DISTANCE LEARNING READINESS OF HIGH SCHOOL

SCIENCE TEACHERS IN SAN AGUSTIN,ISABELA

DURING THE OUTBREAK OF COVID-19 PANDEMIC

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 9
Pages: 475-481
Document ID: 2023PEMJ764
DOI: 10.5281/zenodo.8002185
Manuscript Accepted: 2023-3-6
Psych Educ, 2023, 9: 475-481, Document ID:2023 PEMJ764, doi:10.5281/zenodo.8002185, ISSN 2822-4353
Research Article

Distance Learning Readiness of High School Science Teachers in San Agustin, Isabela
During the Outbreak of Covid-19 Pandemic
Faith B. Agbayani*
For affiliations and correspondence, see the last page.
Abstract
Science subject encounter a difficult transition of changing face-to-face classes into distance learning
during the outbreak of COVID-19 pandemic due to the inability to perform laboratory experiments
and absence of physical interactions. This study employed a descriptive-quantitative study to
determine the level of readiness of high school science teachers on distance learning environment.
The researcher conducted a survey in the form of questionnaire among the respondents to evaluate
their level of preparedness for distance education in terms of technical skills, experience with distance
learning, time management and pedagogical skills. Statistical analysis such as frequency count was
used to obtain the profile of the participants. Meanwhile, the use of mean was employed to identify
the level of readiness of science teachers. Findings reveals that most of the high school science
teachers in the municipality of San Agustin, Isabela were females and below 30 years old of age.
Majority of the respondents are bachelor degree holder with 0-10 teaching experience and attended
less than 10 distance learning-seminars. Furthermore, the result shows that science teachers have a
high level of distance learning readiness on teaching science concepts.

Keywords: science, distance learning, pandemic, readiness

Introduction despite the availability of learning resources for

The landscape of education is constantly changing to
make learning relevant and accessible for all
regardless of the situation and the problem that our
society encounters. Since the year 1990s, distance
education has been implemented with the advancement
of information, communication, and technology
(Arinto, 2013). It has been also used by various
universities and institutions offering distance
education courses. Recently, distance education
tremendously become popular and conventional during
the on-set of the COVID-19 pandemic. Due to the
disruptions caused by the novel corona virus disease, it
resulted to an abrupt change of transforming
traditional learning into distance learning to
continuously provide learning opportunities among
students.
The Department of Education in the Philippines
developed the Basic Education Learning Continuity
Plan (BE-LCP) to ensure the continuity of learning
among students while schools are temporary closed
and physical contact is strictly prohibited. The public
and private schools come up with various distance
learning modalities such as modular learning, online
learning and recorded-based learning which enabled
the teachers to carry out teaching-learning process
amidst the COVID-19 pandemic. However, teaching
instruction and learning activities that can be
implemented in a distance learning set-up is limited
compared to the traditional face-to-face classes. Also,
distance education, the teacher who is the main
facilitator of the teaching-learning process must be
equipped with the knowledge and skills on technical,
course design, course communication, and time
management to teach the lessons effectively in a
distance learning set-up (Martin et al., 2019).
Furthermore, research suggests that teachers who are
new to distance learning felt inadequate preparedness
to teach and needed training in terms of technical,
pedagogical and time management strategies to make
the distance learning successful and meaningful
(Downing & Dyment, 2013).
This study was of interest since education is
significantly evolving and education is at risk when
unforeseen events such as the COVID-19 pandemic
disrupts the teaching-learning instructions. Meanwhile,
one of the rural areas in the province of Isabela is the
municipality of San Agustin where cellular network is
unavailable in most areas and internet connectivity is
limited which results in lack of communication
between the teacher and student. Consequently, when
teachers as the one who maneuver the learning process
lacks the required teaching competencies and
resources to teach in distance learning it will greatly
affect the academic performance of the students. Thus,
this research study aimed to identify the level of
distance learning preparedness of high school science
teachers on a distance learning instruction in terms of
technical skills, experience with distance learning,
time management, and pedagogical skills.

