LAIYA INTEGRATED NATIONAL HIGH SCHOOL
Home Economics Student Experience With Technology
During COVID – 19 Pandemic
By:
KAYLA NICOLE S. ABANILLA
AZINETH KAYE GULONG
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TABLE OF CONTENT
Page
Title page …………………………………………………………………… 1
Introduction ………………………………………………………………… 2
Background of the Study ………………………………………………... 3
Statement of the Problem .…………………………………………….. 4
Hypothesis ………………………………………………………………… 5
Scope and Limitation of the Study …………………………………… 7
Definition of Terms ……………………………………………………… 10
Review Related Literature ………………………………………………. 11
Methodology ………………………………………………………………. 15
Results ………………………………………………………………… 16
References ………………………………………………………………. 17
Home Economics Student Experience With
Technology During COVID – 19 Pandemic
Introduction
Many countries faced out of the ordinary challenges resulting from the COVID-19
virus pandemic. School closures at short notice created severe disruption on academic
learning of teachers and students. Students from the poorest families were the least likely
to have access to the devices needed and internet access at home. Lack of resources on
learning has changed the way of learning in lower and higher education. The teaching and
learning activities that are usually follow through face-to-face meetings have turned into
virtual meetings in several online learning applications. However, this resulted in many
students falling behind due to lack of resources.
The online learning is one of the imminent trends in the education sector around the
globe. It is one of the ways to deal with the changed to the way of learning of teachers and
students because of COVID-19 pandemic. On this situation, learning online has the
capability to supply flexible access to content and instructions. This mode of learning is
done through the use of internet. The use of technologies connects us and shows that
neither virtual or social learning our dreams can’t afford to give up.
One of the challenges associated by teachers was the gap in teachers’ preparation
and the lack of previous online teaching experience, resulting in the lack of technological
and teaching method skills needed for online teaching. It greatly impacts on student
progress. The limited mode of learning would broaden the attainment gap between children
from poor homes and those from more affluent backgrounds.
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Children from the poorest families were the least likely to have access to the devices
needed and internet access at home.
According to Atkins (2007), online learning has emerged as a practical and popular
strategy for credit recovery, signaling general agreement among district and school
practitioners that expanding credit recovery options through online courses may help more
students get back on track toward graduation, and (Nguyen, 2015), online learning to
enhance and improve student learning outcomes while combating the reduction in
resources, particularly in higher education.
Parents around the world are attempting to home school their children for the first
time, as the COVID-19 pandemic forces school closures in more than 180 countries. Dr.
Giota Alevizou, a digital culture and education scholar based at The Open University's
Knowledge Media Institute (KMi) reflects on the unexpected challenges of digital education
'lockdown.'
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Background of the Study
The impact, effects and consequences of opening schools in the current pandemic
might prove to be, but it is clear that the mental health of young people who feel trapped or
isolated at home is very real issue and has the potential to become a greater problem than
the virus itself. The symptoms of anxiety and depression has risen dramatically among
young people and remains higher than pre-crisis levels. The wide-ranging impacts of school
closures is disproportionately affecting young people. With adequate support, interaction
and timely intervention, young people experiencing mental distress may be able to bounce
back as we recover from the COVID-19 crisis.
School leaders were faced with the task of handling crisis situations beyond any
existing scope of their role. They had to be a source of support to parents, governors, staff
and their senior leadership teams, and were put in the position of making decisions, and
giving advice and guidance, even when they had limited information and solutions were in
any case unclear. The continuity of a learning layout is very plenty needed in the midst of a
COVID-19 pandemic.
In line with (Wicks, 2010), online learning is characterized by a structured learning
environment that enhances and expands educational opportunities. Online learning also
provides instruction led by the teacher, and can be synchronous (communication where
participants interact in the same time-space as video conferencing) or asynchronous (time-
separated communication such as e-mail or online discussion forums), and accessed from
various settings (at school and/or outside the school building).
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Statement of the Problem
The study focused on the Home Economics Student Experience With Technology
During COVID – 19 Pandemic.
Therefore, this study will thus seek to answer the following questions:
1. What are the prevention and control measures to be prepared and put in place in schools
in terms of
a.) Community – level measures
b.) Policy
c.) Safety and Security
d.) Behavioral Aspects
2. How difficult or easy is it to use the distance learning technology (computer, tablet, video
calls, learning applications, etc.)?
3. What should be considered when deciding wether to re – open schools or keep them
open?
