1.6. Relevant trainings attended?

2. What is the perception of teachers in the implementation on e- learning

during covid 19 pandemic in terms of:

2.1. availability essentials for online learning;

2.2. Digital literacy;

2.3. accessibility in online learning;

2.4. ability for using online learning;

2.5. curriculum transaction through OML;

3. What is the teachers’ level of difficulty in terms of;

3.1. perception towards online mode of learning;

3.2. difficulty faced in online mode of learning?

4. Is there a significant relationship between the teachers perception towards e-

learning during covid 19 pandemic and the teachers’ level of difficulty?

5. What are the issues and concerns face by teacher in implementing e-

learning?

6. Based on the findings of the study, what enhanced action plan can be

proposed?

Hypothesis

Ho: There is no significant relationship between the teachers perception towards e-

learning during covid 19 pandemic and the teachers’ level of difficulty.

 21

Significance of the Study

This study will benefit various school stakeholders which are listed as follows:

DepEd Cebu City Division. As an overseer and overall implementer of

programs and projects of the DepEd in the entire division let alone the LCP during

covid 19 pandemic, they have been scampering ways to achieve effective education

despite the recent challenges. The output of this study would provide them with the

needed data as far as schools readiness for e learning which is a better option than

the highly tasking and expensive modular distance learning. The data and findings

generated from this study could be bases for planning, capability building and future

procurement processes for preparation and widest intensification of e-learning.

School Administrators. The LCP in the light of Covid- 19 health emergency

placed school administrators in very tough situations wherein their ingenuity and

innovativeness in decision making, planning, and budgeting are pushed to their

limits. The MDL which is adopted by most schools in the entire division are very

expensive which placed intense pressures to school administrators given the fact

that there is no augmentation in MOOE. The output of this study could give

administrators the idea as to the schools’ readiness for e-learning which could

potentially and more effectively replace the MDL which is expensive and littered with

so many problems. E-learning implementation could give ore effective learning to

learners realizing the school’s VMG, it is also less expensive which could relive

school heads from the never-ending planning and budgeting of the meager financial

resources available.

Teachers. Teachers are subjected to rigorous pressures of printing, sorting,

distribution and checking of modules which oftentimes they work a way beyond

working hours. MDL is proven to be tasking and problematic let alone the inefficiency
 22

of learning transfer. The outcome of this study could pave way to e-learning

implementation and teachers capacity building for its implementation. It will not only

relieve teachers from the exhausting module preparation, but it would also promote

more effective learning which every teacher dearly desire.

Parents. No parent never complained about the MDL except those who could

afford to hire private tutors. Obviously, parents are complaining as to how to teach

the modules. Once e-learning would be implemented, the parents would be relived

off from these burdens.

Learners. The ultimate recipient of any education program are the learners.

They will find it easier to learn the competencies with the guidance of a teacher.

RESEARCH METHODOLOGY

This chapter presents the study’s design, locale, respondents, tool, data

collection procedure, and data management and analysis tools. The

methodological approach of this study would provide a detailed process in

achieving the goals set.

Method

This study will utilize a descriptive quantitative survey method. The

descriptive design describes the characteristics of the respondents including

their personal profiles, age, educational attainment, relevant trainings and

position held. The quantitative research describes and defines the level of

respondents’ perception on the schools’ e-learning readiness and seriousness

and of the barriers of e-learning implementation.

Respondents

The preceding table presents the respondents of the study. The

 23

respondents of this study are identified teachers and parents of Guadalupe

Elementary School hence e- learning readiness is not just within the context of

the school but also in different households.

The total population of the respondents is shown in Table 1.

Table 1 Research Respondents of the Study

Respondents Frequency Percentage
Teachers 21 9.50
Parents 200 90.50
Total 100 100.00

As could be seen from the table, there is a total of 221 respondents who

are composed of both parents and teachers who are most credible to assess the

level of schools e-learning readiness. It could be noted that nine (221) or 9 .50

percent were teachers and 200 or 90.50 percent were parents.

Environment

The study is conducted in Guadalupe Elementary School which is located at

Guadalupe Cebu City. Guadalupe is the largest barangay in Cebu city. There are

various industrial and commercial spaces situated in the place which provide

opportunities for work to different households however with the covid 19 public

health emergency, large percentage of these are closed or at minimal operations.

Guadalupe Elementary School is the largest elementary school in the entire

Visayas. It offers both regular class and special science curriculum for the highly

advanced students. Teachers in the higher grades are specialized in the subjects

they are teaching and as a result the school garnered various awards in both

curricular and extracurricular activities.

24
 25

Figure 2 Research environment

Flow of the Study

Figure 2 shows the flow of the study, the entire idea of the whole research

process is presented herein.

