Chapter 1

INTRODUCTION

Rationale

The entire globe is presently dealing with a predicament caused by the

corona virus illness COVID 19, which has impacted people's daily lives all

around the world. Avoiding face-to-face activities and participating in social

distance have become a part of everyday life since the World Health

Organization declared a pandemic on March 11, 2020. Many nations'

educational settings have also changed as a result of the epidemic, with online

classrooms being introduced.

Moreover, to encourage active student engagement, evaluation methods

should be less formal. This research outlines the challenges of conducting

online physical education classes and proposes strategies for effectively

managing future online physical education sessions. The findings might be used

as a starting point for reviving online physical education lessons in the future.

The present study aims of determine the level of Motor skills competency of

BPED students on distance learning modality of Ramon Magsaysay Memorial

Colleges

According to schema theory (Schmidt 1975), a generalized motor program,

or GMP, is a collection of motor commands that is stated before movement

initiation, retrieved from memory, and then tailored to a specific scenario. The

motor system must understand the relationships between the starting

circumstances in order to
 2

be flexible. Motor competence is dependent on motor coordination, which is the

collaboration of muscles or muscle groups to create a certain action or

movement. and physical fitness which refers to the capacity to perform physical

activity.

Students must adjust to new learning settings as a result of COVID-19's

clear influence on our educational system. As a result, we must adapt teaching

to non- face-to-face circumstances in order to adjust educational procedures

without compromising students' competence development.

Although much emphasis has been placed on promoting the value of

physical exercise in children, adolescents, and adults, we still don't know how to

achieve consistent amounts of physical activity throughout life. For a baby's

physical strength and mobility, motor skills are crucial. Our motor abilities are

utilized on a daily basis. They assist us in moving and performing tasks like as

lifting heavy objects and typing on a keyboard. Motor abilities and control begin

to develop shortly after birth and continue to improve as infants grow.

This study is to learn more about how capable students are at performing

courses in their constrained surroundings and educational material. Changes in

strategic learning approaches are required to comprehend online physical

education features and, as a result, effectively convey the value of physical

education in order to address the highlighted challenges and promote the

efficient operation of online physical education classes.

 3

Despite the present COVID19 scenario, the purpose of this study is to assist

you understand more about the underlying learning and performance of all

types of student movements. here we will find out how difficult it is for students

to perform in their respective homes. if they learned anything from performing at

home just thru video. Because today's kids only do one thing: videotape their

performances. Regardless of how at ease they are with their performance, they

have gained a great deal of knowledge.

Research Objectives

The researcher aimed to determine the RMMC teachers in involvement in Distance

Learning Modality: Basis for intervention program

Specifically, this sought answers to the following questions:

1. What is level of the teacher’s involvement and students interaction online

distance learning?

2. What intervention program can be proposed based on the findings of the

study?
 4

Review of Related Literature

According  Aboagye et al. (2020) E-learning is the name given to the formal

educational system that uses electronic resources. While instruction can take

place in or outside of classrooms, the key element of e-learning is the use of

computer technology and the Internet. There are immense disadvantages for

children who cannot demonstrate sufficient performances for several content

areas. The study showed that insufficient performances in more than one

content area are frequent amongst students with low social status and a

migration background The significance of the research results increases

immensely when gathering information about how each surveyed child

performed at the set of tests as a whole.

According to (Lizcano et al. (2020) When the COVID-19 virus emerged, the

conventional educational approaches were replaced with online learning since

social meetings at educational institutions are thought to represent opportunities

for the virus to spread. Despite the difficulties and data that suggests that

students are less likely to gain from this sort of education, e-learning is the best

alternative available to ensure that diseases do not spread since it guarantees

geographical distance
 5

effectiveness research based on a theoretical framework of a model of

influences and perquisitions. Over the course of a year, researchers looked at

how students' motor performance changed and developed, as well as how the

quality of PE affected this change.

As stated in Gautam & Mukhtar et al. (2020) The student develops self-

direction and learns anytime, anywhere, concurrently and asynchronously.

However, there are a number of limitations to e-learning, the most significant of

which is that it only provides theoretical information and that it does not allow

students to put what they have learned into practice. There is no face-to-face

learning experience, which could be of appeal to many students and teachers.

The online exams, which may only include objective questions, have additional

issues. Along with other obstacles that are constantly tied to the misuse of

technology, challenges of e-learning include concerns about the security of

online learning programs and user reliability.

Based (Somayeh et al. 2016) By providing access to a vast amount of data, it

promotes the effectiveness of knowledge and skills, fosters cooperation, and

fortifies connections that support lifelong learning. Although there is debate over

whether making E-learning materials available will improve learning results for

all types of collective evaluation, it is true that e-learning can improve

educational quality. However, e-learning could lead to the frequent usage of

particular websites. Additionally, it is unable to serve fields that call for practical

research. Utilizing the Medline, CINAHL, and Google search engines, this

analysis study was carried out. Review articles and meta-analyses in English

were used in the investigation. 38 articles from journals, books, and websites
 6
are examined and grouped based on the findings. The discussion included the

general benefits of e-learning, such as the acceleration of learning owing to

individual needs and the process of learning. The study's findings showed that

e-learning had a good impact on learning, hence it is suggested that this type of

education be used more widely, albeit this will need that the necessary

foundations be developed.

A study written by Alexandria (2015), the purpose of this study was to

identify the roles and competencies of distance education professionals within

the United States and Canada. The top ten competencies portray the dual

importance of both communication and technical skills in distance education.

