Learning quality of senior high school distance education during the COVID-19 pandemic
Maida O. Sarmiento & Eden C. Callo
Abstract
In the new normal, educational institutions find ways for teaching-learning to continue. It is remarkable that distance education has been a great means of continuous learning. In this kind of learning condition, access to quality learning is paramount. The main goal of this research was to determine the effect of the factors of distance education on learning quality during the time of the COVID-19 pandemic. The research design was an exploratory descriptive approach that involved the teachers and students in the Senior High School (SHS) Department of four different campuses. Based on the results, the factors in distance education such as instructional design, support system, and implementation significantly predicted the learning quality of SHS students during the COVID-19 pandemic. When grouped according to campuses, the perceived level of learning quality in distance education noted a significant difference. This may indicate that learning quality can be intensified by the factors in distance education and be carried out on the four campuses. This intensification may be considered in the formulation of the Distance Education Program in the SHS on all campuses of the university.
Keywords
distance education, quality learning, distance learning, learning modalities
Author information & Contribution
Maida O. Sarmiento. Corresponding author. Instructor 1 Laguna State Polytechnic University, Sta. Cruz, Laguna Philippines
Eden C. Callo. Vice President for Academic Affairs, Laguna State Polytechnic University , San Pablo City , Laguna, Philippines
Disclosure statement
Funding
Institutional Review Board Statement
Data and Materials Availability
AI Declaration
Notes
Acknowledgement
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Cite this article:
Sarmiento, M.O. & Callo, E.C. (2022). Learning quality of senior high school distance education during the COVID-19 pandemic. International Journal of Educational Management and Development Studies, 3(4), 1-18. https://doi.org/10.53378/352927
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This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.
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