Sta. Barbara II - Palaming, Christian

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FACTORS AFFECTING THE DISTANCE LEARNING MODALITY PREFERENCES


OF STUDENTS IN PAYAS NATIONAL HIGH SCHOOL

A Basic Research Proposal

Prepared by:

CHRISTIAN CABRERA PALAMING


Teacher III
Payas National High School
Santa Barbara, Pangasinan

1 Semester 2020-2021
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Distance Learning Modality Preferences of Students in Payas National High School

(Basic Research)

I. Introduction and Rationale

Civilization can only move forward through innovation. We should start teaching

innovation not only in the university level, but also in the basic education level. The notion of

innovation, the desire for knowledge, of creating something helpful out of what is going on

around us have to be inculcated to our learners. Provision of access to basic education has

always been a key priority of our government. We all agree that access to education is the

first step to achieving a bright future. That is why we always aim that every Filipino has and

will have access to complete basic education (https://www.deped.gov.ph/2020/02/14/sulong-

edukalidad-a-move-to-innovate-ph-education-says-briones/).

“Sulong Edukalidad” is the new program of the Department of Education which

involves reforms to achieve quality in basic education in response to the rapidly changing

learning environment of present and future learners and the need for aggressive reforms to

globalize the quality of basic education in the Philippines (Briones 2020).

Payas National High School supports the Department of Education’s program for

flexible education that will be given to learners who will face today’s academic challenges

brought by the COVID-19 pandemic. However, with the agency’s multi-modal approach in

delivering education to ensure that the learning remains unhampered amid the COVID-19

crisis such as distance learning, many students feared that they might not able go to school

this school year because they cannot afford to have an access to a computer or the internet.

Majority of the students who are studying at Payas National High School belongs to low-

income families that earn below 5,000 pesos per month. Farming, jeepney and tricycle

driving, working in construction, selling products in market are the main source of livelihood

of the majority of the households. According to the Enhanced School Improvement Plan
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2019-2022, the school is considered as the second most populous secondary school in the

municipality of Sta. Barbara with a total of 880 students from Junior and Senior High School

and 42 teaching personnel. It caters students from six barangays such as Payas, Cablong,

Carusucan, Maronong of Sta. Barbara, Pangasinan and Potiocan and Tulongat of Malasiqui,

Pangasinan.

According to Bender (2020) The COVID-19 pandemic has changed education

incessantly. The COVID-19 has resulted in schools shut all across the world. Globally, over

1.2 billion children are out of the classroom. As a result, education has changed

dramatically, with the distinctive rise of distance learning, whereby teaching is undertaken

remotely and on digital platforms.

Distance learning is a learning delivery mode where interaction takes place between

the teacher and the students who are geographically remote from each other during

instruction. This means lessons will be delivered outside the traditional face-to-face setup.

According to DepEd Undersecretary Nepomuceno A. Malaluan (2020), three methods will

be used distance learning. For students who don't have access to gadgets and the internet,

printed modules will be delivered to them or picked up by their parents at designated areas

within agreed schedules. For students who have access to the internet, DepEd Commons

will be used. DepEd Commons is an online education platform developed by the

government agency to support alternative modes of learning.

Presidential Communications Operations Office (PCOO) had also offered

government-run television and radio stations as platforms for delivering lessons during the

pandemic. Radio-based instruction will use the self-learning modules or the printed learning

materials which will be converted into radio script.

Homeschooling is another idea being floated as an alternative learning mode. This

aims to provide students with equal access to quality basic education through a home-based
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environment to be facilitated by qualified parents, guardians, or tutors who have undergone

relevant training.

DepEd Secretary Leonor M. Briones (2020) said that radio, television, online and

modular learning – which are pre-existing methods and were already used for decades – are

being prepared and updated for this year. At the same time, teachers are being trained on

utilizing newer platforms and innovative tools to aid their professional development.

There are, however, challenges to overcome. Some students without reliable

internet access and/or technology struggle to participate in digital learning; this gap is seen

across countries and between income brackets within countries. For those who do have

access to the right technology, there is evidence that distance can be more effective in a

number of ways. Some research shows that on average, students retain 25-60% more

material when learning online compared to only 8-10% in a classroom. This is mostly due to

the students being able to learn faster online; e-learning requires 40-60% less time to learn

than in a traditional classroom setting because students can learn at their own pace, going

back and re-reading, skipping, or accelerating through concepts as they choose

(https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-

digital-learning/).

