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Chapter 1

THE PROBLEM AND ITS BACKGROUND

This chapter presents the introduction, background of the study, scope

and limitation, statement of the problem, assumptions, theoretical and conceptual

framework and definition of terms.

Introduction

Today, people are living amidst what is potentially one of the greatest

threats in our life to global education, an enormous educational crisis because of

the COVID-19 pandemic.

The World Health Organization (WHO) describes coronaviruses as a large

family of viruses that range from common cold to Severe Acute Respiratory

Syndrome (SARS). The most recent coronavirus (sometimes referred to as the

novel coronavirus) is called COVID-19 as it was detected in Wuhan, China in

December of 2019. The virus is quite contagious and can pass between people

before any symptoms appear. Symptoms can include fever, cough and shortness

of breathing. In more cases, infections can cause pneumonia or breathing

difficulties. More rarely, the disease can be fatal. These symptoms are similar to

influenza (flu) or the common cold, which are a lot more than Covid-19. This is

why testing is required to confirm if someone is infected.

The Coronavirus (Covid-19) outbreak is causing various disruptions in

education globally. The United Nations Educational, Scientific and Cultural

Organization (UNESCO) is launching a global education coalition to support

countries in scaling up their best distance learning practices and reaching

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children and youth who are at most risk. Over 1.5 billion learners in 165

countries are affected by Covid-19 school closures.

As part of the effort to contain the spread of the coronavirus, in public,

such as schools, universities and other institutions are closing down so that

people can stay at home and prevent further spread through self-isolation,

shielding and social distancing. Education has changed dramatically, with the

distinctive rise of e-learning, whereby teaching is undertaken remotely and on

digital platforms.

In the Philippines, the first case of novel coronavirus (Covid-19) was

confirmed on January 30, 2020, in a 38 years old woman who arrived from

China. Two days later, our country, recorded the first death outside China on

February 1, 2020. And because of this, the Philippine government, declared a

health emergency on March 9, 2020 following the spike in new confirmed cases

and local transmission. The move will release funds to local governments and

healthcare officials to handle any further surge in cases. Moreover, the

Department of Education issued DepEd Memorandum (DM) No. 11, s. 2020,

creating a Task Force for a management of the department’s response to the

Covid-19.

Pres. Rodrigo Roa Duterte has said that he will not allow students to go

back to school until a coronavirus vaccine is available, even as some countries

resume in-person classes.

Thus, DepEd adheres to the position of “Closure of schools or use of

alternative learning modalities (e.g., online/distance learning)” in the Risk

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Severity Grading and Risk-based Public Health Standards provided by DOH in its

Administrative Order No. 2020-0015, dated April 27, 2020, with the subject

Guidelines on the Risk-Based Public Health Standards for COVID-19 Mitigation.

The risk severity grading has been applied by Executive Order (EO) No. 11210,

issued by the President on April 30, 2020, in the classification of cities, provinces,

and regions in the country.

In this time of threat, challenges and uncertainties brought about Covid-

19, DepEd Sec. Leonor Magtolis Briones had a meeting with the Inter Agency

Task Force (IATF) Against Covid-19 last May 8, 2020 and presented the

highlights of the draft Basic Education Learning Continuity Plan (BE-LCP), and

the DepEd’s decision on the date of school opening for SY 2020-2021. This

Basic Education Learning Continuity Plan (BE-LCP) responds to the directive of

the Secretary and provides guidelines to the department on how to deliver

education in this time of crisis.

According to Department of Health, as of July 22, 2020, there are 72, 269

total cases: 46, 803 active cases, 23, 623 recovered and 1, 843 died because of

coronavirus.

Given the epidemiological picture, the direction of overall government

response, and the directive of the Secretary to find ways for learning to continue

in a safe and healthy environment amid COVID-19, it is clear that distance

learning will be a key modality of learning delivery in the incoming school year.

Technology solutions are very important in distance learning. Research suggests

that online learning has been shown to increase retention of information, and
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take less time, meaning the changes coronavirus have caused might be here to

stay.

Online Education encompasses a range of technologies such as the

worldwide web, email, chat, new groups and texts, audio and video conferencing

delivered over computer networks to impart education. It helps the learner to

learn at their own pace, according to their own convenience. Online education

requires a great deal of resources and careful planning. In this, teachers act as

facilitators rather than transmitters of content knowledge, and ICT is regarded as

resource that enhances the learning experience of students.

Last June 22-23, 2020, the MAPSA- Antipolo had an orientation regarding

Learning Management System. All the private catholic schools in the Diocse of

Antipolo were all preparing for a need of systematic way of learning and to

effectively communicate with the students and parents as well. Learning

management systems provide schools with a centralized platforms for teachers

to upload assignments, post grades and interact with students. The MAPSA-

Antipolo will be using their own E-Learning platform as well as the Google

classroom.

The researcher is very optimistic in affirming that home-based online

education is best suited for everyone especially in this time of pandemic.

Background of the Study

Home-based online education is one of many factors thought to improve

students’ academic performance. It is believed that it provides a means for

students to not only master course content but also to develop valuable study
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habits, improve their time management, and learn to work independently. Online

platforms are regarded to be the most advanced because of its ability to facilitate

various interactive and remote activities and carry a broad range of content to a

connected community.

The purpose of the study is to determine the perspective of the

stakeholders on the home-based online education in private catholic schools.

