CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

The outbreak of the new corona virus infection known as COVID-19 has first
occurred at Huanan Seafood Market in Wuhan city of China in December 2019
(Wikipedia, 2020), and within a couple of months it has turned out to be a global health
emergency. It has rapidly affected thousands of people, who are sick or being killed due
to the spread of this disease. The COVID-19 pandemic also resulted in a widespread
disruption such as travel restrictions, closure of schools and global economic recession.

Most countries around the world have temporarily closed educational institutions
to contain the spread of the virus and reduce infections (Tria, 2020). Face to face
engagement of students and 101 teachers within the school has also been suspended.
The Philippines is in the process of adapting to the new normal form of education at
present, and continuous innovations of educators and active involvement of other
stakeholders are the driving force for its success. For the continuity of education and for
every school to still attain its mission and vision which is to provide quality education to
every Filipino learner, the Department of Education implemented the Modular Distance
Learning.

Distance Learning 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 TV/Radio-Based Instruction. (Quinones,
2020) Modular learning is the most popular type of Distance Learning.

In the Philippines, this learning modality is currently used by all public schools
because according to a survey conducted by the Department of Education (DepEd),
learning through printed and digital modules emerged as the most preferred distance
learning method of parents with children who are enrolled this academic year
(Bernardo, J). This is also in consideration of the learners in rural areas where internet
is not accessible for online learning.

Distance learning environments have become more prevalent especially in the

time of global face-to face class suspensions due to pandemic. Many institutions
resorted to the conversion of traditional classes to full distance learning instructions as
much as possible using different alternative learning modalities. This results to
reconstruction of learning materials and individual roles, regulation of the required
existing learning competencies into a more responsive model, and recalibration of
teachers’ skills and prowess to deliver the instructions through the placement of new
learning modalities.

Moreover, incorporating modules as direct and viable options to provide distance

learning materials during suspensions and other similar circumstances requires
investment in terms of technological infrastructure, faculty development and student
technical competence (Olson, 2015). The design and implementation of distance
education should still adhere effective learning process. It should provide high-level
support to students to avoid frustrations especially that the new methods of distance
education are far different from the traditional face-to-face learning environment.

As one of the schools in the Philippines who is also affected primarily by the
emergent transition from face-to-face classes to distance learning, this study is deemed
to be important as it provides a synopsis of how distance learning is going on in the
most important frontier in education, which is the classroom. It is in this premise where
this study was conducted to identify students’ perception regarding the utilization and
effectiveness of Distance Learning towards the students of USMAD NATIONAL
HIGHSCHOOL.

It provides relevant understanding, views, and sentiments of the students which

are consider important determinant of the outcome of this recent and experimental
stage of distance learning in the country.
“One must know how to adjust to the changes and that despite the many uncertainties,
teacher and parents must turn them into opportunities that will help in
continue
achieving the United Nation's Sustainable Development Goal 4, which is
"quality
education"--even amidst the pandemic.”(Scoular, 2019
Theoretical Background

Distance education has been characterized by a lack of a solid theoretical

foundation and mostly relied on a trial-and-error approach until the 1970s. The need for
a sound theoretical basis has led to various interpretations of the concept and the need
for a theory within the framework of distance education.

According to Keegan (1988), a solid distance education theory should be able to

provide a yardstick to measure the political, financial, educational and social decisions
to be taken to prevent the ad hoc responses to problem-solving. Holmberg (1986: 3)
claimed that ‘distance education is a distinct field of education’ and paved the way for
the critical recognition of a reputable base theory of distance education. Keegan (1988)
also expressed that the absence of an independent theory has weakened distance
education and did groundbreaking work when he classified the various theoretical
interpretations of distance education into four groups: (i) theories of independence and
autonomy (Keegan, 2013; Moore, 1973); (ii) theories of interaction and communication
(Holmberg, 1986 & 2005); and (iii) a category pursuing clarification of distance
education from the fusion of existing communication and diffusion theories and
education philosophies (Aydemir et al., 2015).