This study is composed of three major parts, namely: the input, process and

output. The input considers the respondents’ profile, schools’ e-readiness on various

aspects, barriers of e-learning implementation and the significant difference between

respondents’ perceptions as regards e-learning readiness. The output is the

proposed improvement plan based on the findings of the study.

Output
Process
Input A
• Tabulation
 respondents of Data C
profile • Analyzing, T
Interpretin
 e-readiness I
g
 barriers of e- O
• Chi
learning
Square of N
impmenetation
Relationshi
 significant p
difference P
• Findings,
between
Conclusion L
respondent
,
perception A
Recomme
ndation N
 26

Figure 3 Flow of the Study

Instrument

The questionnaire has three parts. Part one determined the

demographics of the teacher respondents which posits bearing to their

readiness in teaching e-learning platform. Part two determines the

respondents’ perception of the schools’ e-readiness and the part three

determines the barriers in e-learning implementation. This questionnaire is

adapted from Dr. Ramakanta Mohalik and Sonali Suparna Sahoo (2019).

Data Gathering Procedure

A permission letter will be sent to the school Division Superintendent

informing them about the purpose of the study and seeking their permission.

Once the letter is signed, the survey questionnaires will be administered to the

teachers during their free periods however they will be fully oriented of the

nature and purpose of the study. They will be ensured about the total

confidentiality of their responses and that the papers will be burned after

interpretation.

Treatment of Data

1. The simple percentage formula will be used to determine the

respondents’ personal profiles

2. The weighted mean computation will be employed to ascertain the

level of schools e readiness and the seriousness of the barriers faced by

 27

schools in e-learning implementation.

3. T-test will be used to determine the significant difference between

respondents’ perception in e-readiness.

Scoring Procedures

Scoring Procedures for Levels seriousness of the barriers of e-learning

implementation.

RATING DESCRIPTIVE VERBAL DESCRIPTION

EQUIVALENT
Severe problems which greatly affect the
4.00-3.25 Very Serious
implementation. It leads to impossible

implementation of e-learning such as

absence of devices and internet

connection.

These are problems which affect efficiency

3.24-2.50 Serious
and effectiveness of implementation such as

poor devices specifications or unstable

internet connection.

These are short term problems with short

2.49-1.75 Less Serious
term effects such as poor internet

connection and teachers poor e literacy.

Problems which doesn’t have impact to
1.74-1.00 Not Serious
effectiveness of the implementation such as

learners’ attitude towards e-learning.

 28

Scoring procedure for e Readiness

RATING DESCRIPTIVE VERBAL DESCRIPTION

EQUIVALENT

4.00-3.25 Strongly Agree The item assessed is highly manifested. It

is frequently done or done with ease.

3.24-2.50 Agree The item assessed is manifested and is

done frequently.

2.49-1.75 Disagree The item assessed is less manifested and

is done seldom.

1.74-1.00 Strongly Disagree The item assessed is not manifested or

rarely done.
 29

DEFINITION OF TERMS

To facilitate better understanding of this study as well as major terminologies

used, the following terms are operationally defined.

e learning readiness. This pertains to the level of school readiness as

regards implementation of e-learning based on various respondents’ perception.

Various aspects are used as bases in determining the e-learning readiness.

availability essentials for online learning. This pertains to the availability of

essential devices needed for online learning such as computer devices, smart

phones laptops and viable internet connection.

Digital literacy. It pertains to the level of teachers’ and pupils’ digital literacy.

In using e-learning both teachers and learners should have the ability to navigate the

computer and smartphones as well as the internet let alone using various online

platforms such as meet, google classroom etc.

accessibility in online learning. It pertains to the accessibility of learners in

using online learning. It would refer most to the level of internet signal which

facilitates connectivity.

Ability for using online learning. There are various online learning available

which could be used by teachers in online learning. The most commonly used much

more in DepEd is the google classroom however using it requires technical know

how of its operations. This refers to the learners level of ability to use and navigate

various online learning platforms.

 30

Perception towards online mode of learning. It pertains to the respondents’

perception on the efficiency and effectiveness of online learning.

Curriculum transaction through OML. This refers to the respondents’

perception on the teachability of the competencies under the MELC using online

learning platform.

Difficulty faced in online mode of learning. It refers to the perceived

difficulty in using online learning such as poor internet connection or technical skills

in operating various learning platforms.

 31

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 32

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 40

APPENDICES

APPENDIX A
LETTER OF TRANSMITTAL

Date: November 8, 2020

DR. EMELITA B. TUASON

PSDS, South District 6
Cebu City Division
Cebu City, Cebu

Maam:

Good day.