Scope and Limitation of the Study

The respondents of this study will be the students, parents and teachers

from the selected Private Catholic Schools in the Diocese of Antipolo for the SY

2021-22 where online distance learning is one of the school’s learning modalities.

It is composed of Sta. Cecilia Parochial School in Maly, San Mateo, Rizal. Cainta

Catholic College, Binangonan Catholic College, Our Lady of Peace School in

Antipolo City and San Ildefonso College in Tanay, Rizal.

In order to determine the perspectives of home-based online education,

variables such as student’s academic performance, teachers to children

communication, financial capability of the family, character formation, personal

discipline, peer-relation and decision making capability was considered. On the

other hand, demographic variables of students such as age, sex, grade level for

the students, age, sex, length of service, educational attainment, eligibility abd

subject taught for teachers, age, sex, number of children, educational

background and occupation for parents was used.

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This study will focus solely on determining the perceptions of stakeholders

on the home-based online education. The researcher will determine to utilize the

descriptive method in this study.

Statement of the Problem

This study aims to determine the perspectives of stakeholders relative to

education of the Private Catholic Schools in the Diocese of Antipolo.

Specially, it seeks to answer the following research questions:

1. What is the profile of the respondents in terms of:

1.1 Students;

1.1.1 Age;

1.1.2 Sex; and

1.1.3 Grade Level?

1.2 Teachers

1.2.1 Age;

1.2.2 Sex;

1.2.3 Length of Service;

1.2.4 Highest Educational Attainment;

1.2.5 Eligibility; and

1.2.6 Subject/s taught?

1.3 Parents

1.3.1 Age;

1.3.2 Sex;
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1.3.3 Number of Children;

1.3.4 Educational Background; and

1.3.5 Occupation?

2. What are the perspectives of the three group respondents on the Home-

based Online Education in terms of:

2.1 Student’s Academic Performance;

2.2 Teachers to Children Communication;

2.3 Financial Capability of the Family;

2.4 Character Formation;

2.5 Personal Discipline;

2.6 Peer-Relation; and

2.7 Decision-Making Capability?

3. What are the challenges and opportunities on the Home-based Online

Education with respect to the above mentioned variables?

Assumptions

This study is based on the following assumptions:

1. Home-based Online Education is significant in the continuation of

studies during the time of pandemic.

2. The Diocese of Antipolo Catholic Schools Association stakeholders

are aware on the Home-based Online Education.

3. Students, parents and teachers embrace home-based online

learning with good reason.

Theoretical Framework
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This study will be based on the Distance Education theory by Charles

Wedemeyer which involves the relationship of the teachers, students and the

technology. Because of the very nature of distance education as learner-

centered instruction, distance educators must move ahead to investigate how the

learner, the instructor, and the technology collaborate to generate knowledge.

Charles Wedemeyer believed the soul of distance education is the students’

independence. He felt that the outdated concepts of learning and teaching were

being employed, and that they failed to utilize modern technologies in a ways that

could alter the instruction.

Wedemeyer also realized that ubiquity of instructional telecommunication

would lead to learning anytime and anyplace. Today, with the extensive of use of

the Internet in education the idea of learning anytime, anyplace is taken for

granted. However, in the early days of experimentation with electronic media,

Wedemeyer envisioned the role that the telecommunication technology could

play in offering non-formal education and thus increasing the freedom of the

leaner to learn when and where s/he is ready to learn. 

There are six characteristics of Distance Education according to

Wedemeyer. First, is that the student and teacher are separated. Second is that

the normal processes of teaching and learning are carried out in writing or

through some other medium, teaching is individualized, learning takes place

through the student's activity. Also, Distance Education Learning is made

convenient for the student in the student's own environment. And lastly, the
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learner takes responsibility for the pace of learning, with freedom to start and

stop at any time.

Wedemeyer noted four common elements of every teaching-learning

situation: a teacher, a learner or learners, a communications system or mode,

and something to be taught or learned. He proposed a reorganization of these

elements that would accommodate physical space and allow for greater learner

freedom. Wedemeyer believed that the development of the student-teacher

relationship was key to the success of distance education. 

Distance education has been described by some (Garrison, 1990; Hayes,

1990) as no more than a hodgepodge of ideas and practices taken from

traditional classroom settings and imposed on learners who just happen to be

separated physically from an instructor. As distance education struggles to

identify appropriate theoretical frameworks, implementation issues also become

important. These issues involve the learner, the instructor, and the technology.

Because of the very nature of distance education as learner-centered instruction,

distance educators must move ahead to investigate how the learner, the

instructor, and the technology collaborate to generate knowledge.

In an online learning environment, students are expected to take a more

active approach to their education, and course outcomes depend heavily on

students’ attitudes towards online learning (Neely & Tucker, 2010).

Conceptual Framework

The model presented in this figure is the research paradigm to be used in

the study. The researcher used Input-Process-Output model consisting 3 frames

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to show the stakeholders’ perspectives on the home-based online education in

private catholic schools.

The first frame is the input variable which includes documents,

questionnaire checklist and interview guide.

