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Chapter 1
THE PROBLEM AND ITS BACKGROUND

Introduction

Education has been a significant part of society. As of today, education

plays a vital role in the success of every individual. However, education has

changed through time. Students nowadays experience a much faster pace than

student’s generations ago (Cordz, 2017) Online Learning, Distance Learning, and

Blended Learning The advent of the Internet has facilitated learning in diverse

formats, especially enhancing learning from remote locations. Distance learning

has long supported the democratization of higher education (Larreamendy-Joerns

& Leinhardt, 2006), allowing anyone willing to learn to gain access to do so.

Moreover, mixed forms of face-to-face learning and online learning provides

blended learning in which students obtain knowledge through the combination of

traditional and online learning (Siemens, Gašević, & Dawson, 2015).

Singapore, Taiwan, Hong Kong, Japan and other parts of Asian countries

have already advanced their technological capabilities in terms of delivering quality

instructions. Web-based learning refers to the type of learning that uses the

Internet as an instructional delivery tool to carry out various learning activities. It

can take the form of a pure online learning in which the curriculum and learning

are implemented online without face-to-face meeting between the instructor and

the students, or a hybrid in which the instructor meets the students half of the time

online and half of the time in the classroom, depending on the needs and

requirements of the curriculum. The findings described in this paper point to the

benefits and challenges of online learning for at-risk populations. whose personal
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characteristics and other circumstances may impact their online learning

experience (Barbour & Siko, 2012) can be successful in a virtual environment is

also explored. According to Hammond, Linton, Smink, and Drew (2007), while

there is no single factor that can accurately predict who is at risk for dropping out

of school, students who experience low achievement regarding school

performance fall into the at-risk population.

According to the DepEd ORDER No.13, 2020 Readiness assessment

checklist for learning delivery modalities in the learning continuity plan of private

schools.

As provided in DepEd Order (DO) No. 007, s. 2020 titled School Calendar

and Activities for School Year 2020–2021, private schools shall be allowed to

open classes within the period authorized by Republic Act No. 7797, An Act to

Lengthen the School Calendar from Two Hundred (200) Days to Not More Than

Two Hundred Twenty (220) Class Days, provided, among others, that they submit

their Learning Continuity Plan showing alternative delivery modes of learning

when face-to-face learning is not allowed.

In choosing the specific learning delivery modalities to use, the schools shall

take into consideration the following: availability of learning resources, the health

and well-being of learners and DepEd personnel, national and local directives

given, and the choice of parents and learners.

Education are facing is inadequate access to the technology and

Social infrastructure needed for virtual education. In the same way our country
invested in our physical infrastructure, such as public schools in rural areas and

highway systems, this pandemic has highlighted the need for a similar investment
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in our technology infrastructure and, beyond that, research suggests the social and

instructional support needed for all students to successfully learn with technology.

Students without reliable, fast internet, suitable devices for schoolwork or people

around them to help are spotlighted in the shift to virtual education.

Several studies have shown that technology integration has been affecting

academic excellence and the quality of the delivery instructions by the teachers.

For instance, a study investigated the differences in perceptions and attitudes

toward technology integration of K-12 public school teachers in rural, suburban,

and urban environments. The purpose was to examine the relationship between

frequency of use and perception of effectiveness of web-based learning tools

based upon the type of school setting. The research found teachers from urban

schools trailed rural and suburban schools in usage and perception. Suburban

schools indicated the highest perceptions of technology effectiveness, followed by

their rural peers. Current teachers, administrators, and teacher educators may

benefit from this insight to identify the most effective technologies, as well as work

focus on improved use of technology, particularly in the urban classroom.

Background of the Study

According to Moore and Kearsley (2011), in their 3 rd edition book entitled

“Distance Education: A Systems View of Online Learning”, technology is a

combination of personal computers, the internet, and World Wide Web, as

personal communications devices of almost every professor, teacher, and trainer

and has drawn millions of these educators to experiment with ideas and techniques

of distance learning. This new communication technology, brought distance

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education to the attention of millions of potential distance learners around the

world, frequently marketed as “e-learning” and “online learning”.

Another study entitled “Student’s Perceptions on the use of Online Learning

Platforms in EFL Classrooms” by LM Cakrawati (2017) focuses on the perceptions

of students on the use of Online Learning platform in English as a Foreign

Language (EFL) classroom since Edmodo and Quipper, as an online learning

platforms are widely used by English teachers in teaching and learning. Also, the

study used a mixed method approach and the data were collected through

questionnaires and interviews. The results indicated that the majority of

participants considered the use of Edmodo and Quipper in English teaching and

learning effective and efficient in terms of time. Although, poor internet connection

is considered to be one of the difficulties in using Edmodo and Quipper. Moreover,

most of the participants agreed that the online learning platforms can help them in

practicing language skills, acquiring new vocabularies, and improving their

understanding of the contents of the lesson.

Another study conducted by AS Subekti (2020) entitled “Covid-19-Triggered

Online Learning Implementation: Pre-Service English Teachers’ Beliefs” focuses

on the beliefs of pre-service English teachers on the implementation of online

learning due to Covid-19 pandemic in their English Language Education

Department. The study used secondary data in the forms of the participants’

written reflections on the implementation of online learning they experienced

through their viewpoints both as students and as English teacher candidates. The

result of the study found three factors hindering effective online learning, which
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were lacking supporting infrastructures or resources, teacher’s limited pedagogical

skills in effectively managing online learning, and the lack of teacher-student and

student-student social connections during the learning process. The study also

found two perceived good practices, the combination of synchronous and

asynchronous modes, which could ease learners’ burden and boost learning

effectiveness, and teachers' understanding of learners' struggle demonstrated in

their facilitating actions.

The study of Race (2020) entitled “Emergency Response Online Classes

during Community Quarantine: An Exploratory Research to Philippine Private

Schools” assesses the conducting of emergency response online classes in a

Philippine city schools division. In this study, 91 teachers and 24 instructional

supervisors from 18 schools are conducted using purposive sampling. The results

of the study revealed that teachers and instructional supervisors needed

experience and training to be able to efficiently and effectively perform their tasks

in online classes; and that there were students and teachers who were not able to

regularly participate in online classes due to lack of resources. Respondents also

said that online classes were flexible in terms of schedule and choice of strategies,

able to ensure learning continuity, were convenient, and efficient in terms of saving

time, money, and effort. However, they also said that online classes had decreased

participation rate, were ineffective, and had limited interaction and socialization.