These ten competencies are: Interpersonal, Communication, Planning Skills,

Collaboration Teamwork Skills, English Proficiency, Writing Skills,

Organizational Skills, Feedback Skills, Knowledge of Distance Education

Field, Basic Technology

Knowledge, and Technology Access Knowledge. The resulting competency

model will be useful in serving as a research foundation for development

training and certification programs for distance education professionals. It was

discovered that developing nations experience more difficulties implementing e-

learning than developed nations do, including poor internet connectivity, a lack

of familiarity with ICT usage, and inadequate content development.

Ali et al. ( 2018) A questionnaire was given to a sample of 700 students, and

it was discovered that 94.9% of them were using various e-learning tools and

approaches. This study examined the usefulness of e-learning for students at

the university level. Cronbach's alpha test is used to assess the components'

dependability and internal consistency. The exploratory feature analysis is used

to remove the variables and determine the factors loading in the study. The

findings show that students agree that online learning is convenient, time-

saving, and reasonably priced.

Alhammadi, S. (2021) The use of technology as an e-learning tool by students

to learn during the COVID-19 pandemic is examined in this research. In order to

understand what affects students' engagement with technology, this paper used

qualitative methodologies to analyze the quality of student learning utilizing

deep and superficial approaches. 21 students from various academic majors

participated in interviews, and their responses were evaluated using deductive

content analysis. The results demonstrate that technology improved student

participation in class discussions and increased their knowledge of the lecture

subject. It is interesting to notice that the students' interpretations of their

technology-assisted learning experience varied somewhat, suggesting a gap in

the level of learning. Notably, there were fewer missed quizzes and late

assignments than in the previous online session as well as the face-to-face

learning experience before the COVID-19 pandemic. These findings may be

utilized to improve problem-solving techniques and instructional methods in

order to create a new mode of delivery. These results are also crucial for the

direction of education in a post-pandemic society.

Aljawarneh, S. A. (2020) With the introduction of ubiquitous learning

environments, a new age in higher education has begun. By providing constant

accessibility regardless of location, ubiquitous learning tools enable improved

context-aware as well as learning experiences. Additionally, they support the

creation of seamless interactions between real-world and digital learning

materials while also providing chances for personalized learning. There are

many widely used e-learning resources that can be used in higher education.

Many students with various levels of higher education and backgrounds from

many cultures can also receive training and higher education through e-learning

platforms. E-learning might not work well in higher education, though, if its

potential is underappreciated. Some people have unrealistic expectations, while

others may not appreciate the e-learning medium's strengths and weaknesses.

Most students today desire to enroll in online programs and graduate from

institutions all over the world, but they are unable to go since they live in remote

areas without reliable connectivity services. Gaebel et al. (2014)

Cardoso A. Abrantes (2018) Motivation should be considered as a very

essential aspect in the learning process. The motivated student has the innate

ability to study, identify and develop their strengths, enhance their academic

performance, and adjust to the demands of the educational environment.

Students' involvement in class, motivation, and academic success may all be

influenced by contextual factors like their psychological sense of belonging to

the institution. Therefore, the purpose of this study is to investigate how intrinsic

motivation and sense of school belonging affect perceived learning. A structural

model shows that a poor sense of school belonging negatively affects both

intrinsic motivation and learning. Intrinsic motivation also significantly and

favorably affects how students view their course-related learning.

Students' prior computer and smartphone use, as well as the teacher

support, they receive during in-class instruction in blended learning settings, are

little known yet are crucial factors in e-learning contexts with minimal peer and

instructor supervision. While attempting to explain students' motivation and

learning results in these circumstances, are crucial elements of the e-learning

experience that must be taken into consideration. In order to investigate the

long-term impact of instructor support, prior topic knowledge, and prior

computer and smartphone experience on student motivation for e-learning and

ultimately e-learning completion, this study examined these variables. Luke K.

Fryer (2016). 

Based on Robert L. Moore (2016) It is useful to comprehend why online

learning environments are important to investigate and comprehend before

moving on to the design of an engaging online learning environment. For

This can be a useful technique to demonstrate the case for the online

educational strategy for teachers like Charles who are hesitant to teach in an

online setting. Before 2008, completing a face-to-face, two- or four-year

program was the definition of a typical American college degree. Due to the fact

that students attend lessons in the same physical area as their classmates and

teachers, this style of education is frequently referred to as residential

education. The infrastructure and support services of American schools and

universities have traditionally been centered on residential students.

As stated by Khadijah Mukhtar (2020) The benefits of remote learning

included comfort and accessibility, while the drawbacks included inefficiency

and the challenge of upholding academic integrity. The suggestions included

teaching staff how to use online modalities and create course plans with less

cognitive burden and more interactivity. Given its many benefits, the current

study encourages the adoption of online education in medical and dental

institutions. Online learning platforms support student-centered learning and are

simple to control in a lockdown situation.

According to Park, J. Y. (2015) this study, in order to address students

decentralized numerous interactions and nonlinear engagement in hyperlinked

learning environments, appropriate peripheral participation needs to be

redefined. In order to distinguish between five degrees of student participation in

the context of a first-year university course offered via a learning management

system, the study explores students' levels of participation in online learning

through theories of interactivity.

In K–12 settings, having effective classroom management strategies is

crucial for fostering conditions that encourage acceptable social relationships

and engaged learning. Establishing excellent teacher-student connections,

managing student behavior, and upholding classroom rules and procedures are

challenges that new and early-career instructors frequently encounter. The best

resource for assisting educators in preventing student misconduct, dealing with

difficult situations, and involving their students in creating supportive classroom

communities is "Classroom Management," seventh edition. This well-known

textbook covers every important facet of managing a classroom, from preparing

for the school year and carrying out instruction to managing a variety of classes
and working with coworkers and families. This edition includes new and updated

techniques for encouraging positive student behavior, insights on the causes of

misbehavior, strategies for assisting students set high expectations, and much

more. It has been completely revised to reflect recent changes in K–12

education and address the needs of today's educators.

