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INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY: APPLIED
BUSINESS AND EDUCATION RESEARCH
2021, Vol. 2, No. 9, 786 – 804
http://dx.doi.org/10.11594/ijmaber.02.09.09
How to cite:
Medalla, J. V. B., Dipad, M. A. D., & Vera, C. P. B. D. (2021). Faculty Online Learning Readiness of a Private Secondary
School in Bicol, Philippines the New Normal: Basis for an Extension Program. International Journal of Multidisciplinary:
Applied Business and Education Research. 2 (9), 786 – 804. doi: 10.11594/ijmaber.02.09.09
Research Article
Faculty Online Learning Readiness of a Private Secondary School in Bicol,
Philippines Amidst the New Normal: Basis for an Extension Program
Jopet Vincent B. Medalla1*, Mark Anthony D. Dipad2, Christian Paulo B. De Vera3
1,2,3Information & Communications Technology/Education Department, Sorsogon State College-
Bulan Campus, Zone 8, Bulan, Sorsogon 4706, Philippines
Article history:
Submission September 2021
Revised September 2021
Accepted September 2021
ABSTRACT
The emergence of Corona Virus Disease 2019 pandemic required ed-
ucational institutions to shift to new instructional paradigm to ensure
learning continuity. With the restrictions on mass gathering, online
distance learning has emerged as one of the alternative modalities.
This descriptive study primarily aimed to assess the faculty readiness
of St. Louise de Marillac School of Bulan (SLMSB), Inc., a private sec-
ondary school in the Municipality of Bulan in Sorsogon Province, Bi-
col Region of The Philippines, in implementing online learning as an
alternative instructional mode. Using an adapted survey-question-
naire, twenty (20) faculty members participated in this research
which is a total enumeration of the teachers in the school. Employing
descriptive statistical tools on quantitative data which are supported
by qualitative data collected through interview, it was found out that
the faculty members of SLMSB are sufficiently ready on online learn-
ing in terms of their technology access, considering the measures be-
ing undertaken by the school administration. They are also ready in
terms of their technology skills and their attitude towards online
learning. However, despite the general result on readiness, analysis
of the indicators revealed that they need to be trained in terms of use
of online learning management system, and use of tools for develop-
ing learning materials. With these results, it is recommended that a
capability-building program for faculty members of SLMSB be con-
ducted to prepare them in facilitating online learning through an ex-
tension program that may be offered by Sorsogon State College – Bu-
lan Campus.
Keywords: online learning modality, faculty readiness, new normal, St.
Louise de Marillac School of Bulan.
*Corresponding author:
E-mail:
jopet.medalla@sorsogonstate-
college.edu.ph
JVB Medalla, MAD Dipad, & CPBD Vera 2021/ Faculty Online Learning Readiness of a Private Secondary School in Bicol, Philippines
IJMABER 787 Volume 2 | Number 9 | September | 2021
Introduction
The emergence of Corona Virus Disease
2019 (COVID-19) pandemic has led educa-
tional institutions in the world into an unprec-
edented shift to new learning delivery strate-
gies to ensure continuity of learning despite the
restrictions in response to the health crisis.
Schools have migrated to different modalities,
which are mostly encompassing distance edu-
cation, while the conduct of face-to-face classes
is still prohibited due to the risk of spread of the
virus. With this shift to new learning modes
which are referred to as “the new normal in ed-
ucation”, the use of modern technology, espe-
cially the Internet has been maximized to de-
liver instruction without the risk of contracting
the disease. Among the modalities, online dis-
tance learning has been viewed as the modality
that fully maximizes modern technology and
the Internet in the delivery of education. Online
learning, or electronic or e-learning, refers to
the self-paced or real-time educational delivery
over the internet to the learners (Lee & Lee,
2006). In an online learning environment, stu-
dents access instructional resources and mate-
rials online at any place anytime (Tamm, 2019).
The Department of Education (2020), through
its Basic Education Learning Continuity Plan,
has recognized online distance learning as one
of the modalities that may be employed in the
new normal. It defined online learning as a
learning delivery modality where the teacher
facilitates and engages learners’ active partici-
pation through the use of different technologies
accessed through the Internet while they are
geographically separated from each other dur-
ing the teaching-learning process. In other
words, the Internet is utilized as means of facil-
itating learner-teacher and learner-to-learner
communication.
Even before the pandemic, the implementa-
tion of online learning or e-learning around the
globe has been massive. Duffin (2020) reported
that the e-learning market worldwide is pro-
jected to be more than 243 billion U.S. dollars
by 2022. In 2016, the self-paced e-learning
product market recorded to be amounting to
46.67 billion U.S. dollars. In the Philippines, the
University of the Philippines was the first
higher education institution to incorporate e-
learning in its system with the establishment of
the Open University. In addition, the University
of Sto. Tomas institutionalized its E-LeAP or the
E-Learning Access Program where learning
materials are made available online. The
Ateneo de Manila, the De La Salle University,
and other state universities also offer online
learning courses (Arimbuyutan, Kim, Song &
So, 2007).
Being in the frontline of the implementation
of educational policies, teachers remain to be
one of the primary drivers of successful em-
ployment of online distance learning as schools
adapt to the new normal. Primarily, they are
the ones who will execute the alternative learn-
ing modalities and will contextualize learning
resources, contents, and materials. They serve
as the middle component which lies between
the curriculum and the learners (Insorio,
2021). With the changes brought by rapidly
modernizing technology, teachers need to pos-
sess modern skills and capabilities demanded
by new educational paradigms. Asio and Riego
de Dios (2019) explicated that information, me-
dia and technology skills are among the essen-
tial skills perceived by the students as compris-
ing the characteristics of well-qualified educa-
tors. Even without the pandemic, there is al-
ready a need for teachers to be equipped with
ICT skills and capabilities in the pedagogical
context. With these contentions, the readiness
of teachers in adopting online learning modes
needs to be assessed to determine if they have
the necessary resources, skills, and attitude to
achieve teaching standards and expectations in
the new normal. Aware of this need, the Depart-
ment of Education (2020), with its Basic Educa-
tion Continuity Plan, emphasizes the im-
portance of capacitating school teachers and
leaders to implement and manage the shift to
multi-modal learning delivery modalities
which are considerate of technology access,
readiness survey results, and implementation
plans.