Moreover, conducting training/orientation and regular practice on online classes,

and ensuring needed infrastructure and resources are in place and available were

suggested.
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Another study by Javier (2020) entitled “Organizational E-learning

readiness in a State University in Northern Philippines: Inputs for refining the

instructional quality” generally aimed to assess the organizational readiness of the

faculty members in Cagayan State University in implementing online learning. The

study utilized a descriptive method in obtaining the responses of the faculty

members that qualify the criteria. As a result, the respondents generally disagree

in the statement presented which consists of both positive and negative perception

of online learning. Out of 17 statements, the respondents disagree with 9 negative

statements while they largely agree with 8 positive statements. The respondents

strongly disagree with the perception that online learning is only feasible to private

intuitions; that online learning is for young teachers only; that online learning

makes teacher’s job tedious and difficult; and that online learning is a threat to the

teaching job. In contrast, the respondents agree that online learning will bring more

opportunities in the work, believing it will improve teacher’s strategies, and that it

will provide opportunities for schools to improve its instructional delivery. It

concludes that the perception of the faculty members generally indicated their

positive outlook on the impact of online learning.

The Department of Education launched the DepEd Commons. According to

DepEd’s, it is an online platform for public school teachers to support distance

learning modalities. It was designed as a direct solution to give access to online

review materials and Open Educational Resources (OERs) during class

suspensions and other similar circumstances. Indeed, this initiative is a practical

solution for continued learning in a time where face-to-face learning is nearly

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impossible because of community quarantines and social distancing policies.

Though there’s no doubt the Department of Education (DepEd) has all the good

intentions in implementing this initiative, we should also plow a bit deeper about

the implications of this web-based learning. As schools currently remain closed in

areas placed under community quarantine, educators are turning to online learning

and other flexible learning systems to assure the safety of stakeholders during the

pandemic. These systems harness technology and other creative methods as an

alternative to traditional, classroom-based learning in an effort to adapt to the so-

called “new normal.”

This research tried to determine how the faculty members of the private

schools assessed on implementing online learning at their schools and this study

sought to find out how faculty of private schools cope up with the online learning.

Theoretical Framework

The theoretical framework of this study was anchored on theory of

Reasoned Action, Davis (1986) developed the Technology Acceptance Model

which deals more specifically with the prediction of the acceptability of an

information system. The purpose of this model is to predict the acceptability of a

tool and to identify the modifications which must be brought to the system in order

to make it acceptable to users. This model suggests that the acceptability of an

information system is determined by two main factors: perceived usefulness and

perceived ease of use. Perceived usefulness is defined as being the degree to

which a person believes that the use of a system will improve his performance.

Perceived ease of use refers to the degree to which a person believes that the use
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of a system will be effortless. Several factorial analyses demonstrated that

perceived usefulness and perceived ease of use can be considered as two

different dimensions (Hauser et Shugan, 1980; Larcker et Lessig, 1980; Swanson,

1987).

As demonstrated in the theory of reasoned Action, the Technology

Acceptance Model postulates that the use of an information system is determined

by the behavioral intention, but on the other hand, that the behavioral intention is

determined by the person’s attitude towards the use of the system and also by his

perception of its utility. According to Davis, the attitude of an individual is not the

only factor that determines his use of a system, but is also based on the impact

which it may have on his performance. Therefore, even if an employee does not

welcome an information system, the probability that he will use it is high if he

perceives that the system will improve his performance at work. Besides, the

Technology Acceptance Model hypothesizes a direct link between perceived

usefulness and perceived ease of use. With two systems offering the same

features, a user will find more useful the one that he finds easier to use (Dillon and

Morris, on 1996).

According to Davis (1986) perceived ease of use also influences in a

significant way the attitude of an individual through two main mechanisms: self-

efficacy and instrumentality. Self-efficacy is a concept developed by Bandura

(1982) which explains that the more a system is easy to use, the greater should

be the user’s sense of efficacy. Moreover, a tool that is easy to use will make the

user feel that he has a control over what he is doing (Lepper on 1985). Efficacy is
 9

one of the main factors underlying intrinsic motivation (Bandura on 1982; Lepper

on 1985) and it is what illustrates here the direct link between perceived ease of

use and attitude. Perceived ease of use can also contribute in an instrumental

way in improving a person’s performance. Due to the fact that the user will have

to deploy less efforts with a tool that is easy to use, he will be able to spare

efforts to accomplish other tasks (Davis, on 1986)

Conceptual Framework

This research framework covers about the Online Learning Implementation

as Assessed by Faculty Members of Private Schools in Rodriguez Rizal. In this

section, a paradigm was conceptual to show how the researchers gather, process,

and analyze data to answer the queries presented. The conceptual model of the

study was depicted through the use of frames; the input, the process, and the

output that is enclosed in rectangular boxes.

The input is the first step to conduct the research. The researchers got their

inputs from the data gathered through the use of related studies about the Online

Learning Implementation as Assessed by Faculty Members of Private Schools in

Rodriguez Rizal., gathered from the interview guides.

The second frame is the process of method that includes interview, data

gathering and data analysis.

After collecting information from the respondents, the output of the study

will act as an instrument to present how to understand the different perceptions of

the Faculty member with regards to the Online Learning Implementation in the

Private Schools at Rodriguez Rizal.

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Input Process Output

Construction and
validation of
research instrument Online Learning
Profile of the
Implementation as
Respondents:
assessed by Faculty
Survey Conduct Interview Members of Private
Schools was
Interview Guide
determined
Documenting
Analysis

Feedback

Figure 1

A Conceptual Framework on Online Learning implementation as Assessed

by the Faculty members of Private Schools in Rodriguez, Rizal.
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Statement of the Problem

This study aimed to determine the Online Learning Implementation as

Assessed by Faculty Members of Private Schools in Rodriguez Rizal.

Specifically, it sought to answer the following questions:

1. What is the Profile of the Respondents in terms of;

1.1. Age;

1.2. Sex;

1.3. Educational attainment;

1.4. Employment status; and

1.5. Years of Service at school?

2. How do the faculty members of private schools assessed the

Implementation of Online learning in terms of;

2.1. Perceived usefulness;

2.2. Perceived ease of use;

2.3 Attitude towards use; and

2.4 Behavioral intention?

3. What are the challenges encountered and suggestions offered by the

faculty members of private schools?

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Assumption

Researchers assumed that the faculty members of private school

encountered different challenges in the implementation of online learning and there

were a possible suggestions\solutions to these challenges.

Scope and Limitation

The study was focused on the Online Learning Implementation as

Assessed by Faculty Members of Private Schools in Rodriguez Rizal.

The respondents of this study are the Faculty members from the St. Anne

Child Study Center and Infant Jesus Learning Academy Center of Rodriguez

Rizal. The respondents were selected purposely by the principal of the school.

The purpose of this study is to determine the assessment of the faculty

members of Private schools in online learning and to identify the challenges they

have encountered and suggestions regarding it. This study was conducted to the

Faculty members of St. Anne Child Study Center and Infant Jesus Learning

Academy Center of Rodriguez Rizal.

The respondent of this study are the Faculty members from the St. Anne

Child Study Center and Infant Jesus Learning Academy Center of Rodriguez Rizal.

The respondents were selected purposively by the principal of the school.