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The Null Hypothesis
1. There are several actions and requirements that should be reviewed and put in place to
prevent the introduction and spread of COVID-19 in schools and into the community; and to
ensure the safety of children and school staff while at school. Special provisions should be
considered for early childhood development, higher learning institutions, residential schools
or specialized institutions. WHO recommends the following:
Community-level measures: Carry out early detection, testing, contact tracing and
quarantine of contacts; investigate clusters; ensure physical distancing, hand and hygiene
practices and age-appropriate mask use; shield vulnerable groups. Community-led
initiatives such as addressing misleading rumors also play an important role in reducing the
risk of infection.
Policy and Practice: Ensure the necessary resources, policies and infrastructure, are in
place that protect the health and safety of all school personnel, including people at higher
risk.
Safety and security: School closure or re-opening may affect the safety and security of
students and the most vulnerable children may require special attention, such as during
pick-up and drop-off.
Behavioral aspects: Consider the age and capacity of students to understand and respect
measures put in place. Younger children may find it more difficult to adhere to physical
distancing or the appropriate use of masks.
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2. Online learning is harder in many aspects of learning, to not being able to access your
education because of sometimes loss of internet. It greatly impacts on student progress.
The limited mode of learning would broaden the attainment gap between children from poor
homes and those from more affluent backgrounds.
3. Deciding to close, partially close or reopen schools should be guided by a risk-based
approach, to maximize the educational, well-being and health benefit for students,
teachers, staff, and the wider community, and help prevent a new outbreak of COVID-19 in
the community. Several elements should be assessed in deciding to re-open schools or
keep them open: The epidemiology of COVID-19 at the local level: This may vary from one
place to another within a country Benefits and risks: what are the likely benefits and risks to
children and staff of open schools? Including consideration of: Transmission intensity in the
area where the school operates: No cases, sporadic transmission; clusters transmission or
community transmission.
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Scope and Limitation of the Study
The purpose of the study is to broaden knowledge on student experience with
technology during COVID – 19 pandemic and how it impact on education. For teachers it is
important because it would help teachers examine whether the use of electronic
gadget has negative implication on students’ note-taking behaviors and subsequent
performance on exam and study habits. Thus, they would impose discipline in the
classroom in the use of gadgets. Students. This study is important on students to remain
aware of their responsibilities while using their favorite gadget because many
academics and researchers believe that excessive use of the internet and other
sophisticated gadgets have the potential to become an addiction.
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Definition of Terms
Resources – are facts, information, and skills acquired by a person through experience or
education; the theoretical or practical understanding of a subject that internet provides.
Strategy – in this study, it is defined as how teachers and students faced out of the
ordinary challenges because of the new mode of learning.
Distance Learning - describes any learning that happens without the students being
physically present in the lesson; a method of studying in which lectures are broadcast or
classes are conducted by correspondence or over the internet, without the student's
needing to attend a school or college called distance education.
Policy - commitment for the protection of the health and safety of teachers and students
and to the public-school closure or re-opening may affect the safety and security of
students.
Primary Healthcare - addresses the majority of a person's health needs throughout their
lifetime; includes physical, mental and social well-being and it is people-centred rather than
disease-centered.
E-Learning - A learning system based on formalized teaching but with the help of
electronic resources; can be based in or out of the classrooms, the use of computers and
the Internet forms the major component of E-learning.
Digital Transformation – in this study,it refers to an organizational change realized by
means of digital technologies and business models with the aim to improve an institution's
operational performance.
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Review Related Literature
This chapter presents the relevant literature and studies that the
researcher considered on wide-ranging impacts of school closures is disproportionately
affecting students and importance of the present study.
Adjustments on Distance Learning
This research highlights certain privation such as the weakness of online teaching
infrastructure, the limited exposure of teachers and students to online teaching. This article
evaluates the impact of the COVID-19 pandemic on teaching and learning process across
the world
Some of the challenges identified and highlighted by many researchers are
summarized as follows: Broadly identified challenges with e-learning are accessibility,
affordability, flexibility, learning pedagogy, life-long learning and educational policy
(Murgatrotd, 2020). Lack of parental guidance, especially for young learners, is another
challenge, as both parents are working. There are practical issues around physical
workspaces conducive to different ways of learning. The innately motivated learners are
relatively unaffected in their learning as they need minimum supervision and guidance,
while the vulnerable group consisting of students who are weak in learning face difficulties.
Some academically competent learners from economically disadvantaged background are
unable to access and afford online learning.
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Many countries have substantial issues with a reliable Internet connection and
access to digital devices. While, in many developing countries, the economically backward
children are unable to afford online learning devices, the online education poses a risk of
exposure to increased screen time for the learner. Therefore, it has become essential for
students to engage in offline activities and self-exploratory learning.