Many studies have been conducted to as-
sess the e-learning or online-learning readi-
ness of school teachers both on the interna-
tional and national levels and provide signifi-
cant views of teacher readiness on online
teaching. Martin, Budhrani, and Wang (2019)
concluded that the attitude of teachers towards
the importance of online teaching competency
JVB Medalla, MAD Dipad, & CPBD Vera 2021/ Faculty Online Learning Readiness of a Private Secondary School in Bicol, Philippines
IJMABER 788 Volume 2 | Number 9 | September | 2021
and how they perceive their ability are great
contributors to how teachers approach online
teaching goals, tasks, and difficulties. The same
study argued that there are four components of
online teaching; namely, course design, course
communication, time management, and the
technical component. Likewise, the study of
Phan and Dang (2017) contended that many
factors contribute to the e-learning readiness
of teachers. These factors include attitude,
technology competence, pedagogy and meth-
odology, training, and time constraint. Educa-
tional institutions need to have an understand-
ing of these factors and consider them in creat-
ing their strategic plans for the successful im-
plementation of e-learning. Additionally, Hung
(2016) concluded that, in the context of online
learning readiness, the years of teaching is in-
versely related to the teachers’ communication
self-efficacy while directly related to their self-
directed learning. In the Philippines, the study
of Javier (2020) examined the e-learning read-
iness of faculty members of a state university.
In terms of their attitude towards online learn-
ing, the study found a balance in their percep-
tion of e-learning, delivery of instruction, and
benefits to the university. In addition, the fac-
ulty members were found to have the compe-
tence along 21st century competencies on
online learning. However, they needed im-
provement on utilizing online learning. Mean-
while, the study of Ventayen (2019) assessed
the readiness of the teachers of the Department
of Education in online distance education envi-
ronment which includes technical skills, expe-
rience with online teaching and learning, atti-
tudes toward online learning, and time man-
agement and time commitment. The results in-
dicated that teachers had a positive attitude to-
wards online distance learning, and the major-
ity of the respondents are ready for online
teaching. On the other hand, the study of Asio
and Bayucca (2021) found that internet con-
nectivity is the primary challenge for teachers
in adopting online learning modality during the
pandemic. Other issues such as preparation,
competencies, funding and devices also needed
to be addressed.
Similar with other educational institutions,
St. Louise de Marillac School of Bulan (SLMSB),
Inc. also envisions itself to become a secondary
school that can institutionalize online learning
into its academic culture, particularly in the
new normal and even after the restrictions
brought by the health crisis. SLMSB, formerly
Colegio dela Inmaculada Concepcion de Bulan,
is a private secondary school which offers both
junior and senior high school in the Municipal-
ity of Bulan, Province of Sorsogon in the Bicol
Region of The Philippines. The school admin-
istration believes in the effectiveness of online
learning as an educational delivery modality
considering the uncontrollable influence of
modern technology to different sectors of the
society, including education. For the academic
year 2020 – 2021, it recorded a total student
enrolment of about 700 learners. The school
administration recognizes the need to assess
the readiness of its teachers as a vital aspect of
the success of the implementation of online
learning in the institution.
Objectivies
This study primarily aimed to assess the
online learning readiness of the faculty mem-
bers of St. Louise de Marillac School of Bulan,
Inc. in response to the restrictions to education
brought by the COVID-19 pandemic. Specifi-
cally, it sought to (1) identify the level of online
learning readiness of the faculty members of St.
Louise de Marillac School of Bulan, Inc. in terms
of (a) Technology Access, (b) Technology Skills
and (c) Attitude Towards Online Learning; and
(2) propose interventions to improve the fac-
ulty readiness of St. Louise de Marillac School
of Bulan, Inc. towards the implementation of
online learning.
Methodology
This study employed the descriptive re-
search design, using an adopted survey-ques-
tionnaire which provided quantitative data.
This design is appropriate to the present study
since it deals with describing population, situa-
tion or phenomenon (McCombes, 2019) which
in this case is the faculty online learning readi-
ness of St. Louise de Marillac School of Bulan,
Inc. Other than the survey-questionnaire, the
researchers also conducted unstructured inter-
view to support the quantitative data from the
survey-questionnaire and assist in the inter-
pretation of results.
JVB Medalla, MAD Dipad, & CPBD Vera 2021/ Faculty Online Learning Readiness of a Private Secondary School in Bicol, Philippines
IJMABER 789 Volume 2 | Number 9 | September | 2021
The respondents were a total enumeration
of the twenty (20) faculty members of the
school who were in-service when the survey
was conducted on July 2020. The distribution
of the faculty-respondents per specialization is
shown in Figure 1. Of the seven disciplines,
English has the highest number of teachers
with five followed by Technology and Liveli-
hood Education (TLE), Music, Arts, Physical Ed-
ucation and Health (MAPEH), and Science with
four. Other subjects all have two teachers.
Figure 1. Specialization of Faculty-Respondents
The primary instrument of this study was a
survey-questionnaire adopted from Mercado
(2008). The original questionnaire was par-
tially modified, especially in terms of the indi-
cators of the variables, to ensure appropriacy
with the current situations and with the con-
text of St. Louise de Marillac School of Bulan,
Inc. The faculty readiness questionnaire was di-
vided into three parts. The first one dealt with
the profile of the respondents, specifically their
field of specialization and online learning train-
ing background. The second part contained the
actual online learning readiness evaluation of
the faculty members in terms of technology ac-
cess, technology skills and attitude towards
learning. These variables were further subdi-
vided into component sections. Each of these
variables was composed of several indicators.
For the technology access section, the respond-
ents measured their readiness through Yes-No
dichotomous items. For technology skills and
attitude, a 5-point Likert Scale which ranged
from not ready to highly ready was used. The
last part of the questionnaire dealt with recom-
mended interventions to improve the online
learning readiness of St. Louise de Marillac
School of Bulan, Inc.
