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SEASONED PHYSICAL EDUCATION TEACHERS ADAPTATION OF

BLENDED LEARNING AMIDST THE PANDEMIC ERA: A
MULTIPLE CASE STUDY

____________________

A Thesis Presented to The Graduate Education Faculty

of St. Mary’s College of Tagum, Inc. Tagum City,
Davao del Norte, Philippines

____________________

In Partial Fulfillment of the Requirements for the

Degree of Master of Arts in Education
Major in Physical Education

JOMAR G. LAVISUREZ
December 2020
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Chapter 1

INTRODUCTION

The scale of COVID-19 pandemic’s impact on education systems and on children

and young people’s learning and well-being is increasing everyday. As mentioned by

Chabbott and Sinclair (2020), this is truly a global crisis which is preventing children

and adolescents in every country, including those affected by conflict and displacement,

from fulfilling their right to quality, safe, and inclusive education by the year 2030 as

stipulated in the Sustainable Development Goal 4.

This COVID-19 pandemic puts this promise into jeopardy more than ever before.

But as the world grapples from the effects of coronavirus disease 2019, educators

resorted to online and digital platforms to reach out to students. This global health crisis

has allowed educators to conduct alternative learning to mitigate the school cancellation

of classes and for the continuum of student learning despite the pandemic. With this

new phenomenon, the coronavirus pandemic has transformed the education scenario all

over the world, where technology integration is critical during this period of time.

Blended learning such as online classes, synchronous teaching, and other teaching

modalities have minimized the learning disruption of the students. However, this

technology-assisted blended learning posed some challenges and problems, especially to

those who are already seasoned teachers and have difficulty in keeping at pace with the

digital era (Gao & Zhang, 2020)

However, Lim, et al. (2017) argued that there is a major concern in adopting the

new technologies since whether or not educators utilize new technologies for the

convenience and efficiency in the delivery of educational content. This claim has been

supported by Bielawski and Metcalf (2018) that newer ways to blend traditional

instruction with technology-supported instructional methods have emerged good for

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younger teachers but not for those who have been stucked to traditional teaching.

Research claims that blended learning is limited to those who have full grasp on the use

of internet and other multimedia technologies on distance learning (Bielawski & Metcalf,

2018).

Distance education such as blended learning which starts with the basic courses

and goes through web-based online courses is the essential form of this new educational

reform especially in the developing countries (Bano & Ting, 2015). Since the closure of

schools and the cancellation of face-to-face class interaction, the Philippines has utilized

blended learning in the educational teaching modality (Custodio, 2020). From the

standpoint of the Department of Education, blended learning or hybrid learning is a

fusion of in-person delivery of printed materials to the homes of the learners and online

distant learning. However, research from the University of the Philippines found out

that online teaching is a big challenge to the seasoned teachers in the Generation X

(Gloria, 2018). Many teachers are doubtful to teach using online platform because

primarily of poor orientation of the online device and secondly, they might affect the

quality of teaching and learning.

Regions throughout the country have now access to blended learning as the

mode of teaching delivery to the students through the use of modules (Lapada, 2020).

On the other hand, some schools in the urban areas have used online delivery modality

with synchronous or asynchronous modes of teaching and learning. It is, however, that

several teachers have clamors on the use of this online teaching, and some have

problems in utilizing computers and laptops. This now becomes a challenge of the

seasoned teachers in the public and private schools, and many of them asked assistance

to younger breed of teachers who are adept in using this technology.

In Davao Region, particularly in Davao del Norte, blended learning becomes a

problem to many educators. In terms of the printed modules, Physical Education (PE)
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teachers have to prepare several modules that covers these components. Moreover,

online teaching can also be difficult especiallyPE subject needs performance.

Considering eseasoned teachers, checking the performance of the students via online or

modular is really a big challenge and issue to them.

In the Municipality of Carmen, Davao del Norte, blended learning becomes a

problem, especially to thePEteachers, due to the number of components in just one

subject. However, the real problem did not only rely on this but also boils down to the

efficacy of the seasoned teachers in handling online teaching to their students,

considering their limited skills in utilizing computers for the online classes (Bano &

Ting, 2015). To cope with these inadequacies, seasoned teachers often asked helped from

others in maneuvering the computer for their online teaching. Hence, this blended

learning pose some major challenges on the side of the teachers of Generation X.

Although several research works have been done to study blended learning as a

pedagogical approach especially in tertiary education, no such research has been studied

on the use of blended learning in the basic education especially in the secondary schools

and no empirical studies that can be related to the challenges of seasoned teachers.

Thus, there is a dearth of information on the experiences, coping mechanism, and

insights of the seasoned teachers on blended learning.

Through this study, the educational leaders can device virtual trainings and

seminars that would help seasoned teachers to cope with the blended learning modality

in this new normal. With this, the researcher is encouraged to conduct this research to

hear the outcry of these seasoned teachers and understand the challenges of seasoned

teachers in this blended learning. Moreover, the results of this study will be

disseminated to the educational policymakers and leaders in the Division of Davao del

Norte. Further, this study will be presented in public forum and in local or regional
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conferences. This study will also be published for future studies related to seasoned

teachers on the use of blended learning modality.

Purpose of the Study

The purpose of this multiple case study is to understand the roots of adaptation

on blended learning of the seasoned Physical Education teachers during the pandemic.

At this stage of research, the struggles of the adaptation of the seasoned Physical

Education teachers on blended learning will be generally defined as the social

experiences, struggles, challenges, and hardships on how blended learning affects

teachers belonging to the Generation X.

Research Questions

1. What are the unique characteristics of each case of seasoned physical

education teachers?

2. What are the adaptive ways or strategies used by seasoned physical education

teachers on blended learning amidst pandemic era?

3. What are the experiences of seasoned physical education teachers upon

adapting blended learning amidst pandemic era?

4. How do seasoned physical education teachers cope with the challenges on

adapting blended learning amidst the pandemic era?

5. What are the insights od seasoned teachers physical education teachers on

adapting blended learning amidst the pandemic era that can be shared to

others?
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Theoretical Lens

This study is seen through the lens of Siemens’ (2005)connectivism theory, a

learning theory that acknowledges major shifts in the way knowledge and information

flows, grows, and changes because of vast data communications networks. Internet

technology has moved learning from internal, individualistic activities to group,

community, and even crowd activities. In developing the theory, Siemens acknowledged

the work of Barabasi (2002)and the power of networks. He also referenced an article

written by Stephenson (2004) which accurately identified how large-scale networks

become indispensable in helping people and organizations manage data and

information. Siemens describes connectivism theory as the integration of principles

explored by chaos, network, and complexity and self-organization theories where

learning is a process that occurs within nebulous environments of shifting core elements

– not entirely under the control of the individual. Learning, defined as actionable

knowledge, can reside outside of ourselves within an organization or a database, is

focused on connecting specialized information sets, and the connections that enable us

to learn more and are more important than our current state of knowing (Siemens,

2005).

In my study, the connectivism theory is underpinned on the prism of blended

learningwhere teachers manage to hold online classes with their students. Following the

connectivism theory of Siemens (2005), blended learning provides a major shift in the

information as well as the mode of teaching- from traditional to online. Moreover,

blended learning is an action knowledge that connects the teachers and the students,

enabling learning to flow through this technology-driven virtual learning platform.

