1

A PHENOMEOLOGICAL STUDY ON THE LIVED EXPERIENCES OF

TEACHERS OF ALCADESMA NATIONAL HIGH SCHOOL
IN THE NEW NORMAL SETTING

A RESEARCH PAPER
PRESENTED TO
SENIOR HIGH SCHOOL DEPARTMENT
ALCADESMA NATIONAL HIGH SCHOOL

IN PARTIAL FULLFILLMENT
OF THE REQUIREMENTS
IN THE SUBJECT
PRACTICAL RESEARCH 1

BY

MELENDREZ, JHUN MICHAEL G.

MORADA, CAYLA C.
RIVAS, ROZELLE Y.
ALERTA, LIZA MAE M.
BAUTISTA, ALEXA D.
EVANGELISTA, YURIE ROI B.
MANONGSONG, JOHN DAVE L.
DELACION, JENNY ROSE D.
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Chapter I
Background of the Study

Introduction

Corona virus disease 2019 (COVID-19) is the latest epidemic disease that

quickly spread around the world causing global pandemic. COVID-19 had significant

impact on every aspect of the society particularly in education. Because of the threat of

this deadly virus, countries around the world including the Philippines issues a

lockdown policies to control the spreading of the virus, this lead for temporary closed of

schools and other educational institution. The pandemic disrupted the traditional mode

of education in the Philippines and other countries around the world. University and

schools rapidly shifted from face to face to modular or online learning.

Dayet et al (2021) stated that sudden shift from traditional lectured-based

classroom to the online and modular class, is the largest unplanned educational

practice in the world. During this pandemic time, educators had to give modules and

give instruction through online to students, some do video call class or online class. For

some educators it was a matter of improving their online experience and for some it was

a new learning experience of this online learning. Modular and online learning is as

emergency remote teaching because of the situation (Hodges et al. 2020)

In general although teachers experience force readiness they were optimistic

and willing to adapt and adjust their teaching ideas to use technology in pandemic.

Educators of Alcadesma National High school although they experience many problems
 3

and challenges in the midst of pandemic they were able to adapt and come up with a

new strategies to make learning more engaging for students.

This study was conducted to determine the positive and negative experiences of

educators of Alcadesma National High school in the new normal setting.

Statement of the Problem

This study aims to determine the experiences of teachers of Alcadesma National

High school in the new normal setting. Specifically it seeks answers to the following

questions:

1. What do teachers feel about teaching in the new normal setting?

2. What are the technology, pedagogy and content aspect of their teaching in the

new normal setting?

Significance of the Study

The researchers believed that the study was beneficial to the following group of

people:

TEACHERS. Through this study, teachers might be able to realize their positive and

negative experiences during COVID-19 pandemic and use it to improve their teaching.

STUDENTS. This study would helped them identify the teaching strategies used by their

teachers in teaching them.

SCHOOL ADMINISTRATOR. This study would help the school administrators to

identify the challenges and problems educators experience during the COVID-19

pandemic.
 4

FUTURE RESEARCHER. The result of the study will served as their reference and

could give information that can be used in their studies.

Scope and Delimitation

The study mainly focused on the lived experiences of teachers of Alcadesma

National High School in the new normal setting.

This study was limited to ten (10) teachers of Alcadesma National High school.

Definition of Terms

The following items are operationally and conceptually defined.

COPING STRATEGY. It is the behavior, thougths and emotions that the respondent

use to adjust to the changes that occur in his/her life.

NEW NORMAL SETTING. This pertains to the year after two years of pandemic or the

present day.

NEGATIVE EXPERIENCE. It refers to the situations or experiences that is negative,

unpleasant, depressing or harmful of the respondent.

POSITIVE EXPERINCE. It pertains to the measures of respondents experiences that is

positive.

SUPPORT SYSTEM. It refers to the network of individuals resources and services that

provide emotional, physical and financial to someone in need.

