CHAPTER I

INTRODUCTION

Due to the pandemic, teachers had to instantly switch from face-

to-face to online using a variety of video conference technologies.

Many teachers had to spend extra money to use transportation in order

to deliver the student’s modules. Whether it is printed or offline modular,

online, television, or radio-based instruction, or “blended learning” a

combination of these modalities, teachers play a very important role in

ensuring that education continues regardless of its form and shape.

Teacher struggles due to the impact of the pandemic COVID-19

are observed in every sector around the world. The education sector as

well as the world is badly affected by this. It has enforced the worldwide

lockdown creating a very bad effect on the students’ life. Around 32

crore learners stopped to move schools/colleges and all educational

activities halted. The outbreak of COVID-19 has taught us that change

is inevitable. It has worked as a catalyst for educational institutions to

grow and opt for platforms with technologies, which have not been

used before. The education sector has been fighting to survive the crises

with a different approach and digitizing the challenges to wash away

the threat of the pandemic (Jena, P. K, 2020).

1
 The Modular Learning modality is currently employed by all public

schools in Cotabato for learners in remote locations where the internet

is inaccessible for online learning. For the majority of ordinary students,

modular earning, a type of remote learning that makes use of Self-

Learning Modules (SLM), is incredibly handy. The majority of parents and

guardians chose it as their children’s preferred method of instruction

(GUIMALON, 2021).

2
Purpose of the Study

The goal of this study is to understand the difficulties and problems

that teachers faced when online classes were implemented and how

they overcame those difficulties.

Research Questions

This phenomenological study will determine and take a closer look

at the struggles of teachers during the implementation of online classes:

Specifically, it seeks to answer the following:

1. What are the challenges of teachers during the implementation of

online classes?

2. How teachers overcome their difficulties and hardships while

implementing online classes?

3
Theoretical Lens

A theory for eLearning

Mark Nichols

Journal of Educational Technology & Society 6 (2), 1-10, 2003

There has been much written about eLearning practice however little

attention has been given to eLearning theory. After arguing that a lack

of established theory will hinder further development in eLearning, this

paper presents ten hypotheses for eLearning in an attempt to focus

attention on the underlying principles that apply to eLearning in all

situations.

Over twenty years ago, Perraton remarked that “distance

education has managed very well without any theory” (1981: 13). The

same can be said today of eLearning, though whether or not it has

‘managed very well may not be so accurate. Still, the incredible weight

of published articles, institutional investment in practice and uptake of

Web-based education tools in the past decade testifies that eLearning

practice has achieved a momentum that will make it a central part of

future education.

4
Significance of the Study

The outcome of this study might broaden people’s understanding

of the sacrifices and hardships experienced by teachers throughout the

implementation of the pandemic. The result of the study would be a

great help to the following:

CHED - For them to honour the struggles and hardships experienced by

the teachers during the pandemic and as well as to help build or

enhance various programs about the instructions.

Teachers - For they would be able to receive some credit for their efforts

and also to make them proud of what they have done.

Community-This study may broaden public perspective and

comprehension so that people are more aware of the challenges

teachers confront.

5
Limitation and Delimitation of the Study

The difficulties that qualified teachers at Cotabato Foundation

College of Science and Technology faced will be the main subject of

this qualitative study. The study will have ten (10) randomly chosen

teachers from, CFCST, Doroluman, Arakan, North Cotabato. The

culmination of this investigation will be the individuals’ histories and

backgrounds. Additionally, the study will focus only on the difficulties

faced by carers, including their experiences, difficulties, and coping

mechanisms.

Operational Definition of Terms

The following terms are defined operationally or how it will be used in the

study:

Struggles of the Teachers - This refers to the individual hardships and

challenges faced by the teacher.

Implementation of Online Classes - This refers to strategies made by

teachers to surpass their challenges during the pandemic.

6
 CHAPTER II

REVIEW OF RELATED LITERATURE

This section presented the additional literature and other studies

cited from different authors that are sourced from books, magazines,

newspaper articles, and the Internet.

STRUGGLES OF TEACHER DURING ONLINE CLASSES

Challenges of teachers in the use of modular distance learning

modality amidst the pandemic and how teachers cope with these

challenges. This study is qualitative research that employed the

phenomenological research design to determine the challenges

encountered by teachers in the use of modular distance learning

modality. The study was conducted among teachers in different public

secondary schools within Tacloban City. Ten (10) professional public

secondary teachers were approached to request their voluntary

involvement as key participants through convenience sampling

(Castroverde, & Acala, 2021).

Some educators are opponents especially if they interpret online

learning to mean the emergency remote and hybrid teaching thrust

upon them by COVID-19. Some are pragmatists, noting that as

7
technology offers an ever-expanding library of resources for learning,

schools and educators should ensure equitable access to those

opportunities. And some are enthusiasts, not because of some idealistic

vision, but because they’ve witnessed how intentional, well-developed

online learning can be an enabler of student-centered learning.

Since the Christensen Institute’s founding in 2008, we’ve tracked

the adoption of online learning across a range of applications—from

online instructional videos that teachers incorporate into their lessons, to

math and reading apps used in classroom learning stations, to

supplemental online courses (Arnett, T. 2021).

The rapid increase of COVID-19 has brought challenges in the

delivery of basic education and forced teachers to adapt to the

distance learning modality. It is interesting to find out the teachers’

experiences in terms of their preparation, teaching engagement, and

challenges in the new normal. Specifically, it sought to determine the

conception of science teachers on education in the new normal,

describe the challenges and struggles in the new normal, and unveil the

coping mechanisms of science teachers in addressing the challenges

and struggles (Geverola, Mutya, Siason, & Bonotan,2022).

Teachers’ Emotion and Identity Work During a Pandemic This

piece is a conceptual analysis of the care involved on the part of

teachers during the COVID-19 era and the relationship it has to teachers’

8
identities. Using the author’s stories, we address how fatiguing care is on

a normal day, not to mention what is involved during the COVID era. This

care, and the emotions involved, are closely tied to teachers’ identities,

calling into question how teachers conceptualize their teacher hood

during a pandemic (Jones, A. L., & Kessler, M. A. 2020).

Since the pandemic started, teachers have had to reevaluate

and reformat how classes are taught and delivered. Allo (2020) and

Raveendran (2021) explains how around the world, schools have closed

and are no longer providing face-to-face classes. This is no different in

Ecuador. Though students and teachers alike are still expected to

complete the same tasks in a new way. Teachers still must teach, and

students still must learn through a new medium of E-learning (Sevy-Biloon,

J. 2021).

Due to the COVID-19 pandemic, the ways in which teachers

educated students drastically changed beginning in early 2020.

Educators were challenged to provide synchronous classes, and

asynchronous instruction, and also teach students without the use of the

internet. Limited research investigating parents’ experiences and

suggestions for remote learning has been conducted, yet they are a

significant partner in providing remote learning during the COVID-19

pandemic (Logan, N., Ogurlu, U., Garbe, A., & Cook, P., 2021).

9
 The COVID-19 pandemic jolted teachers to the front line of

complex, under-resourced negotiation of quality distance learning,

whilst also being key communicators with students and families about

how to be COVID-safe. Media reports debated preschool and school

closures and child safety, but scarcely considered teachers. Motivated

by the silencing of teachers and extraordinary changes to education,

we gathered as a group of nine educational researchers located in

Australia, New Zealand, Singapore, and the U.S.A to create a survey

platform for teachers’ lived experiences of the impact of COVID-19

(Phillips, Cain, Ritchie, Campbell, Davis, S., Brock, C., ... & Joosa, E., 2021).

