Literary Appreciation Through Online Learning Platforms

Literary Appreciation Through Online Learning Platforms | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Literary Appreciation Through Online Learning Platforms MICK MARS P. SILVAN0, MELANI JOY S. GALLARDO This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5432325/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This study investigates how teachers integrate literature into online learning platforms during the pandemic. It examines which platforms are employed and the competence of teachers in administering literary appreciation. Conducted across three divisions in Surigao del Sur, the research used a mixed-method approach involving surveys, while quantitative data analysis included mean, percentage, and Pearson r correlation. Results revealed that common platforms, such as DepEd LMS, Google Classroom, and Quipperlink, are widely used, with most teachers demonstrating average digital competency. Despite the shift to online platforms, there was no significant relationship between teacher competency and student grades. Literature Educational Philosophy and Theory literary appreciation online learning platforms digital teaching pandemic education literature teaching Introduction Literature is crucial in understanding the world and ourselves, offering insights into the human condition. Literary appreciation involves the analytical assessment of literary works, where readers engage with texts to derive meaning, enjoy complexity, and learn from them (Chen & Hsieh, 2019). Aristovnik et al. ( 2020 ) stressed that the shift to online distance learning, accelerated by the COVID-19 pandemic, has brought new challenges and opportunities in teaching literature, as teachers now facilitate learning through digital platforms. At the same time, students engage remotely using internet-accessed devices. This shift necessitates reevaluating how literature is taught, particularly in fostering literary appreciation through online modalities. The post-pandemic era has shown a vital change in how teachers utilize online learning platforms in teaching literature. Alongside the students, they continue using these platforms, which found high engagement and are geared towards digitalization to ensure lifelong learning opportunities (SDG 4) and promote sustainable industrialization to foster innovation (SDG 9). Compared to traditional classroom settings, teaching reading online requires different competencies. This is mainly because teachers must apply effective online teaching tactics, like explicit reading strategy training, to improve student understanding and engagement (Devi & Suroto, 2024 ). Both opportunities and challenges arise when technology is incorporated into the classroom. Keo et al. ( 2024 ), particularly noted that it can be challenging for teachers to evaluate students' understanding and participation in online learning environments because they often lack visual and auditory cues in face-to-face interactions. Only 19% of Filipino children met the minimal reading proficiency requirement in the PISA 2018 testing, placing them last in reading competence despite government efforts to improve literacy (Bernardo et al., 2021 ). This underscores the need for innovative approaches in teaching literature, particularly in the context of online learning. Among the 2,340 pupils tested in the English post-test in the School Year 2019–2020 of Tandag City Division alone, 547 are under the frustration level, 949 are under the instructional level, only 874 are under independence, while there are 25 non-readers from Grades 4 to 6 (Division Phil-IRI Report). With these figures, learners reaching the secondary level would have difficulty in literary appreciation much more than reading with comprehension. The advent of the COVID-19 pandemic has worsened how the literary teaching-learning process takes place in pursuit of continuing education during the pandemic. Hence, this study aims to explore the online platforms used by secondary school teachers in the Philippines to teach literature during the pandemic. The findings are intended to contribute to ongoing reforms in the country's education system, aligning with the demands of the Fourth Industrial Revolution. The study addresses the demands of Industrial Revolution 4.0 in Education and Education in the New Normal as instruction also addresses reading comprehension levels of learners, especially in rudimentary education. Education in the Industry 4.0 concept means moving to the next phase of digitalization. It also means using keen computers and robotics for clever learning. It is about how both teachers and learners as co-participants, shape the learning environment (Dron, 2021 ) This undertaking aims to contribute to the country’s reform on the quality of straightforward education as the Department of Education vows to improve the quality of education after PISA revealed its results and negative implications for the Philippines. Consequently, this study endeavors to help academic institutions consider online reading modalities, which the faculty can adopt in their respective schools or institutions. Research Questions The study sought to answer the following research questions: What are the available online learning platforms used during the pandemic for literary appreciation in terms of the following metrics: Learners talking about the text; Learners talking about themselves; Learners talking about the community/society; and Learners understand ethnicity and other groups of people? What is the competence level of the teachers to administer the online teaching-learning process in terms of the following indicators: Building rapport between the teacher and the student; Effective learning and motivation; and Effective online learning? What is the learners’ performance in literature subjects reflected in the first quarter grades of the school year 2020–2021? Is there a significant relationship between the competence of the teachers to administer the online teaching-learning process and the performance of the learners in literature subjects using the available online learning platforms? Methods Research Design This study employed a mixed-method approach, integrating quantitative data from surveys. It was conducted across three divisions—Bislig City, Tandag City, and Surigao del Sur. A total of 319 teacher-respondents participated in the study. Data Collection Due to pandemic restrictions, a survey was administered through Google Forms. The research used validated instruments, with survey data analyzed using frequency, percentage, mean, and Pearson r correlation. Colaizzi’s method was employed to code and thematically analyze the qualitative data. Data Analysis Quantitative data on teacher competency and student performance in literary subjects were correlated using Pearson r. Results and Discussion RQ1. Available Online Learning Platforms Used during the Pandemic for Literary Appreciation The study identified several online platforms used for literary appreciation during the pandemic, including DepEd LMS, Google Classroom, and Quipperlink. The table below shows the online learning platforms utilized by both teachers and learners to integrate literary appreciation. The available online learning platforms identified in this study are grouped according to the above mentioned four indicators. The third column of the table highlights the features of each learning platform that are responsive to literary appreciation. The survey revealed that certain platforms could be utilized by teachers to explore literary appreciation in the context of the four identified indicators. As shown in the table, the significantly numbered available online learning platforms utilized by the teachers during the pandemic to integrate literary appreciation were classified as those on which the learners talked about the text. Table 1 Available Online Learning Platforms Used during the Pandemic for Literary Appreciation Indicators Online Learning Platforms Features of the Online Platforms Responsive to Literary Appreciation A. Learners Talking about the Text DepEd Commons ● resources and learning materials are being shared, discovered, reviewed, and made alive ● acts as an online library or online resources of learning for both teachers and learners Edmodo ● allows the whole community to learn together from anywhere with an all-in-one LMS, communication, collaboration, and Zoom video conferencing tools ● helps teachers simplify communication and improve student engagement in the classroom and beyond ● engages learners with communication tools like Posts and Messages TED Talks ● makes literary pieces alive by being given a video presentation that surely catches the attention of today’s learners who belong to the I-generation ● learners can search any literary piece they want to learn, and results will come out according to relevance. Presentations come with a visual show and a narration ● features words and ideas of educators brought to life by professional animators ● video presentations have numerous transcripts of the different languages all over the world YouEnglish ● helps them understand the literature from the different points of views of credible professional resource persons ● videos contain analysis of the literature that are also presented with a karaoke-type presentation of the transcript of the speakers’ utterances ● helps learners discover the correct pronunciation of vocabulary words that they encounter in the literature ● provides ways for readers to understand the vocabulary words found in the text Moodle- Open-source Learning Platform ● provides teachers, administrators, and learners with a single robust, secure, and integrated system to create personalized learning environments ● has a simple interface, drag-and-drop features, and well-documented resources along with ongoing usability improvements WebQuest ● inquiry-oriented lesson format in which most or all the information that learners work with comes from the web ● helpful for the mastery of learners’ literary appreciation skills ● wrapped around doable and interesting tasks that are ideal for learners having difficulty in understanding the literature ● requires higher level of thinking ● includes the introduction, task, process, evaluation, conclusion, and credits Wikispaces Classroom ● allows the teachers to have an online space for learners to access the information that is plausible for distance learning ● enables the teacher to help students appreciate literary works through collaboration while engaging in an educational environment ● focuses on the areas which the teacher can maximize the learning process through creating pages and making the learners participate in projects in which peer editing takes place Piktochart ● enables teachers and students without intensive experience to quickly create infographics and visuals using existing templates as graphic designers ● views teaching with infographics as essential for visual literacy VOA Learning English- Voice of America ● designed to be more interactive, student-centered, and fun. Lessons are designed appropriately for beginning level, intermediate level, and advanced level ● gives a summary of the literature ● presents a video excerpt via YouTube as a second-party tool and it is followed with a textual discussion of the lines used in the short clip Corpus of Contemporary American English (COCA) ● Learners can browse the list of corpora or samples according to frequency that these words are used in the natural conversations of people ● can also learn the comparisons between genres, years, and virtual corpora of the words which allow them to create personalized collections of texts related to an area of interest ● can also search for phrases and strings found in the literature ● can input the entire text in the COCA English to get details about the words and phrases found in the text B. Learners Talking about Themselves Google Classroom ● free and easy tool to help educators efficiently manage and assess progress, while enhancing connections with learners from school, from home, or on the go ● teacher can add students directly or share a code or link so the whole class can join ● when learners submit responses for their activities, it can enable originality reports to let learners scan their own work for potential plagiarism since they tend to copy existing literary criticisms widely available online Khan Academy ● fills-in the gaps in understanding of the literary piece and then accelerating learning ● empowers teachers to identify gaps in the understanding of the students about a literary text and from that, they can tailor instruction, and meet the needs of every learner ● offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside the classroom ● summary of class performance, as well as detailed student profiles can be seen, and it can help the teachers tailor instruction on the gap ● wonderful tools for the teacher including recommending topics, tracking student time and progress, and built in grading Canvas Network- Free Online Courses | MOOCs ● promotes transparency, creativity, and exploration in education by giving educators access to courses and