Kebritchi, M. (2017) All facets of higher education's teaching and learning

are altered by online learning. There have been numerous empirical studies to

look at problems with offering online courses, but few have combined earlier

research and given an overview of these problems. To find these problems, a

review of the literature was done utilizing Cooper's approach. Findings were

divided into three main categories: problems with instructors, content

development, and online learners. Expectations, preparation, identification, and

engagement in online courses were among the problems that learners faced.

Changes in faculty duties, the move from in-person to online instruction, time

management, and instructional methods were among the problems instructors

encountered. The role of instructors in developing content, the incorporation of

multimedia into content, the use of instructional methodologies, and concerns

for content development were among the content-related problems. Higher

education institutions must offer professional development for teachers, training

for students, and technical assistance for content production in order to

overcome these issues with online education.

This study examined how interactions between students in online and mixed

learning settings affected learning outcomes, as shown by student satisfaction

and academic performance. Student interactions with other students,

interactions between students and the technologies being used, interactions

between students and the instructors, and interactions between students and
the course materials were all used to measure dialogue (student–content

interaction). Also studied were the moderating impacts of media, interactional

modality, and individual characteristics on student learning outcomes. Between

2010 and 2013, information was gathered from 342 online and mixed students.

Results show that student-content interaction, as opposed to other types of

discussion, has a greater impact on student learning outcomes. Discussion also

includes the implications for educational practices that call for teacher-student

and student-student interactions in online learning environments Ekwunife

Orakwue, (2014)

Simonson et al. (2019) Even if distance learning is a useful tool in this regard,

it can also have certain drawbacks if not handled properly. People may not be

able to influence one another as much during remote education because they

are not in the same physical location. In this situation, the student's motivation

and sense of commitment may decline as transactional distance increases,

which is a drawback of distance learning. As a result, there may be less

engagement since the learner may feel less motivated to participate actively.

In this situation, it can be said that the students already experience basic

social isolation due to distance learning, which causes loneliness issues. In

order to overcome this loneliness, an individual may need to build a new social

network and establish a physical presence in their isolated surroundings.

Students will undoubtedly feel even more alone and reluctant to learn as they

enter a required communication gap in distance education, given the unpleasant

circumstances that the pandemic period has produced on students who must

fast shift away from face-to-face education. Ustun, A. B. (2021)

Bulut, S. (2019) A symbiotic relationship in a learning environment denotes a

shared advantage gained from one another's educational endeavors.

Mutualistic learning, also known as symbiotic learning, is self-directed social

learning in which each participant gains knowledge from the others. It is clear

that learners' self-efficacy views and their success and performance in school

are strongly positively correlated. Studying the effects of a clearly defined virtual

social environment on academic self-efficacy is significant given that humans

are social creatures, learning occurs in social settings, and self-efficacy is

crucial for achieving academic goals. In this work, research findings from a

quantitative study that examined the impact of a symbiotic learning environment

on degree-seeking online students' academic self-efficacy in a US higher

education institution are presented. Online students who were immersed in a

socially rich, symbiotic learning environment throughout an online course

showed a significant increase in their academic self-efficacy and reached a

higher level of self-efficacy compared to students in the control group, according

to a true experimental pretest-posttest research study.

Synthesis

The spread of COVID-19 poses a threat to humanity because it has caused numerous

international activities, especially educational ones, to be suspended. Despite the

difficulties posed by this abrupt shift, educational institutions have been forced to switch

to e-learning using the existing educational platforms in order to lessen the spread of

the virus. This study focuses on e-learning from the viewpoints of students and

instructors on adopting and deploying e-learning systems in a public institution during

the COVID-19 epidemic in order to further explore the potential obstacles facing

learning activities.

In order to provide educational options for higher education and to increase

educational access, distance learning is crucial. However, the success of any remote

education program depends on a vital and essential resource, namely having

participating teachers who deliver top-notch training. This study examines faculty

participation in connection to their use of technology, their attitudes about technology,

and distant learning, using survey methodology and the diffusion of innovation theory.

.
Theoretical Framework

According to Williams (2014) he stated that distance education has

increased dramatically in recent decades, with online enrollments expanding at

a rate significantly faster than overall higher education enrollments. As a result,

schools are increasingly required to provide online courses. To address student

demand for online learning, provide students with flexible learning settings. Self-

directed students can take the initiative in their learning by diagnosing their

needs, identifying resources for learning, and evaluating or monitoring learning

outcome. The relevance of student competency in blended learning is

investigated in this study, with a focus on elements that influence performance.

This research examines the pros and weaknesses of in-class, distance, and

mixed learning delivery modalities limits in terms of their ability to provide

learning that can be applied. The various learning delivery strategies are

examined in this study is to evaluate their strengths and limits in terms of

efficacy, particularly in class and distant learning, and to determine how

educational best practices might be utilized to promote student engagement,

particularly in a distance learning situation.

One of the major educational turning points in recent years has been the

introduction of a brand-new learning method known as e-learning (electronic

learning), which is based on the use of the internet and technology to enhance

students' online education. Due to the restrictions set by the authorities to stop

the spread of pandemics like the one brought on by Covid-19, this type of

education is now becoming very crucial. One of the many benefits of using e-
 learning is that it allows for more flexible temporal and spatial interactions than

conventional learning methods. In addition, because it is based on the usage of

Learning Management Systems, enormous volumes of data on the learning

process may be gathered (LMS). Moodle (is one of the most widely used LMSs

because, among other benefits, it is free, open source, and has a sizable user

base that actively contributes to its development. Data collected by Moodle,

especially those that show how students engage with learning resources, can be

very useful and applicable for creating models of student behavior. Juan A. Lara

(2021)

Scope and Limitation of the Study

The general intent of the study was to determine the Level of teacher’s involvement in

online distance learning and the student’s social interaction. It was limited to BPED students

who were officially enrolled in Ramon Magsaysay Memorial College, Academic Year 2021-

2022

The respondents of the study are the students of Ramon Magsaysay Memorial Colleges.