This study utilized Descriptive Evaluative Method, the researchers

conducted an online survey through Google form and a virtual interview via Google

meet, and the document analysis for gathering the data needed to know about the

Implementation of online learning in the private school. The researchers aimed to

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determine the suggestions of the faculty members that are currently employed in

the private schools and how they assess the implementation of online learning .

Significance of the Study

The findings of this study would be significant and benefit the following:

Teachers. This study will be very beneficial to the teachers, through this

research teachers may purposefully discover the different techniques in online

learning.

Students. This study may benefit the students in determining what kind of

learning best fits with their learning preferences.

Parents. The research may benefit the parents of the child that enrolled in

these private institutions in Rodriguez Rizal, comes with self-assurance that their

children will have basic quality education that would make them a functional

individual in the society.

Future Researchers. The idea presented may be used as a reference data

in conducting new research as same and related to this research.

Definition of Terms

The following terms are conceptually and operationally defined according

to how they are used in the study:

Age. This refers to an individual's development measured in terms of the

year’s requisite for like development of an average individual.

Attitude toward use. This refers to the degree to which the person has

positive or an adverse evaluation for a specific technology.

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Behavioural intentions. This refers to a factor that leads people to use

the technology.

Challenges. This refers a stimulating task or problem. In this research, it is

defined as the problems encountered in the implementation of online learning.

Educational attainment. This refers to the status of learning that has been

achieved by a student or group of students.

Employment status. This refers to the legal status and classification of

someone in employment as either an employee or working on their own account.

Faculty. This refers to a group of university departments concerned with a

major division of knowledge. In this research, this refers to the members of a

Private school who will be assessing the online learning implementation.

Implementation. This refers to the process of putting a decision or plan into

effect; execution. In this study, this refers to the action of implementing online

learning.

Learners. This refers to someone who is learning about a particular subject

or how to do something or a person who is learning a subject or skill. In this

research, this refers to the individuals who are experiencing the implementation of

online learning.

Online learning. This refers to the education that takes place over the

Internet. It is often referred to as “e- learning” among other terms. In this research,

this refers to the implemented policy which includes physical separation of

teachers and students during instruction.

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Online learning platforms. This refers to a web space or portal for

educational content and resources that offers a student everything they need in

one place: lectures, resources, opportunities to meet and chat with other students,

and more.

Perceived ease of use. This refers to the degree to which a person

believes that using a particular system would be free from effort.

Perceived usefulness. This refers to the degree to which a person believes

that using a particular system would enhance their job performance.

Private school. This refers to a school supported by a private organization

or private individuals rather than by the government. In this study, this refers to the

institution where the researchers will hold the data collection of the respondents.

Sex. This refers to either of the two major forms of individuals that occur in

many species and that are distinguished respectively as female or male.

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Chapter 2

RESEARCH DESIGN AND METHODOLOGY

This chapter presents the research design, setting of the study, subject

of the study, sources of data and research procedure.

Research Design

This study utilized a descriptive research method to determine how the

faculty members of private schools perceive the Online Learning implementation.

Descriptive research is a type of research that describes a population,

situation, or phenomenon that is being studied. It focuses on answering the how,

what, when, and where questions, if a research problem, rather than the why.

The researchers used the method to gather information about the issue and

the present condition concerning the status of the study, particularly on the Online

Learning Implementation as assessed by Faculty Members of Private Schools in

Rodriguez, Rizal. It involves collection of data in order to test hypotheses and to

answer the question concerning the current status of the problem being

investigated.

Setting of the study

The setting of the study was conducted at St. Anne Child Study Center and

Infant Jesus Learning Academy Center of Rodriguez Rizal.

St. Anne Child Study Center is a non-sectarian, co-educational, private

institution, organized under the laws of the Republic of the Philippines. It was

founded on the conviction that UNITAS (unity), SERVITUM (service) and

EXCELLENTIA (excellence) as the unifying goals in bringing up the students in

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this institution. St. Anne Child Study Center was a dream come true of a humble

public-school teacher. The emergence of the St. Anne Child Study Center was

initiated by Mrs. Leticia A. Bautista, a real Montalbeño by blood who started her

vocation as an educator in 1956. To realize her dream she established this

institution after she retired in the year 1998. The first school building was built in

1999. During its First Commencement Exercises on April 05, 2009, thirteen (13)

pioneer graduates marched to receive their diploma. Now in its 23rd year of

existence this school year 2021 – 2022, this institution promises to give better

services and quality education to its increasing population. The institution will

uphold the commitment to its clients to be the catalyst of moulding the youth for

the service of the country, the Philippines with compassionate hearts like St. Anne

and Lord Almighty.

Infant Jesus Learning Academy was established in 1985 by Mrs. Juliet DC.

Peña, LPT. What started as a small learning center for preschoolers in Quezon

City now has branches in Malabon City and Rodriguez, Rizal.

Infant Jesus Learning Academy of Rodriguez, Rizal was established in

2005. In 2010, under the leadership of its current president Mr. John Jason DC.

Peña IJLARR steadily grew to be the flagship of the IJLA Group.

IJLA continues to mold young people in multiple intelligences and Christian

values so that they would be productive members of society, proactive nation

builders and life-long learners.

Infant Jesus Learning Academy and St. Anne Study child center are both

private school in San Rafael who offers online Education .

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Figure 2
Location Map of Infant Jesus Learning Academy of Rodriguez, Rizal. And
St. Anne Child Study Center
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Subject of the Study

The subject of the study is to conduct research on the Online Learning

Implementation as assessed by Faculty Members of Private Schools in Rodriguez,

Rizal. As schools currently remain closed in areas placed under community

quarantine, educators are turning to online learning and other flexible learning

systems to assure the safety of stakeholders during the pandemic. There have

been many online learning platforms or Learning Management Systems (LMS)

offered. Some of them are Google Classroom, Canvas Moodle, Schoology,

Edmodo, and others. Several LMS platforms offered, Google Classroom is one of

the most widely used and familiar platforms.

This research focused on how the faculty members at private schools

perceive the Online Learning Implementation and what are the suggestions of

the respondents of this study.

There were 26 respondents from Infant Jesus Learning Academy Center of

Rodriguez Rizal. And 6 respondents from the St. Anne Study Center. The sum of

the respondents was 32. This was conducted during school year 2020-2021.

Sources of Data and Instrument

In this study, the researchers used a survey to assess how the faculty

members of private schools assessed the implementation of online learning and

the researchers also utilized interview guide questionnaires to determine what are

the problems encountered and suggestions offered by the faculty of both private

schools. The process consists of three parts which are all related to the study. Part

I, the profile of the respondents, Part II, the questionnaire checklist, and Part III,
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the interview guide questionnaire. The researchers also used purposive sampling

as they only interview their target respondent which is the faculty members of each

school.

Research Procedure

The following procedures were observed and followed:

The first step in conducting this study, the researchers plan a research title

to be presented to the professor for approval. After finalizing the research title, the

researchers presented letters for adviser and critic reader and underwent title

consultation. The researchers gathered data and searched for related studies.