The study was part of the memorandum of
agreement between the SLMSB and Sorsogon
State University. Hence, this is conducted with
the permission of the school. Using the printed
survey-questionnaire, the actual data-gather-
ing process was conducted on July 30 – 31,
2020 at St. Louise de Marillac School of Bulan,
Inc. The accomplished questionnaires were re-
trieved immediately for tallying and applica-
tion of appropriate statistical tools.
The researchers employed descriptive sta-
tistical tools for analysis of data. Frequency
count, percentage technique and weighted
mean were used. Meanwhile, for items that
were answerable through a 5-point Likert
Scale, the researchers used the scale below in
consonance with the scale in the survey-ques-
tionnaire.
0123456
English
Filipino
Mathematics
Science
Araling Panlipunan
MAPEH
TLE
No. of Teachers
JVB Medalla, MAD Dipad, & CPBD Vera 2021/ Faculty Online Learning Readiness of a Private Secondary School in Bicol, Philippines
IJMABER 790 Volume 2 | Number 9 | September | 2021
Weighted Mean
Interpretation
4.50 – 5.00
Highly Ready
3.50 – 4.49
Ready
2.50 – 3.49
Moderately Ready
1.50 – 2.49
Poorly Ready
1.00 – 1.49
Not Ready
Results and Discussion
Online learning readiness of faculty mem-
bers in terms of technology access
This section provides the results and the
discussion thereof regarding the online learn-
ing readiness of faculty members of St. Louise
de Marillac School of Bulan, Inc. in terms of
technology access which is further subdivided
into three parts: access to computers and pe-
ripherals, internet connectivity and access to
basic online learning tools.
Access to computers and peripherals
Except for access to printer which is a sig-
nificant peripheral of computers especially in
the implementation of online learning and in
the new normal brought by the COVID-19 pan-
demic, the data provide a positive view of fac-
ulty members’ computer access (Figure 2).
All of the 20 faculty members or 100.00%
own a desktop computer or laptop with the
basic software applications installed. This very
high access to computers can be explained by
the measures being taken by the administra-
tion of St. Louise de Marillac School of Bulan
Inc. Specifically, to ensure that teachers have
laptops which they would use in their teaching
functions, the school administration offered a
laptop loan with minimal interest which can be
paid in a year, two or three depending on the
decision of the teacher. This program bears
mutual benefits for the faculty members and
the school administration because with their
ownership of laptops, they will be able to ac-
complish their tasks, especially in the new nor-
mal, where most of the activities require the
use of laptops or computers and other modern
devices.
The dependability of these laptops does not
equate to the very high access to computers. Of
the 20 teachers, 14 or 70.00% have access to
dependable computer/laptop. This is because
some teachers have laptop units who have
lower specifications which may not meet the
requirements of new computer applications. In
response, the SLMSB administration hired a
management information system (MIS) officer
who not just maintains the information sys-
tems of the school but also assists the teachers
in their technical needs. Similarly, the MIS of-
ficer also assists the teachers in their needs re-
garding the software requirements of their lap-
top/computer units.
Figure 2. Access of Faculty Members to Computers and Peripherals
Meanwhile, 16 or 80.00% of the faculty
members do not have their printer. The una-
vailability of personal printers of most of the
faculty members is resolved by the initiative of
the school to provide printers which the
teachers may use for printing of learning re-
sources and materials. These initiatives corrob-
orate to the willingness of the school to under-
take measures to improve their readiness to
online learning.
4
20
14
20
16
0
6
0
0 5 10 15 20 25
I have a printer.
I have access to a computer/laptop with…
I have access to a dependable…
I own a desktop computer/laptop.
NO YES
JVB Medalla, MAD Dipad, & CPBD Vera 2021/ Faculty Online Learning Readiness of a Private Secondary School in Bicol, Philippines
IJMABER 791 Volume 2 | Number 9 | September | 2021
Internet connectivity
Of the 20 faculty members of SLMSB, only
six or 30.00% have internet connection at
home while 13 or 65.00% expressed willing-
ness to obtain internet connection at home
(Figure 3). The data support the reality of inter-
net connectivity in the country. While all of
them have access to computers which are used
in accomplishing instructional requirements,
the insufficiency of internet connection at
home may affect the successful implementation
of online learning in SLMSB. Arayata (2021) re-
ported that access to the internet remains a pri-
mary challenge among teachers in the Philip-
pines by citing a study conducted by the Na-
tional Research Council of the Philippines
which bared that an average of 71% of teachers
from rural areas use mobile data as the primary
internet connection. This type of connection is
not dependable for conducting online teaching
activities due to its lower internet speed and
capacity. In addition, the report of the Depart-
ment of Information & Communications Tech-
nology (2021) which provides that, while the
country has been recording an improvement in
its internet speed, its ranking is still low at 86th
spot globally.
This implies that a work-from-home ar-
rangement will not be appropriate for most of
the faculty members. While 65.00% of them
have expressed willingness to obtain internet
connection at home, this still does not guaran-
tee that a work-from-home arrangement for
online learning will be successful. This also en-
tails additional expense for the teachers, simi-
lar to accessing internet connection in internet
shops.
However, it is significant to note that all of
the faculty members have access to internet
connection in SLMSB campus. This is because
of the effort of the school administration to
strengthen and improve its wireless fidelity or
wi-fi connection throughout the campus. This
effort by the school administration compen-
sates the inefficiency of teachers’ internet con-
nection at home, in addition to the laptop-loan
program also institutionalized by the school to
ensure the faculty members’ access to comput-
ers. This also suggests that an online learning
modality may still be implemented by utilizing
the available internet resources in the campus.
Figure 3. Internet Connectivity of Faculty Members
Basic online learning tools
All of the faculty members or 100.00% have
access to basic productivity tools such as docu-
ment and presentation productivity software,
and internet browsers which are fundamental
to implementation of online learning (Figure
4). These data yield positive insights on the
readiness of teachers for online learning readi-
ness. Generally, their access to basic productiv-
ity and online tools is an indicator of their basic
5
20
13
6
15
0
7
14
0 5 10 15 20 25
I have access to Internet connection in Internet
shops.