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Theoretical Framework

Mezirow's transformative learning is defined as “an orientation which holds that

the way learners interpret and reinterpret their sense experience is central to making

meaning and hence learning.” Put in simple terms, transformative learning is the idea

that learners who are getting new information are also evaluating their past ideas and

understanding, and are shifting their very worldview as they obtain new information and

through critical reflection. It goes beyond simply acquiring knowledge, and dives into the

way that learners find meaning in their lives and understanding. This kind of learning

experience involves a fundamental change in our perceptions—learners start to

question all the things they knew or thought before and examine things from new

perspectives in order to make room for new insights and information. Many learners and

experts agree that this kind of learning leads to true freedom of thought and

understanding.

Mezirow says that transformative learning has two basic focuses—instrumental

learning and communicative learning. Instrumental learning focuses on task-oriented

problem solving, and evaluation of cause and effect relationships. Communicative

learning focuses on how people communicate their feelings, needs, and desires. Both of

these elements are important in transformative learning—students need to be able to

focus on different types of their understanding and view new perspectives that are both

logical and emotional in order to challenge their previous understanding (Mezirow,

1997).
 6

Chapter II
Review of Related Literature and Related Studies

This part presents the related literature and study both foreign and local, which

are reviewed by the researcher to serve as theoretical background of the study

Related Literature

Foreign

Global organization admit that the epidemic has disrupted traditional

educational procedures and forced a move to online learning. The scientific literature

investigates the accessibility of online education, alternative distance learning formats,

and the financial constraints placed on universities by the pandemic that prevent new

construction, student social support, scholarship applications, faculty professional

development, and research growth. The epidemic brought to light the problem of

educational disparity, which grew worse as a result of the urgent switch to online

learning ( Radina & Balakina, 2022).

The pandemic has changed the whole dynamics of education from lectured

base learning to technological learning or online learning. The roles and responsibilities

of teacher's widened this pandemic. This sudden change has made teachers reevaluate

their teaching skills and capability, they had to update themselves to survive in the

educational market and find out new ways of teaching to make learning more enganging

to their students. The covid-19 pandemic has changed our way of learning and thinking,

education had to adapt and update themselves and find new ways to make learning

more enganging to their students. The educational industry has made sure they provide
 7

quality education despite the challenges they experience in this growing pandemic

(Ravi, 2021).

Schools and teachers have collaborated to ensure that every student

continues their education during these trying times. In order to avoid potential

distractions, they are constantly testing better methods for making education more

enjoyable and interactive with students.During these times, individuals frequently don't

understand that instructors also are dealing with similar issues as every other person,

while perhaps not more.Teachers, on the other hand, work tirelessly to overcome these

obstacles and ensure that their students never miss a class. With the school

management system, teachers can simplify the teaching process without having to work

extra hours and answer questions from students without constantly being on call

(sweedu.com).

According to Lam, Hew, Chiu, (2018) on the effects of gamification and a

mixed learning approach on improving argumentative writing Yau Wai Lam, Kin Fung

Chiu, and Khe Foon Hew National Foreign Language Resource Center of the University

of Hawaii, 2018 In a secondary school in Hong Kong

According to the University of Washington (2023) active learning is an

instructional approach in which students actively participate in the learning process, as

opposed to sitting quietly and listening. Strategies include, but are not limited to,

question-and-answer sessions, discussion, interactive lecture (in which students

respond to or ask questions), quick writing assignments, hands-on activities, and

experiential learning.
 8

Local

According to Talidong and Toquero (2020) worldwide measures like home

quarantines, school closings, and social isolation can suddenly make even teachers

anxious. A planned online poll was used to gather information on how Filipino teachers

manage their anxieties in the wake of the COVID-19 epidemic. The techniques include

looking for information, taking precautions, and using various coping strategies to deal

with anxiety while under quarantine. The findings showed that teachers engage in

virtual learning, interact with the professional community, follow quarantine guidelines,

and engage in meaningful activities to manage anxiety as a result of the pandemic-

related suspension of national school-related activities in the nation.

According to Tadayon, (2021) teachers are returning to the classroom with mixed

sentiments of excitement and concern as they ease students back into classrooms after

17 months of distant learning. They believe they have their job cut out for them this year

as they handle social anxiety that many students are experiencing, technology burnout,

and balancing academic curriculum with social-emotional learning.