The researchers adapted and revised the instrument from the study of

online learning implementation as assessed by faculty members of PUP Quezon

City branch. The researchers asked guidance of their adviser to validate the

instruments to ensure the validity of the data. After obtaining the validation, the

researchers sought permission to conduct research from the principal of St. Anne

Study Center and Infant Jesus Learning Academy. The researchers secured a

letter for asking a permission to conduct a study to those schools. During this

process both schools ask a letter for data privacy consent that approved by the

schools. After it was granted, the researchers began to administer the survey and

interview via google form. Mr. Dennis Serillano and Mrs. Roseane Tenidor helped

us to disseminate the google form survey to their co faculty members. All of the

respondents have given enough time to finish the evaluation with the guidance of

the researchers. After collecting the data on survey and interview, the data

gathered was encoded, analyzed and presented. After interpreting the data, the
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researcher submitted the findings to research adviser for checking the information

that the researchers encoded.

Statistical Treatment of the Data

The data of the study were treated using the following tools:

Frequency and Percentage Distributions. This was employed in order to

determine the insights of stakeholders’ on implementing synchronous and

asynchronous learning.

Weighted Average Mean. This was used to determine the insights of

stakeholders’ on implementing synchronous and asynchronous learning.

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Chapter 3

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter deals with the presentations, analysis, and interpretations of

data gathered from the faculty members of selected private schools of Rodriguez,

Rizal as they assessed the online learning implementation at their school.

Profile of the Respondents in Terms of Age, Sex, educational Attainment,

Employments Status, Years of Service at School.

Table 1 presents the Frequency and percentage distribution profile of the

respondents in terms of age.

Table 1

Frequency and Percentage Distribution of the Respondents

in Terms of Age

Age F %

22-25 12 37.50

26-29 9 28.13

30-33 2 6.25

34-37 2 6.25

38 and above 7 21.88

Total 32 100.00

Table 1 reveals that most of the respondents were in the age bracket 22-

25 years old with 12 or 37.5 percent of the respondents. Followed by 26-29 years

old with 9 or 28.1 percent. And there are about 7 or 21.88 percent who are 38

years old and above. 2 or 6.25 percent are from ages 30-33 years old and another

2 or 6.25 percent from 34-37 years of age.

 2323

Table 2 presents the Frequency and percentage distribution of the profile

respondents in terms of sex.

Table 2
Frequency and Percentage Distribution of the Respondents
in Terms of Sex

Sex F %

Female 26 81.25

Male 6 18.75

Total 32 100.00

Table 2 shows that there are 26 females or 81.5 percent of the respondents,

6 or 18.75 percent are males. Obviously, most of the respondents are female.

Teaching profession is more preferred by female respondents.

Gender has been revealed as one of the antecedents for commitment to

teaching, although studies are not conclusive. For instance, commitment and

positive attitudes to the teaching profession were found to be higher among female

teachers compared to male teachers (Ingersoll et al. 1997). Additionally, studies

reveal that more female than male student–teachers show higher intentions to

enter the teaching profession after graduation (Guarino et al. 2006; Rots et

al. 2014). However, in the same study, Guarino et al. reported that female student–

teachers showed higher attrition rates than males, and female in-service teachers

were more likely to quit teaching compared to males. Moreover, Mulkeen et al.

(2007) reported that female teachers were also less likely to work in remote areas

compared to males.
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24

Table 3 presents the Frequency and percentage distribution of the

respondents in terms of educational attainment.

Table 3

Frequency and Percentage Distribution of the Respondents in Terms of

Educational Attainment.

Educational Attainment F %

Master’s degree Graduate 2 6.25

Bachelor's Degree 30 93.75

Total 32 100.00

Table 3 shows that 2 or 6.2 percent are master’s degree graduates and 30

or 93.75 are bachelor’s degrees. It reveals that most of the faculty members of

private school’s respondents were bachelor’s degree holders.

Research has found that the benefits of a master’s degree in teaching

include increased pay and career prospects. But even more importantly, it is shown

to improve classroom performance, which directly benefits endless amounts of

students. According to the latest report from the National Assessment of

Educational Progress (NAEP), students in classes taught by teachers with MA

degrees in teaching scored higher on standardized tests in math and reading

assignments when compared with students of teachers with BA degrees in

education. Even outside of the education field, employers are increasingly

requiring master level degrees from employees, creating a strong demand in

 2525

today’s marketplace. For many teachers, across several industries, their job

satisfaction stems from their ability to motivate.

Table 4 presents Frequency and percentage distribution of the respondents

in terms of employment status.

Table 4

Frequency and Percentage Distribution of the Respondents in Terms of

Employment Status

Employment Status F %

Probationary 14 43.75

Self –Employed 4 12.50

Contractual 2 6.25

Regular 12 37.50

Total 32 100.00

Table 4 shows that 14 or 43.75 percent are probationary, 4 or 12.50 percent

are Self-Employed, 12 or 37.50 percent are regular at their schools, and 2 or 6.25

percent are contractual.

Both public and private schools require their teachers to have sufficient

credentials. This usually means a degree and a teaching certificate. Private

schools tend to hire teachers with advanced degrees in their subject over

teachers who have an education degree. Put another way, a private school hiring

a Spanish teacher will want that teacher to have a degree in Spanish language
 2626

and literature as opposed to an education degree with a minor in Spanish. And

many organizations and teacher friendly groups say that this most likely has a

very great influence on the salaries of teachers.

Table 5 presents Frequency and percentage distribution of the

respondents in terms of years of service.

Table 5

Frequency and Percentage Distribution of the Respondents in Terms of

Years of Service at School

Years of Service at school. F %

Below 1 year 1 3.13

1-3 years 16 50.00

4-6 years 7 21.88

7-10 years 6 18.75

11 years and above 2 6.25

Total 32 100.00

Table 5 shows that 1 or 3.13 percent was below 1 year in service, 16 or 50

percent were 1-3 years in service, 6 or 18.75 percent, 7-10 years in service and 2

or 6.25 percent were above 11 years in service. The results show that most of the

respondents were 1-3 years in service as school teachers.

Public school teachers are known for enjoying more paid leaves, less

expensive health benefits and better pensions. This supposed fact points to the
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27

additional public personnel costs created by these advantages and addresses the

role of benefits in the total compensation package. It also urges that total

compensation comparability (pay and benefits) be more widely practiced by private

jurisdictions.

The faculty members of private schools assessed the Implementation of

Online learning in terms of; Perceive Usefulness, Perceive ease of use,
Behavioural intention, and Attitude towards use.

Table 6 presents the assessment of the faculty members of private school

for the implementation of online learning in terms of Perceived usefulness.