INPUT PROCESS OUTPUT

- Construction and
Validation of
Research
Instrument Stakeholders’
Perspectives on the
- Documents - Documentary Home-based Online
Analysis Education in Private
- Questionnaire Catholic Schools will be
Checklist determined.
- Administration of
Questionnaire
- Interview Guide
Checklist
Challenges and
Opportunities on the
- Interpretation and Home-Based Online
Analysis of Data Education will be
identified.
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Figure 1

Conceptual Framework on Stakeholders’ Perspectives on the Home-based

Online Education in Private Catholic Schools

The second frame is the process to be approached by the researcher from

the construction and validation of research instrument, documentary analysis,

administration of questionnaire checklist, conduct of interview and interpretation

and analysis of data.

The third frame is the output of the study which is the stakeholders’

perspective on the home-based online education in private catholic schools will

be determined.

Definition of Terms

For further understanding and clarification of the content of the study, the

following terms in this inquiry was defined conceptually:

Academic Performance.

This is measured through grades

which are the results of the assessment that involves passing or not certain tests

or courses.

Character Formation. It helps a person to develop a winning attitude. It

also refers to the internalized pattern of thinking, feeling, and proper conduct that

is reflected in a student’s behaviour during online education.

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Communication. It is a process of sending and receiving messages

through verbal and non-verbal means including speech, writing, signal or

behaviour. It is simply said to be “the creation and exchange of meaning.”

Decision Making. It is the process of making right choices by identifying

decisions by means of gathering all information, weighing its pros and cons.

Financial Capability. The ability to act in ways that contribute to financial

functioning. It is the skill and knowledge on how to manage money through life

events.

Home-based schooling / education. A school-at-home approach in

which parents and tutors replicate the instructional process of schools, including

a set curriculum, traditional instruction, assignments and so on.

Online Education. It is a form of education where students use their

home computers through the internet.

Personal Discipline. It refers to the ability of an individual to have control

and motivate oneself, stay on track and do what is right. An example of self-

discipline is when one makes sure he gets up an hour early before school each

day to get to prepare everything he needs in school.

Perspectives. The capacity to view things in their true relations or relative

importance.

Private Catholic School. This is controlled and administered by a bishop

in a Catholic Church, particularly in a diocese. The Diocese of Antipolo is

composed of Catholic Schools in the province of Rizal and City of Marikina. The
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aim and mission of Catholic Schools is to bring life the evangelical mission of the

Church through education.

Profile. A short article giving a description of a person or organization.

Respondent. A person who gives a response or answer to a question that

is asked especially as part of the survey.

Students. One who is enrolled or attends classes at a school, college or

university.

Teacher. A person or thing that teaches something; especially a person

whose job is to teach students about certain subjects.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

In order to provide the researcher with the necessary background in

carrying out this research, the following foreign and local literature and studies

were reviewed.

Foreign Literature

According to Simonson (2012), Home-based education, also

called distance learning, e-learning, and online learning, form of education in

which the main elements include physical separation of teachers and students

during instruction and the use of various technologies to facilitate student-teacher

and student-student communication. He also added that in U.S. higher

education alone, more than 5.6 million university students were enrolled in at

least one online course in the autumn of 2009, up from 1.6 million in 2002.
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In an article about Technology, E-Learning and Distance Education of

A.W. Bates (2015), he cited that the form of distance education where the

primary delivery mechanism is via the internet and where a course or program is

intentionally designed in advance to be delivered fully online. Faculty use

pedagogical strategies for instruction, student engagement, and assessment that

are specific to learning in a virtual environment. Online courses or programs

could be delivered synchronously or asynchronously. All instruction is conducted

at a distance, although ‘online learning’ is sometimes used for blended learning

where most of the study time is spent online but not all.

According to Gautam (2020), one of the most oft-used terms after the

pandemic is the term “new normal.” The new normal in education is the

increased use of online learning tools. The COVID-19 pandemic has triggered

new ways of learning. All around the world, educational institutions are looking

toward online learning platforms to continue with the process of educating

students. The new normal now is a transformed concept of education with online

learning at the core of this transformation. Today, digital learning has emerged as

a necessary resource for students and schools all over the world.

As with most teaching methods, online learning also has its own set of

positives and negatives. Decoding and understanding these positives and

negatives will help institutes in creating strategies for more efficiently delivering

the lessons, ensuring an uninterrupted learning journey for students.

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Loeb (2020) cited that online courses are generally not as effective as in-

person classes, but they are certainly better than no classes. A substantial

research base developed by Karl Alexander at Johns Hopkins University and

many others shows that students, especially students with fewer resources at

home, learn less when they are not in school. Right now, virtual courses are

allowing students to access lessons and exercises and interact with teachers in

ways that would have been impossible if an epidemic had closed schools even a

decade or two earlier. So, people may be skeptical of online learning, but it is

also time to embrace and improve it.

Adedoyin (2020) discussed that the World Health Organization has

declared Covid-19 as a pandemic that has posed a contemporary threat to

humanity. This pandemic has successfully forced global shutdown of several

activities, including educational activities, and this has resulted in tremendous

crisis-response migration of universities with online learning serving as the

educational platform. The crisis-response migration methods of universities,

faculty and students, challenges and opportunities were discussed and it is

evident that online learning is different from emergency remote teaching, online

learning will be more sustainable while instructional activities will become more

hybrid provided the challenges experienced during this pandemic are well

explored and transformed to opportunities.

Distance learning has its own unique benefits compared to online learning.

First, distance learning can continue without disruption even in events like snow

days or the COVID-19 pandemic. Because you were already teaching remotely,
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these types of interruptions don’t affect your classes in the same way as

traditional in-person classes.

