PERFORMANCE OF NOVICE AND EXPERIENCED

TEACHERS USING BLENDED LEARNING

MODALITY IN THE DIVISION OF QUEZON: BASIS
FOR INTERVENTION PROGRAM

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 9
Pages: 74-89
Document ID: 2023PEMJ733
DOI: 10.5281/zenodo.7964206
Manuscript Accepted: 2023-23-5
Psych Educ, 2023, 9: 74-89, Document ID:2023 PEMJ733, doi:10.5281/zenodo.7964206, ISSN 2822-4353
Research Article

Performance of Novice and Experienced Teachers Using Blended Learning Modality in

the Division of Quezon: Basis for Intervention Program
Mayeth S. Panopio*
For affiliations and correspondence, see the last page.
Abstract
To develop an intervention program that focuses on enhancing the teachers' performance in the blended learning
modality, the research's goal is to identify the performance of novice and experienced teachers in using blended
learning modality, challenges, and solutions encountered in the blended learning modality. Because of the sort of
data gathered and research methods used, this study is both descriptive in style and quantitative in form. One
hundred public elementary school instructors comprise the population, consisting of fifty new teachers and fifty
seasoned educators. The data were measured and analyzed using statistical methods. Results of the study
revealed that novice and experienced teachers should prioritize the training program in different domains as
supported by the data from their performances in using blended learning modality, challenges, and solutions in
blended learning modality. There is a significant difference in the performance between novice and experienced
teachers in blended learning modality. An intervention training program that focused on improving the teachers’
performance based on the result of the study was commendable for use by teachers. This training program will
upgrade teachers’ teaching performance specifically in implementing blended learning modality. It is highly
recommended that the school principal must see to it that there is always collaboration in the activities in schools
between more technologically literate teachers and less technologically literate teachers, monitor the teaching
practices in the use of online learning of the teachers in teaching, and provide training about the importance of a
training program that will improve their performance in blended learning. Teachers need to attend training and
other professional development about improving their performance. Parents and students should be invited to
participate in decision-making and become involved as stakeholders. Collaboration among parents, students,
teachers, and schools will improve communication and help to understand the roles of each within education.
Future researchers may research the blended learning modality in other divisions, or they can also evaluate the
effectivity of this output, make more studies on blended learning modality or they may conduct this study in
private elementary schools in the Division of Quezon.

Keywords: blended learning modality, novice teachers, experienced teachers, intervention

program

Introduction Alvarez (2022), argued that teachers teaching in

blended learning modality experience an increased
This chapter presented the introduction, the statement workload to use new and unfamiliar technologies
of the problem, the significance of the study, and the without adequate training, experience a lack of
scope and limitations of the study. materials for online instruction, prominent levels of
physical and mental stress, and insufficient support.
The performance of teachers in the blended learning
method to teaching was the main emphasis of this In the blended learning modality, teachers accept the
study. When the pandemic hit the world, this strategy fact that they shifted the ways of teaching compared to
was employed widely. According to Lockhart (2022), what they practiced before. Blended learning shifts the
the abrupt shutdown of schools across the country teacher’s role from knowledge provider to coach and
brought about a meaningful change in the educational mentor.
system in the Philippines. It was owing to the These situations triggered the researcher to conduct
COVID-19 epidemic. Affected educators and students this study which, based on her observation with her
have participated in face-to-face online learning colleagues, novice and experienced teachers need to
modes. make adjustments to cope with the demand of blended
Today, most schools are required to offer blended learning modality.
learning because the situation has improved, and kids To incorporate the performance of novice and
are back in the classroom using both traditional face- experienced teachers, the researcher used DepEd
to-face and online learning methods. It gives a fresh Order No. 42 s.2017 or the Philippine Professional
approach to the teaching and learning process. Most Standards for Teachers (PPST). It consists of well-
educators rely on digital tools to convey information. defined Domains, Strands, and Indicators that provide
measures of professional learning, competent practice,

