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READINESS AND ACCEPTABILITY OF IP LEARNERS IN DIGITAL

LEARNING: A CASE STUDY

A Thesis Proposal
Presented to the Faculty of the Graduate School
RAMON MAGSAYSAY MEMORIAL COLLEGES
General Santos City

In Partial Fulfillment
Of the Requirements for the Degree
MASTER OF ARTS IN EDUCATION
Major in Educational Management

PEACH NOEME B. ARAÑA

January 2022
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Chapter I

INTRODUCTION

Rationale

Education has transformed immensely from where it first began and needs

to continually transform in the future to meet the growing needs and expectations

of society. Consequently, teaching and learning are quite different in the 21st

century when compared to previous centuries. There are several key factors

driving change in education today with the focus on globalization and social

factors, including: Information Communication Technology (ICT), cultural and

social inclusion along with changes in the economy, jobs and businesses.

Additionally, 21st century learners are expected to ascertain a multitude of

qualities and skills in order to succeed in today’s world.

Therefore, it endeavours to address the constant changes in the world by

adapting the way learning is structured to ensure students are suitably equipped

for the future (Bolstad et al., 2012). To adapt today’s education to coincide with

the changing world, 21st century teaching and learning has incorporated a

number of key features to pave the way for success. Promoting active learning

that is primarily outcome based, engaging students in research driven and

project-based learning and encouraging students to identify real-world problems

are all incorporated to ensure students are well equipped for the future (Shaw,

2008). Teachers’ utilize these features in a number of ways to engage and

motivate 21st century learners when delivering curriculum content. For instance,
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Bell (2010) noted when students partake in project-based learning as an

approach to instruction that teaches curriculum concepts through a project; it

provides them with a greater understanding of the current topic being researched.

Digital learning has various effects on the academic performance of the

students and this digital learning can help the students to improve their

performance in the classroom. Digital learning really makes the students work

easier. Because of this, the students may have an advanced knowledge by easily

searching their lesson using this technology. With this digital technology, it gives

more information to the students to gain more knowledge about their school

works. There are lots of technology that were integrated into the classroom that

help the students learn with comfort, and that allows the student to gain and

recall more information.

Anent to this, the digital world is becoming ever more intertwined with the

world of the classroom. As tech continues to present new opportunities for

learning, it is crucial for educators to adapt to our new knowledge landscape with

approaches that benefit both them and their students. The learner is an active

participant in the teaching and learning activities. The learner's responsibilities

are: To actively listen to others, think, make comments, discuss ideas, ask

questions, read, write, talk, observe and listen for understanding.

Hence, there is a need to determine the readiness of learners towards

digital learning. Since teachers are already equipped with the trainings and

seminars about digital learning then, it is also the time to determine whether our

learners are prepared.

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Purpose of the Study

The purpose of this qualitative-case study is to determine the readiness

and acceptability of the IP Learners of Mayada Elementary School on Digital

Learning. Hence, this study will unveil the primary factors that affect the

readiness and acceptability of the IP Learners as well as the challenges and

issues on Digital Learning.

On the other hand, the result of this study will provide a clear view for

teachers on how their learners respond to digital method of learning and to

improve the process of learning as well as addressing the emerging issues.

Research Questions

This qualitative-case study determines to answer the grand tour question

“How do the participants describe their readiness and acceptability as IP Learner

on Digital Learning?

Specifically, it endeavors to answer the following research question:

1. What are the experiences encountered by the participants on Digital

Learning?

2. How do they deal with the difficulties?

3. What insights can they impart to other IP Learners about Digital Learning?

Theoretical Lens

This study was highly influenced by the Technology Acceptance Model

(TAM) as tailored for modeling users’ acceptance of information system. TAM is

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considered as one of the well-known models related to acceptance and use as

what Park 2009 state that it shows great potential in explaining and predicting the

user’s behavior.

An older adult who perceives digital games as too difficult to play or a

waste of time will be unlikely to want to adopt this technology, while an older adult

who perceives digital games as providing needed mental stimulation and as easy

to learn will be more likely to want to learn how to use digital games. While TAM

has been criticized on a number of grounds, it serves as a useful general

framework and is consistent with a number of investigations into the factors that

influence older adults’ intention to use new technology (Braun,2013).

The TAM centers on two belief constructs that have been found to

significantly influence an individual’s acceptance of (intention to engage) a

technology: 1) perceived usefulness; and 2) perceived ease of use. This model

contends that a strong relationship exists between one’s intention to use

technology and their actual usage behavior. Perceived usefulness is

characterized by an individual’s belief that engaging a technology improves their

job performance while perceived ease of use refers to their belief that using a

technology requires minimal effort. The TAM assumes that an individual’s

perception of how easy a technology is to engage with impacts their evaluation of

its usefulness. Thus, we explored these key variables in our study.

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Significance of the Study

Through the information and data that will be collected from the IP

Learners of Mayada Elementary School, the researcher believes that it will help

the following:

To the school head, the research result will be the source of information in

implementing the Digital way of Learning.

To the teachers, this will help the teachers understand their l vital role in the

implementation of Digital Learning.

To the stakeholder, this will also be an instrument for them to know what other

support they could give to the learners.

To the future researchers, this will serve as a guide for them who wished to

embarked to the same study or relevant study ad this paper.

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Chapter II

REVIEW OF RELATED LITERATURE

This section includes the principles, theories, foreign and local literature of

the authorities that have bearing to the study. Likewise, other similar researches

are included that gave sufficient background and information necessary for the

realization of this study.

