7. According to the study, what are the challenges encountered by educators in the digital realm?

Overabundance of technological options

Insufficient funding for technology

Limited access to online platforms

Inadequate government support for education

8. What does the study propose as crucial for successful online teaching?

Understanding of effective pedagogy

Strict adherence to traditional teaching methods

9. How did the Department of Education in the Philippines respond to the challenges posed by the pandemic?

Implemented DepEd Commons for online learning materials

Closed all educational institutions permanently

Conducted in-person classes regardless of the risk

Ignored the need for technological integration

Relied solely on traditional textbooks for education

10. What does the integration of digital technology in education aim to achieve?

Enhancement of teaching and learning processes

Decrease in educational quality

Reduction of teacher-student interaction

Limitation of learning opportunities

Preservation of traditional teaching methods

11. What does attitude encompass, according to the literature review?

Behavior, affect, and cognition

13. According to the literature, what impediments can curb the implementation of mobile learning?

Limited technology and content incongruity

Positive attitudes of religious educators

Lack of communication between educators and learners

Positive attitudes of student teachers

14. What are some concerns raised by faculty members regarding online teaching and learning?

Lack of technological skills and training

Excessive resources and compensation

Overconfidence with the use of technology

16. How is attitude intertwined with other variables in scholarly studies?

It is investigated alongside willingness, language, and other constructs

It is studied independently of other variables

It is only studied in relation to gender

It is not considered in scholarly studies

17. According to the literature review, what was indicated about male educators' perspectives toward mobile learning compared to females?

They were equally inspirational

18. What was the finding regarding female respondents' perceptions of computer-assisted language learning effectiveness compared to males?

Females had more positive attitudes

Females had less positive attitudes

No significant difference was found

Males had less positive attitudes

19. What did researchers identify as essential skills and competencies for online teaching?

Both technical and personal characteristics

21. What was reported about male Turkish EFL instructors' self-assessments compared to their female counterparts?

They had superior self-assessments

They had lower self-assessments

They had equal self-assessments

No self-assessment data was provided

22. What factor may contribute to males having a greater level of self-estimation in terms of ICT, according to the literature?

Difficulties in determining ICT complexities

Acquiring ICT know-how at school

Lack of interest in computer-related matters

23. How did researchers propose to narrow the digital divide in rural areas?

Providing personal computers to teachers

Offering relevant professional development training

24. What did STEM educators appraise themselves more highly in, according to the study?

Crafting and accessing lessons involving technology

25. What strategies were presented to counter potential distractions and interruptions during online teaching?

Planning work sessions and predetermined breaks

Avoiding phone calls during work sessions

Limiting applications or programs

26. What research design was employed in the current study?

Quantitative descriptive-correlational

27. Why is the study categorized as quantitative?

It aims to quantify the variables under investigation

It aims to describe specific characteristics

It focuses on exploring participants' experiences

28. What is the primary aim of a descriptive research design?

To provide an overview of specific characteristics or status

To test causal relationships between variables

To explore participants' perceptions and experiences

To identify patterns and themes in qualitative data

32. What inference can be drawn from the probability values obtained from the t-test regarding gender differences?

There is no significant difference between male and female respondents.

There is a significant difference between male and female respondents.

Gender significantly influences attitudes, competence, and access.

Female respondents exhibit higher competence than male respondents.

33. According to the study, what did the t-test results reveal about attitudes toward online teaching, technological competence, and access across genders?

There is no significant gender difference in attitudes, competence, or access.

Females exhibit more positive attitudes and higher competence.

Males show greater interest in online teaching.

Males face more challenges in accessing technology.

34. How did previous research findings contrast with the results of the current study regarding gender differences in attitudes toward online education?

Previous studies found females had more positive attitudes.

Previous studies found no gender differences.

Previous studies found males had more positive attitudes.

Previous studies found males had lower technological competence.

35. What policy implications are highlighted based on the study's findings regarding gender equity in education?

Encouraging gender-neutral training programs for educators.

Promoting awareness to challenge gender stereotypes.

Creating inclusive online learning environments.

Encouraging diversity in the technology sector.

36. What statistical method was utilized to analyze the relationship between teachers' attitudes toward online teaching, technological competence, and access?

Pearson product moment coefficient

37. What inference can be drawn from the correlation analysis regarding the relationship between teachers' attitudes toward online teaching, technological competence, and access?

Attitudes toward online teaching are significantly influenced by technological competence and access.

Attitudes toward online teaching are not influenced by technological competence or access.

There is a significant negative correlation between technological competence and access.

Teachers with higher technological competence tend to have less access to technology.

38. What policy implication can be drawn from the analysis regarding the relationship between teachers' attitudes toward online teaching, technological competence, and access?

Policymakers should prioritize initiatives to enhance educators' digital skills.

Professional development opportunities should focus solely on technical skills.

Teachers' attitudes have no impact on policy implementation.

Access to technology has no bearing on teachers' attitudes.

39. According to the correlation analysis, what was the relationship between teachers' technological competence and access to technology?

There was no significant correlation between the variables.

There was a significant positive correlation between the variables.

There was a significant negative correlation between the variables.

Teachers with higher competence had less access to technology.

40. What conclusion can be drawn from the analysis regarding teachers' technological competence and access to technology?

Technological competence significantly influences access to technology.

Upgrading school technology infrastructure is not necessary.

Educators in STEM fields have lower levels of confidence in technology use.

Teachers' access to technology is solely dependent on their competence.

41. What has the COVID-19 outbreak prompted regarding the delivery of instruction to learners?

A revolution in the delivery of instruction, including digital asynchronous modes

A decline in digital asynchronous modes of delivery

An emphasis on traditional classroom teaching

A shift towards exclusively synchronous teaching methods

A decrease in the importance of education in the current situation

42. How did participants in the study generally perceive online teaching?

They demonstrated a relatively positive attitude.

They exhibited a negative attitude toward it.

They found it challenging to adapt to.

They considered it unnecessary.

43. What influences teachers' attitudes toward online teaching according to the conclusion?

Technological competence and access

Access to physical resources only

44. What is emphasized as crucial for the success of online teaching in the conclusion?

Dynamic support systems and accessibility

A static support system from relevant higher offices

Exclusively synchronous teaching methods

45. What is highlighted as needing equal attention alongside teachers' access to technology?

Teachers' financial compensation

TTL2 BEEd

Quiz

•

Education

•

University

•

Practice Problem

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Hard

Joefel Libo-on

Used 4+ times

FREE Resource

46 questions

Show all answers

1.

Emphasizing traditional classroom settings

Implementing synchronous teaching methods

Utilizing digital tools for instruction

Suspending educational activities entirely

Focusing on outdoor learning environments

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