The COVID-19 crisis provides new experiences for teachers and students in the

new normal educational environment. Practical interaction and observation of facts or

events are characterized as experience. Teachers cannot prevent the introduction of

new learning delivery strategies and other improvements in DepEd. Teachers'

perceptions are formed by how they perceive events that occur around them, which

may influence their own way of thinking. Teachers are stressed out about workplace

changes, while others are going with the flow. Another issue that teachers face is the

development of their skills. They are aware that much planning is required to ensure
 9

that everything runs smoothly when classes begin. The most important thing is to

maintain self-control. In the midst of the pandemic, teachers must understand how to

react to the changes while also managing themselves so that they can do their jobs with

the proper attitudes (Canonizado, 2021).

According to Bolos, (2020) In the new normal education, there was an

adjustment in the curriculum made by the Department of Education in consideration to

the formidable effect and impact of coronavirus across the country. It has elicited the

Most Essential Learning Competencies or MELC from the curriculum guide and

rewritten the curriculum for the school year 2020-2021.

According to Simbulan (2020), teachers and administrators were required to

revise and adjust course syllabi and requirements from the comfort of their own homes

as they switched to alternative or remote teaching modalities, both synchronous and

asynchronous. Learning management systems like Canvas, Moodle, and Blackboard,

as well as programs like Google Hangouts, Zoom, and Skype, were used in classrooms

where students and teachers had access to electronic devices and dependable Internet

connections.
 10

Related Studies

Foreign

Education system across the world including Bhutan needs to invest on the

professional development of teachers, especially on let and effective pedagogy,

considering the present scenario. The lesson learn from the covid-19 pandemic is that

teachers and students/ learners should be a oriented on of the used of the different

online education tools. After on the covid-19 pandemic when a normal classes resume

teachers and learners (Pokhrel & Roshan, 2021).

For about two months, all instruction was changed to distance learning. The

study describes the viewpoints of the professors and students at that period. The major

conclusions show that distant learning was successfully implemented. Open comments

and cluster analysis, however, uncovered numerous difficulties. Pupils complained

about being overworked and worn out. Some kids became disinterested. Over time,

these challenges persisted. One of the biggest difficulties for teachers was inauthentic

connection (Niemi & Kousa, 2020).

According to Sadjadi(2023) due to the spread of the coronavirus, businesses

have closed and students have been absent from class, promoting social isolation. It

has prompted the promotion of internet activities and the digitalization of society

According to the study of Raja & Nagasumbramani, (2018) found that the

assistance of contemporary technology, many difficult and crucial procedures may be

carried out with increased ease and efficiency. Education has been transformed by

technological advancements. The significance of technology in schools cannot be

 11

overstated. Indeed, the introduction of computers into education has made it easier for

teachers to transfer knowledge and for students to acquire it. The usage of technology

has made the teaching and learning process more enjoyable.

Fausi and Khusuma,(2020) showed that although teachers comprehend the

context of online learning, there are a number of implementation issues, including 1)

facility availability, 2) network and internet usage, 3) planning, execution, and evaluation

of learning, and 4) parent collaboration. Although while online learning assisted

teachers during the COVID-19 pandemic, it was deemed inefficient, and 80% of

teachers disapproved of it. This study was anticipated to serve as evaluation material

for a variety of stakeholders, including decision-makers in the field of education

LOCAL

Hulme, et.al. (2021) investigated how the COVID-19 epidemic had affected the

difficulties and problems with teaching and learning continuity in public higher education

in the Philippines. The study used an exploratory mixed-method triangulation approach

and conducted an analysis of the data. It was discovered that during lockdowns at the

school, the teachers modified their lesson plans in accordance with the institutional

policies. Due to poor or nonexistent internet connectivity, the majority of students found

it challenging to complete the required learning activities.

Joaquin, Biana and Dacela (2020) reported the policy-responses of different

Philippine higher education institutions (HEIs) to the novel coronavirus, COVD-19

pandemic. It compares these responses with those made by HEIs in Indonesia,

 12

Thailand, and Vietnam.They observed that despite the innovations made by Philippine

HEIs in terms of alternative learning modes and technologies for delivering education,

there are still gaps and challenges in their responses. They recommended that policy-

responses and learning innovations should be grounded on a deeper understanding of

distance education and should be sensitive to the call of the times.

