The Feasibility of Distance Learning Modalities

as substitute for Face to Face Learning in this

time of Pandemic in the matter of academic and
extra-curricular performance of the selected
High Schools in the School Division of Pasig
S.Y. 2020-2021

Sta. Lucia High School

S.Y. 2020-2021

ENGLISH 10
Mrs. Catherine Sinfuego

Grade 10-Bonifacio
BENITEZ, JOHN PAUL R.**
BENWAY, JOEL JR. C.
BRES, TRISTAN R.
BUENO, JOSHUA C.
CARUZ, CEDRIC G.
CASTILLO, CHRISTIAN MARWYN C.
CELZO, CELSIUS F.
PART I. THE PROBLEM AND ITS BACKGROUND

Introduction
Covid-19 Pandemic is having a dramatic impact on the global
community, on peoples live and especially to health, livelihood,
and economic and even education sector. In this study we will re-
define distance learning as we enter the “new normal”.
 
Distance learning refers to a method of studying in which
lectures are broadcast or classes are conducted by correspondence
or over the internet, without the student's needing to attend a
school or college. Also called distance education.
 
According to Stafford global, the origin of distance learning is
materials are being sent via post-mail to the student. The
majority – if not all – of the course was learnt through the
postal correspondence between the student and the educational
institution.
 
Providing students an incredible level of flexibility. They can
choose where they learn, when they learn and even how they learn.
Classes can have live online sessions but are never face-to-
face.  With online learning courses, students have access to a
virtual learning environment (VLE) VLE acts as a communication
medium and interactions medium and interactive learning tool.

Background of the Study

DepED created Basic Education Continuity Plan for the School
Year to continue even in this time of Pandemic. Myriad of the
Students and Teachers especially under Public Schools are not
familiar in this kind of setup and it’s the first time in
Philippine Education History to promulgate this Distance
Learning. Because of this, the opposition wanted to know the
validity and effectivity of this setup. The study’s methodology
to know if this kind of setup is effective in terms of academic
excellence is by accessing the data from the School Division of
Pasig that was participated in the regional wide assessment and
evaluation called the Learning Assurance Mapping Program
(LAMP)and to conclude if there is learning in the side of
Students in this Distance Learning Setup.
 Statement of the problem
This study will identify and measure and if
distance learning is feasible as substitute for face-
to-face learning in the this time of pandemic in the
matter of academic and extra-curricular performance of
the selected high schools in the school division of
Pasig school year 2020-2021 by answering the following
questions:
 How the distance learning does affects the students
in terms of academic excellence compare to the
traditional way of learning?
 How does the Pandemic shape the nature of the
distance learning?
 What are the benefits that distance learning gives
that is better than the traditional face to face
classes?
 Is distance learning more effective than
traditional face to face classes? Do students think
that distance learning is effective? What are the
cons and pros of distance learning?

Objectives of the study

1.To identify how feasible is distance learning in
this time of Pandemic.
2.To re-define “online-class”
3.To identify what are the effects of distance
learning in academic excellence compare to
traditional learning or face-to-face class.
4.To identify what are the advantages and
disadvantages of distance learning
5.To identify what are the advantages and
disadvantages of face-to-face class
PART II. REVIEW OF RELATED LITERATURE
Barriers to Online Learning in the time of COVID-19: A
National Survey of Medical Students in the Philippines

This survey discussed how to identify barriers to

online learning from the perspective of medical
students in a developing country. The author which is
not mentioned in the survey sent out an electronic
survey to medical students in the Philippines (from May
11 up to May 24 2020).The author also uses a
combination of multiple-choices, Liker scale, and open-
ended questions. Among those multiple choices, the
author obtained demographics, medical school
information, access to technological resources, study
habits, living conditions, self-assessment capacity
for, perceived barriers towards online learning and
proposed intervention. The author also calculates the
descriptive statistics. Different responses were
compared between the student’s subgroups by the use of
nonparametric tests. The responses were conducted among
3760 medical students and it implies that 93% owned a
smartphones and 83% had a laptop or desktop for their
online learning. Meanwhile in order for them to access
online learning they need to have online resources like
a postpaid internet subscription and prepaid mobile
data. The result of this are 79% of the medical
students had a postpaid internet subscription while
only 19% uses prepaid mobile data. On the category of
medical students physical and mental capabilities of
engaging in online learning, only 1505 (41%) of the
students considered themselves to be physically and
mentally capable under prevailing conditions. Different
barriers were classified into five categories:
individual, technological, domestic, institutional, and
community barriers. The medical students in the
Philippines also confronted several interrelated
barriers as they try their best to adapt in this new
online learning. Towards their learning, they
encountered difficulties like adjusting to the online
learning itself, home responsibilities, and poor
internet connection and poor communication between the
educators and the learners. By implementing the
student-centered interventions, the medical schools and
medical educators can play a significant role towards
addressing different challenges during this time of
pandemic that is caused by the COVID-19.