Furthermore, these digital technologies have greatly altered the way we acquire, share,

and create new meanings and knowledge. This imposed the need to reflect upon and
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revise the existing theories of knowledge which will ultimately lead towards the creation

of blended learning. Connectivism theory indicates that learning is in fact the process of

producing connections and perceiving the ones that already exist between different

fields and concepts (Siemens, 2005). This connectivism theory, emerged from this line

of thinking, is considered the learning theory of digital age, emphasizing the important

place that modern technologies occupy within the educational process (Siemens, 2005).

In this study, connectivism theory is related to the technological side of the blended

learning where seasoned teachers find it hard to adapt to the ever-changing

technological advancement, leading to digital divide. As a researcher, I believe that

technology is an important thing to use in this time of pandemic as schools around the

world have been closed to prevent the spread of the virus. However, this has lashed

problems and challenges as seasoned physical education teachers are struggling in using

the technology for the blended learning modality in this new normal.

Furthermore, the connectivism theory was conceived bearing in mind the

significant role of social and pedagogical context in acquiring relevant and up-to-date

knowledge, while at same time emphasizing the necessity of networking, and the skill of

the one who used it (Siemens, 2005). This theory also focuses on people of different eras

and generations in using the internet and technology in sharing and gaining knowledge.

To avoid being obsolete, this theory teaches those people who have no skills in using

technology to start learning it and using it to connect with people, which is very essential

in this modern age.

Scope and Limitations of the Study

This study is grounded with limitation so as to clearly define the scope of the

study. The researcher will understand the roots of adaptation of seasoned PE teachers on

blended learning in this era of pandemic.

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Moreover, this study will be conducted on January 2021 to March 2021 to the

seasoned PE teachers in the selected secondary schools in the Municipality of Carmen,

Davao del Norte. Further, the researcher will only have five (5) participants in his study.

As caveat for this qualitative study, the researcher could not get more generalized

responses as to the study due to limited number of participants, and findings of this

study may not be applicable to other seasoned physical education teachers not part of

this study.

Importance of the Study

The findings of this study could prove useful to the following- school

administrators, teachers, division/regional authorities, and future researchers.

For the school administrators, the results of this study could give insights to

them about the adaptation of the seasoned PE teachers on blended learning in this era of

pandemic. This will give school heads insights in providing intervention that would

address the needs of the seasoned PE teachers on blended learning.

To the Physical Education Teachers, this study will make them more aware

on the issues behind blended learning and face these issues and challenges

throughbecoming more resilient in adapting to the changes as blended learning becomes

the new teaching and learning delivery mode. It would give them ideas on the possible

coping mechanisms that can be done to alleviate their struggles on blended learning.

As to the division/regional authorities, this study could provide basisfor

developing educational programs, trainings, workshops, and seminars that can alleviate

the lives of the seasoned PE teachers in terms of adaptation to this blended learning

modality. The findings of this study can give insights to the Division and Regional

DepEd Authority in finding for the proper intervention to properly adapt to the blended

learning modality and to address the needs of the seasoned PE teachers.

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The results of this study could also help future researchers come up with

information which would be a basis for further study. The study adds to the scholarly

research and literature about the adaptation of seasoned PE teachers on blended

learning amidst this pandemic era. Hopefully, emphasis on the need to further research

in this specific field will inspire other researchers to go deeper into the roots and its

influences to the learning community.

Definition of Terms

To establish a common frame of reference, the following terms are defined

conceptually and operationally.

Seasoned Physical Education Teachers. This refers to teachers who have

lots of experience, and considered to be veteran in the field or subject they are teaching

(Gonzales, 2019). As used in this study, this refers to Physical Education teachers who

have at least 15 years teaching experience in this field.

Blended Learning. This refers to teaching and learning conducted via a

combination of traditional way and technology-based online teaching (Su, Blended

learning pedagogy in higher education, 2020). As used in this study, this refers to the

modular print and online teaching done by the teachers in this new normal setting.

Organization of the Study

This study is organized and arranged in an order which can be easily identified

and be understood by the readers. Below is the comprehensive presentation and

discussion of the organization of the study.

Chapter 1 is the inclusive presentation of the introduction of the study which

includes the problem situations on the struggles of seasoned PE teachers on blended

learning amidst this pandemic era. It is followed by the purpose of study which states the
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intention in the conduct of the study. Research questions which consist he interview

guide questions were formulated and will be validated in order to acquire responses

from the participants to attain the aims of the study. It is followed by the significance of

the study which discusses the benefits of the study, the definition of terms, which is

conceptually and operationally defined in order to give clear and comprehensive

interpretations. Next are the delimitations and limitations of the study that is presented

to show the parameters of the study. Lastly is the statement on the organization of the

study.

Chapter 2 consists of the review of related literature obtained from the books,

web, journals, and other sources. It also presents the readings and findings of different

related research studies involving the adaptation of seasoned PE teachers on blended

learning amidst the pandemic.

Chapter 3 consists of the methodological approach to be employed in the study.

This methodology includes the research design, role of researcher, research participants,

data collection and analysis, trustworthiness and credibility, and ethical consideration.

Chapter 4 presents the results wherein it reflects characteristics of the qualitative

multiple case study. It also shows the process in obtaining the data from the informants.

Chapter 5 supplies the in-depth interview results of Participant 1.

Chapter 6 provides the in-depth interview results of Participant 2.

Chapter 7 gives in-depth interview results of Participant 3.

Chapter 8 imparts in-depth interview results of Participant 4.

Chapter 9 transits in-depth interview results of Participant 5.

Chapter 10 presents the cross-case analysis of this study. It also discusses the

different themes emerged from the various answers of the informants.

Chapter 11 provides the discussion of the study, the implication for practice,

implication for future research and the concluding remarks about the study.
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Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presents the review of related literature which adds to the

information needed in developing the framework of the study.

Blended Learning amidst the Pandemic

During the onslaught of COVID-19 pandemic, educational institutions were shut

down all over the world, which impacted over 60% of students and caused a massive

disruption of the education system (Alqahtani & Rajkhan, 2020). According to World

Health Organization (2020), more or less 200 countries and territories have succumbed

from the impact of COVID-19 that affects not just the economy and public health, but

also education. Many countries have taken stringent measures such as the closure of

educational institutions and preventing face-to-face classes to avoid future expected

waves. As long as the COVID-19 pandemic is still ongoing and there are no signs of

abating, all educational activities would be generally carried out at home through

blended learning (Rachmadtullah, et al., 2020).

This COVID crisis has stimulated innovation within the education sector and

several innovative approaches in supporting of education like the blended teaching were

developed. According toSu (2020), blended learning uses a combination of traditional

way and technology-based online learning, to enhance and extend the learning

opportunities for students beyond the classroom learning. Moreover, the new academic

year 2020-2021 is ideally placed to address many challenges caused by the COVID-19

pandemic, and several teachers are having some difficulty in using the online teaching

since they are not equipped enough to use the laptop or cellphone during the

synchronous teaching (Maruzo & Rao, 2017). Furthermore, recent study of Bilgic,

Dogan, and Seferoglu (2016) discussed that the fast developments in technology have
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expanded the differences between old and young teachers, or the digital natives and

digital immigrants.Likewise, the advancement in network and communication

technologies around the world have shifted the way we deliver instruction to learners in

remote locations in the country. Owing to the internet and newer formats of multimedia,

various instructional methods have provided learning solutions meeting the diverse

needs of the instructors and learners in schools (McDonald & McAteer, 2018).