Nobody knows when the current COVID-19 pandemic will cease, but it has

brought about great difficulties and harmed the educational sectors. Even though every

nation is currently putting plans and processes in place to limit the virus, illnesses are

still steadily increasing. In the context of education, the new normal should be taken into

account in the formulation and execution of the "new normal educational policy" in order

to maintain and offer excellent education despite lockdown and community quarantine.

In light of education in the Philippines as the new educational standard, this article

discusses prospects for addressing to concerns, problems, and trends that are already

emerging and will develop in the future as a result of the COVID-19 pandemic.

(Supreyanto, et. al, 2020).

The lived experiences of public school teachers during the COVID-19 pandemic

are examined in the study of Robosa, Paras, Perante and Alvez (2021). Result showed

that majority of teachers face enormous challenges due to a lack of resources, how they

are expected to manage kids, and their workloads, all of which can lead to stress and

burnout. (2) The advent of the digital age constrained the majority of teachers in public

schools. Given the lack of resources, they scarcely manage to carry out specific

activities for the students electronically, offer a productive learning environment, and

interact with students. (3) Public school teachers make due by using the appropriate
 13

language and comprehension for their situation. (4) Teachers benefit from pleasant

experiences despite stress and burnout; these experiences include their enthusiasm,

the development of relationships, and the performance of their duties

Dayagbil, Palompon, Garcia and Olivida (2021), figured out that during school

lockdowns, the educators made changes in educating and learning plans directed by

the strategies carried out by the establishment. Due to limited or nonexistent internet

connectivity, the majority of students had difficulty adhering to the learning activities and

requirements. The trajectory for flexible learning delivery, the role of technology, the

teaching and learning environment, and the importance of safety and security were

among the emerging themes that emerged from the qualitative responses. Throughout

and after the pandemic, scenario analysis provided the context for strategic actions. It is

concluded that higher education institutions must migrate to flexible teaching and

learning, reevaluate the curriculum, strengthen faculty capacity, upgrade infrastructure,

implement a strategic plan, and evaluate all aspects of the plan in order to ensure

continuity in teaching and learning.

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Chapter III
Research Methodology
This chapter present the research design, research sampling technique, data

gathering equipment and data gathering procedure.

Research Design

This study is a qualitative research. This study used phenomenological research

design to know the lived experiences of teachers of Alcadesma National High School in

the new normal setting.

Phenomenology is the reflective study of pre reflective or lived experience. To

say it somewhat differently, a main characteristic of phenomenological tradition is that it

is the study of the life world as we immediately experience it, pre reflectively rather than

as we conceptualize, theorize, categories, or reflect on it. Phenomenology is now

considered to be one of the alternative qualitative research methodologies to which

researchers can turn. But phenomenology is also term that can carry quite different

meanings depending on the theoretical and practical contexts. (methodspace.com)

Phenomenological research is a qualitative research that aims to learn more

about peoples lived experiences. When researcher use this method, they first have to

define the phenomenon or how people experience the phenomenon or how it has

impacted people.(getproofed.com).
 15

Data Gathering Procedure

The researchers conducted an actual interview to teachers of Alcadesma National

High School. Before the interview the researchers ask permission from teachers

through letter be signed by the research adviser.

The main instrument that was used in this study is an interview guide that was

adopted from the research entitled A phenomenological study of educators experience

after a year of COVID-19 pandemic, (Annamalai, Rashid and Yassin (2022).

Sampling Technique

This study chose ten (10) teachers of Alcadesma National High School as

respondents of the study.

Convenience sampling was the sampling technique that has been used in

selecting the participants in this study.

Convenience sampling is the most common type of non-probability sampling,

which focuses on gaining information from participants who are convenient for the

researcher to access. This sample method doesn’t require a random selection of

participants based on any set of criteria instead, researchers can subjectively select

people at random, who are happy to be approached and become part of the research.