I have access to Internet connection in the
campus.
I am willing to obtain internet connection at
home.
I have an internet connection at home.
NO YES
JVB Medalla, MAD Dipad, & CPBD Vera 2021/ Faculty Online Learning Readiness of a Private Secondary School in Bicol, Philippines
IJMABER 792 Volume 2 | Number 9 | September | 2021
awareness of computer operations. This can be
explained by the migration of educational
system from traditional paradigm to modern
one where technological advancement has
been the trend in pedagogy and learning. Based
on the interview, most of the teachers have ex-
perienced using computer technology when
they were still studying so they are already fa-
miliar with basic computer tools. There is a
need, however, to contextualize their basic
knowledge into the application to learning, spe-
cifically online learning which is demanded by
the present situation. This calls for capability-
enhancement activities to prepare them as the
school envisions to migrate to online learning
in response to the new normal brought by the
COVID-19 pandemic.
Figure 4. Access of Faculty Members to Basic Online Learning Tools
The teachers’ degree of access to photo and
video-editing tools implies that the capability-
building program should include the training
on photo and video-editing tools. Contrary to
basic productivity and online tools, based on
the interview conducted, most of the teachers
remain unfamiliar with the use of photo and
video-editing tools. These tools are significant
in the development of learning materials and
resources for online learning; hence, this
should be included in the training design.
Caluza, et al. (2017) observed the same re-
sults that most teachers already have the nec-
essary skills in utilizing computer productivity
tools. However, most of them still have little
knowledge in using photo and video manipula-
tion software which are also significant in
teaching based on the current demands.
Donkor (2020) highlighted the effectiveness of
video materials in the learners’ acquisition of
practical skills. Hence, video-based instruc-
tional resources help improve the craftsman-
ship of students.
Online learning readiness of faculty mem-
bers in terms of technology skills
This section discusses the results of the as-
sessment of the online learning readiness of
faculty members in terms of technology skills
which further subdivided into three sections
namely, basic computer operations, basic inter-
net skills, and literacy on online and productiv-
ity tools. This section initially presents the
background of teachers in trainings related to
online learning.
5
20
20
15
0
0
0 5 10 15 20 25
I have photo and video-editing tools installed
on my computer/ laptop.
I have internet browser installed on my
computer/ laptop (e.g. Google Chrome,
Mozilla).
I have basic productivity tools installed on my
computer/ laptop (e.g. MS Word,
PowerPoint).
NO YES
JVB Medalla, MAD Dipad, & CPBD Vera 2021/ Faculty Online Learning Readiness of a Private Secondary School in Bicol, Philippines
IJMABER 793 Volume 2 | Number 9 | September | 2021
Online Learning Training Background of Faculty Members
Figure 5. Training Background of Faculty members on Online Learning
Data reveal that none of the faculty mem-
bers underwent training on online learning
(Figure 5). This could be explained by the sud-
den emergence of the health crisis which were
never prepared for by Philippine educational
communities. Before the pandemic, while there
is already gradual shift to modern technologies,
very few schools have fully ventured into
online learning. Most of the schools in the Phil-
ippines were still implementing traditional
modes of learning deliveries; hence, online
learning did not become a priority for faculty
capability-building. This is further corrobo-
rated by the responses of the teachers in the in-
terview. While most of them have noted that
they have undergone training on the use of
modern technology, it was revealed that none
of these have specifically focused on online
learning.
This means that there is indeed a need to
conduct a training for online learning, consid-
ering the background of the teachers. However,
in designing the capability-enhancement pro-
gram, it is significant to consider several other
factors such as willingness of the school admin-
istration, faculty and students to venture into
online learning and infrastructural readiness of
the school to implement online learning.
Basic Computer Operations
Generally, the faculty members of SLMSB
are “ready” in terms of basic computer opera-
tions as fundamental skills in online learning
(Table 1). Teachers have the highest skill level
in terms of turning on and shutting down com-
puters properly while they have the lowest skill
level in terms of knowledge on resolving com-
mon hardware and software problems or ac-
cessing technical support.
This favorable level of readiness of the fac-
ulty members in terms of basic computer oper-
ations can be explained by the prominence of
modern technology in almost all of the sectors
of the society. With computer being a part of so-
cietal mechanisms, people have been de-
manded to have basic knowledge on comput-
ers. Teachers are part of the revolution on edu-
cational systems brought by modernity. As
such, teachers already have the fundamental
grasp of computer operations. It is significant
to note, on the other hand, that the teachers are
only moderately ready in terms of installing
software and setting configuration, and trou-
bleshooting computer problems. This could be
because these skills are already seen as highly
technical although they can also be done by
those who at least have basic knowledge on
computer operations.
With Training Without Training
JVB Medalla, MAD Dipad, & CPBD Vera 2021/ Faculty Online Learning Readiness of a Private Secondary School in Bicol, Philippines
IJMABER 794 Volume 2 | Number 9 | September | 2021
Table 1. Technology Skills Readiness of Faculty Members in terms of Basic Computer Operations
Indicators
5
4
3
2
1
Weighted
Mean
Description
I know the basic functions of com-
puter hardware components (CPU
and monitor) including its periph-
erals like the printer, speaker,
mouse etc.
11
7
2
0
0
4.45
Ready
I know how to save/open docu-
ments to/from a hard disk or other
removable storage devices.
16
4
0
0
0
4.80
Highly
Ready
I know how to turn on and shut-
down the computer properly.
18
2
0
0
0
4.90
Highly
Ready
I am comfortable with things like in-
stalling software and changing con-
figuration settings on my computer.
3
7
5
4
1
3.35
Moderately
Ready
I know how to resolve common
hardware or software problems, or I
can access a technical support in
case I encounter a problem.
1
5
7
6
1
2.95
Moderately
Ready
Weighted Mean Average
4.09
Ready
This implies that in designing the capabil-
ity-building program, basic computer opera-
tions should no longer be highlighted since the
faculty members are already confident in car-
rying out these operations. It is important to fo-
cus on the contextualization of computer oper-
ations and tools to online learning, including
the development and production of learning re-
sources and materials for online teaching. Basic
troubleshooting and setting configuration may
also be included in the training design.
