This research determines the factors and determinants of distance learning education by elementary school teachers during the Covid-19 pandemic in a school of Mandaue City. Descriptive Method was used because it is used to obtain information concerning the current status of the problem to describe "what exists" with respect to variables or conditions in a situation. The methods involved range from the survey which describes the status quo, the correlation study which investigates the relationship between variables, to developmental studies which seek to determine changes over time. It will attempt to describe the distance learning support provided by the schools, problems encountered in distance learning education, and support needed in distance learning education.
Table of Contents
1. INTRODUCTION
1.1 Rationale
1.2 Theoretical Background
2. RESEARCH METHODOLOGY
2.1 Design
2.2 Environment
2.3 Respondents
2.4 Instruments
2.5 Data Gathering Procedure
2.6 Scoring Procedure
3. Results
4. DISCUSSION
5. REFERENCES
Research Objectives & Core Topics
The primary objective of this research is to evaluate the experiences of elementary school teachers in Mandaue City Central School regarding the shift to distance learning during the COVID-19 pandemic, focusing specifically on the school support received and the encountered challenges.
- School support systems provided for distance learning.
- Challenges encountered by teachers during the transition to remote education.
- Identification of necessary support mechanisms for effective distance teaching.
- The impact of institutional policies and capacity building on teacher readiness.
- Correlation between teacher demographics and the necessity for educational support.
Excerpt from the Book
Rationale
Coronavirus disease 2019 (COVID-19) is a kind of common virus that causes an infection in nose, sinuses or upper throat. The outbreak quickly spread around the world (WebMd, 2021). The global impact of Covid-19 manifests in various sectors of society including health, the economy, and education. With government agencies, private organizations, and academic institutions working hard to develop new antiviral and therapeutic solutions, minimum health standard measures have been implemented in various places to slow the spread of the virus. However, due to the quick rise in infections, many countries enforced strict quarantine and lockdown measures. In the Philippines, the government decided to impose an Enhanced Community Quarantine (ECQ) in March 2020 in many regions of the country to slow down the spread of Covid-19 and to prevent the overburdening of the health system. This quarantine mechanism restricted most non-essential activities and movements outside the home.
The education sector has been severely hit by the ongoing pandemic. When the ECQ was declared in March 2020, all schools in the Philippines were ordered to close. The World Health Organization (WHO) has also advised educations and students to adopt alternative learning in order to mitigate the cancellation of face-to-face classes. Since March 2020, schools in many parts of the world have been using a mixture of distance learning strategies such as online classes, printed modules, and TV/radio lessons to ensure that a learning environment is maintained where the students are located.
Summary of Chapters
INTRODUCTION: This chapter provides the rationale for the study, detailing the impact of COVID-19 on the Philippine education sector, and establishes the theoretical framework based on distance education and communication theories.
RESEARCH METHODOLOGY: This section outlines the descriptive research design, the study environment at Mandaue City Central School, the selection of respondents, the instruments used for data collection, and the statistical scoring procedure.
Results: This chapter presents the data gathered regarding teacher perceptions of school support, challenges encountered during the pandemic, and the specific types of support needed.
DISCUSSION: This chapter interprets the research findings, compares them with existing literature on distance education, and highlights the critical importance of institutional support and teacher development.
REFERENCES: This section lists all academic journals, government orders, and electronic sources cited throughout the research.
Keywords
COVID-19, Distance Learning, Elementary Teachers, School Support, Educational Challenges, Remote Teaching, Teacher Readiness, Pandemic, Online Education, Mandaue City, Distance Education, Pedagogical Shift, Information Technology, Institutional Policy, Teacher Well-being.
Frequently Asked Questions
What is the primary focus of this research?
The research examines the experiences of elementary teachers regarding school support and the challenges faced during the forced transition to distance learning due to the COVID-19 pandemic.
What are the central themes discussed in the work?
The work centers on institutional preparedness, the effectiveness of distance learning delivery modes, teacher training, and the necessity of administrative support systems.
What is the core research question?
The study asks what distance learning support was provided by schools, what specific challenges teachers encountered, and what additional support is required to thrive in a distance learning environment.
Which methodology was applied?
The study utilizes a descriptive research design, employing survey questionnaires to collect data from teachers, which is then analyzed using weighted means.
What content is covered in the main body?
The main body covers the theoretical background of distance learning, institutional guidelines provided by the Department of Education, and detailed results regarding school facilities, policies, and teacher readiness.
Which keywords characterize this publication?
The key concepts include COVID-19, distance learning, institutional readiness, teacher support, and pedagogical adaptations.
How did the school environment affect the study findings?
The study was conducted at Mandaue City Central School, where the specific organizational structure and existing resources directly influenced the teachers' perceptions of the institutional support available during the lockdown.
What did the study conclude about the teachers' needs?
The study concluded that teachers prioritize professional development, webinars for idea sharing, and direct access to experts as essential support for navigating the challenges of distance education.
- Citation du texte
- MARY ANN SANLAD (Auteur), 2021, Determinants in Distance Education during the COVID-19 Pandemic, Munich, GRIN Verlag, https://www.grin.com/document/1138488