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Research Article

and effective engagement. This set of standards makes

explicit what teachers should know, be able to do, and learning modality?
value to achieve competence, improved student 4. What challenges have encountered of the following
learning outcomes, and eventually, quality education. group of teachers in blended learning mode?
4.1 novice teachers
Also, the Philippine Professional Standards for 4.2 experienced teachers
Teachers (PPST) serve as a public declaration of 5. What are the solutions to the challenges that the
professional accountability that can support teachers in following group of teachers encountered in blended
their pursuit of personal and professional development learning mode?
by encouraging them to evaluate their practices. 5.1 novice teachers
5.2 experienced teachers
The researcher was interested in how elementary
novice and experienced teachers performed when
using a blended learning approach with the use of Methodology
Philippine Professional Standards of Teachers (PPST).
The intervention program would create based on the
study's findings to enhance the teachers' performances This chapter presented the methodology used in
in this blended modality. securing the data that are necessary for the research
study. This includes the research design, research
Research Questions locale of the study, population and sample, research
instrument, data gathering procedure, and the
In the Division of Quezon, this study intended to statistical treatment of data.
compare the performance of novice and experienced
teachers using blended learning mode utilizing the Research Design
Philippine Professional Standards for Teachers
(PPST). The research findings are intended to lead to This research used a descriptive type of research that
the development of an intervention program that might aims to accurately and systematically describe a
enhance teachers' proficiency with the blended population, situation, or phenomenon and can
learning methodology. It specifically seeks to respond investigate one or more variables McCombes (2022).
to the following: This descriptive type of research identifies the
performance of novice and experienced teachers in
1. How do novice teachers perform in the following blended learning modality using PPST in the Division
areas using the blended learning modality: of Quezon. This descriptive research is quantitative in
1.1 Domain 1: Content Knowledge and Pedagogy. nature because it attempts to collect and statistically
1.2 Domain 2: Learning Environment. analyze information. This descriptive-quantitative
1.3 Domain 3: Diversity of Learners. research tool permits a researcher to collect data and
1.4 Domain 4: Curriculum and Planning. describe the teacher’s performance with the help of
1.5 Domain 5: Assessment and Reporting. statistical analysis.
1.6 Domain 6: Community Linkages and
Professional Engagement. Research Locale
1.7 Domain 7: Personal Growth and Professional
Development. The researcher conducted this study among schools in
2. How do experienced teachers perform in the the Division of Quezon which includes novice and
following areas using the blended learning modality: experienced elementary teachers of District 1
2.1 Domain 1: Content Knowledge and Pedagogy. (Pagbilao District), District 2 (Candelaria District),
2.2 Domain 2: Learning Environment. District 3 (General Luna District), District 4 (Plaridel
2.3 Domain 3: Diversity of Learners. District). The researcher selected these districts in four
2.4 Domain 4: Curriculum and Planning. congressional districts in the Division of Quezon to
2.5 Domain 5: Assessment and Reporting. augment the number of recipients to benefit from the
2.6 Domain 6: Community Linkages and study. The outcomes of the study would be an
Professional Engagement. immense help to the mission and vision of these
2.7 Domain 7: Personal Growth and Professional schools in enhancing the teaching-learning process in
Development. blended learning modality using the intervention
3. Is there a significant difference between novice and program proposed by the researcher.
experienced teachers' performance in the blended

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Research Article

Research Population and Sample

Part II dealt with the performance of experienced
In the Quezon Division, there were one hundred public
teachers in blended learning modality using PPST.
elementary school teachers in total. Purposive
Part III showed if there is a significant difference on
sampling is a non-probability sampling technique in
the performance of novice and experienced teachers
which units are chosen because they possess necessary
using blended learning modality.
properties (Nikolopoulou, 2022). The respondents
Part IV presented the challenges encountered in the
were drawn from the Division of Quezon's four (4)
blended learning modality by the novice and
Congressional Districts. Also, the researcher
experienced teachers.
purposefully chose one (1) central and one (1) non-
Part V presented the solutions to the challenges
central school from each district that could offer
encountered in the blended learning modality by the
comprehensive and in-depth details regarding the issue
novice and experienced teachers.
being studied.
Data Gathering Procedures
Table 1 Number of the Respondents of the Study in
Fourth Congressional District All pertinent permits and communication to the district
and division offices were secured before the conduct
of the research.

After validating the instruments by the Principals and

Master Teachers of this study, the researcher sought
approval from the adviser to be able to gather data.
The researcher prepared a written request from the
Division Superintendent for permission and
endorsement to the district supervisor and principals of
schools in the locale of the study.