This is supported by the study of Umar and
Yusoff (2014) which found that most present-
day teachers already possess basic computer
skills necessary for their conduct of their pro-
fessional responsibilities. These include skills
that are related to basic computer operations,
word processing, slide presentations and
spreadsheet. The acquisition of these skills by
the teachers can be explained by the fact that
these tools have become integral in all profes-
sional mechanisms, hence teachers have been
expected and driven to learn them. However, it
was also found that the teachers have difficulty
with advanced computer skills such as produc-
tion of computer graphics and animation, and
multimedia designs, which is also consistent
with the results of the present study.
Basic internet skills
The faculty members have the highest level
of internet skill in terms of having e-mail ad-
dress, and opening and sending emails with file
attachments, with weighted mean of 4.75
which is interpreted as “highly ready” (Table
2). They are also “highly ready” in terms of surf-
ing the internet and navigating web pages with
4.50 weighted mean. They have the lowest
weighted mean on resolving common errors
while surfing the internet with weighted mean
of 3.80 which is described as “ready”. Generally,
the faculty members are “ready” in terms of
basic internet skills with weighted mean aver-
age of 4.33.
The readiness of teachers in terms of inter-
net skills can be explained by the fundamental-
ity and integrality of internet connection in ed-
ucation. With the emergence of modern tech-
nology, the internet has become part of Philip-
pine educational systems. With this, teachers
have been inclined to learning internet opera-
tions to maximize its use both in their personal
and professional undertakings. Specifically,
teachers have the highest internet skill level in
terms of e-mailing. This is because e-mail has
been accepted, especially in the professional
field, as primary means of communication or
JVB Medalla, MAD Dipad, & CPBD Vera 2021/ Faculty Online Learning Readiness of a Private Secondary School in Bicol, Philippines
IJMABER 795 Volume 2 | Number 9 | September | 2021
correspondence. This provides a positive
insight since the use of e-mail is an indispensa-
ble part of the online learning which deals with
the delivery of learning resources and instruc-
tion through online platforms.
Table 2. Technology Skills Readiness of Faculty Members in terms of Basic Internet Skills
Indicators
5
4
3
2
1
Weighted
Mean
Description
I have an email address and I
can open/send an email with
file attachments.
16
3
1
0
0
4.75
Highly
Ready
I know how to surf the Internet
and navigate the web pages (go
to next, or previous page).
12
6
2
0
0
4.50
Highly
Ready
I know how to download files
using any browsers (Internet
explorer, Google Chrome).
12
6
1
1
0
4.45
Ready
I am comfortable with things
like doing searches, setting
bookmarks, and downloading
files.
7
10
2
1
0
4.15
Ready
I know how to resolve common
errors while surfing the Inter-
net such as “page not found” or
“connection timed out”.
4
10
4
2
0
3.80
Ready
Weighted Mean Average
4.33
Ready
This result implies favorable level of online
learning readiness of the teachers in terms of
internet operations. This denotes that basic in-
ternet mechanisms should be no longer be fo-
cused on in the capability-building program to
be conducted, if necessary, since teachers al-
ready have basic knowledge on them. What
needs to be highlighted is the application of in-
ternet in the context of online learning.
Notably, most of the teachers in this school
are young and fresh graduates which is con-
sistent with the findings of the study of Liang
and Chao (2002) which revealed that younger
teachers tend to have better internet literacy
skills because there are more courses covering
computers and the internet for younger faculty
members to select during their pre-service
learning. This further suggests that computer
and internet integration has become part of the
pre-service education of the younger teachers,
making them more familiar with the internet
mechanisms.
Literacy on online and productivity tools
Generally, the faculty members are “ready”
in terms of literacy on online and productivity
tools with weighted mean average of 3.74 (Ta-
ble 3). Specifically, they have the highest liter-
acy on knowledge on portable document file,
and word processing both and the lowest liter-
acy on modifying and adding content and as-
sessment using an online learning management
system.
When viewed in its entirety, the data reveal
favorable level of readiness of faculty members
in terms of their literacy on online and produc-
tivity tools. This high level of general readiness
can still be explained by fundamentality and in-
tegrality of modern technology in teaching.
Hence, teachers today have immersed them-
selves into the use of internet and productivity
tools. The data, however, are better understood
by looking into the individual indicators. While
the faculty members have positive level of
readiness in most indicators, it is significant to
note that they have the lowest level of readi-
JVB Medalla, MAD Dipad, & CPBD Vera 2021/ Faculty Online Learning Readiness of a Private Secondary School in Bicol, Philippines
IJMABER 796 Volume 2 | Number 9 | September | 2021
ness in terms of using online learning manage-
ment system which is vital in the implementa-
tion of online learning. Online learning man-
agement systems (OLMS) are online platforms
that provide educational practitioners to man-
age learning content, resources, activities and
even evaluation online. Their low level of
readiness in online learning management sys-
tem is caused by minimal use of OLMS in Phil-
ippine schools. Hence, they are mostly unfamil-
iar with these platforms. With the new normal,
however, where online learning has become a
trend, knowledge on OLMS is vital to successful
learning delivery.
Table 3. Technology Skills Readiness of Faculty Members in terms of Literacy on Online and
Productivity Tools
Indicators
5
4
3
2
1
Weighted Mean
Description
I know how to access an
online library and other re-
source databases.
3
8
7
2
0
3.60
Ready
I know how to use asynchro-
nous tools (e.g., discussion
boards, chat tools,) effectively.
3
8
5
4
0
3.50
Ready
I know what PDF files are, and
other file formats, and I can
download and view them.
9
7
3
0
1
4.15
Ready
I am familiar with word pro-
cessing and use it comfortably.
7
9
4
0
0
4.15
Ready
I can have several applications
opened at the same time and
move between them.
8
7
4
1
0
4.10
Ready
I know how to use file com-
pression methods and tools.
3
8
7
2
0
3.60
Ready
I know how to use presenta-
tion software.
5
8
7
0
0
3.90
Ready
I know how to use learning
management software.
