Philippine E-Journals

Attitude and Readiness on Online Learning: Its Effect on Teachers and Students Performance

MELINDA S. RAMIREZ

Discipline: Education

 

Abstract:

The COVID-19 outbreak, and subsequent implementation of social distancing restrictions resulted in a rapid shift to OTL (Online Teaching and Learning). This study aimed to identify the Attitude and Readiness on Online Teaching: Its Effect on Teachers and Students’ Performance. The researcher made use of a descriptive-correlational research design using the survey method. This study was conducted in the selected private schools in Cebu City, Philippines. The researcher made use of a descriptive research design using the survey method. The teacher’s attitude towards online teaching is very much favorable. As to assessing the teacher’s readiness for online teaching, most teacher-respondents are moderately ready for online teaching. Teachers’ performance in online teaching has a descriptive value of “noteworthy.” This finding means that teachers have exceeded expectations and planned targets. Student’s academic performance in the five targeted schools is very satisfactory during online teaching. The relationship between the teachers’ profile with their attitude towards online teaching, readiness towards online teaching, students’ academic performance, and their teaching performance, the findings manifest that the profile and their attitude towards online teaching have no significant relationship. The rest of the profiles of the variables have a significant relationship to the following areas: readiness toward online teaching, students’ academic performance, and teachers’ teaching performance. Finally, the relationship between the teachers’ attitude towards online teaching with their readiness towards online teaching, students’ academic performance, and teachers’ teaching performance among the three areas only Teachers’ Teaching Performance has a significant relationship to teachers’ attitude towards online teaching. There is no significant relationship between the teachers’ readiness toward online teaching with their student’s academic performance and teachers’ teaching performance. It is concluded that teachers are only partially prepared to teach online and teachers’ attitude and preparedness to teach online has no direct impact on student’s academic success. Based on these findings, it is recommended that the various private schools provide continuous professional development to instructors on online teaching for skills enhancement in areas where they are moderately capable. (e.g., creating online quizzes and tests, creating instructional videos, using online collaborative tools).