Significance of the study

This study may benefit the following:

School Administrators- This study may give an avenue for the school to develop its facilities

that may help the students develop their skills and knowledge in engaging themselves in

online distance Learning

Teachers- This study may be a great help to them as they hold classes. It will guide them to

be efficient in teaching students even in online modality

Students- This study may benefit them by determining their own level of interaction in their

online class and to assess their teachers’ involvement and performance in teaching.
Parents - It would help them to gain knowledge about engaging their children in Distance

Learning. This will give help realize what their child needs to support regarding their status in

studying in college and facing this Pandemic.

understanding their child's academic success and how Distance Learning Modality and

School Performance.

Future researchers- The result will help them when conducting similar study

The researcher- She would be able to develop the embarks on this journey, she learns the

value of patience and hard effort. She might pick up some tips on how to run a study like this.

Furthermore, she would get a better understanding of and appreciation for more information

and thoughts about teachers' instructional abilities and their impact on students’ achievement.

Definition of Terms

To give the readers a better understanding of this study the following terms were defined

operationally:

Teachers Level of Involvement – This refer to the teachers’ extent of showing affection and

interest, by being empathetic, by promoting pro-social behavior in class, by being available to

all students and by showing commitment to the students learning.

Distance Learning Modality- It refers to 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, also called distance education.

 Chapter 2
METHOD
This chapter discusses the research design, research locale, respondents,

instruments, data gathering procedure, and the statistical treatment of the data utilized by the

researcher in interpreting the data.

Research Design

The study used Descriptive Design. According to (Buhner,2014) the study answer

who, what, when, where, and how questions related to a particular research problem. This,

this research design is appropriate to use in this study based on the nature and objective of

the study.

Research Locale

This research was conducted in the Ramon Magsaysay Memorial Colleges, General

Santos City, The RMMC Teacher Education Program has proven its worth as a learning

institution, excelling in both academic and co-curricular activities and graduating a large

number of graduates who have gone on to become successful 21 professionals and

productive citizens of the country, embodying the values instilled in them by their Alma Mater.

Sports and academics are also competitive at the institution. RMMC is also the first and only

institution in region 12 to hold PCUCOA-accredited programs. RMMC is also certified to ISO

9001:2008. The Ramon Magsaysay Memorial Colleges has been

serving the people of South-Central Mindanao since 1957. It has been and will always be

committed to provide students with affordable and quality education.

Respondents of the Study

The respondents of the study were the 3 rd Year BPED students who were officially

enrolled at Ramon Magsaysay Memorial Colleges. General Santos City. The researcher use

Slovin’s formula in determining the sample size. It is used to calculate the sample size n given

the population size N and a margin of error e, it is a random sampling technique formula to

estimate sampling size -It is computed as n = N / (1+Ne2), Whereas small n is the number of

samples, big N is the total population and e is the error margin or margin of error. The

researcher determines its sample size from a population of 231 in which only 52 respondents

were involved.

Research Instrument

Data for this study were gathered through a survey questionnaire checked by her adviser

and validated by the experts. The instrument was composed of at least ten (15) questions to

determine the teachers involvement in distance learning modality and the student interaction.

This study used a 5-point scale. It was based on the following description of

Frequency Likert Scale.

SCALE DESCRIPTION

5 Strongly Agree

4 Agree

3 Moderately Agree

2 Disagree

1 Strongly Disagree
Data Gathering Procedure

The test questionnaire was validated first by the credible teachers validators who

examined the questions and rated them based on a set of validation criteria. When the survey

questionnaire was valid, the researcher sent a letter to the Dean of the Teacher Education

Program at Ramon Magsaysay Memorial Colleges, requesting permission to conduct the

study.

After being granted the approval, the researcher sent the questionnaire to the

respondents. It was done using Google Forms, with respondents given one hour to complete

it. When the respondents were through answering it, the researcher collected all the data and

then tabulation and statistical treatment was made.

After the respondents had submitted their responses or answers, the researcher tallied

the data, analyzed and interpreted, with the assistance of the statistician.

Statistical Tools

The researcher used weighted mean, and frequency count in treating the needed data.

It has the formula of

𝑥 = ∈𝑓𝑥

x= the mean of the respondents f= frequency

n = total number of respondents

 Chapter 3
RESULTS

This chapter presents the analysis and interprets the data gathered in this study. The

various results on the teachers level of involvement in distance learning modality and

students’ social interaction in Ramon Magsaysay Memorial Colleges is presented in the

succeeding table. This chapter also presents the proposed intervention program which was

based on the findings of the study.

Table 1 also shows the teacher’s level of involvement in distance learning modality and

students’ social interaction of RMMC in terms of teacher involvement. The respondents agree

that their teachers execute what they teach to the students (4.16), teachers explain the

objectives before starting the class (4.10), teachers managed the classroom behaviors (4.06),

teachers use activities that make learning engaging and fun (4.02), and teacher gives

accessible task to the students (4.02). The motor skill competency of the students in terms of

social interaction is also shown in table 1. The students agree that distance learning improves

their integration skills (4.08), learning through online classes is interesting (4.06), they involve

themselves in class discussion (4.02), online discussion is useful to their learning (3.81), and

they immediately consult their teacher when they do not understand the lesson (3.79).

