Strategic Leadership of School Administrators Under the Office of the Basic Education Commission, Thailand

researcher and verified by a fellow teacher at the school. Purposive sampling procedure was followed
and left-behind learners living with surrogate caregivers helped the identification of caregiver
participants. The participants were invited by word of mouth. Permission for the study was obtained
through an ethical clearance from the Central University of Technology (FRIC 21/18/2) and Ministry of
Primary and Secondary Education in Zimbabwe. Written informed consent was obtained from the
participants themselves. Participants were assured of privacy and confidentiality. Codes (CG1 –CG8)
were assigned to surrogate caregivers to protect their identity. A teacher at the selected school assisted
in identifying surrogate participants and organizing the focus group discussion session. The discussion
was held at the secondary school. The discussion was audio recorded and later transcribed by the
researchers. The thematic approach was utilized in data analysis in which codes, themes and
descriptions were generated. Data was presented through narratives and excepts of verbatim quotes.

4. Findings

Findings in this study revealed three themes that define the ensuing relationship between left-behind
learners and their surrogate caregivers in Zimbabwe. Firstly, the perceptions and meaning making of the
caregiver were noted as critical factors in determining their relationship with left behind children under
their care. In this case their perceptions and living arrangements has a strong bearing on the behavior
outcomes and educational outcomes of left behind learners (Kosslyn and Rosenberg). Secondly, the
behavior patterns and nature of the ensuing relationship were revealed as critical in defining the
well-being and educational outcomes of left-behind learners. Nature in this cases focus on the defining
features of the ensuing relationship. Pertinent questions that respond to the exploration of the nature
include, whether the relationship is characterized by trust or mistrust, respect or disrespect, care or care
less? Thirdly, participants in this study showed the critical role that they play in terms of protecting left
behind children from vulnerabilities. Both the left behind learners bring their own expectations to the
relationship and differences in expectations creates a crisis of expectations which is also detrimental to
children well-being.

4.1. Perceptions in Context of Ensuing Relations

In the context of parental migration the views of the surrogate caregiver were noted as significant
determinants of well-being among left-behind learners. The perceptions set the tone of the ensuing
relationship with children under the care of surrogate caregivers. Participants shared both positive and
negative viewpoints that in a way reflect on the behavior and educational outcomes of left behind
learners. The findings concur with Kosslyn and Rossenberg’s (2007) view that closely link perception
and behavior.

Participant CG6 (grandmother of 3 left behind grandchildren) shared, “I raised my own seven
children but they did not give me problems like these three grandchildren. I have lost hope in
controlling them”. The grandmother (CG6) expressed feelings of being overburdened. On further
probing she also revealed that besides the three grandchildren who are still at school she also stays with
other grown up children. In total the household had seven dependents.
A similar view was shared by other participants e.g. CG7 (Aunt), “The problem is the children do not
respect and are spoilt. I end up giving up on their control”. The Aunt claimed that the girl under her care
is spoilt by luxury items such as cellular phones, fashion clothing and money which come directly to her
from the migrating parents. Due to the luxury items and money participant CG7 felt she attracted the
wrong friends.
CG3 who is a housemaid shared the following in a personalized interview, “as for me I have given up on
playing motherly roles for the children I was left with, I tried to be motherly trying to teach them good
manners but that is unappreciated. In fact the mother discuss me with her kids over the phone and
accuse me of so many things. Now I just watch and don’t care as long as I receive my salary”. This
suggest that the caregiver has given up on the responsibility. Such circumstances creates a gap in terms
of key caregiving responsibilities such as setting boundaries and sharing love (Seepamore, 2016).
However, there were also positive views shared for example, participant CG2 (uncle) shared, “I really
don’t have problems in taking care of my young brothers children. The children are just like my own. I
think the way some caregivers treat the children is the problem. It’s very simple if you verbally or

12

physically abuse the children, they will grow up with conduct problems”. Participants (e.g. CG4, CG8)
argued that some of the children are good but they tend to miss their parents and express their
frustrations through negative behavior.

The assessment of left behind children by participants in this study were significant as they
reveal the link between context and behavior. Participants in the study largely held negative perceptions
of the left behind learners which in turn is reflected by negative behaviors. Some of the caregivers (e.g.
CG6) were noted as old and ailing and thus could be in need of care themselves. However, this
grandmother had to provide care for seven dependents in her home. Ibebuike et al (2014) describes this
household as “accompanied” child headed household. This shows that in some circumstances children
are left with caregivers who may lack capacity in being caregivers. Some may be too old and ailing (e.g.
CG6) or may be too young e.g. participant CG3 (housemaid). It is in such circumstances that the
caregiver may lack the respect and authority that result in discipline challenges in the home
(Kufakurinani et al. 2014).

4.2 The Behavior Patterns and Nature of Ensuing Relationship

Among the other responsibilities, the surrogate caregivers are expected to be role models and institute
discipline in the home (Kufakurinani et al. 2014). Participants in this study revealed that they face
challenges and fell shot in playing such roles because the children are in disciplined and lack respect.
The behavior patterns also affect the educational outcomes of the children. Participant CG5
(grandmother) said, “… the problem is that the children are not honest, they lie and are very stubborn.
They are also lazy and do not help in the field because they always complain to their parents of
overwork”.

Participant CG3 also added, “My real problem is my girls are difficult and are well known in
the neighborhood for the wrong reasons, they have many boyfriends and I am afraid that they will end
up being pregnant”

Participant CG7 who is an aunt also bemoaned lack of discipline among the two children under
her care. She said, “…the real problem is that they don’t respect me, when their parents return they
pretend to be good but when I am with them they are a problem and are very stubborn. Teachers here
have invited me several times because of their misbehavior and bullying, I don’t even expect them to
pass” Participants (CG5, CG7) revealed that because the children have disposable money and status
gadgets such as expensive cellular phones, left behind children attract lots of friends and become gang
leaders. It is such gangs that end up bullying other learners at school.

Surrogate caregivers (e.g. CG1; CG3, CG4) revealed that their relationship with left behind
children is characterized by mistrust, and misgivings. Participant CG1 who is an uncle shared the
following, “I try to treat my brothers children just like my own, but my problem is of trust. When I go
out to drink they think I am using money meant for their upkeep. The real problem is they are not
honest, they tell lies, they steal and they are stubborn. Sometimes they pretend to be going for extra
lessons but the teacher says they are always absent”

Thus, findings from this study corroborate earlier findings by Fellmeth et al. (2018) who
associate left behind children with conduct and behavior challenges at home and at school. At school
some of the children were said to be truant and bullies. The presence of a caregiver in the home was not
a deterrent. The caregivers could not exercise discipline because the children did not trust and respect
them. Findings from this study suggests that the home environment following parental migration can be
less stimulating (Tong et al. 2019). In this case the mistrust and tension contributes to deterioration of
relations which in turn affect educational outcomes. This contributes to stress on the part of the
caregiver, a factor that make them less able to provide a nurturing and supportive environment for left
behind children (Lu et al 2020).

4.3 Measures for Child Protection in Context of Vulnerabilities

Caregiver participants indicated that even though they face several challenges as non-parent caregivers
for left behind children, they are the best option in terms of protecting the children from various forms
of abuse and maltreatment. Grandmother (CG5) asserted, “I think you understand that being a parent in
this age is not easy, more so, especially when caring for other people’s children. But look these girls

13

have grown up, one is already in form four. We try to make them safe and responsible. I tell you if I was
not here, they would have been impregnated or taken advantage”.

Uncle CG2 added, “I have seen some parents because of greed, they leave their children all
alone when they go to work in South Africa, their houses have become a hub of illicit activities, drugs,
parties and in such circumstances the children are abused”. It is from comparing children under their
care with those children left behind in child headed households that surrogate caregivers in this study
argued they are the best option for child protection. Their presence was viewed as important in terms of
protecting the children from abuse. Some of the participants (CG2; CG5; CG7) argued that they treat
the children as their own. In such circumstances they are expected to model appropriate behavior, set
boundaries and share love (Seepamore, 2016)

However, in providing surrogate care for left-behind learners, participants (e.g.CG2)
acknowledged some challenges that to some extent expose the left behind children to vulnerability.
This observation corroborate earlier findings that link non-parent care with child maltreatment and
vulnerabilities (Nlewem & Amodu 2017). Participants gave varied responses when asked to outline
measures they have in place to protect the children from the various forms of abuse.

Grandmother, CG3 who have seven dependents including three left behind children revealed
that she had to share her bedroom with the girls to ensure that they are protected. From the discussion it
emerged that Grandmother’s (CG3) was aware of the dangers posed by having her granddaughters (left
behind) stay with other relatives. The environment in which the parents are absent and the children stay
with relatives was seen as potential threat as it may expose the children to sexual abuse. Perpetrators of
abuse are often people who are known to the children (UNICEF, 2020).

5. Discussion

Findings from this study indicate that even though surrogate caregivers play a significant role in care
provision for left behind children, their ensuing relationship with is bridled with challenges which affect
the well-being and educational outcomes of left-behind learners. Some of the caregivers held negative
perceptions on the left behind children. The caregivers view the children as truant, stubborn,
promiscuous and disrespectful. These observations are congruent with earlier views shared by
Kufakurinani et al. (2014), Fellmeth et al, (2019) who associate left behind children with conduct
problems. Because of misbehavior and indiscipline caregivers believed the children are negatively
affected in terms of well-being and educational outcomes. The negative behaviors that caregivers
associated with left behind children appear to translate into negative typecasting. Many of the
caregivers tended to label the children and this is believed to negatively impact on the children under
their care. The UNICEF (2020) warns against such negative stereotyping of left behind children as it
impacts on their psychosocial well-being and by inference their educational outcomes.

Caregivers viewed their role as entailing being advisors, provide protection and institute
discipline in the home. With regards to such roles surrogate caregivers viewed themselves as the best
possible option. In line with Ubuntu extended family members play critical roles in caring for children
left behind when parents migrate. Some of the caregivers showed a high level of commitment as proved
by some who end up sharing their bedrooms with left-behind girls for their protection. However, it is in
taking up such responsibility that the caregivers faced several challenges which include lack of trust
from both the left-behind children and the migrating parents. The lack of respect from the children also
compounds the challenges of the surrogate caregiver. It is in such circumstances that some of the
caregivers end up feeling overburdened and give up on responsibility. In turn, this contributes to
caregiver’s distress that make it difficult for the caregivers to provide a nurturing and supportive
environment (Lu et al. 2019). A negative environment in turn affects the well-being and educational
outcomes.

6. Conclusion and recommendations

This study concludes that while the parents migrate for the good of their children, the ensuing
relationship between the left behind children and their caregivers’ impacts on the psychosocial
functioning and educational outcomes of the left behind learners. The challenges within the relationship

14

that include conduct problems, indiscipline and lack of respect make it difficult for the caregivers to
play their role. In situations when the caregiver is under stress and feel overburdened, the discharge of
caregiving is negatively impacted thereby affecting the psychosocial wellbeing and educational
outcomes of left behind learners. Caregivers also put strain to their relationship with left behind learners
through their negative stereotyping of children under their care. The relationship that the children left
behind by migrating parents would establish with the caregiver can determine if parental migration
could yield a net negative effect or positive effect on children left behind. In that regard, this research
recommends that since the caregiver is often the choice of the biological parent there is need to
capacitate him/her by supporting and reinforcing their decisions with the children. In other words,
buttressing the child’s micro and macro environments could help improve relations between the
children and their caregivers. This would help diffuse feelings of abandonment and mistrust from the
children. This could translate to positive behavior patterns, psychological wellbeing, and educational
outcomes. In the same vein, careful considerations should also be made in the choice of the caregivers.
Consideration should be on someone with capacity and who take the responsibility seriously not just for
monetary gains. The idea that someone is a relative does not always mean they can take good care of the
children. Further research is therefore recommended in line with parental migration and abuse of
children left behind by caregivers. The extent to which these children could be regarded as vulnerable
also needs further examination.

Acknowledgements

We would like to thank the host institution (Central University of Technology) for availing the funds for
the research from which this paper was conceived.

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Srisawasdi, N. et al. (2021). Proceedings of the 14th International Conference on
Educational Research. Thailand: Faculty of Education, Khon Kaen University

A Study of the Ability of Children with Autism
Spectrum Disorder in Reading Emotions from

Facial Expressions Pictures

Siriporn NALIDLAD*, Piyawan SRISURUK & Benjamaporn CHOIKHRUEA
Faculty of Education, Khon Kaen University, Khon Kaen, Thailand
*[email protected]

Abstract: The purpose of this research was to create a program for enhancing the ability of
children with autism spectrum to read different types of emotions from facial expressions
pictures and to compare the development of emotional perception before and after using the
Autism Spectrum Disorder Enhancement Program to read different types of emotions from
facial expressions pictures. The methodology of this research was a single subject design
(multiple baseline design across subjects) type A-B model. The target group consisted of five
kindergarten children with autism spectrum who were diagnosed by a pediatric psychiatrist as a
child with autism spectrum. The result of this study were (1) the Autism Spectrum Disorder
Enhancement Program to Read Emotions from Facial Expressions Pictures (ASDPRE)
approved by five experts with the content validity of IOC between 0.7-1.00, and it was an
effective tool to collect data on children with autism spectrum. (2) By comparing the
development of emotional perception before and after using the ASDPRE, all children can
express their emotions of joy, regret, anger, fear.

Keywords: Ability of emotional acceptance, Children with Autism Spectrum Disorder,
ASDPRE

1. Introduction

Recently, the autism spectrum is gradual increasing. The prevalence of autism spectrum disorder is
estimated to be 1-2 per 1,000 population and found to be increasingly. Likely be found in boy than girl
around 4 times(Thaweesak Sirirutraykha,2564) from DSM5 data, ASD was defined as single diagnosis
that call autism spectrum disorder have 2 characteristic : 1)defect clearly in social communication and
social interaction in varies situation ,defect in other view such as social-emotional reciprocity,
movement languages for social communication, development and comprehensive in relationship 2)
there are restricted, repetitive pattern of behavior, interest or activities that acts various characteristics
such as stereotyped or movement, voice, use thing repeatedly, pattern of languages or behavior not
change from routine , no flexibility, limit in interest thing and sticky. So, disorder that abnormal both
violent and interesting. Hyper and hypo sensitivity or interest in inappropriate stimuli
Beside children with ASD usually couldn’t do pretend play, lack of proto-declarative pointing lack of
social interest, lack of joint attention (DSM5).