Upon approval of the request, the researcher asked for

assistance from the principals for the administration of
the questionnaires via Google Forms. The link was
sent through their group chats or to individual novice
and experienced teachers.

The researcher retrieved the data from the respondents

via Google Forms and analyzed and interpreted the
findings of the study.

Results and Discussion

Research Instrument
The results received from the surveys are analyzed and
The research instrument used is a questionnaire based explained in this chapter. This covers both the
on the seven domains of Philippine Professional performance of novice and experienced teachers using
Standards for Teachers (PPST) or the DepEd Order the blended learning modality, as well as the
No. 42, s. 2017. This survey instrument was used as a difficulties they ran into and the solutions they used.
primary tool for data gathering to secure reliable and
primary data. The questionnaire for teachers was the Performance of Novice Teachers in the Blended
standards from PPST. Learning Modality Using Philippine Professional
Standards for Teachers (PPST) in the Division of
The questionnaire includes three parts:
Quezon
Part I dealt with the performance of novice teachers in
blended learning modality using PPST.

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Table 2. Performance of Novice Teachers in the

Blended Learning Modality in Domain 1: Content other higher-order thinking skills; in using MTB,
Knowledge and Pedagogy of Philippine Professional
English, and Filipino in teaching; and classroom
Standards for Teachers (PPST)
communication strategies.

Meanwhile, novice teachers satisfactorily perform in

communication strategies. In 1st congressional district
novice teachers performed with the mean of 3.58, in
2nd congressional district with the mean of 3.79, in 3rd
congressional district with the mean of 3.76 and in 4 th
congressional district with the mean of 3.72. In this
strand “classroom communication and strategies”
where the novice teachers satisfactorily performed in
the domain 1 content knowledge and pedagogy with a
mean of 3.38. the satisfactory results for novice
teachers here in domain 1 was optimistic in the
development of information and communication
technology has brought a surprise and revolutionary
challenge to the idea and practice of traditional
education. Mobile internet technology has become the
main promoter and accelerator to apply the concept of
Table 2 discusses the performance of novice teachers mobile learning. Mobile technology offers new
in Domain 1 of PPST: Content Knowledge and opportunities to integrate face-to-face learning and
Pedagogy. In 1st congressional district novice teachers online learning methods. We see a tendency to use
were outstanding in their performance in terms of blended learning scenarios by combining various
strategies in promoting numeracy and literacy with the forms of learning and integrating a variety of ways to
mean of 4.33, in 2nd congressional district with the access content using mobile technology (Setvosari, et
mean of 4.62, in 3rd congressional district with the al., 2019).
mean of 4.23 and in 4th congressional district with the
mean of 4.17. In this strand “strategies for promoting Table 3. Performance of Novice Teachers in the
literacy and numeracy” where the novice teachers Blended Learning Modality in Domain 2: Learning
outstandingly performed in the domain 1 content Environment of Philippine Professional Standards for
knowledge and pedagogy with a mean of 4.34. In Teachers (PPST)
terms of promoting the numeracy and literacy in
teaching the result only showed that novices were
highly dedicated to promote the learnings in terms of
numeracy and literacy to their students by providing
effective teaching techniques like in online learning,
high-quality technology, and a self-paced social
environment to meet the needs of 21st-century learners
in promoting numeracy and literacy in blended modes
(O’Flaherty and Phillips 2018). In addition, in terms of
promoting numeracy and literacy in teaching, the
result of the study confirmed that in blended learning
mode of instruction, novice teachers allowed to
augment their preferred teaching style whether with a
wide range of e-learning technologies and electronic Table 3 discusses the performance of novice teachers
innovation inside and outside the classroom to better in Domain 2 of PPST: the Learning Environment. As
promote literacy and numeracy skills (Alsalhi, et al., shown in the table, novice teachers have very
2021). satisfactory performance in terms of learner safety and
security and management of the classroom, and
It is also good to note that they perform very promotion of purposive learning. They also showed a
satisfactorily in other areas like in the application of positive performance as they perform satisfactorily in
content knowledge across curriculum areas; research-
based knowledge and principles in teaching-learning;
in the use of ICT; in developing critical, creative, and

