See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/349176836

Perceptions of Teachers on the Different Strains of Online Modality of Learning

Article · February 2021

CITATIONS READS
0 2,171

4 authors:

Corazon Quintos Dennis G. Caballes

Department of Education, Division of Palawan Centro Escolar University
2 PUBLICATIONS   0 CITATIONS    29 PUBLICATIONS   1 CITATION   

SEE PROFILE SEE PROFILE

Edheson Gapad Marianne R. Valdez

Department of Education of the Philippines Department of Education of the Philippines
2 PUBLICATIONS   0 CITATIONS    1 PUBLICATION   0 CITATIONS   

SEE PROFILE SEE PROFILE

Some of the authors of this publication are also working on these related projects:

Learning Approaches of Grade 11 Students in Physics at Antipolo City senior High School View project

Assessment of Students in Digital Game-Based Learning in Teaching Physics 7 View project

All content following this page was uploaded by Corazon Quintos on 10 February 2021.

The user has requested enhancement of the downloaded file.

 Perceptions of Teachers on the Different Strains of
Online Modalities of Learning: An Adoption to New
Normal
Corazon A. Quintos, Dennis G. Caballes, Edheson M. Gapad, and Marianne R. Valdez 1

Abstract---Philippine new normal of education requires struggling against the present health condition of the entire
different learning modalities as suggested by the Department of country.
Education to address the cause of the pandemic. Online In the commencement of the several new learning schemes,
modality of learning is one of the adoptions that are to be different strains of online learning modality are being
considered. It is for this reason that this study was conducted to introduced. Online learning has made education switch from
investigate the teacher’s level perceptions on the different traditional classrooms to a cyber-learning environment. The
strains of online modalities of learning as an adoption to new pressure of this learning modality is heavier on the shoulders of
normal. It utilized a quantitative approach using modified- teachers who are required not only to be content masters but
adopted questionnaire as the primary instrument. Results also pedagogical and technological experts. Moreover, in the
revealed that the comfort and confidence level of teachers on transformation of learning delivery modalities, teachers must be
the integration of technology in the classroom indicated that the prepared with digital and innovative resources.
respondents are somewhat confident and comfortable in using The teachers’ readiness including attitude, training, and
technology. Further, age and years of teaching profile of the behavior is described as one of the most influencing factors on
respondents is insignificant to the teacher’s level of perception student online learning experience [1]. To be able to adapt to
towards the strain that they may face while integrating the new normal situation successfully, teachers need to be
technology for online learning. However, it is also showed that equipped with all the competencies suited for online learning
the confidence and comfort levels of the teacher in using modalities. These competencies include skills and knowledge
technology in teaching have no relationship in their perception within the use of digital tools altogether curriculum domains
on the different strains on online learning and can be treated and making students’ learning extend beyond the classroom [2].
separately. Thus, strains that the schools may face in adopting Technological innovations have great potential to enhance
online learning modality should be taken into consideration by curriculum and teaching processes. But due to abrupt changes
every school and the government itself for the success of to the educational system of our country brought by the
education. pandemic, teachers may not be ready to fully engage and
integrate technology. Likewise, teachers and students may not
Keywords---Online Modality of Learning, Strains, Perception, have adequate knowledge and skills to utilize technology to
Teachers support online learning.
To be ready with the different strains of online learning
I. INTRODUCTION modalities, teachers must be provided with a solid foundation

A MIDST several challenges the whole world is currently

experiencing, quality education is still a priority in the
Philippines. The Department of Education (DepEd)
of knowledge and skills in digital media and develop new
understandings, new approaches, new roles, new methods of
professional development, and new attitudes about technology
works to continue to protect and promote the right of every integration [3] [4].
Filipino to quality basic education. But with the emergence of Establishing proficient learning groups will help educators
the Covid-19 pandemic, the health and safety of students and in the building of new data about instruction as well as in
teachers are largely at stake. With this, the Department of stimulating old-style views and expectations about education,
Education (DepEd) promotes different learning delivery community, teaching, and learning to ensemble the current
modalities aiming to continue to strengthen education while needs of students. Therefore, it is a must to encourage and

