CHAPter 5

CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the conclusions, and the prescribed recommendations of

the study
Conclusions
Based on the results of the study, the following conclusions were formulated. The
teachers of Kiamba I District were rated High on their level of preparation in distance
learning education. It was evident and backed up by the answers of the teachers from
the open ended questions. The overall result of the study suggests that the teachers
were well-equipped and prepared to conduct distance learning using the printed module
as the main learning modality. However, the results also showed that the teachers feel
they are not quite ready for using online modules and learning materials. This implies
that the teachers in Kiamba I only have moderate level of ICT-related trainings. The
teachers are open and yearn for more in depth training for ICT related skills and
courses such as how to conduct online classes, how to pre-record their lessons, and
how to use other online learning management systems.
Schools in Kiamba District I overall has High evidence of efforts made in

conducting distance learning more specifically by providing relevant trainings and
workshops about distance learning and technical assistance on the implementation of
distance learning. This result was also evident on the answers of the teachers using the
open ended questions. This study suggests that the schools in Kiamba District I has
provided high efforts to support teachers in migration to distance learning. The results of
suggest that the schools have supplied relevant trainings by the school/district/division
about distance learning, capacity building on distance learning education management
for teachers, provided supplementary materials and technical assistance on the
implementation of distance learning through the use of the printed module as the main
learning modality. Given the situation and status of the families in the locale of the study
it was hard to pursue and use other learning modalities.
The extent of challenges encountered by the teachers of Kiamba District I in the

delivery of distance learning is High. According to the results of the study, the most
challenging aspect in distance learning was the checking and evaluating of students’
output. The teachers had a hard time in checking students’ output and at the same time
making sure that the results are valid. There were instances that the teachers observed
that the answers on the printed modules was not of their students’ but of the students’
parents. The teachers also complained that the printed modular learning needs a lot of
time in printing, sorting, for distribution and for retrieving. It was also challenging for
teachers to encourage participation and utilization of self-learning modules. Most
students pass modules leaving activities unanswered. In addition, time management in
distribution and retrieval of SLMs and beating the deadlines and requirements set by the
school administrators were also rated as high extent challenges.
Recommendations
The best way to achieve effective and quality distance learning is to prepare,
plan and design a strategy that engages teachers, students, parents, school
administrators, and technology-based companies. This collaborative response based on
a collective vision is great way to achieve effective distance learning. Based on the
conclusions stated, various recommendations were made by the researcher.
From this study, some suggestions for achieving quality in distance learning for the
study area and other areas are proposed as follows:
1. Inculcate awareness:
There is an immediate need to conduct information drive and inculcate

awareness among the learners in a massive scale. This way, the learners are informed
of their roles and responsibilities in using distance learning as the new platform for
learning. The quality of learning will be improved when the learners are involved and
well informed. This can be done by institutions reaching out to students on platforms
they can understand well.
2. Use of Different Learning Modalities:
Multiple learning modalities are required for effective delivery of distance

learning. Quality distance learning experience can be achieved when self-learning
modalities are combined with teacher-guided modalities. For example, students
undergoing self-learning modalities by means of receiving printed materials, listening to
radio and watching television could learn much better if they are guided by their
teachers through home visits, phone calls and text messages.
3. More IT-related trainings for Teachers
To succeed in distance learning, teachers should be trained in basic

technological skills, using devices and software, and special training on methods for
delivering lessons without face-to-face interaction. More importantly, the gap between
training and execution scenarios in the field needs to be minimized. There is a need to
strengthen the IT skills of the teachers specially when they conduct distance learning.
4. Preparedness of Learners
As teachers accept new responsibilities and activities, students must be willing to

accept some of the responsibilities traditionally assumed by teachers . The learners
should be aware of the role they partake in attending distance learning. The schools
may reach out to students by providing them information what they need to know and
how they can adopt to this change. There should also be support from the household
they belong to. The learners must have an environment conducive to study, and access
to support, learning materials and technology. When the learners are prepared and
ready to attend distance learning, a higher rate of performance and learning will be
likely a result.
5. Support for the Teachers
Distance learning programs should essentially offer two levels of support for
teachers. The first level relates to support within the distance learning program itself—
supports allowing teacher-learners to complete their distance learning course
successfully. The second level concerns support in schools, enabling teachers to
implement successfully what they have learned in distance-based courses.
6. Preparing the Institution
Some of the institutions preferably with higher resources should take the initiative
to communicate plans and policies, and provide adequate training to the faculties in
relation to distance learning platform.

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CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusions, and the prescribed recommendations of

Schools in Kiamba District I overall has High evidence of efforts made in

The extent of challenges encountered by the teachers of Kiamba District I in the

There is an immediate need to conduct information drive and inculcate

2. Use of Different Learning Modalities:

Multiple learning modalities are required for effective delivery of distance

3. More IT-related trainings for Teachers

To succeed in distance learning, teachers should be trained in basic

As teachers accept new responsibilities and activities, students must be willing to

6. Preparing the Institution

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