The document discusses online learning and its impact on students' motivation to read. It begins by providing context on how the COVID-19 pandemic increased online learning globally. It then outlines the study's objectives to examine the personal and social factors influencing students' reading motivation in online learning, and to identify the advantages and disadvantages. The methodology section describes the study's qualitative and quantitative research design, including the use of questionnaires, interviews and rating scales to collect data on students' self-motivation, perceptions of online learning, and the support from teachers and parents.

1. ONLINE LEARNING: ITS
BOON AND BANE TO BASIC
EDUCATION STUDENTS’
MOTIVATION IN READING
MARY ANALYN SABELLANO - LIM

2. The recent outbreak of COVID-19 has globally
increased the gap between educational sectors. The
Coronavirus pandemic has greatly affected the
humanity.
Global health concerns have been proved to be very
difficult to manage, as well as educational disruptions
(Onyema, Eucheria, Obafemi, Sen, Atonye, Sharma &
Alsayed, 2020).

3. Several studies showed that, introduction of
electronic learning initiatives has failed because
many schools were not prepared for this type of
learning (Aboagye, Yawson & Appiah, 2020).
However, due to the dangerous outbreak of COVID-
19, there is an increased global demand for online
education (Onyema, et al., 2020).

4. SOP:
1. How do the following factors become determinant to
learners’ motivation in reading?
1.1 personal
1.1.1 self-motivation
1.1.1 perception about online learning
1.1.3 connectivity
1.2 social
1.2.1 teachers

5. SOP:
2. What are the advantages and disadvantages of
online learning to students’ reading motivation?

6. Objectives:
This study examines the nature of online learning to reading
comprehension of the learners amid COVID-19 pandemic. It puts
emphasis to three points. First, to identify the personal factors that are
determinant to learners’ motivation in reading. Second, to identify the
learners’ perception towards online learning in terms of support from
teachers, and parents. Third, to know the advantages and
disadvantages of online learning to students’ reading motivation.

7. Significance of the Study
School Administrators
The results of this study can serve as a basis for coming up with
important and effective online reading program promoting the use of
intervention activities to enhance the online learning and online
reading comprehension abilities of the students.

8. Significance of the Study
Teachers
They must know the possible reasons why the learners are not
motivated to engage in online learning and reading, in order for them
to exert effort to address these problems.

9. Significance of the Study
Parents
If the parents will know the reasons that can motivate the
learners to do online education, they will make their homes full of
encouragement and support for learning.

10. Significance of the Study
Future Researchers
The results of this study may serve as a source of information for
future researchers who want to know the effects of online learning to
learners’ reading comprehension amid COVID-19 pandemic.

11. Limitations
Scope &

12. This study is conducted in St. Michael’s College – Basic
Education Department, Iligan City of the school year
2020-2021 in grades five to eight, allowing one hundred
male and female as respondents. Twenty students were
addressed for an interview, and eighty students were
given questionnaires that are limited to rating scales.

13. Framework
Theoretical

14. Online Reading Comprehension Theory
The theory of online reading comprehension
is related to the theory of New Literacies
(Kiili, 2012). Broadly conceived, new
literacies argued the nature of literacy and
learning is rapidly transforming because of
new and relevant technology that emerge
(Coiro, 2011).

15. Expectancy-Value Theory
Expectancy-value theories of motivation suggest
that learners will be motivated to engage in a
certain task if they know that they can succeed
and if they see importance on the task that they
are doing (McPartlan, 2019).

16. Social Constructivism Learning Theory
• The social constructivism approach lies
primarily on the work of Piaget (1972)
which put emphasizes on the role of
collaboration and interaction of the
learners on other people throughout the
learning process.

17. Framework
Conceptual

18. Conceptual Framework
Personal Factors
• Perception on online learning
• Self-motivation
• Connectivity
Social Factors
• Teachers
• Parents
Effects on Online
Reading Motivation
• Advantages
• Disadvantages

19. RELATED
LITERATURE
Review of

20. The World Health Organization (WHO) emphasized
that the coronavirus disease (COVID-19) is an
infectious disease caused by a newly discovered
virus (Aboagye, Yawson, & Appiah, 2020). This
disease was known as ‘2019 novel corona virus’ or
‘2019 ncov’. This virus was first identified in Wuhan,
China in December 2019 (Subedi, Nayaju, Subedi,
Shah, & Shah, 2020).
Corona Virus