I am presently conducting the study entitled, LEVEL OF COGNITION ON E-

LEARNING MIDST OF COVID-19 PANDEMIC”, as partial fulfilment of the
requirement for the Degree of Master of Arts in Education. Major in Administration
and Supervision
In view of this, I have the honor permission from your good office that I would
be allowed to conduct the study among the school heads and teachers. Your
granting of the permission could go a long way in the realization of the study. Rest
assured that the responses will be held with strict confidentiality and would be used
for study purposes.

Hoping for your favorable response on this matter.

Thank you.

Respectfully yours,

JEDDAH A. REMO
Researcher
Noted:

MA. ANGELICA M. LAURONILLA Ed.D

Adviser

Approved:

____ EMELITA B. TUASON__Ed.D__

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PSDS
South District 6, Cebu City Division
Cebu City, Cebu

APPENDIX B

QUESTIONNAIRES

Part II. Respondents’ Perception Level towards distance Learning

Please rate the following items based on your perception by checking on the box
provided
4 Strongly Agree
3 Agree
2 Disagree
1 Strongly Disagree

Questionnaire for e-readiness

Availability essentials for online learning 5 4 3 2 1

1. Have digital devices
2. Have Financial support
3. Always have power supply
4. Good internet connectivity
5. Space at home for study

Digital literacy 5 4 3 2 1
1. Well Familiar with digital devices
2. Knowledge on use of apps & S/ Ws
3. Proficient in digital skills
4. Know all sources of online study materials
5. Know the validity of online learning materials
6. Adequate knowledge on internet security

Accessibility in online learning 5 4 3 2 1

1. Easy to access e-learning resources
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2. Can get support as & when required

3. Always can interact with teachers during online classes
4. Always can interact with friends during online classes

Ability for using online learning 5 4 3 2 1

1. Easier to learn on online platform
2. Feel confident for online classes
3. Ready to give online test
4. Can prepare assignments online
5. Familiar for submitting online assignments

Curriculum transaction through OML 5 4 3 2 1

1. Curriculum can be completed through OML
2. Techno Pedagogical approaches are appropriate
3. Subjects can be effectively taught in OML
4. Practicum activities can be learned through OML

Part III. Respondents’ Perception Level towards distance Learning

Please rate the following items based on your perception by checking on the box
provided
4 Strongly Agree
3 Agree
2 Disagree
1 Strongly Disagree
Perception towards online mode of learning 5 4 3 2 1
1. OML is better choice in lockdown
2. OML promotes Self Learning
3. Can speed up learning through OML
4. Give opportunity for comprehensive study
5. Teachers are skillful in OML
6. OM & T/L better than traditional approach

Difficulty faced in online mode of learning 5 4 3 2 1

1. Face difficulty in sudden swap to OML
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2. Teacher face difficulty in OML

3. Feel isolated in OML
4. Feel stressed in online classes

6. Audio Clarity
7. Poor Internet Connection 

Issues and concerns face by teacher in implementing e- 4 3 2 1

learn
1. Increased workload
2. Time commitment
3. Lack of personal relationship with students
4. Frequent technology failures
5. Inadequate compensation for instruction
6. Inadequate technology support
7. Inadequate time for grading & feedback
8. Lack of social interaction within the class
9. Inadequate instructor training
10. Lack of control over student cheating/plagiarism
11. Online work not valued for promotion and tenure
12. Rapidly changing software or delivery systems
13. Lack of visual cues from students
14. Lack of DSL/fast access for students
15. Inadequate pedagogical skills for distance teaching
16. Personal anxiety/fear with technology/online
teaching
17. Lack of policies or standards for online classes.
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CURRICULUM VITAE

Personal Information
Name : Jeddah A. Remo
Age : 39
Date of Birth : April 19, 1981
City Address : Lagang Bolinawan Carcar City Cebu
E-mail Address : Jeddah.remo001@deped.gov.ph
Mobile No. : 09055244424
Civil Status : Married
Citizenship : Filipino
Gender : Female

Educational Background
Graduate Studies :
Master of Arts in Education
Major in Administration and Supervision
Cebu Technological University-Main Campus
Cor. R Palma St., and M.J Cuenco Ave. Cebu City

December 2020

College : Bachelor of Elementary Education

Major in Major in General science
Cebu Normal University
March 2002

Secondary : Carcar Academy

Carcar city Cebu
March 1998

Elementary : Upland Elementary School

Carcar City Cebu
March1994

Eligibility
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Licensure Examination for Teachers

August 2002

Professional Experiences

Elementary Teacher
Guadalupe Elementary School
Guadalupe, Cebu City
January 2010- up to present