In addition, distance learning provides greater flexibility for students to

work at their own pace and review work as needed. This also ties in with the fact

that students can access your course material at the times that work best for

them, which is important for students who may have irregular work schedules.

(Stauffer, B. April 2, 2020 , The Difference Between Online Learning and

Distance Learning.)

Communication is an important part of any educational endeavour.

Students need to collaborate with their instructor and their peers in order to be

successful in an academic course. There are two kinds of communication in an

online learning: synchronous and asynchronous communication.

Synchronous Communication. Real time communication between students

and an instructor is supported in an online environment by many features such

as audio, video, text-chat, interactive whiteboards, application sharing, instant

polling, emoticons, and breakout rooms (Martin & Parker, 2014).

Asynchronous Communication. Participation in discussion boards, wikis,

journals and blogs is associated with a wide variety of cognitive and social

activities. Thus, most online courses utilize asynchronous communication tools.

Gao, Zhang, and Franklin (2015, p. 472) explain that meaningful participation in a

discussion board requires the following four characteristics: discuss to

comprehend; discuss to critique; discuss to construct knowledge; and discuss to

share. Thus, students should be able to contribute various perspectives and

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thoughts in an online setting, and in turn receive critique. The purpose of

asynchronous communication is to promote peer interaction and facilitate the

sharing and distribution of knowledge and expertise among a group of learners.

Thus, creating online communities where students work together to achieve

common academic goals and work towards objectives related to the coursework

is a purpose of online teaching.

Local Literature

Home-based Online Learning is a modern way of learning allowing

students to study within their own pace and time without being physically present

in school.

As viewed by Homeschool Global president Edric Mendoza, he said in an

interview with CNN Philippines last May 12, 2020, homeschooling is a kind of

learning wherein “parents drive the learning and education,” as opposed to

home-based learning where teachers and schools are still the ones in charge of

the child’s education. Despite the control and flexibility that homeschooling offers,

parents must ask themselves important questions before deciding to pursue this

type of learning, he added.

According to www.elearning.ph, e-learning in the Philippines is a

“technologically-supported learning, which includes the use of electronic media

such as the Internet, personal computers, phone bridging, audio and videotape,

video teleconferencing, satellite broadcast, mobile phones, personal digital

assistants, and other related technologies to enhance teaching and learning.”

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Lopez (2021) cited that since the pandemic forced every student into

remote learning, 10-year-old student has often had to climb on to the corrugated

iron roof of his home in a poor neighborhood of Manila to get an internet signal.

Also, in Laguna province, south of Manila, students trek up a mountain to get

internet access, and have even built a hut to provide shelter when it rains and to

sleep when they work late into the nights on assignments. The shift to online

classes, self-learning modules and television and radio programs has proven

extremely challenging in a country of 108 million where less than a fifth of

households have internet access and many lack mobile devices.

According to the article published by Kabagani (2020), one of the biggest

challenges faced by both learners and teachers during this time of crisis is the

shift from the usual face-to-face class style to online and modular learning, as

many countries embrace the so-called "new normal" amid the coronavirus

pandemic.

She cited a story of Grade 2 student, Arvin Jay Curangcurang from Brgy.

Cabatang, Alicia, Bohol taht went viral on social media for making things possible

amid the pandemic because the student is seemingly enjoying his online class

under a treehouse built on a hill. With Arvin's determination to study, her aunt

decided to find a place where a steady internet signal could allow Arvin to attend

an online class instead and it is found in the middle of a hill with a 4G internet

signal. His grandfather built the treehouse on the hill so it could serve as a

classroom during his virtual class sessions.

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Moreover, the DepEd on his Department Order No. 12, s. 2020, Adoption

of the Basic Education Learning Continuity Plan for School Year 2020-2021 in

the Light of Covid-19 Public Health Emergency last June 19, 2020 also states

that Online Distance Learning must be one of the modalities to be considered in

learning. It features the teacher as facilitator, engaging learners' active

participation through the use of various technologies accessed through the

internet while they are geographically remote from each other during instruction.

The internet is used to facilitate learner-teacher and peer-to-peer communication.

Online learning allows live synchronous instruction. It requires participants to

have a good and stable internet connection. It is more interactive than the other

types of distance learning and the responses are in real-time. The learners may

download materials from the internet, complete and submit assignments online,

and attend webinars and virtual classes. This is practiced effectively by using a

Learning Management System or related 32 technologies. The DepEd Commons

and DepEd Learning Resource (LR) Portal fall in this category.

Since face-to-face interaction is not currently possible due to cancellation

of on-campus classes, some schools are taking advantage of technology in order

to ensure that their students will not miss out on their lessons. In public schools,

Sec. Briones (2020) said DepEd is looking at the possibility of using Online

Educational Resources (OERs).

For colleges and universities, which were already teaching some courses

either partially or entirely online, basic technology infrastructure was in place

when instructors were told to go digital.

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When it comes to private schools, Sec. Briones said that they “have the

autonomy” to implement policies that will help achieve education goals. “The

purpose is to create a balance between the safety of learners, containment of

COVID-19, and not to disrupt the lives of learners in their learning process,”

Online classes are allowed as long as private schools inform the DepEd.

Private schools, Briones said, have the flexibility to engage in various measures

to ensure the continuity of learning of students.