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Research Article

other areas like providing a fair learning environment backgrounds; learners who are in difficult
and in terms of managing learner behavior. In 1st circumstances and those who came from Indigenous
congressional district novice teachers in this domain groups. While, in terms of learners with disabilities,
learning environment, performed with the mean of giftedness, and talents, novice teachers perform
3.31, in 2nd congressional district with the mean of satisfactorily. Novice teachers from 1st congressional
3.54, in 3rd congressional district with the mean of 3.33 district, 2nd congressional district and 4th congressional
and in 4th congressional district with the mean of 3.31, district performed very satisfactorily in the indicators
with an overall composite mean of 3.37. from domain three of the PPST with a weighted mean
of 3.46, 3.77 and 3.44 respectively. While, 3 rd
The very satisfactory performances of novice teachers congressional district with a mean of 3.36, performs
in the strand of learner safety and security in a blended satisfactorily in domain three.
learning context emphasizes on the statement that
teachers should allow students to progress along a Novice teachers recognize and appreciate students’
learning path at their own pace based on their diversity when a blended learning climate is fully
individual needs (nea.org.). While in terms of utilized and internalized. He emphasized the teachers’
managing classroom structure and activities in blended roles in giving equal opportunity to every student in a
learning, novice teachers’ classroom management virtual community Tempelaar (2013). On the other
practices have a direct impact on their students’ hand, Alsaif (2021), stated that novice teachers
probability of success (Gage, 2017). It conforms that teaching blended learning specifically encountered
novice teachers’ classroom management practices the challenges in terms of catering to learners with
teacher behaviors and students’ time is more engaged disabilities, this is due to the reason that PWD students
in instruction. In addition to that, novice teachers can need more comprehensive effort in providing them the
uplift their performance in terms of providing teaching appropriate for their needs. However, based
purposeful learning in blended learning. They could on the data presented in the table novice teacher
help students expand their capacity to learn. respondents positively performed in the blended
Interacting with students in a way that they develop a learning modality.
willingness to be active participants in the process of
learning (Johnson, 2022). Table 5. Performance of Novice Teachers in the
Blended Learning Modality in Domain 4: Curriculum
Table 4. Performance of Novice Teachers in the
and Planning of Philippine Professional Standards for
Blended Learning Modality in Domain 3: Diversity of
Teachers (PPST)
Learners of Philippine Professional Standards for
Teachers (PPST)

Table 5 discusses the performance of novice teachers

in Domain 4 of PPST: Curriculum and Planning. As
Table 4 shows the performance of novice teachers in shown in the table, novice teachers perform very
Domain 3 of PPST: the Diversity of Learners. As satisfactorily in four areas and perform satisfactorily in
presented on the table, novice teachers perform very one area. First, in the areas of planning and
satisfactorily in most areas in considering diversity in management of the teaching and learning process; in
gender, needs, strengths, interests, and experiences; learning outcomes considering that it is aligned with
linguistic, cultural, socio-economic, and religious learning competencies; relevance and responsiveness

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Research Article

of learning programs, and in teaching and learning assessment works alongside the art of creating
with ICT. They also showed positive performance in engaging assignments and crafting dynamic
the area in terms of professional collaboration to presentations to inform instruction, place students at an
enrich teaching practice as presented in the table that appropriate level, and monitor student progress. They
they perform satisfactorily. easily create and gather assessment results of the
students. This is evident in the performance of the
In the statement of Egbe (2008), planning and novice teachers as they performed very in terms of
managing to teach is the beginning of the teaching and using assessment data for enhancing the teaching-
learning process that novice teachers are very aware as learning process.
is evident in their very satisfactory performance. He
also stated that, before a teacher goes to the class to Table 7. Performance of Novice Teachers in the
deliver any lesson, he plans such lessons very well. Blended Learning Modality in Domain 6: Community
However, it is not the same with planning the lesson Linkages and Professional Engagement of Philippine
for blended modality, where teachers need to plan for Professional Standards for Teachers (PPST)
face face-to-face and online. But is evident in the
performance of novice teachers that in terms of
planning for a lesson, it makes the teaching-learning
encounter valuable and productive impact them.
However, he emphasizes that no planning leads to a
wasteful and unproductive lesson.

