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    Reabels Francisco
    This chapter reviews foreign and local literature related to the impacts of COVID-19 on education. Studies from the US, Saudi Arabia, and Australia found that schools closed in response to the pandemic, with some shifting to online or virtual learning. Prolonged closures could increase dropout rates and youth crime. Universities also transitioned to online courses. Locally, the pandemic challenges include inequitable internet access, ensuring student safety online, and difficulties assessing student performance and grading in the new learning environments under the DepEd and CHED.

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    Template Chapter 2 1

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    This chapter reviews foreign and local literature related to the impacts of COVID-19 on education. Studies from the US, Saudi Arabia, and Australia found that schools closed in response to the pandemic, with some shifting to online or virtual learning. Prolonged closures could increase dropout rates and youth crime. Universities also transitioned to online courses. Locally, the pandemic challenges include inequitable internet access, ensuring student safety online, and difficulties assessing student performance and grading in the new learning environments under the DepEd and CHED.

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    This chapter reviews foreign and local literature related to the impacts of COVID-19 on education. Studies from the US, Saudi Arabia, and Australia found that schools closed in response to the pandemic, with some shifting to online or virtual learning. Prolonged closures could increase dropout rates and youth crime. Universities also transitioned to online courses. Locally, the pandemic challenges include inequitable internet access, ensuring student safety online, and difficulties assessing student performance and grading in the new learning environments under the DepEd and CHED.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    58 views4 pages

    Template Chapter 2 1

    Uploaded by

    Reabels Francisco
    This chapter reviews foreign and local literature related to the impacts of COVID-19 on education. Studies from the US, Saudi Arabia, and Australia found that schools closed in response to the pandemic, with some shifting to online or virtual learning. Prolonged closures could increase dropout rates and youth crime. Universities also transitioned to online courses. Locally, the pandemic challenges include inequitable internet access, ensuring student safety online, and difficulties assessing student performance and grading in the new learning environments under the DepEd and CHED.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    7

    CHAPTER 2

    REVIEW OF RELATED LITERATURE AND STUDIES

    This chapter presents a review of foreign and local literature and studies which

    are directly and indirectly related to the research study.

    FOREIGN LITERATURE

    In the United States, many schools were closed down, and scheduled tests

    and examinations were also cancelled. The report shows that some of the schools

    closed down for Coronavirus in the U.S might not resume back for the rest of the

    academic year (Madeline, 2020).

    Protection practices like wearing of face mask, social distancing, avoiding

    touching of the face, and reducing contacts with people through self-isolation at home

    or avoiding nonessential travels or gatherings. Coronavirus is a global problem that

    requires more action coordination and global cooperation to successfully contain the

    outbreak and to deal with its aftermath effects. Consequently, the United Nations

    appealed for 2 billion dollars to support global response efforts towards tackling the

    coronavirus pandemic. The consequences of COVID-19 could be more severe; if

    people do not comply or adhere strictly to public health regulations and advice.

    In Saudi Arabia, Middle East Monitor (2020), reported that schools and

    universities across the kingdom were ordered to close down for Coronavirus by the

    Ministry of Education. The government however, directed that “Virtual schools and

    distance education be activated to ensure that the educational process continues in an

    effective and quality manner”.


    8

    Students learn from home, while some schools were opened but implemented

    strong measures to ensure social distancing strategy. The opening of schools amidst the

    coronavirus pandemic was backed by the Australian government. The Prime Minister

    openly announced that schools remained open because the government believes that

    “children are at very low risk from coronavirus, and the closing of schools could have

    crippling effects on their health sector and the economy”. The government cited solid

    health case for keeping schools open, but teachers and parents were worried (ABC

    News, 2020).

    Coronavirus school closures could increases student debt, extend the graduation

    time of students, and shatter the academic dreams of students, as well as programmed

    schedules of educational institutions. Protracted school closures may result to increase

    rate of dropouts due to loss of interest and lack of resources to continue. If not well

    managed, school closures can also increase the rate of crimes, because prolonged

    school closures can lead to idleness which contributes to negative peer influences and

    youth involvement in crimes. Education jobs were also affected; many workers risks pay

    cuts or even disengagement from work during unscheduled school closure.

    In this light, the COVID-19 pandemic has forced the universities to close face-to-

    face education and send students home. This forces the universities to introduce courses

    through online portals. Also, education industries are adopting the technologies available

    such as digital Video conferencing platforms like Zoom, Microsoft platform, and WebEx

    Blackboard and Google Classroom (Larry 2020).


    9

    LOCAL LITERATURE

    Within the new normal, the situation presents a unique challenge to every

    educational leader’s decision-making process. Hence, to sustain the delivery of quality of

    instruction to every school, this article presents opportunities for responding issues,

    problems and trends that are arising and will arise in the future due to COVID-19

    pandemic. The author has a keen interest in the current and future trends in the new

    normal education. According to Karalis (2020), what is worth studying after returning to

    normality, are the implications that have arisen for the day after, that is, what adjustments

    need to be made, the extent of the situation and to define the basic dimensions of

    education and learning in formal education systems and organizations amid educational

    disruptions.

    According to the report of Akamai (2017), the Philippines has the lowest

    internet connectivity in Asia. Besides, such challenges would be equity gaps, students

    security and safety, quality of learning compromised and poor assessment results

    (Winthrop, 2020). Changes on the grading system, assessment and evaluation of student’s

    performance will also be a challenge to every administrator.

    Then the Department of Education emphasized that it would not necessarily

    mean that teachers and learners will go to schools and learn inside the classrooms and

    devised various modalities to ensure that online learning a choice among all others in this

    new learning environment (DepEd, 2020). Similarly, in the higher education institutions,

    new normal would be virtual classrooms. The Commission on Higher Education

    suggested to strengthen online platforms and blended learning such as but not limited to
    10

    google classroom, messenger, zoom, Edmodo, Facebook and YouTube (CHED, 2020). In

    addition, both will adopt numerous learning delivery options such as but not limited to

    face-to-face, blended learnings, distance learnings, and home-schooling and other modes

    of delivery (CHED, 2020; DepEd, 2020). However, the implementation would pose such

    problems on students who have limited internet access, no gadgets and the poor.

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