21. It has led to the closure of different schools across
countries (Mukhtar, Javed, Arooj, & Sethi, 2020).
In response to closing of schools, UNESCO proposed
the use of distance learning programs and
educational applications and platforms that schools
and teachers can utilize in order to communicate
the learners remotely and lessen the disruption of
schooling Subedi, Nayaju, Subedi, Shah, & Shah,
2020).
Corona Virus

22. Online Learning or E-learning
• Use technology to deliver
information
• Delivery-system oriented
• Communication-oriented
• Educational-paradigm oriented

23. Online Learning or E-learning
• Online learning tools are playing a great role during
this pandemic. These tools help the educators, and
different schools to facilitate learners learning
processes during periods of school closure. Besides,
most of these tools are free which can greatly
ensure continuous learning amid COVID-19
pandemic Subedi, Nayaju, Subedi, Shah, & Shah,
2020).

24. Online Learning or E-learning
• Advantages:
1. It can rescue both teachers and students
during hard times.
2. It is student-centered approach.
3. Helps the teachers in designing their own
procedures and processes.
4. It has anywhere-anytime feature

25. Online Learning or E-learning
• Disadvantages:
1. Internet and electricity problem.
2. Downloading errors, problems with
software installations, login problems.
3. Lack of ICT knowledge

26. Motivation of the Students:
• individuals are already attached to the
existing pedagogies and practices
making it hard for them to adjust to this
kind of online learning situations
(Aboagye, Yawson, & Appiah, 2020).

27. Motivation of the Students:
According to Song et al. (2004) that major
problems of online learning are lack of
community, technical problems, and
difficulties in understanding the lesson
content (Dhawan, 2020).

28. Motivation of the Students:
Problems also include:
• Sense of isolation
• Frustration
• Anxiety
• Confusion
• Higher attrition rates

29. Motivation of the Students:
Home quarantine during COVID-19 and
closure of schools were emphasized as the
primary reasons for their feelings of being
disconnected from the society (Duraku &
Hoxha, 2020).

30. Teacher Factors:
Most online teachers greatly suffer from
lack of training with regards to beginning of
their teaching jobs (Farmer & West, 2019).
Even with adequate infrastructure and
connectivity, many teachers lack ICT skill to
operate online classes.

31. Reading through the Internet:
• Handle massive volume of texts
• Lots of eye-catching factors
• Information constantly change

32. Reading through the Internet:
Students must enhance their reading and
understanding information on the Internet
in order to be participative enough on the
global information age (Castek, Zawilinkski,
McVerry, O’Bryne, & Leu, 2007).

33. Methodology
Methodology

34. Research Design
• This study is a qualitative and quantitative
research that deepens the understanding on the
effects of online learning to learners’ motivation
in reading.

35. Research Design
• For qualitative method:
Part 1 : Data Collection
Part 2: Data Transcription
Part 3: Data Analysis

36. Research Design
• For quantitative method:
- uses descriptive survey.
- rating scale questionnaires through google forms.

37. Research Setting

38. Research Instruments
1. Online Self-Regulated Learning Questionnaire
This questionnaire has been used to measure the self-
regulation learning of students who are taking online classes. The
internal consistency of this questionnaire, values of Chronbach
alpha ranged from 0.85 to 0.92, revealing sufficient score reliability
(Brak, Lan, & Paton, 2010).

39. Research Instruments
2. Motivations for Reading Questionnaire (MRQ)
It is the instrument used to assess the different
aspects of students’ reading motivation (Guthrie, 2010). The
results of the modified questionnaire of Yaghi (2019) showed all
internal consistency reliability which is higher than 0.70 as
recommended by Nunnaly (Becker & Dwyer), ranging from 0.70
to 0.88.

40. Research Instruments
3. Online Teaching Effectiveness Survey
The Online Teaching Effectiveness Survey is a
12-item test survey which contains close-ended
questions. This instrument has a valid and acceptable
internal reliability with a Chronbach’s alpha of 0.89
(Fournier, Cumella, Blackman, March & Pedersen, 2020).

41. Research Instruments
4. Parent-Initiated Motivational Climate Questionnaire
It is an instrument used to measure the
students’ perceptions about their parents with response
to learning a new activity or skill. This instrument has a
valid and acceptable internal consistency with a
Cronbach’s alpha of 0.83 to 0.85 (Duda, 2017).