Table 6. Performance of Novice Teachers in the

Blended Learning Modality in Domain 5: Assessment
and Reporting of Philippine Professional Standards
for Teachers (PPST)

Table 7 discusses the performance of novice teachers

in Domain 6 of PPST: Community Linkages and
Professional Engagement. As shown in the table,
novice teachers perform very satisfactorily in most of
the indicators like environments responsive to
community contexts, engagement of parents, and
professional ethics. While they perform satisfactorily
in terms of policies and procedures.

One of the teacher’s important roles is to establish

school-community partnerships aiming at enriching
the learning environment. It is important on the part of
the teachers to promote harmonious relationships not
only with learners but with parents and the
community. These roles of the teachers were the same
Table 6 discusses the performance of novice teachers
in the blended learning modality. Teachers, parents,
in Domain 5 of PPST: the Assessment and Reporting
and stakeholders work together for the betterment of
which shows that novice teachers perform very
the school which will establish a learning environment
satisfactorily in areas like assessment strategies;
responsive to community contexts. The data presented
improving learning; enhancement of teaching and
in the table on the performance of novice teachers in
learning practices. They performed satisfactorily in
this domain, very satisfactorily link the community
areas like monitoring and evaluation of progress and
even in a blended learning modality. Furthermore,
communication with stakeholders.
Cameron (2022) blended learning is an important
The knowledge of novice teachers in learning gadgets building block of education that offers students both
and applications was necessarily used as assessment flexibility and convenience in terms of learning. When
tools in blended learning modality in online learning. planning to teach in this environment, the community
(Learning A-Z.com). In online learning teachers’ should be a critical consideration for both in-person

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and online spaces. Without community, learning

becomes less enjoyable and relatable to students, often Table 9. Performance of Experienced Teachers in the
leading to a lack of engagement. Blended Learning Modality in Domain 1: Content
Knowledge and Pedagogy of Philippine Professional
Standards for Teachers (PPST)
Table 8. Performance of Novice Teachers in the
Blended Learning Modality in Domain 7: Personal
Growth and Professional Development of Philippine
Professional Standards for Teachers (PPST)

The performance of new teachers is discussed in Table

Table 9 discusses the performance of experienced
8 for Domain 7 of the PPST: Personal Growth and
teachers in Domain 1 of PPST: Content Knowledge
Professional Development. The table illustrates how
and Pedagogy. As shown in the table, experienced
well new teachers perform in categories including
teachers have a very satisfactory performance in areas
philosophy, dignity, professional reflection, and
like the application of content knowledge across
growth objectives. It is also encouraging to see that
curriculum areas; research-based knowledge and
they function well in terms of professional
principles in teaching-learning; the use of ICT; in the
connections.
development of critical, creative, and other higher-
order thinking skills. They also showed positive
Even when using blended learning as a learning mode,
performance as they perform satisfactorily in terms of
beginning instructors exhibit positive Personal Growth
promoting literacy and numeracy; using MTB,
and Professional Development results. For someone to
English, and Filipino in teaching; and in classroom
be a great teacher, their capacity for professional
communication strategies.
reflection and the growth of their goals is essential
(Pardo, 2016). The performance of the novice teacher
Experienced teachers perform very satisfactorily in
in this domain which is very satisfactory only reflects
many areas in terms of Content Knowledge and
whether face-to-face or online learning teachers
Pedagogy. As experienced teachers who are experts in
uphold proper and high personal regard for the
teaching, they possess an in-depth knowledge of the
profession by maintaining qualities that uphold their
content in teaching Mcelroy, (2020). In addition, they
dignity in teaching.
could prepare a better plan and strategies that develop
critical and creative thinking for the students in their
Performance of Experienced Teachers in Blended
teaching even in blended learning.
Learning Modality Using Philippine Professional
Standards for Teachers (PPST) in Division of
Quezon

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Table 11. Performance of Experienced Teachers in the

Blended Learning Modality in Domain 3 – Diversity of
Learners of Philippine Professional Standards for
Teachers (PPST)

Table 10. Performance of Experienced Teachers in the

Blended Learning Modality in Domain 2 – Learning
Environment of Philippine Professional Standards for
Teachers (PPST)