THE EFFECTS OF ONLINE CLASSES ON TEACHERS

Online learning education is fast-growing as its tentacles cover

virtually all countries of the world today. This medium does not come as

a stunner since online learning education shields against the barriers of

time and distance and other militating factors of online learning. But that

is not to say that online learning education has no cons to its working. In

this study, the limitations of online training with nonverbal

communication barriers as the focal point (Ahmed, R. 2021).

The Internet has made online learning possible, and many

researchers and educators are interested in online learning to enhance

10
and improve student learning outcomes while combating the reduction

in resources, particularly in higher education. It was imperative that

researchers and educators consider the effectiveness of online learning

compared to traditional face-to-face format and the factors that

influenced the effectiveness of online courses (Nguyen, T. 2015).

Online learning has become a widespread method for providing

education at the graduate and undergraduate levels. Although it is an

extension of distance learning, the medium requires new modes of

presentation and interaction. The purpose of this article is to provide an

overview of the existing literature in communications, distance

education, educational technology, and other education-related fields,

to articulate what is currently known about online teaching and learning

(Wallace, R. M. 2003).

With the COVID-19 shift to online education, many educators

have sought out video conference technologies (such as Zoom) aiming

to replicate traditional classrooms online. At face value, the synchronous

video appeared to offer more immediate replicability of existing f2f

synchronous teaching than asynchronous modalities. However, moving

pedagogy from one medium to another was not always a smooth

transition. The COVID-19 situation forced urgent transitions and without

adequate opportunities to design for a new medium (Henriksen, D.,

Creely, E., & Henderson, M. 2020).

11
 Distanced education via the World Wide Web is currently being

examined as a method to provide special and general education

instruction in teacher preparation programs. The purpose of this study

was to compare the effectiveness of traditional instructional methods in

an online learning environment. Results of this study revealed that

overall, there were no significant differences between learning under

the two conditions (Smith, S. B., Smith, S. J., & Boone, R. 2000).

The closure of educational institutions as a preventive measure

against the spread of COVID-19 has affected the educational systems

in the world. While the process of shifting learning to an online format has

already become common to many educational institutions worldwide,

several factors are assumed to affect the quality of remote or online

learning, teachers’ performance, and student’s knowledge and skills

(Duraku, Z. H., & Hoxha, L. 2020).

Linear regression models indicated that student grades were

slightly lower in online courses compared to face-to-face courses.

However, at-risk college student populations (low-income students, first-

generation students, and low-performing students) were not found to

suffer additional course performance penalties for online course

participation (Fischer, C., Xu, D., Rodriguez, F., Denaro, K., & Warschauer,

M. 2020).

12
 Online education was a modality of teaching that had

proliferated throughout higher education in such a rapid form and

without any guidelines that its quality and merit are largely unknown,

hotly debated, and still evolving. Institutions had used online education

as a method of reducing costs and increasing enrolments and students

had flocked to online classes for their convenience and often perceived

ease (Rey, J. G. 2010).

Considering the unique nature of online environments, which limit

some aspects of nonverbal communication, fostering robust and lasting

teacher–student relationships in online classes may be challenging.

Moreover, the structural features of online settings may create a learning

environment where students have minimal knowledge about the

instructor. The role of teacher self-disclosure (SD) in e-learning settings

rarely had been tested, although decades of instructional

communication research demonstrated its significance (Song, H., Kim,

J., & Luo, W. 2021).

The circumstanced of the Covid-19 pandemic have brought

about drastic changes in all aspects of human activities, including

education. The challenges faced by educators worldwide have been

to arrange online classes and provide an effective and motivating

learning environment. The research presented in this paper analyzes

student motivation for learning English in the setting of online classes,

13
compared to traditional (face-to-face) classes (Jelena, J., Bojana, K., &

Rakić, D. 2022).

The year 2020 was the year of the adaptation of all modalities, all

levels, regardless of the social, economic, geographical location,

among others, product of the pandemic produced by COVID-19, a

temporary study of publications was carried out related to the changes

that have occurred in all the actors of the world educational system

(Linares, O., Auccahuasi, W., Herrera, L., Vargas, G., Flores, J., Hilario, F.,

& Bejarano, P. 2021).

Beginning in the 2020 spring semester, due to the COVID-19

pandemic, all school-age children in China were homeschooled via

live/recorded broadcasts, online group communication, and software-

based homework submission. This study assessed the effects of and

proper preparation for this educational approach (Zhao, Y., Guo, Y.,

Xiao, Y., Zhu, R., Sun, W., Huang, W., ... & Wu, J. L. 2020).

The adoption of physical distancing and quarantine amid the

COVID-19 pandemic to contain virus spread has left the world with

schools’ closure. In response, schools have shifted into online learning in

developed societies while the developing world struggles to opt for

online learning due to limited infrastructure and capacity and religious

beliefs, in some communities, that discourage online learning (Jogezai,

N. A., Baloch, F. A., Jaffar, M., Shah, T., Khilji, G. K., & Bashir, S. (2021).

14
 CHAPTER III

METHODOLOGY

This chapter presents the steps and procedures employed in this

study which include the researcher design, research environment,

research participants, research instruments, data-gathering procedure,

and data analysis tools.

Research Design

To answer the research study, the study will use a qualitative

research design employing a phenomenological approach to extract

information from the participants including their experiences,

challenges, and coping mechanisms. Qualitative research studies,

according to Creswell (1994) define qualitative research as “...an inquiry

process of understanding a social or human problem based on building

a complex, holistic picture, formed with words, reporting detailed views

of informants, and conducted in a natural setting.

Furthermore, in-depth interviews were chosen to gather and

collect data for the study since entail conducting a thorough interview

with a small number of participants to learn about their Viewpoints on a

specific idea, perception, or experience. This method will be used

because it may provide some detailed information about the struggles

of the teachers experienced on the given issue or research question.

15
Locale of the Study

This study will be conducted in the municipality of ARAKAN, CFCST.

Participants will be interviewed in their perspective rooms or any place

that the participants feel comfortable. The participants will be

interviewed via face to face. This study will be completed before the

end Academic year 2022–2023.

Research participants

The participants must be the ten (10) selected teachers that would

participate in the one-on-one interview at Cotabato Foundation

College of Science and Technology. The research participants must be

teaching at senior high school, He/she must be trained, licensed

professional teachers. The researcher will use a purposive sampling

method since only teachers who are residing at greenfield national high

school will be purposely selected as research participants. A) She or he

must be employed under the Department of Education. B) She or he

must have experienced the pandemic’s Impacts. C) participants must

also have a prior online learning experience.

Role of the Researcher

As an interviewer, the researcher will be collecting and compiling

information. The researcher will utilize quality-assessed interviewing

techniques, guide questions, and follow-up questions that are probing

16
or eliciting in order to learn more about the participants. The researcher

will be the primary data collector as well as an interpreter of the

information gathered. The researcher is the only person who will acquire

the information. In addition, the researcher will be a passive observer of

the individual's experiences. Furthermore, the researcher will use the

audio recorder to transcribe the replies to the questions posed by the

participants. The researcher will assess the data provided by

comprehending it without distorting the sense of what the participants

will try to communicate.