Table 6

Implementation of Online Learning in Terms of Perceived Usefulness

Perceived Usefulness Mean VI r

1. Using the online learning platforms (e.g.

MS Teams, Google Meet, Zoom,) improves
my teaching experience. 4.44 strongly agree 1
2. Using online learning platforms enables
me to accomplish tasks more quickly. 4.22 strongly agree 2

3. Using online learning platforms makes it

easier for me to catch individual students’
needs. 3.25 slightly agree 5

4. Using online learning platforms gives me

greater control over my work. 3.88 Moderately agree 4

5. Overall, I find online learning platforms

useful in my class. 4.09 Moderately agree 3

Average 3.976 Moderately agree

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Table 6 reveals that “Using the online learning platforms (e.g. MS Teams,

Google Meet, Meet, Zoom, Google Drive and others) improves my teaching

experience” ranked first with a mean of 4.44 and verbally interpreted as strongly

agree. The respondents strongly believed that online learning platforms are very

useful in improving teaching experiences. Followed by “Using online learning

platforms enables me to accomplish tasks more quickly.” with a mean of 4.22 and

also interpreted as strongly agree. While the respondents moderately agree that

using online learning platforms is more flexible to teach than traditional one and

jobs would be difficult to perform without online learning platforms. The faculty

members are moderately agreed with the average of 3.976, this means that the

online learning platforms were useful in their teaching.

Perceived Ease of Use and Perceived Usefulness are two variables which

have impact on the behavioural intentions to use a system. The relationship

between the perceived usefulness and perceived ease of use have been

discovered by a number of studies. Teo and Seif, et al.

The main conclusion of this study is that Perceived Ease of Use and

Perceived Usefulness of social networking media are considered as the key factors

in assessing the students’ and teachers’ behavioural intention of accepting and

using e-learning in Libyan higher education. The result of this research shows that

the use of social networking media plays an important role in the adoption of e-

learning in Libyan higher education. As hypothesized, social networking media

significantly affects both the Perceived Ease of Use and Perceived Usefulness for

both students and teachers. Hence, when the social networking media is simple
 2929

and easy to use, individual who feels that social media is more useful will have

more intention to use e-learning technology for learning in Libya. Dwivedi, et al

Table 7 presents the presents the assessment of the faculty members of

private school for the implementation of online learning in terms of Perceive ease

of use.

Table 7

Implementation of Online Learning in Terms of Perceive Ease of Us

PERCEIVED EASE OF USE (POEU) Mean VI r

1. Using online learning platforms in
my class helps me to control the
pedagogy. 3.88 Moderately agree 1
2. Using online learning platforms in
my class enhances the teaching
performance. 4.33 strongly agree 2
3. Using online learning platform is
easy and understandable. 3.25 slightly agree 5
4. Using online learning platform is
more flexible to teach than traditional
one. 4.09 Moderately agree 4
5. My job would be difficult to perform
without online learning platforms. 3.88 Moderately agree 3

Average 3.886 Moderately agree

Table 7 reveals that “Using online learning platforms in my class enhances

the teaching performance”. Rank first with a mean of 4.33 and verbally interpreted

as strongly agreed. Followed by “Using online learning platforms is more flexible

to teach than traditional one”. With a mean of 4.09 and verbally interpreted as

moderately agreed. The respondents believed that online learning platforms are

very useful and it helps them to ease their teaching. The faculty members are
 3030

moderately agreed with the average mean of 3.886, this means that the online

learning platforms were useful in their teaching.

Table 8 presents the assessment of the faculty members of private school

for the implementation of online learning in terms of Attitude towards use.

Table 8

Implementation of Online Learning in Terms of Attitude towards use

Attitude towards use Mean VI R

1. It is interesting to teach using 3.88 Moderately agree 1

online learning platforms.

2. It is a positive influence for me to 3.78 Moderately agree 3

use online learning platform.

3. Teaching using online learning 3.84 Moderately agree 2

platforms is enjoyable.

4. I think it is valuable to use online 3.59 Moderately agree 4

learning platforms in class.

5. Online learning platforms are big 3.09 Slightly agree 5

help in classroom management.

Average 3.64 Moderately agree

Table 8 reveals that “It is interesting to teach using online learning

platforms” ranked first with a mean of 3.88 and verbally interpreted as moderately

agreed. Followed by “It is a positive influence for me to use an online learning

 31
31

platform.” with a mean 3.78 and verbally interpreted as moderately agree. The

respondents believed that “Teaching using online learning platforms is enjoyable”

with a mean 3.84 and verbally interpreted as moderately agree. They think that “‘it

is valuable to use online learning platforms in class” with a mean 3.59 and verbally

interpreted as moderately agree and the faculty assessed that the “Online learning

platforms are big help in classroom management” with a mean 3.09 and verbally

interpreted as slightly agreed. Generally, the results show that most of the faculty

moderately agree that teaching with online learning platforms are interesting and

enjoyable and it is confirmed by the average mean of 3.64 and verbally interpreted

as moderately agree.

According to study there is a significant contribution of cooperation in the

learning process (Mabrito, 2004). In contrast, when there are feelings of separation

and loneliness, lack of immediate response (Hershkovitz & Kaberman, 2009) or

lack of nonverbal cues from the teacher or other students such as facial

expressions or body language, and an atmosphere that damages self-confidence

(Drange & Roarson, 2015), the learning environment is characterized as poor. In

addition, a significant difference was found in the Attitudes towards ICT factor

between attitudes of the trainees regarding online and traditional courses, in favor

of the online courses. The statements used in the online technology factor

correspond to the PU component Professional Development: Teachers' Attitudes

in Online and Traditional Training Courses Online Learning Journal – Volume 23

Issue 1 – March 2019 5 140 in the TAM model, which refers to a learner’s belief

that using online technology will improve his or her work (Davis, 1989). The attitude
 32
32

of an individual is not the only factor that determines his use of a system , but is
also based on the impact which it may have on his performance.
Table 9 presents the assessment of the faculty members of private school

for the implementation of online learning in terms of Behavioral intentions

Table 9

Implementation of Online Learning in Terms of Behavioural intentions

Behavioural Intention
Mean VI r
1. I like using online learning 3.72 Moderately agree 3
platforms when teaching.
2. I will always teach using 3.19 Slightly agree 5
online learning platforms.
3. I am willing to undergo 4.56 Strongly agree 1
training for more effective
teaching using online learning
platforms.
4. I will use online learning 3.97 Moderately agree 2
platforms to deliver all my
lessons in the class.
5. I intend to use online 3.47 Moderately agree 4
learning platforms in more
years to come.

Table 9 reveals that the respondents moderately agreed to use online learning

platforms to deliver all the lessons and they are willing to undergo training for more

effective teaching using online learning platforms. With the highest mean

of 4.56 and verbally interpreted as strongly agree. Followed by “I will use

online learning platforms to deliver all my lessons in the class.” with a mean 3.97
 33
33

and verbally interpreted as moderately agree. The faculty like using online learning

platforms when teaching. With a mean 3.72 and verbally interpreted as moderately

agree and it is followed by, they intend to use online learning platforms in more

years to come. With a mean 3.47 and verbally interpreted as moderately agree.

