The Covid-19 pandemic compels countries to adopt remote learning without sufficient research. This resulted to unforeseen online learning barriers experienced by the students. This study investigated the relationship between online distance learning barriers and students’ perception of the delivery of instructions in the new normal. Specifically, it identified the extent of online distance learning barriers in terms of individual, technological, domestic, institutional, and community, and the level of delivery of instruction in the new normal. Through descriptive-correlational research design using a survey questionnaire, this study assessed the perception of the 172 high school students. After subjecting to chi-square and Pearson r, data revealed that, of all the variables involved, only family monthly income was found to have a significant relationship to online learning barriers in terms of individual and technological factors. In addition, family monthly income was found to have a significant relationship with the level of delivery of instructions while a negative relationship between technological and institutional barriers with the level of delivery of instructions in the new normal was also found. In light of the results, the study recommends that teachers might improve the delivery of instructions using learning materials, which are based on the capacity of students. Leniency in terms of submission of requirements can be practiced and if not, alternative forms of learning must be available.
delivery of instruction, descriptive correlational study, online learning barriers, online learning
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Mark Paul O. Moraleja. Corresponding author. Doctor of Philosophy in Psychology (unit earner), Instructor 1, Laguna State Polytechnic University, San Pablo City
Angele T. Pereja. Master of Arts in Education Major in Educational Management. Teacher 1, Department of Education
Cite this article:
Moraleja, M.O. & Pereja, A.T. (2022). Online distance learning barriers and their implication in the delivery of instruction in the new normal. International Journal of Educational Management and Development Studies, 3(3), 209-226. https://doi.org/10.53378/352919
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