Data Analysis

The data which will be primarily qualitative will be subjected to

textual analysis. The data will be examined after it was collected. The

statement of the participants was scrutinized in light of the difficulties

they faced. Thematic statements were drawn from the response of the

participants.

The data will be gathered through the interview guide and will be

transcribed, analysed, coded, and interpreted. The thematic analysis will

be guided by the frequency of the emergent themes and these themes

will be coded and interpreted accordingly. Clarke and Braun (2013)

stated that the practice of discovering patterns or themes in qualitative

data is known as thematic analysis. The purposes of a thematic.

17
Trustworthiness

In constructing qualitative-type research, there are several

fundamentals to the design that can be included to develop whole

features or trustworthiness (Baxter & Jack, 2008). Also, to make sure that

sufficient detail would be kept. I will make certain that the research

question was clearly written, and the questions will be checked by the

panel of experts. hence data were gathered, completed, and

evaluated systematically.

Credibility, according to Dzakiria (2014), refers to the conscious

effort to establish confidence in an appropriate knowledge of the

significance of the data or the setting in a believable way. The

researcher will address credibility in this study by building and ensuring

that the research questions will be checked by the pool of experts.

Likewise, the researcher will return the transcriptions to the participants

to affirm the veracity of the information that was gathered.

Transferability is the point to which the results can apply or convey

beyond the boundaries of the study (Gomm, Hammersley & Foster,

2010). In this study, transferability was established through the audit trial.

In fact, all transcripts as well as the documents would be kept. Likewise,

the researcher ensured that all transcripts were properly coded for easy

transferability of information.

18
 Dependability is within the main context in which the study will be

conducted with consistency across time (Gasson, 2004). In this study, this

will be addressed by ensuring that the data will be gathered through

Interviews were reviewed and scrutinized by the pool of experts for the

other researchers' basis in their studies. Likewise, the researcher

consulted varied sources of kinds of literature to support the discussions.

Conformability research represented the situation being researched

(Bailey, 2013). This was addressed by presenting transcripts to the

participants after the conduct of the interview and letting them sign for

verification.

Ethical Consideration

Due to the emergent and unpredictable nature of qualitative

research, according to Houghton, C., Casey, D., Shaw, D., and Murphy,

K. (2010), there are several ethical difficulties that have consequences

in undertaking qualitative research. The volunteers were chosen solely

on the basis of the researcher’s opinion. This is owing to the exploratory

nature of the research study and the possibly invasive nature of the

research methodology. Before asking for their approval to participate,

the participants were given extensive information about the study. The

participants were also told that they might leave the study at any time

without being asked any questions. The study’s goals and objectives will

also examine by the participants. The researcher will keep the responses

19
of the respondents private and only use it for scholarly purposes. By

substituting the participants’ names with ascending code numbers in the

order of the first interviews, all data were presented anonymously.

20
 CHAPTER IV

RESULT AND DISCUSSION

This chapter presents an in-depth analysis of the responses

obtained from the participants’ interviews.

To answer the research questions, “(a) What are the struggles

experienced by teachers during the implementation of online classes?

And, (b) What are the coping mechanisms of teachers during the

implementation of online classes?”, the response of the participants

underwent analysis and was consolidated to verified the formulated

theme.

21
 Table 1. What are the struggles experienced by teachers

1. 1.Internet General …The issue is with the internet

connectivity because the signal strength
2. is so poor in the Arakan
valley…

….Only few could attend

during the session and they
would not enter due to
internet connectivity …

2.Inadequate Typical …. Most of my students did

learning materials not have a phone to use for

3. online classes …
…Technological difficulty
because the students do not
have enough materials or
technologies like gadgets,
laptop or cellphones…

4. 3.No active Variant …No actual performances

5. performance for laboratory activity and

difficulty in teaching
problems in computation …

Legend:

General: Most of the participants agree on the idea

Typical: Some of the participants agree on the idea

Variant: Few of the participants agree on the idea

22
INTERNET CONNECTIVITY

The problem of internet connectivity for teachers referred to the

challenges and obstacles that educators faced when trying to access

and utilize the internet in their teaching. This can include issues with slow

or unreliable connections, lack of access to devices or technology, and

limited access to training or support.

Some participants said

“The issue is with the internet because the signal strength is

so poor in the Arakan Valley, we are having issues with signal

constancy” (The issue is with the internet because the signal

strength is so poor in the Arakan Valley, we are having issues

with signal constancy.) P2RQ1SQ1

“Being a teacher, I had a difficult time managing the class

because only few could attend during the session and they

would not enter due to internet connectivity” (Being a

teacher, I had a difficult time managing the class because

only few could attend during the session and they would

not enter due to internet connectivity.) P3RQ1SQ1

“During the pandemic we apply the only classes, well some

of the difficulties or major difficulties that I have experienced

is the internet connection, the internet connection is very

23
rampant since our area is not that good in terms of internet

connection so we both teacher and our students have

struggle enough in connecting to online classes making

classes virtual like the Google classroom, Google meet or

zoom so it’s more of difficulties in term of internet problem”

(During the pandemic we apply the only classes, well some

of the difficulties or major difficulties that I have experienced

is the internet connection, the internet connection is very

rampant since our area is not that good in terms of internet

connection so we both teacher and our students have

struggle enough in connecting to online classes making

classes virtual like the Google classroom, Google meet or

zoom so it’s more of difficulties in term of internet problem.)

P5RQ1SQ1

“Of course, in our locality and inability of internet resources

that we have and of course an inability of our data among

or between our students as well” (Of course in our locality

and inability of internet resources that we have and of

course of inability of our data among or between our

students as well.) P7RQ1SQ1

“Signal connection and then aside sa signal the assurance

of learning from the students di ka sure kung natuto sila di

24
 ka pud sure kung nakikinig sila so yun yun sya” (Signal

connection, and aside from signal, the assurance of

learning from the students you are not sure if they

understand, you are not sure if they are listening. So that is

it.) P8RQ1SQ1

Other participants said that

“So one of the difficulties that I encountered during when I

conducted online classes way back when I was still in

college. Number one is the internet connection so when

you no good internet connection you will be able to deliver

an effective and efficient class to your student. Secondly

ahhmmm most of my student do not have cellphone to use

on online classes which is mahirap para sa akin bilang

teacher kasi I cannot force them to submit their activities on

time so lastly is aahhmm the schedule of my students and

my schedule as their instructor so kapag di sya nag coincide

pag di sya nag jive in may tendency na when I am

conducting class some of my students will not be able to or

cannot be able to attend, di sila makaka attend sa klase

ko, so yun yung mga struggles ko or mga experiences na

naranasan ko during online classes” (So one of the

difficulties that I encountered when I conducted online

25
classes when I was still in college was the internet

connection. If you do not have good internet connection,

you will not be able to deliver an effective and efficient

class to your students. Secondly, most of my students did not

have a phone to use for online classes, which made it

difficult for me as a teacher because I could not force them

to submit their activities on time. Lastly, the schedule of my

students and my schedule as their instructor did not always

coincide, so when I was conducting class, some of my

students were unable to attend. These were the struggles

and experiences I had during online classes.) P10RQ1SQ1

“Being a teacher, I had a difficult time managing the class

because only few could attend during the session and they

would not enter due to internet connectivity” P3RQ1SQ1

“Very definite that during online classes there are times that

the connection of internet was lost and there was even a

time where I keep talking and there was no participation

already of the side of the students because their internet

connection was lost. Second is, I could not easily request for

an internet connection because we do not own the

network” P4RQ1SQ2

26
 This statement said that if a teacher loses internet connection

during a lesson, it could impede their ability to deliver the material

effectively and may disrupt the learning experience for the students. The

teacher needed to pause the lesson and try to troubleshoot the issue,

which could cause delays and lost instructional time. Additionally, if the

teacher relied on internet-based tools or resources for the lesson, the loss

of the internet may prevent them from accessing these materials.

