CHAPTER IV

RESULTS AND DISCUSSION

This chapter discusses the results of the data gathering about Teachers'
Training, Preparation, and the Challenges Encountered on Distance Learning during the
Covid-19 Pandemic.

Level of Preparation of Kiamba I Teachers in Distance Learning

The study utilized a survey method using Google forms for gathering data from
which a total of thirty (30) teachers from five (5) schools were the respondents.

Analyzing the level of preparedness of teachers to distance learning based on

their responses, it is notable that the teachers from Kiamba I scored High in terms of
readiness to conduct distance learning education to students (M=4.100); readiness to
use the printed module as a tool for learning at home (M=4.400); and being well-
equipped and ready for distance learning by attending trainings or workshops on
distance learning education management (M=3.867).

Table 1
Teacher's Preparation to Distance Learning

  Weighted Mean Description

Am I ready to conduct distance learning education
4.100 High
to my students?
Am I ready to use the printed module as a tool for
4.400 High
learning at home?
Am I ready to use online modules or learning
materials available on the internet such as Youtube, 3.367 Moderate
DepEd Commons, LRMDS?
Am I ready to utilize learning management systems
Google Classroom, or Zoom as a means of online 3.233 Moderate
or distance learning education?
Am I well-equipped and ready for distance learning
since I attended a training or workshop on distance 3.867 High
learning education management?
Mean 3.793 High
 On the other hand, the teachers were rated Moderate based on their readiness
to use online modules or learning materials available on the internet such as Youtube,
DepEd Commons, and LRMDS (M=3.367); and being ready to utilize learning
management systems Google Classroom, or Zoom as a means of online or distance
learning education (M=3.233). This implies that the teachers in Kiamba I only have
moderate level of ICT-related trainings, this is supported by the responses of teachers
when asked what particular training or course would they take to help them during
distance learning.

Question: What particular training or course would you take to help you make
education relevant and meaningful in a distance learning?

Answers: “ICT related courses.”

“Training on the use of Zoom or any medium from the internet to

provide learning.”

“I wanted to have some trainings on how to make google classroom

and be applied on my pupils with internet connection especially
during reading activity.”

“The knowledge to know of the right apps to be use in meeting our

pupils and parents. The right or appropriate apps
recommended by our department.”

“Trainings that will help us improve our editing skills that makes our
recording of RBI more effective”

Overall, the teachers of Kiamba I District were rated High with a mean of 3.793
on their level of preparation in distance learning education.

Efforts Made by Schools in Kiamba District I in Conducting Distance Learning

Based on the results of the survey done among thirty (30) teachers of Kiamba
District I, all indicators under the efforts made by the schools in conducting distance
learning resulted High. These means that there is a high evidence on the provision of
relevant trainings by the school/district/division about distance learning (M=4.003);
provision of capacity building on distance learning education management for teachers
(M=3.833); provision of supplementary materials for distance learning (M=3.967);
technical assistance on the implementation of distance learning (M=4.000); and
monitoring and evaluation by the school/ district/ division on the implementation of
distance learning (M=3.833).

Table 2
Efforts Made by the Institution as a Preparation to Distance Learning

 
Weighted Mean Description
Did the school/district/division provide relevant
4.033 High
trainings about distance learning?
Did the school/district/ division provide capacity
building on distance learning education management 3.833 High
for teachers?
Did the school/district/division provide the
3.967 High
supplementary materials for distance learning?
Did the school/ district/ division provide technical
assistance on the implementation of distance 4.000 High
learning?
Did the school/ district/ division conducts monitoring
and evaluation on the implementation of distance 3.833 High
learning?
Mean 3.933 High

Schools in Kiamba District I overall has High evidence of efforts made in

conducting distance learning represented by mean 3.933.

Moreover, it is notable that among the indicators the entire district of Kiamba I
focused more on providing relevant trainings and workshops about distance learning
and technical assistance on the implementation of distance learning. This is supported
by the majority of the answers of teachers when asked about innovation or strategies
they would adapt toward more effective distance learning.
 Question: What innovation or strategies would you adapt toward more
effective distance learning?

