BENCHMARK PRACTICES IN ONLINE DISTANCE LEARNING AMONG SELECTED PRIVATE ELEMENTARY SCHOOLS IN SAN MIGUEL, BULACAN

Abstract

This study focused on the benchmark practices of Online Distance Learning among selected private elementary schools in San Miguel, Bulacan. A total of 5 selected private elementary schools were chosen in San Miguel, Bulacan, with primary respondents of 20 teachers and secondary respondents of 131 learners and 131 parents. The study aimed to answer the questions on the profile of the teacher-respondents; benchmark practices of teachers in Online Distance Learning be which may be described by themselves, by their learners and by the parents in terms of Preparation Phase, Implementation Phase and Evaluation Phase; difficulties encountered by the teachers in Online Distance Learning; relationship between profile of the teacher-respondents and their benchmark practices in Online Distance Learning; relationship between profile of the teacher-respondents and their difficulties encountered in the implementation of Online Distance Learning and difference among the assessments on the benchmark practices of Online Distance Learning of the teacher-respondents as assessed by themselves, by their learners and parents. A Quantitative study which employed Descriptive method was used with the utilization of survey questionnaire in a Google form. Upon the assessment of the researcher and statistician, most of the teacher-respondents were 21-30 years old, dominated by females, majority were bachelor’s degree holders and have rendered less than 5 years in teaching with 3-4 seminars attended in online technology, and majority used Google Meet as ODL platform using laptop connected with PLDT Fiber. Moreover, the results manifested that the given practices of the teacherrespondents in Online Distance Learning in terms of Preparation Phase, Implementation Phase and Evaluation Phase were all rated as “Always Practiced” according to teachers themselves, their learners and parents. Furthermore, the teacher-respondents assessed all the given difficulties they encountered in Online Distance Learning as “Slightly Difficult”. It was also concluded that the profile of the teacher-respondents and their benchmark practices in Online Distance Learning have no significance. Likewise, their profile and the difficulties they encountered in Online Distance Learning have also no significance. Lastly, the results of the test of difference among the assessments on teacherrespondents’ benchmark practices in Online Distance Learning as assessed by themselves, by their learners and by their learners’ parents were on the same level.