1
Manuscript received on August 2, 2020, review completed on August 11, E. M. Gapad is with Sandoval National High School, Philippines. E-Mail:
2020 and revised on August 12, 2020 [email protected]
C. A. Quintos is with Narra National High School, Philippines. E-Mail: M. A. Valdez is with Narra National High School, Philippines. E-mail:
[email protected] [email protected]
D. G. Caballes is with Centro Escolar University, Manila, Philippines. E-
Mail: [email protected].
engage teachers to embrace and participate in the process to the ”risk severity grading or classification of certain under the
realize the online education plans of the Department of guidelines from the Department of Health (DOH), the inter-
Education (DepEd). Agency Task Force (IATF) for the Management Emerging
Infectious Disease in the Philippines and the Office of the
A. Aims President (OP)” [7] . The Department of Education (DepEd) is
This study aimed to determine the perceived level of the resolving the problems caused by Covid-19 in basic education
teachers on the strains they will be encountering using online through the Learning Continuity Plan (LCP), which will be
learning. effective by the opening of the school on August 24, 2020 [8].
Specifically, it sought to answer the following questions: New normal requires education to unlearn what we used to
1. What is the demographic profile of the teachers as to practice [9]. As always said by the DepED Secretary Liling
their: Briones, “there is no one-size-fits-all” mode. Pursuant to
a. Age; and DepEd Memorandum numbered DM-CI-2020-00162 dated
b. Years of experience in teaching? July 21, 2020, in accordance to the directives of the Office of
2. What is the confidence and comfort level of the the President that there will be no face-to-face shall be held until
teachers in using technology in the new classroom a vaccine for COVID-19 becomes available, the Distance
situation? Learning Delivery Modalities shall be implemented this school
3. What is the level of teacher’s perception of the year 2020-2021 which includes online learning [10].
different strains of the online learning modality as an Online Learning is the kind of modality in which technology
adoption to new normal? replaces direct instruction of the teacher and all new content is
4. Is there a significant correlation between the then presented virtually [11]. It allows live synchronous and
demographic profile of the teachers to their confidence asynchronous instruction which requires participants to have
and comfort level in using technology in the good and stable internet connectivity [7]. While home school
classroom? and online learning are among the proposed solutions given by
5. Is there a significant correlation between the Deped like utilization of Deped Commons and the like, access
demographic profile of the teachers to their level of to technology and the internet, especially in distant areas is a
perception on the different strains of the learning big challenge [12]. It does not only require students to have a
modality as an adoption to new normal? place to study but also have a computer or any gadgets that can
6. Is there a significant correlation between the be used at home [13]. But the question is, do public schools and
confidence and comfort level in using technology to students in the Philippines are already ready on the online
their level of perception of the different strains of the platform suggested by some experts?
modality of learning? Consequently, there are challenges that the school is
encountering while using the online modality of learning. It has
B. Literature Review been known that in the public education system, it is common
on the part of the students and parents the lack or even no
As the world continues battling with COVID-19pandemic, internet connection at home or parents cannot afford to acquire
the Department of Education never stops looking for ways to gadgets and can afford to buy loads regularly [12]. Most
continue learners’ education. World economic data shows that schools do not have a definite plan on acquiring great
the pandemic resulted in the shutdown of some schools across infrastructure or resources to build virtuous online tools [14].
the globe and over 1.2 billion children are out of the classroom Additionally, to attend class online, teachers’ digital literacy is
[5]. As an effect, education has transformed vividly, through the important to learning takes place. This includes the
idiosyncratic increase of e-learning, whereby teaching is consideration of the teachers and students to online
assumed remotely and on digital platforms. communication etiquette in an online learning environment
“DepEd adheres to the position of “Closure of schools [15]. Technical issues of teachers and students together with