1
9
8
2
0
3.45
Moderately
Ready
I have the skills to modify and
add content and assessment
using an online learning man-
agement system.
1
3
11
4
1
2.95
Moderately
Ready
I know how to browse, select
and save teaching-learning re-
sources/materials that are
available online.
5
10
4
1
0
3.95
Ready
Weighted Mean Average
3.74
Ready
This result affirms the need to conduct in-
terventions to improve the capability of the
teachers in implementing online learning. Spe-
cifically, there is a significant need to conduct
training on online learning management sys-
tem which is the primary avenue in the success-
ful employment of online learning modality.
The capability-building program should aim at
developing teachers’ mastery of OLMS,
especially in managing resources, contents and
activities, and using this in assessment process.
In deciding which OLMS to introduce to
teachers, it is important to consider the prefer-
ence of the teachers. Many platforms are al-
ready available online that seek to provide
rooms for the implementation of online learn-
ing, especially amidst the pandemic.
JVB Medalla, MAD Dipad, & CPBD Vera 2021/ Faculty Online Learning Readiness of a Private Secondary School in Bicol, Philippines
IJMABER 797 Volume 2 | Number 9 | September | 2021
Of the 20 faculty members, 19 or 95.00%
prefer to use Moodle as the online learning
management system and want to be trained
with in using this platform (Figure 6). This is
followed by Google Classroom, Schoology, and
Edmodo. Although there are other learning
management systems available online, these
four OLMS’s emerged to be the most popular
among the faculty members of SLMSB.
Figure 6. Online Learning Management System Preference of the Teachers
These data provide the researchers and the
school administration essential insights for de-
signing the capability-building program for the
online learning readiness of the teachers in
particular, and the school, in general. Since
teachers have expressed highest preference on
Moodle, the researchers and the school admin-
istration may consider introducing this plat-
form. They may also explore other learning
platforms such as Google Classroom and
Schoology for the implementation of online
learning in SLMSB.
Etcuban, Marcial, Dinauanao and Patindol
(2016) emphasized that learning management
systems provide opportunity for teachers to
improve their teaching capabilities by using
web-oriented application specifically made to
design learning based on the needs and inter-
ests of the learners. Mobo (2020) discussed
that with the COVID-19 pandemic, educational
institutions shifted to the use of online learning
management systems which facilitate the com-
munication between the teachers and the
learners.
Online learning readiness of faculty in terms
of attitude towards online learning
This section presents the readiness of the
faculty members in terms of their attitude to-
wards online learning. This is further
subdivided into four sections, namely teaching
styles and strategies, personal teaching abili-
ties, motivation, and time management.
Teaching Styles and Strategies
The faculty members of SLSMB are “ready”
in terms of all the five indicators for teaching
styles and strategies with weighted mean aver-
age of 4.26 (Table 4). Specifically, they have the
highest level of readiness in terms of encourag-
ing independence and creativity from their stu-
dents, and providing student-centered lessons
and activities, and connecting them to real-
world applications with both 4.45 weighted
mean. They have lowest weighted mean of 4.05
in terms of employing strategies that are de-
signed to accommodate the varied needs of the
students. However, this is still described as
“ready”.
The favorable level of readiness of the
teachers in terms of teaching styles and strate-
gies can be explained by their performance
during face-to-face classes. It can be observed
19
10
8
16
0 5 10 15 20
Moodle
Schoology
Edmodo
Google Classroom
Teacher Preference
JVB Medalla, MAD Dipad, & CPBD Vera 2021/ Faculty Online Learning Readiness of a Private Secondary School in Bicol, Philippines
IJMABER 798 Volume 2 | Number 9 | September | 2021
that the indicators reflect teacher behavior
during on-site classes which serve as stepping
stone to successful online teaching strategies.
Since most of the teachers are still new in the
professional field of teaching, most of them
employ ideal strategies and techniques to
achieve learning goals and objectives. They
have also been trained to become student-cen-
tered educators; hence, they tend to employ
strategies that focus on the individualities of
the learners.
Table 4. Faculty Readiness in terms of Teaching Styles and Strategies
Indicators
5
4
3
2
1
Weighted
Mean
Description
I encourage independence and cre-
ativity from my students.
11
7
2
0
0
4.45
Ready
I provide student-centered lessons
and activities that are based on
concepts of active learning and
that are connected to real-world
applications.
11
7
2
0
0
4.45
Ready
I use effective strategies and tech-
niques that actively engage stu-
dents in the learning process (e.g.,
team problem-solving, in-class
writing, analysis, synthesis and
evaluation) instead of passive lec-
tures.
6
12
2
0
0
4.20
Ready
I use appropriate strategies de-
signed to accommodate the varied
talents and skills of my students.
5
11
4
0
0
4.05
Ready
I provide timely, constructive feed-
back to students about assign-
ments and questions
7
10
2
1
0
4.15
Ready
Weighted Mean Average
4.26
Ready
This implies that the SLMSB teachers’ ped-
agogical strategies are suitable for online
teaching. This is favorable for the school ad-
ministration since there will no longer be a
great need to train them to become student-
centered teachers which is one of the core char-
acteristics of online teaching and learning. This,
however, does not mean that teachers no
longer need to be trained with strategies to be
employed in online teaching. It is important to
note that there is a big difference between
online and on-site teaching; hence, teachers
should be introduced to different techniques
specific for successful implementation of online
learning in SLMSB.
Personal Teaching Abilities
Generally, the faculty members are “ready”
in terms of personal teaching abilities concern-
ing online teaching and learning, with average
weighted mean of 3.98 (Table 5). Particularly,
the teachers have the highest readiness level in
terms of assuming responsibility for prepara-
tion and presentation of learning tasks, with
weighted mean of 4.55 which is described as
“highly ready”. They have the lowest weighted
mean of 3.55 which is interpreted as “ready” for
being able to comfortably work online.
JVB Medalla, MAD Dipad, & CPBD Vera 2021/ Faculty Online Learning Readiness of a Private Secondary School in Bicol, Philippines
IJMABER 799 Volume 2 | Number 9 | September | 2021
Table 5. Faculty Readiness in terms of Personal Teaching Abilities
Indicators
5
4
3
2
1
Weighted Mean
Description
I assume responsibility for
preparation and presenta-
tion of learning tasks.
