Published August 2, 2022 | Version v1
Journal article Open

K-12 online education during COVID-19 pandemic: Private school teachers' perspective

Creators

  • 1. Don Mariano Marcos Memorial State University- MLUC, College of Graduate Studies City of San Fernando, La Union, Philippines

Description

Throughout the COVID-19 pandemic, most educational institutions had been compelled to make an abrupt transition to online classes, which provided opportunities and challenges for students and teachers. To make sure the validity and reliability of this research study, a descriptive design was used. The researcher utilized an online semi-structured interview to gather the needed data from the participants. The researcher adhered to random sampling in selecting the participants of the study. A total of 17 private school teachers were randomly interviewed using Google Meet and Zoom. After the online semi-structured interview, the researcher analyzed the data using thematic analysis. The three major themes generated from the responses of the participants are perceptions of the private school teachers, the challenges in online teaching amidst the COVID-19 pandemic, and coping mechanisms. The study found that online teaching had an impact on the responsibilities and roles of the participants in K-12 education due to the changes in teaching platforms, procedures, and techniques. The study presented that the internet connection of students and teachers is one of the most important tools in online teaching. This study revealed also that pure online teaching will not help K-12 education achieve its goals due to the lack of hands-on activities. The study highlighted that the various challenges in online teaching encourage them to be adaptable and resourceful in their teaching careers. Furthermore, the study consists of coping mechanisms that determine how the participants coped with the changes introduced by the rapid move from face-to-face delivery of lessons to online teaching. The researcher recommends that teachers must regularly attend training and seminars on educational development and students must interact with their teachers to perform effectively in the teaching-learning process.

Files

Files (385.5 kB)