Digital Learning

E-learning or Digital Learning is a training or learning procedure that is

created, managed and delivered using different information technology (IT) tools

which can be local or global (Masie, 2016). E-learning is defined as a learning

methodology that is dependent on Internet communications and facilitates

interaction between students and lecturers through suitably designed content and

resources (Resta and Patru, 2010).

Along the lines of Nguyen et al. (2014), this research takes e-learning to

be a learning method based on the Internet that is conducted through a formal

educational program and is managed by a learning management system (LMS).

It is meant to ensure collaboration and interaction and thus satisfy the learning

demands of any learners irrespective of time and place. Pham and Huynh (2017)

noted that there is a difference in e-learning in developed and developing

countries. In developing countries like India, e-learning has been applied in the

recent few years and proper technology infrastructure to support education is still

underway.
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The National Center for Education Statistics has reported an increment in

the requirement for e-learning due to the COVID-19 pandemic. As per Biswas et

al. (2020), there has been a surge in the research on understanding students'

perceptions and expectations of e-learning. Studies also reveal that learners'

perceptions and acceptance are affected by a number of factors.

Digital technologies have gained much popularity in education thanks to

the cost efficiency they gain through scalability. While the acceptance of some of

these new digital technologies has been investigated, there are few direct

comparisons. The most established model for measuring acceptance is the

technology acceptance model, which can predict the behavioral intention to use

the technology.

Many countries, the Philippines included, have shifted from classrooms to

online education through online learning platforms. Even governments have

promoted mobile learning as an efficient way through which students continue

learning. This push has allowed online learning platforms to flourish.

Several online education platforms offer free access to their services. For

instance, BYJU’S provides free live classes on its Think and Learn app. Thus, the

number of its new students has increased by 200%. Likewise, Tencent Education

offers campus connectivity and teaching. They also provide lesson on research

and school management. They cater to individuals and schools that cover K12,

vocational colleges, and life-long education programs. With the abovementioned

shift, some students and even their parents wonder if online education will still be

adopted post-pandemic.
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In the Philippines, the Department of Education (DepEd) has applied

distance learning modalities to ensure learning continuity, which involve

technology and internet connection. This way, students can continue their

education in remote setups through online/offline platforms, TV and radio, and

printed modules. They can access these tools in various ways, such as blended

learning and home schooling. In blended learning, any of these modalities are

combined to maximize their benefits and achieve high-quality learning. In home

schooling, students learn with the aid of a caregiver as their teacher.

Readiness on Digital Learning

Ministries of education around the world try to ensure learning continuity

for children and youth through distance learning. In most cases, efforts involve

the use of various digital platforms featuring educational content, and a variety of

educational technology (EdTech) solutions to keep communication and learning

spaces as open and stimulating as possible.

The paradox facing all countries is that, while these technological solutions

seem to be the best way to minimize huge learning losses during the crisis

(especially for vulnerable students), they also risk further widening equity gaps in

education . Thus, if the digital gap in education were to increase while schools

are closed, learning inequality and learning poverty would also inevitably

increase. Learning continuity would then be ensured for some but denied to

others.
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Initial efforts are focusing on ensuring that all students have access to the

Internet, the first dimension of the digital gap. This would allow all students to

access online learning materials and digital platforms with educational content.

However, even in rich countries where Internet connectivity is all but universal

and there is little gap in access, the COVID-19 crisis has illuminated two more

dimensions to the digital gap.

The second dimension is the digital use gap: without direction,

engagement with online content is less sophisticated and less learning-oriented

for students from poorer socioeconomic backgrounds.

The third dimension is the school digital gap: the capacities and

capabilities of each school to provide individualized, or suitably levelled and

sequenced, digital learning for students; to promote and monitor engagement

with these materials; and provide to feedback that helps maximize learning

outcomes.

For example, one school might be sending printed materials only or

suggesting that students watch videos aimed at the general public, while another

school is able to continue classes virtually or initiate creative ways of using digital

apps for collaborative learning and individualized student support. The vast

disparity in schools’ capabilities makes it easy to see why this is the most

relevant digital gap for ensuring that students can keep learning during the

pandemic.
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Since nobody knows more about schools than their principals, we have

looked at the Principals’ Questionnaire in the Program for International Student

Assessment (PISA) 2018 to see what they said about the readiness of their

schools and teachers to create and manage digital learning experiences for

students. Their responses bring some hope, but also a realistic and somewhat

disappointing picture.

Acceptance on Digital Learning

Digital learning brings new challenges for teachers. The use of

technology in the classroom, the motivation, and the abilities of the students to

learn with these require new professional competencies. Students' perceptions of

teachers' qualifications are among the most critical factors directly influencing

their perceptions about the quality of education (Akareem and Hossain, 2016).

In addition, Arnon and Reichel's (2007) study found that students

perceive teachers' professional knowledge - content knowledge and didactic

knowledge - alongside personal and essential qualities. Gros et al. (2012) found

a correlation between students' perceived usefulness of specific ICT resources

and teachers' suggested use of the technologies. The technologies rated

highest by learners were suggested by teachers for use in the classroom. In

online environments, students see technology as a support for learning and

communication and relate the value of ICT to the learning process rather than the

content. Teachers also play an important social role whereby, e.g., missing

possibilities of direct communication can negatively influence the acceptance of

digital learning (Vladova et al., 2021). Until now, there is no research on the
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influence of teachers' competencies on the acceptance of digital learning. In the

context of university education, however, even in digital learning, students are

guided by their teachers. Our research aims to close this gap.