Related studies regarding the advantages of blended learning in producing

effective learning and its positive impact on students’ intellectual skills development

have been studied for years (Bottge, et al., 2016). Chang, et al. (2016) claimed that

blended learning is able to increase the flexibility features in students’ learning process,

whereby learning can occur anytime and in any pace, which has ICT facilities, providing

opportunities to students to increase their learning knowledge and skills, and to increase

the students’ motivation level. Moreover, with the aim of minimizing on-site attendance

to that which is absolutely essential, United Kingdom and Ireland escalated and

intensified the provision of blended learning for student learning to help the learners in

continuing education despite the COVID-19 pandemic (Kasap, 2020). In Malaysia,

schools were closed on March, 2020, disrupting learning for the five million students

(Kamal, 2020). To keep children education, the Ministry of Education of Malaysia

launched blended learning nationwide because of its effectiveness as a learning

approach.

Cost is a primary advantage of offering distance and blended courses. The

reasons institutions implement distance learning include: increasing student

enrollment, offering more courses, creating degree and certification programs, and

maximizing college facilities (Bielawski & Metcalf, 2018). Using the hybrid model for

large, introductory college courses, and increases access to higher education, thereby

growing student enrollment (Lee & Hung, 2015). Students also stand to save money by
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enrolling in technology-based courses through reduced tuition fees and use of digitized

textbooks, which are typically less expensive that hardbound textbooks (Bielawski &

Metcalf, 2018).

There are numerous advantages to offering blended courses, besides cost

efficacy. Students appreciate the flexibility of blended courses, as they are able to take

advantage of the asynchronous learning components at times most convenient for them

(Watson, et al., 2016). Asynchronous learning allows students to actively learn material

at their own pace and in a variety of ways, and also gives them time to reflect upon

course material and measure their responses before responding to discussions and

inquiries (Kennedy & Ferdig, 2018). However, blended courses have been criticized as

less effective than traditional courses due to less contact and communication between

the instructor and students, as well as less student-student interaction.

Moreover, there is a shift and transformation occurring in the educational

systems around the world, which could change the face of education as we have known it

through blended learning. Blended learning evolved from traditional classrooms seeking

to use technology to improve student outcomes and fully online schools that recognized

the need to provide some students with face-to-face support (Powell & Barbour, 2018).

The Clayton Christensen Institute for Disruptive Innovation defines blended learning as

a formal education program in which a student learns at least in part through online

learning, with some element of student control over time, place, path, and pace; at least

in part in a supervised brick-and-mortar location away from home; and the modalities

along each student’s learning path with a course or subject that is connected to provide

an integrated learning experience (Kennedy & Ferdig, 2018). However, the term blended

learning is used to describe many situations that do not only conform to the definition.

Distance learning, which includes blended learning, is a powerful instructional

strategy because it transcends the boundaries of traditional classroom instruction. In

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fact, it creates virtual schools that allow learning to occur at the students’ initiative- any

time, any place. Distance learning also holds promise for promoting equity by providing

students with access to courses that otherwise might not be available, such as

accelerated courses in remote rural areas (Powell & Barbour, 2018). Distance learning

offers opportunities and possibilities that were largely unknown to educators over a

decade or so ago.

According to Watson, et al. (2016), distance learning has the capacity to grow,

and the early results demonstrate the benefits of students and parents being given the

choice of a variety of learning options, from fully online courses at a distance, to

classroom-based courses, with blended learning options in between. A disruption to

education systems in countries across the world, blended learning is allowing for

interactive and accessible environments for students to learn at their own pace, no

matter their neighborhood or income level.

By using the blended learning, students can still continue to learn. Supported by

the creative work of teachers,Nurtanto, et al.(2019) stressed that students can still get

the right education even with some constraints due to pandemic. Likewise, teachers’

creativity in presenting learning activities continues to support the development and

simulate student intelligence due to technological advances. According to Su (2020), the

conventional blended learning refers to teaching and learning conducted via a

combination of traditional learning such as printed or digital modules, and technology-

based online learning approaches which extends the learning opportunities for students

beyond the classroom learning. The online teaching itself could either be synchronous or

asynchronous. Moreover, Rachmadtullah, et al. (2020) claimed that blended learning is

an effective mixture with diverse teaching models with studying patterns that could be

completed in an interactive learning environment.

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However, for the purpose of designing the best blended learning approach, the

instructional events should be structured should be structured through systematic

planning and based on accurate instructional basics (Magdy, 2016). In addition, Siew-

Eng and Muuk (2015), stated that through blended learning modality, teachers’

instructional skills can be improved, while at the same time diversifying the teachers’

teaching styles in making the learning process a success. To prove the teachers’

requirement in implementing blended learning at schools, Lee and Hung (2015) agreed

that blended learning enables to produce meaningful learning through its ability to fulfill

the needs of acquiring 21st century learning, continuous learning, and cost effectiveness,

while Wu, Wen, Chen, and Hsu (2016) stressed that utilizing blended learning modality

in the learning process could produce better learning achievement compared to

traditional and full online learning.

Although blended learning provides an effective combination of different modes

of delivery for an interactively meaningful learning environment, Kaur (2015) argued

that students must be online at the same time and teachers must have advanced

workstations and a high-speed connections. He also added that teachers should have

technical skills, adequate resources, and be personally be dedicated to make teaching

and learning interactive, since like in a live classroom, informational sessions can place

the learner in a passive role and learner attention may be lost. Likewise, Kamal

(2020)also stressedthat teachers still require comprehensive support from the

administrator in implementing blended learning as more teachers have challenges in

terms of understanding the tenets of blended learning.

Furthermore, teachers in the secondary schools in our region and even in our

school have been constantly adapting to the challenges brought by this pandemic, and by

making blended learning as a new learning delivery modality, students will be able to
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continuously learn the lesson through the printed modules and online teaching in this

blended learning modality.

Teachers’ Struggles and Adaptation

on Blended Learning

The higher use of blended learning modality in the educational sector has been

an emerging trend in the 21st century. Sometimes, the definition of blended learning is

too broad that it makes it hard to find any learning environment in the basic education

that would not be included. From being an experimental concept in distance education

courses, blended learning environments are today’s part of mainstream education

(Mozelius & Rydell, 2017). In a broader sense, blended learning requires the use of

technology for online learning, apart from its traditional contemporary. Technology

enhanced learning in this study is seen as information and communication technology

(ICT) used in educational contexts with the aim to enhance students learning and

interaction (Mozelius & Rydell, 2017). However, the described potential of blended

learning has, in many cases, not been successfully implemented and teachers have

struggled to adapt to this new normal setting. According to a case study carried out by

Lonn and Teasley (2019), teachers’ perception of an online tools’ case of use is directly

connected to the teachers’ sensation of lack of time, lack of knowledge, and lack of

support to implement it.

Despite this call to action and the unprecedented increase of blended programs

in the basic education curriculum (Watson, Murin, Vashaw, Gemin, & Rapp, 2016),

blended learning is not often explicitly taught and practiced in teacher preparation

workshops and programs (Archambault, et al., 2016), which still tend to separate

pedagogical instruction from technology training.