Table 11 shows the performance of experienced

teachers in Domain 3 of PPST: the Diversity of
Learners which shows that teachers perform
satisfactorily in all areas. These areas are considering
diversity in gender, needs, strengths, interests, and
experiences; linguistic, cultural, socio-economic, and
religious backgrounds; learners with disabilities,
giftedness, and talents; learners who are in difficult
circumstances and learners who came from Indigenous
groups.
The performance of experienced teachers in PPST
Domain 2: the Learning Environment is covered in The performance of experienced teachers in Domain 3
Table 10. As can be seen from the table, experienced agreed with the statement of Yuce (2020) that
teachers do quite satisfactorily in terms of encouraging experienced teachers are more capable of handling
learner security. Also, they demonstrated impressive learners from diverse backgrounds.
performance in other areas, such as the provision of a
fair learning environment, classroom management, Table 12. Performance of Experienced Teachers in the
support for learner participation, promotion of Blended Learning Modality in Domain 4 –Curriculum
purposeful learning, and learner behavior and Planning of Philippine Professional Standards for
management. Teachers (PPST)

According to the findings, teachers actively create

learning environments that are secure, fair, helpful,
and safe to encourage student progress. According to
Hopperson (2019), the teacher’s ability to effectively
control students' behavior in both physical and virtual
spaces is one of the most crucial components of a
secure and positive learning environment where
learning is prioritized. Thus, experienced teachers who
are models in terms of inflicting discipline on their
learners would create a positive learning environment.

Table 12 discusses the performance of experienced

teachers in Domain 4 of PPST: Curriculum and
Planning. As shown in the table, experienced teachers
perform very satisfactorily in two areas and perform
satisfactorily in three areas. First, in the areas like

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planning and management of the teaching and learning

process; in learning outcomes considering that it is
aligned with learning competencies. They also showed
positive performance in the area in terms of relevance Robson (2016), who found that teachers always make
and responsiveness of learning programs; professional sure that both face-to-face and online learning help
collaboration to enrich teaching practice and teaching, students meet lofty standards and serve as the
and learning with ICT as presented in the table that foundation for further learning.
they perform satisfactorily.

The performance of experienced teachers in the areas

Table 14. Performance of Experienced Teachers in the
of Domain 4 goes with the statement of Marzano Blended Learning Modality in Domain 6 –Community
(2022) that teachers apply their professional Linkages and Professional Engagement of Philippine
knowledge to plan for teaching. Furthermore, they Professional Standards for Teachers (PPST)
ensure that the learning programs should be relevant
and responsive to their students. Whether online or
face-to-face classes, experienced teachers can work
together to plan and continuously improve their
capabilities to ensure better student learning.

Table 13. Performance of Experienced Teachers in the

Blended Learning Modality in Domain 5: Assessment
and Reporting of Philippine Professional Standards
for Teachers (PPST)

Table 14 discusses the performance of experienced

teachers in Domain 6 of PPST: Community Linkages
and Professional Engagement. As shown in the table,
experienced teachers perform very satisfactorily in
policies and procedures while teachers perform
satisfactorily in indicators like environments
responsive to community contexts, engagement of
parents, and professional ethics.

Aligning school policies and procedures where

In Domain 5 of the PPST: Assessment and Reporting,
experienced teachers performed very satisfactorily is
experienced teachers' performance is discussed inone of the primary concerns in terms of establishing
Table 13. Experienced teachers do very satisfactorily
school and community partnerships. Fernandez (2016)
in areas like monitoring and evaluating progress and
emphasizes that these two institutions: the school and
communicating with stakeholders, as seen in the table.
They perform admirably in terms of teaching and the community are effective in collaborating on what
they can offer to children to provide more meaningful
learning methods improvement, assessment strategies,
and learning enhancement. learning experiences specifically in blended learning
modality. These connections enable us to support and
One reason for their satisfactory performance in augment the progress of the school.
Domain 5 is the proficiency of experienced teachers in
the diversity of assessment techniques utilized in
monitoring, evaluating, and reporting the requirements
of the students. This conclusion is supported by

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Table 15. Performance of Experienced Teachers in the Table 16 shows the summary performances of novice
Blended Learning Modality in Domain 7 –Personal and experienced teachers which got a composite mean
Growth and Professional Development of Philippine of 3.56 for novice teachers described as “very
Professional Standards for Teachers (PPST) satisfactory”; while experienced teachers obtained an
average mean of 3.30 described as “satisfactory”. This
result implies that in the blended learning modality,
novice teachers have a better performance in teaching
using the blended modality. This is supported by the
statement of Coffey (2015), that even novice teachers
need additional training, professional development,
and support that focuses on technology integration that
may increase their achievement, however, they are the
teachers that have a positive attitude towards the use of
ICT in their classroom. They are the teachers that
make use of more ICT-related materials and activities
when compared to their more experienced
counterparts.