or use of alternative learning modalities (e.g., their parents are another strain that online learning is facing.
online/distance learning)” in the Risk Severity Grading Slow and weak internet connectivity can affect how quickly
and Risk-based Public Health Standards provided by they can connect and participate in class [15]. As discussed by
DOH in its Administrative Order No.2020-0015, dated Sunil Kumar in his article, adaptability struggle, computer
April 27, 2020, with the subject Guidelines on the literacy, time management, and self-motivation are the common
Risk-Based Public Health Standards for COVID-19 problems of both the teacher and the learners facing in e-
Mitigation” [6]. learning [16].
It has been agreed that the physical opening of the classes Online learning can be more difficult for teachers as well as
in the Philippines for the school year 2020-2021 will depend on students because it is hard to measure how the students are
responding to the material and the difficulty of mastering the using the online modality of learning as an adoption to new
technology is another factor [17] [18]. Online learning normal. The questionnaire was in google format and the link
eliminates human connection and the teacher cannot gauge the was sent thru Facebook messenger.
student’s mood, involvement, and engagement level just as
face-to-face learning [18]. D. Data Analysis
Learning Management Systems to be used in online To determine the demographic profile of the respondents,
modality is not that easy to acquire especially in public schools. frequency, averages, mean, and standard deviation were
The quality of learning resources and students’ attitudes are also utilized. For the relationship between the profile, confidence,
great obstacles the online delivery model is having [19]. and comfort level in using technology and the level of
Unfortunately, not all learners are committed to the e-learning perception of the respondents Pearson r Coefficient of
experience, they are lack of motivation and engagement [20]. correlation was employed.
Even though there are several challenges the online learning
modality is facing, there are also positively impact the online III. RESULTS AND DISCUSSION
learning has to offer. Online learning modality reflects life, for
it permits learners as well as educators to acquire at their own A. Profile of the Respondents
pace, enhance their skills and direct their life better [21] [22].
It is in the hands of the learners, teachers, parents, schools, TABLE I
PROFILE OF THE RESPONDENTS AS TO THEIR AGE AND YEARS IN TEACHING
administrators, and the government on how to overcome such
AGE Frequency Percent
challenges for the success of education.
20 - 24 YEARS OLD 12 14.1
25 - 29 YEARS OLD 11 12.9
II. METHOD 30 - 34 YEARS OLD 22 25.9
35 - 39 YEARS OLD 14 16.5
40 - 44 YEARS OLD 11 12.9
A. Research Design 45 - 49 YEARS OLD 9 10.6
This research utilized Descriptive-Correlational Method. 50 YEARS OLD & ABOVE 6 7.1
Total 85 100.0
This was used to describe characteristics of a population or YEARS IN TEACHING
phenomenon being studied and was utilized to determine the 1 TO 5 YEARS 35 41.2
level of teacher’s perception of the different strains of the online 6 - 10 YEARS 25 29.4
11 - 15 YEARS 8 9.4
learning modality as an adoption to new normal and the MORE THAN 15 YEARS 17 20.0
relationship between the profile of the respondents and their Total 85 100.0
level of perception.
Table 1 shows the profile of the respondents as to their age
B. Participant and years in teaching. The data were gathered believing that
The respondents of this study were the secondary school these can affect the teacher’s perception of the different strains
teachers of Narra selected conveniently. A total of 85 from of adopting online modality of learning in the middle of a
among the 120 teachers participated in this study. The sex, pandemic for the continuity of learning. As shown from the
number of years in the teaching of teachers were collected to data, most (22) of the respondents are within 31-35 years old.
describe their profile which in turn may have factors to their Eleven out of 85 respondents or 16.5% are within the age
perception of the strains of using the online modality of bracket of 35 -39 years of age. As observed, 69.4 % of the
learning. Likewise, confidence in using technology and their respondents can be described as Millennial Generation,
comfort level in integrating new classroom technology was also Accordingly, the age bracket within 23 – 39 years old as of this
taken. 2020 describes Millennial Generation [23]. Only a few (9 & 6)
of them are within the age bracket of 45-49 and 50 and above
C. Data Tools and Procedure years old respectively.
An adopted tool was utilized in this study. The As to the years of experience, thirty-five (35) out of 85