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To adapt to this challenge, teachers need to be exposed to blended learning

environments in their professional development (O'Byrne & Pytash, 2015). Since

knowledge is created through the transformation of concrete experience paired with the

reflection on the experience, teachers need to engage in the blended learning course to

understand first-hand the benefits and challenges of such an instructional delivery

modality (Shand & Farrelly, 2018). Blended learning teachers have reported that the

experience of taking blended learning as ateachers would help in the adaptation and

development as an effective teacher (Archambault, et al., 2016). In fact, Parks, Oliver,

and Carson (2015) recommend teacher professional development experiences and

training-workshops that include learning situations that deepen understanding and

increase teacher adaptation of the blended learning at hand. This includes using blended

teaching to teach blended learning (Shand & Farrelly, 2018).

Understanding blended learning requires specific knowledge of blended course

design, with vivid focus on its benefits and challenges. An awareness to these benefits

and challenges aids in the blended learning design process as it enables the teacher to

make informed decisions about how to blend the online and traditional approaches

(Shand & Farrelly, 2018). Likewise, Bielawski and Metcalf (2018) argued that there is

much to learn from the successes and challenges experienced by faculty who have

developed, implemented, and assessed their courses in search of an effective model of

blended learning instruction and the teachers who have challenges in experiencing

blended learning directly (Parks, Oliver, & Carson, 2015).

A recent study on the problems of blended learning among teachers revealed that

the most common challenges were the extended time to learn new technology tools, a

lack of support for learning critical functions of the learning management systems, and

discomfort with understanding and implementing effective online pedagogy (Mozelius &

Rydell, 2017). Furthermore, Shand and Farrelly (2018) also stressed that specified
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additional barriers to blended learning are the complexity of the work, where teachers

are expected to engage in and complete the work tasks in two environments, being

adaptable to blended teaching and learning environments, and struggling with

technology issues.

Adapting to the new normal amidst this pandemic is never easy, and having

blended learning as the new learning delivery modality pose challenges and struggles to

the teachers especially those who are still struggling in using technology. Adapting in

this new normal is one way to surmount these challenges and problems, especially on

the part of the experienced teachers. Everything has been changed by a wink of an eye,

and means and ways in acclimatizing to this blended learning is highly essential this

time.

Seasoned Teachers

When designing a blended course, seasoned teachers should not only consider

the elements of effective adult learning and find the right blend between online and

modular approaches, they must also address some of the problems encountered when

using the approach such as the lack of technology and time management skills necessary

for skills necessary for success of the experienced teachers in a blended format (Kenney

& Newcombe, 2018). Tabor (2017) reported that experienced teachers who struggled in

the blended format mentioned problems with finding blended learning materials,

receiving less motivation for blended learning, and perceiving the blended learning

modality too difficult for older teachers in pacing with the technology.

Transforming a traditional course into a blended one is not an easy process and

requires faculty to take a different perspective on instructional delivery (Ross & Gage,

2016). Although it may seem easy to do, according to Tabor (2017), even experienced

teachers struggle with adapting and creating a balance and harmony on the blended
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learning modality. Ross and Gage (2016) and Tabor (2017) recommend that older and

experienced teachers should start small and keep it simple since re-designing a subject

into blended learning format takes time and more challenges need to be faced with this

learning delivery mode.

Research findings of Jeffrey, et al. (2015) revealed that most experienced

teachers have problems with the technologicl infrastructure or the use of technology

services and facilities, technological difficulties, knowledge on using the technology, and

problems with the internet connection. These technological difficulty issues demonstrate

that technical problems seemed to originate mostly from the use of the online platform

of the blended learning which were not expected in the blended learning course. This

result was similar to the results of the previous study of Yilmaz (2017) that experienced

teachers face multiple problems on blended learning such as technical problems,

connection problems, and web platform’s user interface.

Physical Education Instruction

during Blended Learning

The implementation of blended learning modalities, founded with the use of the

internet, opens new horizons in teaching and learning, in designing technology-based

courses, and in providing differentiated teaching as well as personalized support.

Kyriakidis and Papadakis (2016) stressed that blended learning seeks to merge

selectively various methods of teaching and learning, educational approaches, and

teaching practices, depending on the needs of each learning group or team, so that the

best possible results can be achieved. The combination of traditional and online learning

given by the educational technologies is a new model which has not yet been studied at

large, especially on the subject Physical Education.

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Physical education is one of the many school subjects under the K to 12 program

that undergoes changes due to pandemic, where digital technology is highly needed.

Blended learning on physical education faces the same issues as other subject areas

taught online such as technology issues, knowledge in the use of technology, among

others (Kyriakidis & Papadakis, 2016). However, Daum and Buschner (2019) argued

that teaching physical education through blended learning has a lot unique challenges

such as teaching and learning motor skills, sports skills, dance, and fitness. Teaching

physical education in the online world is unique because this subject matter must elicit a

movement response from the learner. Because of this, physical education teachers find it

difficult to meet online even with readily available technology. At the surface, blended

learning physical education seems counterintuitive and even an oxymoron since it is

highly difficult to teach this subject when the mode of teaching and learning is not

physical.

In response to the apparent blended learning physical education in our country,

teachers have discussed on the possible ways to teach the subject despite some

constraints. Research article of Daum and Buschner (2019) discussed solutions to the

problems such as using online fitness tests, journaling, videotaping of the performance

in physical fitness, and the use of social media to upload videos of dances, exercises, and

other physical activities and motor skills.

However, Watson, et al. (2016) argued that while blended learning can address

fitness and motor skills, it does not promise in being able to meet the physical education

content standards. Hence, Watson and his colleagues (2016) also added that teaching

physical education through blended learning approach adds up to the burdens of

physical education teachers, especially to the older teachers, since some of them have

little knowledge on the use of technology on blended learning.

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With this pandemic era, the education system has transformed eventually where

technology integration is critical during this period of time. The COVID-19 pandemic

greatly affected the educational sector in our country and has a detrimental effect on the

teachers, especially those who belong to Generation X. Blended learning, a mix of

different delivery modes including online learning, minimized the learning disruption of

the students. However, blended learning is detrimental to the lives of the seasoned

teachers who have few experiences in using technology in teaching, most especially with

the physical education teachers who are used to have an actual or physical meetings with

their students. Hence, seasoned teachers have problems and challenges in adapting and

keeping at pace with the digital technologies in this modern times.

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Chapter 3

METHODOLOGY

The study will explore the in-depth roots on the adaptation of seasoned Physical

Education teachers on blended learning amidst this pandemic era. This chapter

contains how much the study will be conducted and how the data will be gathered and

treated. This is divided into several sections, namely: the research design, research

participants, roles of the researcher, data collection procedures, data sources, data

analysis, trustworthiness of the study, and ethical considerations.

Research Design

A qualitative multiple case study will be used for this study which will foster an

opportunity to develop rich descriptions that vividly communicate participants’

experiences. Accordingly, a qualitative approach allows for rich possibilities of inquiry

that provide a distinct and more complex comprehension of people’s reported

experiences and observations that can contribute to the topic of study (Suter, 2006).

This method was chosen primarily because through it, the researcher was able to

gather data directly from each of the five seasoned PE teachers. These data will include

clear descriptions of the lived experiences in the practice of seasoned PE teachers on

their adaptation on blended learning during this time of pandemic, including their

characteristics and behaviors on adaptation as major factors in dwelling with their work

as teachers, and sharing insights to be learned by others from them.