Children with ASD have abnormal pattern of development that unique that children couldn’t
develop social skills and communication proper as old, have behavior characteristic activities and
interest repeat and repeat , limit in same chapter, and no flexibility , this problem begin as birth affected
limitation to living to facial expression that one of important of ASD that couldn’t express facial and
movement for delight, regret, angry, or fear and monotone voice like robot sound because of children
couldn’t use languages tell what they want. Children will scream and fight over instead (Thaweesak
Sirirutraykha,2564) Between 2 years early, newborn will have emotion arouser response to stimuli
around them. This Emotional arouser will develop and bring to two main points were delight emotion
and distress emotion whereas children usually express impress emotion with relax behavior, smile,
voice to place that they impress, another distress emotion, children will express with cry where children
age about 6 month and can separate to other emotion were fierce and angry.

17

Problem emotional perception was primary importance of children that had ASD, so ASD
children usually lack of comprehensive in other’s emotion, lack of express facial emotion and
inappropriate, no correlate with event that occurred (Thompson, 1962). Children with ASD almost
could not do perception facial emotion because children with ASD could not do mind reading and
emotion from another person’s facial expression. Lack of abstract of thinking, so that children with
ASD will laugh when other were crying that inappropriate behavior (Penkhae Limsila & Teerarat
Tankham,2562)

From the study of documents and related research results in the past, it was found that methods
to optimize facial expressions and emotional expressions in children with autism spectrum disorders.
There are many methods and easy ways to practice for preschoolers is the way to read the mind. Mind
reading is to teach them to understand the emotions of others what emotions do others have? By
training children to understand and guess the emotions of others from facial expressions and gestures.
This technique has been led and used by many students with autism spectrum disorders, including: a
study of the social skills of emotional perception of children with autism by mind reading method
using drawing and photographic teaching found that emotional efficacy of children with autism
spectrum disorder after teaching was higher. It can be used as an important tool for emotional
perception in children with autism spectrum disorders. (Piyachat Thaisomboon, 2551(. A study of the
emotional abilities of autistic children taught by comic books. Mind-reading is a form of instructional
activity that can help develop the emotional ability of children with autism spectrum disorders and
help encourage children with autism spectrum disorders understand the feelings and emotions of
others because emotional pictures will help children understand the emotions of the characters by
observing the facial expressions. (Boonlom Duangwiset, 2550)

Therefore, the author is interested in helping with the cognitive abilities of children with
autism spectrum disorders by mind reading. So, the author created a program to enhance the ability of
children with autism spectrum to read different types of emotions from face paintings to help children
with autism spectrum disorders to develop social skills in recognizing others' emotions from facial
expressions and have good behavior in responding to others appropriately.

2. Objective

1) To create a program to enhance the ability of children with autism spectrum to read different
types of emotions from face paintings.

2) To compare the emotional cognition before and after using the program to enhance the ability
of children with autism spectrum to read different types of emotions from face paintings.

3. Research Methodology

A study of the ability of children with autism spectrum to read emotional types from facial
expressions is a Single Subject Design experimental research and Multiple Baseline Across Individual
stage A-B (Padung Arayavinyu, 2546) which is similar to research Quasi experimental design. In the
baseline, behavioral characteristics of kindergarten children with autism spectrum disorder are
identified. During the execution of the action method, it is known whether the method changes the
behavior or not. By comparing the behavior in the baseline if the data is different, then the behavior
has changed. The aim was to create a program to enhance the ability of children with autism spectrum
to read different types of emotions from face paintings. and to compare the emotional cognition
before and after the program was used to enhance the ability of children with autism spectrum to read
different types of emotions from face paintings. The author has a method for conducting the research
in the following order.

18

Figure 1 Research conduct

4. Research scope

The target group used in this study have been selected Purposive Sampling. They were selected
from kindergarten children with autism spectrum disorder who are studying at Research and Service
Institute for Autism, 5 children, age between 3-6 years inclusion criteria

1. Diagnosed by a doctor as having autism spectrum disorder.
2. Trouble in perception of other people's emotions by assessing from the Autism Treatment
Evaluation Form (Thai version) Autism Treatment Evaluation Checklist (Thai-ATEC)
3. Able to communicate with language
4. The written consent of the parent and child with autism spectrum disorder has been obtained.

5. Studied variables

Independent variable: The program enhances the ability of children with autism spectrum to read
different types of emotions from face paintings.

Dependent variable: The Emotional Abilities of Children with Autism Spectrum Disorder

6. Available benefits

From this research, it has been shown to benefit children with autism spectrum disorders:
1. A program to enhance the ability of children with autism spectrum to read different types

of emotions from face paintings in helping children with autism spectrum.
2. Developed the ability to perceive emotions in a programmed reading of different types of

emotions from face painting of children with autism spectrum disorder and can be a guide to tasks
related to children with autism spectrum disorders.

3. Children with autism spectrum disorder can perceive the emotions of others and can
predict the mood of others

4. Teachers, parents, as well as those involved with children with autism spectrum disorders
are knowledgeable and learn how to solve problems that arise in students or their children.

7. Research model

This research uses Single Subject Design-experimental research methodology and Multiple Baseline
Across Individual) form A-B (Padung Araayawinu, 2546) which is the method of conducting the
experiment 2 phase were phase 1 (A) The stage before using intervention mean Baseline phase During
the period, the researchers did not have a program to enhance the ability of children with autism
spectrum to read different types of emotions from face paintings for a week, Phase 2 (B) intervention
phase mean program testing phase (Treatment) For a period, the author conducted a program to enhance

19

the ability of children with autism spectrum to read different types of emotions from face paintings. It
takes 5 days/week, approximately 30-40 minutes a day, for 4 weeks, a total of 25 days, as shown in the
following figure.

Figure 2. Research Design

8. Research Instruments

Instruments that use in this study comprised of:
1. The program enhances the ability of children with autism spectrum to read different types of

emotions from face paintings in 4 level consist of Level 1 tell emotion from real picture Level 2 tell
emotion from line picture Level 3 tell emotion from situation Level 4 tell emotion from sentence

2. The questionnaire assesses the ability of children with autism spectrum to read different types
of emotions from face paintings.

3.An observational model for the development of emotional cognitive abilities in children with
autism spectrum disorder.

Table 1

Show characterizes the ability of children with autism spectrum to read different types of emotions from
drawings face

week Experiment day Experiment activity

Autism Spectrum Children's Ability to Read Different Kinds of

Emotions from face painting

1 Mon-Fri Observation
2 Mon- Fri Level 1 tell emotions from real pictures
3 Mon- Fri Level 2 tell emotions from line drawings.
4 Mon- Fri Level 3 tell emotions from picture situations
5 Mon- Fri Level 4 tell emotions from situational sentences.

Table 1 shows the activity characteristics of children with autism spectrum disorder to read

different types of emotions from face paintings. To improve emotional perception skills in children

with autism spectrum disorder at kindergarten level, it takes approximately 30-40 minutes 5
days/week per day. The experimental pattern is divided into 4 levels as follows: level 1 told emotions

from real pictures at this introductory level, learners learn from the real thing. It is a picture of a real
face consisting of various emotions such as happiness, sadness, anger, and fear. level 2 told emotions

from line drawings. After learning from real pictures will link the real image to the symbol which

consists of emotions such as happiness, sadness, anger, fear level 3 told emotions from picture
situations At this stage there will be various links in the actual situation from the given event level 4

tell emotions from situational sentences It will tell the mood in a more advanced level by having the

20

learners express their emotions from the sentences expressing the given situation which consists of
emotions such as happiness, sadness, anger, fear

9. Data analysis

In this research, the researcher analyzed both quantitative and qualitative data. The data analysis and the
use of statistics for data analysis are as follows.

1. Quantitative data: Analyze the data by finding percentages and mean
2. Qualitative data: Emotional perception was measured in children with autism spectrum
disorder. The researcher has collected the data and analyzed Using descriptive research.

10. Research Results

1. the Autism Spectrum Disorder Enhancement Program to Read Emotions from Facial
Expressions Pictures (ASDPRE) approved by five experts with the content validity of IOC between
0.7-1.00. So author used the ASDPRE to collect data on children with autism spectrum. As it turns
out, the ASDPRE was effective, since children can perceive various emotions in a short period of
time.

2. By comparing the development of emotional perception before and after the use of the
ASDPRE, all children can express their emotions of joy, regret, anger, fear.

11. Summary and discussion results

Before experimenting with the training program to enhance the ability of children with autism
spectrum to read different types of emotions from face paintings, it was found that 1st – 3rd Children
were lack of social skills to recognize emotions and still do not understand, including unable to express
feelings of regret, anger, and fear but can tell a little of the happy mood But when trained in a program
to enhance the ability of children with autism spectrum to read different types of emotions from all 4
levels of face paintings, it was found that 1st – 3rd Children developed skills and develop in the
perception of emotions, understand and be able to express feelings of happiness, sadness, anger, and
fear. As for the 4th - 5th child Before experimenting with the training program to enhance the ability
of children with autism spectrum to read different types of emotions from face paintings, it was found
that 4th - 5th children were still don't understand, and can't express my feelings of happiness, sadness,
anger, and fear. But when the participants trained in a program to enhance the ability of children with
autism spectrum to read different types of emotions from all 4 levels of face painting, it was found that
4th - 5th children were developed skills and develop in the perception of emotions, understand and be
able to express feelings of happiness, sadness, anger, and fears.

12. Suggestion

1. Should be a variety of teaching methods to encourage children's interest.
2. Should be studied information about other different moods in children with autism spectrum.

13. Approval

The study was completed, and assisted by Prof. Piyawan srisurak, who consult, check be an advisor.
Suggestions, and correct throughout the research process. Thank you, Senior Professor, Ph.D. Suchat
Phahonpak

21

Reference
Sirirutraykha, T. (2564). Autism Spectrum Disorder: Behavior Modification. Retrieved 18 May 2021,

from http://www.happyhomeclinic.com/au22-autism-care-bm.html
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22

Srisawasdi, N. et al. (2021). Proceedings of the 14th International Conference on
Educational Research. Thailand: Faculty of Education, Khon Kaen University

Improving the Teaching of Business Studies
Using Web 2.0 Technologies
in Curriculum Practice

Molaodi TSHELANE
Faculty of Humanities, Central University of Technology, Free State, Republic of South Africa

[email protected]

Abstract: This paper reports on how to improve the teaching of business studies using Web 2.0
technologies in the curriculum practice of preservice teachers. Thus, this paper provides a broad
understanding of Web 2.0 technologies as a pedagogical tool. Africana critical theory was used
as the theoretical lens to underpin, critique, assess and make sense of existing pathways for the
teaching and learning of business studies using Web 2.0 technologies as a teaching tool. Data
was collected through interviews. Five preservice teachers, each from a different school, were
involved in the study. In the second phase of interviews, four qualified teachers from four
schools were involved. Thematic analysis was used to arrive at the following findings:
Preservice teachers were more interested in improving their teaching using Web 2.0
technologies as a pedagogical tool than qualified teachers were, however, preservice teachers
were confident about the effectiveness of their curriculum practice, in spite of failing to
incorporate Web 2.0 technologies effectively in their teaching of business studies during their
work integrated learning. It was established that the unavailability of internet access, and poor
training regarding Web 2.0 technologies, presented hurdles for preservice teachers. The study
concludes that using Web 2.0 technologies as a teaching method appears to be an ignored aspect
of curriculum practice in schools. This article recommends that university programmes need to
be strengthened and preservice teachers trained to improve their abilities, self- reliance,
inspiration, sensitivity, and convictions, so that they exhibit solid classroom practices.

Keywords: P Africana critical theory, decolonisation, curriculum practice, preservice,
pedagogical tool, Web 2.0, qualitative methodology

1. Introduction

Educational reformists are concerned about the competence of preservice teachers regarding the use of
Web 2.0 technologies as a teaching tool. For instance, the history of South African curriculum reforms
can be traced from the post-apartheid era to the current introduction of the Curriculum and Assessment
Policy Statement (CAPS). History shows that most teachers were poorly trained, and the gap between
outcomes-based education and the aims of Curriculum 2005 has widened (Jansen & Taylor, 2003).
Jansen and Christie (1999, in Ono & Ferreira, 2010:2) recall that teachers used to be trained to use
predominantly lectures and repetition memory as teaching and learning methods; there was no
indication that technology should be integrated to support teaching. The development of this study was
influenced by continuous changes in curriculum practice in South Africa, ranging from Curriculum
2005, (outcomes-based education), the Revised National Curriculum Statement (RNCS), and National
Curriculum Statement (NCS), to the current CAPS. The implementation of technology has been
hampered by inadequate skills, knowledge and competencies of teachers; furthermore, prior to 1994,
the use of information and communications technologies (ICT), including Web 2.0, was not common or
integrated in the training of preservice teachers by higher education institutions in South Africa
(Ng’ambi, Brown, Bozalek, Gachago & Daniela, 2016: 4). This study was conducted to probe, critique,
assess and improve existing pathways for the teaching and learning of business studies using Web 2.0
technologies. Without a doubt, emerging Web 2.0 technologies influence teaching and learning in
secondary schools, thus, curriculum practitioners who draw on the radical policies implemented over
time, from the post-apartheid regime to the democratic system that introduced inventive pedagogical

23

tools, were compelled to reform by technological advancements in education (Moreeng & Tshelane,
2014: 850). Furthermore, the South African Constitution and Bill of Rights promote the achievement of
an inclusive, non-discriminatory, non-racial, diverse education system (Moreeng & Tshelane,
2014 :850).