The faculty was possibly using online learning platforms when teaching with

a mean of 3.19 and verbally interpreted as slightly agreeing. The results implied

that the faculty of private schools do intend to teach and possibly like to utilize the

online learning platforms in their teaching with the average mean 3.8 and verbally

interpreted as moderately agreed.

Challenges Encountered and Suggestions Offered by the Faculty Members

of Private Schools.

Most of the faculty members agreed that online learning platforms help them

with the new learning environment. Both schools utilized the online application

“Schoology”. This is a web-based networking and communication tool with features

to support student engagement, assignments, attendance, grades, homework

features and share lessons and resources among faculty, students and

administrators. It is also known as a cloud-based learning management system.

Poor Internet Connection

The challenges they have encountered in the new learning environment,

16 out of 32 respondents stated that poor internet connection is one of the big

challenges, 8 of the respondents said that student’s dishonesty also contributes to

the challenges that they were facing and the remaining eight stated that student

management is challenging for them. Internet connectivity has a greater factor to

Cheating
 34
34

Another problem in online learning they encountered is that there are quite

a few students who try to leverage the easy way to success. It has become easier

for them to cheat while using online learning systems.

The assessment of the teachers about the new learning environment was,

schools are need early preparation before the online class commends. All of the

respondents agreed that the government and the stakeholders of private schools

should provide the needs of students and teachers for the new learning

environment like gadgets and learning materials and to have secured internet

access among the students and institution.

 35

Chapter 4

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions, and

recommendations offered.

Summary of Findings

After conducting this study, the following findings were obtained.

1. The results shows that the majority of the respondents were in the age of

22-29 years old and the other were in the age of 30-38 years old, In terms of sex,

female respondents outnumbered the male respondents, In terms of educational

attainment, most of the respondents were Bachelor 'degree holder .in terms of

employment status, 44% of them were probationary, 37% were contractual and

the remaining 19 % were regular.

2. The result of the survey in terms of perceived usefulness of online

learning, the respondents moderately agreed that it was useful in teaching. In

terms of perceived ease of use, the respondents also moderately agreed. In terms

of attitude towards use, the data also revealed that the respondents moderately

agreed that teaching with online learning platforms were interesting and enjoyable.

And in terms of behavioral intention, the researchers found out that the

respondents moderately agreed which implies that the faculty of private schools

do intend to teach and possibly like to utilize the online learning platforms in their

teaching.

3. The challenges encountered by the faculty members of the private

schools in online learning, most had encountered poor internet connection and

cheating. Some of the faculty members also had struggled in interacting with
 36

students and to follow the new teaching system. While others struggled with

students’ dishonesty and their lack of desire to learn. The faculty members of

private schools suggested to enhance the features of online learning platforms

such as upgrading accounts to premium and to have stable internet connection

and complete devices for both teachers and students. They further suggested

having early preparations like seminars and orientation on how to effectively use

online learning platforms and to master other techniques in teaching through

online.

Conclusions

Based on the results, the researcher has drawn into the following

conclusions:

1. Private schools employ fresh graduate, hence most of the teachers are

having probationary status.

2. Online Learning is found very useful and enjoyable by both teachers and

learners.

3. The challenges are in evitable which are helpful in the enhancements of

the system.

Recommendations

In view of the conclusions drawn the following recommendation are offered;

Teachers. They need to formulate alternative plans on different issues that

may arise as they are involved in the process of teaching. Managing time wisely

also aids in dealing with various tasks in school.

 37

Parents. Parents should give attention to their children at home while

answering their tasks and activities.

Pupils. Pupils may establish more communication in different means to

assure continued monitoring and support on their learning process.

School Director/Principal. They may implement the proposed intervention

program through the Action Plan as support for the delivery of learning to all the

learners. The school may strengthen the partnership with its stakeholders through

continuous communication. It is important that in implementing various Distance

Learning Modality, there should still be strong partnership with the learners, parent,

and community for a successful implementation of learning modalities in the New

Contemporary Teaching.

Administration. Administration should administer an intervention program

that may enhance the capabilities of their teachers.

Future Researchers. They are encouraged to conduct the same study in

order for them to determine the challenges that they were facing during this time

of online learning, moreover they would also gain additional knowledge and to be

knowledgeable in the challenges of implementation of online learning.

 38

REFERENCES

Ally, M. (2008). Foundations of educational theory for online learning.

“http://www.aupress.ca/books/120146/ebook/01_Anderson_2008-

Theory_and_Practice_of_Online_Learning.pdf”

Anderson, T. (2008). Towards a theory of online learning.

“HYhttp://www.aupress.ca/books/120146/ebook/02_Anderson_2008-

Theory_and_Practice_of_Online_Learning.pdf”

Cakrawati, L.M. (2017). Student’s perceptions on the use of Online Learning

Platforms in EFL Classrooms.

“https://ejournal.upi.edu/index.php/ELTTech/article/view/9428”

Darling-Hammond, L., Rosso, J., Austin, K., Orcutt, S., & Martin, D. (2003). How

people learn: Introduction to learning theory.

“http://www.learner.org/courses/learningclassroom/session_overviews/intr

o_home1.html”

Davis, F.D. (1986) A Technology Acceptance Model

“http://edutechwiki.unige.ch/en/Technology_acceptance_model#:~:text=B

ased%20on%20the%20theory%20of,acceptability%20of%20an%20inform

ation%20system.&text=Perceived%20ease%20of%20use%20refers,a%20

system%20will%20be%20effortless.”

Department of Education (2020, June 9) DepEd ORDER No.13, 2020 Readiness

assessment checklist for learning delivery modalities in the learning

continuity plan of private schools.

 39

“https://www.deped.gov.ph/wp-content/uploads/2020/06/DO_s2020_013-

1.pdf”

Javier, B. S. (2020) Organizational E-Learning Readiness in a State University in

Northern Philippines: Inputs for refining the instructional quality.

“https://www.academia.edu/44647462/Organizational_E_Learning_Readin

ess_in_a_State_University_in_Northern_Philippines_Inputs_for_Refining_

Instructional_Quality”

Moore, M., & Kearsley, G. (2011). Distance Education: A system view of online

learning (Third Edition).

“https://kupdf.net/download/distance-education-ndash-a-systems-view-of-

online-learning-what-rsquo-s-new-in-education-nodrm-

1_5b08c4d7e2b6f5363f3155ba_pdf:”

Race, R.L. (2020). Emergency Response Online Classes during Community

Quarantine: An Exploratory Research to Philippine Private Schools.

“https://www.semanticscholar.org/paper/Emergency-Response-Online-

Classes-During-Community

Race/cb72c24565f62bba81d3de7b05b15717c96fd647”

Subekti, A.S. (2020). Covid 19 Triggered Online Learning Implementation: Pre-

service English Teachers’ Beliefs.

“https://jurnal.untidar.ac.id/index.php/metathesis/article/view/2591”
 40

APPENDICES
 41

Gantt chart
42
43
44
45
46
47
48
49
 50

Online Learning Implementation as Assessed by Faculty Members of

Private Schools in Rodriguez Rizal.