opportunities for professional development that will help them prosper and excel in their careers ● can integrate and innovate with third-party tools ● can integrate all other LMS into one to make sure that the lesson can be very interactive, collaborative, and productive Facebook Study Community/ Group ● offers tools for learning interaction to state opinions about the text through comments and posts, and articulating reasoning skills that teachers can facilitate through posting videos, polls, files, and being in a live chat room ● facilitates the equally important process of emotional development since it provides among students, the sense of belongingness that allows them to share moments while studying about the literature while enhancing their perceptions of being able to contribute to a common goal of examining the text and relating it to themselves, the society, the people, and their culture C. Learners Talking about the Community/ Society DepEd Learning Resource Portal ● provides access to quality learning and teaching resources such as Learning Material, Lesson Plan, Learning Guide, Learning Module and Full course that are aligned with K to 12 curriculum ● contains learning objectives, curriculum information like education type, grade level, learning area, content/topic/, intended users, competencies, as well as the copyright information and the technical information when downloaded Schoology: Learning Management System | LMS ● provides easy access to link the students to their teacher and vice versa ● can be learned from the teacher only by tapping on their cell phones everywhere ● learners can share their notes and validate their own criticism about the literature they are examining upon seeing from others’ notes as well Open Educational Resources (OER) ● customization of localized materials is made possible to deliver quality, accessible, relevant, and liberating education for all even for schools without strong internet facilities ● allows teachers to pull only substantial notes or topics about literary pieces as materials for a set of learners ● reuses, creates, collaborates, and contextualizes the literary appreciation activities of the learners according to their readiness and capacity Quipperlink ● progress of learners in literature classes where literary appreciation takes place, is instantly synchronized between Learn and Link ● learners receive assignments, do the work, and they can also message the teacher and access the other functions of Quipper School provided for learners Own eLMS of the School ● offers versatile learning delivery through their own electronic learning management system (eLMS), which is connected to their official website ● Common parts of the lesson design in their online management system include the content standard, the performance standard, the topic, the competencies/skills, the assessment, activities, resources, and instructional core values ● PowerPoint slides are used in the website to enhance literary appreciation skills. Plot, theme, characters, setting, symbols, and point of view, are among the areas examined in their literature classes. D. Learners Understanding Ethnicity and other Groups of People DepEd Learning Management System ● courses are presented through slides where there is a teacher-narration at the bottom part so the learner can feel that the teacher is there talking ● done by presenting the core idea and the learning outcomes of undertaking the literature, the methodology, resources, and assessment Open Educational Resources (OER)- UNESCO ● contains teaching, learning and research materials in any medium – digital or otherwise – that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions ● serves as an online library for teachers to upgrade the content of their discussions of the literature by gathering recent materials or researches This indicator was used to classify ten (10) online learning platforms. The DepEd Learning Resource Portal, DepEd Commons, DepEd LMS, Open Educational Resources (OER), and Google Classroom are the top five most popular platforms. On the other hand, only two (2) online learning platforms were classified under those in which the learners understood ethnicity and different groups of people. These are the DepEd LMS and the OER of UNESCO. The standard features for the platforms often used to explore the indicator of learners talking about the text include ways that help the readers figure out the meaning of the text based on his/her schema. The learners pay attention to the text and focus on their metacognitive processes as they read on to make meaning of the text. These are the shared features of the platforms classified under the first indicator. The enjoyment of literature is also linked to a deeper understanding of complex social realities, as literary fiction encourages readers to recognize the nuances of human experience (Buttrick et al., 2022 ). Donelson and Nilsen (2009) in Chen & Hsieh (2019) also added that learning about the text gauges readers’ interpretive response to a literary work. Literary appreciation focuses on the adequate comprehension of the meanings and implementations of conventional literary tools such as plot, character, metaphor, context, and symbolism that can be contained in the text. Five platforms are classified under the indicator that explores learners talking about themselves: Google Classroom, Khan Academy, Canvas Network-Free Online Courses | MOOCs, and Facebook Study Community/Group. The standard features shared by these platforms under this indicator include the development of skills in explaining ideas among themselves. Students employ self-explaining in their learning. Learners think about their thinking. In these platforms, literature becomes a tool for personal development. Students move into discussions about concerns closer to themselves. They learn about themselves and others. It allows them to change their thoughts, as expressed through their self-perceptions and others' social perceptions. Chen’s (2019) findings in a study about Facebook Study Groups revealed that the way teachers demonstrated on an online platform played a significant role in supporting the learning experiences among students. Five platforms are classified under the indicator that explores learners talking about the community/society. These platforms are the DepEd Learning Resource Portal, Schoology: LMS, OER, Quipperlink, and the school's eLMS. Platforms under this indicator share standard features that allow learners to connect and engage by using the local environment and culture as the starting point for learning and caring about the wider world. These platforms empower students to make a difference in the local environment and community, making themselves caring glocal citizens. The platforms present real-world problems, while the learners create interdisciplinary knowledge. Learners build two-way partnerships between the school and the wider community. Schoolwork assessment is based on competence and its contribution to students’ growth, the community, and sustainability. The study of Irsan (2016) asserts that using Quipperlink as an online learning service has improved the appreciation of students’ poetry. It also significantly correlated with relevance, satisfaction, and positive perception, although there was no correlation between attention and confidence using the platform. For the last indicator exploring learners' understanding of ethnicity and other groups of people, there are only two platforms: the DepEd LMS and the OER of UNESCO. These two platforms share standard features, including activities letting the learners understand the difference between race and ethnicity and defining majority and minority groups. These platforms provide experiences that let students appreciate and recognize the more ethnically diverse groups of people. The intention is to examine discourse on race, ethnicity, and gender. The use of these platforms significantly implied the development of the learners’ viewing skills. Donaghy (2019) stressed that viewing assists students with obtaining data and acknowledging thoughts and encounters outwardly imparted by others. Viewing has become a necessary skill of English language educational programs in today’s educational setup. Teachers, therefore, must develop learners to be progressively viable viewers. To accomplish viewing, there must be explicit multimodality and visual literacy training in pre-service and in-service training courses. Furthermore, the largest percentage of schools utilized DepEd LMS. Seventy-five (75) schools used the DepEd LMS, however only one (1) school used Quipperlink, Facebook Study Community/Group, and an Own e-LMS of a School. They were classified as online learning platforms where students discussed themselves and the community or society. DepEd Commons is the most used online learning platform among those the students discussed in the text, while Piktochart is the least used. Just two (2) schools used Piktochart, compared to seventy (70) that used DepEd Commons. Moreover, Google Classroom was the most popular online learning tool among the four (4) that the students discussed, while Facebook Study Community or Group was the least popular. Only one (1) school used Facebook Study Community or Group, compared to forty-eight (48) that used Google Classroom. For the online learning platforms where the learners talked about the community or society, sixty-two (62) schools used the DepEd Learning Resource Portal. In contrast, only one (1) school used Quipperlink, and another (1) used its e-LMS. The former was the most used online learning platform among the five (5), while the latter was the least used. Only two (2) online learning platforms were classified as those in which the learners understood ethnicity and other groups of people. The most used among the 2 was the DepEd Learning Management System (DepEd LMS). Seventy-five schools employed the DepEd LMS, while the Open Educational Resources (OER) of UNESCO was the least employed, with 20 schools that used it. The use of online learning platforms in the teaching of literary appreciation has shown notable gains in students' reading comprehension compared to traditional print resources. Gonzales ( 2024 ) mentioned Kahoot and other online resources! have been demonstrated to foster an active learning environment that raises students' levels of literary comprehension. Additionally, students using Kahoot! achieved significantly better results than those taught through conventional methods. Online learning platforms enable teachers to help students appreciate literary works through collaboration while engaging in an educational environment. Mircheva-Ivanova (2024) asserted that utilizing diverse online tools and resources improves the learning environment by promoting improved comprehension and retention of knowledge. RQ2. Competence Level of the Teachers to Administer the Online Teaching-Learning Process in terms of Building Rapport between the Teacher and the Student; Effective Learning and Motivation; and Effective Online Learning Most teachers displayed an average level of competency in administering these platforms. Table 2 reveals the teachers' competence level to administer the online teaching-learning process in terms of building rapport between the teacher and the student, learning and motivation, and online learning. In building rapport between the teacher and the student, though the indicators are rated with an average level of competence, “collaborative teamwork” has a higher mean of 3.4, which connotes that teachers collaboratively design the lessons but still turn out to be unsatisfactory to students’ Table 2 Competence Level of the Teachers to Administer the Online Teaching-Learning Process Online Teaching Competencies Mean Standard Deviation (SD) Adjectival Rating Building rapport between the teacher and the student 1. Course planning and organization 3.3 1.17 Average Level of Competence (with some experience in the skill area) 2. Verbal and nonverbal presentation skills 3.2 1.14 Average Level of Competence (with some experience in the skill area) 3. Collaborative Teamwork 3.4 1.20 Average Level of Competence (with some experience in the skill area) Effective learning and motivation 4. Questioning strategies 3.2 1.13 Average Level of Competence (with some experience in the skill area) 5. Subject matter expertise 3.3 1.17 Average Level of Competence (with some experience in the skill area) 6. Involving students and coordinating their activities at field sites 3.1 1.19 Average Level of Competence (with some experience in the skill area) 7. Knowledge of basic learning theory 3.2 1.22 Average Level of Competence (with some experience in the skill area) Effective online learning 8. Knowledge of the distance learning field 3.1 1.4 Average Level of Competence (with some experience in the skill area) 9. Design of study guides 3.1 1.17 Average Level of Competence (with some experience in the skill area) 10. Graphic design and visual thinking 3.1 1.17 Average Level of Competence (with some experience in the skill area) Average Mean 3.2 1.17 Average Level of Competence (with some experience in the skill area) performance as evidenced by