12
7
1
0
0
4.55
Highly Ready
I am able to condense multi-
ple perspectives into a co-
herent discussion.
5
12
3
0
0
4.10
Ready
I can work independently,
without the traditional class
arrangement (students &
teacher in the same class at
the same time).
8
7
7
0
0
4.05
Ready
I can often complete diffi-
cult tasks on my own, even
if others do not provide sup-
port and encouragement.
1
11
8
0
0
3.65
Ready
I can comfortably work
online/I feel I will be able to
comfortably work online.
3
6
10
1
0
3.55
Ready
Weighted Mean Average
3.98
Ready
This result corroborates to the data regard-
ing the teachers’ teaching styles and strategies.
This supports the insight that the teachers’ per-
formance of their professional functions is suit-
able to the online learning context. It is im-
portant to highlight that they are highly ready
in terms of assuming responsibility for prepa-
ration and presentation of learning tasks. This
yields positive insights because it means that
the teachers are aware of their professional re-
sponsibilities, including the need to ensure that
learning is delivered properly to the students,
despite the limitations brought by the pan-
demic. Further, their favorable level of readi-
ness in terms of their ability to condense multi-
ple perspectives into a coherent discussion
proves their potential of becoming successful
online teachers because online learning re-
quires the ability of the teachers to provide
concise discussions to shorten lecture time in
videos or online conferences, whether synchro-
nous or asynchronous.
The teachers, however, have the lowest
weighted mean in terms of their comfort in
working online. This can be explained by their
lack of training on online learning, and the re-
sults previously discussed where teachers have
less knowledge on the use of online learning
management systems. Should SLMSB imple-
ment online learning, that would be the first
time to experience online teaching for all of the
teacher-respondents based on the interview
conducted. Becoming new in the field of online
learning yields reservations on the part of the
teachers. This, therefore, calls for their expo-
sure to the field of online teaching and it com-
mences with the conduct of comprehensive ca-
pability-building program to help teachers
build confidence in facilitating online classes.
Motivation
The faculty members have descriptive rat-
ing of “ready” in all the indicators for online
learning readiness in terms of motivation with
weighted mean average of 3.82 (Table 6). Spe-
cifically, they have the highest weighted mean
of 4.10 on motivation brought by opportunity
to have more free time for other professional
activities. They have the lowest weighted mean
of 3.70 on motivation brought by opportunity
to pursue personal interests that are not work-
related, although it is still described as “ready”.
JVB Medalla, MAD Dipad, & CPBD Vera 2021/ Faculty Online Learning Readiness of a Private Secondary School in Bicol, Philippines
IJMABER 800 Volume 2 | Number 9 | September | 2021
Table 6. Faculty Readiness in terms of Motivation
Indicators
5
4
3
2
1
Weighted
Mean
Description
My interest in online teaching is
motivated by the flexibility it will
give me to decide when I do my
work.
4
8
7
1
0
3.75
Ready
My interest to teach online is mo-
tivated by the opportunity for me
to pursue personal interests that
are not work-related.
2
12
4
2
0
3.70
Ready
My interest to teach online is mo-
tivated by the opportunity to
have more free time for other
professional activities (attending
conferences, consulting, etc.).
4
14
2
0
0
4.10
Ready
Having a more convenient way to
teach highly motivates me to
teach online.
4
10
4
2
0
3.80
Ready
Providing wider opportunities for
students to learn in different mo-
dalities motivates me to teach
online.
1
13
6
0
0
3.75
Ready
Weighted Mean Average
3.82
Ready
The favorable level of readiness of the fac-
ulty members in terms of motivation to facili-
tate online learning can be explained by the
wide range of opportunities that it can offer.
Notably, the teachers have the highest
weighted mean in terms of motivation brought
by the opportunity to have more free time for
other professional activities. This means that
the teachers perceive the implementation of
online learning as conducive for their profes-
sional development. This further defines the
importance that the teachers provide to profes-
sional development activities such as confer-
ences, seminars and consultations.
This implies that the teachers are moti-
vated enough to engage in an online learning
environment. They already understand the ad-
vantages and benefits of online learning, not
just for the learners, but also for them. This is
significant in the successful implementation of
online learning because the drive emanates
from the teachers themselves which will lead to
their sense of ownership of the new modality.
It is important, however, to maintain this moti-
vation by providing them opportunities to im-
prove their online learning capabilities and ex-
posing them to an online learning environment.
Time management
The faculty members have weighted mean
average of 3.75 which is described as “ready” in
terms of time management (Table 7). Their
willingness to set aside unimportant and non-
urgent personal matters to attend to online
classes has the highest weighted mean of 4.25
which is described as “ready”. Meanwhile, their
willingness to devote more time to an online
class than an on-site class has the lowest
weighted mean of 3.40 which is described as
“moderately ready”.
The high weighted mean recorded for the
teachers’ willingness to set aside unimportant
matters to facilitate online classes can be ex-
plained by the data on their teaching abilities
where that have the highest weighted mean in
terms of assuming professional teaching re-
sponsibilities (Table 5). This reinforces the pre-
vious discussions that the SLMSB teachers fully
JVB Medalla, MAD Dipad, & CPBD Vera 2021/ Faculty Online Learning Readiness of a Private Secondary School in Bicol, Philippines
IJMABER 801 Volume 2 | Number 9 | September | 2021
recognize their obligations and duties concern-
ing the profession they chose. This provide pos-
itive insights for the administration since they
can hire teachers who have sense of
responsibility, especially during these times
when there are restrictions and limitations
brought by the COVID-19 pandemic.
Table 7. Faculty Readiness in terms of Time Management
Indicators
5
4
3
2
1
Weighted Mean
Description
I can dedicate specified num-
ber of hours a week (any time
during the day or night) to
participate in the online
teaching process.
3
6
11
0
0
3.60
Ready
I am willing to log in and con-
tribute to your online class-
room discussions and inter-
act with students online any-
time.