It implied that internet connectivity was crucial for teachers, as it

allowed them to access online resources and tools that could enhance

their teaching and engage students in new ways. Without access to the

internet, teachers struggled to keep up with the latest educational

trends and technologies, and could not be able to provide their students

with the same level of learning opportunities. Additionally, internet

connectivity was also necessary for teachers to communicate with their

students and colleagues remotely, which has become increasingly

important during the COVID-19 pandemic.

The Internet had made online learning possible, and many

researchers and educators were interested in online learning to

enhance and improved students’ learning outcomes while combating

the reduction in resources, particularly in higher education. It was

imperative that researchers and educators considered the effectiveness

of online learning compared to traditional face-to-face format and the

27
factors that influenced the effectiveness of online courses (Nguyen, T.

2015).

INADEQUATE LEARNING RESOURCES

The materials and equipment that students utilized to develop

information and skills were referred to as learning resources. The term

“inadequate learning resources” might be related to a lack of materials,

insufficient support for education, or antiquated technology. These

difficulties could hinder students’ learning and make it difficult for

teachers to instruct pupils successfully.

The participants said

“Most of my student are not capable or cannot afford

gadgets and internet connection. Aside from that my

students reside on far flung areas that is why signal strength

is so poor” (Most of my students are not capable or cannot

afford gadgets and internet connection. Aside from that my

students reside in far-flung areas that is why signal strength

is so poor.) P9RQ1SQ1

‘’They were series of difficulties, I experience during online

classes, one was connection of internet, second is students

do not have financial matter in order to have some loads in

28
their gadgets, and the third in the part of the students they

are somewhat hesitant to join the class because they do not

have always gadgets to use when attending online classes.

And the fourth, me as a teacher I encountered so much

hardship in dealing with the class because only few can

attend during the session the fact that they would not enter

because of the connectivity of the internet’’ P4RQ1SQ1

“I encountered during the limitations of online classes, first is

the technological difficulty because the students do not

have enough materials or technologies like gadgets,

laptops, cellphones and internet. In hardware of the

technologies is not enough or not provided for the students

so the students have problems dealing with their online

classes. Second is the internet problem, since we are in

Arakan valley the internet is very weak so we are having

problem on the consistency of the input of the signal. Third

is the skill of the students in manipulating application such

as zoom, Google meet and laptop and Microsoft word

Microsoft products there slightly some adjustments needed

especially when you are not privilege enough to have this

equipment or laptop and other technologies especially the

students of the CFCST” P6RQ1SQ1

29
 The statement shared by the participants was, without access to

a variety of learning resources, students struggled to understand and

retain information. They could become disengaged from the material

and may not be motivated to participate in class discussions or activities.

In addition, students with different learning styles could not able to

access the material in a way that was most effective for them. This can

lead to a lack of understanding and a lack of academic progress, which

could ultimately result in poor grades and low test scores.

It was implied that inadequate learning resources could also Limit

the teacher’s ability to provide a diverse and inclusive learning

environment. For example, if there were not enough books or other

materials that reflected the diverse backgrounds and experiences of all

students, it could be difficult for the teacher to create a classroom

culture that was inclusive and welcoming to all. This could lead to

students feeling excluded and marginalized, which would negatively

impact their academic progress and mental well-being.

This study analyzed the difficulties and obstacles faced by

teachers of social studies education while using ICT-based teaching

equipment and methods in their classes. Although ICT-based equipment

and methods created important opportunities for the development of

teaching, the literature showed that the ICT integration into teachers’

classroom practices was not at the desired level. The study aimed to use

30
case study methods to analyze the reasons underlying this situation

(Ozturk, I 2012)

NO ACTIVE PERFORMANCE

In today’s educational system, it was crucial for students to be

actively engaged in their learning in order to achieve academic

success. However, many students struggled thru staying engaged and

participating in class, which could give a negative impact on their

academic progress and overall learning experience.

One participant said:

“Passive students and no resources for online class, no

actual performance for laboratory activity and difficulty in

teaching problems in computation” P1RQ1SQ1

On the statement shared by the participants, active participation

in the classroom could have serious implications for students’ academic

progress and overall well-being. When students are not actively

engaged in their learning, they would struggle to understand and retain

information, which could lead to poor grades and low test scores.

Additionally, students who were not actively engaged in class might

become disengaged from the material and might not be motivated to

participate in class discussions or activities.

31
 This could lead to a lack of understanding and a lack of

academic progress, which could ultimately result in poor grades and low

test scores. Furthermore, a lack of active participation could also

contribute to a lack of social and emotional development. When

students are not actively engaged in their learning, they might struggle

to form meaningful connections with their classmates and teachers. This

could lead to feelings of isolation and exclusion, which would negatively

impact their mental well-being.

This study examines the evidence for the effectiveness of active

learning. It defined the common forms of active learning most relevant

for engineering faculty and critically examined the core element of

each method. It was found that there was broad but uneven support for

the core elements of active, collaborative, cooperative, and problem‐

based learning (Prince, M. 2004)

32
 TABLE 2 Coping mechanisms of teachers during online classes

1.Virtual classes Typical …Making adjustments in

6. google classroom, group chat
so that we can be able to
communicate we the
students…

…hold classes in virtually like

Google meet or zoom we try
to make group chats google
classroom …

2. Providing hands Typical …For those who may not be

out able to attend my online class

7. I always prepare ready to

answer modules …
…Variety of approaches or
techniques to meet the needs
of our student, particularly
through activities and through
station by station and hand
outs…

3.Proper Typical … Reschedule the class for the

time management evening in a place where the
internet connection is
stronger…
… In a week I divide my time
between holding course
twice, assigning work for the
next day, classes for the other
day, and activities for still
another day…

33
Legend:

General: Most of the participants agree on the idea

`Typical: Some of the participants agree on the idea

Variant: Few of the participants agree on the idea

VIRTUAL CLASSES

A website is a collection of interconnected web pages, images,

videos, and other digital assets that are hosted on a server and

accessed via the Internet. Websites could be used for a variety of

purposes, such as e-commerce, information sharing, and online

communities.