On the whole, e-learning makes an important contribution to the

development of a positive attitude among students not only toward major subject

areas but also toward the entire learning process. It has also facilitated

collaborative learning, which has been found to effectively enhance and improve

knowledge acquisition and positive learning behavioral change. On the cognitive

domain, e-learning is perceived by teachers to have brought the greatest impact

among students in improving knowledge acquisition, reducing Mathematics

anxiety, and increasing the emphasis on individualized instruction. These results

indicate how e-learning is perceived by teachers as having made an important

contribution to knowledge acquisition in major subject areas and as having

helped teachers put the students at the center of the learning environment.

Lastly, on March 20, 2020, The Department of Education launched the

DepEd Commons, an online platform for public school teachers to support

distance learning modalities. For DepEd Secretary Leonor Magtolis Briones, the

DepEd Commons is a step towards being able to offer continuity of education to

Filipino learners despite disruptions of classes.

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“Education must continue even in times of crisis whether it may be a

calamity, disaster, emergency, quarantine, or even war. We appreciate the

efforts of Information and Communications Technology Service and

Undersecretary Pascua for making this platform available in these trying times,”

Briones said.

Undersecretary for Administration Alain Del Pascua noted that the said

platform has many limitations and is still being improved, while underscoring that

the use of it is not yet required.

“We acknowledge the reality of situation wherein DepEd Commons and its

Open Education Resources (OER) are not accessible to all teachers and

learners. Given that not everyone has access to a stable internet connection,

online learning platforms are only given as an option for those who have access

to such medium,” Undersecretary Pascua said.

“We must start somewhere and work our way towards the ideal where all

teachers and learners in the country can access such resources. Until that time,

we offer DepEd Commons and OERs to those who can make use of them, as we

continue to work for the connectivity of all our schools and offices,” Pascua

concluded.

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.
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Foreign Studies

According to the research study of Adnan (2020), it was highlighted that

online learning cannot produce desired results in underdeveloped countries like

Pakistan, where a vast majority of students are unable to access the internet due

to technical as well as monetary issues. The lack of face-to-face interaction with

the instructor, response time and absence of traditional classroom socialization

were among some other issues highlighted by higher education students.

Apart from technical and monetary issues students also reported a few

other difficulties like lack of interaction with the instructor, response time and

absence of traditional classroom socialization. The lack of on-campus

socialization has caused difficulties for students to do group projects in distance

learning mode as reported by almost half of the students-respondents. The result

of this study also indicated that educational organizations need to improve their

curriculum and design appropriate content for online lectures.

The abovementioned study is similar to this study because online learning

has effects on the performance of the students and it is not as effective as in the

real-life classroom interaction. There are factors that reveal the undesirable

results of the new trend on educating the students which is one of the reasons

why the future study will be conducted.

However, another suggestion was made by Kaur (2017) in his study

entitled “Deployment of Cloud in Blended Learning Environment to Enhance

Academic Quality: An Indian Perspective” coined that blended learning is

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considered to be an emerging teaching practice of mixed learning environments

for educational transfer. The technological backbone of blended learning is cloud

computing. Blended learning with cloud enables the learner to access all the

resources and applications as services anywhere and anytime. Cloud Computing

is becoming an adaptable technology in the field of education with its active

scalability and virtualization. Implementing blended learning approach under the

umbrella of a cloud platform can reduce cost and provides security and

compatibility.

Furthermore, Kapasia (2020) mentioned that during the lockdown period,

around 70% of learners were involved in e-learning. Most of the learners were

used android mobile for attending e-learning. Students have been facing various

problems related to depression anxiety, poor internet connectivity, and

unfavorable study environment at home. Students from remote areas and

marginalized sections mainly face enormous challenges for the study during this

pandemic. The study suggests targeted interventions to create a positive space

for study among students from the vulnerable section of society. Strategies are

urgently needed to build a resilient education system in the state that will ensure

to develop the skill for employability and the productivity of the young minds.

The cited study is related to the study because it shows that e-learning will

take effect not only on the academic aspect but also in behavior of the students

and this would lead to inability to engage in virtual learning environment and

mental incapacity. That is why conducting this study will be effective since it will

provide action plan to address the challenges.

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Shivangi Dhawan’s study on the “Online Learning: A Panacea in the Time

of Covid-19, Crisis”, he stated the online learning generally has a lot of

opportunities available but this time of crisis will allow online learning to boom as

most academic institutions have switched to this model. Online Learning, Remote

Working, and e-collaborations exploded during the outbreak of Corona Virus

crisis (Favale et al., 2020). Now, academic institutions can grab this opportunity

by making their teachers teach and students learn via online methodology. The

people have always been complacent and never tried some new modes of

learning. This crisis will be a new phase for online learning and will allow people

to look at the fruitful side of e-learning technologies. This is the time when there

is a lot of scope in bringing out surprising innovations and digital developments.

Already, EdTech companies are doing their bit by helping us fighting the

pandemic and not letting learning to be put at a halt. Teachers can practice

technology and can design various flexible programs for students’ better

understanding. The usage of online learning will test both the educator and

learners. It will enhance problem-solving skills, critical thinking abilities, and

adaptability among the students. In this critical situation, users of any age can

access the online tools and reap the benefits of time and location flexibility

associated with online learning. 