2
8
10
0
0
3.60
Ready
I am willing to devote more
time to an online class than
an on-site class.
2
6
10
2
0
3.40
Moderately
Ready
I am willing to set aside unim-
portant and non-urgent per-
sonal matters to attend to
online classes.
7
11
2
0
0
4.25
Ready
I can create schedules for my-
self and stick to them.
3
13
3
1
0
3.90
Ready
Weighted Mean Average
3.75
Ready
Meanwhile, their moderate level of readi-
ness in terms of willingness to devote more
time to an online class than an on-site class can
be explained by their perception that face-to-
face classes are more effective than online
teaching, as revealed in the interview. With this
perspective, they prefer the implementation of
on-site classes whenever possible, which leads
them to devoting more time to this traditional
modality. Another factor is convenience that
teachers experience in on-site classes. Since
face-to-face teaching has been the practice
since educational systems were institutional-
ized, teachers are more comfortable conduct-
ing classes on-site than online. It needs to be
understood, however, that the new normal in
education prohibits on-site teaching; hence, it
is important to explore other learning modali-
ties to ensure continuity of learning.
The study of Mandernach and Holbeck
(2016) revealed that teachers generally spend
12.69 hours in a week for each course. Their
time for teaching is distributed to various
teaching activities such as grading and feed-
backing, discussion, asynchronous instruction,
one-to-one communication, synchronous com-
munication, and content development. Mean-
while, Cross and Pollk (2018) highlighted that
time management issues may be encountered
by teachers during online teaching. This is of-
ten because of the ubiquity of online classes
and the difficulty on selecting the appropriate
tools to ensure learning transfer. The integra-
tion of digital technology and support to per-
sonnel, faculty members can be successful in
online learning set-ups.
Interventions to enhance the faculty online
learning readiness of slmsb
The conduct of comprehensive training on
online teaching-learning for faculty members
was perceived to be the most effective. It is fol-
lowed by the conduct of studies on online
learning readiness of the students and the
JVB Medalla, MAD Dipad, & CPBD Vera 2021/ Faculty Online Learning Readiness of a Private Secondary School in Bicol, Philippines
IJMABER 802 Volume 2 | Number 9 | September | 2021
community, and coordination with institutions
with expertise on online teaching modality.
These data support the need for a compre-
hensive capability-building program for teach-
ers and other personnel of SLSMB for the suc-
cessful implementation of online learning.
Sorsogon State College – Bulan Campus,
through its Information & Communications
Technology and Education Department, may
initiate an extension program to assist the
SLMSB as they venture into online learning.
The extension program may not be limited to
the training of teachers on online learning mo-
dality but may also include assistance to SLMSB
in establishing their online learning manage-
ment system. In this case, a sustainable part-
nership between SLMSB and SSCBC will be ap-
propriate to ensure that SLMSB will be fully
prepared to implement online learning.
Figure 7. Interventions to Enhance the Online Learning Readiness of SLMSB
Toquero (2020) discussed that educational
institutions need to facilitate training for teach-
ers on the adoption of online learning to ensure
that they have the necessary skills to help en-
hance student learning despite the limitations
brought by the pandemic. In addition,
Bhattacharjee and Deb (2016) emphasized the
importance of training pre-service and in-ser-
vice teachers on ICT tools and resources be-
cause these have become highly essential as-
pects of 21st century education. Curricula, in-
structional paradigms and educational policies
have been transformed into ICT-based orienta-
tions which implies the need for teachers to
possess ICT capabilities. Trucano (2005) men-
tioned that effective ICT training requires ex-
tensive and on-going exposure of teachers to
ICT tools and resources. He added that the em-
ployment of appropriate pedagogical practices
should be given more focus than technical mas-
tery of information technology.
Conclusions and Recommendations
With the foregoing results and discussions,
it was found that the faculty members of St.
Louise de Marillac School of Bulan are suffi-
ciently ready on online learning in terms of
their technology access, considering the
measures being undertaken by the school ad-
ministration. They are also ready in terms of
technology skills, specifically in terms of basic
computer operations, internet skills, and liter-
acy on online and productivity tools. Further-
more, they are ready in terms of their attitude
towards online learning, specifically on teach-
ing styles and strategies, personal teaching
abilities, motivation, and time management.
However, despite the general result on readi-
ness, analysis of the indicators revealed that
they need to be trained in terms of use of online
learning management system, and use of
online, productivity and other tools for devel-
oping learning materials and resources.
11
7
10
2
18
0 5 10 15 20
Conduct Study/ies on Online Learning
Readiness of Students and the Institution
Publish Materials (e.g. manual) on
Implementing Online Teaching-Learning
Coordinate with Institutions with Expertise on
Online Teaching-learning Modality
Improve the Facilities in the School for
Implementing Online Teaching-Learning
Conduct Comprehensive Training on Online
Teaching-learning for Faculty Members
Frequency
JVB Medalla, MAD Dipad, & CPBD Vera 2021/ Faculty Online Learning Readiness of a Private Secondary School in Bicol, Philippines
IJMABER 803 Volume 2 | Number 9 | September | 2021
It is recommended that a capability-build-
ing activity, such as a comprehensive training-
workshop, for faculty members of SLMSB be
conducted to prepare them in facilitating
online learning. This can be done by an exten-
sion program that may be offered by SSC Bulan
Campus ICT-Education Department to SLMSB.
The extension program may also be extended
up to the assistance to the school in establish-
ing their OLMS. With this, it is further recom-
mended for the SLMSB administration to select
an online learning management system which
they will institutionalize as they implement
online learning. It is also recommended that an-
other study be conducted regarding the stu-
dents and institutional online learning readi-
ness of SLMSB.
Acknowledgement
The researchers extend their utmost grati-
tude to St. Louise de Marillac School of Bulan
Inc., headed by its principal, Sr. Ma. Elisa B. Bar-
ranco, its personnel and faculty members who
cooperated in this study. They also
acknowledge Prof. Ma. Elena C. Demdam, SSC
Bulan Campus Adminsitrator, and their col-
leagues in the ICT-Education Department for
their commitment in the extension program
which is the output of this study.
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