Aharony (2008, in Ayooluwa, 2016: 1) states that Web 2.0 technologies refer to changing
internet applications that intend to make communication, crafting, editing and sharing of information by
users possible and easy. These technologies typically involve wikis, forums, blogs, social networking
tools, podcasts, cloud computing, Really Simple Syndication or Rich Site Summary (RSS) feeds, and so
on (Emmanuel, Ebiere & Vera, 2013, in Ayooluwa, 2016:1; Moran, Seaman & Tinti-Kane, 2011). Web
2.0 technologies contribute to making learning environments more conducive to and considerate of
learners’ prior knowledge, and more interactive and productive (Lee, Williams & Kim, 2012). This
study concerns business studies, which is one of the subjects in South Africa’s CAPS (RSA DBE,
2011:7).

The notion of using technology for teaching and learning is evident in the work of Miller and
France (2013:23), who designed the yammer tool, which is an online application that promotes teaching
and learning through simulation exercises, and role play via the internet. It was mainly developed for
business communications and subsequently used by schools in the United Kingdom (Miller & France,
2013:23). Incorporating yammer as a curricular pedagogical tool has improved teaching and learning in
various educational institutions (Miller & France, 2013:25).

Progress with incorporating technology tools is not limited to developed countries, as progress
also been reported by member countries of the Southern African Development Community,
notwithstanding hurdles facing the implementation process. Ndibalema (2014:7) reports that teachers in
Tanzania are relishing using ICT as pedagogical tools that will eventually improve their professional
practices in teaching. It has become common among education stakeholders in the region to believe that
implementing ICT as a pedagogical tool will eventually lead to improvement and enrichment of student
learning.

In the South African education context, the use of contemporary technology tools, for instance,
computers and the internet, is still in a rudimentary phase. Mogodi (2013:6) refers to several guidelines
for preservice and qualified teachers outlined by the Department of Education, which are crucial for
integrating ICT into the curriculum in South Africa.

Hence, this study conducted a thorough investigation into the specific ways in which the teaching
and learning of business studies in South African secondary schools can be improved using Web 2.0
technologies to support preservice teachers’ training. This study introduced three Web 2.0 technology
tools that are simple to use, to encourage preservice teachers who possess poor technology skills to
interlace these tools in their lesson delivery. This study also provides information for public institutions
that train preservice teachers about incorporating e-learning and Web 2.0 technologies as part of their
core programmes (Lwoga, 2012).

2. Literature review

A wide range of Web 2.0 technologies can be integrated in the classroom to enrich the teaching and
learning process, among which PowerPoint worksheets, modern smartphone applications (videos, blogs,
emails, Facebook and so on), interactive whiteboards, electronic books, and Wikipedia (Govender &
Govender, 2014; Tamim, Borokhovski, Pickup & Bernard, 2015). Eze, Adu and Ruramayi (2013) list
several benefits of using Web 2.0 technologies in education, such as collaborative learning, sharing
information through multimedia platforms and ensuring that the environment is conducive to learning.
However, the approach goes beyond Web 2.0 technologies and the provision of computers and internet
services in schools; teachers must also be able to use such resources as part of learning activities
(Mereku & Mereku, 2015).

This study investigated ways to improve the teaching of business studies using Web 2.0 technologies
as pedagogical tools. Business studies is one of the content subjects offered from Grade 10 to 12 in South

African secondary schools (Bantjies, Driver & Cohen, 2013; Bean, 2013; Booysen & King, 2013;
Bounds, 2014; Bright, Muller & Venter, 2013). The study was prompted primarily by concerns of
education stakeholders that preservice teachers are unaware of the possibilities presented by Web 2.0

24

technologies for classroom practices. Using the internet and computers in secondary schools is still
emerging in developing countries, including South Africa (Nkula & Krauss, 2014). It is evident that not
enough has been done in South Africa to integrate Web 2.0 technologies in education, especially at
marginalised schools in both rural and urban areas (Nkula & Krauss, 2014) . Although the Department
of Education in South Africa proposed, in 2013, that learners ought to be computer literate,
unavailability of Web 2.0 applications at schools has hampered the attainment of this objective (RSA
DoE, 2003; Wilson-Strydom, Thomson & Hodgkinson-Williams, 2005).

The White Paper on e-Education in South Africa (RSA DoE, 2004) recognises the incorporation of
Web 2.0 technologies as an important point of departure for teaching and learning. The official national
curriculum expects learners to be competent in computer usage and to be able to integrate Web 2.0
applications across the curriculum (Du Plessis & Webb, 2012; RSA DoE, 2004). However, there are schools
in South Africa that do not have access to Web 2.0, while those that have access do not always maximise the
applications for teaching and learning. Teachers focus on teaching about computers, or learners acquiring
Web 2.0 technology skills, rather than teachers integrating Web 2.0 tools to improve the presentation of
subject matter during classroom practices (Ertmer, 1999; Goktas, Gedik & Baydas, 2013; Mueller, Wood,
Willoughby, Ross & Specht, 2008). Du Plessis and Webb (2012) suggest that such integration of Web 2.0
technologies in the classroom should be used to facilitate the teaching and learning process, so that learners
can learn using and through Web 2.0 technologies.

Ndlovu (2016) conducted a study to investigate the pedagogical value of Web 2.0 technology
integration in teachers’ classroom practices in South African secondary schools. The findings were that,
the more teachers are trained regarding the use of Web 2.0 technologies, the more likely it is they are
able to integrate it effectively and smoothly in their teaching. Another study, by Adu (2016, p. 1747),
indicates that Web 2.0 tools, such as internet, email, data projectors and computers, are unavailable at
most secondary schools in South Africa. Adu’s (2016) study was limited to technological devices, and
did not refer to various software applications that can be used for teaching and learning of economic and
management sciences by educators in the Eastern Cape province. Few teachers have tried to integrate
Web 2.0 technologies into their lesson presentations (Nkula & Krauss, 2014; Padayachee & Mbati,
2016).

A study by Chigona and Chetty (2007) reveals that teachers tend to shy away from using Web 2.0
technologies as a pedagogical tool, due to “lack of skills”. To overcome this barrier, Web 2.0
technologies must be integrated into preservice teacher education programmes, to enhance the self
-confidence and aptitude of preservice teachers. These researchers and other scholars indicate that the
use of Web 2.0 technology needs to be improved, which is the broader aim of this study. This study used
a qualitative method that brought together data to provide an understanding of perspectives relating to
the use of Web 2.0 technologies in South African schools.

In light of the discussion about stakeholders’ concerns regarding preservice teachers’ levels of
competence in relation to the use of Web 2.0 technologies, the researcher used literature from Steyn and
Van Greunen (2014), who claim that the gap between theory and practice can be bridged by integrating
Web 2.0 technologies in developing teachers for efficiency in curriculum practice. However, this notion
is biased on a practical level, because the Plan of Action Towards 2019 report (RSA DBE, 2015) found
that technology-driven learning and teaching has not developed as expected in South Africa, and this
finding indicates disparities between the practices of teachers, on the one hand, and government
expectations, on the other (Mooketsi & Chigona, 2014).

Education stakeholders in South African are also concerned by factors such as preservice teachers
who are unskilled regarding the use of Web 2.0 technologies in the classroom (Msila, 2015), unavailability
of time to incorporate Web 2.0 tools (Assan & Thomas, 2012), unclarified e-education policies about
preservice teachers’ university programmes (Vandeyar, 2015), and inadequate funding to implement the
White Paper on e-Education in terms of infrastructure and policy (Bester & Brand, 2013).

Therefore, South African education stakeholders, including the national Departments of Higher
Education and Training, and Basic Education, have adopted actions that will ensure that Web 2.0
technologies become the means to improve teaching and learning in South African schools (Mdlongwa,
2012). South Africa’s education authorities adopted SchoolNet as the body responsible for Web 2.0 or
ICT implementation in various schools, and provided computers and infrastructure in different
provinces (Mdlongwa, 2012, p. 2).

It is evident from literature that using Web 2.0 tools requires financial investment in South African
schools, redefining the role of teachers, as the facilitators of the learning process, and adjusting teaching
methods, so that they are more learner-centred. In addition, inadequate infrastructure and internet access to

25

Web 2.0 technologies are primary concerns for teachers’ ability to integrate ICT tools in the classroom to
improve teaching and learning (Cantrell & Visser, 2011). Education stakeholders responsible for providing
Web 2.0 tools should also provide recorded online lessons, in order to encourage teachers to continuously
incorporate such lessons in their classrooms (Chikasha, Ntuli, Sundarjee & Chikasha, 2014; Du Plessis &
Webb, 2012). Many scholars criticise the implementation of ICT in South African secondary schools, based
on the lack of ability on the part of teachers to integrate Web 2.0 technologies in classroom content delivery,
which, in turn, could impact negatively on preservice teachers, particularly during their work integrated
learning (Nkambule & Mukeredzi, 2017). Consequently, we can conclude that the use of Web 2.0
technologies, as a new pedagogical tool in South Africa, is not yet fully implemented as adaptable
curriculum practice in many secondary schools (Florian, 2013). Hence, for valuable, suitable, and efficient
integration of technology during classroom practices, the planned curriculum must be contextual,
knowledgeable about the discipline, pedagogically based, and accountable to prior knowledge of learners
(Tshuma, 2016:5).

2.1 The study was guided by the following research questions:

1. What is the Web 2.0 technologies used by preservice and qualified educators to improve
curriculum practice of business studies at South African secondary schools?

2. To what extent do preservice and qualified teachers use blogs, Google forums and Facebook
as pedagogical tools for teaching and learning business studies?

lease use Times New Roman as default font type and single line spacing throughout the document. 11
point Times New Roman is the recommended type font for running text.

Keep all text aligned justified, and only centre the paper title, author’s name and affiliation, and
captions and legends of illustrations.

Start a new paragraph by indenting it by 1.25cm from the left margin, not by leaving a line
blank, except after a heading/ sub-heading.

2.1.1 Theoretical framework

The current study was influenced by Africana critical theory, particularly the work of Amilcar Cabral,
who critiques any form of discrimination or supremacy, and was committed to human liberation and
radical or revolutionary social, educational, political and technological transformation (Africa
Information Service, 1973; Rabaka, 2009). Africana critical theory requires continuous synthesis of a
wide range of contemporary political, social and economic interests of Africans, and struggling people
in general (Rabaka, 2009).

Through interviews, the researcher identified social and economic issues, especially inadequate
provision of technological resources in South African schools. The study was guided by Cabral’s notion
of “decolonization of social inequalities”, which implies that we need to return to the source of the
problem (Africa Information Service, 1973). In this paper, the “problem” is the inability of teachers to
use Web 2.0 technologies as pedagogical tools. The researcher started by returning to the source, by
pinpointing hindrances and ways in which preservice and qualified teachers can improve their
pedagogical skills with Web 2.0 technologies.

Other theoretical frameworks, namely, appreciative inquiry and reflective theory, were consulted
to generate new and review existing knowledge, and conduct the investigation of the research (Orr &
Cleveland-Innes, 2015:236; also adopted in Cooperrider & Srivastva, 2013; Gibbs, 1998, cited by Du
Plessis & Marais, 2014:5). Furthermore, according to Orr and Cleveland-Innes (2015:236), appreciative
inquiry assumes that the science of the interview improves existing knowledge, leads to new
discoveries and builds newer lenses of understanding. Appreciative inquiry involves the notion that
inquiry into different social systems (in this case, schools) should begin with appreciation and
cooperation, and must be thought-provoking and appropriate. Masselink and Vaart (2016:6) explain
that appreciative inquiry determines or inquires about “what is working” in the lives of people,
organisations and groups brought together by a common course of action.

The researcher was able to embark on a collaborative process and effort, in which participants
expressed their ideas in order to reach a common understanding. Bushe (2013:5) elaborates that this
type of probe perpetuates change, which results from looking at positive aspects rather than focusing on

26

the negative points of any situation. This idea will ensure that preservice and qualified teachers are
exposed to and will be able to use multiple pedagogical tools during classroom practice.

The second sub-theoretical framework used was reflective theory, as adopted in Gibbs (1988, cited in
Plessis & Marais, 2014:4). Reflective theory suggests valid notions of and intelligence about certain
occurrences. The theory, furthermore, concentrates on accumulating proof about crucial actions, which
requires intense analysis of learners from newer discoveries or experiences (Du Plessis & Marais, 2014:5).
Friz, Persad, Emmanuel, Isaac and Phillips (2014:5) affirm that the circle of reflective theory encourages
defining situations unequivocally, investigating concerns, and assessing experiences acquired, to make sure
conclusions reached are fair and that other options were considered.

3. Research methodology

The qualitative method was used as the research methodology to collect data for this study, because the
study was on human beings (Braun & Clarke, 2013; Ndibalema, 2014). The qualitative method was
appropriate, because it considers information that cannot be quantified, such as people’s behaviour or
trends that are observed, which was the main area of the research. The researcher used the qualitative
method because it enabled him to gain a deeper understanding of the readiness of preservice teachers
and qualified teachers to integrate Web 2.0 technology tools in teaching business studies. This method
helped the researcher to understand how the participants derive meaning from their surroundings, and
how their meaning influences their behaviour towards Web 2.0 technology tools while they deliver
lessons in the classroom.

Random sampling was used to select five preservice teachers from five schools and four teachers
from four schools, who were invited to participate in interviews and discuss familiar pedagogical
techniques and methods of teaching. The participants perceived the notion that guided the process to be
that preservice teachers and teachers are expected to be knowledgeable about envisaged teacher, as
stipulated by the CAPS document, thus, they ought to know that they are expected to integrate Web 2.0
technologies in their implementation of the curriculum during their classroom practice, and they
probably use available Web 2.0 technologies carefully in order to develop their own teaching methods
and skills further. The background knowledge of preservice teachers and qualified teachers who
participated in the interviews about using Web 2.0 technologies as pedagogical tools was key, and vital
for improving the teaching and learning of business studies; it enabled this study to make accurate
inferences and reach valid conclusions. This approach enabled the study to produce findings that are
valid and reliable, and to incorporate several features of the problem researched.