How do online course design features influence student

performance?

This article highlights the relationship between four

online course design features and student course
grades. It also tackles the quality of online
interpersonal interaction that relates positively to
the students grades. The author empathized that given
the rapid grow in online coursework within higher
education, it is still very important to establish and
validate the quality standards for these courses. Many
online learning quality rubrics do exist which resulted
in a little empirical evidence that establishes a clear
link between specific courses that is designed in
features and concrete student-level course outcomes. In
those studies, the author developed an online course
that is designed to assess rubrics. These rubrics
include four areas and it also explores the impact of
each area on student’s end-of-semester. This end-of-
semester performance includes twenty-three online
courses at two distinctive colleges. The result of
these indicates that the quality of interpersonal
interaction within a course relates significant and
positive to the students grade. The author also added
analysis that is based on course observation and
interview data suggested that frequent and effective
student-instructor interaction created a sort of online
environment. This online environment helps in
encouraging students to commit themselves to a specific
course and perform at a very high academic performance
academic level.

Online teaching-learning in higher education during

lockdown period of COVID-19 pandemic

In this article, Lederman (2020) states that due to the

COVID-19 crisis teachers and students find themselves
in the situation where they felt very compelled into
embracing the digital academic experience as the so
called "summum bonum" of the online teaching-learning
process. It is also said in this article that through
digital intelligence (DQ Institute, 2019), the teachers
can cater the children's digital skills. The
coronavirus makes everyone suffer (EdSource, 2020) that
the kindergarten to tertiary level and day by day
exacerbated the teaching-learning. Apart from the
philanthropic effort, some people still hope to parlay
their enterprising skills into profit making
opportunities. "For any innovative changes, external
and internal, both forces are held responsible” Lewin
(1958) as he discussed the three-step process
(unfreezing-changing-refreezing) in his changes
management theory which disintegrated the inherit
process of any changes. After four months of online
experiences, the paradigm shift has occurred with the
online teaching which gains prominence that leads to
refreezing. Refreezing steps has been inevitable for
integrating technologies towards teaching-learning
process which enabled teachers to teach students with
the methods that they would not only feel comfortable
but also matches the demand of the technology in the
21st century. The researcher uses both qualitative and
quantitative methods towards the study perceptions of
stakeholders based on the online teaching-learning
process in HEI's during lockdown periods. This study
has been contacted in the Mizoram University. All
teachers and students of Mizoram University were the
populations of this study. The study includes three
teachers(one professor assistant and one associate
professor).It also includes Ten students(five pursuing
Post-graduate courses and also five research
scholars).These are selected from each department as
samples for the quantitative study using the
disproportional stratified sampling. There are also
twenty-six departments out of thirty-nine were chosen
for this research in order to keep the availability of
all three types of teaching faculty in one department
view (i.e. Associates Professor, Assistant Professor,
and the professor itself). A total of seventy-eight
faculty members and two hundred sixty students had
participated as a sample in this descriptive survey in
order to assess their perception towards this online
teaching- learning system in this new normal way of
life.
PART III. Body
Under the Department of Education order no. 012, series of
2020; the Department developed a Basic Education Continuity Plan
(BE-LCP), a package of education interventions that will respond
to basic education challenges brought about by COVID-19. [1]

The principles of BE-LCP:

a. to protect the health, safety, and well-being of learners,

teachers and personnel, and prevent further transmission of
COVID-19
b. Ensure learning continuity through K-12 curriculum
adjustments, alignment of learning materials and deployment
of multiple learning delivery modalities.

Enclosed to DepEd Order No. 012, s. 2020, The Basic Education

Learning Continuity Plan in the Time of COVID-19 categorized
Distance Learning as one of the Learning Delivery Modalities.
Distance learning as the document defines, refers to a learning
delivery modality where learning takes place between the teacher
and the learners who are geographically remote from each other
during instruction. This modality has three types: Modular
Distance Learning (MDL), Online Distance Learning (ODL), and
television (TV)/Radio-Based Instruction.