Aside from the above-mentioned indicator, students also agree that all stated factors

commonly affect their engagement in distance learning, with one exception. The student
moderately agree that it is more productive and active to conduct a class in distance learning.

Furthermore, the students' overall mean score of 3.96 shows that they all agree that the

teacher’s level of involvement in distance learning modality and students’ social interaction in

distance learning.

Teacher’s Level of Involvement in Distance Learning Modality and Students’ Social

Interaction

INDICATORS MEAN DESCRIPTION

Teacher Involvement
1. The teachers execute what they teach to the students 4.16 Agree
2. The Teachers explain the objectives before starting
4.10 Agree
the class
3. The Teachers managed the classroom behaviors 4.06 Agree
4. The Teachers use activities that make learning
4.02 Agree
engaging and fun
5. The Teacher gives accessible task to the students 4.02 Agree
Overall Mean 4.07 Agree
Social Interaction
1. I involve myself in Class discussion 4.02 Agree
2. I immediately consult my teacher when I do not
3.79 Agree
understand the lesson
3. Online discussion is useful to my learning 3.81 Agree
4. Distance learning improves my integration skills. 4.08 Agree
5. Learning through online classes is interesting. 4.06 Agree
Overall Mean 3.95 Agree
Proposed Intervention Program from the Findings of the Study

Title: ENHANCING TEACHER’S LEVEL OF INVOLVEMENT IN DISTANCE LEARNING

MODALITY AND SOCIAL INTERACTION DESPITE OF DISTANCE LEARNING”

Objective Activity Strategies Person Expected Budget

s Involved outcome
To have Seminar The students Students, Understand NONE
more will gather Teachers, And
interaction more and elaborate
with others competency Administrato program
students on learning rs
despite of
distance
learning
To Painting, The students Teachers, Participate Certificates
implement Aerobics, will use students, the given for the
the Slogan, platforms to and activities students
planned Scribbling, have administrator and
program Writing, interaction s speaker-
with others php
so that they 3,000.00
will be more
interested in
learning.
 Chapter 4

DISCUSSION

This chapter presents the summary of the research work undertaken, the conclusions

drawn, and the recommendations made as an outgrowth of this study. This study aimed to

determine the teachers level of involvement in distance learning modality and students’ social

interaction of BPED students of Ramon Magsaysay Memorial Colleges during distance

learning modality and to propose an intervention based on the results of the study.

Teacher’s Level of Involvement in Distance Learning Modality and Students Social Interaction

According to Bird et al. (2021) find that the switch to online instruction resulted in

an 8.5% reduction in course completion. They find that both withdrawals and failures,

considering course completion during the pandemic is less promising. There are several

factors which affects the motor skill competency of the students. A student’s motor skill

competency may be affected by the learning modality utilized, their motivation, their teacher’s

involvement, and social interaction. In this study, the researcher is interested to determine

teacher’s level of involvement in distance learning modality and students’ social interaction of

BPED students of RMMC during distance learning modality.

It was found that the students agree that their motor social interaction during distance learning

modality is affected by their motivation, teachers’ involvement, and social interactions. In

terms of the students’ motivation, the motor skill competency of the respondents is exhibited

when they agree that the tasks are easy for them to do online
 18

On the other hand, students in terms of the teacher involvement is best exhibited when their

teachers execute what they teach to the students. The respondents also agree that distance

learning improves their integration skills. What causes students to drop out of this pandemic

some of the issues include lack of instructor training lack of student interaction, and personal

commitments. Few actual studies have been done to provide evidence for these assumptions.

Intervention Program

Proposed Intervention Program

This section will present the ideas and concept for the proposed intervention program.

TITLE:

This program will be called “ENHANCING TEACHER’S LEVEL OF INVOLVEMENT IN

DISTANCE LEARNING MODALITY AND SOCIAL INTERACTION DESPITE OF DISTANCE

LEARNING”

PROGRAM DESCRIPTION

This program is made according to the result of the gathered data which revealed that a lot of

students have difficulty performing in distance learning. This program will motivate and

encourage colleagues to learn more by engaging with them via social

 19

media. This will stimulate and interest their love of learning. Electronic platforms may already

be used by students to connect. Students can utilize course hash tags or course rooms to

communicate, discuss documents, or just express opinions and show their different learning

styles. Students may learn through showing there different learning styles through social

media.

II. RATIONALE

This “ENHANCING TEACHERS LEVEL OF INVOLVEMENT IN DISTANCE LEARNING

MODALITY AND SOCIAL INTERACTION DESPITE OF DISTANCE LEARNING” is to

give students an opportunity to show their talents in distance learning. Even if they are just at

home that they can do activities and there is something to learn. Showing their different

learning styles like Writing, Painting doing aerobics at home.

OBJECTIVES

This teachers level of involvement in distance learning modality and students’ social

interaction will attempt to:

1. To gain confidence and strength

2. To implement the planned program

Conclusions

Based on the results of the study, the following conclusion was drawn:

1. . The respondents gained confidence in distance learning than Face to face classes.

Furthermore, teachers had highly involved in teaching through online modality.

2. It was also determined that they immediately consult the teachers if they don’t

understand the lessons.

 20

Recommendations

Based on the findings and conclusions of the study, the following recommendations were

hereby presented:

1. The school administrator should implement an effective strategies and methods to

the teachers to have an interesting teaching style. to prioritize the learning of the

students since it is a distance learning

2. Teachers should convey in their students the importance of teaching in a good

manner. It's not simply that the teachers are not performing their jobs or are merely

offering exercises, quizzes, and assignments in online classrooms. Even in online

classrooms, a teacher should concentrate on how to get their students to learn more.

Teaching should be adaptable.