This terrible time of fate has taught us that everything is unpredictable and

we need to be ready to face challenges. Although this outbreak did not give us

much time to plan we should take a lesson from this that planning is the key. We

should plan everything, no matter if plan A fails, we should have plan B ready.
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This can only be done if we do scenario planning. There is a need to prioritize all

the critical and challenging situations which may occur and plan accordingly. This

pandemic has also taught us that students must possess certain skills such as

skills of problem-solving, critical thinking, and most importantly adaptability to

survive the crisis. Educational institutions must build resilience in their systems to

ensure and prioritize the presence of these skills in their students.

According to Putri (2020), both parents and teachers acknowledged that

adequate facilities are the basic pre-requirement to run the home learning. Not

only the device for accessing or creating online materials, but stable and fast

internet access was also an issue in many places. The prolonged internet access

results in additional expenses that must be born both by parents and teachers.

For parents, the other perceived cost of home learning includes the time spent to

assist their children with home learning. A significant increment in the children's

screen time has been another notable concern. For teachers, in addition to the

significant increase of the internet bill, the perceived cost includes prolonged

work hours as online content creators, teaching, assessing, and communication

and coordination with parents, teaching teams, and principals.

The sudden shift from face-to-face to online learning resulted in

adjustments to written, taught, and assessed curriculum due to the constraints

related to the availability of resources at home and applicability to conduct

through online learning. As a result, the three aspects of assessment, namely

assessing, recording, and reporting, may look different in term four of the
 26

academic year 2020. Teachers must find a way to give feedback and provide an

authentic assessment under the current unique circumstance.

The mentioned study is relevant to the present study since resources will

play a big part on the effectiveness of online distance learning. Students and also

teachers will shoulder the expenditures of the new education system to have a

good effect on the teaching and learning process.

Local Studies

Baloran (2020) discussed that the COVID-19 pandemic posed significant

concerns among students, especially among communities in the Southern

Philippines. Based on the findings of this study, the students were aware of the

COVID-19 pandemic and possessed sufficient knowledge about this global

concern even though there were still gaps in various points. Students understood

how the virus is spread, its symptoms, and the precautionary measures needed

to be done by both individuals and the general community. They also professed

the need to conduct mass testing and maintain enhanced community quarantine

in every local community. Considering WHO’s recommendation, students abide

by the idea toward the COVID-19 vaccine, although a considerable percentage of

some students showed distrust. In the context of education, students were

reluctant toward the implementation of online-blended learning approach due to

technological and financial constraints. During this COVID-19 pandemic,

students were responsive and satisfied with the government's initiatives to limit

the spread of infection.

 27

The cited study is relevant to the present study because students are the

main focused of the both studies and both will be beneficial to the development

of plans in addressing the problems and concerns of the students.

Neil Keit F. Jamandre of University of the Philippines, studied the “Quality

Assurance of Distance Education achieved in the Philippines”, were he

synthesized the challenges and opportunities of Online Learning in the country.

He said that online education is a learning experience characterized by

independent self study with at time period to finish. Classes are online with

specially designed materials using electronic communication. There are also

learning centers for occasional class interaction and examinations.

In MAPSA Antipolo’s Youtube (2020), Be Still, Distant or Online Learning

is an online interaction using electronic devices. It is a self-paced learning guided

by modules or printed hand-outs and virtual consultation with the teacher. The

students will stay and learn at home. The MAPSA Antipolo has an E-Learning

Platform that serves as backbone of the digital learning. This platform has a

responsive interface design which allows it to be easily used in any screen size

or any type of electronic devices like smartphones, laptops, desktop, etc.

Students may access lectures, supplementary activities, connect with their

teachers and participate in online classes. Furthermore, it has features that

ensure the success of holistic progress of the students.

The mentioned study is similar to the study because strategies of teachers

especially in the new education set-up will play a big role in the success of the
 28

current system. This will focus on the effects of teachers using modern

technology on the performance of the students.

Pastor (2020) discussed the sentiment analysis of the students on

how they view synchronous instructional delivery. The majority of the

respondents has a negative sentiment. This implies that they might encounter

several problems during the delivery of instruction synchronously. 29.39%

of the respondents are neutral, and this implies that the students are not sure if

they might encounter a problem during the delivery of instruction. Lastly,

there are only 12 students who has viewed positively and may not encounter

any problems in synchronous instructional delivery. The negative result shows

that most of the students in the college may not be able to adapt to the

new trends of education.

The cited investigation and present study is parallel because it both

analyzes students’ sentiments in the new system of their education.

According to Rotas (2020), remote learning amid a crisis may present

tremendous stress to students. The study aimed to qualitatively explore how

Filipino college students cope with remote learning during the COVID-19

pandemic. It can be concluded from the results that students employ several

coping strategies in their attempt to succeed in remote learning amid the current

crisis. The categories of coping strategies that emerged are: looking for good

space and time; borrowing learning resources, seeking support from peers;

approaching the teachers; practicing time management; doing learning tasks

ahead; extending the time for learning tasks; diverting attention; regulating the
 29

self; taking extra jobs; crying; and praying. The paper presents a contextual

conclusion as far as particular coping strategies of college students in remote

learning during a global crisis are concerned.

Distance learning is the “traditional” self-study course. Teachers mail

learning resources or students may get them online. Students also have to

complete the learning tasks based on the schedules assigned. While students

and teachers can use the internet as a medium to receive and submit

assignments, they do not interact via online lectures or online forums to discuss

the learning materials.