Challenges on Online Learning
The academic performance level of the students is likely to drop for the classes held
for both year-end examination and internal examination due to reduced contact hour for
learners and lack of consultation with teachers when facing difficulties in learning and
understanding (Sintema, 2020). Student assessments are carried out online, with a lot of
trial and error, uncertainty and confusion among the teachers, students and parents. The
approach adopted to conduct online examination varies as per the convenience and
expertise among the educators and the compatibility of the learners. The lockdown of
schools and colleges has not only affected internal assessments and examinations for the
main public qualifications like General Certificate of Secondary Educations (GCSE), but A
levels have also been cancelled for the entire cohort in the UK. Depending on the duration
of the lockdown, postponement or cancellation of the entire examination assessment might
be a grim possibility (United Nations, 2020). Various state-level board exams, recruitment
exams, university-level exams and entrance exams have been postponed across India due
to the COVID-19 outbreak and national lockdown. Various entrance examinations (such as
BITSAT 2020, NATA 2020, CLAT 2020, MAT 2020, ATMA 2020) have also been
postponed/rescheduled.
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Primary Healthcare
In a rapidly and continually evolving health landscape, urgent action is needed to
address the challenges countries are facing because of COVID – 19. Health systems
around the world have been forced to make choices about how to prioritize care, manage
infection control and maintain reserve capacity for future disease outbreaks. Different
healthcare has moved into the front line as COVID-19 testing transitions from hospitals to
multiple providers, where tracking testing behaviors can be fragmented and delayed.
Discovering Different Learning Styles
As per the World Bank report (2020) several countries had adopted different learning
styles to continue education without getting interrupted. For example, several countries
including China, Bulgaria, Finland, etc. had launched an e-learning system, implemented
digital learning environments, and solutions to ensure that uninterrupted learning for
students (as cited in Rasmitadila et al., 2020). Like any other teaching method online
learning has its advantages and disadvantages for the students and teachers (Bączek et
al., 2020). According to previous literature online learning has several benefits such as
easy accessibility, flexibility, increased convenience, relatively cheaper mode of education
in terms of low cost of transportation, and accommodation. Several arguments are also
associated with online learning such as internet accessibility, poor internet connection
quality, affordability, insufficient digital knowledge of learners, and time flexibility (Bączek et
al., 2020; Dhawan, 2020).
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Digital Transformation on Higher Education
Digitalization in higher education institutions should not be referred to as e-learning
since online learning is only one of the several features of higher education institutions.
Online learning is the educational usage of technological devices, tools and the internet
(Means et al., 2009), Tallent-Runnels et al. (2006) added that the persistent increase in
technological innovation and internet accessibility has increased the motivation for online
learning since the beginning of the millennium, but Joshi et al. (2020) concluded that the
instructional achievement of online learning is debatable because it causes absence of
face-to-face relationship among learners, learners and instructors. Hodges et al. (2020).
These researchers added that online learning is a novel social process that has
been gathering momentum as the surrogate for customary face-to-face classroom, but
viewed from the perspective of replacement processes that has been branded as disruptive
processes. Covid-19 pandemic initiated digital transformation of higher education, and as a
result of the crisis brought by the Covid-19 pandemic, novelties in higher education that
would typically take many years because of differing managerial regulations were
presented quickly within limited number of days (Strielkowski, 2020) and this has also
turned the branding of online learning as disruptive process to a “messiah” status. While
assessing the
assumptions surrounding the digital transformation of higher education institutions, Kopp et
al. (2019) gave five common assumptions that are considered more of hindrances to digital
transformation of higher education institutions as against contributions to its realization and
these assumptions are related to change, pace, technology, competences and financing.
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Methodology
The research adopted a qualitative in nature using interviews and observations.
This approach allowed the researchers to collect and gather complex data about students’
experience in an online learning environment despite the changed in the way of learning in
lower and higher education. Techniques for conducting qualitative research include
observations, interview, and document analysis.
The data were collected using the following methods: interviews and observations.
This study involved 8 (4 male and 4 female) students from a private and public school.
Each participant in this study engaged in different research questions on how they deal with
changed in their way of learning. Several questions were conducted in an effort to gain
more qualitative data. Data were analyzed to answer the research questions and to know
similarities and differences experienced by the participants.
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Results
This study investigated students experienced with technology in lower and higher
education within the context of the pandemic. Specifically, we identified the different
struggles that students experienced, how the COVID-19 pandemic impacted the mental
health of young people who feel trapped or isolated at home is very real issue and has the
potential to become a greater problem than the virus itself.
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