Answers: “The plug-play and learn thing, recorded video lessons.”

“Constant use of technology available for acquiring knowledge.”

“I would adapt the RBI plug and play accompanied with printed
LAS since it is the only modality applicable in the community.”

“Maybe the radio based instruction if everyone has their own radio.”

“Adapt RBI”

“Giving modules and RBI”

“The use of video as supplemental to printed modules”

“By communicating them through online and let them answer the
questions you’re asking as a grade teacher let them read
online.”

Challenges Encountered in Distance Learning Education

When dealing with the challenges encountered by the teachers of Kiamba district
I in the implementation of Distance Learning, all of the indicators below were rated as
High.

It is evident on the results that the most challenging aspect in the delivery of
Distance Learning is the checking and evaluating of students’ output (M=4.267). It is
also a considered challenge by the teachers on how to encourage participation and
utilization of Self- Learning Modules (M=4.067). In addition, time management in
distribution and retrieval of SLMs (M=4.033) and beating the deadlines and
requirements set by the school administrators (M=4.033) were also rated as high extent
challenges. These results are supported by majority of the answers of teachers when
asked about their experiences on distance learning.

Question: What are your experiences on Distance Learning?

 Answers: “Printed Modular Learning needs a lot of time in Printing, Sorting,
for distribution and for retrievable as well. Checking of the learners'
outputs are very challenging too.”

“Pupils doesn't return printed modules on time. And some has no

internet connection so other learning modality could not be
applied.”

“Due to limitations on face to face assistance, lack of gadgets and

internet connectivity on the part of the learners, problems
arise such as, unanswered activities, passive learning, not on time in
passing the modules and lack mastery of the content.”

“Parents usually the one who are answering the activities in their
modules.”

“We can't force learners to answer the LAS”

Table 3
Perceived Challenges in Distance Learning Education

Challenges on… Weighted Mean Description

Knowledge and skills required in delivering distance
3.800 High
learning education classes
Establishing communication with my students 3.867 High
Use of technology especially in downloading learning
3.967 High
materials
Giving instruction and responding to queries 3.967 High
Encouraging participation and utilization of Self-
4.067 High
Learning Modules
Time Management in distribution and retrieval of
4.033 High
SLMs
Managing the stress caused by community quarantine
3.867 High
at home and in between modular learning.
Beating the deadlines and requirements set by the
4.033 High
school administrators.
Establishing a network of communication among
stakeholders such as parents for support at home. 3.867 High
Checking and evaluating students’ output. 4.267 High
 Mean 3.973 High
On the other hand, the lowest rated indicator is knowledge and skills required in
delivering distance learning education classes but still rated High with a mean 3.800.

With an overall mean of 3.973, the extent of challenges encountered by the

teachers of Kiamba District I in the delivery of distance learning is High.

DISCUSSION

This study examined experience of teachers from Kiamba Dictrict I after the
sudden shift from face-to-face to distance learning due to the COVID-19 lockdown.
Furthermore, this paper examined and analyzed teacher’s training, preparation, and
challenges encountered on conducting distance learning. The findings show three
important points of discussion.

First, the overall result of the study suggests that the level of preparedness of teachers
to distance learning is high if the main learning modality to be used is the printed
module. Based on their responses, the teachers were well-equipped and ready for
distance learning by attending trainings or workshops on distance learning education
management and they are confident and ready to use the printed module as their main
tool for learning at home. However, the results showed that the teachers feel they are
not quite ready for using online modules and learning materials. This implies that the
teachers in Kiamba I only have moderate level of ICT-related trainings. The result was
supported by the responses of teachers when asked what particular training or course
would they take to help them during distance learning. The respondents of the study
admitted that they lack the skills to properly conduct online distance learning. The
teachers yearn for more in depth training for ICT related skills and courses such as how
to conduct online classes, how to pre-record their lessons, and how to use other online
learning management systems.
Second, this study suggests that the schools in Kiamba District I has provided high
efforts to support teachers in migration to distance learning. The results of the study
suggest that the schools have supplied relevant trainings by the school/district/division
about distance learning, capacity building on distance learning education management
for teachers, provided supplementary materials and technical assistance on the
implementation of distance learning. It is important to note that the trainings and
seminar workshops given to teacher was connected with the implementation of the
printed modules. However, there were no in depth training for ICT courses and skills
which the teachers also need in conducting distance learning.