PROFILE OF THE RESPONDENTS

Age:
Sex:
Highest Educational Attainment:
Employment Status:
Years of service in the school:
Directions: Below is the modified version of TAM developed by Davis et.al,
(1989). Researchers developed a 5-point Likert Scale questionnaire for this
study. Kindly respond to each statement below:
Rubrics:

Scale Verbal Description

Interpretation
5 Strongly Agree The faculty members of Private school assessed
that the implementation of online learning is
absolutely useful.
4 Moderately The faculty members of Private school assessed
Agree that the implementation of online learning is
probably useful.
3 Agree The faculty members of Private school assessed
that the implementation of online learning is
possibly useful.
2 Fairly Agree The faculty members of Private school assessed
that the implementation of online learning is
probably not useful.
1 Strongly The faculty members of Private school assessed
Disagree that the implementation of online learning is
absolutely not useful at all.

STATEMENTS Strongly Moderately Agree Fairly Strongly

Agree Agree Disagree
Agree
 51

Perceived (4) (3) (2) (1)

Usefulness (PU) (5)

1. Using the online

learning platforms
(e.g. MS Teams,
Google Meet, Zoom,
Google Drive and
others) improves my
teaching experience.

2. Using online
learning platforms
enables me to
accomplish tasks
more quickly.

3. Using online
learning platforms
makes it easier for me
to catch individual
students’ needs.

4. Using online
learning platforms
gives me greater
control over my work

5. Overall, I find
online learning
platforms useful in my
class.

Perceived Ease of Strongly Moderately Agree Fairly Strongly

Use (POEU) Agree Agree Disagree
Agree

1. Using online
learning platforms in
my class helps me to
control the pedagogy.

2. Using online
learning platforms in
my class enhances
 52

the teaching
performance.

3. Using online
learning platform is
easy and
understandable.

4. Using online
learning platform is
more flexible to teach
than traditional one

5. My job would be
difficult to perform
without online
learning platforms.

Attitude towards Strongly Moderately Agree Fairly Strongly

use Agree Agree Disagree
Agree

1. It is interesting to
teach using online
learning platforms.

2. It is a positive
influence for me to
use online learning
platform.

3. Teaching using
online learning
platforms is
enjoyable.

4. I think it is valuable
to use online learning
platforms in class

5. Online learning
platforms are big help
 53

in classroom
management.

Behavioural Strongly Moderately Agree Fairly Strongly

Intention Agree Agree Disagree
Agree

1. I like using online

learning platforms
when teaching.

2. I will always teach

using online learning
platforms.

3. I am willing to
undergo training for
more effective
teaching using online
learning platforms.

4. I will use online

learning platforms to
deliver all my lessons
in the class.

5. I intend to use
online learning
platforms in more
years to come.

What are the problems you’ve encountered in the implementation of

Online learning in your School?
________________________________________________________________
________________________________________________________________
________________________________________________________________
 54

What can you suggest to the implementation of Online Learning in your

school?
________________________________________________________________
________________________________________________________________
________________________________________________________________
55
56
57
58
59
60
 61

Transcription of interview

What are the problems you've encountered in the implementation of Online

learning in your School?

Teacher 1-“Kinder to Grade 1 is not so effective since it needs one on one

session especially in Reading.”

Teacher 2-”The internet connection between me and my students”

Teacher 3- “It is not easy to manage your students

Teacher 4-“When students have poor internet connection.

Teacher 5- “classroom management

Teacher 6 – “It really hard to follow the new teaching system and change the

some of curriculum but specially the contact to your students and the connection

Teacher 7- “students' dishonesty

Teacher 8 - “N/A

Teacher 9 - “Internet Connection and academic dishonesty

Teacher 10 – “One of the problems I encountered last year is the connection of

internet of my students.

Teacher 11 – “Student's dishonesty

Teacher 12 – “Student’s dishonesty

Teacher 13 – “Student's dishonesty

Teacher 14 – “Internet connection

Teacher 15 – “Internet connection should be stable for ALL (students and

teacher) unless the learner will not listen at all.Academic dishonesty!

Teacher 16 – “Internet connection, behavior of students,

 62

Teacher 17 – “Students behavior and dishonesty

Teacher 18 – “Most of the time the dishonesty of the student, sometimes they

are not the one who made their works.

Teacher 19 – “Internet Access and device

Teacher 20 – “Internet connection issues, time limit in using apps like zoom etc.

Teacher 21 – “Classroom Management-

It's hard for me as a teacher to monitor their behavior in online learning sort of

technical difficulties they encountered like internet connectivity, lack of devices

like cameras, earphones, etc.

-Students' Integrity-

Student's integrity is really hard to measure during assessments like in doing

their assignments, seat works and answering the examinations.

Teacher 22 – “Integrity of assessment

Teacher 23 – “Internet Connection

Teacher 25 – “Internet connections both to the students and teachers, Less

interaction with students, reliable assessments on homework’s and activities.

Teacher 26 – “internet connection, classroom management, the assessment

given to the child is not authentic

Teacher 27 – “Internet connection is poor

Teacher 28 – “First the internet connection, not all the students have internet

connection.

Teacher 29 – “Internet connection

Teacher 30 – “Sometimes, internet problem affects online learning.

 63

Some parents don't cooperate.

Teacher 31 – “Stability of internet connection and compliance of the students in

school requirements.

Teacher 32 – “The availability of gadgets and stability of internet connections...

Another thing is, not all of my learners have the capability to join online class and

also we must consider the person who will guide them during the class because

some of the parents are not familiar with the use of technology

What can you suggest to the implementation of Online learning in your

school?

Teacher 1-“In all fairness, we are using SCHOOLOGY, so it is really most likely

effective compared to other platforms. We will enhance the features for it to be

more effective.

Teacher 2-“Internet connection and also the materials that we used during online

class especially the computers

Teacher 3-“More training in this what we so called new normal of learning.

Teacher 4-“None so far

Teacher 5-“Split screen

Teacher 6-“Make it higher internet connection

Teacher 7-“early preparation and planning before the online classes commence

Teacher 8-“N/A

Teacher 9-“Upgrade Zoom account to premium

 64

Teacher 10-“I will suggest to improve the online learning in my school is to have

more seminars for teachers about online class and for students, an early

preparation for them.

Teacher 11-“Early Preparation, and Record the students while answering their

exam to get valid results.

Teacher 12-“Early preparations of materials

Teacher 13-“To have more seminars about online learning and teaching.

Teacher 14-“Use online learning only because pandemic, but when it back in

normal i may suggest face to face

Teacher 15-"Upgrade zoom account into premium.

Teacher 16-“Early preparation for teachers and students in using different

platforms.

Teacher 17-“Orientation for parents and teachers partnership in monitoring

student.

"

Teacher 18-“Early preparations and trainings before the start of online class.