Name Size Download all
md5:5bdf5793bad2f923ec17d63291c495d2
385.5 kB Download

Additional details

References

  • Adalin, (2020). K12 MELC with corresponding CG codes and guidelines.
  • Adarlo, G. & Jackson, L. (2017). "For whom is K-12 education: a critical look into twenty-first century educational policy and curriculum in the Philippines," in Proceedings of the Educating for the 21st Century, Springer, Singapore, pp. 207-223.
  • Alawamleh, M., Al-Twait, L., & Al-Saht, G. (2020). The effect of online learning on communication between instructors and students during Covid-19 pandemic. Asian Education and Development Studies.
  • Alchemer. (2021). Purposive Sampling 101.
  • Basilaia, G. & Kvavadze, D. (2020). Transition to Online Education in Schools during a SARS-CoV-2 Coronavirus (COVID-19) Pandemic in Georgia. Pedagogical Res. 5(4), 1-9. doi:10.29333/pr/7937
  • Betts, K. (2009). Lost in translation: Importance of effective communication in online education. Online Journal of Distance Learning Administration, (12)2.
  • Birişçi, S. (2013). Video konferans tabanlı uzaktan eğitime ilişkin öğrenci tutumları ve görüşleri. Journal of Instructional Technologies & Teacher Education, 2(1).
  • Braun, V. & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. London, UK: SAGE.
  • Browning, B. (2013). Q&A: Do Online Teachers Accept Late Assignments?.
  • Li, C. & Lalani, F. (2020). The COVID-19 pandemic has changed education forever. This is how. World Economic Forum.
  • Cheung, L.L. & Kan, A.C. (2002), "Evaluation of factors related to student performance in a distance-learning business communication course", Journal of Education for Business, 77(5), 257-263.
  • Cullinan, J., Flannery, D., & Harold, J. et al. (2021). The disconnected: COVID-19 and disparities in access to quality broadband for higher education students. Int J Educ Technol High Educ 18(26) https://doi.org/10.1186/s41239-021-00262-1.
  • de Buck, E., et al. (2018). Engagement of stakeholders in the development of a Theory of Change for handwashing and sanitation behaviour change. International Journal of Environmental Health Research, 28(1), 8-22.
  • Dela Fuente, J.A. (2021). Implementing inclusive education in the Philippines: College teacher experiences with deaf students. Issues in Educational Research, 31(1), 94-110. http://www.iier.org.au/iier31/dela-fuente.pdf
  • Dela Fuente, J.A. (2019). Driving Forces of Students' Choice in Specializing Science: A Science Education Context in the Philippines Perspective. The Normal Lights, 13(2), 225-250. https://po.pnuresearchportal.org/ejournal/index.php/normallights/article/view/1393
  • Demirli, C. (2002). Web tabanlı öğretim uygulamalarına ilişkin öğrenci görüşleri: Fırat üniversitesi örneği. Açık ve Uzaktan Eğitim Sempozyumunda sunulan bildiri, Anadolu Üniversitesi, Eskişehir
  • Dogniez J., (2019). Internet for education: key considerations for advancing sustainable development.
  • Dornyei, Z. (2007). Research methods in applied linguistics. New Yok: Oxford University Press.
  • Educause (n.d), Online Learning. https://library.educause.edu/topics/teaching-and-learning/online-learning
  • Ferrel, M.N. & Ryan, J.J. (2020). The Impact of COVID-19 on Medical Education. Cureus, 12(3), e7492. https://doi.org/10.7759/cureus.7492
  • García E. & Weiss E, (2020). COVID-19 and student performance, equity, and U.S. education policy.
  • Ghavifekr, S. & Rosdy, W.A.W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science (IJRES), 1(2), 175-191.
  • Good Therapy (2018). Coping Mechanisms. https://www.goodtherapy.org/blog/psychpedia/coping-mechanisms
  • Gordon, N. (2014). Flexible Pedagogies: Technology-Enhanced Learning. Hull, England: The Higher Education Academy, 1-24.
  • International Consultants for Education and Fairs [ICEF] (2013). Philippines creates opportunities in overhaul of K- 12 education system.
  • van der Spoel, I., Noroozi O., Schuurink E., & van Ginkel S. (2020). Teachers' online teaching expectations and experiences during the Covid19-pandemic in the Netherlands. 623-638. https://doi.org/10.1080/02619768.2020.1821185.
  • Jamieson-Proctor, R., Albion, P., Finger, G., Cavanagh, R., Fitzgerald, R., Bond, T., & Grimbeek, P. (2013). Development of the TTF TPACK Survey Instrument. Australian Educational Computing, 27(3),26-35.
  • Keyton, J. (2011), Communication and Organizational Culture: A Key to Understanding Work Experience, Sage, Thousand Oaks, CA.
  • King, N. (2004). Using templates in the thematic analysis of text. In Cassell, C., Symon, G. (Eds.), Essential guide to qualitative methods in organizational research (pp. 257-270). London, UK: Sage.
  • Kebritchi, M., Lipschuetz, A. and Santiague, L. (2017), "Issues and challenges for teaching successful online courses in higher education", Journal of Educational Technology Systems, 46(1), 4-29, doi: 10.1177/0047239516661713.