The coronavirus pandemic is revealing new layers of inequity that may end up

setting us back even further. Education leaders are tackling the unexpected challenge of

providing distance learning as the primary mode of instruction for weeks, months, and

possibly the remainder of the school year. What has been made clear through this pandemic

is the importance of disseminating knowledge across borders, companies, and all parts of

society. If online learning technology can play a role here, it is incumbent upon all of us to

explore its full potential (Seale, 2020).

The researcher come up with this study on the belief that with the noble intention of

the Department of Education to make sure that learning remains unhindered as the country
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battles the pandemic by implementing a distance learning approach when classes start on

August 24, it might pose a huge challenge to the 27 million students where many

households have no access to the internet or a computer. Many teachers as well fear that

they will not be ready to roll out remote learning in two months. The researcher has

conceived the need to study this pressing issue on distance learning modality preferences of

students in Payas National High School and the factor that may affecting their preferences.

II. Literature Review

Gone are the days of traditional classrooms and face-to-face learning. As the

pandemic changes the way we live, the demand for a more flexible learning opportunity also

increased. To address this growing necessity, schools all over the Philippines shifted to

distance learning - a remote learning method where students don’t need to attend lectures

and can study at their own pace (https://www.moneymax.ph/lifestyle/articles/distance-

learning-philippines).

Distance education went through a major change after the invention of radio in the

1920s and the arrival of television in the 1940s. Distance learning is increasingly using

combinations of different technologies to improve communication between teachers and

students. In 1900, after the arrival of computer, distance education took a big leap. Now the

teachers and students can converse sitting face-to-face

(https://www.philippineseducation.info/distance-education).

Research suggests that online learning has been shown to increase retention of

information, and take less time, meaning the changes coronavirus have caused might be

here to stay. While countries are at different points in their COVID-19 infection rates,

worldwide there are currently billion children in 186 countries affected by school closures

due to the pandemic (www.weforum.org).


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It is still important to have a clear definition of what successful distance learning

should look like. The definition of success is presuming that every single student has the

necessary technology, time, motivation, and support to participate in distance learning

(https://www.forbes.com/sites/colinseale/2020/03/17/distance-learning-during-the-

coronavirus-pandemic-equity-and-access-questions-for-school-leaders/#2a478eec1d4d).

The decision to open schools in the middle of the health crisis had been met with

criticism. Parents and students pointed out that the lockdown affected household finances.

Many Filipinos don't even have access to a computer or the internet. However, the

Department of Education maintained the lack of access to technology should not be a

problem as schools will be providing printed modules for students

(https://www.rappler.com/newsbreak/in-depth/263290-distance-learning-looming-crisis-

students-with-special-needs). According to DepEd Undersecretary Alain Del B. Pascua

(2020) those who do not have access to these requirements can opt for paper-based

homework and are not required to visit internet cafés for health security, they are closed

anyway in quarantined areas. According to him teachers have the discretion to adopt

appropriate modalities of instruction provided that they follow strict compliance to the

guidelines, policies, and reminders given by DepEd

(https://news.mb.com.ph/2020/03/18/deped-launches-online-platform-to-support-distance-

learning/).

Poverty is directly linked to the current state of Philippine education. The results of

the 2008 Functional Literacy, Education, and Mass Media Survey (FLEMMS) reveal 12.3

million Filipinos or 32 percent of the 39 million school-aged population are not attending

school. Out of this number, 24 percent cite the prohibitive cost of education as reason for

not attending school, 22 percent say they are either working or looking for work, while 20

percent simply lack interest in going to school. Data from the Philippine Labor Force Survey

(PLFS) indicate that boys comprise more than half of the total number of working children.
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Their share ranged from a high of 65 percent in 2004 to 63 percent in 2009. Generally, 6 out

of 10 working children did not attend school as cited by the Philippine Statistics Authority

2019 Annual Estimates of Labor Force Survey.

In April 2010, there were 2.4 million working children in the country (PLFS, 2010).