In the first phase of data collection, interviews were conducted with five preservice teachers from five
different schools during their work integrated leaning period. These interviews were followed by four
teacher interviews in the second phase of the study. Participants were preservice teachers and teachers of the
subject business studies, and they were viewed as relevant for this particular study since they were all
involved in teaching business studies, or were training to become business studies teachers. In the initial
stage, simple random sampling was used to choose preservice teachers who responded to the

closed-ended interview questions using Web 2.0 technologies, such as device records. The
second stage was conducted to select four teachers from four schools who responded to interview
questions in the additional phase of data collection. During the second phase of data collection,
participants expressed their understanding of and exposure to Web 2.0 technology integration while
teaching business studies; however, they were more inclined to use the lecture method, thus,
consciously disregarded the stipulations of the CAPS.

4. Discussion of findings

The data that was collected sought to gain an understanding of preservice teachers’ ability to use Web
2.0 technologies as pedagogical tools to improve the teaching of business studies. Their responses to the
questions posed are given in italics below.

1. What are the Web 2.0 technologies tools used by preservice and qualified educators to improve
curriculum practice of business studies in South African secondary schools?

27

In explaining the reasons for the ineffective use of Web 2.0 tools to address lesson objectives, one
pre-service teacher said:

Sometimes computers and other digital tools are limited. On many occasions, we preservice teachers
are less likely to use those tool. I remember I had to borrow a data projector from other teachers, which took
almost the entire lesson. This makes it difficult for us to attain our lesson objectives successfully. But the use
of Web 2.0 technologies really helps to bring practical experience in the lesson.

Another preservice teacher demonstrated clearly that knowledge and understanding of the
expectations of the CAPS theory was present, by sharing experiences of work integrated learning and
by expressing strong views about a university programme and observations about the use of Web 2.0
tools as a pedagogical tool for business studies at school.

I think Web 2.0 technologies are not used as pedagogical tools in our school. Although computers,
data projectors, computers and televisions are available, we are not sufficiently trained to integrate them
into our teaching. Even at university during our four years programme we are not trained effectively to
use Web 2.0 technologies in our lesson.

In response to a desire to find out more about preservice teachers’ abilities to use Web 2.0
technologies as a pedagogical tool to improve the teaching of business studies, one preservice teacher
concluded that some of them enjoy using Web 2.0 as pedagogical tools at their schools, and that some
learners were not prepared for that. This can be seen in the extract below, when a preservice teacher
commented as follows:

My learners have alternatives ways of submitting their assignment; either through emails or
manually. Most of my learners prefer to submit manually but few decides to submit via emails; due to
poor internet connectivity in our school. But, the school management team has not yet paid attention on
how to resolve the issue of poor internet activity. However, we are confident in using Web 2.0
technologies through sharing information with learners, although our infrastructure is inadequate.

The findings of the interviews correspond with study findings of Chawinga (2016), who found that
teachers’ use of Web 2.0 technologies contributes to learner engagement throughout the teaching and
learning journey. Similarly, Ayooluwa (2016) found that creating a learning environment that acknowledges
the effective and frequent use of Web 2.0 technologies must run parallel with meeting teachers’ needs in the
process of integrating Web 2.0 technologies in lessons. In other words, it is imperative to eradicate obstacles
that may hinder regular use of Web 2.0 technologies, and to recognise the viewpoints that support the
technologies. Permitting factors would be to use Web 2.0 technologies to inspire preservice teachers to be
encouraged and excited users of Web 2.0 as a pedagogical tools.

Gyamfi (2017:8) confirms that using Web 2.0 technologies encourages learners or preservice
teachers to adopt techniques that encourage critical learning rather than rote learning. Integration of
technology tools also benefits learners, since it provides them with an opportunity to work
collaboratively through critical analysis while, simultaneously, developing higher-order thinking skills.
The finding of Gyamfi

also addresses some of the principles of the CAPS document (RSA DHE, 2011). Hough and
Neuland (2013) suggest that preservice teachers need to stay up to date with developing technologies, to
ensure that their teaching using Web 2.0 tools suits the various needs of learners in the 21st century.
More importantly, the incorporation of Web 2.0 technology will provide practical exposure for both
qualified and preservice teachers to the written curriculum, which may provide learners with
economically valuable skills that are necessary for survival.

2. To what extent do preservice and qualified teachers use blogs, Google forums and Facebook
as pedagogical tools in the teaching and learning of business studies?

The interview data reports on developments regarding the type of Web 2.0 technology tools
preferred in curriculum practice. Business studies (preservice and qualified) teachers tend to be unlikely

28

to use available varieties of Web 2.0 technology tools. In an interview, a qualified teacher of business
studies said,

Ntate [Sir], although we have plenty of technological resources in our school, I am unable to use
them, because I was never trained to use computers when I obtained my teaching qualification in 1996.
I am not well equipped with the use of Google forum, blogs and so on. To be honest, I have never used
Web 2.0 technologies in my teaching.

Secondly, the researcher wanted to determine how teachers use Web 2.0 multimedia during
classroom presentations. The findings from the interviews reveal that a significant number of teachers
indicated that they only used PowerPoint. One teacher commented,

We have a number of data projectors but I am the only teacher who uses them to execute my
lessons effectively. As you can see, the teachers are ageing that they are less likely to learn new ways of
teaching. I am the only one who uses PowerPoint to present business studies.

An older male teacher said,
I have an email address which my learners can use to send their assignments through. This makes
things possible, because I have a very big number of learners attending my business studies classes.
Since I am the only commerce teacher in my school, I use variety of digital materials or Web 2.0 tools,
such as data projector to deliver lessons effectively.
The findings above indicate that qualified teachers are, in general, not skilled enough to use Web
2.0 technology tools to improve the teaching and learning of business studies in South African
secondary schools, particularly in the Mangaung area. This situation is caused by a lack of training on
how to use Web 2.0 technologies as pedagogical tools; these teachers had not been trained to use these
tools as part of their teacher training qualifications.
From the extract above it can be concluded that teachers had received inadequate training, if any,
and furthermore, the focus had been on basic integration of Web 2.0 technologies rather than on ways to
implement those tools as consistent pedagogical skills. The findings above are parallel to those of
Cubukcuoglu (2013), who notes that the cause of the failure is poor or inadequate training of educators
to use complex Web 2.0 technologies effectively in their lesson design. To prevent this situation
continuing in the future, teacher training must assist teachers to be competent in and confident about
using Web 2.0 technologies during classroom practice. Our point of view is that the findings send a very
strong message to education stakeholders in South Africa, namely, that teachers require adequate
pedagogical training regarding the use of Web 2.0 technologies to improve the teaching and learning of
business studies.

5. Conclusion and recommendations

This research found that using Web 2.0 technologies as pedagogical tools to improve the quality of teaching
and learning is one of the most critical issues for teachers in South Africa. The literature reveals that,
although there is integration of Web 2.0 technologies as pedagogical tool in schools, execution of this
integration by preservice teachers is still in its infancy. These issues are exaggerated by the absence of Web
2.0 education plans that improve teachers’ pedagogical techniques. However, it is clear that policy-makers
have to work collaboratively with education stakeholders to introduce functional strategies that aim to
improve education practices.

The integration of Web 2.0 technology tools to teach business studies appears to have been
overlooked by curriculum practitioners, which is translated into a daunting task that needs urgent
attention on the part of teacher training institutions and education authorities. The crucial concept of
Web 2.0 technologies requires further intensive research in relation to preservice teachers’ abilities,
self-reliance, inspiration, sensitivity, conviction and classroom practices during their university
programme, as well as more data samples.

29

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Srisawasdi, N. et al. (2021). Proceedings of the 14th International Conference on
Educational Research. Thailand: Faculty of Education, Khon Kaen University

Primary School Students' Reading Ability,
Understanding, and Their Learning Behaviors

in Response with Technology-assisted
Thai Language Learning Assessment

Pilunthana SUPADOL*, Sunisa SUWANNACHAI , Krittapart PONGPAN
& Blesilda Miranda BADURIA

Khon Kaen University Demonstration School, Khon Kaen, Thailand
*[email protected]

Abstract: Reading comprehension is important to students. Teachers must have various
creative tools for assessment where students are at ease in answering questions by themselves.
Teachers can apply the results of the assessment to develop the learning of individual students
and understand concepts for improvement. Therefore, this study proposed the results of using
Plickers as a media for assessing instruction in Thai language for Grade 1 students. Also, it
sought to study the behavior of students by using Plickers. The proposed learning activities
were implemented in Thai language course for 75 first-grade students from the Demonstration
School of Khon Kaen University (Suksasart), Northeastern Thailand. The research tools used
were, a 6-step lesson review plan (b) Thai test, (c) Plickers card, (d) Plickers application, and
(e) a record form behavior. This study showed that reading abilities and understanding of the
spelling scale accounted for 73.33%. Understanding of reducing vowels and deforming vowels
accounted for 90.67%. The students were eager to read the quizzes on the Plickers website and
enjoyed giving answers using the Plickers answer card. Moreover, the students properly
followed the instruction on how to use the answer cards, representing 96%. In conclusion,
Plickers is an appropriate assessment tool which promotes student confidence in choosing
answers with interest and enthusiasm and with real time result and revision, making it possible
to focus on students individually and as a class.

Keywords : Primary Education, Assessing Instruction, Assessment Tool

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Srisawasdi, N. et al. (2021). Proceedings of the 14th International Conference on
Educational Research. Thailand: Faculty of Education, Khon Kaen University

Learning Achievement Through
Visual Thinking Media to Support
The First Grade Social Studies Instruction

Sunisa SUWANNACHAI *, Pilunthana SUPADOL,
Wanida BHRAMMAPUTRA, Piyatida PRATOOMSIRI

& Pawanan NUNKLANG E
Khon Kaen University Demonstration School, Khon Kaen, Thailand

*[email protected]

Abstract: Visual thinking as defined is the phenomenon of cognition through visual
processing. The use of pictures to represent ideas or important information makes learning
easier and retention longer. The objectives of this research were: 1( to study the learning
achievement of Buddhist history in Social Studies, religion and culture, and 2( to study
students’ opinions towards Visual Thinking media. The target group consisted of 38 Grade 1
students from Khon Kaen University Demonstration Elementary School )Suksasart(,
Northeastern Thailand for the Academic Year 2020. The research instrument included )a(
lesson plans, )b( Buddhist history achievement test, and )c( Buddhist history painting media
based on the concept of Visual Thinking. The data was analyzed qualitatively and
quantitatively by using basic statistical values. The results found that 1( the pre-test and
post-test of Grade 1 students had mean scores of 3.97 and 7.76 points )10 out of the total scores(
respectively. When compared between the scores before and after learning, it showed that the
scores of the students after learning were significantly higher than before. 2(The results of the
student achievement test showed that 97.38% of the total students passed the criteria
)prescribed 80% passing criterion(. 3( Visual Thinking obviously helped learners enjoy
communicating stories learned from pictures whilst students were also able to explain stories
precisely and memorize complex information.
Keywords: Buddhist History, Primary School Students, Religion

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Srisawasdi, N. et al. (2021). Proceedings of the 14th International Conference on
Educational Research. Thailand: Faculty of Education, Khon Kaen University

Determinants of Students’ Achievements in
Physical Education in the Division of Lanao Del

Norte during Covid-19 Pandemic

Yasmina ALAG* & Corazon BIONG
MSU-Iligan Institute of Technology, Iligan City, Lanao del Norte, Philippines

*[email protected]

Abstract: Although Distance Learning through online and modular set-up were employed in
Physical Education classes and had been practiced especially in some other countries, only few
have examined a more nuanced mechanism on how distance learning determines the students’
achievements in Physical Education class particularly in the Philippines. This study
investigated the determinants of students’ achievements in Physical Education class during
COVID-19 pandemic, specifically in Physical Education classes that use modular set-up. A
sample of 350 senior high students responded in a packet of questionnaires which included: My
Teacher Questionnaire, Internet Connectivity, Technological Resources, Digital Literacy,
Implicit Theories of Intelligence, Study Habits, Students Attitude Towards Physical Education,
Perceived Parental Academic Support, and School Support Scale. The correlation coefficients
show that there was a moderate positive correlation between academic achievement in Physical
Education and curriculum, technological resources and connectivity, learner, and school
administrator support factors combined. This implied that the academic achievement of the
respondents was affected by the curriculum, technology, learner, and parental and school
administrator support factors combined.

Keywords: Distance learning, Modular learning, Physical education

1. Introduction

Curriculum is a dynamic process that involves different people and different procedures whose aim is to
transfer knowledge to the learners that will eventually lead to continuous growth and learning (Bilbao,
Dayagbil, & Corpuz, 2015), over the past years. In order to cope with the new trends in the field of
education, upgrades and updates have been implemented by school institutions to assure a continuous,
timely, relevant and contextualized learning environment. Revision of the curriculum, upgrading of
classroom set-up, usage of new technologies and even adopting foreign educational system—K-12
curriculum, is an example that is now being practiced. However, there are some instances in which a
school needs to consider drastic measures and implements a new system in order to cope with the
current situations—such situation includes the recent global pandemic called COVID-19 that resulted
to more than 3 million deaths as of June 2021(World Health Organization).

This virus outbreak that originated in Wuhan, China (Hammami et al., 2020) has greatly
changed our world (Agerfalk, Conboy & Myers, 2020). The COVID-19 disease is caused by a newly
discovered coronavirus that is transmitted through droplets of saliva or discharges from the nose of an
infected person. People infected with this virus experience mild to moderate respiratory illness (World
Health Organization, 2020). While this pandemic continues to spread throughout the globe, it also
destroys and affects the whole world’s activities. In order to slow and prevent the spread of the virus,
the authorities issued substantial rules and regulations to protect the people such as travel restrictions,
containment, mitigation, contact tracing, self-isolation, social distancing, wearing of face masks,
improved health care systems, hand washing and surface cleaning is recommended by the World Health
Organization (Tria, 2020),

Subsequently, the educational sectors had to implement drastic measures as well in order to
protect school learners from getting the virus. Since national security is the main priority of every

36

government sector, going to school was temporarily suspended because it can lead to a higher probable
case of spreading the disease. Schools and universities have also resorted to class suspensions wherein
teachers are not to report to the school unless required by their heads. Class activities done at home and
existing class standing were the basis of computing the final grades of the learners (CNN Philippines,
2020). The temporary suspension of classes eventually led to abrupt closing and ending of the academic
year (Hammami et al., 2020).