questionnaire was adopted from a survey conducted by OECD: respondents is within 1-5 years of teaching experience. Twenty-
Better Policies for Better Life entitled, “A framework to guide nine (29%) percent has 6-10 years of teaching experience
an education response to the COVID-19 Pandemic of 2020” already. There are eight (8) and seventeen (17) of them with a
authored by Fernando M. Reimers and Andreas Schleicher. The teaching experience of 11-15 and 15 years above.
questionnaire was divided into two parts: Part A consisting the
demographic profile of the respondents with their confident and
comfortable level in using technology; and Part B which assess
the level of perception of the teachers on the different strains on
B. Confidence and Comfort Level of Teachers in Using Lack of adequate
communication with
Technology parents to coordinate 3.69 .859 Agree High
TABLE 2 curriculum-aligned
CONFIDENCE AND COMFORT OF LEVEL OF TEACHERS IN USING TECHNOLOGY learning
CONFIDENCE LEVEL ON Frequency Percent Preparedness of teachers
TECHNOLOGY and schools on online 3.25 .885 Neutral Neutral
BASIC 19 22.4 learning
PROFICIENT 55 64.7 Access to internet
ADVANCED 11 12.9 connectivity to both 3.55 .880 Agree High
teachers and students
Total 85 100.0
Sufficient Internet
COMFORT LEVEL 3.35 1.192 Neutral Neutral
bandwidth or speed
UNCOMFORTABLE 8 9.4 Teachers have the
SOMEWHAT 15 17.6 necessary technical and
UNCOMFORTABLE pedagogical skills to 3.16 .884 Neutral Neutral
integrate digital devices
SOMEWHAT COMFORTABLE 39 45.9
in instruction
COMFORTABLE 23 27.1
Teachers have sufficient
Total 85 100.0 time to prepare lessons
3.24 .895 Neutral Neutral
integrating digital
devices
Table 2 reveals the confidence and comfort level of the
Effective professional
teachers in using technology. It is indicated that most (55) of resources for teachers to
3.21 .773 Neutral Neutral
the respondents have a proficient confidence level on learn how to use digital
devices are available
technology and eleven (11) with advanced levels in using The school has sufficient
technology. Only 19 of the respondents responded that they qualified technical 3.01 .945 Neutral Neutral
assistant staff
only have a basic confident level in using technology.
An effective online
As for the comfort level of teachers on the integration of learning support 3.11 .939 Neutral Neutral
technology in the class, it indicates that the respondents are platform is available
COMPOSITE MEAN 3.40 Agree High
somewhat comfortable and comfortable in using technology in
the classroom. This table discloses the teacher’s level of perception of the
Confidence and comfort level of teachers in using different strains of an online modality of learning as an adoption
technology have something to do with the strains encountered to new normal. As revealed, the respondents agreed that lack of
by them in adopting the online modality of learning in this technological infrastructure, access to a computer for
pandemic. Teachers’ capability to assimilate technology shapes schoolwork, lack of availability of parents/guardian to support
belief in computer technology and confidence in its possibility learning at home, lack of adequate communication with parents
as an instructional device [24]. to coordinated curriculum-aligned learning and access to
internet connectivity to both teachers and learners are some of
C. Level of teacher’s perception of the different strains of the the strains of the online modality of learning. Internet is
online learning modality as an adoption to new normal
required for online learning [13]. It does not only require a
place for the students to study and learn but also a computer to
TABLE 3
TEACHERS LEVEL OF PERCEPTION THE DIFFERENT STRAINS OF ONLINE work within their own homes [13]. Consequently, limited
MODALITY OF LEARNING accessibility and network connection, limited technical support,
Statements Mean SD
Adjectiv Interpret lack of effective training, limited time, and lack of teachers’
al Rating ation
Lack of technological
competency are some of the key issues teachers are facing when
3.99 .794 Agree High
infrastructure online modality of learning will be used [25]. The absence of
Management of IT both the technical support and the availability of the resources
3.35 .735 Neutral Neutral
infrastructure
Access to a computer for online modality of learning is still a challenge [26]. From the
3.46 .853 Agree High
schoolwork data presented by the Organisation for Economic Co-operation
Achieving the right
balance between digital 3.28 .766 Neutral Neutral
and Development (OECD) that in the Philippines only one (1)
and screen-free activities out of ten (10) available portable computers [13]. Likewise, the
Lack of capacity or parent's willingness to support their children in learning at home
willingness of teachers to
adapt to the changes 3.39 .832 Neutral Neutral is quite a strain to online learning.