their quarterly grade since they are not yet ready for distance learning modalities. It requires enough time for learners to adjust to a learning modality that does not allow them ample opportunity to instantly raise their queries with their teachers on concepts needing clarification. Few parents have learned and can facilitate their child’s learning. As conferred by Kamalludeen (2020), today’s educational setup is opposed to going to class and school premises to learn. Learning now occurs at home inside our spaces, and the problem that lies in this manner is the presence of teaching facilitators at home. On the other hand, verbal and non-verbal communication skills have the lowest mean of 3.2 in building rapport between the teacher and the student since, in a Print Modular Distance Learning Modality (PMDL), there is no physical interaction between the teacher and the learner. Teachers only utilise the online learning platforms as supplementary tools to the approved learning delivery modality, the PMDL. According to Newell and Adam ( 2022 ), online learning is sometimes described as low-interaction, which restricts potential for rapport-building. Under effective learning and motivation, the indicators have an average level of competence. However, “subject matter expertise” has a higher mean of 3.3 and “involving students and coordinating their activities at field sites” has a lower mean of 3.1. This result can be traced to a teacher's primary qualification, mastery of the subject matter. Mastery of the subject matter is vital in ensuring the effective knowledge transfer from the teacher to the students. Regarding the involvement of students and coordinating their activities at field sites, it yielded a lower mean since gatherings are not yet allowed concerning the minimum health standards. In DepEd’s learning delivery modality and interim guidelines on assessment considering COVID-19, performance tasks are limited to activities that can be performed at home and reported in written form. This is supported by Alsadoon's (2022) findings, which also show that teachers have rudimentary digital abilities but no thorough theoretical framework to improve them. In order to systematically improve teachers' digital and online teaching competencies, both studies highlight the necessity of organized training and direction. Regarding effective online learning, all three indicators have a mean of 3.1. It is classified as an average level of competence. Teachers’ knowledge of distance learning and the design of study guides for remote teaching with graphic design and visual creativity seem trivial when carrying out online teaching. Further, the training focused on print modular distance learning and not so much on online teaching modality. Thus, the virtual training did little to give teachers enough background to navigate online academic platforms. The current school year perhaps has become a trial and error in the success of the department’s learning continuity. There might be a question of learners’ scholastic performance and quality gains compared to the previous school year when there was no pandemic. In designing study guides, teachers were urgently trained to become writers of self-learning modules, self-learning activity sheets, and other supplementary learning materials just to make PMDL possible to open the school year. In this scenario, there is no assurance of effective and efficient learning. According to Ahshan ( 2021 ), learning facilitators need to be prepared with efficient engagement techniques to avoid student disinterest and disengagement, particularly in demanding online learning environments. This encourages the education sector to continue providing high-quality instruction by providing adaptable learning routes that take into account the various requirements and learning preferences of students. The use of online learning platforms has also become an issue for teachers and learners since these were not normally employed in face-to-face instruction. Further, connectivity issues are encountered, which are becoming prevalent among networks and service providers. Reasons also include economic problems that hinder the learners from affording mobile loads and gadgets. The results are consistent with Marek, Chew, & Wu’s ( 2021 ) recent findings indicating that teachers’ training often lacks specificity in determining which skills are best suited for an online or interactive medium. This includes understanding the nuanced requirements of blending in-person interactions with online formats or using competencies that apply generically across various teaching modalities. Many of these competencies remain generic and do not sufficiently highlight the unique demands of online instruction. Deepening this perspective, recent work underscores the need to integrate critical thinking into online teaching competencies, as it is essential for fostering a meaningful teaching-learning process and enhancing students’ critical reading skills, which are foundational in digital education contexts (Mishra et al., 2020 ). Most teachers handling English/Literature subjects using online reading platforms are new to the service since they belong to digital instruction. This means they have the skills to employ teaching pedagogies using Information and Communications Technology (ICT). Fortunately, some digital immigrants make themselves able to adjust and adapt to the demands of time. With the many webinars on the skills vital for online teaching-learning, teachers need to pay attention to these free webinars to earn knowledge and skills sponsored or offered by government and non-government organizations or institutions. Most of the teachers have very satisfactory performance ratings. Harris and Jones ( 2020 ) present a similar viewpoint regarding the difficulties teachers and students encountered in online learning settings during the COVID-19 epidemic. The efficiency of online learning can be hampered by a variety of distractions that both teachers and students encounter in their homes, including interruptions from family members, pets, and other environmental issues. The authors stress that both teachers and students must significantly adjust to these difficulties, and they draw attention to the necessity of organized instruction in order to successfully handle these distractions. RQ3. Performance of the Learners in Literature Subjects as Reflected in the 1st Quarter Grades of School Year 2020–2021 Reflected in Table 3 is the performance of the learners in Literature subjects as expressed through the 1st Quarter Grades of School Year 2020–2021 of the three schools divisions in the Province of Surigao del Sur. Table 3 1st Quarter Grades of the Learners in Literature Subjects in the School Year 2020–2021 Schools Division Average 1st Quarter Grades of the Learners Bislig City 84 Surigao del Sur 81 Tandag City 80 Average 82 According to the data, Bislig City Division's first-quarter grade average of 84 for literature students is the highest. On the other hand, Tandag City Division's learners' first quarter grade average of 80 is the lowest. Based on the 1st Quarter Average Grades of the learners of the three school divisions from both JHS and SHS, secondary learners from the three divisions perform satisfactorily in literature subjects. Effectively measuring student learning requires combining several assessment techniques since it offers a thorough picture of their accomplishments and potential growth areas. Sugiono ( 2022 ) highlighted that by using a variety of approaches, teachers can triangulate evidence and make up for the shortcomings of individual assessments. The three schools divisions have satisfactory performance of their learners in the first quarter of school year 2020–2021. This result can be traced to the same learning delivery modality which is the PMDL. Bislig City Division has a higher learner performance of 84 which can be attributed to the number of private schools utilizing online learning platforms. One school from this division, the Saint Vincent de Paul Diocesan College has its own eLMS. It can also be attributed to the availability of learning resources, having Bislig City Division hailed as the most outstanding and functional Learning Resources Management and Development System. The LR Supervisor of this division has even been the trainer of DepEd Caraga in Alternative Delivery Mode Workshops. They have available resources for all learning areas which the Central Office have not provided yet. They take a lead in LRMDS in DepEd Caraga. Learners’ performance in the City Schools Division of Tandag has a lower average grade of 80 which can be attributed to the number of learners as a small division in the province, while Bislig City is a medium division, and Surigao del Sur is a large division. This can also be traced to the availability of learning resources that the division has. Another factor is the availability of various modalities, where Tandag City Division only employed PMDL while Bislig City Division also deployed Radio-Based Instruction as a supplemental modality to cater students who do not have access to online learning. They coined this as “School on the Air”. According to recent studies, Grade 6 students' declining performance on the National Achievement Test (NAT) is consistent with the Philippines' larger educational problems. Cuajao ( 2024 ) noted that the NAT results show a steady decline in proficiency levels among Grade 6 students, with many schools reporting scores below the 75% passing rate.. The Achievement Rate in Science remained stunted at the secondary level, and Mathematics was lower in the last two years. Alburo et al. ( 2019 ) discuss the challenges Filipino students face in English proficiency, particularly noting that achievement rates in subjects taught in English often trail behind those taught in Filipino. This study highlights systemic issues with English-language instruction and the National Achievement Test scores, showing how the current curriculum could be adjusted to better align with both local needs and 21st-century skills, which are crucial for subjects typically taught in English. This aligns with the observation that Filipino students perform better in subjects taught in their native language due to various instructional and contextual factors. This finding shows that the learners perform satisfactorily with the use of the online learning platforms for literary appreciation. Learning using an online learning service has improved the students’ poetry appreciation. It also had a good impact on relevance, satisfaction, and positive perception as well, though there seems no serious attention and confidence using the platform. RQ4. Relationship between the Competence of the Teachers to Administer the Online Teaching-Learning Process and the Performance of the Learners in Literature Subjects as Reflected in the 1st Quarter Average Grades in the School Year 2020–2021 A correlation analysis showed no significant relationship between teacher competency and students' first-quarter grades in literature subjects. Table 4 shows the data on the p-value and correlation between the competence level of the teachers to administer the online teaching-learning process and the performance of the learners as expressed through the 1st Quarter Average Grades in the School Year 2020–2021. Table 4 Relationship between the Competence of the Teachers to Administer the Online Teaching-Learning Process and the Performance of the Learners in Literature Subjects as Reflected in the 1st Quarter Average Grades in the School Year 2020–2021 Variables p-value correlation Decision Conclusion Competence Level of the Teachers 0.911 -0.006 Failed to Reject Ho There is no significant relationship. 