In this 21st century world, the teaching and learning environment has put forth a number of innovations and some of these involve the use of technology through distance learning. Contrary to a generally accepted observation, Clark (2020) argues that distance education is not a very new model of education. As cited in Sari and Nayor (2020), the emergence of distance education applications dates back to about 300 years. One of the first known applications is weekly lessons delivered to students in the USA via mail. As well as countries such as England, Switzerland, and Australia have provided distance education with different tools (mail, radio, television etc.) years ago due to geographically dispersed and sparse population distribution.
This study is a descriptive-correlational research which examined the significant difference between the extent of use of distance learning and self-regulation learning skills and its effect to the demographic profile of the teacher-participants in public elementary schools in the District of Alfonso Cavite. Specifically, the study reported the demographic profile of the teacher-participants in terms of: age, sex, civil status, the highest educational attainment and length of years in teaching; examined the extent of use of distance learning in terms of: Access, Interaction, Response and Results; level of the students’ self-regulation learning skills in terms of: goal setting, environment structuring, task strategies, time management, help-seeking and self-evaluation; and investigated the significant difference among these variables’ extent of use of distance learning and level of students’ self-regulation learning skills when grouped according to demographic profile: and determine as well as the significant difference between the extent of use of distance learning and level of students’ self-regulation learning skills.
Table of Contents
INTRODUCTION
REVIEW OF RELATED LITERATURE
METHODOLOGY
RESULTS AND DISCUSSION
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
REFERENCES
APPENDIX
Objectives and Research Themes
This study aims to investigate the relationship between the extent of use of distance learning and the level of students' self-regulated learning skills among public elementary school teachers in the District of Alfonso, Cavite, to provide a basis for a proposed intervention plan.
- Demographic assessment of teacher-participants in the District of Alfonso.
- Evaluation of the extent of use of distance learning modalities (Access, Interaction, Response, Results).
- Assessment of students' self-regulated learning skills (Goal Setting, Environment Structuring, Task Strategies, Time Management, Help-Seeking, Self-Evaluation).
- Statistical analysis of the relationship between distance learning usage and self-regulated learning levels.
- Formulation of an intervention plan based on empirical findings.
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Theoretical Framework
The study was built on a number of theories from the Community of Inquiry Theory and Social Learning Theory in an effort to examine the difference between the degree of self-regulation learning skills and the extent of distance learning use from the perspectives of the teachers in public elementary schools in the District of Alfonso Cavite. The study on the use of distance learning is based on the Community of Inquiry Theory (COI) of Garrison and Vaughan (2008). A community of inquiry, in its broadest sense, is a recursive model in which an educational community or officially recognized group of people connect with the intention of cooperating to achieve a desired learning objective or outcome (Garrison & Vaughan, 2008). Three primary characteristics constitute the COI framework: social presence, teaching presence and cognitive presence.
Social presence represents those factors that enhance, enrich, or transform risk-free collaboration within a community of inquiry (Garrison & Vaughn, 2008). Social presence directly relates to a desire of today’s student for access and flexibility. It is crucial to consider how the learner is either isolated or allowed to freely collaborate with classmates and instructors through the course materials. Teaching presence illustrates how professors create course structures, facilitate learning, and create content (Garrison & Vaughn, 2008). This suggests that institutional factors affect how web-based learning technologies are utilized, accessed, and what kind of technical support is offered. Infrastructure, technical assistance, and faculty training either increase or decrease teaching presence.
Summary of Chapters
INTRODUCTION: Provides context on the evolution of distance learning, particularly its emergency shift due to the global pandemic, and defines the problem scope regarding elementary education in Cavite.
REVIEW OF RELATED LITERATURE: Explores existing research on teacher demographics, distance learning implementation, and pedagogical theories concerning students' self-regulated learning.
METHODOLOGY: Details the descriptive-correlational research design, participants, sampling techniques, and the modified instruments used to measure distance learning and self-regulation.
RESULTS AND DISCUSSION: Presents data analysis regarding teacher demographics, perceived levels of distance learning and students' self-regulation, and tests hypotheses on these variables.
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS: Synthesizes the core findings and offers practical conclusions and professional recommendations for educators and policymakers.
Keywords
Distance Learning, Self-Regulation Learning Skills, Educational Management, Teachers' Demographic Profile, Community of Inquiry Theory, Social Learning Theory, Emergency Remote Education, Learning Continuity Plan, Public Elementary Schools, Alfonso Cavite, Intervention Plan, Student Achievement, Online Modality, Modular Instruction, Educational Technology.
Frequently Asked Questions
What is the fundamental focus of this study?
The study focuses on determining the extent of distance learning use and its correlation with the self-regulated learning skills of pupils in public elementary schools in Alfonso, Cavite.
What are the central themes discussed in the research?
The central themes include distance learning delivery modalities, students' self-regulation capabilities, and the potential impact of teacher demographic variables on these educational factors.
What is the primary research goal?
The primary goal is to assess these variables to develop a data-driven intervention plan that supports teachers and students during the transition to new learning environments.
Which scientific methodology is employed?
The researcher uses a descriptive-correlational research design to identify relationships between the levels of distance learning and self-regulation skills.
What topics are covered in the main body of the work?
The main body covers the theoretical background (COI and Social Learning Theory), demographic profiles, analysis of usage domains, and statistical tests of difference and effect.
How is the study characterized by its keywords?
The study is characterized by terms linking educational technology and pedagogy, specifically within the context of the Philippine basic education system's response to the pandemic.
How were participants selected for this study?
The study utilized a complete enumeration sampling technique, including all teachers from four designated medium-sized public elementary schools in the District of Alfonso.
What specific intervention is proposed in the conclusion?
The proposed intervention includes a structured plan of activities, such as teacher training, distribution of learning support materials, and the use of "Online Kumustahan" feedback forms to address identified gaps.
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- Carmina Garcia (Autor), 2023, Distance Learning and Self-Regulation Learning Skills in Public Elementary Schools, Múnich, GRIN Verlag, https://www.grin.com/document/1459941