required by the
situation.
Lack of availability of
parents/ guardians to
4.02 .740 Agree High
support learning at
home.
D. Correlation between the demographic profile of the Table 5 indicates the significant relationship between the
teachers to their confidence and comfort level of using demographic profile and the level of perception of teachers
technology in the classroom towards the different strains of online learning. It displays that
teacher’s demographic profile has nothing to do with their
TABLE 4 perception of the different strains on online learning. It only
CORRELATION BETWEEN THE DEMOGRAPHIC PROFILE AND THE TEACHER’S
indicated that the age and the number of years of teaching, the
CONFIDENT AND COMFORT LEVEL OF USING TECHNOLOGY
Correlation Signifi Interpretatio Decision
teachers do not influence their insight towards the challenges
Variable encountered by the teachers in adopting the online modality of
Coefficient cant n to Ho
Age – Confident learning as one of the strategies of the Department of Education
Not
Level in Using -0.150 0.172 Accept
Significant for the continuity of learning.
Technology
Age – Comfort
Level in
Integrating -0.134 0.220
Not
Accept F. Correlation between the confident and comfort level in
Significant
Technology in using technology to their level of perception to the different
Classroom strains of the modality of learning
Years in teaching
- Confident Level Not
-0.059 0.593 Accept
in Using Significant TABLE 6
Technology CORRELATION BETWEEN THE CONFIDENT AND COMFORT LEVEL OF TEACHERS
Years in teaching IN USING TECHNOLOGY AND THE TEACHER’S LEVEL OF PERCEPTION ON THE
- Comfort Level
Not DIFFERENT STRAINS OF THE ONLINE MODALITY OF LEARNING
in Integrating 0.008 0.945 Accept
Significant Correlation Signifi Interpretatio Decision
Technology in Variable
Classroom Coefficient cant n to Ho
Confident Level
Table 4 indicates the relationship between the demographic in using
profile of the teacher and their confidence and comfort level in Technology –
Not
using technology in the classroom. As shown, the relationship Teacher’s Level 0.172 0.116 Accept
Significant
of Perception on
between the age and the confidence and comfort level of the strains of
teachers in using technology is insignificant. The data imply Online Teaching
Comfort Level of
that the age and the years of teaching of the teacher are not Using Online
associated with their level of confidence and comfortability of Modality of
Learning – Not
integrating gadgets in the class. As described in Table 1 most Teacher’s Level
0.149 0.173
Significant
Accept
of the respondents belong to millennial generation which makes of Perception on
them confident and comfortable with using technology. the strains of
Online Teaching
Millennials are those born between 1982 – 2003 and known as **. Correlation is significant at the 0.01 level (2-tailed).
Generation Y [27]. Different researches said that they are the As revealed in table 6, the confidence and comfort levels of
most likely generation because of their wide range in using the teacher in using technology in teaching and their perception
technology and online modalities [28]. of the different strains on online learning can be treated
E. Correlation between the demographic profile of the separately. Even though most of the respondents have high
teachers to their level of perception on the different strains confidence and comfort level in integrating technology, it does
of the online learning modality as an adoption to new not mean that perception level on the challenges being
normal encountered by them adopting online learning is low or high.
Sometimes, teachers have different perspectives on the
TABLE 5 problems they are encountering on the online modality of
CORRELATION BETWEEN THE DEMOGRAPHIC PROFILE AND THE TEACHER’S learning to their feeling of comfortability and confidentiality.
LEVEL OF PERCEPTION ON THE DIFFERENT STRAINS OF THE ONLINE
MODALITY OF LEARNING
Correlation Signifi Interpre Decision
Variable IV. CONCLUSION AND RECOMMENDATIONS
Coefficient cant tation to Ho
Age – Teacher’s
Level of Not Based on the data gathered, the following conclusion
Perception on the -.201 0.064 Signific Accept
strains of Online ant was drawn:
Teaching 1. Most of the respondents are within the age bracket of
Years in
Teaching –
30 – 34 years old, followed by 35 – 39 years of age.
Not
Teacher’s Level
-0.146 0.181 Signific Accept
Some of the respondents (12) are within 20 – 24 years
of Perception on old. Eleven (11) out of 85 respondents is in the age
ant
the strains of
Online Teaching range of 25 – 29 and 40 – 44. Only a few (9,6) is
**. Correlation is significant at the 0.01 level (2-tailed). within 45 – 49 and 50 years and above respectively.
 For the teaching experience, most (35) of the Language Learning. Procedia - Social and Behavioral
