The Effectiveness of Educational Development in the New Normal in Selected Schools in Marawi City, Philippines

Omerah  M. Barangai,; Mohammad Asnoden  A. Modiaba,

The Effectiveness of Educational Development in the New Normal in Selected Schools in Marawi City, Philippines

Mohammad Asnoden A. Modiaba | Omerah M. Barangai

Discipline: Education

Abstract:

The COVID-19 pandemic profoundly reshaped education, compelling schools in Marawi City, Lanao del Sur, to transition to remote learning under the "new normal." While the challenges of remote learning are globally recognized, a localized, in-depth analysis of its specific impact on student academic performance and instructional barriers within Marawi City remained a key knowledge gap. This study assessed the pandemic’s effects on educational development, focusing on educators’ profiles, students’ academic performance, challenges, and instructional adaptations. Using a quantitative-descriptive design with survey data from public and private teachers, the results showed that most respondents were female, aged 26–35, with 1–5 years of service. Moderate improvement in students’ performance was noted, attributed to multimedia and interactive approaches. However, limited internet access, lack of in-person interaction, and reduced motivation were significant barriers. The study emphasizes the need for flexible, innovative strategies in technological support, teacher training, and stakeholder engagement to sustain quality education amid crises.

References:

Deci, E., & Ryan, R. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.
Deci, E., & Ryan, R. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6
Hew, K. F., & Cheung, W. S. (2014). Students' and instructors' use of Massive Open Online Courses (MOOCs): Motivations and challenges. Educational Research Review, 12, 45–58. https://doi.org/10.1016/j.edurev.2014.05.001
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. U.S. Department of Education. https://eric.ed.gov/?id=ED505824
Moore, M. G. (1997). Theory of transactional distance. In M. G. Moore & R. Anderson (Eds.), Handbook of Distance Education (pp. 22–38). Routledge.
Moore, M. G., & Kearsley, G. (2011). Distance education: A systems view. Cengage Learning.
Picciano, A. G. (2017). Theories and frameworks for online education: Seeking an integrated model. Online Learning, 21(3), 166–190. https://doi.org/10.24059/olj.v21i3.1225
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3–10. http://www.itdl.org/Journal/Jan_05/article01.htm
Swan, K. (2001). Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses. Distance Education, 22(2), 306–331. https://doi.org/10.1080/0158791010220208
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senécal, C., & Vallières, É. F. (2007). The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003–1017. https://doi.org/10.1177/0013164492052004