Educational Materials for Online and Offline Learning of JHS Students
Keywords:educational material, online learning, offline learning
Online learning has facilitated communication among individuals with mutual interests, fostering collaborative learning through networked technologies. As the COVID-19 pandemic disrupted traditional schooling, Union Christian College transformed from in-person instruction to online learning. This transition was accompanied by numerous challenges, particularly concerning students' access to reliable internet connections. Recognizing the importance of understanding the array of available online and offline learning resources that students utilize, educators aimed to leverage this knowledge to enhance the teaching-learning experience within this new modality. Consequently, this study was conducted to assess the extent to which students employed online and offline educational materials, subsequently serving as the foundation for a proposed instructional plan.
Employing a descriptive-correlation research design, the investigators gathered pertinent data from a random sample of 127 Junior High School students enrolled at UCC during the 2020-2021 academic year. This was accomplished through the administration of a meticulously crafted and validated questionnaire. Data analysis involved using frequency counts and percentages, effectively describing both respondent profiles and the degree of reliance on online and offline learning materials. Additionally, the researchers employed the Pearson Product Moment Correlation to explore potential relationships between these variables.
Among the various profile factors, a noteworthy observation was that most participants were in Grade 10 and had multiple family members simultaneously pursuing their own studies. Moreover, most respondents' parents had college-level educational backgrounds, while family income commonly fell below P10,000.00 – P50,000.00. Concerning online learning materials, the predominant tools were cell phones and Wi-Fi connections. Google Classroom and Edmodo emerged as the dominant learning management systems adopted by students for their online classes. Meanwhile, offline learning materials like textbooks and notebooks maintained their significance, while module usage remained relatively low. Cell phones also played a significant role in accessing offline learning materials. Finally, it was determined that the various profile variables had no significant relationship with the extent of online and offline educational materials utilization.
Conclusion and Recommendation
The results underscored the increasing prevalence and significance of cell phones or smartphones as potent learning tools in online and offline learning contexts. These devices enabled flexible delivery of the teaching-learning process, especially in the presence of a stable internet connection. The advent of an interconnected digital landscape allowed students access to a vast repository of information conducive to effective learning. Rapid technological advancements have prompted learners to rely more extensively on these tools, particularly in using digital platforms such as Google Classroom and other Learning Management Systems, especially during school closures amid the pandemic. However, the study also revealed that conventional learning materials such as books and notebooks were valuable resources, notably when reliable internet connections were lacking.
Based on the findings, a recommended instructional plan was formulated, highlighting educators' need to embrace a comprehensive approach encompassing both technological and conventional learning tools. This approach accommodates synchronous and asynchronous learning environments. As learning institutions navigate these unprecedented circumstances, they are encouraged to explore alternative educational delivery methods that cater to the diverse needs of learners across these different modes of instruction.