Table 15 discusses the performance of experienced The table also revealed that experienced teachers have
teachers in Domain 7 of PPST: Personal Growth and a “satisfactory” performance on blended learning
Professional Development which shows that modality in most of the indicators in PPST. These are
experienced teachers perform satisfactorily in all areas Domain 1- Content Knowledge and Pedagogy,
like in philosophy; dignity; professional links; Domain 2- Learning Environment, Domain 3-
professional reflection and development goals. Diversity of Learners, Domain 4- Curriculum and
Planning, Domain 6- Community Linkages and
The successful and more experienced teachers’ success Professional Engagement, and Domain 7- Personal
includes their ability to reflect and act upon judgment. Growth and Professional Development. Domain 5-
The one who can “look back” and evaluate their Assessment and Reporting was the only domain where
actions whether successful or not (Pardo 2016). experienced teachers performed very satisfactorily.
Despite the modality, experienced teachers positively
Prensky (2022) mentioned that experienced teachers,
value their personal and professional reflection by
in terms of integrating technology as primary tools in
maintaining their qualities of lofty standards to
the online modality of blended learning, are
improve practices and develop lifelong learning.
challenged.
Table 16. Performance of Novice and Experienced
However, the table also revealed that novice and
Teachers in the Blended Learning Modality in 7 experienced teachers have positive responses when it
Domains of Philippine Professional Standards for comes to their performances in the blended learning
Teachers (PPST) modality. Blended learning modality, as it increases its
demand in the field of teaching, teachers must
continue to foster their skills and capabilities to
improve their performances. Cowan (2014) argued that
blended learning strategies can be a powerful tool and
productive driving force for growth in the educational
sector. A properly structured blended learning program
provides the essentials underpinning of an innovative
technology-literate culture that develops the
capabilities for individuals to function effectively
within a knowledge and skill-based society, provides
an ever-widening range of career opportunities, and
builds the productive capacity required to drive a
prosperous economy and enhanced well-being in an
increasingly competitive world.

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Research Article

Significant Difference in the Performance of Table 18. Challenges Encountered by Novice Teachers
Novice and Experienced Teachers in Blended in the Blended Learning Modality Using Philippine
Learning Modality Using PPST Professional Standards for Teachers (PPST)

Table 17. Mann-Whitney U Test on the Performance

of Novice and Experienced Teachers in Blended
Learning Modality Using PPST

As shown in Table 17, the Mann-Whitney U test

shows that there is a significant difference in the
performance of novice and experienced teachers in the
blended learning modality using PPST. This was
supported by the U value of 2.00, less than a critical
value of 8 at a 0.05 significance level.

The result is statistically significant; therefore, the null

hypothesis was rejected. This means that performance
between novice and experienced teachers in blended
learning modality using PPST are in varying degrees.
In simple words, they differ in the performance of
applying blended learning modality.

With the comparison between novice and experienced

teachers in integrating technology as a primary tool in
online learning modality, it continues to remain a
challenge for them. Today, education has seen an
increase in younger teachers entering the field. Many
of these are novice teachers that considered as digital
natives. Prensky (2022) referred to these individuals Table 18 discusses the challenges encountered in the
that are native speakers of the digital language of blended learning modality of novice teachers. In terms
computers, mobile phones, video gaming, and the of the challenges encountered, they stated that on the
Internet. areas where teachers need to adapt to a blended
learning approach in teaching to increase their
Challenges Enco untered by Novice and motivation for the development of strong relationships
Experienced Teachers in the Blended Learning between them and students is always a challenge to
Modality Using Philippine Professional Standards them. It affirms the statement of Martin (2022) that
for Teachers (PPST)