Some of the participants said:

“We really find ways on different LMS or learning material

systems if the students if we cannot able to hold classes in

virtually like Google Meet or Zoom, we try to make group

chats google classroom were we submit or impose our

modules or learning materials and they have to do the work

and that’s how we create intervention apart from having

virtual classes” P5RQ2SQ1

34
“We use a variety of techniques, including recording the

lecture and having the students record the assignments

and one thing I did was maybe hold classes when everyone

in the class had a strong internet connection by asking first

if they had any, conducting surveys to determine this”

P3RQ2SQ1

“Methods ahmm there’s no such thing as method but we

try to accomplish still the competencies that are properly

created for the subject through like what just I said in making

adjustments in google classroom, group chat so that we

can be able to communicate we the students in terms of

the classes so literally the methods that we try to put

interventions if possible the internet connection is not good

or the virtual classes in not available” (Methods its always

come in mind of the teacher, we put initiative what would

be the available methods especially when you are in a

dead spot among our learners, we delivered them module

station by station, we visit home base visitation that

applicable in dep-ed agencies as well.)P7RQ2SQ2

35
PROVIDING HANDS OUT

Handouts were a great way to supplement learning and provide

additional resources for students. They could include information such as

key concepts, important dates, review questions, and helpful diagrams.

Handouts could be distributed in class or made available online for

students to access at their convenience. Teachers often provided

handouts as a supplement to their lessons. These handouts would

include notes, diagrams, worksheets, and other materials that students

could use to help them understand the content being taught. Handouts

could also be used as a reference for students to use when studying for

exams or completing homework assignments.

‘’Yeah, we do have or we plan to execute a lot of methods

or techniques in order for us to cope up the needs of our

learners as well especially we do have the activities and

through by station by station or booklets’’ P7RQ2SQ1

‘’By providing modules, hand out, references, eBook and

suggested links’’ P1RQ2SQ2

‘’I always prepare back up initiative lesson materials so that

I can cater the different needs of the students’’ P9RQ2SQ2

The statement said that teachers often provide handouts as a

supplement to their lessons. These handouts include notes, diagrams,

36
worksheets, and other materials that students used to help them

understand the content being taught. Handouts were also used as a

reference for students to use when studying for exams or completing

homework assignments.

Providing handouts to students implies that the teacher was

providing them with supplementary materials to aid in their

understanding of the subject matter. It also suggests that the teacher

was prepared and organized for their lesson and it was also implied that

the teacher prepared material for the class and was actively trying to

aid the students in their learning. It was also suggested that the teacher

valued organization and structure in their teaching methods.

Despite longstanding criticisms of teacher education, the weight

of substantial evidence indicates that teachers who have had more

preparation for teaching were more confident and successful with

students than those who have had little or none. (Darling-Hammond, L.

2000)

37
PROPER TIME MANAGEMENT

Proper time management is the process of organizing and

planning how to divide your time effectively and efficiently between

specific activities. It involves setting goals, prioritizing tasks, and creating

a schedule to ensure that important tasks are completed on time. Good

time management skills can help you to be more productive, reduce

stress, and achieve a better work-life balance.

The participants said:

“In a week, I divide my time between holding courses twice,

assigning work for the next day, classes for another day, and

activities for still another day” P1RQ2SQ2

“I tried to employ, number one is I will hold classes if all of

them agreed to have a class because meaning to say there

are willingness on their part. Second is in a week I dividend

my time, I will hold classes twice after that I will give activities

to be work at the next day and classes again for another

day and activities for another day. And for the last day

which is Friday already it will be a sort of quiz and a unit test,

that is how I try to manage my time in order for me to

overcome those difficulties in order to perform the

38
challenges that I faced being an instructor, it was hard but

I succeeded because of some sort of innovation and some

sort of resources fullness teacher” (I tried to employ to hold

classes if all of them agreed to have a class because

meaning to say there is the willingness on their part. Second,

in a week I dividend my time, I will hold classes twice after

that I will give activities to be worked on the next day and

classes again for another day and activities for another day.

And for the last day which is Friday already it will be a sort

of quiz and a unit test, that is how I try to manage my time

in order for me to overcome those difficulties in order to

perform the challenges that I faced being an instructor, it

was hard but I succeeded because of some sort of

innovation and some sort of resources fullness teacher.)

P4RQ2SQ2

“One of the interventions I do whenever I encounter

difficulties is to conduct a remedial class if I cannot finish it

on time or within the allotted time. For example, I will

reschedule the class for the evening in a place where the

internet connection is stronger and the students are more

available during our classes. That is what I do’’ P10RQ2SQ1

39
 An important aspect of time management for teachers was

creating a schedule that allowed for flexibility. This means not only

planning for classes but also allowing for unexpected events or

interruptions that may occur during the day. It could also be beneficial

to set aside specific time slots for different tasks, such as lesson planning

or grading, to ensure that they were completed in a timely manner.

Proper time management could lead to improved

communication and collaboration with colleagues, students, and

parents. When teachers were able to effectively manage their time,

they were more likely to be available for meetings and communication

with others, which lead to better understanding and cooperation

among all parties.

Early research on creativity illustrated that time was a significant

resource for education in general and the classroom in particular. It was

vital for incubation; thus, individuals should be given enough time to do

creative work. The current study sought to uncover the probable

relationship between English language teachers’ creativity and time

management skills. We hypothesized that teachers’ creativity plays a

role in a number of variables such as age, gender, and teaching

experience. It was also surmised that teacher creativity correlates with

time orientation. (Manochehrzadeh, M. 2018)

40
 CHAPTER V

SUMMARY, IMPLICATION, AND CONCLUDING REMARKS

SUMMARY

This study was conducted at CFCST, Doroluman, Arakan, North

Cotabato, with the researcher questions: What are the challenges of

teachers during the implementation of online classes? And how

teachers overcome their difficulties and hardships while implementing

online classes?

This study used a qualitative design employing a

phenomenological approach which revealed the struggles the

perceptions of teachers during the implementation of online classes. The

research results had been summarized as follows: perception of teachers

and their coping mechanisms on how they overcome those struggles.

Research participants also stated that poor connection is one and the

most reason for their struggles. In addition, they also pointed out that the

lack of gadgets was also a reason that they struggled with online classes.

The research findings indicated that one of the main challenges

faced by teachers was the poor internet connection, which hindered

effective communication and engagement with students. Additionally,

41
the lack of access to adequate gadgets was identified as another

significant hurdle, as it limited teachers’ ability to deliver lessons and

interact with students seamlessly.

Despite these obstacles, the study also shed light on the coping

mechanisms employed by teachers to overcome these challenges.

Teachers demonstrated resilience and adaptability by exploring

alternative methods to deliver content, such as utilizing offline resources

or conducting synchronous sessions through phone calls. They also

exhibited creativity in finding innovative ways to engage students and

promote active learning in an online environment.

Implication for Further Practices

The findings of this study have important implications for further

practice in the realm of online education. Firstly, addressing the issue of

poor internet connectivity should be a priority. Educational institutions

and policymakers should work towards improving internet infrastructure

in areas where teachers and students face connectivity challenges.

This could be achieved through collaborations with

telecommunication companies or the establishment of dedicated

internet facilities in schools. By providing stable and reliable internet

access, teachers would be able to conduct online classes without

42
disruptions, leading to enhanced student engagement and learning

outcomes.

Implication for Further Researcher

Future researchers can build upon this study by conducting

quantitative research to obtain a broader understanding of the

challenges faced by teachers during online classes and to gather

statistical data on the impact of poor connectivity and lack of gadgets.

Additionally, exploring the long-term effects of teacher coping

mechanisms and their implications for student learning outcomes would

provide valuable insights for educational policy and practice.