Teacher 18-“More seminar enable to master other techniques

Teacher 19-“I suggest as a teacher to have more training when it comes to

teaching online, and also for the school they need to think ahead of time to be

more ready to face the challenging environment in this kind of teaching.

Teacher 20-“nternet access

Teacher 22-“Use a premium account for zoom meetings and a stable internet

connection
 65

Teacher 23-“Teachers should undergo more training and seminar to be

knowledgeable enough in using technologies so that they can deliver their lesson

effectively and make their assessments reliable.

Teacher 24-“The school need to focus on the trainings of the teacher for better

transfer of learning.

Teacher 25-“More training for teachers on how to improve the online mode of

teaching.

Teacher 26- “Good internet connection and additional trainings

Teacher 27-“They should improve the internet connection.

Teacher 28-“Improve the internet connection

Teacher 29-“I can suggest for the Online learning more seminar and practice so

that they will attain improvement the online learning.

Teacher 30 – “We need to enhance the interesting of a students on online

learning

Teacher 31-“To effectively implement OL, it is a must for every student to have

an internet connection and devices that they can use.

Teacher 32-“I Also suggest to conduct a webinar that will train teachers or add

knowledge on different tools and platform that we can use in online teaching.

“Stronger connectivity in the school

-“Before the department implemented this see to it that they address the possible

problems the learners may encounter during online classes.. No one will be

behind because they don’t have the capability to go along with those who have
 66

Blk 69 Lot 15 St. Lawrence St., Dela Costa

Homes V Burgos Rodriguez, Rizal
09382732332
apolinadakath@gmail.com

KATHLENE JOY D. APOLINADA

PERSONAL DATA

GENDER FEMALE
DATE OF BIRTH SEPTEMBER 4, 1999
PLACE OF BIRTH QUEZON, CITY
CIVIL STATUS SINGLE
CITIZENSHIP FILIPINO
RELIGION ROMAN CATHOLIC
FATHER’S NAME SONNY P. APOLINADA
MOTHER’S NAME ROSALINDA D. APOLINADA

EDUCATIONAL BACKGROUND

PRIMARY SAN JOSE ELEMENTARY SCHOOL

2006-2012

JUNIOR HIGH SCHOOL SAN JOSE NATIONAL HIGH SCHOOL

2012-2016

SENIOR HIGH SCHOOL COLLEGE OF ARTS AND SCIENCES OF ASIA

AND THE PACIFIC-RODRIGUEZ
GENERAL ACADEMIC STRAND
2016-2018

TERTIARY UNIVERSITY OF RIZAL SYSTEM RODRIGUEZ

BACHELOR OF ELEMENTARY EDUCATION
2018-2022
 67

Blk 7 Lot 53 Montavilla Phase 2, Burgos,

Rodriguez, Rizal
09077464911
leiicabanting21@gmail.com

LYMAR S. CABANTING

PERSONAL DATA

GENDER MALE
DATE OF BIRTH SEPTEMBER 26, 1999
PLACE OF BIRTH QUEZON CITY
CIVIL STATUS SINGLE
CITIZENSHIP FILIPINO
RELIGION ROMAN CATHOLIC
FATHER’S NAME MARCIAL G. CABANTING
MOTHER’S NAME ANALYN S. CABANTING

EDUCATIONAL BACKGROUND

PRIMARY VIRGEN DEL PILAR SCHOOL

2006-2012

JUNIOR HIGH SCHOOL BURGOS NATIONAL HIGH SCHOOL

2012-2016

SENIOR HIGH SCHOOL ASIAN INSTITUTE OF COMPUTER STUDIES-

RODRIGUEZ
2016-2018

TERTIARY UNIVERSITY OF RIZAL SYSTEM RODRIGUEZ

BACHELOR OF ELEMENTARY EDUCATION
2018-2022
 68

#46 Dama Denoche St., Brgy. Payatas A

Quezon City
09123104307
Ljfrancohonrado26@gmail.com

LJ F. HONRADO

PERSONAL DATA

GENDER MALE
DATE OF BIRTH JUNE 26,1996
PLACE OF BIRTH QUEZON CITY
CIVIL STATUS SINGLE
CITIZENSHIP FILIPINO
RELIGION IGLESIA NI CRISTO
FATHER’S NAME LEONARDO HONRADO
MOTHER’S NAME JOCELYN HONRADO

EDUCATIONAL BACKGROUND

PRIMARY PAYATAS A. ELEMENTARY SCHOOL

JUNIOR HIGH SCHOOL BATASAN HILLS NATIONAL HIGH SCHOOL

SENIOR HIGH SCHOOL

TERTIARY UNIVERSITY OF RIZAL SYSTEM RODRIGUEZ

BACHELOR OF ELEMENTARY EDUCATION
2018-2022
 69

Mt. Banahaw St. Amityville Brgy. San Jose

Rodriguez, Rizal
09488847478
Jessicamaiwat23@gmail.com

JESSICA D.S MAIWAT

PERSONAL DATA

GENDER FEMALE
DATE OF BIRTH JANUARY 8, 2000
PLACE OF BIRTH RODRIGUEZ, RIZAL
CIVIL STATUS SINGLE
CITIZENSHIP FILIPINO
RELIGION ROMAN CATHOLIC
FATHER’S NAME ELIZALDY MAIWAT
MOTHER’S NAME FE MAIWAT

EDUCATIONAL BACKGROUND

PRIMARY MONTALBAN HEIGHTS ELEMENTARY

SCHOOL
2006-2012

JUNIOR HIGH SCHOOL TAGUMPAY NATIONAL HIGH SCHOOL

2012-2016

SENIOR HIGH SCHOOL COLLEGE OF ARTS AND SCIENCES OF ASIA

AND THE PACIFIC-RODRIGUEZ
GENERAL ACADEMIC STRAND
2016-2018

TERTIARY UNIVERSITY OF RIZAL SYSTEM RODRIGUEZ

BACHELOR OF ELEMENTARY EDUCATION
2018-2022
 70

San Rafael Rodriguez, Rizal

09508235016
denandsanbuenaventura@gmail.com

FERDINAND A. SAN BUENAVENTURA

PERSONAL DATA

GENDER MALE
DATE OF BIRTH MARCH 13, 1991
PLACE OF BIRTH RODRIGUEZ, RIZAL
CIVIL STATUS SINGLE
CITIZENSHIP FILIPINO
RELIGION ROMAN CATHOLIC
FATHER’S NAME N/A
MOTHER’S NAME IMELDA A. SAN BUENAVENTURA

EDUCATIONAL BACKGROUND

PRIMARY SAN RAFAEL ELEMENTARY SCHOOL

JUNIOR HIGH SCHOOL GEN.LICERIO GERONIMO MEMORIAL

HIGH SCHOOL

SENIOR HIGH SCHOOL

TERTIARY UNIVERSITY OF RIZAL SYSTEM RODRIGUEZ

BACHELOR OF ELEMENTARY EDUCATION
2018-2022