These children lived in either vulnerable households, fragile communities, or conflict or post-

conflict areas. Some were either orphans, affected by HIV/AIDS, or had disabilities as

mentioned on the study of Cadir and Said (2018).

According to the study of UNICEF Evaluation on Alternative Delivery Modes:

MISOSA and e-IMPACT (2012) the increasing percentage of dropouts pose a big challenge

to achieving universal basic education. Education for All (EFA) Plan 2015 projects that about

312 will leave school before finishing Grade 6, many during their first grade in school. In

poor provinces and conflict areas, 10 percent of all enrollees are less likely to finish

elementary. In SY 2009-2010, in government elementary schools alone, around 124,528

dropped out before reaching Grade 5; 64 percent of them were boys. Although the dropout

rate has abated over the past years, it is not declining fast enough to realize the 2015 target

on universal primary education. In SY 2009-2010, completion rate stood at 64 percent.

Over time, the continuing unresolved issues of accessibility, availability, and quality

in regard to education have resulted in millions of adults lacking literacy skills. The 2010

EFA Global Monitoring Report states that between 2000 and 2007, the country witnessed a

large increase in illiterate adults of over 1.4 million. Population growth, estimated at 2.04

percent annually, has contributed partly to this increase. Deficient in quality education and

lacking in productive skills, the country’s young people face a less secure future against a

highly competitive global economy

(https://www.unicef.org/evaldatabase/files/Philippines_ADM_Evaluationl_Philippines-2012-

001.pdf).
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According to the findings of 2010 EFA Global Monitoring Report Reaching the

Marginalized, the global economic downturn has created in many of the world's poorest

countries a lost generation of children whose life chances have been irreparably damaged

by a failure of their countries to uphold their right to education. The report examined the

state of these children who were left behind and looked at concrete solutions to ensure that

no children are excluded from school.

Recognizing the challenges, successive Department of Education administrators

have progressively refined a set of reform strategies to make the system more responsive to

local needs and committed to improved learning outcomes. There has been continual

consensus on the nature of reforms needed to empower communities and stakeholders and

move them to action. The reform strategies are articulated in the EFA 2015 Action Plan and

translated into policy actions under the BESRA. One such policy action is the enhancement

of Alternative Delivery Modes on basic education which entails the mainstreaming of

innovative interventions validated with reference to international literature and local efforts

anchored on the School Based Management Framework. It reflects DepEd’s belief that if

such ADM innovations are mainstreamed or institutionalized in educational planning and as

an intervention in the 66,000 overcrowded public schools in the country (as of June 2012

account of Office of the President), not only the perennial issues of lack of classrooms,

teacher items and textbooks will be addressed but also the longstanding concern of

providing all school-aged children with access to quality and complete elementary education

(International Technology Management Corporation 2012).

Implementing ADMs is much less costly than the conventional delivery system.

ADMs also yield higher benefit scores in terms of education outcomes as compared to the

regular system among the respective control schools. However, evaluation shows that

delays in delivery and insufficiency of material inputs to schools reduced the ADMs’

efficiency and effectiveness. Furthermore, the absence of a systematic approach to


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accounting/stewardship of program inputs, such as capacity building and learning

resources, reduced the potential cost-effectiveness of ADMs.

One of the main issues that needs to be thought through is what type of learner a

distance learner is. Sometimes, there can be some learners who perform better with

physical activities, and so they might be de-motivated through distance learning, which can

be text-based from time to time. All in all, it does need to be determined whether or not a

person can realize their potential through this type of medium, and whether or not they will

be able to work in an online environment where they might not be monitored as closely

when compared to a conventional educational setup

(https://www.unicef.org/evaldatabase/files/Philippines_ADM_Evaluationl_Philippines-2012-

001.pdf).

Allen, Burrell, Timmerman, Bourhis, and Mabry (2007) reviewed statistical meta-

analyses related to student satisfaction with distance learning in an attempt to discover how

students, in general, feel about their DL experiences. They reported that authors of two

major meta-analyses of 25 studies (Allen, Bourhis, Burrell, Mabry, Emmers-Sommer, and

Titsworth, et al., 2002) and 154 studies (Bernard, Abrami, Lou, Borokhovski, Wade,

Wozney, et al., 2004) found that students typically are slightly more satisfied with face-to-

face environments over distance learning ones.

