Writer(s)
1. Junefel C. Macagba
2. Samuel F. Macagba III
3. Alcris John E. Surial
4. Charmain T. Cabeltes
5. Mary Loreign P. Dondiog
Abstract
The abrupt shift to online learning during the COVID-19 pandemic transformed teaching and learning practices, creating challenges in maintaining students’ engagement and readiness to learn. This action research explored the effect of requiring students to turn on their cameras during the Mood Setting portion of synchronous online classes on their readiness to learn and skill acquisition in Technology and Livelihood Education. Using a quantitative one-group pre-test–post-test design, data were collected from 30 Grade 8 students enrolled in an online class. Two instruments were employed: a Readiness Checklist measuring attentiveness, motivation, and emotional disposition, and a Performance Rubric assessing proficiency in creating PowerPoint presentations. Descriptive and inferential analyses using Jamovi software were conducted to determine differences and relationships between pre-test and post-test scores. Results revealed significant improvements in both readiness and skill acquisition after the intervention. Students demonstrated greater attentiveness and motivation, while their performance in PowerPoint-related tasks also improved. Furthermore, a moderate positive correlation was found between readiness and skill acquisition, indicating that students who were more prepared mentally and emotionally achieved higher technical performance. The findings highlight the importance of visual presence as a factor influencing learning outcomes in online settings. The study recommends integrating structured camera-on activities as part of digital classroom routines to foster focus, motivation, and engagement among learners in open and distance education contexts.