The education sphere in the Philippines has been beleaguered with the

same issues and difficulties particularly on its logistics from the deficiency of

instructional resources, facilities and even schools to underpaid but

overworked teachers. Nevertheless, Filipino culture still places a high value on

education; in fact, it is generally viewed as the great equalizer of opportunities.

The rapid progression of information and communications technology (ICT)

brought significant changes in the field of education from empowering new

ways for people to learn and work together (e-learning technology for instance) to

transforming teaching and learning processes.

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Chapter 3

METHODOLOGY

This chapter contains the methodologies of the study. It includes the

research design, role of the researcher, research participants, data collection,

analysis of data, trustworthiness and ethical consideration.

Research Design

Creswell (2002) noted that quantitative research is the process of

collecting, analyzing, interpreting, and writing the results of a study, while

qualitative research is the approach to data collection, analysis, and report writing

differing from the traditional, quantitative approachesThe qualitative case study is

a research method which enables a complex phenomenon to be explored

through the identification of different factors interacting with each other. The case

observed is a real situation.

Hence, case study is an appropriate research design when you want to

gain concrete, contextual, in-depth knowledge about a specific real-world subject.

It allows you to explore the key characteristics, meanings, and implications of the

case.

Miles and Huberman (1994) define a case study as a phenomenon

occurring in a bounded context. Of course everything happens in some sort of

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context, but having a specific context of study is essentially what forms the unit of

analysis, and this may be an individual, an organisation, an intervention or a

process.

Usually qualitative case studies employ a qualitative inquiry approach, so

could have exploratory, interpretive, or descriptive questions. It’s often used with

a theory testing approach, where no such case study has been done before, so

new explanations are likely to be generated using phenomenology or grounded

theory.

Because of the exploratory and in-depth nature of the issues tackled in

case study research, it’s likely that a researcher will embed themselves in the

context for a long period of time, similar to ethnography. They will get to know the

people and site in great detail, usually through a lot of direct observation. Since

it’s difficult to be a totally impartial fly-on-the-wall during this type of study

approach, the researcher needs to not only embrace the fact that their presence

will influence the data in some way (constructivism and subjectivisim) but also

plan for and manage the potential impact.

Yin (2003) notes that case study research is often chosen when you

cannot directly manipulate the behavior of participants, the context is important,

or it’s not clear where the context of what you are studying ends. However, the

last point also contains a word of caution – to make sure that the research
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questions are aimed correctly, so that the research project doesn’t grow too

much. Setting exactly what is the specific and interesting part of the context of the

case is probably the most important factor in designing case study research.

These may also be geographical boundaries to a case, or they may cover

a single site – such as one workplace rather than all branches of that office.

However, it’s important to note that qualitative case study research almost always

involves selective or purposeful sampling: because the number of cases are so

small, it is unlikely there is going to be a random selection process for which sites

are included.

There are also comparative case studies – also called multiple or

collective case studies which are used to compare phenomenon at multiple sites.

However, as case studies are usually always ‘in-depth’ due to the complex

interplay they are studying, it is unusual to have more than a few different case

study locations, especially as each may require months or years of study.

Gaining access through ‘gate-keepers’, and earning trust from potential

participants is even more important in case study research than other settings,

since the researcher is likely to be embedded there for a considerable period of

time, and will get privileged access to the inner workings of the context or setting.

It can take a lot of work, dead-ends and patience before access is granted to the

context of the case study, and researchers need to present a convincing, but

realistic reason that they should be allowed to study the setting, and what

participants can expect.

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Research Participants

The participants of this study are the IP Learners of Mayada Elementary

School. At least ten learner’s recipients of one tablet per child, and an IP Learner

will participate in the study.

The sample size in qualitative research is that numbers are unimportant in

ensuring the adequacy of a sampling strategy. Yet, simple sizes may be too small

to support claims of having achieved either informational redundancy or

theoretical saturation, or too large to permit the deep, case-oriented analysis that

is the raison-d'être of qualitative inquiry. Determining adequate sample size in

qualitative research is ultimately a matter of judgment and experience in

evaluating the quality of the information collected against the uses to which it will

be put, the particular research method and purposeful sampling strategy

employed, and the research product intended.

Data Collection

The necessary steps will be followed by the researcher as she collects the

data required for this study. In order to start the study, the researcher will first

submit a formal letter of request to the Mayada Elementary School in Brgy. Libas,

Tantangan, South Cotabato. Following approval, the researcher will compile a list

of IP Learners who are currently enrolled in the academic year 2022-2023 of

Mayada Elementary School.

Consequently, the researcher will draft a letter asking the dschool principal

for permission to speak with study participants. Along with the request, the letter
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also serve as an introduction to the study for the participants and a request for

their consent to allow the researcher to use interviewing equipment like audio

recorder, video camera, notebook and pen.

After receiving permission, the researcher will inquire about issues

pertinent to the study objectives. The responses of the participants will be

gathered for evaluation using note-taking, audio recording and or video recording.

Last but not the least, the information gathered from the interview will be ready

for transcription, analysis and interpretation.

Data Analysis

The primary tool for conducting the analysis of data when using the

generic qualitative inquiry approach is thematic analysis, a flexible analytic

method for deriving the central themes from verbal data. A thematic analysis can

also be used to conduct analysis of the qualitative data in some types of case

study. Thematic analysis essentially creates theme-statements for ideas or

categories of ideas (codes) that the researcher extracts from the words of the

participants. There are two main types of thematic analysis: Inductive thematic

analysis, in which the data are interpreted inductively, that is, without bringing in

any preselected theoretical categories. Theoretical thematic analysis, in which

the participants' words are interpreted according to categories or constructs from

the existing literature.

