Abstract
The present research was conducted to assess the reality of distance learning during the Corona Virus Pandemic from the perspective of public-school teachers. Specifically, this study aimed to determine the significant problems encountered by the teachers and their views on the effectiveness of distance learning. It also aimed to determine the significant relationship between the problems encountered by the teachers in distance learning and its effectiveness, and the significant difference between the views of rural and urban teachers on distance learning. The descriptive-correlational research design was used involving 193 public-school teachers from the Schools Division of Bais City who were selected through stratified random sampling. A researcher-made questionnaire validated by experts was used as the main data-gathering instrument. The data were subjected to statistical treatment using frequency, percentage, weighted mean, Pearson r, and t-test. The study found that public-school teachers encountered problems in distance learning, such as the modular modality, internet connectivity, and students lack of interest in their studies. The study also revealed that teachers viewed distance learning as less effective. The problems encountered by the teachers were significantly related to their views on the effectiveness of distance learning. However, there was no significant difference between the views of rural and urban teachers on distance learning. Based on the foregoing findings, a proposed action plan was formulated to address the problems encountered by the teachers.
Keywords
distance learning, COVID-19 pandemic, public school teachers, problems encountered, effectiveness of distance learning, Philippines
Full Text
The present research was conducted to assess the reality of distance learning during the Corona Virus Pandemic from the perspective of public-school teachers. Specifically, this study aimed to determine the significant problems encountered by the teachers and their views on the effectiveness of distance learning. It also aimed to determine the significant relationship between the problems encountered by the teachers in distance learning and its effectiveness, and the significant difference between the views of rural and urban teachers on distance learning. The descriptive-correlational research design was used involving 193 public-school teachers from the Schools Division of Bais City who were selected through stratified random sampling. A researcher-made questionnaire validated by experts was used as the main data-gathering instrument. The data were subjected to statistical treatment using frequency, percentage, weighted mean, Pearson r, and t-test. The study found that public-school teachers encountered problems in distance learning, such as the modular modality, internet connectivity, and students lack of interest in their studies. The study also revealed that teachers viewed distance learning as less effective. The problems encountered by the teachers were significantly related to their views on the effectiveness of distance learning. However, there was no significant difference between the views of rural and urban teachers on distance learning. Based on the foregoing findings, a proposed action plan was formulated to address the problems encountered by the teachers.