3. Students should work hard even if learning is difficult in the middle of a pandemic and

online schooling. A learner should learn being well enough to deal with the outside

world.

4. Parents should give support to their children it is not just financial support but also

psychological and emotional support so that the students will continue to strive hard

and to learn. The parents may encourage and motivate their children always in doing

well in their s
 REFERENCES

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Andrade-Vargas, L., Estevao-Romeiro, A., Iriarte-Solano, M., Riofrio-Leiva, V., &

Yunga-Godoy, D. (2021). Teacher's perceptions, institutional challenges,
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e08596.

Baloran, E., & Hernan, J. (2020). Crisis self-efficacy and work commitment of
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Corcuera, L., & Alvarez Jr, A. (2021). From face-to-face to teaching at a distance:
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Dixit, G. N., & Thomas, K. A. (2021). Transformative Pedagogy Integrating

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 APPENDIX A
LETTER TO THE VALIDATORS
RAMON MAGSAYSAY MEMORIAL COLLEGES
COLLEGE OF TEACHER EDUCATION
Pioneer Avenue, 9500, General Santos City
Tel No. [085] 552-3348 Fax No: (083)301-1927
  

March 10,2022
DR. NOE P. GARCIA
College Librarian
Ramon Magsaysay Memorial Colleges 

Dear Ma’am:

Greetings!

The undersigned is currently conducting a research work entitled

“TRANSITION ON TEACHING STRATEGIES DURING DISTANCE
LEARNING MODALITY AND COPING MECHANISMS OF THIRD
YEAR BPED STUDENTS”.

In connection with this, I am requesting your expertise to please validate

my questionnaire; hence the instrument is ready for administration.

I am hoping for your positive response. Thank You and God Bless.

Sincerely Yours,
 
IVY GRACE G. TUMBAGA
Researcher

Noted by: Approved by:

EMIE GENTON PhD. DR. NOE P. GARCIA
Adviser Validator

LETTER TO THE VALIDATORS

RAMON MAGSAYSAY MEMORIAL COLLEGES
COLLEGE OF TEACHER EDUCATION
Pioneer Avenue, 9500, General Santos City
Tel No. [085] 552-3348 Fax No: (083)301-1927
  

March 10,2022
DR. MICHAEL A. AMADA
SSC Adviser
Ramon Magsaysay Memorial Colleges 

Dear Ma’am:

Greetings!

The undersigned is currently conducting a research work entitled

“TRANSITION ON TEACHING STRATEGIES DURING DISTANCE
LEARNING MODALITY AND COPING MECHANISMS OF THIRD
YEAR BPED STUDENTS”.

In connection with this, I am requesting your expertise to please validate

my questionnaire; hence the instrument is ready for administration.

I am hoping for your positive response. Thank You and God Bless.
Sincerely Yours,

 
IVY GRACE G. TUMBAGA
Researcher

Noted by: Approved by:

EMIE GENTON PhD.   DR. MICHAEL A. AMADA
Adviser Validator

LETTER TO THE VALIDATORS

RAMON MAGSAYSAY MEMORIAL COLLEGES
COLLEGE OF TEACHER EDUCATION
Pioneer Avenue, 9500, General Santos City
Tel No. [085] 552-3348 Fax No: (083)301-1927
  

March 10,2022
CHERRY M. BAUTISTA, LPT
SSC Adviser
Ramon Magsaysay Memorial Colleges 

Dear Ma’am:

Greetings!

The undersigned is currently conducting a research work entitled

“TRANSITION ON TEACHING S TRATEGIES DURING DISTANCE
LEARNING MODALITY AND COPING MECHANISMS OF THIRD
YEAR BPED STUDENTS”.
 In connection with this, I am requesting your expertise to please validate
my questionnaire; hence the instrument is ready for administration.

I am hoping for your positive response. Thank You and God Bless.

Sincerely Yours,

 
IVY GRACE G. TUMBAGA
Researcher

Noted by: Approved by:

EMIE GENTON PhD CHERRY M. BAUTISTA, LPT
Adviser Validator

APPENDIX B
VALIDATION RATING SHEET OF EXPERT VALIDATORS

RAMON MAGSAYSAY MEMORIAL COLLEGES

Pioneer Avenue, General Santos City
Tel. No. (083)553-3348 Fax No. (083) 301-1927
www.rmmc.edu.com

For evaluator: Please check the appropriate box for rating

Point equivalent: 5- Excellent 3- Good 1- Poor
4- Very Good 2- Fair
Criteria 5 4 3 2 1
1. Clarity of directions and items. The
vocabulary level language structure and
conceptual level of respondents. The test
directions and items are written in clear and
understandable manner.
2. Presentation / Organization of items. The
 items are presented and organized in logical
manner.
3. Suitability of items. The manner of items
appropriately represented the substance of
the research. The questions are designed to
determine the conditions, knowledge,
perception, and attitudes that are supposed to
be measured.
4. Adequateness items category. The items
represent the coverage of the researcher and
equality. The number of question per area is
respectively enough of the question needed of
the research.
5. Attainment of the purpose. The instrument as
a whole fulfills the objectives of which was
constructed.
6. Objectively. Each item requires only the
specific answer of measures only behaviour
and no aspect of the questionnaire suggest
bias of the researcher.
7. Scale and evaluation rating system. Scale
adopted is appropriate for items.