However, Allen et al. (2007) wisely caution against the limitations of the findings. For

example, the difference between how students felt about their DL and F2F courses shrunk,

grew, and in some cases the effect was reversed with students preferring DL over F2F.

These changes were due to factors such as the media used in the courses (small

preference for video over audio and text in DL), the quality of specific DL and F2F options,

student learning styles, the synchronicity of the DL communication (some evidence that

distance students preferred asynchronous), and the amount of interaction within a course

(some evidence that distance students preferred less interaction).


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According to the findings of Polikoff, Saavedra and Korn (2020) on their

Understanding America Study, they found that nearly all – about 85% – of families with at

least one child between kindergarten and their senior year of high school have internet

access and a computer they can use for distance learning while school buildings are

shuttered. However, they found large disparities in technology access based on family

income. Among the 20% of American households who make US$25,000 or less a year, just

63% of schoolchildren have access to a computer and the internet. In comparison,

essentially all students from the most affluent families – those whose parents make

$150,000 annually or more – do.

There’s a big gap between how much access rich and poor children have to

technology. This is known as the “digital divide.” This disparity contributes to the

achievement gaps between students based largely on their economic status. These findings

show that the digital divide is playing out in real time during this pandemic in ways that are

sure to lead to unequal negative effects on already disadvantaged students

(https://dornsife.usc.edu/news/stories/3213/not-all-kids-have-computers-and-theyre-being-

left-behind-with-sc/).

In September 2000, the Philippine Education for All (EFA) 2015 National Action Plan

was crafted following the issuance of Memorandum Circular No. 141 (Adopting the EFA: A

Philippine Plan of Action 1991-2000). The main goal of EFA 2015 is to ensure that every

Filipino is equipped with the basic learning competencies to be functionally literate.

As the major problems in the Philippine Education continue to harm the quality of

basic education, the department calls for a more concerted approach between stakeholders

in the education sector, thus, implemented -The Alternative Delivery Modes (ADMs).

According to DepEd Order No. 54 series of 2012 or the Policy Guidelines on the

Implementation of Alternative Delivery Modes, the ADMs primarily aims to address the

problem on classroom congestion and other situations and circumstances, which prevent
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children from going to and staying in school. DepEd anchored the implementation the ADMs

on the following principles: 1) Basic education is free and shall be accessible to all; 2)

Education is a right of every individual ; 3) Education is inclusive and not discriminating; and

4) Stakeholder participation is integral to total child development.

Some of the ADMs implemented by DepEd are Modified In-School/Off-School

Approach (MISOSA) and the Instructional Management by Parents, Community and

Teachers (IMPACT) at the elementary level and Open High School program (OHSP) at the

secondary level.

In a case study conducted by SEAMEO-Innotech Philippines (2012), Alternative

Delivery Modes (ADMs) offer solutions that may help learners outside the regular school

system acquire the needed basic education competencies and life skills. At the secondary

level, these initiatives provide learners with the opportunity to complete their education at

their own pace given the resources and the context they are in, thereby preparing them for

work or further education.

With schools in the Philippines only due to reopen when a vaccine for COVID-19

has been found, educational authorities are racing to devise a distance learning regime for

27 million children by August, when the summer holidays end. That poses a huge challenge

in an archipelago nation of 107 million, where many households have no access to the

internet or a computer, and teachers fear they will not be ready to roll out remote learning in

two months (https://www.reuters.com/article/us-health-coronavirus-philippines-school/

philippines-students-face-distance-learning-until-covid-19-vaccine-found-idUSKBN23G1HK).

III. Research Questions


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This study aims to determine the Distance Learning Modality Preferences of

Students in Payas National High School. Specifically, it seeks to answer the following

problems:

1. What are the distance learning modality preferences of students in Payas National High

School?

2. What are the factors affecting the preferred distance learning modality of the students?

3. Is there a significant relationship between the distance learning modality preferences of

students and the factors affecting their preferences?