Role of the Researcher

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In this study, my role as a researcher will be an inquirer, interviewer, transcriber,

and analyst. As stated by Creswell (2013), a researcher is an inquirer that selects

informants for the study. As an inquirer, I made sure that everything will be done properly

from the approval of the conduct of the study approved by the adviser, program

coordinator, Graduate School Dean, and the Research Ethics Committee of the Ramon

Magsaysay Memorial Colleges. Also, as an inquirer, I will be the one who will select the

participants of this study and will inform them about the central phenomena of this

research.

Additionally, during the conduct of the research, as an interviewer, I will ask the

informants some questions written in the interview guide questionnaire, I will provide the

translated questions for them to really express themselves while answering the interview.

It is my role to facilitate the interviews using the in-depth interview (IDI) and FGD among

the IP Learners of Mayada Elementary School. To reach a deeper level of conversation,

I make sure to be sensitive in both spoken and unspoken words; I also will note the

informants’ gestures and safeguard proper documentation.

Moreover, after gathering all the data, as a transcriber, I will saturate them and

transcribe all the answers of the informants; I make sure that the data that will be

gathered from the informants will remain confidential. I will also identify and analyze the

themes as well as the core ideas; these methods will emphasize pinpointing, examining,

and recording patterns or themes within the data. Upon categorizing the data, I will

present the themes following the research questions and come up with major themes.

Furthermore, I see to it that the answers of the participants will be valid and

reliable. I will ensure that any corrections made based on the data will be dealt with

immediately and those data were reviewed to an acceptable level.

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Finally, after the data will be finalized, it is my responsibility to discuss them,

come up with a recommendation for future researchers, present the implications of the

study, and give concluding remarks.

Trustworthiness

To establish the trustworthiness of the study, I will follow the four components

namely: credibility, confirmability, transferability, and dependability.

Credibility. This refers to the confidence of credibleness or believability of the

findings which is enhanced by the evidence like research participants’ confirmation on

the evaluation of conclusions, merging of different sources of evidence such as reflective

field notes during the interviews, and an investigators’ triangulation (de Wet, 2010). To

set up the credibility of this research study, I make sure that accuracy will be properly

considered in the collection of data during the in-depth interview. I will draw a conclusion

based only on factual and relevant data given by the participants.

Confirmability. Confirmability is the process by which a researcher links the

findings of a study to the data, confirming that the researcher logically ties the

participants’ experiences to any assertions that are drawn (Schwandt, 2007). I will

address this process through the full revelation of the data upon which all interpretations

are based. In other words, I will examine the data to confirm the results or

interpretations. The purpose of collecting data is a form of triangulation; it will use to

contrast the saturated data and if the validated the data yield similar findings.

Transferability. Guba and Lincoln (1981) stated that transferability is a more

relevant concept when referring to the ability to apply the results of one study to another

since generalization implies a context-free inference and one can only interpret

qualitative studies within a given context. To specify the transferability, I will discuss in

detail the interview with the participants and the assumptions that are essential to the
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research study. This will demonstrate that all data are transparent as possible. He will

make sure that the data will be described to be able to transfer the result into a different

context and be responsible for making the judgment of how sensible the transfer is. To

address transferability, hard copies of transcription and translation, as well as the field

notes, will be used to generate the answer to the research questions which will be

properly labeled and kept for future references. The complete set of these documents

will be filed.

Dependability. It is the criterion that is equivalent to reliability and similarly

concerned with the stability of the results over time (Ramsey, 2010). To address the

dependability, I will ensure the consistency of the data collection and analysis by doing

the code-recode system during the data reduction and will be employed peer

examination and investigator triangulation of data to be collected and analyzed to make

the study reliable.

Ethical Consideration

There is a major ethical consideration that has distinct implications for this

quantitative research. These issues and concerns might come out basically from the

methodology that was involved in this study. The ethical challenges that were applicable

in this research concern were the issues of the proper operation of the study,

confidentiality, and anonymity. This study followed the standards of the RMMC Ethics

and Review Committee for the guidelines of ethical consideration, particularly in

addressing the population and data such as, but not limited to:

Voluntary Participation. The participants were granted the option to participate

without any plan of repercussion or reparations or loss of benefits. Therefore, after the

purpose and the benefits of the study were shown to the participating person, the rights
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of the participant to provide the body of knowledge were carefully measured and

foresighted upon. In this study, the participants were not forced to be part of the study.

They are free to withdraw their participation when they feel uncomfortable during the

conduct of the study.

Privacy and confidentiality. Participants have the right to privacy that should

not be violated without informed consent to conform to the existing Data Privacy Act

2012, an act protecting the fundamental human right of privacy. One way of observing

privacy and confidentiality in this quantitative research is to give options to the

respondents of not indicating their name on the survey questionnaire. Besides,

confidentiality and privacy were attained by not publishing the demographic data of the

informants such as age, gender, occupation, employment, disease if there is any. Hence,

their identity was kept confidential for safety purposes. Even their responses to the items

in the survey questionnaire were held and considered confidential.

Informed consent process. The prospective research respondents were fully

informed about the objectives, methods, and benefits of the research as

comprehensively as possible within the framework of the study. The consent of the

respondents was obtained indicating that their participation was asked on a voluntary

basis. This was done in written form stating all the important details to be disclosed to

the participants and the manner that the survey was conducted. The respondents were

asked to affix their signature on the informed consent form confirming that the

respondents voluntarily agree to participate in the survey. Since the respondents were

consenting adults, there was no need to ask for parents’ consent. The names of the

respondents did not appear in the survey questionnaire and their answers were held

confidentially and the participants were fully aware that they can withdraw at any time

from participating in the study.