For the purpose of this study, the theoretical point of departure is the framework
of independence and autonomy – more specifically, Moore’s (1973) theory of
transactional distance. In contrast with the many theories that originated in the
classroom environment, the theory of transactional distance offers an all-embracing
pedagogical framework for distance education that developed from an inquiry of
teaching and learning through technology in contrast with classroom-based theories.
According to Tait (2017: 6), this theory is seen as one of the few distance education
theories that can be used to test hypotheses and serves as a heuristic device, a means
of identifying questions for research and also a very practical instrument to be used in
making… difficult instructional design decisions. (para.3)

Moore’s theory accommodates analytical investigation of the interplay between

course structure, teacher learner communication, and students’ inclination to regulate
the learning process. In the words of Moore (1997: 22), transactional distance is ‘a
psychological and communication space to be crossed, a space of potential
misunderstanding between the inputs of instructor and those of the learner’. The value
of the theory lies in the fact that it gives direction to the designers on both the
methodological and instructional design of the programme in order to decrease
transactional separation, thereby exhausting learning outcomes. Consequently, this
theory inspects the two main elements present in distance education, namely (i) learner
autonomy and (ii) teacher-learner distance. Representing the pedagogical aspects of
education, it comprises fixed principles and a model outlining the three sets of variables:
(i) dialogue, (ii) structure and (iii) learner autonomy (Moore, 1973).

Garrison and Baynton (as cited in Garrison, 2000) emphasized that the concept
of control by the learner is another conspicuous notion. Learner independence and
control, based on the learner-interface interaction, was added to substitute the notion of
independence (autonomy) as presented by Holmberg and Moore.

Garrison and Baynton (1987) are of the opinion that these two concepts have
been applied with diverse interpretations and thus do not echo the necessary
interdependent teacher-learner relationship. Learner control (Garrison, 2000: 10) is
concerned with 14 The Independent Journal of Teaching and Learning - Volume 16 (1) /
2021 Formerly The Journal of Independent Teaching and Learning the opportunity and
ability to influence and direct a course of events… control within the educational setting,
however, cannot be established by only one party when the direction of the course of
events must inherently be collaborative.
 Control is interpreted in terms of the relationship between teacher, learner and
content, and this control is grounded in the interrelationship between independence
(self-directed learner), proficiency (to learn independently), and support (characterised
by the resources available to guide and facilitate the educational transaction).

Baynton (1992) designed a factor model explaining that control does not equal
independence but rather necessitates an equilibrium among the following three factors:
(i) a learner’s independence (the opportunity to make choices), (ii) competence (ability
and skill), and (iii) support (both human and material). The analysis of the three factors
implies that other variables may impact the concept of control and the multifaceted
teacher-learner interaction.
Theories of Theory of Theories of
interaction and transactional independence
communication Distance and autonomy

HOLMBERG Moore’s

(1986: 3,1986 & (1973) (Keegan, 2013;

2005) Moore, 1973);

PERCEPTION OF STUDENTS OF USMAD

NATIONAL HIGHSCHOOL TOWARDS
DISTANCE LEARNING

SAMPLE INTERVENTION PROGRAM

 Figure 1. Theoretical Framework

THE PROBLEM

Statement of the Problem

This study aims to find out the student’s perception towards distance learning
among the student’s of Usmad National High school.

Specifically, it sought to answer the following questions:

1. How do students describe their learning experiences through distance learning?

2. What are the challenges students encounter through distance learning?

3. What device students use for distance learning?

4. How well could students maintain a study-life balance while distance learning?

Significance of the study

This study is significant and beneficial of the following.

School. This study helps to acknowledge student’s challenges. This research

serves as a connection between the students and the school.

Teachers. This study informs teachers about how well Students perform during
distant learning.

Future researchers. The outcome of the study can be utilized as a reference and
will serve as a guide for more future helpful studies

Students. This study gives awareness to students on their study habits and time
management
 RESEARCH METHODOLOGY

This section discusses the method of research used, sources of data, and
research procedures utilized in the study is description.

Design

This study will use a