Looking forward to school year 2020-2021, the UNESCO laid out solutions in the use of
Distance Learning for the opening of every school (UNESCO, 2020). In the Philippines, President
Rodrigo Roa Duterte, in his State of the Nation Address (SONA) on July 27, 2020, ordered that there
will be no face-to-face classes for the incoming academic year while no vaccine has been created yet.
For this reason, the Department of Education proposed a learning continuity plan for the coming school
year in which the major feature was the use of alternative learning modalities (www.onenews.ph).
In addition, they decided to use distance learning modality using Self-Learning Modules (SLM) with
the alternative learning delivery modalities such as modular, television-based, radio-based instruction,
blended, and online which will be used on the school opening scheduled on October 5, 2020
(deped.gov, 2020). Although these distance learning modalities aim to bridge the gap between the
school, the teacher and the students in terms of distance, the people are still concerned of its outcome. In
spite of these, education can happen in no specific place, it exists as a dynamic process that branches in
different ways of delivery and not as a solitary model of education, according to Brandão, as cited by
Silva et. al. (2019). This implies that education can take place anytime and anywhere.

However, contrary to the said claim, there are several concerns regarding the use of this
modality such as reproduction-cost (Manila Bulletin, 2020), reliable online sources to use e.g., video
tutorial or skill demonstration videos, space, materials and most importantly facilitation of independent
learning among the learners, resistance on the modality (Silva et al., 2019), confidence and skills to
conduct a distance learning modality (Valentine, 2002), lack of training for emergency online teaching
(Talidong and Toquero, 2020), unfamiliarity to learners and their diversity (Arinto, 2016),
technological literacy and pedagocial knowledge (Toquero, 2020). Moreover, a study conducted by
Baloran (2020) shows that both students and teachers are experiencing struggles and problems on the
conduct of distance learning modality with such problems as slow internet connectivity and
technological and financial constraints.

In the context of Physical Education, distance learning is an educational reform that is new to
the field, especially in the Philippines. Applying this in Physical Education that is predominantly based
on application, demonstration, and execution of technical skills and physical abilities, the subject needs
the assistance and guidance of a teacher especially in learning and applying skills, practices based on
execution and demonstration as an emphasized discipline in traditional-sports. Further, in distance
learning, practice and theory will be separated (Silva et al., 2020), and is limited to paper and pen test
(Tria, 2020), thus making sportive and traditional vision difficult to achieve (in distance learning
modality) since it requires demonstration of skills and physical abilities (Silva et al., 2019).
Furthermore, subjects to be taught will also be limited to lesson designed and ideal for individual
learning. Games and other group activities, where basic movements are learned is no longer an option in
distance learning. Sports is also narrowed down to individual sports only while teaching competitive
and team sports is not integrated if not, limited to theories and concept only.

The success of using distance learning modalities in teaching Physical Education remains
unknown to many given that Physical Education is a subject that primarily deals with promoting active
and healthy lifestyle through engagement in physical activities. Distance learning, although already
used as a means of teaching Physical Education in the form of virtual class in some countries, has
independent learning as its salient feature. For Moore (2016), independent learning is an educational
system in which the learner is autonomous, and separated from his teacher by space and time while
communication takes place through print, electronic or other-non-human medium.

According to Macbeath (1993), a hierarchy of environmental support is needed for independent
learning. This hierarchy of support is comprised of the physical environment, time environment, peer
environment, material resources and tutor resources (Meyer et al.,2008). Physical environment is
basically where independent learning takes place for instance in modular distance learning, home,
gymnasium, and other fitness and sports facilities which can be utilized in learning and applying PE
concepts and skill. Time environment is the length of time given to the learners to accomplish their task.
Peer environment which may increase or decrease pupil’s willingness and ability to undertake

37

independent learning. Material resources refers to the study aids used by the learners. In distance
education this covers from modules, ICT, sports equipment and other learning resources used by the
learners. Lastly, tutor resources which refer to the traits, knowledge and skills of teachers, tutors and
mentors for example, the methods and strategies in teaching used by PE teacher in delivering the lesson
in modular distance learning.

Researches have studied issues concerning COVID-19 and its effect on education. Since the
pandemic is still currently hitting all around the globe, however few researches have empirically
examined the success of employing distance learning modality in Physical Education since most are
limited to online and virtual access because of the physical distancing policy imposed by the health and
government sectors. While several studies were conducted in order to gather information on the
effectiveness of using distance learning modality in teaching Physical Education, few have empirically
examined a more nuanced mechanism on the student’s learning in Physical Education during the
COVID-19 pandemic. Corollary to foregoing statements, this research aims to examine the
achievements of students in a Physical Education class in a distance learning modality during the
COVID-19 pandemic, since the field is ideally done and taught in a normal setting where students and
teachers are having face-to-face class. Further, it also aims to uncover how the curriculum, learner,
technological resources and connectivity, parental and school administrators support factor affect the
students’ achievements in Physical Education.

2. Conceptual Framework

I. Curriculum Factors Student’s Achievements in Physical
1. Learning Resources Employed Education Classes during
(Module) COVID-19 Pandemic
2. Methods and Strategies in Teaching
Physical Education
II. Technological Resources and
Connectivity Factors
1. Availability of technological gadgets
2. Digital literacy
3. Internet Connectivity
III. Learner Factors
1. Implicit beliefs
2. Study Habits
3. Grade Level
4. Attitude towards Learning
5. Economic Status
6. Final grade in Physical Education
during the previous grade level
IV. Parental and School Administrators
Support Factors

3. Methodology

3.1 Research Design

This study was a descriptive-correlational study which aimed to understand how (1) curriculum factors
such as the subject matter, methods and strategies in teaching and learning resources; (2) technological
resources and connectivity factors such as availability of technological gadgets, digital literacy and
internet connection; (3) ) learner factors such as implicit beliefs, study habits, grade level, attitude
towards learning, economic status and General Average of the previous grade level; (4) teacher factors
such as digital literacy, number of years in teaching, internet connectivity, educational attainment and

38

available educational gadgets in Physical Education; and, (5) school administrator support such as
training on module making for teachers and financial support determine the student’s achievements in
Physical Education class during the COVID-19 pandemic.

This study described the students’ profile such as their age, grade level, economic status,
grade in Physical Education in the previous grade level and the different variables and to correlate the
relationship between the independent variables such as curriculum, technological resources and
connectivity, learner factor, school administrator support and parental support factors, and the
dependent variable which is the student’s achievement in Physical Education.

3.2 Research Setting

The study was conducted in the Division of Lanao del Norte in which five schools (3 public and 2
private) were used as research locale. The following schools were selected on the basis that they are all
utilizing the modular distance education for the school year 2020-2021. First was MSU-Baloi
Community High School which is located at East Poblacion, Baloi Lanao del Norte. It is one of the 13
external units of MSU-System. Second was Baloi National High School which is located in Maria
Cristina and is one of the schools under the Division of Lanao del Norte, Region X, Department of
Education. Third was Pantar National High School located in the municipality of Pantar, Lanao del
Norte. It is the biggest school in the said municipality which offers both Junior and Senior High
program. Fourth was Momungan Academy located in Pacalundo, Baloi Lanao del Norte. The school is
one of the private schools in the Baloi, that offers program for junior and senior high programs. Lastly,
the West Eastern Philippine College Incorporation located in Zapacan, Baloi, Lanao del Norte was the
fifth school. It is also a private school that operates to offer junior and senior high program. These
schools were all under the Division of Lanao del Norte, Region X, Department of Education.

Further, the research locale was selected since the students in the schools in this division
belonged to the ethnic group, Meranaw which was one of the criteria in the selection of the respondents.

3.3 Research Subjects

A total of 350 respondents were utilized in this study. The respondents were senior high students from
the Division of Lanao del Norte and who also belonged to the Meranaw group. Since the focus of the
study was on modular distance learning the respondents were students who were enrolled in the said
schools in school year 2020-2021. There were 350 respondents who qualified in the aforementioned
criteria.

3.4 Research Instruments Used

A packet of questionnaires was used in gathering of the data needed in the study. Two types of
questionnaires were used: for the teachers and for the students. For the students’ questionnaires, 10
questionnaires were used namely the Digital Literacy Questionnaire, Implicit Theory of Intelligence by
Dweck and Colleagues (1999), Study Habits, Students Attitudes Towards Physical Education,
Perceived Parental Academic Support, School Support Scale, Module, My Teacher Questionnaire,
Distance Learning Questionnaire, and Distance Education Learning Environment Survey. The
researcher made use of a self-made questionnaire for module composed of 10 items designed to
measure the effectiveness of the module. The participants rated it on a 5-point scale ranging from
5(strongly agree) to 1(strongly disagree). The Digital Literacy Questionnaire was composed of 10 items
designed to measure the skills of the students in using the technology. They rated using a 5-point scale
ranging from 5(strongly agree) to 1(strongly disagree). The Implicit Theories of Intelligence by Dweck
and Colleagues was composed of 8 items in which 4 was categorized as Entity Beliefs and the
remaining 4 was under the Incremental Beliefs. The items were rated on 5-point scale ranging from
1(strongly agree) to 5(strongly disagree).

The study habits of the students were measured using an 8-item questionnaire that was rated
using 5-point scale ranging from 1(strongly agree) to 5(strongly disagree). The Student Attitude
Toward Physical Education composed of 20 items was used to measure the attitude of the students of
the learning in Physical Education classes. It was rated using a 5-point scale ranging from 1(strongly
disagree) to 5(strongly agree). The Perceived Parental Academic Support was composed of 31 items

39

which was used to measure the support given by parents to their children. It was rated using a 5-point
scale ranging from 1(strongly disagree) and 5(strongly agree). The School Support Scale was composed
of 11 items categorized into Tangible and Emotional subscale. The scale was used to measure the
support provided by the school to the students. It was rated using a 7-point scale ranging from 1(never)
to 7(always). An adapted version of My Teacher Questionnaire was used. The scale was used to
measure the perception of the students towards their teachers’ way of handling their class. Distance
Learning Questionnaire and Distance Education Learning Environments Survey were also used in the
study to measure and get the general opinion of the learners towards distance education.

4. Results and Discussions

Table 4.1
Profile of the Respondents in Terms of Age

Age Frequency Percentage

15 – 16 36 10.3
17 – 18 207 59.1
19 – 20 88 25.1
21 – 22 7 2.0
12 3.4
No response 350 100

Total

Table 4.1 presents the profile of the respondents in terms of age; 59.1% of the respondents
belonged to age range 17-18 years old while 2% of them belonged to age range 21-22. There were 12
respondents who did not give responses on age. Most of the respondents belonged to age range 17-18
years old.

Table 4.2

Profile of the Respondents in Terms of Gender

Gender Frequency Percentage

Male 83 23.7
Female 266 76.0
No response 1 0.3
Total 350 100

Table 4.2 presents the profile of the respondents in terms of gender; 76% of the respondents
were females while 23.7% of them were males. There was one (1) respondent who did not give response
on gender. Most of the respondents were females.

Cavanaugh and Jacquemin (2015) state that female students are more likely to enroll in a
distance online education while male students prefer to enroll in a traditional face-to-face education.

Table 4.3
Profile of the Respondents in Terms of Grade Level

Grade Level Frequency Percentage

Grade 11 167 47.7
Grade 12 183 52.3
350 100
Total

40

Table 4.3 presents the profile of the respondents in terms of grade level; 52.3% of the
respondents were Grade 12 students while 47.7% of them belonged to Grade 11. Most of the
respondents were Grade 12 students.

Table 4.4
Profile of the Respondents in Terms of Previous Grades in Physical Education

Previous Grade in Frequency Percentage Descriptor
Physical Education
65 18.6 Advanced
90 – 100 128 36.6 Proficient
85 – 89 Approaching
117 33.4 proficiency
80 – 84 Developing
40 11.4
75 – 79 350 100 Proficient
Total
Mean 85

Table 4.4 presents the profile of the respondents in terms of previous grade in Physical
Education; 18.6% of the respondents were advanced while 11.4% of them belonged to the developing
level in terms of their previous in Physical Education. The mean score of 85 shows that on the average
the respondents were proficient in terms of their previous performance in Physical Education.

It can be deduced from the profile of the respondents that the average grade of the respondents
in their previous Physical Education class was on proficient level. Further, on the average, the
respondents were proficient in terms of their academic achievements in Physical Education. Although
their grades remain the same, the result did not show a decline of grades among the learners. Thus, in
the study of Joseph K. Cavanaugh and Stephen J. Jacquemin, the relationship between course type and
student GPA shows that students who have high GPAs will perform even better in online courses or
alternatively, struggling students perform worse when taking courses in an online format compared to
traditional face-to-face format.

Similarly, El Said (2021) cited that those students who have high GPAs perform better in
distance online courses while students with poor GPAs perform worse. Although the result was not
found significant, the students were deprived of many on-campus supports because of the COVID-19
lockdown. Mostly, students with low GPA were deprived of one-on-one personal support and advise
offered by senior students, teaching assistants, and mentoring staff. This implies that learners must be
provided with the support that they need especially students who perform poorly in distance learning
during this time of pandemic that the teachers and the school must give extra support for their learners
in order to attain the educational goal.

Table 4.5
Profile of the Respondents in Terms of Family Income

Family Income Frequency Percentage

5,000 & below 209 59.7
5,001 – 10,000 65 18.6
10,001 – 15,000 36 10.3
15,001 – 20,000 22 6.3
18 5.1
20,000 & above 350 100

Total

Table 4.5 presents the profile of the respondents in terms of family income; 59.7% of the
respondents had family income belonging to range 5,000 and below while 5.1% of them had family
income belonging to range 20,000 and above. Most of the respondents had family income belonging to
range 5,000 and below.