IV. Scope and Limitation

This study will be conducted on Payas National High School in Payas, Sta. Barbara,

Pangasinan I Division. The participants of this study will be the randomly selected Grade 7

to Grade 12 students of Payas National High School who will enroll this school year 2020-

2021. The distance learning modality preferences of students will be identified. The factors

affecting the preferred distance learning modality of the students. The distance learning

modality preferences of students will be correlated to the factors affecting their preferences.

V. Research Methodology

a. Sampling

The study will aim to determine the distance learning modality preferences of

students of Payas National High School and the factors affecting their preferences. The

subjects of this study will be determined using stratified random sampling. Slovin’s formula

will also be used to identify the sample population size.

n = N / (1 + Ne2)

Where:
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n = Number of samples, N = Total population and e = Error tolerance

(level).

Sample Size
Grade Level Total using Slovin’s
Formula
GRADE 7 169 48
GRADE 8 177 51
GRADE 9 148 42
GRADE 10 138 39
GRADE 11 111 32
743 212

b. Data Collection

The researcher will use a survey questionnaire which will be anchored from the

Learning Enrolment and School Form and will be modified base on the present study. The

survey will consist of two parts: the first part will ask to determine the distance learning

modality preferences of the randomly selected Grade 7 to Grade 1 students of Payas

National High School who enroll this school year 2020-2021 using the Slovin’s formula. The

second part will ask to identify the factors affecting their preferred distance learning

modality preferences. The data necessary for the study will be gathered with the used of

survey questionnaire through print-outs and google forms for safety and precautionary

measure amidst this time of COVID-19 pandemic.

c. Ethical Issues

Permit to conduct the study will be obtained from the senior education program

specialist in planning and research. The researcher will also seek permission from the ,

head teacher, school principal and public schools district supervisor and parents of the

participants of the study through a letter to the PTA President. The data obtained from the

research will only be used for research purpose and for the development of a program to
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address the need. The information gathered from the respondents will be treated as

confidential in compliance with the Data Privacy Act of 2012.

d. Plan for Data Analysis

For problem number 1 and 2, the descriptive statistics such as mean, frequency and

percentage will be used to determine the distance learning modality preferences of students

in Payas National High School and the factor affecting their preferences.

% = f / n * 100

where: % = Percent
f = frequency
n = number of cases

For problem number 3, Chi-Square Test will be used to determine if there is a significant

relationship between the distance learning modality preferences of the students and the factors

affecting it.

where:

c = Degrees of freedom
O = Observed value(s)
E = Expected value(s)

VI. Timetable / Gantt Chart


SEPTEMBER

OCTOBER
AUGUST
JUNE

JULY

NUMBER
ACTIVITIES OF DAYS

Formulation of the title, statement of the problem,


samples, scope and limitation and statistical 10
analysis for basic research proposal.
Complete all the minimum requirements for the
5
basic research proposal.
Finalize the basic research proposal and have it 3
subjected to self-appraisal using the Guide for
15

Appraising Basic Research Proposals (Annex 4.a)


Consult an expert researcher and statistician for
2
suggestions and recommendations
Incorporate the suggestions and
5
recommendations to the basic research proposal.
Prepare the final copy of the Basic Research
Proposal in accordance to the particulars of
2
Division Memorandum 176, s. 2020 and submit it
to the Division Office through online
Incorporate the corrections, suggestions and
recommendations of the District Research TWG 15
and Division Research TWG.
Prepare for the data gathering through print-outs
10
and google forms.
Analysis and interpretation of data gathered in
10
compliance with the Data Privacy of 2012.
Finalize and submit final basic research output. 10
Incorporate the corrections, suggestions and
recommendations of the District Research TWG 10
and Division Research TWG.
Finalize and submit final basic research output for
5
completion.

VII. Cost Estimates

The estimated cost of the research is approximately P8,000.00 which will cover the

encoding, photocopy of materials to be used and other expenses. It will also include the

expenses of the researcher for travel and internet search.