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Furthermore, any data that the researcher gathered will be protected and the

release of any information would follow through a strict informed consent process. The

participants would have a sense of control over their personal information to lessen their

fear that the data or information would be used in any other unintended manner.

Recruitment. The respondents were informed of the reasons why they had

become part of the study. In order for the respondents to understand what the study was

all about; the researcher explained the purpose of the study so that they could further

infer from the researcher and they could also view the essence of the study. Apart from

the letter, the researcher gave the rationale of the study and its significance.

Risks. Research shall be conducted only if there is an acceptable positive

benefit-risk ratio. In this study, the need to protect the participants from significant harm

is equally important. The study prioritized the welfare of the respondents. Furthermore,

the respondents were not put into harm since their identity was held confidentially. Their

security and safety were the utmost concern. As the researcher, there was a need to

ensure that the respondents were physically, emotionally, and socially ready. In

answering the survey questionnaire, the researcher made a way that the respondents

did not feel discomfort or awkward.

Benefits. This study would be beneficial to the respondents since the results

would serve as an eye-opener for the DepEd officials, school administrators, and even

elementary teachers on creating programs and ways on how to improve the work well-

being of the Senior High School teachers in the school community in order to increase

work engagement which would lead to job satisfaction. This study has been conducted

for a purpose: to serve its internal and external stakeholders, most especially the

students. Furthermore, to achieve beneficence in research, the researcher did all the

aspects that would not harm the lives of the respondents, thus, would benefit on the
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further undertakings with regards to the related studies. The most essential to all in

achieving benefits is the rise of important learning.

Plagiarism. The study had no trace or evidence of misinterpretation of someone

else’s work. The study was subjected to plagiarism detectors like Grammarly or Turnitin

software. As a researcher, there is a need to have that positive character and integrity,

which are associated with moral virtues and values. The researcher must have better

knowledge about the paradigm of plagiarism to have a credible research paper.

Fabrication. The study had no indication or cue of purposive misinterpretation of

what had been done. There was no making up of data and results or purposefully putting

forward conclusions that were not accurate. The researcher employed and integrated

theories that were related to the information and other inferential concepts.

Falsification. The study had no trace of purposefully misrepresenting the work to

fit a model or theoretical expectation and had no evidence of overclaiming or

exaggeration. Added to that, this study was not adhering to manipulating the data, which

involved formulating statements or disregarding important details, maneuvering

materials, tools, or methodologies that would mislead others.

Conflict of Interest (COI). The study had no trace of conflict of interest like for

example, the disclosure of COI, which is a set of conditions in which professional

judgment concerning primary interest such as participants’ welfare or the validity of the

research tends to be influenced by a secondary interest such as financial or academic

gains or recognitions. Furthermore, the researcher had no control or influence over the

respondents, forcing them to be part of the study.

Deceit. The study had no trace of misleading the respondents to any possible

danger. There must be humongous protection on the rights of the participants in any
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study, especially that they have attained higher education, so balanced and appropriate

principles shall have adhered to.

Permission from Organization/Location. The researcher of this study followed

protocols. Upon receiving the signal from the panelists, the adviser, and the committee of

the RMMCERC, the researcher sought approval from the Schools Division

Superintendents of the selected Senior High School in Region XII for the conduct of the

study through a formal letter. After this, the researcher made a formal letter addressed to

the School Principal of the schools involved in the study, attaching the school's endorsed

letter from the Schools Division Superintendent. The Senior High School teachers who

were part of the study were oriented before administering the survey questionnaire.

Authorship. The researcher of the study is currently enrolled in the RMMC

Graduate School. He had undergone a series of revisions for his thesis based on the

suggestions and recommendations made by his adviser who had guided the researcher

all throughout for the completion of this paper. The refinement of the paper had been

made possible through the guidance of his researcher. The researcher also followed the

standards of the RMMC Ethics Review Committee for the guidelines of ethical

consideration.

Ethical Consideration

There is a major ethical consideration that has distinct implications for this

qualitative research. These issues and concerns might come out basically from the

methodology that was involved in this study. The ethical challenges that were applicable

in this research concern were the issues of the proper operation on the study,

confidentiality, and anonymity. This study followed the standards of the RMMC Ethics
 24

and Review Committee for the guidelines of ethical consideration, particularly in

addressing the population and data such as, but not limited to:

Voluntary Participation. The participants were granted the option to participate

without any plan of repercussion or reparations or loss of benefits. Therefore, after the

purpose and the benefits of the study were shown to the participating person, the rights

of the participant to provide the body of knowledge were carefully measured and

foresighted upon. In this study, the participants were not forced to be part of the study.

They are free to withdraw their participation when they feel uncomfortable during the

conduct of the study.

Privacy and confidentiality. Participants have the right to privacy that should

not be violated without informed consent to conform to the existing Data Privacy Act

2012, an act protecting the fundamental human right of privacy. One way of observing

privacy and confidentiality in this qualitative research is to give options to the

respondents of not indicating their names on the survey questionnaire. Besides,

confidentiality and privacy were attained by not publishing the demographic data of the

informants such as age, gender, occupation, employment, disease if there is any. Hence,

their identity was kept confidential for safety purposes. Even their responses to the items

in the survey questionnaire were held and considered confidential.