  • Lederman, D. (2020). Will shift to remote teaching be boon or bane for inline learning? Inside Higher Ed.
  • Mahyoob, M. (2020). Challenges of e-Learning during the COVID-19 Pandemic Experienced by EFL Learners. Arab World English Journal, 11(4) 351-362. DOI: https://dx.doi.org/10.24093/awej/vol11no4.23
  • Masters, K. & Gibbs, T. (2007). The Spiral Curriculum: implications for online learning. BMC Med Educ 7, 52. https://doi.org/10.1186/1472-6920-7-52
  • Miglani, A. & Awadhiya, A.K. (2017). Mobile learning: readiness and perceptions of teachers of Open Universities of Commonwealth Asia. Journal of Learning for Development-JL4D, 4(1).
  • Mishra, L., Gupta, T., & Shree A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open. https://doi.org/10.1016/j.ijedro.2020.100012.
  • Mortensen, D. (2020). How to Do a Thematic Analysis of User Interviews. https://www.interaction- design.org/literature/article/how-to-do-a-thematic-analysis-of-user-interviews.
  • Organisation for Economic Cooperation and Development [OECD] (2020). Supporting the continuation of teaching and learning during the COVID-19 Pandemic. https://www.oecd.org/education/Supporting-the-continuation-of-teaching-and-learning-during-the-COVID-19-pandemic.pdf.
  • Orhan G. & Beyhan O. (2020). Teachers' Perceptions and Teaching Experiences on Distance Education Through Synchronous Video Conferencing during COVID-19 Pandemic, Social Sciences and Education Research Review, 7(1), 8-44.
  • Okabe M.. (2013). Where Does Philippine Education Go?: the "K to 12" Program and Reform of Philippine Basic Education, Institute of Developing Economies, Chiba, Japan.
  • Owusu-Fordjour, C., Koomson, C.K., & Hanson, D. (2020). The Impact of Covid-19 on Learning-The Perspective of the Ghanaian Student. Eur. J. Educ. Stud. 7(3), 88-101. doi:10.5281/zenodo.3753
  • Pellegrini, M., Uskov, V., & Casalino, N. (2020). Reimagining and Re- Designing the PostCOVID-19 Higher Education Organizations to Address New Challenges and Responses for Safenand Effective Teaching Activities. Law and Economics Yearly Review Journal, 219-248.
  • Raes, A., Detienne, L., Windey, I., & Depaepe, F. (2019). A systematic literature review on synchronous hybrid learning: Gaps identified. Learning Environments Research.
  • Ragpala, E.(2021). Environmental Factors that Affect the Academic Performance of Senior High School Students during COVID-19 Pandemic. International Journal of Social Sciences: Current and Future Research Trends, 11(1), 1-19.
  • Sandelowski, M. (2004). Using qualitative research. Qualitative Health Research, 14, 1366-1386. doi:10.1177/1049732304269672
  • Scriven, M. (1991). Evaluation thesaurus (4th ed.). Thousand Oaks, CA: Sage Publications.
  • Silva, S., Badasyan, N., & Busby, M. (2018). Diversity and digital divide: Using the national broadband map to identify the non-adopters of broadband. Telecommunications Policy, 42(5), 361-373
  • Sincero S.M. (2012). Stress and Coping Mechanisms. Explorable.com: https://explorable.com/stress- and-coping-mechanisms.
  • Souleles, N., Laghos, A., & Savva, S. (2020). "From Face-To-Face to Online: Assessing the Effectiveness of the Rapid Transition of Higher Education Due to the Coronavirus Outbreak," in 15th International Technology, Education and Development Conference, Cyprus, 9–10. doi:10.21125/iceri.2020.0274.
  • The Center for Theory of Change, Inc. (n.d.). What is Theory of Change?. https://www.theoryofchange.org/what-is- theory-of-change/.
  • Toquero, C. M. (2020). Challenges and Opportunities for Higher Education amid the COVID-19 Pandemic: The Philippine Context. Pedagogical Res. 5(4), em0063. doi:10.29333/pr/7947.
  • Trance, N.J.C. & Trance, L.A.M.L. (2019).J. Embracing the K-12 Curriculum: Accounts of Philippine Teachers and Students Phys.: Conf. Ser. 1254 012031.
  • UNESCO. (n.d). Education: From disruption to recovery. https://en.unesco.org/covid19/educationresponse.
  • UNDG. (n.d.). Theory of Change. https://unsdg.un.org/sites/default/files/UNDG-UNDAF-Companion-Pieces-7- Theory-of-Change.pdf.
  • UPMC Susquehanna (2019). Is Screen Time Really Bad for Our Eyes?. https://share.upmc.com/2019/01/screen- time/.
  • Velentzas, J.O.H.N. & Broni, G. (2014). "Communication cycle: definition, process, models and examples", Recent Advances in Financial Planning and Product Development, Proceedings of the 5th International Conference on Finance, Accounting and Law (ICFA '14), Istanbul, Turkey, 15-17, pp. 117-131.
  • Vogel, I. (2012). "Review of the Use of 'theory of change' in International Development", Review Report, Department for International Development.
  • Wu, S.Y. (2021). How Teachers Conduct Online Teaching During the COVID-19 Pandemic: A Case Study of Taiwan. Front. Educ. 6:675434. doi: 10.3389/feduc.2021.675434.