Expected Expenses Amount


Encoding 1,000.00
Materials for printing (ink, short bond paper, clip
3,000.00
and folder)
Internet connection (for researching of literatures
2,000.00
and studies)
Hard bounding (for the final copies of Basic
1,000.00
Research Completion)
16

Travel expenses 1,000.00


Statistical Analysis using SPSS (Statistical
1,000.00
Packages for the Social Sciences)
Total 8, 000.00

VIII. Plans for Dissemination and Advocacy

Results of this study will be presented to the school head and the teachers in the

researcher’s school. The results of this study will enable to identify the distance learning

modality preferences of the students and teachers in Payas National High School in relation

to the challenges that might affect the teaching and learning process through distance

education. The results and insights that will be derived from this study can provide a broader

standpoint in the implementation of the program - Alternative Delivery Modes such as

Distance Learning. This could be the basis of other schools as they address similar

problems. The results of the study could be a realization to other schools who also aim to

provide quality education even to learners facing academic challenges.

Moreover, this research will serve as guide to improve the program implementation on

areas involving the learners, teachers, school facilities and guidelines and procedures.

IX. References

A. Books

Apkabie, Claude, Belkachla, Saïd, Van der Pol, Hendrik. September 10, 2010. 2010 EFA
Global Monitoring Report Reaching the Marginalized. UNESCO, United Nations
Educational, Scientific and Cultural Organization. Oxford University Press.
UNESCO ISBN 9789231041297, OUP ISBN 9780199584987

Ericta, Carmelita N. and Collado, Paula Monina G. (2008). Functional Literacy, Education
and Mass Media Survey. Final Report. ISSN 1908-0905.
17

B. Journals/Articles

Allen, J., J. Bourhis, N. Burrell, and E. Mabry. 2002. Comparing student satisfaction with
distance education to traditional classrooms in higher education: A meta-analysis.
The American Journal of Distance Education 16(2), 83-97. Allen, M., N. Burrell,
and E. Timmerman. 2007. In Handbook of distance education, ed. M. G. Moore,
149-156. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Allen, M., N. Burrell, and E. Timmerman. 2007. In Handbook of distance education, ed. M.
G. Moore, 149-156. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Bender, Lisa. 2020. Key Messages and Actions for COVID-19 Prevention and Control in
Schools. United Nations Children’s Fund. New York City.

Bernard, R. M., P. C. Abrami, Y. Lou, E. Borokhovski, A. Wade, L. Wozney, P. A. Wallet,


M. Fiset, and B. Huang. 2004. How does distance education compare with
classroom instruction? A meta-analysis of the empirical literature. Review of
Educational Research 74(3), 379-439.

Briones, Leonor M. 2020. Department of Education. (Speech at the Launch of Sulong


EduKalidad, Bulwagan ng Karunungan, Department of Education) Pasay City,
Philippines, December 3, 2019.

Department of Education. Policy Guidelines on the Utilization of Funds for Alternative


Delivery Modes (ADMs) in Formal Basic Education. Pasig City:
Department of Education, 2011.
International Technology Management Corporation (Item). December 2012. UNICEF
Evaluation on Alternative Delivery Modes: MISOSA and e-IMPACT. Final Report
INTEM.

Malaluan, Nepomuceno A. 2020. DepEd’s distance learning. Office of the Undersecretary.


Department of Education. Pasay City, Philippines.

Morgan Polikoff, Anna Rosefsky Saavedra and Shira Korn. 2020. Not all kids have
computers – and they’re being left behind with schools closed by the coronavirus.
University of Southern California – Dornsife College of Letters, Arts and Sciences
https://dornsife.usc.edu/news/stories/3213/not-all-kids-have-computers-and-theyre-
being-left-behind-with-sc/
18

Pascua, Alain Del B. 2020. Department of Education. (Speech at the Launch of Sulong
EduKalidad, Bulwagan ng Karunungan, Department of Education) Pasay City,
Philippines. May 20, 2020.

Seale, Colin. 2020. Distance Learning During the Coronavirus Pandemic: Equity And
Access Questions For School Leaders. Forbes. New York City. USA.

Sanoy, Prudencia. “Alternative Delivery Mode (ADM) in the Philippines.” Presentation at


the SEAMEO INNOTECH Regional Forum on Best Practices of Secondary Level
ADM in SEAMEOmember Countries, Quezon City, Philippines, September 25 –
28, 2012. Department of Education. Open High School Program (OHSP)
Handbook. Pasig City: Department of Education, 2008.