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Research Article

teachers and students may decrease their motivation if

there is no proper adaptation of the content in blended Table 19 discusses the challenges encountered by
learning. It is also important to consider that novice experienced teachers in the blended learning modality.
teachers agreed on the other indicators like they As shown, in terms of the challenges encountered by
experience trouble in focusing on the lessons experienced teachers, they said that it is always a
implementing online learning; lack of ICT training; problem on the areas where teachers need to adapt to
appropriateness of instructional materials; difficulties the blended learning approach in teaching to increase
in the execution of blended learning; limitations of their motivation and to develop strong relationships
ICT; increasing workloads and spending more into it. with their students. Always a problem also when they
However, in terms of lack of support, language experience trouble focusing on the lessons;
barriers, and poor promotion incentives, novice implementing online learning that they know nothing
teachers neutrally believe in this area of the challenges about; lack of ICT training; appropriateness of
encountered. instructional materials; difficulties in the execution of
blended learning; lack of support, language barriers,
Table 19. Challenges Encountered by Experienced and poor promotion incentives; limitations of ICT, and
Teachers in the Blended Learning Modality Using increasing workloads and spending more into it.
Philippine Professional Standards for Teachers
(PPST) Solutions to the Challenges Encountered by Novice
and Experienced Teachers in Blended Learning
Modality Using Philippine Professional Standards
for Teachers (PPST) in Division of Quezon

Table 20. Solutions to the Challenges Encountered by

Novice Teachers in the Blended Learning Modality
Using Philippine Professional Standards for Teachers
(PPST) in the Division of Quezon

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Research Article

Table 20 discusses the solutions to the challenges

encountered by novice teachers in the blended learning
modality. It shows that they all agreed on the solutions
given which include using gadgets in teaching to stay
focused; attending training for their improvement and
to be more technologically literate; equal opportunities
between teachers and students to master the content in
blended learning modality to increase motivation;
augmenting browsing activity to find appropriate Table 21 shows solutions to the challenges
learning materials; spend more time in learning basic encountered by experienced teachers in the blended
skills, especially in online learning; preferred to use learning modality. It shows that experienced teachers
face to face than online; to re-teach the lessons in face strongly agree with the solution that teachers need to
to face from online learning; use the same strategies augment browsing activity to find appropriate learning
and techniques in both modalities; and maximizing materials. This is supported by the statement of Blair
their time in planning their lessons. (2011) that teachers shall augment browsing activities
to find more sources that provide appropriate materials
Table 21. Solutions to the Challenges Encountered by to use to implement blended learning successfully.
Experienced Teachers in the Blended Learning Moreover, in other areas, experienced teachers agreed
Modality Using Philippine Professional Standards for on the solutions to the challenges they encountered.
Teachers (PPST) These indicators are: they will be more creative in
motivating themselves to stay focused; attend training
for their improvement; they should be more
technologically literate; equal opportunities between
teachers and students to master the content in blended
learning modality to increase motivation; spend more
time in learning basic skills, especially in online
learning; preferred to use face to face than online; to
re-teach the lessons in face to face from online
learning; use the same strategies and techniques to
apply in both modality and maximizing their time in
planning their lessons.

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Research Article

performance in blended learning, they are also

subjected to attend training and other professional
development about improving their performance in
Conclusion relation to blended learning to improve better their
performances.
The researcher has drawn the following conclusions 3. On the challenges encountered in implementing
from the study's findings: blended learning modality on the part of the teachers,
parents and students should be invited to participate in
1. In seven domains of PPST: content knowledge and decision-making and become involved as stakeholders.
pedagogy, learning environment, diversity of learners, Collaboration among parents, students, teachers, and
curriculum and planning, assessment and reporting, school is necessary to improve communication and
community linkages and professional engagement and understanding of the program of blended education.
personal growth and professional development the 4. A similar study may be conducted further to assess
performance of novice teachers interpreted as very the implementation of the proposed intervention
satisfactory. program that will improve the teachers’ performances
2. In seven domains of PPST: content knowledge and in blended learning modality. Likewise, future
pedagogy, learning environment, diversity of learners, researchers may explore other areas in the blended
curriculum and planning, assessment and reporting, learning modality which were not touched on in this
community linkages and professional engagement and study.
personal growth and professional development the
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