The Preparedness of the Data Center College of the Philippines to the Flexible Learning Amidst Covid-19 Pandemic


Authors : MIKE D. BUMANGLAG; GERALD KEITH C. CABACUNGAN; RALPHY L. PAGADUAN; MATHEW P. LANGBIS; MADELYN P. ESTRADA; MARVIN M. TABARA; JERMIN PAUL Q. TABUYO; CASSANDRA B. PARAGGUA; JAY-LYNNE MAY S. ESCALONA

Volume/Issue : Volume 6 - 2021, Issue 5 - May

Google Scholar : http://bitly.ws/9nMw

Scribd : https://bit.ly/3p8SJPN

This study determined the preparedness of Criminology Instructors of Data Center College of the Philippines of Laoag City Inc. tin the adaptation of flexible learning amidst COVID-19. The study applied quantitative and qualitative method utilizing an online and printed survey questionnaire. A total of 20 Criminology instructors were taken as respondents. Weighted mean was used to analyse the respondents’ level of preparedness, the methods used and the problems encountered in the adaptation of flexible learning. Frequency was used to analyse the coping mechanisms of the instructor in adapting flexible learning. The salient findings of the study were the following. Tthe level of preparedness of the Criminology instructors is “very high” as indicated in the composite mean of 3.28, in addition there is a “high” support from the institution for them to be prepared as shown in the composite mean of 2.87. The most effective method used by the Criminology instructors in the flexible learning is through online chat groups with the highest weighted mean of 3.80. Other methods used by the instructors includes: online lecture notes (3.70); social networking systems (3.45); recorded lecture audio (3.45); recorded lecture videos (3.45); and online discussion groups (3.25). The used of phones, laptops, tables or any devices for distance learning education is the most pressing problems encountered by the instructors as shown in the weighted mean score of 3.30. Other pressing problems “always” encountered by the criminology instructors include: having sudden shift from face to face to online classes (3.35); checking and evaluating students’ output from e-mail or other platforms (3.35) and; having unstable internet access intended for distance learning education (3.30). In addition, results of the interview showed that instructors also encountered problems on the submission of outputs on time, absences of students in the video conferencing and the grading system. The best coping mechanism adopted by the instructor is active coping, that is, doing something about the situation and taking action to negate the problem. The other coping mechanism adopted by the instructor is the acceptance, meaning learning to live with the problem or situation. Based on the findings, it is therefore recommended that: the DCCP management needs to provide better instructional support to the instructor, consider the implementation of the action plan, provide stress management programs for all employees of the institution, establish policies and guidelines in the flexible learning and communicate it all the faculty members of the institution, establish a grievance committee not only for the instructors but also for the students to overcome the different challenges of flexible learning. In addition, it is also recommended that the instructors must review

Keywords : Flexible Learning, Criminology Instructors, Preparedness, Amidst Covid-19 Pandemic

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