C. Published/Unpublished Thesis/Dissertation

Cadir, Ausda E. and Cadir, Barjunaid. 2018. Phenomonology of Kinder Teacher Handling
Alternative Delivery Mode (ADM) Classes in Talon-Talon District. Universidad de
Zamboanga. Zamboanga City, Philippines.

D. Electronic Sources

https://www.deped.gov.ph/2020/02/14/sulong-edukalidad-a-move-to-innovate-ph-
education-says-briones/

https://www.deped.gov.ph/2019/12/04/sulong-edukalidad/

https://www.forbes.com/sites/colinseale/2020/03/17/distance-learning-during-the-
coronavirus-pandemic-equity-and-access-questions-for-school-leaders/#2a478eec1d4d

https://www.moneymax.ph/lifestyle/articles/distance-learning-philippines

https://news.mb.com.ph/2020/03/18/deped-launches-online-platform-to-support-distance-
learning/

https://www.philippineseducation.info/distance-education
19

https://www.rappler.com/newsbreak/in-depth/263290-distance-learning-looming-crisis-
students-with-special-needs

https://www.reuters.com/article/us-health-coronavirus-philippines-school/philippines
students-face-distance-learning-until-covid-19-vaccine-found-idUSKBN23G1HK

https://tribune.net.ph/index.php/2020/03/22/e-learning-amid-a-pandemic/

https://www.unicef.org/evaldatabase/files/Philippines_ADM_Evaluationl_Philippines-
2012-001.pdf

https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-
digital-learning/

https://psa.gov.ph/statistics/survey/labor-and-employment/labor-force-survey/title/
Preliminary%20Results%20of%20the%202019%20Annual%20Estimates%20of%20Labor
%20Force%20Survey%20%28LFS%29

E. Others

Enhanced School Improvement Plan. 2019-2022. Payas Nationa High School 300237.
Sta. Barbara, Pangasinan.
20

FACTORS AFFECTING THE DISTANCE LEARNING MODALITY PREFERENCES OF


STUDENTS IN PAYAS NATIONAL HIGH SCHOOL

Survey Questionnaire

Name: ____________________ (optional) Grade Level: _______________________

I. Distance learning modality preferences.

Direction: What distance learning modality do you prefer for your child? Choose one that applies
by putting a check on the space provided corresponding to the chosen modality.

____ Online Learning

____ Television

____ Radio

____ Modular Learning

____ Combination of Face to face with other Modalities

II. Factors affecting the distance learning modality preferences of the students.

Direction: Please put a check ( / ) on the appropriate statements in your situation using the
scale below.

5 – strongly agree 4 – agree 3 – Neutral 2 – disagree 1 – strongly disagree

Strongly Disagre Strongly


Factors Agree Neutral
agree e disagree
A. Online Learning
1. I have available gadgets/equipment
2. I have sufficient load/data allowance
3. I have stable mobile/internet
connection
4. I have enough time to study the lesson
with my own learning pace
5. I have many additional learning
resources that can be found in the
Internet
B. Television-Based Instruction
1. I have available television/equipment
2. I can learn independently watching
educational TV programs
3. I have my scheduled time in watching
through TV-based instruction
4. I am fond of watching television at
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home
5. I can understand the lesson well using
TV-based instruction
C. Radio-Based Instruction
1. I have available radio/equipment
2. I have only access to radio in our
place.
3. I can learn independently listening to
educational radio programs
4. I have my scheduled time in listening
through radio-based instruction
5. I can learn best while listening to radio.
D. Modular Learning
1. I can only afford to learn in answering
and doing tasks in module
2. I have my self-pace way of learning in
accomplishing task
3. I have someone at home who can
guide me in answering the module
4. I have enough available space in our
house for studying
5. I can set my own schedule in finishing
the tasks in the module
E. Combination of Face to Face with
other Modalities
1. I have difficulty in independent learning
2. I can understand and do the tasks in
the module with the guide of a teacher
3. I learned best using the different
learning modalities
4. I have access to the materials and
equipment for blended learning
5. I will have flexible time schedule with
various ways to learn.
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