Faith B. Agbayani 475/481

Psych Educ, 2023, 9: 475-481, Document ID:2023 PEMJ764, doi:10.5281/zenodo.8002185, ISSN 2822-4353
Research Article
Research Questions
This study aimed to determine the distance learning
readiness of high school science teachers on a distance
education in terms of technical skills, experience with
distance learning, time management, and pedagogical
skills. Specifically, this research study aimed to
answer the following questions:
1. What is the profile of the respondents in terms of the
following:
1.1 Age;
1.2 Sex;
1.3 Educational attainment;
1.4 Years of Teaching Experience; and
1.5 Distance Education Seminars Attended.
2. What is the level of distance learning readiness of
high school science teachers in terms of technical
skills, experience with distance learning, time
management, and pedagogical skills?
Literature Review
Distance Learning amidst COVID-19 Pandemic
The Department of Education in the Philippines
developed the Basic Education Learning Continuity
Plan (BE-LCP) to provide teaching-learning
interventions amidst the COVID-19 pandemic. With
the release of DepEd Order no. 12, s. 2020, public
schools embraced distance learning as the main
learning modality to ensure that learning continue
despite the arising problems caused by the 2019 novel
coronavirus disease.
School institutions utilized the three (3) types of
modalities for distance learning which includes
modular learning, online learning, and recorded based-
learning. However, the modular learning is the usual
and widely used learning instruction for it is accessible
and convenient for most of the students especially
those who are residing in rural areas wherein the
internet connectivity is unfavorable (Llego, 2020).
Modular learning is a learner-centered, self-paced
learning instruction by which the student is the one in
control of his own learning and progress. The student
will study and learn the lesson by himself with the
minimal guidance from the teacher. Moreover,
teachers’ consultation is asynchronous wherein the
time for the teacher to respond is unpredictable.
Teachers’ Preparedness for Distance Learning
The fundamental task of a teacher is to deliver quality
education among students. According to Fatsamari
Faith B. Agbayani
(2018), teachers should possess the required skills to
teach effectively in a distance learning instruction.
This can be achieved by providing trainings for
teachers to enhance their teaching approaches and
strategies that are applicable for remote learning. For
distance education to be successful, the teacher must
develop organized lesson plans in distance learning
instruction (Mercado, 2008). The teaching approaches
as well as the learning activities should be appropriate
on a distance community wherein it is suitable with the
available resources and learning environment of the
student.
In the study of Alea, et al. (2020), it shows that only
40% of teachers claimed that their institution is ready
for distance learning in terms of capacity building, and
only 37% agreed that their institution provides
supplementary materials for distance learning. This
indicates that institutions as well as the teachers are
not fully prepared for distance education. Meanwhile,
in the journal of Doghonadze et al. (2020), findings
revealed that many teachers responded that they are
not ready for distance education but eventually adopt
to it in a certain period of time. Teachers must develop
methods and strategies appropriate for distance
learning environment to efficiently impart their
lessons.
Gay (2016), found out that 90.6% were prepared in
terms of technological skills but only 72.6% were
prepared pedagogically. The teachers must innovate
new ways of teaching approaches to make their lessons
relevant in the current situation of education. In fact, in
the paper of Alea et al. (2020), result indicates that
faculty members must generate new teaching and
learning strategies in order to succeed in distance
learning education. In addition, Doghonadze et al.
(2020) stresses the need to improve distance learning
competencies of teachers in terms of technical and
pedagogical skills.
Nevertheless, the study of Ventayen et al. (2019)
revealed that senior high school teachers have positive
response on distance education. Teachers believed that
open and distance education is a great chance for them
to improve themselves especially in generating
methods, strategies, and instructional tools for teaching
as well as technological skills which are crucial for
distance learning education. Despite of the limited
preparation of teachers for distance education
including technical skills, time management,
pedagogical skills and teacher’s experience, teachers
stated that they are capable to adopt with the new trend
in education (Ventayen, 2018). Furthermore, in the
paper written by Martin et al. (2019), faculty
476/481
Psych Educ, 2023, 9: 475-481, Document ID:2023 PEMJ764, doi:10.5281/zenodo.8002185, ISSN 2822-4353
Research Article