42. Research Instruments
Qualitative Generated Questions:
1. How easy or hard is it for you to use the distance learning technology
(computer, tablet, video calls, learning applications, etc.?)
2. How easy or hard is it for you to connect to the internet access at your
home?
3. How stressful is online learning for you during the COVID-19 pandemic?
4. How hard or easy for you to stay focused on your online class right
now? Why?
5. Are you getting all the help you need with your school work right now?
How?

43. Research Objectives
• To identify the personal factors that are determinant to learners’
motivation in reading.
• To identify the learners’ perception towards online learning in terms of
support from teachers, and parents.
• To know the advantages and disadvantages of online learning to
students’ reading motivation.

44. Data Gathering Procedures
Before data collection, the researcher inquired the students
who are enrolled in the online class for the school year 2020-
2021. After the individuals agreed to the said transaction, the
researcher asked the learners and their parents for full
permission to participate in the research. They were given
assent form for the students and informed consent for the
parents. After that process, the research conducted the
research proper. For quantitative data, the researcher gave a
questionnaire to the students, and for the qualitative data, the
learners were interviewed via google meet.

45. Data Analysis
In this research, the Statistical Package for the Social Science
(SPSS) Version 20 statistical analysis was used for quantitative
data. Descriptive statistics was used in presenting participant’s
socio-demographic profile. Also, Regression Analysis was used
to assess whether personal and social factors mainly affect the
students’ online reading motivation and online learning.

46. Discussions
Results &
Discussions

47. 1. Controlling for age and gender, is online self-regulated
learning a significant predictor of online reading?
Table 1. Students' Online Self-regulation predicting Motivation for Online Reading
Unstandardized
Coefficients
Standardized
Coefficients
B Beta t Sig.
1
(Constant) 21.739 1.945 0.054
Gender 0.295 0.013 0.136 0.892
Age 1.28 0.141 1.507 0.135
2
(Constant) -2.376 -0.243 0.809
Gender -1.448 -0.062 -0.799 0.426
Age 0.564 0.062 0.796 0.428
Online Self-
regulation
0.203 0.575 7.331 0.000
a. Dependent Variable: Motivation for online reading

48. Online reading makes easier access to various
information which makes it more convenient and
enjoyable. One of the advantages of online reading is
that reading does not focus on one place, silent and
starts to read. Students can now read anywhere and
anytime they want. Internet-connected with computers
can result to big motivation in learning. This reason is a
big proof that students have a good perception on the
use of internet for learning reading comprehension
subjects (Bana, 2020).

49. 2. Controlling for age and gender, is effectiveness in online
teaching a significant predictor of online reading motivation?
Table 2. Online Teaching Effectiveness predicting Motivation for Online Reading
Unstandardized
Coefficients
Standardized
Coefficients
B Beta t Sig.
1
(Constant) 21.739 1.945 0.054
Gender 0.295 0.013 0.136 0.892
Age 1.28 0.141 1.507 0.135
2
(Constant) -6.255 -0.58 0.563
Gender -0.901 -0.039 -0.472 0.638
Age 1.367 0.15 1.846 0.068
Online
Teaching
Effectiveness
0.483 0.494 6.047 0.000
a. Dependent Variable: Motivation for Online Reading

50. Learners are more interested about online reading
when they have seen that their teachers model
strategies and received different opportunities to
practice strategies with heightened autonomy (Dobler,
2015; Dobler and Eagleton, 2015, Mercer, 2019).

51. 3. Controlling for age and gender, is parents motivational
climate a significant predictor of online reading motivation.
Table 3: Parent-initiated Motivation predicting motivation for online reading
Model Unstandardized Coefficients Standardized
Coefficients
t Sig.
B Std. Error Beta
1
(Constant) 21.739 11.177 1.945 .054
Gender .295 2.175 .013 .136 .892
Age 1.280 .849 .141 1.507 .135
2
(Constant) 2.192 10.927 .201 .841
Gender .951 1.986 .041 .479 .633
Age .941 .776 .103 1.212 .228
Parent-Initiated
Motivation
.226 .046 .420 4.923 .000
a. Dependent Variable: Motivation for Online Reading

52. In addition, parents have the ultimate responsibility to
communicate and interact with their children through
reading since the beginning of schooling which
revealed to have a positive impact to their children’s
learning. Through reading at home, children might be
able to perceive reading as something that their
parents value (OECD, 2012). In order for a child to
succeed in reading, parents should be the one to teach
them. One way is to show to their child that they value
reading as well (Mudzielwana, 2014).