Specifically, the present study will use the case study approach as this will be

advantageous when, how, who, and why questions are being asked, or when the focus is

on a contemporary phenomenon within the real context (Holloway & Wheeler, 2004).

Creswell (2008) defined case study as an in-depth exploration of a bounded system such
 22

as activity, process, event, institution, social groups or individual based on extensive

data collection. He stressed that bounded means that the case is separated out for

research in terms of time, place or some physical boundaries.

Yin (2003), on the other hand, confirmed that the case study is a rigorous

method of research. Case study research gives several advantages as an approach to

qualitative research. It can be used to study a great extent of educational phenomena

and it is capable of detecting many aspects of experience that may prove to be significant

variables in any quantitative studies. Yin (2003) stressed that the need for case studies is

based from the desire to understand complex social phenomenon. It permits the

researcher to maintain real life events.

Furthermore, case studies do not represent entire populations under

investigation. Accordingly, care should be taken to make sure not to generalize beyond

cases. One is said to be generalizing to a population based on the selected cases, which is

representative of the whole population. Hence, usefulness may be more important for

case studies than great generalization (Ghauri & Gronhaug, 2002). Holloway and

Wheeler (2004) explained that case studies explore the phenomenon under study in

their context which made case studies as holistic and contextual. They further expressed

that case studies can be exploratory devices as a pilot for a larger study. Haring (2002)

expressed the same idea, stressing that case study is a holistic inquiry which focuses on

investigating a contemporary phenomenon within its natural setting. He defined holistic

as one that involves collection of in-depth and detailed data that are rich in content.

Fraenkel and Wallen (2006) presented three types of case studies- intrinsic case

studies, instrumental case study and multiple case studies. The last type, multiple case

studies is also called collective case study, in which same questions are studied and

asked of participants and being compared to each other in order for a conclusion to be

drawn. Meanwhile, Patton (2002) stated that intervoew is used to find out some things
 23

that one cannot directly observe. Feelings, intentions and thoughts are examples of those

that we cannot observe. We cannot observe behaviors that happened at some previous

point in time. We cannot observe situations that preclude the presence of an observer.

We cannot observe how people have organized the world and the meanings they gave to

what goes on in the world. Hence, we have to ask people questions about those things.

The purpose of interviewing then is to allow us to enter into the other person’s

perspective.

The purpose of conducting an in-depth interview with the seasone PE teachers is

to find out or listen to the experiences that will contribute to their lives and daily

struggles, discovering their thoughts and future outllook, and emphasize the feelings

living the kind of life they are having. This study will use the semi-structured or focused

interviews in which questions are contained in an interview guide with a focus on the

issues or topic areas about the seasoned PE teachers.

Research Participants

This study will be conducted to five (5) seasoned Physical Education teachers in

the selected secondary schools in the Municipality of Carmen, Davao del Norte with the

same participants for the In-Depth Interview (IDI). The research participants will be

identified through pusposive sampling. The researcher will have five (5) participants

inclusive for secondary school seasoned PE teachers, and as suggested by Creswell

(2008), who limited the number of participants in case studies from one (1) up to five (5)

participants only. that in the identification of seasoned PE teachers, the researcher will

purposively determine them. Pre-inclusion criteria in this study will include teachers

who have at least fifteen (15) years in teaching experience, taught physical education in

their respective schools, sports coaches, dance instructors and choreographers, fitness

and wellness teachers, and are teaching within the secondary schools of the Municipality
 24

of Carmen, Davao del Norte, regardless of their age, gender, ethnicity, position, and

social status.

In multiple case studies, a cut-off point should not be based on randomization

but rather, it should be informd by the selection or inclusion of the largest sample

variables on the assumption that the largest categories can usually predict or inclide the

smaller ones. Wyse (2011) stressed out that a multiple case study approach would

necessitate finding or trying to identify a homogenous sample with at least four (4) but

less than seven (7) for the in-depth interview, based on standards. Participants for this

study should be generally selected who have deep lived experience and are willing to talk

about their experiences and are diverse enough from one another to enhance

possibilities and unique stories of the particular experience. In this study, five (5)

participants are enough number of participants of this study.

Purposive sampling will be used in the selection of the participants. Purposive

sampling is especially exemplified though the key informant technique (Lyon &

Hardesty, 2005), wherein one or a few individuals are solicited to act as guides to a

culture. Key informants are observant, relective members of the community of interest

who know much about the culture and are both able and willing to share their

knowledge (Bernard, 2002). In this study, the researcher purposively chose the

participant who were the seasoned PE teachers since the study exemplified the

adaptation of seasoned PE teachers on blended learning amidst the pandemic era. The

researcher will also visit schools and even ask the school principals if who are the

seasoned PE teachers in their schools, since seasoned PE teachers are scanty.

Role of the Researcher

The researcher is a secondary school Physical Education teacher in one of the

secondary schools in the Municipality of Carmen, Davao del Norte. With this, the
 25

researcher has seen the struggles of PE teachers on adapting to the blended learning

modality during the onslaught of COVID-19 pandemic.

In this study, I will serve as an interviewer, a transcriber, and a data analyst for

his study. The researcher shall engage in interview with the participants until he believes

that he reached the point of saturation, in which a clearer understanding of the

experiences is not found through further discussion with the participants. The interview

process in both of these tradition works within an environment of safety and trust, that

needs to be established the the outset and maintained throughout the project. The

interaction in the interview will take place within the context of relationship which will

support the presence of a caring relationship as critical to this type of research study.

The researcher will initially ask permission from the Schools Division

Superintendent and the school principals where the researcher hasidentified to conduct

the study. The researcher will ask verbally the identified participants if they are willing

to share their experiences and be interviewed as participants of the study. The

researcher will carefully explain to them the purpose of this study. The research will

inform them that their participation is voluntary in nature and their answers will be kept

with the utmost confidentiality. All participants will confirm the letter of consent to

attest to their participation in the study.

During the conduct of the interview, the researcher will explain to them the

context and the purpose of the study of the research questions, the interview procedure,

confidentiality, and contact information of the researcher. All interviews will be recorded

on a portable device owned by the researcher. Data will be transferred from the portable

device to the researcher’s personal computer and will be saved in privacy.

After extracting the essential information and data, the researcher will transcribe

what the participants have shared with regard to the questions in the study. The
 26

researcher will categorize the data collected and gathered, and analyze and understand

their perceptions with regards to the phenomenon they are experiencing.

The researcher has a multi-faceted role that will challenge him cognitively and

emotionally. The researcher himself is the main mechanism in research especially in

qualitative studies being the data gatherer and data recorder (Postholm & Skrovset,

2016).

Data Sources

The study aims to gather data from various sources. In qualitative research,

researchers typically used a variety of methods in gathering multiple forms of data,

which includes interviews, observations, and documents. After gathering, data were

reviewed and analyzed and were organized according to themes (Creswell, 2008).

The study will utilize a research-made interview guide for an in-depth interview.

The interview guide contained questions about the struggles in the adaptation of

seasoned PE teachers on blended learning amidst the pandemic era.

The interview guide will be enhanced by the internal validators from the Saint

Mary’s College of Tagum, Inc. The structured interview questions will be aligned to the

experiences of the seasoned PE teachers on their adaptation to blended learning amidst

the pandemic. The interview prompts will be open-ended. Follow-up questions will be

used for invoking responses to the questions or further explanation of the responses.