respondents only have 1 – 5 years in teaching. Twenty- Sciences," ResearchGate, no. 103. 10.1016, 2013.
nine and four (29.4) percent of the teachers have 6 –
10 years in teaching. There were only 8 and 17 [3] M. Stork, "Implementing a Digital Learning Initiative: a
responded that they do have 11 – 15 years and 15 years Case Study in K-12 Classrooms," Journal of Formative
above teaching experience correspondingly. Design in Learning , vol. 2, pp. 36-48, 2017.
2. Most (55) of the respondents have a proficient
[4] F. Abzain, P. Gilakjani and S. Abbas &Soudouri, "Use
confidence level on technology and eleven (11) with
of the Technology in Classroom for Professional
advanced levels in using technology. Only 19 of the Development," Journal of Language Teaching and
respondents responded that they only have a basic Research, no. 4.10.4304/jltr.4.4684-692, 2013.
confident level in using technology.
3. Respondents agreed that lack of technological [5] "World Economic Forum," 2019. [Online]. Available:
infrastructure, access to a computer for schoolwork, https://www.weforum.org/agenda/2020/04/coronavirus-
lack of availability of parents/guardian to support education-global-covid19-online-digital-learning.
learning at home, lack of adequate communication [Accessed 25 July 2020].
with parents to coordinated curriculum-aligned
learning and access to internet connectivity to both [6] D. o. Education, "Learning Opportunities Shall be
Available. The Basic Education Learning Continuity
teachers and learners are the different strains of online
Plan in the Time of Covid-19," Department of
learning modality. Some of the items on the level of
Education, Manila, 2020.
teacher’s perception like achieving the right balance
between digital screen-free activities, lack of capacity [7] M. A. Llego, "Deped LearningDeliviery Modalities for
or willingness of teachers to adapt the changes School Year 2020-2021," 20 May 2020.
required by the situation, Preparedness of teachers and
schools on online learning, Sufficient internet [8] "Department of Education," Department of Education, 5
bandwidth or speed, Teachers have necessary May 2020. [Online]. Available:
technical and pedagogical skills to integrated digital https://www.deped.gov.ph/2020/05/06/official-
devices in instruction, Teachers have sufficient time to statement-2/. [Accessed 25 July 2020].
prepare lessons integrating digital devices, Effective
[9] R. M. Kamalluden, "Transitioning the New Normal in
professional resources for teachers to learn how to use
Education," Manila, 2020.
digital devices are available, Teachers has sufficient
qualified technical assistant staff and effective online [10] "Deped Memorandum numbered DM-CI-2020-00162,"
learning support platform is available were rated Department of Education, Manila, 2020.
neutral.
4. There is no significant correlation between the age and [11] M. Horn, "Perceptions of Blended Learning in the High
years of teaching and the confidence and comfort level School Classroom.," Electronic Thesis and Disertation,
of teachers in using technology in the classroom. 2019.
5. Teachers demographic profile and their level of
[12] C. Jorge, "PH education and the new normal,"
perception of the different strains of online learning
Philippine Daily Inquirer, Manila, 2020.
are insignificant.
6. The confidence and comfort level of teachers in using [13] F. M. Reimers and A. Schleicher, "A framework to
technology is not significant to their level of guide an education response to the COVID-19 Pandemic
perception of the different strains on online learning as of 2020," 2020. [Online]. [Accessed 25 July 2020].
an adoption to new normal.
[14] M. Horn, "Will Shift to Remote Teaching Be Boon or
REFERENCES Bane for Online Learning?," 2020.
[1] Adair, Assuring Quality in Online Education Practices [15] "Online Learning:4 Common Challenges Facing Online
and Processes at the Teaching, Resource, and Program
Learners and How to Overcome Them," The Purdue
Level, 2014.
University Global, 2020.
[2] M. Afshari, S. Ghavifekr, S. Siraj and D. Jing,
[16] S. Kumar, "5 Common Problems Faced By Students In
"Students’ Attitudes towards Computer-assisted
eLearning And How To Overcome Them," 2015.
[17] L. Hardy, "The A-Z Of Online Teaching Challenges," E- TEACHING SCIENCE) AT THE HOLY TRINITY UNIVERSITY,
Learning Industry, 2017. PUERTO PRINCESA CITY, PALAWAN, PHILIPPINES. SHE IS A
SENIOR HIGH SCHOOL TEACHER IN THE NARRA NATIONAL HIGH
[18] J. Shore, "Problems in Online Classes," Seatle Pi, Seatle, SCHOOL HANDLING PHYSICS AND PRACTICAL RESEARCH II
2020. SUBJECTS. MS. QUINTOS IS A RESEARCH ADVISER OF SCIENCE
INVESTIGATORY PROJECTS OF VARIED STUDIES WHO HAVE BEEN
[19] D. Pierce, "5 major online-learning challenges—and
COMPETING NATIONALLY AND INTERNATIONALLY.
how to solve them, pt. 1.," ecampus News, 2019.