Informed consent process. The prospective research respondents were fully

informed about the objectives, methods, and benefits of the research as

comprehensively as possible within the framework of the study. The consent of the

respondents was obtained indicating that their participation was asked voluntarily. This

was done in written form stating all the important details to be disclosed to the

participants and the manner that the survey was conducted. The respondents were

asked to affix their signature on the informed consent form confirming that the
 25

respondents voluntarily agree to participate in the survey. Since the respondents were

consenting adults, there was no need to ask for parents’ consent. The names of the

respondents did not appear in the survey questionnaire and their answers were held

confidentially and that the participants were fully aware that they can withdraw at any

time from participating in the study.

Furthermore, any data that the researcher gathered were protected and the

release of any information would follow through a strict informed consent process. The

participants would have a sense of control over their personal information to lessen their

fear that the data or information would be used in any other unintended manner.

Recruitment. The respondents were informed of the reasons why they had

become part of the study. For the respondents to understand what the study was all

about; the researcher explained the purpose of the study so that they could further infer

to the researcher, and they could also view the essence of the study. Apart from the

letter, the researcher gave the rationale of the study and its significance.

Risks. Research shall be conducted only if there is an acceptable positive

benefit-risk ratio. In this study, the need to protect the participants from significant harm

is equally important. The study prioritized the welfare of the respondents. Furthermore,

the respondents were not put into harm since their identity was held confidentially. Their

security and safety were the utmost concern. As the researcher, there was a need to

ensure that the respondents were physically, emotionally, and socially ready. In

answering the survey questionnaire, the researcher made a way that the respondents

did not feel discomfort or awkward.

Benefits. This study would be beneficial to the respondents since the results

would serve as an eye-opener for the DepEd officials, school administrators, teachers
 26

and guidance coordinators on creating programs and ways on how to improve the work

well-being of the designated guidance coordinators in the school community to increase

work engagement which would lead to job satisfaction. This study has been conducted

for a purpose: to serve its internal and external stakeholders, most especially the

guidance coordinators. Furthermore, to achieve beneficence in research, the researcher

did all the aspects that would not harm the lives of the respondents, thus, would benefit

on the further undertakings with regards to the related studies. The most essential to all

in achieving benefits is the rise of important learning.

Plagiarism. The study had no trace or evidence of misinterpretation of someone

else’s work. The study was subjected to plagiarism detectors like Grammarly or Turnitin

software. As a researcher, there is a need to have that positive character and integrity,

which are associated with moral virtues and values. The researcher must have better

knowledge about the paradigm of plagiarism to have a credible research paper.

Fabrication. The study had no indication or cue of purposive misinterpretation of

what had been done. There was no making up of data and results or purposefully putting

forward conclusions that were not accurate. The researcher employed and integrated

theories that were related to the information and other inferential concepts.

Falsification. The study had no trace of purposefully misrepresenting the work to

fit a model or theoretical expectation and had no evidence of overclaiming or

exaggeration. Added to that, this study was not adhering to manipulating the data, which

involved formulating statements or disregarding important details, maneuvering

materials, tools, or methodologies that would mislead others.

Conflict of Interest (COI). The study had no trace of conflict of interest like for

example, the disclosure of COI, which is a set of conditions in which professional

 27

judgment concerning primary interest such as participants’ welfare or the validity of the

research tends to be influenced by a secondary interest such as financial or academic

gains or recognitions. Furthermore, the researcher had no control or influence over the

respondents, forcing them to be part of the study.

Deceit. The study had no trace of misleading the respondents to any possible

danger. There must be humongous protection on the rights of the participants in any

study, especially that they have attained higher education, so balanced and appropriate

principles shall have adhered to.

Permission from Organization/Location. The researcher of this study followed

protocols. Upon receiving the signal from the panelists, the adviser, and the committee of

the RMMCERC, the researcher sought approval from the Schools Division

Superintendents of the designated guidance coordinators in Alabel 2, District, Division of

Sarangani Region XII for the conduct of the study through a formal letter. After this, the

researcher made a formal letter addressed to the Public Schools District Supervisor

attaching the school’s endorsed letter from the Schools Division Superintendent. The

Designated Guidance Coordinators, who were part of the study will be oriented before

administering the survey questionnaire.

Authorship. The researcher of the study is currently enrolled in the RMMC

Graduate School. He had undergone a series of revisions for his thesis based on the

suggestions and recommendations made by his adviser who had guided the researcher

throughout the completion of this paper. The refinement of the paper had been made

possible through the guidance of his adviser. The researcher also followed the standards

of the RMMC Ethics Review Committee for the guidelines of ethical consideration.
 28

Appendix A

INFORMED CONSENT FORM FOR PARTICIPANTS

Title: “READINESS AND ACCEPTABILITY OF IP LEARNERS IN DIGITAL

LEARNING: A CASE STUDY”

Good day! How are you? I am PEACH NOEME B. ARAÑA, a student of

the graduate school of Ramon Magsaysay Memorial Colleges, General Santos
City taking up a Master of Art in Education major in Educational Management.
Currently, I am going to research the readiness and acceptability of IP learners in
digital learning: a case study. I would like to invite you to be part of this research.
You do not have to decide today whether you participate or not in my study.
Before you decide, you can ask me about the benefits of the study and ask
anyone you feel comfortable with about the research. Thus, this consent form
may contain words that are not so clear to you; please feel free to ask questions.