Data Collection Procedure

In all research studies, following accurate results can be done through following

the research procedures (Creswell, 2008).

 27

Being a researcher of this study, I have instilled awareness of how the data will be

obtained and collected. Herewith, the following procedures will be carefully followed to

attain better results:

First, the participants will be identified based on the secondary school they are

employed. The researcher will send letter to the schools division superintendent of the

Division of Davao del Norte. Then, the researcher will seek help from the school

principal after a letter of approval will be sent and approved.

Second, the participants will be informed about the adaptation of seasoned PE

teachers on blended learning amidst the pandemic and will be requested to sign a letter

of consent to document their voluntary participation in the study. In this study, I will

inform the seasoned PE teachers to be interviewed by giving informed consent. Their

school principals will also be given informed consent.

Third, the researcher will explain the research objectives and methodology. They

will also be oriented individually regarding the core purpose of the study. In this study,

the seasoned PE teachers will be oriented on the aim of this study and how this study

could be beneficial to them especially in managing and leading the school.

Fourth, the materials needed for the study will be prepared which includes the

interview guides and audio recorder. Interview guides will be prepared through writing

open-ended questions rooted from the research questions. Follow-up questions will also

be prepared. In this study, I will be recording the virtual interview through Google Meet

or Zoom using the recording button embedded in the software. Hence, I will have some

time to rewind the conversation especially on transcribing the data. Furthermore, I will

check and see to it that the data privacy act will be strictly followed.

Fifth, an in-depth interview will be followed and audio- and video- recorded

responses of the participants will be transcribed to provide thorough information about

the adaptation ofseasoned PE teachers on blended learning amidst this pandemic era. In
 28

this study, participants will be generally asked to describe in detail their struggles in the

adaptation of blended learning. The specific questions to be asked will be generally open

in nature, with follow up discussions being led not so much by the researcher, but by the

participant. Openness is critical and the exchange may be entirely open, with few direct

questions to be asked. The reason for this is to encourage the interview process to stay as

close to the lived experiences as possible. In this way, the researcher will get at what the

participants really experienced, from the inside out, not simulations of what they

thought they experienced. I also made sure to look for not what is said, but what was

said between the lines. Hence, verbatims did not necessarily capture all of what is really

said in the in-depth interviews. I will also make sure that in the interview, I will give

importance of paying attention to silence, the absence of speaking, the silence of the

unspeakable, and the silence orlife itself, as it is herein that one may find the taken for

granted or the self-evident.

The data collection will be conducted by the researcher through an individual in-

depth interview. The purpose of this is to explore and understand the participants’

adaptation to blended learning during this pandemic era. The researcher will personally

conduct a virtual interview via Zoom or Google Meet, as a way to control the spread of

COVID-19, to collect significant pieces of information from the participants. All useful

questions will be included in the interview guide so no information will be missed.

Before the questionnaire will be administered, this will be validated by the experts.

Furthermore, interviews will be accurately documented through an audio-recorded and

will be ensured with safekeeping. Thus, an in-depth interview will be useful for gathering

the perspectives of participants as they will also be appropriate for getting the root

causes of the participants’ struggles (Bernard, 2002). Creswell (2008) emphasized that

gathered data should be stored so they can be easily accessed and protected. In this

study, the recorded and transcribed audio and video responses of participants will be
 29

saved in a CD format and will be submitted to the Saint Mary’s College of Tagum Inc.

Graduate School Program.

Data Analysis

After the data collection, the data to be gathered during the in-depth interviews

will be summarized, transcribed, translated, and analyzed.

In the process of data analysis, Creswell (2008) stated the following steps:

Primarily, data will be organized and prepared for data analysis. This involves

transcribing interviews, typing up field notes, or sorting and arranging the data into

different types depending on the sources of information. Afterwards, the data will be

read thoroughly. The researcher will gaina general sense from the information and

reflected the overall meaning of their responses. Next, the researcher will conduct an

analysis based on the specific theoretical approach and method. This will involve coding

or organizing related segments of data into categories. Then, the researcher will generate

a description of the setting or people and identify themes from the coding. The

researcher will search for theme connections. Next, the researcher will represent the

data within a research report.

Finally, the researcher will interpret the larger meaning of the data. In order to

address these, after a thorough analysis, the researcher will classify and categorize the

data carefully in which the themes of the findings of the study will emerge with the core

ideas. After transcription, the researcher will proceed to the analysis since the purpose of

the study is to explore and understand the adaptation of seasoned PE teachers on

blended learning amidst the pandemic era and identify the root cause of their struggles.

Furthermore, results will be documented and analyzed based on the theory to be used by
 30

the researcher. Major themes will be extracted, explained, and written under each topic

with the relevant citation in support of these themes.

Trustworthiness of the Study

Trustworthiness of a research study is essential to evaluating its worth and

importance (Lincoln & Guba, 1985). The trustworthiness of data collection is one aspect

that supports a researcher’s ultimate argument concerning trustworthiness of the study.

Trustworthiness of qualitative content analysis is presented using the terms credibility,

transferability, dependability, and confirmability.

Credibility essentially asks the researcher to clearly link the research study’s

findings with reality in order to demonstrate the truth of the research study’s findings. It

also refers to the confidence in the truth of the findings. Lincoln & Guba (1985, as cited

by Shenton, 2005) argue that ensuring credibility is one of most important factors in

establishing trustworthiness. They proposed series of techniques that can be used for

establishing credibility. In this study, the researcher will adopt data triangulation,

iterative questioning, and member checking as suggested by the authors mentioned

above.

Triangulation is something that every qualitative researcher should be familiar

with. Triangulation involves using multiple methods, data sources, observers, or theories

in order to gain a more complete understanding of the phenomenon being studied. It is

used to make sure that the research findings are robust, rich, comprehensive, and well-

developed. Triangulation, as suggested, may involve the use of main method, focus

groups, and individual interviews, which form the major data collection strategies for

qualitative research. While focus groups and individual interviews suffer from some

common methodological shortcomings since both are interviews of a kind, their distinct

characteristics also result in individual strengths (Siemens, 2005). In this study,

 31

triangulation involves (1) me as the interviewer, (2) my participants who are the

seasoned PE teachers, and (3) my participants’ answer or responses. In my study,

iterative questioning involves repetitive questioning to the participants especially if the

answer isunclear or far from the expected. In my study also, member checking or

participant feedback will be done by comparing my understanding of what the interview

participant said or meant with the participant to ensure that my interpretation is

accurate.

To address credibility, iterative questioning will also be used in this study as

suggested by Lincoln and Guba (1985) that in order to elicit detailed data, iterative

questioning is important in which the researcher returns to matters previously raised by

the participants and extracts related data through rephrased questions. Also, I have to

make sure that I will have prolonged engagements with the participants to ensure

credibility. I will not only engage to my participants once but a couple of times. In this

way, I could generate better responses and ask for some clarifications especially if the

answers are quite vague.

Member checking is also an important technique that qualitative researchers use

to establish credibility. This is a technique in which the data, interpretations, and

conclusions are shared with the participants. It allows participants to clarify what their

intentions were, correct errors, and provide additional information if necessary.

Furthermore, member checking will be done as suggested by Lincoln and Guba (1985)

that it is the single most important provision that can be made to bolster a study’s

credibility. Checks relating to the accuracy of the data may take place on the spot in the

course, and at the end, of the data collection dialogues. Participants may also be asked to

read any transcripts of dialogues in which they have participated.