perception of their skills and attitudes toward distance
learning are fundamental factors to succeed in distance
learning.
Science Education on Distance Learning
Environment
One of the goals of science education is to train
students to develop scientific literacy. A scientifically-
literate individual is capable to think logically and
make scientifically-based decisions by applying their
scientific skills and attitudes (Lederman & Lederman,
2011). The development of scientific skills and
attitudes usually occurs in a teaching-learning
instruction in science. Hence, the science teacher
should effectively and efficiently implement the
curriculum to achieve the desired learning
competencies. One of the vital aspects of learning
science concepts is by engaging the learners on hands-
on and authentic learning experiences. Laboratory
activities enable the students apply and enhance their
scientific skills and attitudes by performing
experiments and formulating conclusions. However,
with the abrupt change in education set-up, it
significantly affects the teaching-learning process in
science. Due to school’s closure, physical classroom
and science laboratory facilities are inaccessible which
also deprived the teacher and the student the
opportunity to interact physically. This result to
limited learning opportunities and lack of authentic
and meaningful activities in science.
Science is a difficult discipline to teach and learn for it
requires specialized equipment or complex models
(Downing & Holtz, 2011). However, with the distance
education set-up, it hinders the learners to perform
experiments which provides meaningful learning
experiences. This will affect the development of
scientific skills and attitudes of the students. As an
alternative activity for laboratory experiments in
distance education, science teachers utilized
technological features like virtual field trips, online
experiments, and learning objects applicable in a
distance learning set-up (Downing et al., 2008). In
addition, home-based activities were utilized to
complement the traditional way of teaching wherein
virtual meetings become their provisional learning
environment while physical interactions are strictly
prohibited (Alea et al., 2020). However, the students
encounter challenges to perform home-based activities
in science due to inadequate resources and the
difficulty to carry out the task (Sanchez et. al., 2021).
Thus, this study was of interest to assess the distance
learning readiness of science teachers to implement
Faith B. Agbayani
teaching-learning instruction in science on a distance
learning environment. Even though there are already
studies that evaluated the readiness of teachers on
distance learning, the researcher decided to come up
with this study due to the fact that there are no studies
on teacher’s readiness on distance learning that
focuses only among science teachers. Moreover, the
researcher will assess the level of preparedness of
science teachers in a rural municipality where cellular
and internet connectivity is very limited. Furthermore,
determining the pedagogical skills of science teachers
which includes the alternative strategies and activities
in exchange of standard laboratory tasks were included
on the survey questionnaire.
Methodology
This research study employed a descriptive-
quantitative research design for it obtained numerical
data about the profile of the respondents and distance
learning readiness among high school science teachers
in San Agustin, Isabela. This study also employed
survey research approach for it made use of a survey
questionnaire to collect the data needed in the study.
These questionnaires were answered by the high
school science teachers and the data gathered were
computed and analyzed using statistical procedures
and served as a basis to identify the level of distance
learning preparedness of high school science teachers
in the municipality of San Agustin, Isabela.
Participants
The researcher employed a purposive sampling
method and select all high school science teachers in
the municipality of San Agustin, Isabela. It is a rural
municipality located in the province of Isabela, Region
2, Philippines. A total of (14) science teachers both
from private and public high schools in the
municipality participate in this study.
Instruments of the Study
Distance Learning Readiness Questionnaire. The
distance learning readiness survey questionnaire is a
researcher-made questionnaire adapted from Texas
A&M University Texarkana. The survey questionnaire
was modified to broaden the scope of the survey by
including all distance learning modalities such as
modular, online, and recorded-based learning. In
addition, pedagogical skills category was incorporated
in the questionnaire based on the criterion for
assessment of pedagogy from Northern Michican
University. In summary, the questionnaire identified
477/481
Psych Educ, 2023, 9: 475-481, Document ID:2023 PEMJ764, doi:10.5281/zenodo.8002185, ISSN 2822-4353
Research Article

