Examining the Interrelationship between Operational School Support and Challenges of Students during the Full Online Learning Modality
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https://doi.org/10.48017/dj.v10ispecial_1.3337Palabras clave:
online learning modality, student support, e-learning, distance education, PhilippinesResumen
The recent 2020 global pandemic necessitated changes in various sectors, including economic, business, and academic landscapes. In response to the escalating COVID-19 cases, national governments worldwide implemented stringent measures, including movement control policies and the adoption of innovative educational practices. This study focused on the transition of Philippine educational institution from face-to-face to remote, blended, modular, and online learning modalities. The study looked into the effects of online learning, particularly its potential to enhance students' academic performance through the development of computer and information literacy (CIL), self-directed learning (SDL), and motivation for learning (MOL) levels. The study specifically investigated the challenges faced by students and teachers in selected schools in South Manila City, Philippines, focusing on technological services, time management, and learning approaches.
Identified challenges namely technological services, time management, and learning approaches were operationally used as study variables to assess the impact of these challenges on operational school support in the context of full online learning modalities. Findings showed operational school support is significantly associated with the challenges encountered by students during full online learning. A significant difference was reported between operational school support and technological services provided to the students during full online learning modality. Also, there was a difference in the student time management and student learning approaches
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Derechos de autor 2025 Devy M Galang, Irene Acuña, Jessa Frida Festijo, Paulo Maria Pagkatipunan, Virginia Fornias, Jonathan Madronero
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
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