On the other hand, online learning heavily uses the internet as a tool for

education. There is a physical distance between students and teachers, but they

can interact during virtual lectures and other online assessments. Classes are

often scheduled at a specific time, with students needing to be online to attend

the virtual lecture. In this setup, students can also discuss the lecture or ask

questions to their teachers in real-time. Additionally, they can interact with fellow

students via online platforms.

Chapter 3

RESEARCH METHOD AND PROCEDURE

This chapter deals with the methods and procedure utilized by the

researcher in carrying out this study. This includes the methods, settings, subject

and procedure of the study, sources of data, sampling design and sample,
 30

construction, validation and administration of the instrument, data gathering

procedure and statistical treatment of data.

Research Methods and Design

This study will utilize a descriptive evaluative research method. According

to Siedleckie (2020), the purpose of descriptive research design is to describe

individuals, events, or conditions by studying them as they are in nature. It

describes the sample and/or variables. Specifically, the study will utilize the

descriptive survey research design since survey is a process of collecting

information on people, events, and objects and other topics of interest.

The descriptive evaluative research include interviews and mailed

questionnaires. Often it involves a group that is preselected without any base

group to compare the results against. The analysis of the study enhances the

understanding and paves the way for development and growth.

A questionnaire-checklist will be administered to parents, students and

teachers to get their perceptions of home-based online education. This method

will seek to discover relationships that exist between the perceptions of parents,

students and teachers towards this type of schooling. It will also attempt to

describe the challenges and opportunities of this home-based education

interviewing the respondents.

Setting of the Study

The study will be conducted in the selected Private Catholic Schools in the

Diocese of Antipolo, where the school the researcher belongs.

 31

The Private Catholic School seeks to provide a balanced and holistic

education that will liberate the individuals to develop their full potential to take

their place in the society and contribute to the Common Good. The education of

the child from nursery to post primary is a continuum of varied learning

experiences that develop the moral, emotional spiritual, academic, physical and

social intelligence of the individual. During their life at schools the pupil will be

involved in a diverse range of educational visits at home and abroad, interview

opportunities, work-based programs and budding/mentoring programs that

contribute to the preparation for playing a full role in society whether they leave

school. The program for the school deals specifically with life related issues such

as: healthy eating and living, alcohol drugs awareness, personal relationship,

learning for life and work, interpersonal skills etc.

Private Catholic schools also encourage pupils to be involved in local,

community and global initiatives that work in partnership and the solidarity with

the disadvantaged and marginalized. At post primarily level, all pupils receive

expert support in career guidance. The Private Catholic School seeks to instill the

Spirit of Christ, therefore, enabling the human person to make a significant

contribution to the modern world.

The DACSA (Diocese of Antipolo Catholic Schools Association) or

MAPSA- (Manila Ecclesiastical Parochial Schools Association) Antipolo

Parochial Schools are herein arranged alphabetically:

 Binangonan Catholic School, Binangonan, Rizal

 Cainta Catholic School, Cainta, Rizal

 32

 Colegio de San Clemente, Angono, Rizal

 Marikina Catholic School, Brgy. Sta. Elena, Marikina City

 Nativity of Our Lady Parochial School, Brgy. IVS, Marikina City

 Nuesta Señora de Aranzazu Parochial School, San Mateo, Rizal

 Our Lady of Peace School, Antipolo City,

 Sacred Heart Catholic School of Cainta, Cainta, Rizal

 San Francisco Parish School, Cardona, Rizal

 San Ildefonso College, Tanay, Rizal

 Sta. Cecilia Parish School, Brgy. Maly, San Mateo, Rizal

 St. Jerome Academy, Morong, Rizal

 St. John the Baptist Parochial School, Taytay, Rizal

 St. Joseph Parish School, Baras, Rizal

 St. Michael Parochial School, Jalajala, Rizal

MAPSA (Manila Archdiocesan Parochial School Association Historical

Milestone (1950-2010), the idea of unifying the Archdiocese and Parochial

schools of Manila under one unifying umbrella organization was conceived to

improve the direction and administration of 57(fifty seven) schools where the 15

(fifteen) Diocese of Antipolo Schools are included. Under the leadership of

Bishop Manuel Sobreviñas in 1980, there were instructional activities conducted

including syllabi development and values integration in each subject in the

curriculum. In 1999-2008, there was a need to strengthen religion as the core of

 33

curriculum with the adoption of the Whole Brain Learning System as a strategy

for enabling teachers.

In 2009, there was an improvement of the delivery of instruction through

the implementation of the UbD (Understanding by Design) framework of K to 12

curriculum. Strengthening of academics systematization of scope and sequence;

development of supervisory plans; push for accreditation, inter-school visitation;

and faculty development program became the organizational highlights. “That

Christ Be Formed “is the reason of strengthening the core of the

curriculum which is the major thrust of the member schools, (Santos, 2010). The

focus of the MAPSA Antipolo School is on the meaningful integration of Religion

in all academic subjects in line with the objective of making spirituality the very

core of the curriculum (Gallego, 2010).