1st Quarter Average Grades (2020–2021) Table 4 reveals no significant relationship between the competence level of the teachers in administering the online learning platforms for literary appreciation and the quarter 1 average scores of students studying literature in the School Year 2020–2021. With a p-value of 0.911 and a correlation of -0.006, it failed to reject the null hypothesis. Hence, there is no significant relationship between the two variables tested. The p-value is closer to 1. Therefore, the null hypothesis is strongly supported by the evidence. It is evident that there is no association at all when the correlation value is zero. There is not enough evidence to prove that the competence level of teachers in administering the online teaching-learning process has an impact on the performance of the learners. Even if the teacher is competent enough, there are many factors which can affect the learners' performance just like their online accessibility and availability of gadgets needed for online learning. Granting that they have gadgets and online access, internet stability of the networks and service providers can also hinder online engagements. The economic status of the learners is also a factor to be considered if they can afford to avail of mobile data constantly. Even for DepEd Commons, what can be accessed for free data are links within the domain, other resources outside its domain will have standard data charges. The Chen et al. ( 2019 ) study's findings contradict this conclusion because they show how an online platform was crucial in advancing both the participants' in-person activities and the learning process that took place in a dorm. By giving college students the opportunity to express their opinions, debate definitions, settle disputes, explain their rationale, and consider other options, such a forum has the advantages of bringing in more people and enhancing their efforts to develop socially and intellectually. Additionally, the platform promotes the equally important process of emotional development. It gives pupils a feeling of community, helps them value shared experiences, and raises their expectations that they can contribute to a shared objective. This result is consistent with the findings shown in the study of Margawati ( 2019 ) that students have a moderate level of skill in areas of literary appreciation, but a relatively low level of skill in understanding the point of view of the author, the ability to judge the story, recognizing personal philosophy based on reading a literary text, and relating the stories to their personal lives. In the meantime, students showed average performance in literature learning, whereas when students are clustered according to their college affiliations, literary appreciation abilities and reading performance, results vary. Contradictorily, a positive relationship emerges between the students' literary appreciation skills and reading success (Orellana, P., Silva, M., & Iglesias, V. ( 2024 ); Margawati, 2019 ). The findings suggest that online platforms offer a viable medium for continuing literary appreciation education. The gap between teacher competency and student performance underscores the need for targeted professional development to maximize the potential of digital tools. Conclusion Online learning platforms present both opportunities and challenges in fostering literary appreciation. The DepEd Commons is the top online learning platform exploring learners talking about the text. This platform's resources and learning materials are being shared, discovered, reviewed, and made alive. Google Classroom is the top online learning platform for exploring learners' thoughts about themselves. It offers a simple and free tool to assist teachers effectively monitor and evaluate student development while strengthening relationships with students at home, in school, and on the go. The DepEd Learning Resource Portal, which explores learners talking about the community/society, provides access to quality learning and teaching resources such as learning materials, lesson plans, learning guides, learning modules, and courses aligned with the K to 12 curriculum. In order to give the impression that the teacher is speaking right now, the DepEd Learning Management System, which examines students' comprehension of ethnicity and other categories of people, displays slides with a teacher narrative at the bottom. Teachers' proficiency in online teaching was mediocre, indicating that they have some prior expertise in the field. However, since the DepEd approved the learning continuity plan right away, teachers have limited time to become proficient in online teaching because of the sudden requirement to use this medium. Bislig City Division took the lead in terms of learner-performance. They have “School-on-the-Air” to support lessons delivered through Self-Learning Modules, Self-Learning Activity Sheets, and other Supplementary Learning Materials. This modality has contributed to their slightly higher performance. Further, they also have complete and sufficient materials for the competencies which the Department of Education Central Office has no provision because it is still preparing for these resources. Bislig Division can produce their materials because they have their pool of National trained writers across the different learning areas. Learners’ performance does not define the competence level of the teachers. The success of students is influenced by a variety of factors and is not exclusively the responsibility of teachers. As a result, there is no discernible correlation between the first quarter average grades of students in literature courses during the School Year 2020–2021 and the teachers' proficiency in managing online learning platforms for literary appreciation. Declarations Funding Not Applicable. Acknowledgements Not applicable. Availability of Data and Materials The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request. The respondents provided informed consent to participate in the study and publish the findings. References Alburo RM, Flores EA, Yee J, Barrot JS (2019) Examining the secondary English curriculum in the Philippines: A step to move forward. Curriculum Teach 34(1):5–21. https://www.eric.ed.gov/?id=EJ1219755 Aristovnik A, Keržič D, Ravšelj D, Tomaževič N, Umek L (2020) Impacts of the COVID-19 pandemic on life of higher education students: A global perspective. 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J Interdisciplinary Perspect 2–2. 10.69569/jip.2024.0027 Harris A, Jones M (2020) COVID 19–school leadership in disruptive times. School Leadersh Manage 40(4):243–247. https://doi.org/10.1080/13632434.2020.1811479 Keo V, Rany S, Lan B, Wen R (2024) Challenges and opportunities of educational technology integration in Cambodian higher education institutions: A literature review. Int J Educ Psychol Couns 9(54):157–176. https://doi.org/10.35631/ijepc.954013 Marek MW, Chew CS, Wu WC (2021) Teacher experiences in converting classes to distance learning in the COVID-19 pandemic. Int J Educational Technol High Educ 18(1):1–19. https://doi.org/10.1186/s41239-021-00282-x Margawati P (2019) Literary Appreciation: Media Implanted Character Values to High School Students. Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018) , 309–313. https://doi.org/10.2991/eltlt-18.2019.60 Mishra L, Gupta T, Shree A (2020) Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. Int J Educational Res Open 1:100012. https://doi.org/10.1016/j.ijedro.2020.100012 Newell S, Adam E (2022) We’ve become a little family now’: Maximising rapport in an accelerated, fully online learning environment. https://doi.org/10.14742/apubs.2022.63 . ASCILITE Publications, e22063 Mirtcheva-Ivanova D (2024) Application of electronic platforms to increase the knowledge of learners. Environment Technology Resources Proceedings of the International Scientific and Practical Conference , 2 , 448–452. https://doi.org/10.17770/etr2024vol2.8090 Mourtzis D, Vlachou E, Dimitrakopoulos G, Zogopoulos V (2018) Cyber- Physical Systems and Education 4.0 -The Teaching Factory 4.0 Concept. Procedia Manufacturing , 23 (2017), 129–134. https://doi.org/10.1016/j.promfg.2018.04.005 Orellana P, Silva M, Iglesias V (2024) Students’ reading comprehension level and reading demands in teacher education programs: The elephant in the room? Front Psychol 15:1324055. https://doi.org/10.3389/fpsyg.2024.1324055 Sugiono S (2022) Multiple assessment methods towards the improvement of students’ English language learning. Int J Engl Educ Linguistics (IJoEEL) 3(2):90–97. https://doi.org/10.33650/ijoeel.v3i2.3211 Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-5432325","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":376677434,"identity":"d5aab2db-0649-4894-95e0-aca824d39836","order_by":0,"name":"MICK MARS P. SILVAN0","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABPklEQVRIiWNgGAWjYDACZuYGMM0GhFDAAyJsgJix8QBWLYzYtaSBtDRg1cIA1cKApuUwmIlNi3w7Y5vEzx020Xzsx1I3/NxTl8fffvbggx8V5+3Wth8G2lJjE42mxeAwY5tk75m03DaetGM3e54dLpY4k5ds2HPmdvK2M4lALcfSchvQtDAzNhvwth3ObZNgb7vBc+BAYsMNHjNpxrbbyWZA9gHGhsPoWuSbGZsN/0K13PxzoC5x/g0e89+MbeeSzc4/xKqF4TBj42OILWzHbvMcYE7cALSFmbHtgJ3ZDey2GIC0yLaB/ZJ2W+bA4WLDMznGkj1nkhPMbgBtScD0i3z/4QMH37bZ5M5vP2Z2882Bujy542cMP/yosLM3O5/+8MGHGhsMh6GDBBgjsQGFS4wWeyIUj4JRMApGwcgAAOUzhOM80H/5AAAAAElFTkSuQmCC","orcid":"https://orcid.org/0000-0002-6666-7049","institution":"NORTH EASTERN MINDANAO STATE UNIVERSITY","correspondingAuthor":true,"prefix":"","firstName":"MICK","middleName":"MARS P.","lastName":"SILVAN0","suffix":""},{"id":376677435,"identity":"49fd73df-018c-43b1-9f94-171c79af0f89","order_by":1,"name":"MELANI JOY S. GALLARDO","email":"","orcid":"https://orcid.org/0009-0002-5538-2846","institution":"NORTH EASTERN MINDANAO STATE UNIVERSITY","correspondingAuthor":false,"prefix":"","firstName":"MELANI","middleName":"JOY S.","lastName":"GALLARDO","suffix":""}],"badges":[],"createdAt":"2024-11-11 13:22:36","currentVersionCode":1,"declarations":{"humanSubjects":false,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":false,"humanSubjectConsent":false,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-5432325/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-5432325/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":68974467,"identity":"31047133-21f1-45bf-9557-cb98919109bc","added_by":"auto","created_at":"2024-11-14 06:30:57","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":854313,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-5432325/v1/52f2ba1f-5038-47fe-946e-7602c7e3f8af.pdf"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003eLiterary Appreciation Through Online Learning Platforms\u003c/p\u003e","fulltext":[{"header":"Introduction","content":"\u003cp\u003eLiterature is crucial in understanding the world and ourselves, offering insights into the human condition. Literary appreciation involves the analytical assessment of literary works, where readers engage with texts to derive meaning, enjoy complexity, and learn from them (Chen \u0026amp; Hsieh, 2019). Aristovnik et al. (\u003cspan class=\"CitationRef\"\u003e2020\u003c/span\u003e) stressed that the shift to online distance learning, accelerated by the COVID-19 pandemic, has brought new challenges and opportunities in teaching literature, as teachers now facilitate learning through digital platforms. At the same time, students engage remotely using internet-accessed devices. This shift necessitates reevaluating how literature is taught, particularly in fostering literary appreciation through online modalities. The post-pandemic era has shown a vital change in how teachers utilize online learning platforms in teaching literature. Alongside the students, they continue using these platforms, which found high engagement and are geared towards digitalization to ensure lifelong learning opportunities (SDG 4) and promote sustainable industrialization to foster innovation (SDG 9).\u003c/p\u003e\n\u003cp\u003eCompared to traditional classroom settings, teaching reading online requires different competencies. This is mainly because teachers must apply effective online teaching tactics, like explicit reading strategy training, to improve student understanding and engagement (Devi \u0026amp; Suroto, \u003cspan class=\"CitationRef\"\u003e2024\u003c/span\u003e). Both opportunities and challenges arise when technology is incorporated into the classroom. Keo et al. (\u003cspan class=\"CitationRef\"\u003e2024\u003c/span\u003e), particularly noted that it can be challenging for teachers to evaluate students' understanding and participation in online learning environments because they often lack visual and auditory cues in face-to-face interactions. Only 19% of Filipino children met the minimal reading proficiency requirement in the PISA 2018 testing, placing them last in reading competence despite government efforts to improve literacy (Bernardo et al., \u003cspan class=\"CitationRef\"\u003e2021\u003c/span\u003e). This underscores the need for innovative approaches in teaching literature, particularly in the context of online learning.\u003c/p\u003e\n\u003cp\u003eAmong the 2,340 pupils tested in the English post-test in the School Year 2019\u0026ndash;2020 of Tandag City Division alone, 547 are under the frustration level, 949 are under the instructional level, only 874 are under independence, while there are 25 non-readers from Grades 4 to 6 (Division Phil-IRI Report). With these figures, learners reaching the secondary level would have difficulty in literary appreciation much more than reading with comprehension. The advent of the COVID-19 pandemic has worsened how the literary teaching-learning process takes place in pursuit of continuing education during the pandemic. Hence, this study aims to explore the online platforms used by secondary school teachers in the Philippines to teach literature during the pandemic. The findings are intended to contribute to ongoing reforms in the country's education system, aligning with the demands of the Fourth Industrial Revolution.\u003c/p\u003e\n\u003cp\u003eThe study addresses the demands of Industrial Revolution 4.0 in Education and Education in the New Normal as instruction also addresses reading comprehension levels of learners, especially in rudimentary education. Education in the Industry 4.0 concept means moving to the next phase of digitalization. It also means using keen computers and robotics for clever learning. It is about how both teachers and learners as co-participants, shape the learning environment (Dron, \u003cspan class=\"CitationRef\"\u003e2021\u003c/span\u003e) This undertaking aims to contribute to the country\u0026rsquo;s reform on the quality of straightforward education as the Department of Education vows to improve the quality of education after PISA revealed its results and negative implications for the Philippines. Consequently, this study endeavors to help academic institutions consider online reading modalities, which the faculty can adopt in their respective schools or institutions.