41

Children are one the most vulnerable people that could be affected by the COVID-19 virus (Tria,
2020). Thus, the need to protect them is very important, which is why, the Department of Education,
had launched the use of distance education modalities using Self-Learning Modules (SLM) with the
alternative learning delivery modalities in order to protect the children from getting the virus
(deped.gov.ph) and provide quality, inclusive and accessible education for every student (Tria, 2020).

Table 4.6
Academic Achievement in Physical Education of the Respondents in Physical Education

Academic Frequency Percentage Descriptor
Achievement
68 19.4 Advanced
90 – 100 133 38.0 Proficient
85 – 89 Approaching
100 28.6 proficiency
80 – 84 Developing
49 14.0
75 – 79 350 100 Proficient
Total
Mean 85

Table 4.6 presents the academic achievement of the respondents in Physical Education; 19.4% of
the respondents were advanced while 14% of them belonged to the developing level in terms of their
academic achievement in Physical Education. The mean score of 85 shows that on the average the
respondents were proficient in terms of their academic achievement in Physical Education.

This is similar to the result of the study conducted by Daum and Buschner (2021) that revealed
that during the school closures in Spring 2020, schools have announced that the students’ performance
in Physical Education with respect to their grades and attendance did not result in a lower grade than
what students had achieved prior to school closures.

Based on the result of the study and looking at the profile of the respondents in terms of their
grades in Physical Education during the pandemic, the students showed a consistent result regardless of
the educational modalities that they are using. This also connotes that the learners understand the lesson
given to them especially the modules presented that they are using since the grades of the students show
a proficient level in Physical Education.

Table 4.7
Relationship Between Academic Achievement in Physical Education and Curriculum Factors

Dependent variable Independent Correlation p-value Remark
variable coefficient
Academic 0.911 Not significant
achievement Learning resources 0.006 0.766 Not significant
Methods and strategies 0.016

Table 4.7 reveals the relationship between the academic achievement of the respondents in
Physical Education and the curriculum factors. The correlation coefficients show that there were very
weak positive correlations between academic achievement in Physical Education and curriculum
factors in terms of learning resources and methods and strategies. This means that the more the
respondents had good learning resources and experienced appropriate methods and strategies, the more
likely they had high academic achievement in Physical Education. However, this observation could not
be generalized due to a very weak correlation, since some of them still had high academic achievement
in Physical Education even though for them the learning resources was not that good and the methods
were not that appropriate.

In consequence, there was no significant relationship between academic achievement of the
respondents in Physical Education and the curriculum factors since the p-values were greater than 0.05
level of significance. This implies that the academic achievement of the respondents in Physical
Education was not affected by the curriculum factors. Therefore, the null hypothesis which states that
the curriculum factors such as learning resources and methods and strategies in teaching Physical

42

Education do not affect the dependent variable which is student achievement in Physical Education in
the new normal can be accepted.

Curriculum is a dynamic process that involves different people and different procedures whose
aim is to transfer knowledge to the learners that will eventually lead to continuous growth and learning
(Bilbao, Dayagbil, and Corpuz, 2015). This is an important element in the educative process for it
serves as guide to all stakeholders involved in the education circle. It also serves as one of the bases for
teachers on what methods and strategies to use and most importantly the curriculum standardized
criteria on what to be learned and acquired by the students, for it sets the learning competencies and
goals on a given period of time. Thus, in order to maintain its effectiveness, it must undergo certain
changes and development in order to meet the demand of time may it be for the reason of updating and
upgrading, new strategies to use, new sets of competencies to be learned or to adjust to what the
circumstances demand for.

Curriculum has three major sources such as the need of the society, the nature of the learning and
the learner’s development, and the discipline of the organized knowledge. These three provide the
guidelines in organizing and selecting appropriate content, teaching methods and instructional materials
to use (Fox, 2010). Consequently, curriculum development and reform happen when there is a need to
address those three.

Recently a global pandemic broke out that resulted to massive changes on the daily lives of
people. This pandemic caused the suspension of more than 850 million students worldwide and
disrupted the original teaching plans of schools across the globe. Consequently, online education using
different platforms such as Zoom, Skype, Facetime and etc. was offered by many schools in order to
promote online education and restore the normal teaching order (Chen et al., 2020). Traditional
face-to-face classes were transformed to different modalities in order to deliver education and avoid
education freeze and contents to be taught were narrowed down into the most essential one.

Ancheta and Ancheta (2020), mentioned that Distance Learning Education is highly encouraged.
This includes online teaching and blended approach. They further noted that, Curriculum content in the
DLE is based on the revised Most Essential Learning Competencies (MELCs) set by the Department of
Education. These MELCs contain the learning areas to be covered in each quarter. All basic education
sectors, private and public, are required to follow the MELCs in order to produce holistic and 21st
Century skills equipped learners. Aside from integrating the content, some educational systems are also
considering to reduce the curriculum content and to teach content that is essential and remove that is not
(Cahapay, 2020). This would also help educators to cover all learning content during the COVID-19
pandemic.

In the Philippines, public schools from basic education urilize the modular distance education
which make use of Self-Learning Modules as a means of delivering education. According to DepEd
Secretary Leonor Briones, the Self-Learning Modules to be utilized by the basic education are designed
to address the needs, situations and resources of each and every learner and which will also cover all the
bases in ensuring that the basic education will be accessible during the COVID-19
pandemic(deped.gov.ph).

However, it cannot be denied that although the Self-Learning Modules aim to provide education
for all students and the emergence of COVID-19 virus was sudden; thus, leaving every school
unprepared. The Department of Education produced the self-learning modules hastily without prior
review. Given the haste, errors in the module become inevitable, at least with typographical mistakes.
However, the rest of the errors are grave and worrisome (Claudio, 2020).

In Physical Education, defined as the way that it is practiced (Spittle and Spittle, 2015), values
performance and the selection of the most skillful (Silva et al., 2019), and predominantly practical,
selection of content is very important. Its curriculum on both the secondary and tertiary level is
segmented into practical and theoretical knowledge wherein boundaries are set between discipline areas
of content knowledge and courses and are conceived as practical units and theoretical units (Spittle and
Spittle, 2015). This is why, the selection of content and usage of modality will matter in delivering the
theory as well as applying the theory into practice.

To this, it is viewed that the teachers should provide other learning resources where students
could use in learning and applying the information stipulated in their PE modules. For instance,
providing video tutorial for skills demonstration, pictures and other media generated instructional
materials can be utilized. In consonance, Gillin (2020) noted that creating forum for students, including
slides for activity breaks, crafting or using physical activity apps and creating video of DIY

43

demonstration are simple ways to encourage active participation among learners in remote distance
education.

In addition, Ransdell et al. (2013) identified that distance education allows lessons to be
self-paced, structured to fit into the traditional academic calendar or somewhere in-between and online
distance education, learners are more engaged with content, have greater motivation, and have better
computer skill development. However, he also emphasized that online format of distance education is
not appropriate for all types of Physical Education courses. For instance, sports skills cannot be
acquired just by watching video clips; constant, immediate and timely feedback from the teacher or
coach is needed in dealing with practical unit and the experience and lessons brought by competitive
situations with peers cannot be learned in a distance education.

Having established that, teaching methodologies and strategies will play a big role in the delivery
of the new normal education modality. Redefining the approaches in the implementation of instruction
during the COVID-19 pandemic is a necessity (Cahaypay, 2020). In addition, teachers play a major role
in the success of the delivery in Physical Education subject in a modular distance education modality.
The teaching methodologies and strategies to be utilized will serve as a key element in achieving the
goal of Physical Education. In fact, the Department of Education noted that teachers take the role on
monitoring the progress of their learners and provide assistance via email, telephone, text messaging,
etc. and do home visits for learners who need remediation or assistance (Llego, 2020).

For example, during the COVID-19 pandemic, teachers creatively reworked and innovated some
physical activities that could be performed in distance learning which include, movement activities that
utilized little to no equipment such as yoga, dance, martial arts, reflection-based activities that focused
on social-emotional learning such as journaling and meditation and using social media platforms that
includes YouTube, Instagram and TikTok that facilitates the delivery of Physical Education (Daum and
Buschner, 2021).

In 1973, Michael Grahame Moore claimed that in distance learning, providing an educational
program using predetermined-rate, in a determined sequence and at determined times which cater to the
need and capacity of the learners to learn at their own pace is some of the methods used. Further,
individualized learning approach must be taken into consideration in this type of learning since the
learners must have control on their pacing in order to give response at the information they have
received. Moore also noted that the teachers are obliged to provide, support and help the learners and
the same time, the goals established by the learners must be met and be taken into consideration in
preparing instructional materials and resources and it is up to the learners to make use of these materials
since this will depend on the relevance of the materials in the program. Moreover, teachers teaching at a
distance learning modality are described as “helper”. They function as someone who provides
information, suggestion and recommendation of different possible options to the learners to arrive to a
decision at their own. This connotes that the learners have the freedom to choose and have control over
their decision through the help of their teachers.

Table 4.8
Relationship Between Academic Achievement in Physical Education and Technological Resources and
Connectivity Factors

Dependent variable Independent variable Correlation p-value Remark
coefficient
Academic Availability of gadgets 0.425 Not significant
achievement Digital literacy -0.043 0.841 Not significant
-0.011 0.966 Not significant
Internet connectivity 0.002

Table 4.8 reveals the relationship between the academic achievement of the respondents in
Physical Education and the technological factors. The correlation coefficients show that there were
very weak negative correlations between academic achievement in Physical Education and
technological factors in terms of availability of gadgets, digital literacy. This means that the more the
respondents had gadgets and high digital literacy, the less likely they had high academic achievement
in Physical Education. However, this observation could not be generalized due to a very weak

44

correlation since some of them had gadgets and high digital literacy and still had high academic
achievement in Physical Education.

In consequence, there was no significant relationship between academic achievement of the
respondents in Physical Education and technological factors in terms of availability of gadgets and
digital literacy. This implies that the academic achievement of the respondents in Physical Education
was not affected by the availability of gadgets and digital literacy.

On the other hand, there was a very weak positive correlation between academic achievement in
Physical Education and technological factor in terms of internet connectivity. This means that the more
the respondents had stable internet connection, the more likely they had high academic achievement in
Physical Education. However, this observation could not be generalized due to a very weak correlation
since some of them had stable internet connection, but they had low academic achievement in Physical
Education.

In consequence, there was no significant relationship between academic achievement of the
respondents in Physical Education and learning factor in terms of internet connectivity since the
p-values were greater than 0.05 level of significance. This implies that the academic achievement of the
respondents in Physical Education was not affected by the internet connectivity. Therefore, the null
hypothesis which states that “Technological resources and connectivity factors such as digital literacy,
availability of technological gadgets and internet connectivity do not affect the dependent variable
which is student achievement in Physical Education in the New Normal” can be accepted.

Technological resources such as educational gadgets play an important role in distance education.
Yao et al. (2020) cited that the use of technology plays a role in improving students’ academic
achievement. However, Norris et al. (2014) pointed that the student’s lack of access to classroom
computers is the reason why technology has less impact to their education. Also, in developing
countries like Philippines, access to internet and technology is very low in schools located in rural and
remote areas and if not low, there is none. It can be deduced from the profile of the respondents that
majority of them have low family income, hence acquiring educational gadgets such as computers,
laptops, cellphone and tablets is challenging. Hence, the benefits of technology were not realized by
students who have less technological resources.

In fact, inequalities on the access to resources such as equipment, technology and the capacity of
families to support distance learning were highlighted in remote learning. In consequences, PE
educators in other countries established inclusive learning environment that provides students with
flexible learning environment and designed lessons that could be tailored on varied living conditions,
accessibility of space, equipment and technology. They also provide some resources on things that
could be in lieu of weights such as the use of common household items to encourage physical activity
and increase student engagement (Daum & Buschner, 2021).

This suggests that, while it is true that technological resources like smartphones, laptop, tablets,
personal computer and other gadgets that could be used as educational item aid the distance learning
and help in the continuity of today’s crisis in delivering education to the learners, not being able to get a
hand of it will only result to not being able to enjoy the advantages and opportunities that it offers to the
learners. For example, a learner who can’t afford of a technological device that could be used in
accessing online resources won’t be able to experience the advantages that it offers. Being able and not
being able to access sample videos, photos and other instructional materials provided by their PE
teacher are already significant on the students learning process.

Meanwhile, Pagani et al. (2016) emphasized that the negative effects of digital literacy are time
displacement effects. This means that digital skills may also serve as a distraction if it is used for
playing games, interacting in social networks, or simply consuming online goods such as music and
videos. The more the students spend time using the computer, the less time they have in doing and
accomplishing their school activities.

On the other hand, internet connectivity means that students have access to limitless learning
resources which in some cases, they won’t be able to access in a traditional face-to-face class. Tella
(2007) cited that access to internet allows wide range of intellectual resources, gives opportunity to
provide access and exchange of well-organized information, engages one in an intellectual discourse,
shares knowledge, makes plans, and brainstorms ideas. It also activates sight, sound, and cognitive
reasoning and engages students to become active learners (Ebersole, 2000 in Tella, 2007). However,
despite the opportunities offered by internet usage, it cannot be denied that the Philippines still lags
behind in terms of internet connectivity among other developing countries in Asia (Salac & Kim, 2016).

45

Thus, the success of integrating technology in learning means that the learners must effectively and
efficiently apply skills in a meaningful, purposive, and relevant ways using varied type of computer
software applications (Kengwee & Onchwari, 2008).

In Physical Education, there are some topics that are hard to understand by only reading the
theory. A practical application of theory or concept in PE is most of the time the most effective methods
in learning Physical Education concept. However, in a modular distance learning, students are provided
with text information of concept that is normally discussed with demonstration and execution from PE
teacher in a traditional face-to-face class. However, with the use of internet, various online platforms
could be utilized in establishing a communication between teacher and students. A platform where
teacher could employ in providing video tutorials, pictures and other instructional materials that could
be used by the learners. Further, there are several sites like YouTube where students could watch
samples of educational videos related to their topic.

