Sta. Barbara II - Palaming, Christian
Sta. Barbara II - Palaming, Christian
Sta. Barbara II - Palaming, Christian
Prepared by:
1 Semester 2020-2021
2
(Basic Research)
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
edukalidad-a-move-to-innovate-ph-education-says-briones/).
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
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
3
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.
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
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.
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
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
aims to provide students with equal access to quality basic education through a home-based
4
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.
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
(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
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
5
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.
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
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
students. In 1900, after the arrival of computer, distance education took a big leap. Now the
(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
should look like. The definition of success is presuming that every single student has the
(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
(https://www.rappler.com/newsbreak/in-depth/263290-distance-learning-looming-crisis-
(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
(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.
7
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
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
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
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
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
(https://www.unicef.org/evaldatabase/files/Philippines_ADM_Evaluationl_Philippines-2012-
001.pdf).
8
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
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
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
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
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’
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
(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
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-
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
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
essentially all students from the most affluent families – those whose parents make
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
(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
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
11
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
Teachers (IMPACT) at the elementary level and Open High School program (OHSP) at the
secondary level.
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
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
philippines-students-face-distance-learning-until-covid-19-vaccine-found-idUSKBN23G1HK).
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?
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
n = N / (1 + Ne2)
Where:
13
(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
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
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
14
address the need. The information gathered from the respondents will be treated as
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)
OCTOBER
AUGUST
JUNE
JULY
NUMBER
ACTIVITIES OF DAYS
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
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
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
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.
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.
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
Survey Questionnaire
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.
____ Television
____ Radio
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.
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.
22
23
24
25
26
27