Third, the results of the study revealed the different challenges encountered by the
teachers in conducting distance learning. Based on the results, the checking and
evaluating of students’ output was the most difficult tasked faced by teachers during
distance learning. The teachers had a hard time in checking students’ output and at the
same time making sure that the results are valid. There were instances that the
teachers observed that the answers on the printed modules was not of their students’
but of the students’ parents. There were also a number of activities that were
unanswered by the students. The teachers also complained that the printed modular
learning needs a lot of time in printing, sorting, for distribution and for retrieving.

The next problem faced by the teachers was how to encourage participation and
utilization of self-learning modules. Most students pass modules leaving activities
unanswered. Migrating to a new learning platform inculcates independence in students
by using self-learning modules and not to rely solely on teachers for their learning. This
big adjustment is very difficult for students because they are accustomed to the face-to-
face set up. As a result, students lack inspiration and feel burdened by achieving school
tasks on their own. Hence, they end up returning their printed modules unanswered.

In addition, time management in distribution and retrieval of SLMs and beating the
deadlines and requirements set by the school administrators were also rated as high
extent challenges.
Future Directions towards a More Effective and Quality Distance Learning

Distance learning requires structured planning, well-designed courses, special

instructional techniques and other methods of communication by electronic and other
technologies. Therefore, the implementation of this platform must be planned and
constructed efficiently in order to ensure an effective learning among the students.

The most important step to a more effective and quality distance learning is to
inculcate awareness within the community. Several studies have shown that schools
with high levels of community support from parental involvement and partnership
programs have increased student attendance, grades, and achievements and resulted
in fewer behavioral issues and a general attitude of positivity towards school and
homework. Thus, it is of utmost importance that each member of the community is
aware of their roles in implementing distance learning.

Preparing the Learners

For distance learning to be successful, the learners must be ready and prepared
to attend distance learning platforms. In order for them to be ready and prepared, the
students must first be aware of their role and responsibilities in distance learning.
Preparing the students for a new learning platform is as essential as preparing the
teachers in conducting distance learning.

The sudden shift to distance learning has been a big factor that affected the
students’ performance and learning in the school year 2020-2021. The lack of
preparation on their part has caused them to have a difficulty in embracing new
methods of instruction. The learners should be aware of the role they partake in
attending distance learning. The schools may reach out to students by providing them
information what they need to know and how they can adopt to this change. There
should also be support from the household they belong to. The learners must have an
environment conducive to study, and access to support, learning materials and
technology. When the learners are prepared and ready to attend distance learning, a
higher rate of performance and learning will be likely a result.

Preparing the Teachers

It is of upmost importance that teachers must be equipped with the correct skills
to carry out distance learning. Although, it was observed that the different schools have
put all their efforts into training and preparing teachers for distance learning however,
the said trainings and preparation was only inclined to a limited learning modality.

To succeed in distance learning, teachers should be trained in basic

technological skills, using devices and software, and special training on methods for
delivering lessons without face-to-face interaction. More importantly, the gap between
training and execution scenarios in the field needs to be minimized. There is a need to
strengthen the IT platform by making necessary changes with respect to its continuous
availability and uninterrupted services.

In order for distance education programs to prepare or upgrade the knowledge

and skills of learners successfully, distance instructors need rigorous professional
development in the distance education medium in which they will be teaching.

Preparation of Institutions

The present situations which exist due to the widespread of covid-19 pandemic has
caused lot of problems for the learners and for the educational institutions. However, it
is a significant step that we need to come up with some strategic initiative, both at
individual as well as institutional level to combat the situation. The entire framework of
mind and working components of the institution should be changed in accordance with
the requirement of distance learning.