The purpose of this study is to is to explore the readiness and acceptability

of the IP Learners of Mayada Elementary School on Digital Learning. Hence, this
study will unveil the primary factors that affect the readiness and acceptability of
the IP Learners as well as the challenges and issues on Digital Learning. Thus,
this exploration aims to determine and understand your experiences throughout
the conduct of the grade 10 career guidance modules, and if you permit me, I
want to gather your insights and honest response towards the readiness and
acceptability of IP learners in digital learning: a case study. This research will
involve your participation in an in-depth interview that will take about 25 minutes
or 30 minutes or depending on the flow of our conversation, but it will not exceed
one hour. I am generously inviting you to be part of this research because I feel
that your experiences can contribute much to exploring the effectiveness of the
grade 10 career guidance manual in choosing the senior high school tracks and
strands.
 29

Your participation in this research is voluntary. Your decision will have no

bearing on your grades or any related evaluations or reports regarding your
status as a student of this school. You may change your mind later and stop
participating even if you agreed earlier. Please don’t hesitate to ask a favor to
review your remarks at the end of the interview. I will allow you to ask to modify
or remove portions of your remarks if you do not agree with my notes. I
suggested that the in-depth interview will be done in your most convenient place
on January, 2023, and no one else but you and the researcher will be present
during the interview.

The entire discussion will be recorded in the form of an audio-video

recording through the use of a cell phone, but you will not be identified by name.
The cell phone will be kept in a safe area where you cannot see it to avoid
disturbances during the interview. There is a risk that along with the interview,
you may share your personal or confidential experiences by chance, or you may
feel uncomfortable sharing your experiences.

However, I do not wish this to happen in those circumstances. You do not

have to answer any questions or take part in the interview if you feel the
question/s is/are too personal or make you uncomfortable. You will be provided
with a token for taking part in this research.

Furthermore, the information and insights you will be shared in this

research will be kept confidential. Any information about you will have a number
or code on it instead of your name. I am the only one who will know your number
or code and all information from you will be kept safely. I am humbly asking you
not to talk to other people about our conversation and sharing; keep it
confidential. You should know and understand, however, that I cannot stop or
prevent other participants to share precisely confidential things. If you have any
questions or clarifications, you can ask me anytime. Just contact me with my cell
phone numbers 09094110948 and 09632360277.

Thank you and God bless!

PEACH NOEME B. ARAÑA

Researcher
 30

Appendix B

PARTICIPANT VERIFICATION FORM

I cooperatively agree to participate in the research study entitled

“READINESS AND ACCEPTABILITY OF IP LEARNERS IN DIGITAL
LEARNING: A CASE STUDY”.

I am completely aware that my participation in this study is voluntary. I

grant the permission of data to be used in the process of completing a master’s
degree in the Master of Arts in Education major in Educational Management of
Mr. Noe P. Garcia. Thus, I grant any publication of the researcher with my
shared insights and information during the research process. I understand that a
brief synopsis of each participant including myself will be used to help the reader
come to know and recall each participant.

I grant permission for the above personal information to be used. I agree

to meet for an initial interview whenever it is necessary. I will be available at the
mutually agreed location, date, and time for additional interviews. I grant
permission for the interview to be audio and video recorded. In the video
recording, I am aware that I have the right to choose how far or near the distance
and the clarity of my face for my reason. I have read the Informed Consent
Statement and fully understand everything, and I agree to participate in this
study.

Name: ___________________________
Participant’s Signature: ___________________________
Mobile Number: ___________________________
Email Address: ___________________________
 31

Researcher’s Name: PEACH NOEME B. ARAÑA

Researcher’s Signature: ___________________________

Mobile Number: 09632360277
Email Address: peachnoeme.arana@deped.gov.ph
Date Signed: ___________________________

Appendix C

INTERVIEW GUIDE
INTERVIEW PROTOCOL FOR PARTICIPANTS

Introduction:

Good day! How are you? I am PEACH NOEME B. ARAÑA, a student at

the graduate school of Ramon Magsaysay Memorial Colleges, General Santos
City taking up a Master of Art in Education major in Guidance and Counseling.
Currently, I am employed at Ramon Magsaysay Memorial Colleges. I am going to
conduct my study and your presence and participation are of great help so I
would like to say thank you so much in advance for your benevolent heart.

For your guidance, please allow me to discuss the purpose of my study

and the importance of the information that will transpire during the interview.
Please feel free to ask questions if you have doubts or need to verify something
about my study. Also, I want you to know that you are free to refuse to answer my
questions and they will be respected.

Part I. Background Questions:

First of all, kindly fill out the form so that I may be familiar with you and
your background that is related to the conduct of my study. I assured you that any
information in this form will be kept for confidentiality purposes.

Name: _________________________ Gender: _____________________

 32

School: ________________________
Year completed in Junior High School: ____________________________

Part II. House Rules in Conducting Interview Session

Each participant is requested to observe the following rules before and

during the interview:

1. If you have any unexpected transactions on the date of

The interview, please do so before the interview so that I can adjust my
time and for you not to disturb me.
2. If you wish to take care of your personal needs, please do so
before the interview.
3. Please feel free to ask clarifications and questions if you do not
understand the questions to avoid misunderstanding.
4. Please be true and honest with your answers.
5. After the interview, I will let you go over your responses as
recorded. If you believe everything is correct, please sign to acknowledge.

Appendix D

Interview Consent Form

I have read and understood the given information and I agree to participate in the
study, “READINESS AND ACCEPTABILITY OF IP LEARNERS IN DIGITAL
LEARNING: A CASE STUDY”. I understand that my participation is voluntary
and can be withdrawn at any time with no negative consequences. I have
received answers to the questions I asked, and I will contact the researcher with
any future questions that arise. I am at least ____ years of age.

