Barriers of Distance Learning in Physical Education of Learners with Hearing Impairment

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Beverly Acain, Avi Gail Cal Ortiz - Ocariza, Vincent I. Cabales , Rafael G. Matutinao, Jelly L. Rubin, Rosein A. Ancheta Jr., Rebecca DC. Manalastas, Niña Rozanne T. Delos Reyes , Reylan G. Capuno, Ramil P. Manguilimotan, Jonathan O. Etcuban


This research determined the barriers of distance learning in physical education of learners with hearing impairment in Cebu, Philippines through a descriptive correlation design. There were 13 deaf and 2 hard of hearing students, tagged as the student group; and 15 parents of the said students, classified as parent group. They were selected through a purposive sampling technique, subject to inclusion and exclusion criteria. Informed consent, assent and other ethical matters provided by the university were strictly complied with.  Researcher-made questionnaires, written in Cebuano and had an English translation, were utilized after it had undergone the pilot testing and passed the validity and consistency test with 0.76 Cronbach Alpha (CA) values. The study’s findings revealed that both respondent groups perceived to have a slow internet connection. The barriers encountered in the implementation of distance learning were: technical knowledge in troubleshooting technological issues of the computer; do not have money to buy load for data/internet connection; too bulky chunks of information; the problem of intermittent connection; the lack of knowledge on how to use the online platforms; the lack of equipment for our online class; and adaptation difficulties of the new education delivery approach. There was no significant relationship between the extent of barriers in the implementation of distance learning and internet connectivity. Lastly, there was no significant difference between the perceptions of students and parents on the extent of barriers in the implementation of distance learning.

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