Concluding Remarks

In conclusion, this study shed light on the struggles faced by

teachers during the implementation of online classes, highlighting the

significant challenges posed by poor internet connectivity and limited

access to gadgets. However, it also showcased the resilience and

adaptability of teachers in overcoming these difficulties, employing

alternative strategies to ensure effective teaching and learning

experiences. The implications derived from this study emphasize the

importance of improving internet infrastructure, providing necessary

43
technological resources, and exploring innovative approaches to online

education. By addressing these challenges and supporting teachers in

their online instructional endeavors, educational institutions can work

towards creating a more inclusive and successful online learning

environment for the benefit of both teachers and students.

44
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48
 CURRICULUM VITAE

1. Personal Data

a. Name: Benjamin C. Quisquirin,ll

b. Address: Purok New Caridad, Poblacion,
Arakan North Cotabato
c. Birthdate: September 16,2004
d. Birthplace: Pobalacion, Arakan Cotabato
e. Civil Status: Single
f. Number: 09127114818
g. Email Address: [email protected]

2. Educational Qualifications

a. Strand: Humanities and Social Sciences

b. School: Greenfield National High School
Poblacion, Arakan, Cotabato
c. Year Completed: 2022-2023
3. Honors/ Awards Received
With Honor
4. Scholarship
N/A
5. Membership in School Organizations:
N/A

49
50
 APPENDICES

TRANSCRIPTION/ARCHIVAL LOG
(FOCUS GROUP DISCUSSION INTERVIEW)

Research Sub- Original Translated Theme

Question Question Response Response
What are What P1RQ1SQ1 P1RQ1SQ1
the difficulties Passive students Passive students
challenges did you and no and no
of teachers experience resources for resources for
during the when online class, no online classes,
implement teaching actual no actual
ation of online? performance for performance for
online laboratory laboratory
classes? activity, and activity, and
difficulty in difficulty in
teaching teaching
problems in problems in
computation. computation.

P2RQ1SQ1 P2RQ1SQ1
The issue is with The issue is with
the internet the internet
because the because the
signal strength is signal strength is
so poor in the so poor in the
Arakan Valley, Arakan Valley,
we are having we are having
issues with signal issues with signal
constancy. constancy.

P3RQ1SQ1 P3RQ1SQ1
Being a Being a teacher,
teacher, I had a I had a difficult
difficult time time managing
managing the the class
class because because only
only few could few could
attend during attend during
the session and the session and
they would not they would not

51
enter due to enter due to
internet internet
connectivity. connectivity.

P4RQ1SQ1 P4RQ1SQ1
They were series They were series
of difficulties, I of difficulties, I
experience experience
during online during online
classes, one was classes, one was
connection of connection of
internet, second internet, second
is students have is students have
do not have do not have
financial matter financial matter
in order to have in order to have
some loads in some loads in
their gadgets, their gadgets,
and the third in and the third in
the part of the the part of the
students they students they
are somewhat are somewhat
hesitant to join hesitant to join
the class the class
because they because they
do not have do not have
always gadgets always gadgets
to use when to use when
attending online attending online
classes. And the classes. And the
fourth, me as a fourth, me as a
teacher I teacher I
encountered so encountered so
much hardship much hardship
in dealing with in dealing with
the class the class
because only because only
few can attend few can attend
during the during the
session the fact session the fact
that they would that they would
not enter not enter
because of the because of the

52
connectivity of connectivity of
the internet. the internet.

P5RQ1SQ1 P5RQ1SQ1
During the During the
pandemic we pandemic we
apply the only apply the only
classes, well classes, well
some of the some of the
difficulties or difficulties or
major difficulties major difficulties
that I have that I have
experienced is experienced is
the internet the internet
connection, the connection, the
internet internet
connection is connection is
very rampant very rampant
since our area is since our area is
not that good in not that good in
terms of internet terms of internet
connection so connection so
we both we both
teacher and our teacher and our
students have students have
struggle enough struggle enough
in connecting to in connecting to
online classes online classes
making classes making classes
virtual like the virtual like the
Google Google
classroom, classroom,
Google meet or Google meet or
zoom so it’s zoom so it’s
more of more of
difficulties in difficulties in
term of internet term of internet
problem. problem.

P6RQ1SQ1 P6RQ1SQ1
I encountered I encountered
during the during the
limitations of limitations of

53
online classes, online classes,
first is the first is the
technological technological
difficulty difficulty
because the because the
students do not students do not
have enough have enough
materials or materials or
technologies technologies like
like gadgets, gadgets,
laptops, laptops,
cellphones and cellphones and
internet. In internet. In
hardware the hardware the
technologies is technologies
not enough or are not enough
not provided for or not provided
the students so for the students
the students so the students
have problems have problems
dealing with dealing with
their online their online
classes. Second classes. Second
is the internet is the internet
problem, since problem, since
we are in we are in
Arakan valley Arakan valley
the internet is the internet is
very weak so we very weak so we
are having are having
problem on the problem on the
consistency of consistency of
the input of the the input of the
signal. Third is signal. Third is
the skill of the the skill of the
students in students in
manipulating manipulating
application application such
such as zoom, as zoom,
Google meet, Google meet,
and laptop and and laptop and
Microsoft word Microsoft word
Microsoft Microsoft

54
products there products there
slightly some slightly some
adjustments adjustments
needed needed
especially when especially when
you are not you are not
privilege privilege
enough to have enough to have
this equipment this equipment
or laptop and or laptop and
other other
technologies technologies
especially the especially the
students of the students of the
CFCST. CFCST.

P7RQ1SQ1 P7RQ1SQ1
Of course, in our Of course, in our
locality and locality and
inability of inability of
internet internet
resources that resources that
we have and of we have and of
course a course an
inability of our inability of our
data among or data among or
between our between our
students as well students as well

P8RQ1SQ1 P8RQ1SQ1
Signal Signal
connection and connection,
then aside sa and aside from
signal the signal, the
assurance of assurance of
learning from learning from
the students di the students you
ka sure kung are not sure if
natutu cla di they
kapud sure kung understand, you
nakikinig cla so are not sure if
yun yun sya. they are

55
 listening. So that
is it.

P9RQ1SQ1 P9RQ1SQ1
Most of my Most of my
student are not student are not
capable or can capable or
not afford cannot afford
gadgets and gadgets and
internet internet
connection. connection.
Aside from that Aside from that
my students my students
reside on far reside on far
flung areas that flung areas that
is why signal is why signal
strength is so strength is so
poor. poor.

P10RQ1SQ1 P10RQ1SQ1
So, one of the So, one of the
difficulties that I difficulties that I
encountered encountered
during when I when I
conducted conducted
online classes online classes
way back when when I was still in
I was still in college was the
college. internet
Number one is connection. If
the Internet you do not have
connection so good internet
when you no connection, you
good internet will not be able
connection you to deliver an
will be able to effective and
deliver an efficient class to
effective and your students.
efficient class to Secondly, most
your student. of my students
Secondly, did not have a
ahhmmm most phone to use for
of my student online classes,

56
 do not have which made it
cellphone to use difficult for me
on online classes as a teacher
which is because I could
mahirap para sa not force them
akin bilang to submit their
teacher kasi I activities on
cannot force time. Lastly, the
them to submit schedule of my
their activities students and my
on time so lastly schedule as
is aahhmm the their instructor
schedule of my did not always
students and my coincide, so
schedule as when I was
their instructor so conducting
kapag di sya class, some of
nag concide my students
pag di sya nag were unable to
jive in may attend. These
tendency na were the
when I am struggles and
conducting experiences I
class some of had during
my students will online classes.
not be able to
or cannot be
able to attend,
di sila makaka
attend sa klase
ko, so yun yung
mga struggles
ko or mga
experiences na
naranasan ko
during online
classes
Have you P1RQ1SQ2 P1RQ1SQ2
encountere Yes, that is due Yes, that is due
d some to unstable to unstable
internet internet internet
problems connectivity connectivity
while and always and always

57
conducting blackout of blackout of
online electricity. electricity
classes?
P2RQ1SQ2 P2RQ1SQ2
Yes, not just Yes, not just
occasionally, occasionally,
but frequently but frequently
due to this due to this areas
area’s position position in
in Arakan, which Arakan, which is
is why we switch why we switch
to a module to a module
that is easy to that is easy to
do. do.