According to the website estalks.com [2], there are four

benefits of Distance Learning. Firstly, Adaptability and Freedom
in Distance Learning. Adaptability because the learner can
personalize the approach of learning in his/her own advantage and
Freedom because learners can plan the learning process in his/her
convenience. Secondly, Self-Inspiration. Distance Learning is all
about learning without the physical presence of a teacher or
instructor so a learner encourage motivating himself to learn.
Thirdly, Easy to Access. Students are not required to bring
themselves to school in order to learn. Learning can be done at
home and by using learning materials such as gadgets or a
learning module, learners can access the lessons and tasks with
ease. Fourthly, Saves Money and Time Both. By having classes and
learning at home, there is no spending of money for fare in
public transportation or an allowance and this learning modality
is also flexible and it offers the learners plenty of time for
their self-growth and personal interests.
 The DepEd National Capital region creates the Learning
Assurance Mapping Program (LAMP) [3]. The aim of the activity is
to identify competencies affected by annual activities and to
evaluate and assess the learning of the students in the different
School Divisions in the National Capital Learning.

This is the result of Learning Assurance Mapping Program (LAMP)

of Grade 10 Students in different Public Schools in the Division
of Pasig

SCHOOL PART A PART B PART C

1 De La Paz HS 72.44 70.22 71.33
2 Eusebio HS 65.18 73.92 70.05
3 Kapitolyo HS 66.08 73.07 69.83
4 Manggahan HS 77.12 79.53 78.3
5 Pasig Science HS 72 75 74
6 Pinagbuhatan HS 77 80 78
7 RESPSCI 72.8 80.98 76.84
8 Rizal HS 80 79 79.13
9 Sagad HS 72.44 82 81
10 Santolan HS 76 83 79.11
11 Sta. Lucia HS 78.22 79.25 78.74
12 San Joaquin HS 79.16 81.75 80.46

Result and Discussion

Highest Mean (Part A, B, C) San Joaquin HS (80.46)

Lowest Mean (Part A, B, C) Kapitolyo HS (69.66)
Part A - Average 74.03
Part B - Average 78.14
Part C - Average 76.48
Range (Mean Data) 10.8
Median (Mean Data) 78.33
PART IV. Conclusion
 According to the result of learning assurance
mapping program (LAMP) of grade 10 students in
different public school in the division of Pasig, it
stated that the highest mean of Part A, B, and C is
from San Joaquin HS with 80.46%. The lowest mean of
Part A, B, and C is from Kapitolyo HS with 69.66%. The
part A average is 74.03, Part B with 78.14, and Part C
with 76.48. While the range of the mean data is 10.8
and the median of the mean data is 78.33.

Based on the research conducted, the researchers

found out the pros and cons of distance learning as
well as the face to face classes. It shows that both
way of learning have its difference. The distance
learning wherein you are in the comfort of your own
home while face to face classes is a traditional
learning wherein you are in school.

In conclusion, distance learning is a good

substitute for face to face classes according to the
data collected. It is feasible especially in this time
of pandemic. The researchers therefore conclude that
distance learning is an effective way to learn during
this time of pandemic.

Recommendations
The Effects of Low Connectivity in Distance Learning

The effects of low connectivity in distance

learning is very hard for the students because the
students are trying very hard to study in this time and
if the internet connection becomes slow, the students
will have a hard time searching for answers and
answering questions through online meeting.

Having a low connectivity in distance learning is

not good for you because this will be hard for your
device and for when you are browsing, scanning,
searching, and joining an online meeting because of the
low bandwidth of your internet connection. This may
also affect your performance in doing some task that
your teacher gives to you.

Physiological and Psychological Behavior in Quarantine

This quarantine, some people are experiencing

stress because other people wants to go out with their
friends, while other people are having troubles with
their online class because of the activities that some
teacher are giving.

To prevent stress, you have to rest or take a

break. This will help you maintain your energy
throughout the day and it will minimize the need for
long recovery. Also, avoid doing drugs and beer or
alcohol so that you will have a strong immune system
and good behavior.

In this time, we should talk to your family inside

your lovely home because this also reduces stress and
this will help your physiological and psychological
health and behavior.

PART V. Bibliography
Remuzzi, G. Remuzzi (2020). April 20. The New York
Times. Harper & Row. New York. June 2021, pp. 1225-
1228.
https://www.undp.org/content/undp/en/home/coronavirus.h
tml.

Lederman, D. (2020) (March 18). Inside Higher Ed.

Government of India, New Delhi.June 2021.pp. 54-80.
https://www.ugc.ac.in/pdfnews/4276446_UGC-Guidelines-
on-Examinations-and-Academic-Calendar.pdf.

Johnson, L. Christensen. (1991). April 21. Addison-

Wesley Publishing Company, Inc. California. June
2021.pp. 197-211.
https://edsource.org/topic/coronavirus.