Although the result of the study shows that there is no significant relationship between the
students’ academic achievements in Physical Education and technological resources and connectivity
factors. Since, the educational modality used in this study is modular distance education. The
Self-Learning Module (SLM) used by the students is made to cater the student’s needs. Most of the
contents are designed to be self-explanatory. According to DepEd Secretary Leonor Briones the SLMs
and the other alternative learning delivery modalities are in place to address the needs, situations, and
resources of each and every learner and will cover all the bases in ensuring that basic education will be
accessible amid the present crisis posed by COVID-19 (deped.gov). Further, self-learning modules are
made with functional help such as guiding, motivating, explaining, provoking, reminding, evaluating
progressive learning, discussing answers to questions and enrich experience. These helps are usually
provided by teachers in a traditional face-to-face class (Sequeira, 2012)

Further, using personalized lessons to enhance class connectedness, creative use of technology
and internet resources to modify lesson plans for distance learning, allowing flexible policies and
practices to accommodate students’ diverse family circumstances and incorporating family members
into class activities to increase student engagement are examples perceived best strategies in delivering
quality Physical Education (Daum & Buschner, 2021). This implies that technological resources and
internet connectivity is a key element in the delivery of distance education. Further, maximizing the
benefits that it offers will help both the teachers and the students in many ways.

Table 4.9
Relationship Between Academic Achievement in Physical Education and Learner Factors

Dependent variable Independent variable Correlation p-value Remark
coefficient
Academic Entity beliefs 0.999 Not significant
achievement Incremental beliefs 0.000 0.052 Not significant
-0.104 0.043
Study habit 0.108 0.000 Significant
Grade level 0.307 Significant
Attitude towards
learning Physical 0.056 0.296 Not significant
Education
Family income -0.055 0.301 Not significant
Previous PE grade 0.362 0.000 Significant

Table 4.9 reveals the relationship between the academic achievement of the respondents in
Physical Education and the learner factors. The correlation coefficients show that there were very weak
positive correlations between academic achievement in Physical Education and learner factors in terms
of entity beliefs, study habit, grade level, attitude towards learning, and PE grade in the previous grade
level. This means that the more the respondents had good entity beliefs, good study habit, higher grade
level, good attitude towards learning, and high PE grade, the more likely they had high academic
achievement in Physical Education. However, this observation could not be generalized due to a very
weak correlation since some of them had good entity beliefs, good study habit, high grade level, good

46

attitude towards learning, and high PE grade, but they had low academic achievement in Physical
Education.

In consequence, there was no significant relationship between academic achievement of the
respondents in Physical Education and learner factors in terms of entity beliefs and attitude towards
learning since the p-values were greater than 0.05 level of significance. This implies that the academic
achievement of the respondents in Physical Education was not affected by their entity beliefs and
attitude towards learning. However, there was a significant relationship between academic achievement
of the respondents in Physical Education and learner factors in terms of study habit, grade level, and PE
grade since the p-values were less than 0.05 level of significance. This implies that the academic
achievement of the respondents in Physical Education was affected by their study habit, grade level, and
PE grade.

On the other hand, there was a very weak negative correlation between academic achievement in
Physical Education and learner factors in terms of incremental beliefs and family income. This means
that the more the respondents had good incremental beliefs and high family income, the less likely they
had high academic achievement in Physical Education. However, this observation could not be
generalized due to a very weak correlation since some of them had had good incremental beliefs and
high family income, but they had high academic achievement in Physical Education.

In consequence, there was no significant relationship between academic achievement of the
respondents in Physical Education and learning factor in terms of incremental beliefs and family
income since the p-values were greater than 0.05 level of significance. This implies that the academic
achievement of the respondents in Physical Education was not affected by their incremental beliefs and
family income. Therefore, the null hypothesis which states that “Learner factors such as implicit beliefs,
study habits, grade level, attitude towards learning, economic status and grades in Physical Education in
the previous grade level do not affect the dependent variable which is student achievement in Physical
Education in the New Normal” can be accepted.

Students had a positive attitude towards distance education due to the fact that in distance
learning, the learners have flexible learning opportunities. It also offers some advantages such as being
able to continue learning at home even with the presence of the pandemic, study efficiently, access to
different educational tools, they are comfortable to learn at home, develop self-control skills by setting
up their own system, plan and control their own task. In addition, lessons in distance education are short
and concise (Hebebci et al., 2020), since curriculum content for the new normal education is based on
the revised Most Essential Competencies set by the Department of Education (Ancheta and Ancheta,
2020). In the context of online learning in Physical Education, it is believed that if the course content is
suitable for e-learning it will result to positive increase in students’ attitudes towards e-learning (Öktem,
2020). In addition, in online Physical Education, teachers noticed that their students showed an
improvement in attitude and advocacy behaviors for health and wellness through sharing their learnings
with their whole family (Daum and Buschner, 2021).

Subsequently, Castella and Byrne (2015) cited that research on implicit theories of intelligence
indicates that implicit belief has an important consequence on students’ goal choices, attribution and a
wide range of academic outcomes that includes grades and achievements test scores. Although the
present study showed a very weak positive correlation between academic achievements and entity
beliefs. On the other hand, the relationship between incremental belief and academic achievements
showed a very weak negative correlation. Castella and Byrne (2015) further noted that students who
endorse stronger entity beliefs for themselves than others (e.g. ‘intelligence may be malleable in general
but not me’) may therefore be particularly vulnerable to self-handicapping, helplessness and
academic-disengagement. However, students may, for example, have different theories for themselves
and others and that endorsing entity or incremental beliefs more or less depending on whether they are
appraising their own abilities.

In fact, despite a number of studies that shows the negative effect of entity belief on learning,
motivation and achievements which are compelling, recent researches on the fluidity and antecedents of
implicit theories raise the question of whether an entity theory of ability could be adaptive. For instance,
when an individual was considering his or her strengths, weaknesses, successes, and failures, a move
toward viewing their strengths and successes as stable and enduring (entity) and their weaknesses and
failures as subject to change (incremental) allowed them to reach desired conclusions about themselves
that boosted or protected their self-esteem. In this case, an entity theory of ability served an adaptive
purpose in relation to self-enhancement. In the PE context where our successes, failures, and

47

competence are so salient and evaluated so publicly, the ability to move toward an incremental or entity
theory based on situational demands would appear (Warburton and Spray, 2017).

However, the relationship between family income and academic achievements showed a very
weak negative correlation. This is in contrast on the findings of several studies that schools in low
socio-economic status areas are more likely to have a higher percentage of students with lower
achievement test scores, lower graduation rates, and fewer students going to college (Ewumi, 2012).

To illustrate, in physical activity, children who come from low-income families have limited
access to the resources needed to support physical activity (Aktop, 2020). However, in modular
distance learning, modules are provided for students for free. In fact, during a televised press briefing,
DepEd Undersecretary Nepomuceno Malaluan said that the department of Education is preparing
printed materials for students who don’t have gadgets and access to the internet (rappler.com). However,
it cannot be denied that aside from stress and mental health problems experienced by the learners during
the pandemic, students who are from low-income and minoritized communities that are
disproportionately affected by COVID-19 pandemic, they have less opportunities for physical activity
and social-emotional skill building. They also have fewer access to resources that support physical
activity and social-emotional well-being (Daum and Buschner, 2021).

Consequently, studies suggest that students’ study habits and approaches can have a significant
effect on their achievements (Taplin,2001). Study habits include a variety of activities such as time
management, setting appropriate goals, choosing an appropriate study environment, using appropriate
note-taking strategies, choosing main ideas and organization (Çakıroğlu, 2014). On the other hand,
learners who resort to bad study habits would result to low evaluating rating, poor and inability to
develop understanding on concepts, issues and ideas that would eventually result in low or poor class
performance (Somuah et al., 2014). In relation to Physical Education, grasping the concepts of
information presented on the module is very important. For instance, understanding the concepts of
executing a certain skills or movements will result to easy and proper execution of it. This can be
achieved through establishing a good study habit that includes allocation of time for learning proper
executions of skills, movements and other practical application of PE concepts.

This corroborates to the study conducted by Sherafat and Murty (2016) entitled “A Study of
Study Habits and Academic Achievement among Secondary and Senior Secondary School Students of
Mysore City” that reveals of respondents who have poor study habits have a significantly very poor
academic achievement as compared to those students who have average and high academic
achievements. Similar study was conducted by Anwar (2013) that investigates the relationship between
study habits and academic achievements of senior secondary students. Thus, study habits either have
positive or negative impacts in students who are in distance learning. These serve as a good predictor of
learning outcomes of distance learners (Somuah et al., 2014)

Further, based on the study of Joseph K. Cavanaugh and Stephen J. Jacquemin, the relationship
between course type and student GPA shows that students who have high GPAs will perform even
better in online courses or alternatively, struggling students perform worse when taking courses in an
online format compared to traditional face-to-face format. This suggests that GPA of the students plays
an important role in the success of their learning.

Similarly, El Said (2021) cited that student who have high GPAs perform better in distance
online courses while students with poor GPAs perform worse. This is because, students with low GPA
were deprived of one-on-one personal support and advise offered by senior students, teaching assistants,
and mentoring staff. This implies that learners must be provided with the support that they need
especially those students who perform poorly in distance learning during this time of pandemic. Further,
teachers and the school must give extra support for their learners in order to attain the educational goal.

Table 4.10
Relationship Between Academic Achievement in Physical Education and Parental and School
Administrator Support Factors

Dependent variable Independent variable Correlation p-value Remark
coefficient
Academic Parental support 0.105 Not significant
achievement School support 0.087 0.107 Not significant
0.086

48

Table 4.10 reveals the relationship between the academic achievement of the respondents in
Physical Education and the parental and school administrator support factors. The correlation
coefficients show that there were very weak positive correlations between academic achievement in
Physical Education and parental and school administrator support factors in terms of parental support
and school support. This means that the more the respondents had good parental support and school
support, the more likely they had high academic achievement in Physical Education. However, this
observation could not be generalized due to a very weak correlation, since some of them had good
parental support and school support, but they still had low academic achievement in Physical
Education.

In consequence, there was no significant relationship between academic achievement of the
respondents in Physical Education and the parental and school administrator support factors since the
p-values were greater than 0.05 level of significance. This implies that the academic achievement of the
respondents in Physical Education was not affected by the parental and school administrator support
factors. Therefore, the null hypothesis which states that the parental and school administrator support
factors do not affect the dependent variable which is student achievement in Physical Education in the
new normal can be accepted.

Further, literature confirms that the students’ psychological, emotional, social and economic state
are greatly influenced by home since parents are the first socializing agents in an individual’s life. Thus,
family background and context of a child affect his reaction to life situations and his level of
performance. This is because such child had more opportunities at home to build their academic skills
tend to be better in integrating school efforts. In addition, parents have a strong influence on whether the
home provides an intellectual stimulation, physical, and psychological, safety, an appropriate degree of
structure and supportive relationships. Hence, a student with more opportunities at home to build
academic skills tend to be better (Ewumi, 2012).

The present study gathered data which showed a very weak positive correlation between
academic achievements and parental support. It can be deduced on the profile of the respondents in
terms of parents’ educational attainment that most of the respondents are not college degree holder.
Parents’ lack of content knowledge and pedagogy posed as a challenge in distance education since they
lack training to become an educator (Garbe et al., 2020). Hence, providing assistance to their children
especially on complex lesson poses as a great knowledge on part of the parents. According to Misidini
(2012), the level of parental education, has been found to be associated with factors such as the home
literacy environment, parent’s teaching styles, and investing in resources that promote learning.

Moreover, students’ experience during school periods is the responsibility of school. According
to Ancheta and Ancheta (2020), support mechanism must be given to the learners. This supports
mechanism includes physical and mental resilience and administrative support of the school. The first
step to achieve resilience is by conducting proper orientation to its teachers and learners. Also, school
guidance office must effectively function especially in monitoring students’ mental health and ensuring
that logistics on teachers working at home are provided.

Furthermore, Jung Insung (2012) in her study mentioned that student support is essential in
assessing the quality of the support given in Distance Education especially among Asian learners.
Specifically in the aspect of social support, psychological supports and giving clear course information.
This implies that, Distance Education providers should plan a cost-effective way of providing
demand-driven and learner-centered supports that embrace detailed information regarding admission,
course registration, finances, previous students’ opinions, opportunities given by the program. For
example, the creation of center to provide technical, administrative and academic services for distance
education learners could help the students who are enrolled in distance education.

In addition, in an online Physical Education, teachers noticed that students showed improvement
in their attitude and advocacy behaviors for health and wellness through sharing their learnings with
their whole family. PE teachers believed that parents were the most critical advocates for high-quality
Physical Education. Increased parental support was perceived to increase student-engagement, parents
and students in recognizing the value of Physical Education establish the continued practice of Physical
Education from home (Daum & Buschner, 2021).

For Servito as cited by Manlangit et al. (2020), the primary role of parents in a modular distance
learning is to establish connection and guide the child which includes interaction with teachers,
barangay representatives and other stakeholders, regularly check and ensure that the children sticks to
their workweek plan and schedule, prepare conducive learning study space, and give appropriate praises,

49

encouragement and rewards to motivate their children and also, it is because parents are partners of
teachers in education. They serve as the ‘home facilitator’, the ‘tagapagdaloy’ but they will not teach the

subject matter.
This implies that, since modular distance education takes place at home, one of the key elements

in helping the learners is to provide adequate support to the learners and maximize the resources that
they would have which include their parents’ support. By simply participating in family physical

activity required by their course subject, and instilling the values taught in Physical Education and
promoting active lifestyle to the whole family would help in improving the performance of the learner

in Physical Education and most importantly in achieving the goals of the subject.
Meanwhile, the school also plays an important role in a distance learning modality. Students’

experience during school periods is the responsibility of school. According to Ancheta and Ancheta

(2020), support mechanism must be given to the learners. This supports mechanism includes physical
and mental resilience and administrative support of the school. The first step to achieve resilience is by

conducting proper orientation to its teachers and learners. Also, school guidance office must effectively
function especially in monitoring students’ mental health and ensuring that logistics on teachers
working at home are provided.

