An Assessment of Sustainable E-learning in Facebook-based Remedial Reading Classes

Abstract

The Department of Education Memorandum No. 173, s. 2019, titled “HAMON: Bawat Bata Bumabasa," aims to enhance the reading proficiency of Filipino learners. This study assesses  the Grade 7 remedial reading program (Lunas-Basa) of two public schools. Specifically, it seeks to 1) determine the readiness of the Facebook-based remedial reading program using Edralin and Pastrana’s Organizational Readiness in E-learning measure; 2) assess the dimensions of the Lunas-Basa program in terms of learners, teachers, content, technology, administrative, financial, and learning environment support; and 3) recommend a program of action for further enhancement of the program. Results showed that across all seven dimensions, both students and teachers/administrators reported favorable perceptions of the Facebook-based remedial reading program. Among students, mean scores ranged from 4.10 to 4.46, whereas among teachers/administrators, mean ratings ranged from 4.33 to 4.54. For students, the highest-rated dimension was content/curriculum (M = 4.46, SD = 0.52), then technology (M = 4.40, SD = 0.55) and administrative support (M = 4.38, SD = 0.56). For teachers/administrators, administrative support obtained the highest mean (M = 4.54, SD = 0.74), followed by technology (M = 4.49, SD = 0.72) and financial support (M = 4.49, SD = 0.76). The ANOVA showed that only the student group demonstrated statistically significant variation in ratings across dimensions. Exploratory factor analysis further demonstrated that the seven dimensions—learner, faculty, content/curriculum, technology, administrative support, financial support, and learning/organizational environment support—loaded onto a single higher-order factor interpreted as sustainable e-learning readiness. This finding suggests that although the dimensions are conceptually distinct, respondents tended to perceive them as closely integrated aspects of overall readiness for sustainable Facebook-based remedial reading. The stronger factor loadings among teachers/administrators indicate a more consolidated perception of sustainable e-learning readiness than among students. The recommended program of action includes enhanced learner engagement, faculty development, administrative support, technology access, content  enhancement, financial support, and a collaborative learning environment.