\u003c/p\u003e\n\u003cdiv id=\"Sec2\" class=\"Section2\"\u003e\n\u003ch2\u003eResearch Questions\u003c/h2\u003e\n\u003cp\u003eThe study sought to answer the following research questions:\u003c/p\u003e\n\u003col\u003e\n\u003cli\u003e\n\u003cp\u003eWhat are the available online learning platforms used during the pandemic for literary appreciation in terms of the following metrics:\u003c/p\u003e\n\u003col style=\"list-style-type: lower-alpha;\"\u003e\n\u003cli\u003e\n\u003cp\u003eLearners talking about the text;\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003eLearners talking about themselves;\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003eLearners talking about the community/society; and\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003eLearners understand ethnicity and other groups of people?\u003c/p\u003e\n\u003c/li\u003e\n\u003c/ol\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003eWhat is the competence level of the teachers to administer the online teaching-learning process in terms of the following indicators:\u003c/p\u003e\n\u003col style=\"list-style-type: lower-alpha;\"\u003e\n\u003cli\u003e\n\u003cp\u003eBuilding rapport between the teacher and the student;\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003eEffective learning and motivation; and\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003eEffective online learning?\u003c/p\u003e\n\u003c/li\u003e\n\u003c/ol\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003eWhat is the learners\u0026rsquo; performance in literature subjects reflected in the first quarter grades of the school year 2020\u0026ndash;2021?\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003eIs there a significant relationship between the competence of the teachers to administer the online teaching-learning process and the performance of the learners in literature subjects using the available online learning platforms?\u003c/p\u003e\n\u003c/li\u003e\n\u003c/ol\u003e\n\u003c/div\u003e"},{"header":"Methods","content":"\u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003eResearch Design\u003c/h2\u003e \u003cp\u003eThis study employed a mixed-method approach, integrating quantitative data from surveys. It was conducted across three divisions\u0026mdash;Bislig City, Tandag City, and Surigao del Sur. A total of 319 teacher-respondents participated in the study.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003eData Collection\u003c/h2\u003e \u003cp\u003eDue to pandemic restrictions, a survey was administered through Google Forms. The research used validated instruments, with survey data analyzed using frequency, percentage, mean, and Pearson r correlation. Colaizzi\u0026rsquo;s method was employed to code and thematically analyze the qualitative data.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003eData Analysis\u003c/h2\u003e \u003cp\u003eQuantitative data on teacher competency and student performance in literary subjects were correlated using Pearson r.\u003c/p\u003e \u003c/div\u003e"},{"header":"Results and Discussion","content":"\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eRQ1. Available Online Learning Platforms Used during the Pandemic for Literary Appreciation\u003c/h2\u003e \u003cp\u003e \u003cb\u003eThe study identified several online platforms used for literary appreciation during the pandemic, including DepEd LMS, Google Classroom, and Quipperlink.\u003c/b\u003e \u003c/p\u003e \u003cp\u003eThe table below shows the online learning platforms utilized by both teachers and learners to integrate literary appreciation. The available online learning platforms identified in this study are grouped according to the above mentioned four indicators. The third column of the table highlights the features of each learning platform that are responsive to literary appreciation.\u003c/p\u003e \u003cp\u003eThe survey revealed that certain platforms could be utilized by teachers to explore literary appreciation in the context of the four identified indicators. As shown in the table, the significantly numbered available online learning platforms utilized by the teachers during the pandemic to integrate literary appreciation were classified as those on which the learners talked about the text.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eAvailable Online Learning Platforms Used during the Pandemic for Literary Appreciation\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIndicators\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOnline Learning Platforms\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFeatures of the Online Platforms Responsive to Literary Appreciation\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"9\" rowspan=\"10\"\u003e \u003cp\u003eA. Learners Talking about the Text\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDepEd Commons\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e● resources and learning materials are being shared, discovered, reviewed, and made alive\u003c/p\u003e \u003cp\u003e● acts as an online library or online resources of learning for both teachers and learners\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEdmodo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e● allows the whole community to learn together from anywhere with an all-in-one LMS, communication, collaboration, and Zoom video conferencing tools\u003c/p\u003e \u003cp\u003e● helps teachers simplify communication and improve student engagement in the classroom and beyond\u003c/p\u003e \u003cp\u003e● engages learners with communication tools like Posts and Messages\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTED Talks\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e● makes literary pieces alive by being given a video presentation that surely catches the attention of today\u0026rsquo;s learners who belong to the I-generation\u003c/p\u003e \u003cp\u003e● learners can search any literary piece they want to learn, and results will come out according to relevance. Presentations come with a visual show and a narration\u003c/p\u003e \u003cp\u003e● features words and ideas of educators brought to life by professional animators\u003c/p\u003e \u003cp\u003e● video presentations have numerous transcripts of the different languages all over the world\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYouEnglish\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e● helps them understand the literature from the different points of views of credible professional resource persons\u003c/p\u003e \u003cp\u003e● videos contain analysis of the literature that are also presented with a karaoke-type presentation of the transcript of the speakers\u0026rsquo; utterances\u003c/p\u003e \u003cp\u003e● helps learners discover the correct pronunciation of vocabulary words that they encounter in the literature\u003c/p\u003e \u003cp\u003e● provides ways for readers to understand the vocabulary words found in the text\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMoodle- Open-source Learning Platform\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e● provides teachers, administrators, and learners with a single robust, secure, and integrated system to create personalized learning environments\u003c/p\u003e \u003cp\u003e● has a simple interface, drag-and-drop features, and well-documented resources along with ongoing usability improvements\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWebQuest\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e● inquiry-oriented lesson format in which most or all the information that learners work with comes from the web\u003c/p\u003e \u003cp\u003e● helpful for the mastery of learners\u0026rsquo; literary appreciation skills\u003c/p\u003e \u003cp\u003e● wrapped around doable and interesting tasks that are ideal for learners having difficulty in understanding the literature\u003c/p\u003e \u003cp\u003e● requires higher level of thinking\u003c/p\u003e \u003cp\u003e● includes the introduction, task, process, evaluation, conclusion, and credits\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWikispaces Classroom\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e● allows the teachers to have an online space for learners to access the information that is plausible for distance learning\u003c/p\u003e \u003cp\u003e● enables the teacher to help students appreciate literary works through collaboration while engaging in an educational environment\u003c/p\u003e \u003cp\u003e● focuses on the areas which the teacher can maximize the learning process through creating pages and making the learners participate in projects in which peer editing takes place\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePiktochart\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e● enables teachers and students without intensive experience to quickly create infographics and visuals using existing templates as graphic designers\u003c/p\u003e \u003cp\u003e● views teaching with infographics as essential for visual literacy\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eVOA Learning English- Voice of America\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e● designed to be more interactive, student-centered, and fun. Lessons are designed appropriately for beginning level, intermediate level, and advanced level\u003c/p\u003e \u003cp\u003e● gives a summary of the literature\u003c/p\u003e \u003cp\u003e● presents a video excerpt via YouTube as a second-party tool and it is followed with a textual discussion of the lines used in the short clip\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCorpus of Contemporary American English (COCA)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e● Learners can browse the list of corpora or samples according to frequency that these words are used in the natural conversations of people\u003c/p\u003e \u003cp\u003e● can also learn the comparisons between genres, years, and virtual corpora of the words which allow them to create personalized collections of texts related to an area of interest\u003c/p\u003e \u003cp\u003e● can also search for phrases and strings found in the literature\u003c/p\u003e \u003cp\u003e● can input the entire text in the COCA English to get details about the words and phrases found in the text\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003eB. Learners Talking about Themselves\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGoogle Classroom\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e● free and easy tool to help educators efficiently manage and assess progress, while enhancing connections with learners from school, from home, or on the go\u003c/p\u003e \u003cp\u003e● teacher can add students directly or share a code or link so the whole class can join\u003c/p\u003e \u003cp\u003e● when learners submit responses for their activities, it can enable originality reports to let learners scan their own work for potential plagiarism since they tend to copy existing literary criticisms widely available online\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eKhan Academy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e● fills-in the gaps in understanding of the literary piece and then accelerating learning\u003c/p\u003e \u003cp\u003e● empowers teachers to identify gaps in the understanding of the students about a literary text and from that, they can tailor instruction, and meet the needs of every learner\u003c/p\u003e \u003cp\u003e● offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside the classroom\u003c/p\u003e \u003cp\u003e● summary of class performance, as well as detailed student profiles can be seen, and it can help the teachers tailor instruction on the gap\u003c/p\u003e \u003cp\u003e● wonderful tools for the teacher including recommending topics, tracking student time and progress, and built in grading\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCanvas Network- Free Online Courses | MOOCs\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e● promotes transparency, creativity, and exploration in education by giving educators access to courses and opportunities for professional development that will help them prosper and excel in their careers\u003c/p\u003e \u003cp\u003e● can integrate and innovate with third-party tools\u003c/p\u003e \u003cp\u003e● can integrate all other LMS into one to make sure that the lesson can be very interactive, collaborative, and productive\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFacebook Study Community/ Group\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e● offers tools for learning interaction to state opinions about the text through comments and posts, and articulating reasoning skills that teachers can facilitate through posting videos, polls, files, and being in a live chat room\u003c/p\u003e \u003cp\u003e● facilitates the equally important process of emotional