CHAPTER II

Review of Related Literature and Study

Foreign Study

The study revealed performance expectancy, and facilitating conditions had a positive impact
on behavioral intention as well as attitude. However, effort expectancy failed to drive teachers'
adoption to online teaching. On the other hand, social influence had insignificant relationship with
attitude but significant relationship with behavioral intention. Attitude had a significant impact on
behavioral intention as well as actual use. This study contributes to the literature by presenting and
validating a theory‐driven framework that accentuates the factors influencing online teaching during
outbreak of a pandemic (Tandon, 2020).

American Psychological Association. (2004). Concluded that the study of Self-Determination is

the growth and change of people by the three innate and psychological needs which are competence,
connection, and autonomy. In addition, this also applies to the students since this theory was applied
to a wide variety of areas including education, work, parenting, exercise, and health. The study states
that intrinsic motivation (doing something because it is inherently interesting or enjoyable), and thus
higher quality learning, flourishes in contexts that satisfy human needs for competence, autonomy,
and relatedness.

The study also states that students experience competence when they are challenged and
given prompt feedback. Students experience autonomy when they feel supported to explore take
initiative and develop and implement solutions for their problems. Students experience relatedness
when they perceive others listening and responding to them.

Almost all teachers reported having maintained communication with students and their parents.
Most teachers reported having introduced new learning content in addition to assigning tasks and
providing feedback to their students. However, challenges that clearly necessitate ICT integration,
such as online teaching and online assessment, were mastered to a lesser extent. When analyzing
the potential factors accounting for mastery in such challenges, certain factors emerged as significant
predictors in regression analyses. Regarding teachers’ competence, their conceptual TPK as
measured via a standardized online test was significant in predicting maintaining social contact and
providing task differentiation. This means that teachers who performed better in the test also reported
having maintained communication and delivered online adaptive teaching more frequently during
school closure. Particularly, adaptive teaching is considered a decisive feature of high-quality
instruction (König et al. 2020).
 Western Governors University. (2020). Concludes that the behavior of students on how they
should react and respond to a certain stimulus. The theory posits that learning is focused on the
behavior of students from the environment they are in.

It also states that the key in understanding how to motivate and help students. Information is
transferred from teachers to learners from a response to the right stimulus. Students are a passive
participant in behavioral learning—teachers are giving them the information as an element of
stimulus-response. Teachers use behaviorism to show students how they should react and respond
to certain stimuli. This needs to be done in a repetitive way, to regularly remind students what
behavior a teacher is looking for. 

According to Bao (2020) This paper ends with five concepts that successfully offer large-scale
online education in high-impact teaching experience through the case study of online education at
Peking University. First, the Sufficient Significance theory. The level, complexity, and length of
teaching material should fit the characteristics of student academic preparation and online learning
behavior. Second, the philosophy of reliable distribution. Because of the low focus characteristics of
students in online learning, changing the teaching pace is necessary to ensure the efficient
distribution of teaching material. Thirdly, the concept of appropriate assistance. Students need to be
provided with prompt input from teachers and teaching assistants, including remote video tutoring and
email support during class. Fourth, the high-quality engagement concept. Any steps need to be taken
to increase the level and scope of engagement of students in the curriculum. Last, the concept of
preparations for the contingency strategy. In consideration of the extraordinarily broad scale of online
education, contingency arrangements need to be made in advance to resolve potential issues such as
the question of traffic overload on the online education portal. Potential concerns, such as the online
education platform's traffic overload crisis. In addition, as this "migration" online education is
increasingly introduced after the epidemic of COVID-19, the anxiety of students needs to be relieved
in different ways to ensure that they can successfully and defectively participate in online learning.

Local Study

According to Moralista, R.B., & Oducado, R.M.F. (2020). This research determined the
perception toward online education among faculty in a State College in the Philippines. This study
used a descriptive online survey involving a sample of 27 faculty members. Statistical tools employed
were descriptive statistics, Mann-Whitney U test and Kruskal-Wallis test. Research findings indicated
that the majority of faculty had intermediate computer competency and had no training in online
teaching with only a few having a very stable internet connection. Faculty considered that online
education will result to more academic dishonesty, will be impersonal and lack feeling compared to
face-to-face classes, and will be difficult to manage in terms of technology. Additionally, faculty were
undecided if they are in favor of online education. The faculty significantly differed whether they are in
favor of online education based on age, sex, college, educational attainment, years in teaching,
academic rank, level taught and employment status. Faculty of Higher Education Institutions must be
provided with continued support and training as they adapt into the new normal in the higher
education landscape and as they embrace.

in terms of the most important preventive measures to combat COVID-19, 44% of Filipino
teachers consider avoiding crowded places, 6.4% of teachers suggest wearing face masks, 16.5%
suggest washing hands, 20.2% observe proper hygiene, 2.7% take vitamins, 7.8% do exercise, stay
at home at 1.4%, and there are two responses on following the government guidelines 0.9%.
Moreover, 98.2% of Filipino teachers observe social distancing which is the highest percentage
concerning the preventive measures to combat COVID-19. Part of the memorandum 019 of DEPED
(2020) is to adopt information dissemination strategies and launch awareness campaigns about
COVID-19 to prevent, control, and promote positive health behaviors and address fear and anxiety
among the stakeholders.