DR. MICHAEL A. AMADA

Name and Signature of Evaluation

APPENDIX B
VALIDATION RATING SHEET OF EXPERT VALIDATORS

RAMON MAGSAYSAY MEMORIAL COLLEGES

Pioneer Avenue, General Santos City
Tel. No. (083)553-3348 Fax No. (083) 301-1927
www.rmmc.edu.com

For evaluator: Please check the appropriate box for rating

Point equivalent: 5- Excellent 3- Good 1- Poor
4- Very Good 2- Fair
Criteria 5 4 3 2 1
8. Clarity of directions and items. The
vocabulary level language structure and
conceptual level of respondents. The test
 directions and items are written in clear and
understandable manner.
9. Presentation / Organization of items. The
items are presented and organized in logical
manner.
10. Suitability of items. The manner of items
appropriately represented the substance of
the research. The questions are designed to
determine the conditions, knowledge,
perception, and attitudes that are supposed to
be measured.
11. Adequateness items category. The items
represent the coverage of the researcher and
equality. The number of question per area is
respectively enough of the question needed of
the research.
12. Attainment of the purpose. The instrument
as a whole fulfills the objectives of which was
constructed.
13. Objectively. Each item requires only the
specific answer of measures only behaviour
and no aspect of the questionnaire suggest
bias of the researcher.
14. Scale and evaluation rating system. Scale
adopted is appropriate for items.

DR. NOE P. GARCIA

Name and Signature of Evaluation

APPENDIX B
VALIDATION RATING SHEET OF EXPERT VALIDATORS

RAMON MAGSAYSAY MEMORIAL COLLEGES

Pioneer Avenue, General Santos City
Tel. No. (083)553-3348 Fax No. (083) 301-1927
www.rmmc.edu.com

For evaluator: Please check the appropriate box for rating

Point equivalent: 5- Excellent 3- Good 1- Poor
4- Very Good 2- Fair
Criteria 5 4 3 2 1
15. Clarity of directions and items. The
vocabulary level language structure and
conceptual level of respondents. The test
directions and items are written in clear and
understandable manner.
16. Presentation / Organization of items. The
items are presented and organized in logical
manner.
17. Suitability of items. The manner of items
appropriately represented the substance of
the research. The questions are designed to
determine the conditions, knowledge,
perception, and attitudes that are supposed to
be measured.
18. Adequateness items category. The items
represent the coverage of the researcher and
equality. The number of question per area is
respectively enough of the question needed of
the research.
19. Attainment of the purpose. The instrument
as a whole fulfills the objectives of which was
constructed.
20. Objectively. Each item requires only the
specific answer of measures only behaviour
and no aspect of the questionnaire suggest
bias of the researcher.
21. Scale and evaluation rating system. Scale
adopted is appropriate for items.

CHERRY M. BAUTISTA, LPT

Name and Signature of Evaluation

APPENDIX C

RESEARCH QUESTIONNAIRE/ DEVELOPED MATERIALS

RAMON MAGSAYSAY MEMORIAL COLLEGES

TEACHER EDUCATION PROGRAM
Pioneer Avenue, 9500, General Santos City
Tel No. [085] 552-3348 Fax No: (083)301-1927
www.rmmc.edu.com
 A SURVEY QUESTIONNAIRE TRANSITION ON TEACHING STRATEGIES
DURING DISTANCE LEARNING MODALITY AND COPING MECHANISMS OF
THIRD YEAR BPED STUDENTSOF RAMON MAGSAYSAY MEMORIAL
COLLEGES

Directions: Below are the questions design to measure the the “Physical
Education Transition on Distance Learning Modality”. Kindly rate each item by
checking (/) on the number based on the scale given below that corresponds to
your answer.

1 Strongly Disagree
2 Disagree
3 Neither Agree nor Disagree
4 Agree
5 Strongly Agree

Part I. Changes in Teaching Strategies

Indicators INDICATOR 1 2 3 4 5
No.
01. The Modular Distance Learning took teachers to
develop modified rubrics to assess the performance-
based activities.
02. Loads of self-made videos of skills’ re-
demonstration were implemented.
03. The teacher created modified grouping techniques
for group presentations such as random, skill or
strategy background, learning style, etc.
04. The teacher has become more tighter in time
management especially in submission deadlines to
keep the students on track
05. The teachers have leveraged practical applications
from the classroom to different social media
platforms.
06. The teacher used pre-recorded videos of
themselves to demonstrate the different skills in
Physical Education areas.
07. Due to less supervision on drills related to the
course, teachers has implemented a part-whole
teaching strategy
08. The teachers have implemented Small Group
 Discussions to ensure sharing of ideas and come up
with a better collective knowledge on the key
concepts of the course.
09. Individual Short Student Presentation were
implemented
10. The teachers does test-run of each activity before
letting the students comply submission by
themselves

Part 2. Coping Mechanisms of Students

Indicators INDICATOR 1 2 3 4 5
No.
01. I walk one and half hour to another barangay or
village just to have a stable internet access.
02. Looking for a space where I could find better
internet connection. Like for example I will be
studying outside the house
03. Doing task and submitting it midnight because it is
the only time that we have a fast internet connection
04. Whenever the requirements need applications not in
my phone, I borrow gadgets from my brother.
05. I borrow a computer just to finish a task when a
smart phone is not enough to complete the task.
06. I ask my classmates whenever I do not understand
some of the lessons or instructions.
07. Whenever I am not updated, I ask one of my
classmates or just to check the site when there are
activities.
08. We discuss online to get more ideas and help each
other so that no one will be left behind.
09. I take a short break for at least fifteen minutes from
time to time when I am too tired.
10. I train myself to regain focus every time I seem to
lose one so that I will not be left behind

APPENDIX D

SUMMARY OF VALIDATORS RATING ON QUESTIONNAIRE

 RAMON MAGSAYSAY MEMORIAL COLLEGES
COLLEGE OF TEACHER EDUCATION
Pioneer Avenue, 9500, General Santos City
Tel No. [085] 552-3348 Fax No: (083)301-1927
  

Legend:

(4.50-5.00) ― Excellent (1.50-2.49) ― Fair

(3.50-4.49) ― Very Good (1.00-1.49) ― Poor

(2.50-3.49) ― Good

Name of the Expert Validators Average Description

Rating

1. DR. MICHAEL A. AMADA 4.86 Excellent

2. DR. NOE P. GARCIA 3.86 Excellent

3. CHERRY M. BAUTISTA LPT 5.00 Very Good

Average Weighted Mean 4.57 Excellent

 APPENDEX E
LETTER OF PERMISSION TO CONDUCT STUDY

RAMON MAGSAYSAY MEMORIAL COLLEGES

COLLEGE OF TEACHER EDUCATION
Pioneer Avenue, 9500, General Santos City
Tel No. [085] 552-3348 Fax No: (083)301-1927

March 10, 2022

KRISTOFFER FRANZ MARI MILLADO
College President
Ramon Magsaysay Memorial
Colleges

Dear Sir,

Greetings of Peace!

The undersigned is presently conducting a thesis study

entitle “TRANSITION ON TEACHING STRATEGIES DURING
DISTANCE LEARNING MODALITY AND COPING MECHANISMS OF
THIRD YEAR BPED STUDENTS”.

In this connection, the researcher is requesting your good office to allow

him to conduct his study among those chosen respondents in the said
school. Your positive response will mean a lot for the success of the
study.

Rest assured that all gathered information shall be kept strictly

confidential. Thank you and God bless!

Respectfully yours,  

IVY GRACE G. TUMBAGA ANALISA T. AMADA, EdD                 

Researcher Dean, College of Teacher
Education

Noted by:

EMIE GENTON PhD GERALDINE D. RODRIQUEZ, EdD

 Thesis Adviser                             Executive Director for Academics

APPENDIX F
LETTER OF PERMISSION TO THE RESPONDENTS

RAMON MAGSAYSAY MEMORIAL COLLEGES

Pioneer Avenue, General Santos City
www.rmmc.edu.com

March 10, 2022  

THE RESPONDENTS
Ramon Magsaysay Memorial Colleges
General Santos City
 
Dear Respondents,

Greetings of Peace!

I am presently conducting my research entitled “TRANSITION ON

TEACHING STRATEGIES DURING DISTANCE LEARNING
MODALITY AND COPING MECHANISMS OF THIRD YEAR BPED
STUDENTS”. as a fulfilment in my requirements in Thesis 2

In line with this, I would like to ask permission from you to answer the
questionnaires that will be given to you. Please answer the questions
seriously.

This will be a great help for me to become successful in my research

study. Rest assured that whatever information you will provide be treated
confidentiality.

Thank you for your cooperation and God bless!

Respectfully yours,  
IVY GRACE G. TUMBAGA         ANALISA T. AMADA, EdD
Researcher                        Dean, College of Teacher Education

Noted by:

EMIE GENTON PhD GERALDINE D. RODRIQUEZ, EdD

Thesis Adviser                                 Executive Director for Academic

APPENDIX G
STATISTICIAN CERTIFICATION

RAMON MAGSAYSAY MEMORIAL COLLEGES

COLLEGE OF TEACHER EDUCATION
Pioneer Avenue, 9500, General Santos City
Tel No. [085] 552-3348 Fax No: (083)301-1927

TO WHOM IT MAY CONCERNS:

        This is to certify that the undersigned has reviewed and corrected

the statistical tools employed in the undergraduate thesis of IVY GRACE
G. TUMBAGA, entitled “TRANSITION ON TEACHING STRATEGIES
DURING DISTANCE LEARNING MODALITY AND COPING
MECHANISMS OF THIRD YEAR BPED STUDENTS”

        This certification is being used to IVY GRACE G. TUMBAGA for

whatever purpose this may serve her best.

         Issued 27th this of May 2022 at Ramon Magsaysay Memorial

Colleges, General Santos City.

JANZEN GABIO  LPT   

Statistician
 APPENDIX H

GRAMMARIAN CERTIFICATION
RAMON MAGSAYSAY MEMORIAL COLLEGES
Pioneer Avenue, General Santos City
Tel. No. (083)553-3348 Fax No. (083) 301-1927
www.rmmc.edu.com

TO WHOM IT MAY CONCERN:

This is to certify that the undersigned had checked and corrected

the manuscript of IVY GRACE G. TUMBAGA entitled: “TRANSITION
ON TEACHING STRATEGIES DURING DISTANCE LEARNING
MODALITY AND COPING MECHANISMS OF THIRD YEAR BPED
STUDENTS”. as to its content and grammar.

This certification is issued upon the request of the above-mentioned

name.

Issued this 26TH day of September 2022 at Ramon Magsaysay

Memorial Colleges, General Santos City.
 EMELYN ORIAS  MIE 

Grammarian

APPENDIX M

CURRICULUM VITAE OF THE EXTERNAL VALIDATOR

RAMON MAGSAYSAY MEMORIAL COLLEGES

TEACHER EDUCATION PROGRAM
Pioneer Avenue, 9500, General Santos City
Tel No. [085] 552-3348 Fax No: (083)301-1927

Name: Ivy Grace G. Tumbaga

Address: Purok 3 Sitio Basac, Barangay Malandag,Malungon,

Sarangani Province

Email Address: Tumbagaivycute@gmail.com

Birth Date: January 28, 2000

Contact #: 09639467887

Sex: Female
Age: 22

Status: Single

Religion: Roman Catholic

Nationality: Filipino

EDUCATIONAL BACKGROUND

Elementary: Malandag Central Elementary School 2012-2013

High School: Malandag National High School 2016-2017

Senior High School: MalandagNationa High School 2018-2019

College: Ramon Magsaysay Memorial Colleges