P3RQ1SQ2 P3RQ1SQ2
Yes, because Yes, because
we have no we have no
control over the control over the
network, I was network, I was
unable to seek unable to seek
an internet an internet
connection with connection with
ease. ease.

P4RQ1SQ2 Very P4RQ1SQ2

definite that Very definite
during online that during
classes there are online classes
times that the there are times
connection of that the
internet was lost connection of
and there was internet was lost
even a time and there was
where I keep even a time
talking there where I keep
was no talking there
participation was no
already of the participation
side of the already of the
students side of the
because their students
internet because their

58
connection was internet
lost. Second is, I connection was
could not easily lost. Second is, I
request for an could not easily
internet request for an
connection internet
because we do connection
not own the because we do
network. not own the
network.

P5RQ1SQ2 P5RQ1SQ2
Yeah, just like Yeah, just like
what I said our what I said our
main problem main problem
during the during the
online class is online class is
the internet so the internet so
it’s really a it’s really a
problem to us problem to us
during that time during that time
that conducting that conducting
classes through classes through
online is very online is very
hard especially hard especially
that some of the that some of the
student or most student or most
of our student in of our student in
CFCST are in far CFCST are in far
flung area, flung area,
internet internet
connectivity is connectivity is
not good so it’s not good so it’s
really a problem really a problem
in terms of in terms of
delivering delivering
competency of competency of
the subject. the subject.

P6RQ1SQ2 P6RQ1SQ2
Yes, not just Yes, not just
several time but several time but
most of the time most of the time

59
because of the because of the
location here in location here in
Arakan that is Arakan that is
why we shift into why we shift into
module which is module which is
in effective. in effective.

P7RQ1SQ2 P7RQ1SQ2
Always here in Always here in
the municipality the municipality
of Arakan, of of Arakan, of
course there are course there are
some of the some of the
venues venues
considered as a considered as a
dead spot dead spot
among internet among internet
access and we access and we
cannot comply cannot comply
or delivery our or delivery our
services through services through
that sense so that sense so
that we do that we do
have alternative have alternative
methods in of methods in of
course services course services
towards towards
students students

P8RQ1SQ2 P8RQ1SQ2
Yes, lalo na Yes, especially
kapag ulan ulan when it is
wala gid kaayo raining, there is
sang signal, ga really no signal.
wala wala so It is really legit,
legit gid so yes. so yes.

P9RQ1SQ2 P9RQ1SQ2
Yes, the most Yes, the most
common of all is common of all is
the signal the signal
strength. But strength. But
sometimes I feel sometimes I feel

60
 like students are like students are
taking it for taking it for
granted and granted and
makes reasons making reasons
about poor about the poor
signal. signal.

P10RQ1SQ2 P10RQ1SQ2
Oo especially Yes, especially in
our, yes our place, the
especially our signal is not very
place is does good so
not reach a sometimes it
good signal so gets laggy and
sometimes nag sometimes there
lalag, are
sometimes troubleshooting
naman ahmm issues. The signal
nagkakaroon in our area is
nang really poor, so
troubleshooting yes, I have
kasi yung signal experienced
talaga sa amin that.
is pa walala, so
yes naka
experience ako.

How How did P1RQ2SQ1 P1RQ2SQ1

teachers you We create We create
overcome manage to intervention interventions
their hold online apart from apart from
difficulties classes having virtual having virtual
and despite classes and the classes and
hardships having consistently consistently
while such a produce ready- produce ready-
implementi difficult to answer to-answer
ng online time? modules to help modules to help
classes? students keep students keep
up with the up with the
lessons. lessons.

61
P2RQ2SQ1 P2RQ2SQ1
Yes, we do have Yes, we do have
or do plan to or do plan to
use a variety of use a variety of
approaches or approaches or
techniques to techniques to
meet the needs meet the needs
of our students, of our students,
particularly particularly
through through
activities and activities and
through by through by
station by station by
station and station and
handouts. handouts.

P3RQ2SQ1 P3RQ2SQ1
We used a We used a
variety of variety of
techniques, techniques,
including including
recording the recording the
lecture and lecture and
having the having the
students record students record
the assignments the assignments
and one thing I and one thing I
did was maybe did was maybe
hold classes hold classes
when everyone when everyone
in the class had in the class had
a strong internet a strong internet
connection by connection by
asking first if they asking first if they
had any, had any,
conducting conducting
surveys to surveys to
determine this. determine this.

P4RQ2SQ1 P4RQ2SQ1
It is a duty ang It is a duty and a
a call for me to call for me to
hold classes hold classes

62
even then I felt even then I felt
difficult holding difficult holding
classes because classes because
I am teacher, I am teacher,
one thing that I one thing that I
did was I did was I
probably probably
conduct classes conduct classes
during the time during the time
when everyone when everyone
or everybody in or everybody in
the class is the class is
having a good having a good
internet internet
connection by connection by
means of means of
surveying first if surveying first if
they have loads, they have loads,
am if they have am if they have
signals during signals during
this time and this time and
that is the time I that is the time I
will hold classes, will hold classes,
meaning there is meaning there is
an adjustment an adjustment
and innovation and innovation
and if they are and if they are
available during available during
that time and if that time and if
they have loads they have loads
in their gadgets in their gadgets
before I have to before I have to
hold classes. hold classes.

P5RQ2SQ1 P5RQ2SQ1
We really find We really find
ways on ways on
different LMS or different LMS or
learning learning
material system material system
if the students if if the students if
we cannot able we cannot able
to hold classes to hold classes

63
in virtually like in virtually like
Google meet or Google meet or
zoom we try to zoom we try to
make group make group
chats google chats google
classroom classroom
where we where we
submit or submit or
impose our impose our
modules or modules or
learning learning
materials and materials and
they have to do they have to do
the work and the work and
that is how we that’s how we
create create
intervention intervention
apart from apart from
having virtual having virtual
classes. classes

P6RQ2SQ1 P6RQ2SQ1
We made We made
several several
strategies such strategies such
as recording the as recording the
lecture and lecture and
recording the recording what
what we want we want the
them to do the students to do.
students, nag We also shifted
shift pud kami sa to a module
module, gina and sent it
padala lang somehow.
ang module
somehow.

P7RQ2SQ1 P7RQ2SQ1
Yeah, we do Yeah, we do
have or we plan have or we plan
to execute a lot to execute a lot
of methods or of methods or
techniques in techniques in

64
order for us to order for us to
cope up the cope up the
needs of our needs of our
learners as well learners as well
especially we especially we
do have the do have the
activities and activities and
through by through by
station by station by
station or station or
booklets. booklets.