development since it provides among students, the sense of belongingness that allows them to share moments while studying about the literature while enhancing their perceptions of being able to contribute to a common goal of examining the text and relating it to themselves, the society, the people, and their culture\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003eC. Learners Talking about the Community/ Society\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDepEd Learning Resource Portal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e● provides access to quality learning and teaching resources such as Learning Material, Lesson Plan, Learning Guide, Learning Module and Full course that are aligned with K to 12 curriculum\u003c/p\u003e \u003cp\u003e● contains learning objectives, curriculum information like education type, grade level, learning area, content/topic/, intended users, competencies, as well as the copyright information and the technical information when downloaded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSchoology: Learning Management System | LMS\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e● provides easy access to link the students to their teacher and vice versa\u003c/p\u003e \u003cp\u003e● can be learned from the teacher only by tapping on their cell phones everywhere\u003c/p\u003e \u003cp\u003e● learners can share their notes and validate their own criticism about the literature they are examining upon seeing from others\u0026rsquo; notes as well\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOpen Educational Resources (OER)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e● customization of localized materials is made possible to deliver quality, accessible, relevant, and liberating education for all even for schools without strong internet facilities\u003c/p\u003e \u003cp\u003e● allows teachers to pull only substantial notes or topics about literary pieces as materials for a set of learners\u003c/p\u003e \u003cp\u003e● reuses, creates, collaborates, and contextualizes the literary appreciation activities of the learners according to their readiness and capacity\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eQuipperlink\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e● progress of learners in literature classes where literary appreciation takes place, is instantly synchronized between Learn and Link\u003c/p\u003e \u003cp\u003e● learners receive assignments, do the work, and they can also message the teacher and access the other functions of Quipper School provided for learners\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOwn eLMS of the School\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e● offers versatile learning delivery through their own electronic learning management system (eLMS), which is connected to their official website\u003c/p\u003e \u003cp\u003e● Common parts of the lesson design in their online management system include the content standard, the performance standard, the topic, the competencies/skills, the assessment, activities, resources, and instructional core values\u003c/p\u003e \u003cp\u003e● PowerPoint slides are used in the website to enhance literary appreciation skills. Plot, theme, characters, setting, symbols, and point of view, are among the areas examined in their literature classes.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eD. Learners Understanding Ethnicity and other Groups of People\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDepEd Learning Management System\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e● courses are presented through slides where there is a teacher-narration at the bottom part so the learner can feel that the teacher is there talking\u003c/p\u003e \u003cp\u003e● done by presenting the core idea and the learning outcomes of undertaking the literature, the methodology, resources, and assessment\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOpen Educational Resources (OER)- UNESCO\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e● contains teaching, learning and research materials in any medium \u0026ndash; digital or otherwise \u0026ndash; that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions\u003c/p\u003e \u003cp\u003e● serves as an online library for teachers to upgrade the content of their discussions of the literature by gathering recent materials or researches\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThis indicator was used to classify ten (10) online learning platforms. The DepEd Learning Resource Portal, DepEd Commons, DepEd LMS, Open Educational Resources (OER), and Google Classroom are the top five most popular platforms. On the other hand, only two (2) online learning platforms were classified under those in which the learners understood ethnicity and different groups of people. These are the DepEd LMS and the OER of UNESCO. The standard features for the platforms often used to explore the indicator of learners talking about the text include ways that help the readers figure out the meaning of the text based on his/her schema. The learners pay attention to the text and focus on their metacognitive processes as they read on to make meaning of the text. These are the shared features of the platforms classified under the first indicator. The enjoyment of literature is also linked to a deeper understanding of complex social realities, as literary fiction encourages readers to recognize the nuances of human experience (Buttrick et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Donelson and Nilsen (2009) in Chen \u0026amp; Hsieh (2019) also added that learning about the text gauges readers\u0026rsquo; interpretive response to a literary work. Literary appreciation focuses on the adequate comprehension of the meanings and implementations of conventional literary tools such as plot, character, metaphor, context, and symbolism that can be contained in the text.\u003c/p\u003e \u003cp\u003eFive platforms are classified under the indicator that explores learners talking about themselves: Google Classroom, Khan Academy, Canvas Network-Free Online Courses | MOOCs, and Facebook Study Community/Group. The standard features shared by these platforms under this indicator include the development of skills in explaining ideas among themselves. Students employ self-explaining in their learning. Learners think about their thinking. In these platforms, literature becomes a tool for personal development. Students move into discussions about concerns closer to themselves. They learn about themselves and others. It allows them to change their thoughts, as expressed through their self-perceptions and others' social perceptions. Chen\u0026rsquo;s (2019) findings in a study about Facebook Study Groups revealed that the way teachers demonstrated on an online platform played a significant role in supporting the learning experiences among students.\u003c/p\u003e \u003cp\u003eFive platforms are classified under the indicator that explores learners talking about the community/society. These platforms are the DepEd Learning Resource Portal, Schoology: LMS, OER, Quipperlink, and the school's eLMS. Platforms under this indicator share standard features that allow learners to connect and engage by using the local environment and culture as the starting point for learning and caring about the wider world. These platforms empower students to make a difference in the local environment and community, making themselves caring glocal citizens. The platforms present real-world problems, while the learners create interdisciplinary knowledge. Learners build two-way partnerships between the school and the wider community. Schoolwork assessment is based on competence and its contribution to students\u0026rsquo; growth, the community, and sustainability. The study of Irsan (2016) asserts that using Quipperlink as an online learning service has improved the appreciation of students\u0026rsquo; poetry. It also significantly correlated with relevance, satisfaction, and positive perception, although there was no correlation between attention and confidence using the platform.\u003c/p\u003e \u003cp\u003eFor the last indicator exploring learners' understanding of ethnicity and other groups of people, there are only two platforms: the DepEd LMS and the OER of UNESCO. These two platforms share standard features, including activities letting the learners understand the difference between race and ethnicity and defining majority and minority groups. These platforms provide experiences that let students appreciate and recognize the more ethnically diverse groups of people. The intention is to examine discourse on race, ethnicity, and gender. The use of these platforms significantly implied the development of the learners\u0026rsquo; viewing skills. Donaghy (2019) stressed that viewing assists students with obtaining data and acknowledging thoughts and encounters outwardly imparted by others. Viewing has become a necessary skill of English language educational programs in today\u0026rsquo;s educational setup. Teachers, therefore, must develop learners to be progressively viable viewers. To accomplish viewing, there must be explicit multimodality and visual literacy training in pre-service and in-service training courses.\u003c/p\u003e \u003cp\u003eFurthermore, the largest percentage of schools utilized DepEd LMS. Seventy-five (75) schools used the DepEd LMS, however only one (1) school used Quipperlink, Facebook Study Community/Group, and an Own e-LMS of a School. They were classified as online learning platforms where students discussed themselves and the community or society.\u003c/p\u003e \u003cp\u003eDepEd Commons is the most used online learning platform among those the students discussed in the text, while Piktochart is the least used. Just two (2) schools used Piktochart, compared to seventy (70) that used DepEd Commons.\u003c/p\u003e \u003cp\u003eMoreover, Google Classroom was the most popular online learning tool among the four (4) that the students discussed, while Facebook Study Community or Group was the least popular. Only one (1) school used Facebook Study Community or Group, compared to forty-eight (48) that used Google Classroom.\u003c/p\u003e \u003cp\u003eFor the online learning platforms where the learners talked about the community or society, sixty-two (62) schools used the DepEd Learning Resource Portal. In contrast, only one (1) school used Quipperlink, and another (1) used its e-LMS. The former was the most used online learning platform among the five (5), while the latter was the least used.\u003c/p\u003e \u003cp\u003eOnly two (2) online learning platforms were classified as those in which the learners understood ethnicity and other groups of people. The most used among the 2 was the DepEd Learning Management System (DepEd LMS). Seventy-five schools employed the DepEd LMS, while the Open Educational Resources (OER) of UNESCO was the least employed, with 20 schools that used it.\u003c/p\u003e \u003cp\u003eThe use of online learning platforms in the teaching of literary appreciation has shown notable gains in students' reading comprehension compared to traditional print resources. Gonzales (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) mentioned Kahoot and other online resources! have been demonstrated to foster an active learning environment that raises students' levels of literary comprehension. Additionally, students using Kahoot! achieved significantly better results than those taught through conventional methods.\u003c/p\u003e \u003cp\u003eOnline learning platforms enable teachers to help students appreciate literary works through collaboration while engaging in an educational environment. Mircheva-Ivanova (2024) asserted that utilizing diverse online tools and resources improves the learning environment by promoting improved comprehension and retention of knowledge.\u003c/p\u003e \u003cp\u003e \u003cb\u003eRQ2. Competence Level of the Teachers to Administer the Online Teaching-Learning Process in terms of Building Rapport between the Teacher and the Student; Effective Learning and Motivation; and Effective Online Learning\u003c/b\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eMost teachers displayed an average level of competency in administering these platforms.\u003c/b\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e reveals the teachers' competence level to administer the online teaching-learning process in terms of building rapport between the teacher and the student, learning and motivation, and online learning.