Effects of Synchronous and Asynchronous Instruction on Learners’ Reading Motivation During COVID-19 Pandemic


Education suffered greatly from the COVID-19 pandemic which necessitated the provision of distant, emergency instruction by teachers. While educational institutions work to reduce the possibility of community transmission, online learning has emerged as a vital lifeline. To reach students remotely and minimize disruptions to education brought on by the COVID-19 epidemic, the Department of Education in the Philippines has produced synchronous and asynchronous instruction for use at the elementary school level. When classes follow predetermined schedules and times, this is called synchronous learning. Students can finish their assignments at their own pace in asynchronous classrooms. This research study aimed to analyze the effects of synchronous and asynchronous instruction on learners’ reading motivation during the Covid-19 pandemic. The researcher used the mixed method using a quantitative and qualitative approach. Purposive sampling was used in choosing the 110 participants from DepEd elementary schools. The data analysis used was mean and standard deviation for the qualitative, and thematic analysis for the qualitative data. The findings reveal that learners were interested and motivated while attending the synchronous and asynchronous mode of instruction during the Covid-19 pandemic. Reading motivation was discovered to be a strong indicator of reading ability using synchronous and asynchronous instruction. It implies that reading motivation is a key element that supports the development of these reading skills and is implemented as part of the new standard teaching for the kids in the Department of Education or DepEd in the Philippines. In conclusion, synchronous and asynchronous instruction is effective in reading motivation.

Author Information
Adelfa C. Silor, Mindanao State University–Iligan Institute of Technology, Philippines

Paper Information
Conference: BCE2023
Stream: Learning Experiences

This paper is part of the BCE2023 Conference Proceedings (View)
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To cite this article:
Silor A. (2023) Effects of Synchronous and Asynchronous Instruction on Learners’ Reading Motivation During COVID-19 Pandemic ISSN: 2435-9467 – The Barcelona Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2435-9467.2023.4
To link to this article: https://doi.org/10.22492/issn.2435-9467.2023.4

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Posted by James Alexander Gordon