Moreover, the emphasis should be on whether the participants consider that

their words match what they actually intended, since, if a tape recorder has been used,
 32

the articulations themselves should at least have been accurately captured. Thus, the

data, interpretations, and conclusions will be shared with the participants. This will

allow them to clarify what their intentions are, correct errors, and provide additional

information if necessary. This will also confirm the truthfulness of the summary that

these are all their experiences (Streubert& Carpenter, 1995).

Transferability refers to the degree to which the results of qualitative research

can be transferred to other contexts with other respondents – it is the interpretive

equivalent or synonym of generalizability (Bitsch, 2005). In qualitative research,

transferability provides the readers with evidence that the research study’s findings

could be applicable to other contexts, situations, times, and populations. It is important

to note that the researcher cannot prove that the research study’s findings would be

applicable. Instead, the job as a researcher is to provide the evidence that it could be

applicable. Bassey (1981)proposes that, if researchers believe their situations to be

similar to that described in the study, they may relate the findings to their own positions.

This was supported by Lincoln and Guba (1985, as cited by Shenton, 2005) who

suggested that it is the responsibility of the researcher to ensure that sufficient

contextual information about the fieldwork sites is provided to enable the reader to

make such a transfer.

In this study, transferability will be established by providing readers with

evidence that the research study findings in the struggles of seasoned PE teachers on

blended learning amidst the pandemic era could be applicable to other contexts,

situations, times, and populations. As a researcher, I will make sure that I will provide

the evidence that it could be applicable especially in providing the database that makes

transferability judgments possible on the part of the potential readers. In this way, I

could help the reader to construct a scene that surrounds the research study from the

daily lives and struggles of seasoned PE teachers on blended learning to the way that
 33

implicit biases may affect their responses. It is helpful to put what participants express

to the researcher into the context of the surrounding social and cultural environments

that this study on the adaptation of seasoned PE teachers on blended learning is framed

around. In this way, I could not allow outside researchers and readers to make the

transferability judgments themselves. In order to address transferability, I will have

detailed and thick description of the methodology and the phenomenon being studied

and assure that the data will be on file to make this study more credible and

transferrable.

Thus, Lincoln and Guba (1985)suggested on having provision of background data

to establish context of study and detailed description of the phenomenon in question to

allow comparisons to be made. Detailed description of the method and phenomenon can

be an important provision for promoting credibility as it helps to convey the actual

situations that have been conducted and, to an extent, the contexts that surround them.

Without this insight, it is difficult for the reader of the final account to determine the

extent to which the overall findings ring true (Shenton, 2005).

In order to address transferability, the researcher will have detailed and thick

description of the methodology and the phenomenon being studied and assured that the

data will be on file to make this study more credible and transferrable.

Dependability is important to trustworthiness because it establishes the

research study’s findings as consistent and repeatable (Patton, 2005). Lincoln and Guba

(1995) stress the close ties between credibility and dependability, arguing that, in

practice, a demonstration of the former goes some distance in ensuring the latter. This

may be achieved by overlapping methods, such as the focus group and individual

interview.

In order to address the dependability issue more directly, the processes within

the study should be reported in detail, thereby enabling a future researcher to repeat the
 34

work, if not necessarily to gain the same results. In addition, the researcher will carefully

employ overlapping methods such as having multiple data gathering procedures such as

interviews in both in-depth interviews and focus group discussions using an interview

guide as well as triangulation.

In this study, I will aim to verify that the findings based on the responses of my

participants are consistent with the raw data I have collected. I want to make sure that if

some outside researchers were to look over the data, they would arrive at similar

findings, interpretations, and conclusions about the data. I will make sure that there will

be nothing missed in my study and I will not be sloppy or misguided on my final report

of the results.

To best establish dependability, I will conduct an inquiry audit on the findings on

my study by having other researchers outside of the data collection and data analysis

examine the process of data collection, data analysis, and the results of the research

study. The purpose why I will do this is to confirm the accuracy of the findings and to

ensure the findings are supported by the data I have collected. All of my interpretations

and conclusions will be examined by other researchers to determine whether they are

supported by the data itself. Bernard (2002)stressed that inquiry audits are beneficial

because they allow an outside researcher to examine, explore, and challenge how data

analysis and interpretation occurred. A researcher can gain valuable insight from this

method, and the inquiry audit can help prepare researchers in their defense. It will help

researchers to better articulate their findings and build a stronger case for their findings

(Duit & Treagust, 2003).

Confirmability refers to a degree of neutrality or the extent to which the

findings of a study are shaped by the respondents and not the researcher’s bias,

motivation, or interest (Lincoln & Guba, 1985). To ensure the issue of confirmability,

Lincoln and Guba (1985, as cited by Shenton, 2005) suggested the following provisions
 35

made by researchers: triangulation to reduce the effect of investigator bias, admission of

researcher’s beliefs and assumptions, in-depth methodological description to allow the

integrity of research results to be scrutinized, and the creation of audit trail.

Moreover, a detailed methodological description enables the reader to

determinehow far the data and constructs emerging from it may be accepted. Critical to

this process is the audit trail, which allows any observer to trace the course of the

research step-by-step via the decisions made and procedures described as suggested by

Lincoln and Guba(1985). An audit trail is a transparent description of the research steps

taken from the start of a research project to the development and reporting of findings. 

In this study, the researcher will keep all the records regarding what will be done in the

conduct of the study so other personnel such as the research panel and adviser can check

to see if the interpretations and conclusions can be traced to legitimate sources.

Reflexivity is also a technique useful in qualitative research, especially in

phenomenological research. Reflexivity is an attitude that a qualitative researcher

adopts when collecting and analyzing the data. In this study, I should carefully look at

how selecting the topic, choosing the methodology, analyzing the data, interpreting the

results, and presenting the conclusion have influenced the research process. I will also

keep and maintain a reflexive journal where I will reflect on what is happening in the

research process and provide statements for the decisions that I will make during the

research process.

Ethical Consideration

An important task facing the National Commission for the Protection of Human

Subjects of Behavioral Research is the establishment of standards for the burgeoning

new areas of behavioral research with participants in such research clearly have rights

and interests. In 1979, the Belmont Report: Ethical Principles and Guidelines for the
 36

Protection of Human Subjects of Research was published to provide a succinct

description of the mandate for review of research involving human research

participants. The Belmont Report synthesizes the basic ethical principles identified by

the Commission in the course of its deliberations. Three basic principles, among those

generally accepted in our cultural tradition, are particularly relevant to the ethics of

research involving human subjects. Regulation and guidelines concerning the use of

human research participants are based on the following fundamental elements

excerpted from the Belmont Report.

Respect for Persons has at least two ethical considerations. The first is that the

individual human research participant is treated as an autonomous being- a person who

makes decisions or deliberates for himself or herself about personal goals and then acts

upon them. The second is that those persons who are not able to make and carry out

decisions for themselves, such as children or sick people or those who have a mental

disorder, must be protected from coercion by others and from activities that harm them.

How much to protect them is related to the risk of harm and the likelihood of benefit to

them. In qualitative research, respect for persons demands that participants enter into a

research program voluntarily and with good information about the research goals.