According to the study conducted by Vilchez et al. (2021), in Physical Education, schools play a

vital role in promoting physical activity, nutritional habits, and social interaction, as well as the
development of coping skills. Teachers and school health experts suggest that school administration
should provide affordable toolkits for the students, create policies that prioritize Physical Education
instruction and implement grading policies to increase student’s engagement in Physical Education.

This implies that in a distance learning, school administration is the one that creates school which
includes the delivery of education in every learning modality. One way to support Physical Education is
to create policies which will help in improving active participation among learners while at the same

time prioritizing their health safety during this time of pandemic.

Table 4.11
Relationship between Academic Achievement in Physical Education and Curriculum, Technological,
Learner, and School Administrator Support Factors Combined

Dependent variable Independent variable Correlation p-value Remark
coefficient 0.000 Significant
Academic Curriculum,
achievement Technological, 0.555
Learner, and School
Administrator Support
Factors Combined

Table 4.11 reveals the relationship between the academic achievement of the respondents in
Physical Education and curriculum, technological, learner, and school administrator support factors
combined. The correlation coefficients show that there was a moderate positive correlation between
academic achievement in Physical Education and curriculum, technological, learner, and school
administrator support factors combined. This means that the academic achievement of the respondents
in Physical Education was moderately accounted to by the curriculum, technological, learner, and
parental and school administrator support factors combined.

Notably, there was a significant relationship between academic achievement of the respondents
in Physical Education and the school administrator support factors since the p-value was less than 0.05
level of significance. This implies that the academic achievement of the respondents in Physical
Education was affected by the curriculum, technological, learner, and school administrator support
factors combined. Therefore, null hypothesis which states that there is no significant relationship
between curriculum, learner, technological resources and connectivity, parental and school
administrator support factors and student achievements in Physical Education class during COVID-19
pandemic was rejected.

This corroborates to the findings of the study conducted on online practical classes in Physical
Education by Yu and Jee (2021) that the students’ achievements in Physical Education in a distance

50

education course could be as good as in that in traditional face-to-face class. Their study showed that the
students rated that they had improvements during distance education. Similarly, Daum and Buschner
(2021) mentioned that during the school closures in Spring 2020, schools have announced that the
students’ performance with respect to their grades and attendance did not result in a lower grade than
what students had achieved prior to school closures (Daum and Buschner, 2021). Based on the result of
the study, it could be deduced on the profile of the respondents that on the average, they were proficient
in terms of their previous performance in Physical Education and their academic achievement in
Physical Education during COVID-19 pandemic.

5. Conclusions

The emergence of global pandemic COVID-19 had greatly affected the educational sector. Students
who are currently enrolled in the new normal education specifically in the Modular Distance Education
had faced several adjustments and changes. It is important therefore to understand the factors that
determined the academic achievements in Physical Education during the COVID-19 pandemic.

The results of the study revealed that there was a moderate positive correlation between academic
achievements in Physical Education and curriculum technological learner, parental and school
administrators support factors combined. This implied that the academic achievement in Physical
Education of the respondents was moderately accounted to by the curriculum, technological, learner,
and parental and school administrator support factors combined. In consequence, there was a significant
relationship between academic achievement of the respondents and the parental and school
administrators support factors. This implied that the academic achievement of the respondents was
affected by the curriculum, technological, learner, and parental and school administrator support factors
combined.

6. Recommendations

Based on the discussion of the results, findings and conclusions, the following were recommended:
While this research on the different factors that determined the academic achievements in

Physical Education of the learners enrolled in the new normal education, future researches should
investigate other factors that could influence the academic achievements of the learners using different
research designs.

6.1 For Students

6.1.1 Students are encouraged to develop good study habits during this time of the new normal
education. For instance, they can allot time for practice in executing PE skills and movements.

6.1.2 Students may make use of the available learning resources such as the use of digitized
educational platforms and internet sources in order to grasp broader knowledge in Physical Education.
Also, they may utilize home-based resources such as using household materials as substitute for weight
training.

6.2 For Teachers

6.2.1 Teachers could be encouraged and be supported to attend more trainings, seminar, workshop
related to the conduct of distance education specifically on module making, teaching methods and
strategies that could best fit the so-called new normal in the field of education.

6.2.2 Teachers are highly encouraged to collaborate with the parents of their students to report and
monitor the progress of their students in order to come up with a better learning plan.

6.2.3 Teachers are encouraged to utilize different methods and strategies in teaching Physical
Education especially in modular distance learning in order to ensure that both the content and practical
aspects are taught to the students.

6.2.4 Teachers may come up with individual learning plan for the students in order to cater their
differences in terms of their learning styles. They may also require their students to make a fitness plan

51

in order to ensure that the learners are adhering to the prescribed daily exercise for teenagers and most
especially, to keep them fit and healthy in this time of pandemic.

6.3 For School Administrators

6.3.1 School administrators may provide support mechanism to their learners in terms of physical
and mental resilience. Since in this time of pandemic, the learners are still adjusting and coping with the
shift of traditional face-to-face class to the new normal and the distance education.

6.3.2 Schools may also provide their teachers with more training programs, workshops related to
the use of different educational resources that could be used in Modular Distance Education especially
for PE educators.

6.3.3 Schools may also establish a technological infrastructure/system where teachers and students
could conduct and establish communication such as online platform where students and teachers could
interact and conduct physical activity through virtual presentation.

6.3.4 Schools may organize seminars, training, workshops related on module making particularly in
Physical Education subject in order to assure that an efficient and effective learning environment will be
established.

6.3.5 Schools may see to it that before module distributions, all learning resources must be
reviewed and undergo checking so that errors will be minimized or avoided.

6.3.6 Schools are highly encouraged to provide toolkits for students which they could utilize in
practical application of PE lessons especially now that the students are learning through modular
distance education.

6.4 For Parents

6.4.1 Parents are highly encouraged to provide support to their children may it be in a form of
emotional, intellectual and financial support especially now that the students are still new to Modular
Distance Education. In this new normal education, the learners need all forms of support that they could
utilize in order to achieve the goal of education. For instance, participating in family physical activities
that are required in PE classes will show great relevance in improving their academic performance most
especially in instilling Physical Education value to their children.

6.4.2 Since modular distance learning takes place at home where supervision is mostly seen and
observed, parents should collaborate and communicate with the teachers and school administrators in
order to report and monitor the learning progress of their children.
6.5 For Future Researchers

Future researchers are encouraged to use other factors such as teaching methodologies, learning
style, other distance education modalities and broader scope in terms of the number of respondents in
the conduct of similar studies in the future.

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Srisawasdi, N. et al. (2021). Proceedings of the 14th International Conference on
Educational Research. Thailand: Faculty of Education, Khon Kaen University

The Effect of Using Board Game in Enhancing
Executive Functions Based Emotional Control

in Children with Autism

Nitthanate KASICHA* & Piyawan SRISURUK
Faculty of Education, Khon Kaen University, Khon Kaen, Thailand

*[email protected]

Abstract: Children with autism spectrum disorder have impaired emotional regulation,
usually manifesting inappropriately expressing emotions. This research aimed to create and
develop Board Games to enhance executive function skills focusing on emotional control in
children with autism spectrum disorders and to study the effect of using this board games on
the development of executive function skills focusing on emotional control in children with
autism spectrum. The methodology of this research used a single subject design (multiple
baseline design across subjects) type A-B model. The target groups in this research were
obtained by purposive sampling. They were kindergarteners with autism spectrum disorder
studying at Khon Kaen University Demonstration School special education division. This
research was endorsed by the Human Research Ethics Committee, Khon Kaen University, No.
HE643074. The research instruments consisted of 1) Autism Treatment Evaluation Checklist
(ATEC-THAI) 2) Behavioral Observation Form of Kindergarten Children with Autism
Spectrum 3) Model Assessment of executive function skills focus on emotional control). 4)
Board games, developed by the authors to develop executive function skills focusing on
emotional control of children with autism spectrum disorder. The analysis of the data was
based on averaging and standard deviation.
The results of the research found that (1) board games in the development of executive
function skills focusing on emotional control of children with autism spectrum disorder was
approved by expects to a high level of suitability test from using index of objective congruent
0.8-1.0 (2) Comparison of the results from using board game use in developing of executive
function skills focusing on emotional control of children with autism spectrum disorder in all
three areas: patience, waiting, and sharing higher in all aspects. After a course of practicing
executive functioning focusing on emotional control, scores on patient waiting and sharing
were higher than the before practicing.

Key words: Board Games, Executive Functioning focusing on emotional control, Children
with Autism Spectrum

1. Introduction

Children with autism, they often have social distancing symptoms, both in a conservative
manner or responding to each other joint expression. The perception of emotions and expressions
together (affect) is impaired in starting to develop relationships, having a deficiency in maintaining a
relationship lack of understanding of others, inability to understand other people's perspectives, and
impairments in non-verbal communicative behaviors, defects in the use of facial expressions, inability
to recognize or interpret other people's gestures, have limited ability to communicate their feelings or
emotions, sensory processing defects and emotional expressions in society. This affects the command
of the muscles. Affects behavior and development in various aspects, which can be described as the
behavior of children with autism as shown in the diagram SAM show the relationship of the sensory
system expression and muscle command of individuals with autism as follows:

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Sensory Affect Motor

Figure 1. SAM shows the relationship of the sensory system expression and muscle command
of individuals with autism.

Emotional regulation of children with autism spectrum disorder. In particular, emotional
management is important. Because inflexibility is difficult to change. and often exhibit inappropriate
behavior when faced with changes that need to be made. Most of them are irritable and frustrated
(APA, 2013). Emotional control. Refers to the ability to control emotions to an appropriate level.
Manage your emotions so they don't disturb others. Not angry, irritable, irritable too easily. Know how
to express emotions properly. Emotional regulation is one of those skills that use the idea of proper
expression of emotions when angry, and disappointed sad. It didn't take long for the mood to return to
normal, not impulsively, reacting immediately without thinking.

Board Game, it is an innovative media type. It looks like a game that we can touch. can play
together face to face, talk and interact with each other. Board games are usually the type of games with
boards, dice, walkers, or cards. As a playing device, it depends on the design and purpose of using it to
promote learning. Or use to teach emotional control through rules and regulations in the game. By
designing situations to solve emotional behavior problems for learners. There are research reports that
use board games to develop skills such as the research of Teerapap Saechea (2017), conducted
research on the use of planning board games to develop critical thinking skills among Mathayomsuksa
3 students in a large school under the Office of the Basic Education Service Area. Pathum Thani
Province, which the objective was to compare the level of critical thinking skills before and after
playing board games in the type of planning of the 3rd graders, the results showed that Board games
help develop critical thinking skills.

In this study, the researchers were interested in the cognitive skills of children with autism
spectrum disorder, which is the basic skills of advanced brain development which can develop well in
early childhood using board game media innovation to regulate the emotions of children with autism
spectrum disorder through playing with rules, the rules for children with autism spectrum disorders,
and the development to the full potential.

2. Research objectives

2.1 To create a board game to develop thinking skills and control emotions of children
with autism spectrum disorder.

2.2 To study the effect of using board games to develop cognitive and emotional control
in children with autism spectrum disorder.

3. Research method

3.1 Research target groups: 5 children with autism spectrum disorder who were enrolled in
the classroom were selected by purposive sampling based on the following criteria: they were
diagnosed by a physician as having autism spectrum disorder. They are between 4-8 years old and able
to use language to communicate. They do not take drugs that affect the brain, and obtain parental
consent to participate in the research, etc.

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4. Research tools it consists of the following tools:

4.1 The Autism Symptom Assessment Scale is an autism treatment evaluation form. (Thai
version) Autism Treatment Evaluation Checklist (ATEC-THAI) Reliability of the whole test was 0.84.

4.2 Behavioral Observation Form of Kindergarten Children with Autism Spectrum Disorder
during the daily experiments conducted by the researcher and the research assistant is the recorder.

4.3 Autism Spectrum Thinking Skills Assessment Form. It is an assessment used to assess the
development of emotional control that focuses on 3 main areas, namely waiting patience, self-control
and sharing with friends. In children aged 4-8 years, there are 15 items, divided into 5 items in each.

4.4 Board games to develop cognitive skills in children with autism spectrum disorders. It is a
board game suitable for 1-4 players. Tell how to practice self-regulation in childhood.

Figure 2. Board game

Figure 3. Scenario Cards: Patience, Self-control and Sharing in a board game
5. Methods of data collection and statistics used in research

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This is a single sample experimental research, Single Subject Design (Multiple baseline
design across subjects). The A-B model consists of 2 phases: Phase 1 (A), the phase before the action
method refers to the data in the baseline phase. During the absence of board games to develop
cognitive tasks in children with autism spectrum disorders. Phase 2 (B) Action phase refers to the
experimental phase where the researcher plays board games in order to develop cognitive and
emotional control skills in children with autism spectrum disorder. Create a board game pattern to
develop cognitive and emotional control skills in children with autism spectrum disorder for 7 weeks
in each target group twice a week for 1 hour a day for the following 7 weeks.

Figure 4. Experimental Scheme

6. Research results
Table 1
shows the baseline data of 5 children with autism spectrum disorder.

data person person person person person
example example example
1. Sex example example
2. Age (years) 1 2 3 4 5
3. studying in kindergarten male male male
female male
4. parents' occupation 5 5 6 6 7
Kindergart Grade 1 Grade 1
5. Length of time (years) from Kindergar Kindergar
en 1 government personal
being diagnosed with ASD until ten 1 ten 1 personal service business
participating in a research project. business
government governmen 3 3
6. Currently being treated for 2
service t service yes yes
ASD. yes
11 No No
7. Currently taking medications No
yes yes 1 1
or injections that affect the 1
development of cognitive tasks to No No
control emotions 11

8. Autism Spectrum Disorder

Severity Based on DSM-5 Criteria

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