53. Factor 1: Difficulties in connecting to the Internet
and using the technology or software
• The high bandwidth or strong internet
connection needed by students for their
online classes are not given properly thus
failing to catch up for their virtual classes
(Venkataraman, 2020).

54. Factor 1: Difficulties in connecting to the Internet
and using the technology or software
• Students have assimilated more information
in traditional classes than online, but they
positively perceived the online experiences,
even though they have encountered different
difficulties in using the E-learning platforms
such as the Google for Education (Coman,
Tiru, Schmitz, Stanciu, & Bularca, 2020).

55. Factor 2: Easiness in using the online platform or
technology
• According to Ting (2015), students are very
familiar in using digital technology and
generally know how to access, create, and
share online information.

56. Factor 3: Isolation
• According to Park (2008), a research by The
Higher Education Academy found that 22% of
students who are taking online classes were
at ‘risk of feeling isolated’ ...

57. Factor 3: Isolation
• If students are not given with the support
they need to overcome this isolation, this may
be the reason why students do not pursue
online classes (Croft, Dalton, & Grant, 2010).

58. Factor 4: Assistance from family and peers
• Antipkina and Ludlow (2020) emphasized the
holistic idea of parental involvement: a
“continuum of parenting behaviours ranging
from those representing lower levels of
involvement to those representing higher
levels of involvement” (p. 856).

59. Factor 4: Assistance from family and peers
• Some parents are very busy working in
different professions and types of work to
sustain the family’s needs, so they do not
have enough time and effort to provide
assistance to their children in learning (Lase,
Ziga, & Daeli, 2021).

60. Factor 4.2: Assistance and support from teachers
• Students success in achieving learning goals
does not depend on the format of the course,
but on the proper use of learning and
teaching strategies, interaction between
students and teachers, and the quality of
instruction (Abramenka, 2015).

61. Factor 5: Concentration and Disturbance
encountered by students of online classes.
• The lack of interaction during online classes,
students are tend to become more distracted
easily with smartphones, pets, deliveries, and
many other things rather than the ongoing
online classes (Amadora, 2020).

62. Factor 6: Anxiety and Stress of online learners
• Income, age, dissatisfaction of grades,
parents, and teachers, too much school works
and competition, everyday learning
(information overload), and lack of sleep
because of completing school requirements.

63. Summary of
Findings

64. 1. Self-regulated learning is a significant predictor
of online reading motivation.
2. Effectiveness of online teaching is a significant
predictor of online reading motivation.

65. 3. Parent-initiated motivation is a significant
predictor of online reading motivation.

66. 4.There are four factors gathered during online interviews and
open ended questionnaires which revealed the advantages and
disadvantages of online classes. These factors are: Difficulties
in connecting to the Internet and using the technology or
software, easiness in using the online platform or technology,
isolation, assistance from family and teachers, concentration
and disturbance encountered by students of online classes,
and anxiety and stress of the online learners.

67. Conclusion
Online learning during COVID-19 pandemic has brought many
challenges for students, teachers, school administrators and
parents.
Students who experienced support and encouragement from
parents and teachers will obtain positive perception about
online reading resulting to higher learning motivation.

68. Conclusion
Also, some students prefer to use e-learning because it is not
hassle to use since students are all at home learning for new
things, and some students prefer face-to-face classes because
they feel isolated at home.
This learning transformation is just temporary, once COVID-19
crisis ends, the educational activities that students used to do
just like face-to-face classes will return to its original state.

69. Recommendations
For the parents and teachers, the researcher encourage them
to be involve and encourage learners to read more and
participate in their online classes.
As the use of web-based learning for new normal education,
teacher education and professional development programs
should give a training component for teachers.

70. Recommendations
3.Further research should be implemented to understand the
teachers’ views and experiences towards online learning during
pandemic.

71. RECOMMENDATIONS
• chapter 1
• BOONS AND BANES (PLURAL)
• CONDENSE the theoretical framework (shorten)
• definition of terms (follow format)
• declarative sentence ang SOP