Please check on the blank of your choice:

______ I agree to participate to be part of your research.

______ I do not agree to participate to be part of your research.

Consent to Audio or Video- Record Interview

______ I agree to give consent to be audio or videotaped during the interview.

______ I do not agree to give consent to be audio or videotaped during

interview.
 33

_________________________________________ ___________
Name of Participant (Printed name with Signature) Date

_________________________________________ __________
Name of Researcher (Printed name with Signature) Date

Appendix E

Informed Assent Form

Title: “READINESS AND ACCEPTABILITY OF IP LEARNERS IN DIGITAL

LEARNING: A CASE STUDY”

Introduction

The purpose of this form is to provide you (as the parent of a prospective
research study participant) with information that may affect your decision as to
whether or not to let your child participate in this research study. The person
performing the research will describe the study to you and answer all your
questions.

Read the information below and ask any questions you might have before
deciding whether or not to give your permission for your child to take part. If you
decide to let your child be involved in this study, this form will be used to record
your permission.

Purpose of the Study

If you agree, your child will be asked to participate in a research study

about the Effectiveness of the Grade 10 Career Guidance Modules. The purpose
of this study seeks to explore the effectiveness of Grade 10 Career Guidance
Modules for Grade 11 students in deciding their Senior High School tracks and
strands in Saravia National High School.
 34

What is my child going to be asked to do?

If you allow your child to participate in this study, they will be interviewed
about the Effectiveness of Grade 10 Career Guidance Modules using the
Interview Guide and will be audio-video recorded.
The study will take one hour but will be conducted during their free time
and there will be 14 of other participants in this study.

What are the risks involved in this study?

There are no foreseeable risks to participating in this study.

What are the possible benefits of this study?

Your child will receive no direct benefit from participating in this study;
however, it can shed light on the school administrators, teachers, and students
on the importance of career guidance in deciding their right career.

Does my child have to participate?

No, your child’s participation in this study is voluntary. Your child may
decline to participate or withdraw from participation at any time. You can agree to
allow your child to be in study now and change your mind later without any
penalty.

What if my child does not want to participate?

In addition to your permission, your child must agree to participate in the

study. If your child does not want to participate, they will not be included in the
study and there will be no penalty. If your child initially agrees to be in the study,
they can change their mind later without any penalty.

Will there be any compensation?

Your child will receive an honorarium of Php 150.00 for taking part in it.
Payments will occur after the interview.

How will your child’s privacy and confidentiality be protected if s/he participates in
this research study?

Your child’s privacy and the confidentiality of his/her data will be protected
by not identifying by name on the tape. The tape will be kept in the locked
storage. The information recorded in the tapes will be destroyed after weeks of
twenty weeks.
 35

If it becomes necessary for the Graduate School to review the study

records, information that can be linked to your child will be protected to the extent
permitted by law. Your child’s research records will not be released without your
consent unless required by law or court order. The data resulting from your
child’s participation may be made available to other researchers in the future for
research purposes not detailed within this consent form. In these cases, the data
will contain no identifying information that could associate with your child, or with
your child’s participation in any study.

If you choose to participate in this study, your child will be audio-video

recorded. Any audio-video recordings will be stored securely and only the
researcher will have access to the recordings. Recordings will be kept for 20
weeks and then erased.

Who to contact with questions about the study?

Prior, during, or after your participation you can contact the researcher,
NOE P. GARCIA at 09273789679 or send an email to
drnoepgraciargc12@gmail.com for any questions or if you feel that you have
been harmed. This study has been reviewed and approved by the Graduate
School of Ramon Magsaysay Memorial Colleges.
Signature

You are deciding to allow your child to participate in this study. Your
signature below indicates that you have read the information provided above and
have decided to allow them to participate in the study. If you later decide that you
wish to withdraw your permission for your child to participate in the study, you
may discontinue his or her participation at any time. You will be given a copy of
this document.

______________________
Printed Name of Child

_________________________________ ________________
Signature of Parent(s) or Legal Guardian Date
 36

Appendix F

SEMI-STRUCTURED INTERVIEW GUIDE

On the
EFFECTIVENESS OF THE GRADE 10 CAREER GUIDANCE MANUAL
GRAND TOUR Research Question/s PROBING/ELUCIDATING
QUESTION QUESTION
1. How do the 1.1 What are the 1.1 What is your view about
participants experiences of the digital learning?
describe their participants on digital
readiness and learning? 1.2 How would you describe
acceptability on the your readiness and
digital learning? acceptability on digital
learning as IP Learner?
1.2 How do the 1.2.1 How did the Career
participants describe Guidance 10 Modules help
the effectiveness of the you in discovering your
Career Guidance 10 own skills, values, and
Modules? interests? Tell me in detail.

1.2.2 How did your decision-

making skills being
affected by the Career
Guidance Modules? Tell
 37

me more about it.

1.2.3 How was your

knowledge about Senior
High School programs
being affected by the
Career Guidance
Modules? Tell me more
about it.

1.2.4 Describe how important

is the Grade 10 Career
Guidance Modules in
choosing a Senior High
School track and strand?

1.2.5 Describe how important

is the modules to your
parents? Tell me more
about it.

1.2.6 Describe the

advantages of choosing
the right Senior High
School track and strand
using the Career Guidance
10 modules? Why do you
say so?
1.2.7 In your opinion, are the
Grade 10 Career
Guidance Modules
effective in choosing your
Senior High School track
and strand? Could you
please further elaborate on
your response?

-End of Questionnaire-

Thank you, and God bless.

 38

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 39

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