In this study, the main concern are the struggleson the adaptation of seasoned

Physical Education teachers on blended learning amidst the pandemic. They are

seasoned teachers, professionals who are considered vulnerable in this study. Therefore,

their safety and full protection must be ensured. This is to preserve the trust they gave.

Thus, the researcher followed ethical standards in conducting this study as enshrined in

the Belmont Report in 1979. This first principle, respect for persons, also asserts that

research participants should be treated as autonomous individuals- that means they are

independent, self-governing, capable of making decisions for themselves as long as they

 37

are given sufficient information to make those decisions. This principle forms the basis

of informed consent (Creswell, 2008).

In this study, I will have the written consent where the research participants will

be given full information about the research, both risks and benefits, and will allow to

make the decision for themselves if they will participate. For the risks, the seasoned PE

teachers will be asked on how they are feeling on blended learning as a new teaching and

learning delivery mode at the height of COVID-19 pandemic which may somewhat

disturbing if their experiences are something self-impacted. For the benefits, they will be

knowing what are the things for them and to improve the way they adapt to the changes

on the pedagogy and learning delivery to the students. As part of the consent, I will

include the participant’s right to withdraw from the study, the focus of the study and

methods to be employed, statements surrounding confidentiality, and a signature of

both the researcher and the participant. Furthermore, I will ensure that my research

participants will participate voluntarily or without coercion.

Beneficence has to do with doing good to the individual. In the Belmont Report,

beneficence is understood in a stronger sense, as an obligation, to do no harm and to

maximize possible benefits and minimize possible harms to the individual research

participant. Doing no harm is a Hippocratic principle of medical ethics though its

extension into research implies that one should not injure one person regardless of the

benefits that might come to others. The principle of beneficence obligates both society

and the individual investigator. Society has to give forethought to the longer-term

benefits and risks that result from increased knowledge and from the development of

novel new procedures that are the outcome of research. Investigators and their

institutions have to plan to maximize benefits and minimize risks.

Moreover, the principle of beneficence also refers to making efforts to secure the

well-being of research participants, or to minimize the possible benefits of the research

 38

and minimize its possible harm. The key to this principle is, since all research has both

risks and benefits, to make sure they balance. Research benefits might develop

friendship with the researcher or other participants, knowledge or education gleaned

from participation or the opportunity to do well for society or receive the esteem of

others (Creswell, 2008).

In this study, I will use coding, specifically IDI, to ensure confidentiality of their

responses and their personal identity through anonymity. In addition, I will ensure that

the outcome of the research will be positive and beneficial to my research participants.

Seasoned PE teachers can benefit from this study as this may serve as their guide for

adapting to the struggles brought by blended learning amidst this pandemic. Moreover,

this study could help seasoned PE teachers on their adaptation to blended learning and

adjust to all the problems that they could encounter, especially at the height of the

pandemic. This could also inspire other seasoned teachers to know adaptation strategies

and help other teachers cope with the problems related to blended learning.

Justice, on the other hand, refers to the benefits and harms to individual subjects

of the research. In this tenet, the benefits and burden of research should be justly

distributed. The selection of research participants needs to be constantly monitored to

determine whether some pools of participants are being systematically selected because

they are easily available or vulnerable or easy to manipulate, rather than chosen for

reasons directly related to the research problem being studied.

Moreover, in the last tenet of the Belmont Report which is justice, all

classifications of people (race, gender, ethnicity, age, etc.) should be equally subjected to

the risks and benefits of research, and people should be included or excluded only for

reasons that have to do with research questions or hypothesis (Adams, 2008). As

suggested, I will ensure that my research participants will be equitably selected. As the

researcher, I will ensure that all the principles will be addressed to protect the rights of
 39

the participants. To ensure justice, the results of this study will be presented to the

participants.

Furthermore, this study adheres to the Republic Act 10173, or the Data Privacy

Act of 2012, which protects people from the unauthorized processing of personal

information that is private, not publicly available; and identifiable, where the identity of

the individual is apparent either through direct attribution or when put together with

other available information (National Privacy Commission, 2012). The National Privacy

Commission (2012) protects individual personal information and upholds the right to

privacy by regulating the processing of personal information. In my study, the

participants’ information must be handled properly and will be kept with utmost privacy

and confidentiality. Hence, a closed cabinet or an archive box will be used to keep all the

data and so no other people will be able to know the information except for the

participant and the researcher himself.

 40

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Archambault, L., Kennedy, K., Shelton, C., Dalal, M., McAllister, L., & Huyett, S. (2016).
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INTERVIEW GUIDE QUESTIONNAIRE

Master of Arts in Education Major in Physical Education

SEASONED PHYSICAL EDUCATION TEACHERS ADAPTATION OF

BLENDED LEARNING AMIDST THE PANDEMIC ERA: A MULTIPLE CASE
STUDY

Hello participant! Good day!

As the world grapples from the effects of COVID-19, educators resorted to online

and digital platforms to reach out to students. This global health crisis has allowed

educators to conduct alternative learning to mitigate the school cancellation of classes

and for the continuum of student learning despite the pandemic. With this new

phenomenon, the coronavirus pandemic has transformed the education scenario all over

the world, where technology integration is critical during this period of time. Blended
 46

learning, such as online classes, synchronous teaching, and other teaching modalities

have minimized the learning disruption of the students. However, this technology-

assisted blended learning posed some challenges and problems, especially to those who

are already seasoned teachers and have difficulty in keeping at pace with the digital era.

Despite this, a little is known on the travails of PE teachers on blended learning since

this is just new learning modality. Hence, the purpose of this multiple case study is to

explore and understand the experiences of PE teachers on blended learning.

During the interview, you will be asked open-ended questions where you will

respond honestly based on your experience as a seasoned PE teacher and your

challenges on blended learning. Before you leave, kindly verify basic and personal

information for the researcher’s perusal. This will be one of the bases for writing a

pseudonym for the confidentiality. Rest assured that only the researcher will know about

your responses to protect your name and dignity. Thank you very much!

1. What are the unique characteristics of each case of seasoned physical

education teachers?

1.1 What is your basic profile as a seasoned physical education teacher?

1.2 What are the worst experiences as a seasoned physical education teacher?

1.3 What are the best experiences as a seasoned physical education teacher?

2. What are the adaptive ways or strategies used by seasoned physical education

teachers on blended learning amidst pandemic era?

2.1 What are your guiding principles that helped you to cope with the

challenges on blended learning?

2.2 Despite of all challenges, what motivates you to accept and adapt this

blended learning?
 47

2.3 What are your strategies in adapting to this blended learning?

3. What are the experiences of seasoned physical education teachers upon

adapting blended learning amidst pandemic era?

3.1 What challenges did you encounter regarding blended learning?

3.2 How do these challenges affect your performance as a seasoned PE

teacher?

3.3 At your age, what problems did this blended learning give you?

4. How do seasoned physical education teachers cope with the challenges on

adapting blended learning amidst the pandemic era?

4.1 How did you deal with the challenges on blended learning?

4.2 How did you respond to the needs of your students in this blended

learning?

4.3 How did you cope up with the issues on blended learning?

5. What are the insights od seasoned teachers physical education teachers on

adapting blended learning amidst the pandemic era that can be shared to

others?

5.1 What are your realizations as a seasoned PE teacher on knowing about

this new learning program?

5.2 What insights and learning could you share to other seasoned teachers?

5.3 In your own standpoint, how can your principal help you in mitigating

these challenges on blended learning?