[20] K. Moore, "The Top 10 E-Learning Challenges L & d DENNIS G. CABALLES FINISHED HIS
Pros Every Day.," Docebo, n.d. BACHELOR’S DEGREE IN EDUCATION ON
MARCH 2002 AT PHILIPPINE NORMAL
[21] A. Singhal, "God's Letter To The Struggling Online UNIVERSITY, PHILIPPINES, AND MASTER
Student," 2016. OF ARTS IN TEACHING GENERAL SCIENCE
AND DOCTOR OF PHILOSOPHY IN SCIENCE
[22] A. Talerngsri, "Online learning challenges and how to EDUCATION MAJOR IN BIOLOGY ON
overcome them. Bangkok Post," Bangkok Post,
MARCH 2006 AND 2009 RESPECTIVELY
Bangkok, 2019.
BOTH FROM DE LA SALLE UNIVERSITY, PHILIPPINES. HE
ACQUIRED HIS POSTDOCTORAL COURSE IN TOTAL QUALITY
[23] M. Dimock, "Defining generations: Where Millennials
end and Generation Z begins," Pew Research Center, MANAGEMENT IN HIGHER EDUCATION FROM CENTRO ESCOLAR
2019. UNIVERSITY, MANILA, PHILIPPINES. HE IS A FACULTY MEMBER
OF THE GRADUATE PROGRAMS IN VARIOUS COLLEGES AND
[24] J. W. E. W. T. R. C. &. S. J. Mueller, "Identifying UNIVERSITIES SUCH AS IN DE LA SALLE-COLLEGE OF SAINT
discriminating variables between teachers who fully BENILDE, CENTRO ESCOLAR UNIVERSITY, THE NATIONAL
integrate computers and teachers with limited TEACHERS COLLEGE, CHIANG KAI SHEK COLLEGE AND ATENEO
integration," Computer and Education, vol. 51, pp. DE MANILA UNIVERSITY. HE HAS PUBLISHED SEVERAL BOOKS
1523-1537, 2008. IN SCIENCE FOR SENIOR HIGH SCHOOL AND COLLEGE STUDENTS .
HIS INTERNATIONAL PUBLICATION ENTITLED “CONCEPTUAL
[25] S. Ghayifekr, T. Kunjappan, L. Ramasamy and A.
CHANGE IN BIOLOGY EDUCATION” IS NOW BEING USED AND
Anthony, "Teaching and Learning with ICT Tools:
MARKETED IN GERMANY AND LITHUANIA. DR. CABALLES IS A
Issues and Challenges from Teachers’ Perceptions,"
Malaysian Online Journal of Educational Technology, MEMBER OF THE MOST PRESTIGIOUS RESEARCH ORGANIZATION