Results
the demographic profile of the respondents, and
determined the distance learning readiness of high
school science teachers in terms of technical skills, Table 1. Profile of the High School Science Teachers
experience with distance learning, time management,
and pedagogical skills. The questionnaire underwent
pilot testing and undertook inter-item reliability test
which results in Cronbach’s alpha value of 0.78
wherein all items of the questionnaire were retained.

Procedure

The researcher asked permission from the school

principal of all high school institutions in San Agustin,
Isabela. It includes Dabubu High School, Dorganda
High School, San Agustin National High School, and
Northeastern Integrated School of San Agustin. Once
the request to conduct the study was approved by their
school heads, the researcher distributes the survey
questionnaires to the science teachers of selected high
schools. The respondents were asked to complete the
survey within a week from the time of issuance. The
questionnaires were collected and the data were
analyzed using statistical analysis. Frequency count
was used to determine the profile of the respondents
and mean was used to identify the level of distance
learning preparedness of high school science teachers.
The result served as the primary basis to determine the
distance learning readiness of high school science
teachers in San Agustin, Isabela.

Ethical Considerations
The researcher declares that there is no personal
conflict of interest in conducting this research activity.
To protect the rights of the respondents, the researcher
asked for their permission to participate in the study
through the use of a consent form. Furthermore, the
identities of the respondents were anonymized and
only the researcher was able to retrieve the data.
Table 1 shows the demographic profile of high school
science teachers in San Agustin, Isabela. Most of the
teachers (42%) aged 21-30 years old. Moreover,
majority of the teachers are females (64.3%),
bachelor’s degree holder (71.4%), with 0-10 teaching
experience (50%), and attended 0-10 distance
learning-related trainings and seminars (92.9%).

Faith B. Agbayani 478/481

Psych Educ, 2023, 9: 475-481, Document ID:2023 PEMJ764, doi:10.5281/zenodo.8002185, ISSN 2822-4353
Research Article

Table 2. Level of Distance Learning Readiness of

HighSchool Science Teachers

Faith B. Agbayani 479/481

Psych Educ, 2023, 9: 475-481, Document ID:2023 PEMJ764, doi:10.5281/zenodo.8002185, ISSN 2822-4353
Research Article
Table 2 shows the average responses of high school
science teachers in the survey questionnaire. The
questionnaire consists of teaching competencies for
distance learning which includes technical skills
(4.49), experience with distance learning (3.62), time
management (4.37), and pedagogical skills (4.34). The
overall mean of the readiness of high school science
teachers is 4.21 which is classified as “High Level of
Distance Learning Readiness” within the range of
3.5-4.4.
Faith B. Agbayani
Discussion
This study aimed to identify the demographic profile
and determine the level of readiness of high school
science teachers in San Agustin, Isabela during the
outbreak of COVID-19 pandemic. The result of this
study depicts that the teachers possess a “High Level
of Distance Learning Readiness”. Specifically, the
respondents have the highest level of readiness in
terms of technical skills. It indicates that the
respondents are provided with distance learning
resources such as laptops and internet. Also, it shows
that the teachers are capable to operate information
and communication technologies (ICT) to implement a
distance learning instruction. The result of this study is
contrary to the study of De Villa and Manalo (2020)
wherein the teacher participants reiterate in the
interview that using technologies is their main concern
since they have limited knowledge on using
technologies. However, teachers stated that they train
themselves on using different distance learning
platforms by exploring video tutorials from the
internet and through mentoring of their peers (De Villa
& Manalo, 2020). In fact, the Department of Education
admitted that only 40% of all public high school
teachers in the Philippines underwent trainings on
Information and Communication Technology (ICT)
trainings and seminars (Bordey, 2020).
The findings of this study also reveal that science
teachers possess a high level of time management.
This result shows that teachers are capable in
managing their time, and they can respond or provide
feedback to their students on time. Time management
is one of the crucial factors that affect the efficiency of
teachers to accomplish their tasks in a given period of
time. Time management enable the teachers to
complete their tasks efficiently by setting routines and
schedule (De Villa & Manalo, 2020). In addition, the
result of this study also show that teachers are
equipped with pedagogical skills. This indicates that
they are capable to use variety of activities and
strategies which are suitable in teaching science
concepts on a distance learning setup. Interestingly,
majority of the teachers agree that they implement
virtual and home-based experiments that students can
perform at home despite the limited resources
available in their vicinity or community. In addition,
the teachers’ responses obtain the lowest mean score in
terms of experience with distance learning but still
classified as high level of distance learning readiness.
This result shows that some of the science teachers
lack experience on distance learning course as a
student but they received trainings and webinars
480/481
Psych Educ, 2023, 9: 475-481, Document ID:2023 PEMJ764, doi:10.5281/zenodo.8002185, ISSN 2822-4353
Research Article

through a distance learning setup. Nevertheless,
despite the limited experience on distance education,
the teachers agree that they are capable to use different
platforms for distance learning such as Google Meet,
Zoom, and Video chat, among many others in teaching
their classes.
Conclusion
laboratory specimens to enhance online science. The Professor's
Guide to Taming Technology: Leveraging Digital Media, Web 2.0,
and More for Learning, 219.
Fatmasari, R. (2018). Teaching practice in distance education
cont ext. In SHS Web of C on fe re nc e s . 42 (0 009 9 ).
https://doi.org/10.1051/shsconf/20184200099
Gay, G. H. (2016). An assessment of online instructor e-learning
readiness before, during, and after course delivery. Journal of
Co mputing in Higher E duc a t ion , 28(2), 199 -220.
https://doi.org/10.1007/s12528-016-9115-z