Subject of the Study

The subject of the study will be about the perspectives of the parents,

teachers and students of Secondary Level in selected private Catholic school in

the Diocese of Antipolo: Cainta Catholic College, Binangonan Catholic College,

Our Lady of Peace School, Sta. Cecilia Parochial School and San Ildefonso

College.
 34

Figure 2
Location Map of Cainta Catholic College
 35

Figure 3
Location Map of Binangonan Catholic College
 36

Figure 3
Location Map of San Ildefonso College
 37

Figure 4
Location Map of Sta. Cecilia Parochial School
 38

Figure 5
Location Map of Our Lady of Peace School
 39

This will be based on the perspectives of the stakeholders stand on

DepEd Order No. 12 s. 2020, Adoption of the Basic Education Learning

Continuity Plan for School Year 2020-2021 in the Light of the Covid-19 Public

Health Emergency and the challenges or opportunities of both respondents in

home-based online education. Factors such as age, sex, civil status and

educational attainment of the respondents shall be considered.

Procedure of Study

The title will study to suit the aim desired. The researcher will strive hard

to attain the objective within the specific span of time given.

The first step in conducting this research is by analyzing the major

concerns that the researcher prefers to study with regards to school

management and administration. Preparation will be made by going to the

different libraries seeking the perceptions and ideas of different people and will

surf the internet to equip the researcher in the conduct of the study. After that,

the researcher defended his proposed thesis titles among the panel composed of

professors, dean and director of the graduate school of URS Rodriguez Campus

and out of those proposed thesis titles, the “Stakeholders Perspectives on the

Home-based Online Education of the Private Catholic Schools was being

selected for the researcher.”

Next procedure, the researcher formulated his primary objective to

conduct the study which is to determine the perceptions of stakeholders on the

home-based online education of the government as well as the Department of

 40

Education. Different sections under Chapter 1 to 3 were also made by the

researcher. The professorial lecturer checked and validated the research through

the process of consultation and colloquium.

The researcher will ask permission via letter requests from Rev. Fr. Glenn

William Z. Relucio, Schools Superintendent of the Diocese of Antipolo Catholic

Schools Association (DACSA) and Principals of selected private Catholic schools

to use the institution and the Secondary level students and teachers as well as

their parents as part of the setting and subjects of his study. When the above

mentioned authorities approved the request of the researcher, the questionnaires

will be administered to the subjects in a span of two to three weeks. The

directions shall state that the questionnaires will be accomplished by the

respondents without too much explanation demanded on the part of the one who

administered them.

After which, all the data will be tabulated. Responses shall be converted to

percentages. Ranking of responses will made to come up with definite answers

to the questions. Responses to the open-minded questions are to be

categorically ranked, interpreted and compared.

Lastly, when the interpretation of the date was finished, the researcher will

summarize the findings, and will form conclusions and appropriate

recommendations for all the people who are involved on this study.

Sources of Data

The sources of the data that will be used by the researcher will be the

primary and secondary data. The primary data will be the result of the interview
 41

and responses to the checklist that will be gathered from the stakeholders in the

survey questionnaires. On the other hand, the secondary data will be the profile

of the schools and documents on the home-based online education from the

government particularly the Inter Agency Task Force (IATF).

Sampling Design and Sample

The researcher will use random sampling as the sampling procedure of

this study on statement of the problem number 1-2 wherein the researcher will

select 100 students, 50 parents and 50 teachers from the selected private

catholic schools in the Diocese of Antipolo. For problem number 3, the

researcher will use purposive sampling where he will only choose 30

stakeholders as his respondents.

Construction of the Instrument

The researcher will get the data or profile such as age, sex, civil status

and educational attainment of the respondents.

Also, the researcher will be constructing a questionnaire checklist to

determine the perspectives of the stakeholders. The instrument to be used by the

researcher are the sets of the survey questionnaires developed by the

researcher in consultation with his professorial lecture and evaluators.

Three sets of questionnaires are to be utilized as instruments in

determining the objectives of this study – one set for the students; one set for the

parents and another sets for the teachers.

The problems and suggestions will be gathered through discussion and

interviews from the students, parents and teachers.

 42

Validation of the Instrument

The research instruments will undergo content validation by the experts.

The experts will be the Principal, the Master Teachers and the English Critic.

The instrument will consist of items which elicit the perspectives of the

respondents on the home-based online education in terms of students’ academic

performance, teachers to children communication, financial capability of the

family, character formation, personal discipline, peer-relation and decision-

making capability.

After which, the researcher will analyse and interpret the data gathered

regarding the validation of her research instruments. The research instruments

will be ready to use once the experts have signed it as an approval on its

validation process.

Data Gathering Procedure

As an initial step in gathering the data, the researcher will send letters,

seeking permission to conduct the study to the Schools Superintendent of the

DACSA Antipolo and to the Principal of selected private Catholic schools.

Upon receiving the permissions, the researcher will meet the Secondary

Level Principal and will fix a suitable day for administering the questionnaires to

the respondents.

The researcher, with the help of the Academic Coordinator of the

department, will gather the teachers in a common place and personally

administer the questionnaire to them with a brief description of the rationale of

the study and explanations regarding the questionnaires. This will be also the
 43

process in dealing and administering questions with the secondary level students

as well as with the parents.

When all the needed data has been collected, it will be analysed and

interpreted in order to come up with the summary of findings, conclusions and

recommendations about the study.

Statistical Treatment of Data

The objective of the study will be treated Statistical Package for Social

Sciences (SPSS version 21).

 44

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