P8RQ2SQ1 P8RQ2SQ1
Assessment, Assessment, we
meron kaming have a written
written assessment after
assessment ah class to make
assessment after sure the students
class to make have learned
sure na may after discussion.
learning ang So, we assess
students after either orally or in
discussion so writing, by
naga asking the
assessment kami students directly
so either ana after class or by
sya oral or submitting a
written, so gina written output.
ask mo ang
students mo
directly after
class or gina pa
submit mo sila
sa written
output.

P9RQ2SQ1 P9RQ2SQ1
I see to it that all I see to it that all
the reasons of the reasons of
the students are the students are
valid. And I talk valid. And I talk
to their guardian to their guardian
or parents. For or parents. For

65
those students those students
who may not be who may not be
able to attend able to attend
my online class I my online class I
always prepare always prepare
ready-to-answer ready-to-answer
modules for modules for
them to cope them to cope
up with the up with the
lessons. lessons

P10RQ2SQ1 P10RQ2SQ1
Ahhmm isa sa One of the
mga ginagawa interventions I
ko or do whenever I
interventions na encounter
ginagawa ko difficulties is to
whenever I conduct a
encountered remedial class if
difficulties is if I I cannot finish it
can not finish it on time or within
at time or the the allotted
class or within time. For
the allotted time example, I will
sa amin nag re reschedule the
reconduct aako class for the
nang tinatawag evening in a
na ahmmm place where the
what do you internet
call this yung connection is
remedial class stronger and the
nagkakaroon students are
ako ng other more available
classes like an during our
example classes. That is
ilalagay ko sya what I do.
sa gabi kung
saan mas
malakas yung
internet namin
mas mas
available yung
mga bata

66
 during sa mga
klase namin so
ayun ni
rereschedule ko
sya sa gabi.

What P1RQ2SQ2 P1RQ2SQ2

methods By providing By providing
do you modules, hand modules, hand
employ in out, references, out, references,
order to ebook and eBook and
overcome suggested links. suggested links.
your
challenges P2RQ2SQ2 P2RQ2SQ2
and In a week, I In a week, I
difficulties? divide my time divide my time
between between
holding courses holding courses
twice, assigning twice, assigning
work for the next work for the next
day, classes for day, classes for
another day, another day,
and activities for and activities for
still another day. still another day.

P3RQ2SQ2 P3RQ2SQ2
I made an effort I made an effort
to do several to do several
things, the first things, the first
one is to hold one is to hold
lessons if lessons if
everyone was everyone was
willing to attend willing to attend
one and the one and the
internet internet
connection is connection is
poor or the poor or the
virtual classes virtual classes
are unavailable, are unavailable,
despite our best despite our best
efforts to use efforts to use
interventions. interventions.

67
P4RQ2SQ2 P4RQ2SQ2
I tried to I tried to
employ; number employ; number
one is I will hold one is I will hold
classes if all of classes if all of
them agreed to them agreed to
have a class have a class
because because
meaning to say meaning to say
there are there are
willingness on willingness on
their part. their part.
Second is in a Second is in a
week I dividend week I dividend
my time, I will my time, I will
hold classes hold classes
twice after that I twice after that I
will give will give
activities to be activities to be
work at the next work at the next
day and classes day and classes
again for again for
another day another day
and activities for and activities for
another day. another day.
And for the last And for the last
day which is day which is
Friday already it Friday already it
will be a sort of will be a sort of
quiz and a unit quiz and a unit
test, that is how I test, that is how I
try to manage try to manage
my time in order my time in order
for me to for me to
overcome those overcome those
difficulties and in difficulties and in
order to perform order to perform
the challenges the challenges
that I faced that I faced
being an being an
instructor, it was instructor, it was
hard but I hard but I
succeeded succeeded

68
because of because of
some sort of some sort of
innovation and innovation and
some sort of some sort of
resources resources
fullness teacher. fullness teacher.

P5RQ2SQ2 P5RQ2SQ2
Methods ahmm Methods. There
there’s no such is no such thing
thing as method as a method but
but we try to we try to
accomplish still accomplish the
the competencies
competencies that are
that are properly
properly created for the
created for the subject through,
subject through like I just said,
like what just I making
said in making adjustments in
adjustments in Google
google Classroom and
classroom, using a group
group chat so chat so that we
that we can be can
able to communicate
communicate with the
we the students students about
in terms of the the classes. So
classes so literally, the
literally the methods we try
methods that to put in place
we try to put are interventions
interventions if if the internet
possible, the connection is
internet not good or
connection is virtual classes
not good or the are not
virtual classes in available.
not available.

69
P6RQ2SQ2 P6RQ2SQ2
Persistence, the Persistence, the
teacher should teacher should
be persistence be persistence
because the because the
struggle of struggle of
students, we students, we
should consider should consider
it the struggle of it the struggle of
students students
physically ang physically ang
financially so we financially so we
always always
monitoring the monitoring the
students from students from
time to time. time to time.

P7RQ2SQ2 P7RQ2SQ2
Methods its Methods its
always come in always come in
mind of the mind of the
teacher, we put teacher, we put
initiative what initiative what
would be the would be the
available available
methods methods
especially when especially when
you are in a you are in a
dead spot dead spot
among our among our
learners, we learners, we
delivered them delivered them
module station module station
by station, we by station, we
visit home base visit home base
visitation that visitation that
applicable in applicable in
dep-ed dep-ed
agencies as well agencies as well

P8RQ2SQ2 P8RQ2SQ2
One on one One on one
intervention, so intervention, so

70
you need to ask you need to ask
your students if your students if
may na tutunan they have
sila ako man anything to
gud especially clarify,
tung online class especially in
pa every after online class.
discussion naga After every
ask ko sa mga discussion, I
students randomly ask
random lang my students
kung ang about their
learnings nila or learnings or if
kung pwede they can
nila ma summarize the
summary ang discussion. That
discussion so is one of the
yan ang isa sa methods I use
mga method na for one-on-one
ginamit ko on intervention.
one on one
intervention.

P9RQ2SQ2 P9RQ2SQ2
I always prepare I always prepare
back up back up
initiative lesson initiative lesson
materials so that materials so that
I can cater the I can cater the
different needs different needs
of the students. of the students.

P10RQ2SQ2 P10RQ2SQ2
Methods siguro Methods. Self-
ano, again discipline is one
again ano yung of the
tanong? Siguro techniques or
ano hahahaha methods we
methods can use to
hahahaha overcome this.
ahmmm siguro Because if you
ano self- do not have
discipline this is self-discipline,

71
actually the one you will not
techniques or have patience,
methods that and you will get
we must use to tired of doing
overcome this online classes.
ano, kasi if you So just relax, stay
do not have this focused, and
self-discipline stay on track
wala kang because that
pasensya, siguro will help you
ano, you will get impose yourself
tired doing and conduct a
online classes so class with
relax yun lang satisfaction. You
din, stay will really be
focused, stay on able to deliver
track kasi that an effective
will help you class.
impose yourself
and conduct a
classes with a
tawag dito or
satisfaction
talagang you
will really have,
you will really
delivery a class
that is effective.

72
 PICTORIAL
DURING INTERVIEW

73
74