\u003c/p\u003e \u003cp\u003eIn building rapport between the teacher and the student, though the indicators are rated with an average level of competence, \u0026ldquo;collaborative teamwork\u0026rdquo; has a higher mean of 3.4, which connotes that teachers collaboratively design the lessons but still turn out to be unsatisfactory to students\u0026rsquo;\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eCompetence Level of the Teachers to Administer the Online Teaching-Learning Process\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eOnline Teaching Competencies\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eStandard Deviation (SD)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAdjectival Rating\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e \u003cp\u003eBuilding rapport between the teacher and the student\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1. Course planning and organization\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAverage Level of Competence (with some experience in the skill area)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2. Verbal and nonverbal presentation skills\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAverage Level of Competence (with some experience in the skill area)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3. Collaborative Teamwork\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAverage Level of Competence (with some experience in the skill area)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eEffective learning and motivation\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4. Questioning strategies\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAverage Level of Competence (with some experience in the skill area)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5. Subject matter expertise\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAverage Level of Competence (with some experience in the skill area)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e6. Involving students and coordinating their activities at field sites\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAverage Level of Competence (with some experience in the skill area)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e7. Knowledge of basic learning theory\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAverage Level of Competence (with some experience in the skill area)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eEffective online learning\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e8. Knowledge of the distance learning field\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAverage Level of Competence (with some experience in the skill area)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e9. Design of study guides\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAverage Level of Competence (with some experience in the skill area)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e10. Graphic design and visual thinking\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAverage Level of Competence (with some experience in the skill area)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eAverage Mean\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003e3.2\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003e1.17\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003eAverage Level of Competence (with some experience in the skill area)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eperformance as evidenced by their quarterly grade since they are not yet ready for distance learning modalities. It requires enough time for learners to adjust to a learning modality that does not allow them ample opportunity to instantly raise their queries with their teachers on concepts needing clarification. Few parents have learned and can facilitate their child\u0026rsquo;s learning. As conferred by Kamalludeen (2020), today\u0026rsquo;s educational setup is opposed to going to class and school premises to learn. Learning now occurs at home inside our spaces, and the problem that lies in this manner is the presence of teaching facilitators at home.\u003c/p\u003e \u003cp\u003eOn the other hand, verbal and non-verbal communication skills have the lowest mean of 3.2 in building rapport between the teacher and the student since, in a Print Modular Distance Learning Modality (PMDL), there is no physical interaction between the teacher and the learner. Teachers only utilise the online learning platforms as supplementary tools to the approved learning delivery modality, the PMDL. According to Newell and Adam (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), online learning is sometimes described as low-interaction, which restricts potential for rapport-building.\u003c/p\u003e \u003cp\u003eUnder effective learning and motivation, the indicators have an average level of competence. However, \u0026ldquo;subject matter expertise\u0026rdquo; has a higher mean of 3.3 and \u0026ldquo;involving students and coordinating their activities at field sites\u0026rdquo; has a lower mean of 3.1. This result can be traced to a teacher's primary qualification, mastery of the subject matter. Mastery of the subject matter is vital in ensuring the effective knowledge transfer from the teacher to the students. Regarding the involvement of students and coordinating their activities at field sites, it yielded a lower mean since gatherings are not yet allowed concerning the minimum health standards. In DepEd\u0026rsquo;s learning delivery modality and interim guidelines on assessment considering COVID-19, performance tasks are limited to activities that can be performed at home and reported in written form.\u003c/p\u003e \u003cp\u003eThis is supported by Alsadoon's (2022) findings, which also show that teachers have rudimentary digital abilities but no thorough theoretical framework to improve them. In order to systematically improve teachers' digital and online teaching competencies, both studies highlight the necessity of organized training and direction.\u003c/p\u003e \u003cp\u003eRegarding effective online learning, all three indicators have a mean of 3.1. It is classified as an average level of competence. Teachers\u0026rsquo; knowledge of distance learning and the design of study guides for remote teaching with graphic design and visual creativity seem trivial when carrying out online teaching. Further, the training focused on print modular distance learning and not so much on online teaching modality. Thus, the virtual training did little to give teachers enough background to navigate online academic platforms. The current school year perhaps has become a trial and error in the success of the department\u0026rsquo;s learning continuity. There might be a question of learners\u0026rsquo; scholastic performance and quality gains compared to the previous school year when there was no pandemic. In designing study guides, teachers were urgently trained to become writers of self-learning modules, self-learning activity sheets, and other supplementary learning materials just to make PMDL possible to open the school year. In this scenario, there is no assurance of effective and efficient learning. According to Ahshan (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), learning facilitators need to be prepared with efficient engagement techniques to avoid student disinterest and disengagement, particularly in demanding online learning environments. This encourages the education sector to continue providing high-quality instruction by providing adaptable learning routes that take into account the various requirements and learning preferences of students.\u003c/p\u003e \u003cp\u003eThe use of online learning platforms has also become an issue for teachers and learners since these were not normally employed in face-to-face instruction. Further, connectivity issues are encountered, which are becoming prevalent among networks and service providers. Reasons also include economic problems that hinder the learners from affording mobile loads and gadgets.\u003c/p\u003e \u003cp\u003eThe results are consistent with Marek, Chew, \u0026amp; Wu\u0026rsquo;s (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) recent findings indicating that teachers\u0026rsquo; training often lacks specificity in determining which skills are best suited for an online or interactive medium. This includes understanding the nuanced requirements of blending in-person interactions with online formats or using competencies that apply generically across various teaching modalities. Many of these competencies remain generic and do not sufficiently highlight the unique demands of online instruction. Deepening this perspective, recent work underscores the need to integrate critical thinking into online teaching competencies, as it is essential for fostering a meaningful teaching-learning process and enhancing students\u0026rsquo; critical reading skills, which are foundational in digital education contexts (Mishra et al., \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eMost teachers handling English/Literature subjects using online reading platforms are new to the service since they belong to digital instruction. This means they have the skills to employ teaching pedagogies using Information and Communications Technology (ICT). Fortunately, some digital immigrants make themselves able to adjust and adapt to the demands of time. With the many webinars on the skills vital for online teaching-learning, teachers need to pay attention to these free webinars to earn knowledge and skills sponsored or offered by government and non-government organizations or institutions. Most of the teachers have very satisfactory performance ratings. Harris and Jones (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) present a similar viewpoint regarding the difficulties teachers and students encountered in online learning settings during the COVID-19 epidemic. The efficiency of online learning can be hampered by a variety of distractions that both teachers and students encounter in their homes, including interruptions from family members, pets, and other environmental issues. The authors stress that both teachers and students must significantly adjust to these difficulties, and they draw attention to the necessity of organized instruction in order to successfully handle these distractions.\u003c/p\u003e \u003cp\u003e \u003cb\u003eRQ3. Performance of the Learners in Literature Subjects as Reflected in the 1st Quarter Grades of School Year 2020\u0026ndash;2021\u003c/b\u003e \u003c/p\u003e \u003cp\u003eReflected in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e is the performance of the learners in Literature subjects as expressed through the 1st Quarter Grades of School Year 2020\u0026ndash;2021 of the three schools divisions in the Province of Surigao del Sur.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003e1st Quarter Grades of the Learners in Literature Subjects in the School Year 2020\u0026ndash;2021\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"2\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSchools Division\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAverage 1st Quarter Grades of the Learners\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBislig City\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e84\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSurigao del Sur\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e81\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTandag City\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e80\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eAverage\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003e82\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eAccording to the data, Bislig City Division's first-quarter grade average of 84 for literature students is the highest. On the other hand, Tandag City Division's learners' first quarter grade average of 80 is the lowest.\u003c/p\u003e \u003cp\u003eBased on the 1st Quarter Average Grades of the learners of the three school divisions from both JHS and SHS, secondary learners from the three divisions perform satisfactorily in literature subjects. Effectively measuring student learning requires combining several assessment techniques since it offers a thorough picture of their accomplishments and potential growth areas. Sugiono (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) highlighted that by using a variety of approaches, teachers can triangulate evidence and make up for the shortcomings of individual assessments.\u003c/p\u003e \u003cp\u003eThe three schools divisions have satisfactory performance of their learners in the first quarter of school year 2020\u0026ndash;2021. This result can be traced to the same learning delivery modality which is the PMDL. Bislig City Division has a higher learner performance of 84 which can be attributed to the number of private schools utilizing online learning platforms. One school from this division, the Saint Vincent de Paul Diocesan College has its own eLMS. It can also be attributed to the availability of learning resources, having Bislig City Division hailed as the most outstanding and functional Learning Resources Management and Development System. The LR Supervisor of this division has even been the trainer of DepEd Caraga in Alternative Delivery Mode Workshops. They have available resources for all learning areas which the Central Office have not provided yet. They take a lead in LRMDS in DepEd Caraga.