E-LEARNING IMPLEMENTATION CHALLENGES IN SELECTED PUBLIC ELEMENTARY SCHOOLS IN LUCENA CITY

This study focused on identifying the issues related to e-learning implementation through the feedback captured from students, teachers, and school heads to be able to develop strategies to successfully overcome the challengers. The study used mixed method research design particularly the sequential design as it combines both quantitative and qualitative data collection. The respondents of this study were the (11) elementary school administrators, 116 teachers, and 126 students from the eleven (11)public elementary school administrators, 116 teachers, and 126 students from the eleven(11)elementary schools in Lucena City. All school heads were chosen asrespondents while teachers and student were selected through simple random sampling. Frequency, weighted mean, and ANOVA were used as statistical treatment for the quantitative data while thematic coding was used in the qualitative analysis. Results showed that majority of the respondents had taken one or more training relative to e-learning and that their organization was considerably much ready for e-learning. However, school budget is insufficient to meet the demand for resource allocation. Teachers were rated excellent at teaching online courses, although they need to improve their ability to solve technical problems. The students also demonstrated comparable levels of competency in the use of technology while majority of parents were involved in their online schooling at home, Finally, the problems that teachers and students frequently encountered were unstable internet connections, expensive internet and data plans, and software compability problems. Participants particularly school leaders, teachers and students, fell more prepared for e-learning. However, this preparedness was not fully supported by budget allocations, indicating a potential gap between readiness and resource availability. There was a significant difference in the perception of school heads, teachers and students on the teachers and student competency towards the e-learning implementation and level of parental involvement in supporting and supervising children's e-learning implementation.