According to the researchers, this analysis offered insights into the obstacles to online learning
for computer students. Looking at the findings of the study, it reveals that internet access still presents
a challenge, apart from the lack of computers or notebooks required to solve computational problems.
The creation of smartphone applications can be discussed to better replicate the need for a desktop
PC or laptop for students. Professional topics, such as software production and programming. Mobile
applications can provide computers with features that are measurable. The usefulness of the app,
though, is another endeavor that can be explored by researchers. The study has also indicated that
faculty members in an online learning environment may have struggled to respond to the needs of the
students. Therefore, faculty members are expected to attend training that will enable them to design a
pedagogy appropriate for online learning. A policy that institute would be followed by the management
continuous preparation and monitoring to resolve the pedagogical needs of students in online learning
and faculty members. (Fabito et al. 2020).

Foreign Literature

According to Rapanta et al. (2020). The Covid-19 pandemic has raised significant challenges
for the higher education community worldwide. A particular challenge has been the urgent and
unexpected request for previously face-to-face university courses to be taught online. Online teaching
and learning imply a certain pedagogical content knowledge (PCK), mainly related to designing and
organizing for better learning experiences and creating distinctive learning environments, with the
help of digital technologies. With this article, we provide some expert insights into this online-learning-
related PCK, with the goal of helping non-expert university teachers (i.e., those who have little
experience with online learning) to navigate in these challenging times. Our findings point at the
design of learning activities with certain characteristics, the combination of three types of presence
(social, cognitive and facilitatory) and the need for adapting assessment to the new learning
requirements. We end with a reflection on how responding to a crisis (as best we can) may precipitate
enhanced teaching and learning practices in the post digital era.

The article aimed to explain in detail the perspectives of elementary school teachers about
online learning in a COVID-19 pandemic condition. This study used a quantitative approach. The
subjects in this study were 45 teachers in Banten and West Java. The results of this study indicated
that teachers understand the context of online learning, but in implementation there are various
problems found, including 1) availability of facilities, 2) network and internet usage, 3) planning,
implementation, and evaluation of learning, and 4) collaboration with parents. Online learning help
teachers in the COVID-19 pandemic period, but felt to be ineffective, even 80% of teachers feel
dissatisfied thorough online learning. This research was expected to be an evaluation material for
various parties including education policy makers in conducting online learning, besides this research
can also facilitate other researchers to develop research on online learning, especially in elementary
schools (Fauzi et al. 2020).

As stated by Johannes et al. (2020). The COVID-19 pandemic situation has posed
unprecedented challenges requiring teachers to adapt to teaching online. Until March 2020, the
typical teaching situation at school was characterised by students who convened in classrooms
according to their timetables and teachers who covered their subjects’ standard content, frequently
through formal lecturing. Students were required to listen to their teachers, work individually or in
groups, and predominantly reproduce knowledge in assessments (e.g., Lipowsky 2015). By contrast,
ICT use was limited (Fraillon et al. 2014, 2019; GEW (Gewerkschaft Erziehung und Wissenschaft)
2020). The school lockdown confronted teachers, students, and parents with an entirely new situation
(Huber and Helm 2020). Continued teaching and learning was only possible through alternative
means of schooling. Teachers had to change to online teaching, requiring them to use various digital
tools and resources to solve problems and implement new approaches to teaching and learning
(Eickelmann and Gerick 2020). Beyond instructional goals, teachers were also required to maintain
contact with their students to account for the social integration of their learning groups.

Local Literature

The policy-responses of different Philippine higher education institutions (HEIs) to the novel
coronavirus, COVD-19 pandemic. It compares these responses with those made by HEIs in
Indonesia, Thailand, and Vietnam. Publicly available data and news reports were used to gauge the
general public’s reaction to these policies and how the Philippines’ responses fare with its Southeast
Asian neighbors. The paper observes that despite the innovations made by Philippine HEIs in terms
of alternative learning modes and technologies for delivering education, there are still gaps and
challenges in their responses. It recommends that policy-responses and learning innovations should
be grounded on a deeper understanding of distance education and should be sensitive to the call of
the time (Joaquin et al. 2020).

According to Cahapay (2020). The assessment practices in a Teacher Education Institution

(TEI) in the Philippines during the Coronavirus Disease 2019 (COVID-19) crisis. The results showed
that assessment practices were contextually reshaped as classes were suspended at the time when
assessment evidence cannot be computed; limited internet connectivity posed logistical issues to
move to online assessment; and institutional tradition of maintaining quality draws a major concern.
Therefore, changes were evident in the grading component solely focusing on student attendance;
grading system shifting to descriptive binary; requirements for laboratory and research works
significantly modified; and exclusion of grades earned in the current semester from the computation of
grade point average. Drawing lessons from this case study, it is recommended that in reshaping
assessment practices in this time, different contexts must be cogently considered, so that reasonable
changes will be better understood.

According to Tria (2020). The present COVID-19 pandemic has brought extraordinary
challenges and has affected the educational sectors, and no one knows when it will end. Every
country is presently implementing plans and procedures on how to contain the virus, and the
infections are still continually rising. In the educational context, to sustain and provide quality
education despite lockdown and community quarantine, the new normal should be taken into
consideration in the planning and implementation of the “new normal educational policy”. This article
presents opportunities for responding issues, problems and trends that are currently arising and will
arise in the future due to COVID-19 pandemic through the lens of education in the Philippines-the
new educational norm.
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