\u003c/p\u003e \u003cp\u003eLearners\u0026rsquo; performance in the City Schools Division of Tandag has a lower average grade of 80 which can be attributed to the number of learners as a small division in the province, while Bislig City is a medium division, and Surigao del Sur is a large division. This can also be traced to the availability of learning resources that the division has. Another factor is the availability of various modalities, where Tandag City Division only employed PMDL while Bislig City Division also deployed Radio-Based Instruction as a supplemental modality to cater students who do not have access to online learning. They coined this as \u0026ldquo;School on the Air\u0026rdquo;.\u003c/p\u003e \u003cp\u003eAccording to recent studies, Grade 6 students' declining performance on the National Achievement Test (NAT) is consistent with the Philippines' larger educational problems. Cuajao (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) noted that the NAT results show a steady decline in proficiency levels among Grade 6 students, with many schools reporting scores below the 75% passing rate.. The Achievement Rate in Science remained stunted at the secondary level, and Mathematics was lower in the last two years. Alburo et al. (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) discuss the challenges Filipino students face in English proficiency, particularly noting that achievement rates in subjects taught in English often trail behind those taught in Filipino. This study highlights systemic issues with English-language instruction and the National Achievement Test scores, showing how the current curriculum could be adjusted to better align with both local needs and 21st-century skills, which are crucial for subjects typically taught in English. This aligns with the observation that Filipino students perform better in subjects taught in their native language due to various instructional and contextual factors.\u003c/p\u003e \u003cp\u003eThis finding shows that the learners perform satisfactorily with the use of the online learning platforms for literary appreciation. Learning using an online learning service has improved the students\u0026rsquo; poetry appreciation. It also had a good impact on relevance, satisfaction, and positive perception as well, though there seems no serious attention and confidence using the platform.\u003c/p\u003e \u003cp\u003e \u003cb\u003eRQ4. Relationship between the Competence of the Teachers to Administer the Online Teaching-Learning Process and the Performance of the Learners in Literature Subjects as Reflected in the 1st Quarter Average Grades in the School Year 2020\u0026ndash;2021\u003c/b\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eA correlation analysis showed no significant relationship between teacher competency and students' first-quarter grades in literature subjects.\u003c/b\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e shows the data on the p-value and correlation between the competence level of the teachers to administer the online teaching-learning process and the performance of the learners as expressed through the 1st Quarter Average Grades in the School Year 2020\u0026ndash;2021.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eRelationship between the Competence of the Teachers to Administer the Online Teaching-Learning Process and the Performance of the Learners in Literature Subjects as Reflected in the 1st Quarter Average Grades in the School Year 2020\u0026ndash;2021\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariables\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003ep-value\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003ecorrelation\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eDecision\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eConclusion\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCompetence Level of the Teachers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e0.911\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e-0.006\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eFailed to Reject Ho\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eThere is no significant relationship.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1st Quarter Average Grades (2020\u0026ndash;2021)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e reveals no significant relationship between the competence level of the teachers in administering the online learning platforms for literary appreciation and the quarter 1 average scores of students studying literature in the School Year 2020\u0026ndash;2021. With a p-value of 0.911 and a correlation of -0.006, it failed to reject the null hypothesis. Hence, there is no significant relationship between the two variables tested. The p-value is closer to 1. Therefore, the null hypothesis is strongly supported by the evidence. It is evident that there is no association at all when the correlation value is zero.\u003c/p\u003e \u003cp\u003eThere is not enough evidence to prove that the competence level of teachers in administering the online teaching-learning process has an impact on the performance of the learners. Even if the teacher is competent enough, there are many factors which can affect the learners' performance just like their online accessibility and availability of gadgets needed for online learning. Granting that they have gadgets and online access, internet stability of the networks and service providers can also hinder online engagements. The economic status of the learners is also a factor to be considered if they can afford to avail of mobile data constantly. Even for DepEd Commons, what can be accessed for free data are links within the domain, other resources outside its domain will have standard data charges.\u003c/p\u003e \u003cp\u003eThe Chen et al. (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) study's findings contradict this conclusion because they show how an online platform was crucial in advancing both the participants' in-person activities and the learning process that took place in a dorm. By giving college students the opportunity to express their opinions, debate definitions, settle disputes, explain their rationale, and consider other options, such a forum has the advantages of bringing in more people and enhancing their efforts to develop socially and intellectually. Additionally, the platform promotes the equally important process of emotional development. It gives pupils a feeling of community, helps them value shared experiences, and raises their expectations that they can contribute to a shared objective.\u003c/p\u003e \u003cp\u003eThis result is consistent with the findings shown in the study of Margawati (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) that students have a moderate level of skill in areas of literary appreciation, but a relatively low level of skill in understanding the point of view of the author, the ability to judge the story, recognizing personal philosophy based on reading a literary text, and relating the stories to their personal lives. In the meantime, students showed average performance in literature learning, whereas when students are clustered according to their college affiliations, literary appreciation abilities and reading performance, results vary. Contradictorily, a positive relationship emerges between the students' literary appreciation skills and reading success (Orellana, P., Silva, M., \u0026amp; Iglesias, V. (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2024\u003c/span\u003e); Margawati, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2019\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe findings suggest that online platforms offer a viable medium for continuing literary appreciation education. The gap between teacher competency and student performance underscores the need for targeted professional development to maximize the potential of digital tools.\u003c/p\u003e \u003c/div\u003e"},{"header":"Conclusion","content":"\u003cp\u003eOnline learning platforms present both opportunities and challenges in fostering literary appreciation.\u003c/p\u003e \u003cp\u003eThe DepEd Commons is the top online learning platform exploring learners talking about the text. This platform's resources and learning materials are being shared, discovered, reviewed, and made alive. Google Classroom is the top online learning platform for exploring learners' thoughts about themselves. It offers a simple and free tool to assist teachers effectively monitor and evaluate student development while strengthening relationships with students at home, in school, and on the go. The DepEd Learning Resource Portal, which explores learners talking about the community/society, provides access to quality learning and teaching resources such as learning materials, lesson plans, learning guides, learning modules, and courses aligned with the K to 12 curriculum. In order to give the impression that the teacher is speaking right now, the DepEd Learning Management System, which examines students' comprehension of ethnicity and other categories of people, displays slides with a teacher narrative at the bottom.\u003c/p\u003e \u003cp\u003eTeachers' proficiency in online teaching was mediocre, indicating that they have some prior expertise in the field. However, since the DepEd approved the learning continuity plan right away, teachers have limited time to become proficient in online teaching because of the sudden requirement to use this medium.\u003c/p\u003e \u003cp\u003eBislig City Division took the lead in terms of learner-performance. They have \u0026ldquo;School-on-the-Air\u0026rdquo; to support lessons delivered through Self-Learning Modules, Self-Learning Activity Sheets, and other Supplementary Learning Materials. This modality has contributed to their slightly higher performance. Further, they also have complete and sufficient materials for the competencies which the Department of Education Central Office has no provision because it is still preparing for these resources. Bislig Division can produce their materials because they have their pool of National trained writers across the different learning areas.\u003c/p\u003e \u003cp\u003eLearners\u0026rsquo; performance does not define the competence level of the teachers. The success of students is influenced by a variety of factors and is not exclusively the responsibility of teachers. As a result, there is no discernible correlation between the first quarter average grades of students in literature courses during the School Year 2020\u0026ndash;2021 and the teachers' proficiency in managing online learning platforms for literary appreciation.\u003c/p\u003e"},{"header":"Declarations","content":"\u003ch2\u003eFunding\u003c/h2\u003e \u003cp\u003eNot Applicable.\u003c/p\u003e\u003ch2\u003eAcknowledgements\u003c/h2\u003e \u003cp\u003eNot applicable.\u003c/p\u003e\u003ch2\u003eAvailability of Data and Materials\u003c/h2\u003e \u003cp\u003eThe datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.\u003c/p\u003e\n\u003cp\u003eThe respondents provided informed consent to participate in the study and publish the findings.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAlburo RM, Flores EA, Yee J, Barrot JS (2019) Examining the secondary English curriculum in the Philippines: A step to move forward. 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Int J Engl Educ Linguistics (IJoEEL) 3(2):90\u0026ndash;97. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.33650/ijoeel.v3i2.3211\u003c/span\u003e\u003cspan address=\"10.33650/ijoeel.v3i2.3211\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"NORTH EASTERN MINDANAO STATE UNIVERSITY","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"literary appreciation, online learning platforms, digital teaching, pandemic education, literature teaching","lastPublishedDoi":"10.21203/rs.3.rs-5432325/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5432325/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study investigates how teachers integrate literature into online learning platforms during the pandemic. It examines which platforms are employed and the competence of teachers in administering literary appreciation. Conducted across three divisions in Surigao del Sur, the research used a mixed-method approach involving surveys, while quantitative data analysis included mean, percentage, and Pearson r correlation. Results revealed that common platforms, such as DepEd LMS, Google Classroom, and Quipperlink, are widely used, with most teachers demonstrating average digital competency. Despite the shift to online platforms, there was no significant relationship between teacher competency and student grades.\u003c/p\u003e","manuscriptTitle":"Literary Appreciation Through Online Learning Platforms","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-11-14 06:22:50","doi":"10.21203/rs.3.rs-5432325/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"d61d40d1-efc5-4d38-87e7-c2b08652fbe8","owner":[],"postedDate":"November 14th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":40245519,"name":"Literature"},{"id":40245520,"name":"Educational Philosophy and Theory"}],"tags":[],"updatedAt":"2024-11-14T06:22:50+00:00","versionOfRecord":[],"versionCreatedAt":"2024-11-14 06:22:50","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-5432325","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5432325","identity":"rs-5432325","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}