Lederman, N. G., & Lederman, J. S. (2010). Exploring the landscape

The high school science teachers in the municipality of
San Agustin are mostly under 20-30 years of age and
in which most of them are females. Majority of the
science teachers are holder of bachelor degree, with 0-
10 years of teaching experience and attended not more
than 10 distance learning-related training and seminars.
In summary, the science teachers in the municipality
of San Agustin, Isabela obtain a “High Level of
Distance Learning Readiness” on teaching science
concepts on a distance learning environment in terms of
technical skills, experience with distance learning,
time management and pedagogical skills.
of s c i e n t i f i c l i t e r a c y . ( 1 s t ed.) Routledge.
h t t p s : / / w w w. t a y l o r f r a n c i s . c o m / c h a p t e r s / e d i t / 1 0 . 4 3 2 4
Llego, M. (2020). DepEd’s Readiness for Distance Learning.
Retrieved from
https:https://www.teacherph.com/deped-readiness-distance-learning/
Martin, F., Budhrani, K., & Wang, C. (2019). Examining Faculty
Perception of Their Readiness to Teach Online. Online Learning,
23(3), 97-119. https://files.eric.ed.gov/fulltext/EJ1228799.pdf
Mercado, C. (2008). Readiness assessment tool for an e-learning
environment implementation. Special Issue of the International
Journal of the Computer, the Internet and Management, 16(11).
https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=3
035f59636fd52e3e6224c2337720c0c514fd3d8

References Sanchez, J. M., Fernandez, M. J., Abgao, J. M., Sarona, H., Asenjo,
S. B., Guiroy, B., ... & Vale, X. (2021). Experimenting on natural
acid-base indicators: A home-based chemistry activity during the
Alea, L. A., Fabrea, M. F., Roldan, R. D. A., & Farooqi, A. Z.
COVID-19 pandemic as evaluated by teachers. Kimika, 32(1), 34-
(2020). Teachers’ Covid-19 awareness, distance learning education
45. https://doi.org/10.26534/kimika.v32i1.34-45
experiences and perceptions towards institutional readiness and
challenges. International Journal of Learning, Teaching and
Ventayen, R. J. M., Salcedo, R., Orlanda-Ventayen, C. C.,
Educational Research, 19(6), 127-144.
Ventayen, L. M., & Ventayen, T. J. M. (2019). Senior High School
https://doi.org/10.26803/ijl ter.19.6.8
Teachers’ Practices and Readiness in Blended Learning
Environment: Basis for a Blended Learning Preparedness
Arinto, P. B. (2013). A framework for developing competencies in
Framework. Available at SSRN 3504189.
open and distance learning. International Review of Research in
Open and Di s t ri b u t e d L earn i ng , 14 (1 ), 16 7 -1 85 .
Ventayen, R. J. M. (2018). Teachers’ readiness in online teaching
https://doi.org/10.19173/irrodl.v14i1.1393
environment: a case of department of education teachers. PSU
Journal of Education, Management and Social Sciences, 2(1).
Doghonadze, N., Aliyev, A., Halawachy, H., Knodel, L., &
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3331115
Adedoyin, A. S. (2020). The degree of readiness to total distance
learning in the face of COVID-19-teachers’ view (Case of
Azerbaijan, Georgia, Iraq, Nigeria, UK and Ukraine). Journal of Affiliations and Corresponding Information
E d u c a t i o n i n B l a c k Sea R e g i o n . 5 ( 2 ) .
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3904094 Faith B. Agbayani
Downing, J. J., & Dyment, J. E. (2013). Teacher educators'
Saint Mary’s University - Philippines
readiness, preparation, and perceptions of preparing preservice
teachers in a fully online environment: An exploratory study. The
Teacher Educator, 48(2), 96-109.
h t t p : / / d x . d o i . o rg / 1 0 . 1 0 8 0 / 0 8 8 7 8 7 3 0 . 2 0 1 2 . 7 6 0 0 2 3

Downing, K. F., & Holtz, J. K. (2011). Incorporating 3d virtual

Faith B. Agbayani 481/481