vol. 4, no. 2, 2019. IN THE PHILIPPINES - NATIONAL RESEARCH COUNCIL

THE
WHERE HE SERVES AS MEMBERSHIP DIRECTOR FOR CLUSTER 1
[26] S. Lewis, "Enhancing teaching and learning of science UNDER THE DIVISION OF GOVERNMENTAL, EDUCATION AND
through use of ICT: Methods and materials," School INTERNATIONAL POLICY. HE IS ALSO A LIFETIME MEMBER OF
Science Review, vol. 309, no. 84, pp. 41-51, 2003. PHILIPPINE SOCIETY FOR MICROBIOLOGY, PHILIPPINE
ASTRONOMICAL SOCIETY, PHILIPPINE ASSOCIATION OF
[27] "The Millennial Generation: Understanding & Engaging CHEMISTRY TEACHERS AND PHILIPPINE PHYSICS SOCIETY TO
Today's Learners," Center of Teaching Innovation,
NAME A FEW.
2019.

[28] K. Zickuhr, "Generations and their gadgets," Pew EDHESON M. GAPAD IS CURRENTLY THE
Research Center, 2011. PRINCIPAL II OF SANDOVAL NATIONAL
HIGH SCHOOL, NARRA, PALAWAN. HE
CORAZON A. QUINTOS IS PRESENTLY OBTAINED HIS BACHELOR OF
ENROLLED AT CENTRO ESCOLAR SECONDARY EDUCATION MAJOR IN
UNIVERSITY, MANILA, PHILIPPINES WITH GENERAL SCIENCE ON APRIL 2006 AT
THE DEGREE OF DOCTOR OF PHILOSOPHY PALAWAN STATE UNIVERSITY. HE ALSO
IN SCIENCE EDUCATION. HER ACQUIRED COMPLETE ACADEMIC
BACHELOR’S DEGREE (BACHELOR OF REQUIREMENTS IN TEACHING SCIENCE
SECONDARY EDUCATION MAJOR IN AT HOLY TRINITY UNIVERSITY.
GENERAL SCIENCE) WAS TAKEN AT THE WESTERN PHILIPPINES MR. GAPAD ATTENDED SEVERAL INSTRUCTIONAL AND
UNIVERSITY AT ABORLAN, PALAWAN AND HER MASTER’S SUPERVISORY TRAININGS AND CONFERENCES. HE HAS BEEN
DEGREE (MASTER OF ARTS IN EDUCATION, MAJOR IN JOINING RESEARCH FORUMS INCLUDING SCHOOLS DIVISION OF
PALAWAN RESEARCH COLLOQUIAL, DEPED-MIMAROPA
REGIONAL RESEARCH SUMMIT, AND NATIONAL CONFERENCE
OF BASIC EDUCATION RESEARCHERS.

MARIANNE R. VALDEZ, TEACHER I OF

NARRA NATIONAL HIGH SCHOOL
ATTAINED HER BACHELOR OF
SECONDARY EDUCATION MAJOR IN
ENGLISH ON APRIL 2006 AT WESTERN
PHILIPPINES UNIVERSITY.
MS. VALDEZ ALREADY ATTENDED
RESEARCH FORUMS INCLUDING SCHOOLS DIVISION OF
PALAWAN RESEARCH COLLOQUIAL. FOR SEVERAL YEARS, SHE
HAS BEEN AN ENGLISH CRITIC OF RESEARCHES AND LANGUAGE
EDITOR WHICH HAS BEEN PRESENTED NATIONALLY AND
INTERNATIONALLY.

View publication stats