(sciencedirect.com).
 16

Data Gathering Instrument

The main instrument that was used in this study is semi-structured interview as

researcher come up with a guide questions.

A semi-structured interview is a data collection method that involves asking

participants a set of open-ended questions and following them up with probe

questions to explore further their response and the topic of interest. Semi-structured

interviews in qualitative research are a blend of structured and unstructured interviews

in that some questions are predetermined while others are not. Semi-structured

interviews allow you to be focused on the topic of interest while still giving you the

autonomy to explore relevant ideas that may come up during the interview. Qualitative

researchers use semi-structured interviews to collect new data and explore

participants’ thoughts and beliefs about a particular topic. (delvetool.com).

 17

Chapter IV
PRESENTATION, ANLYSIS AND INTERPRETATION OF DATA
This chapter present the presentation, analysis and interpretation of data.

1. Experience teaching

Questions Responses

1.) Maaari mo bang ilarawan ang R1. Honestly, I can say that I’ve experienced
iyong karanasan sa pagtuturo nang some difficulties in teaching now that we are
face to face pagkatapos ng in face to face modality. After two year hiatus
dalawang taon na pandemya? due pandemic, students seemed to be very
Ano-ano ang mga pagsasaayos na passive when it comes to learning. So what I
ginagawa mo sa iyong pagtuturo? did was to think of strategies that will catch
their interest to learn. I also use games in my
Can you describe your class.
experiences teaching face to face
after two years of pandemic? What R2. Very unusual from before helping them
are the adjustments that you do in to build their confidence through
teaching? encouraging words and process. I started
where the learners are i use multimedia
giving reward qualification.

R3. Exciting, through I have to teach the

basic skills in math for them to understand
the lesson well.

R4. It is difficult because students I learners

do not have knowledge because of the 2
years pandemic, so they need to applied the
teaching strategies. The adjustments in
instructional are providing alternative
representations of teaching and learning
materials. Motivating students through
engagement w/ their personal interest.

R5. So a very an usual from be for a so a

made adjustment a when it comes to a
building the south confidence the students
they me encouraging some places I search
where the learners are I used multimedia
and giving word and gamification strategy.

R6. Good to back from modular of

obstruction face to face classes (ahh) of
 18

course have miss teaching child and with

share experience during pandemic and
there’s no adjustment. Because a where just
excited to teach student when the pandemic
is in ready.

R7. Okay yung experiences (ahh) teaching

face to face after two years of pandemic
yung mga adjustment syempre
nakapanibago kase during the time na naka
modular mode tayo learning hindi namin
mameasure learning nung bata so
nakadepend kami dun sa result nung mga
sagot nila sa module hindi naman namin
sigurado kung sila ba talaga ang nasasagot
or (or) yung sino man sakanilang bahay so
tapos nung nag face to face (ahm) mas
nakita namin syempre mas nakita yung
performance ng bata kumbaga mas
appropriate yung pag measure namin nung
learning kase nakikita namin mas maganda
mas (ahh) katotohanan kase face to face
nakikita namin yung mga bata (so next
question) what are the adjustment that you
do in teaching malaki ano yung adjustment
sa akin as English teacher kase lalo reading
sobrang daming bata na struggle struggling
talaga sila pag dating sa pagbabasa. So
may mga methods way namin para at least
malessen yung number ng mga studyante
na nahihirapan bumasa (ahm) every Friday
meron kanilang mga reading activities tapos
everytime na may vacant ako nagfufullout
kami together with my practice teachers ng
mga (ahh) identified na nag struggle
pagdating sa pagbabasa yun tsaka malawak
na pagunawa kase kumbaga ang bata nasa
period of adjustment din sila so kilangan
mas malawak yung pangunawa natin tsaka
hindi dapat kataas yung standard kase ang
bata ay nasa period of adjustment.

(okay the experiences (ahm) teaching face

to face after two years of pandemic the
adjustment of course made a difference.
Because during the time we were in modular
 19

mode of learning we can’t measure the

learning of the child so we depend on the
result of their answers in the module were
not sure if they are really the ones answering
or (or) whoever is in their house so then
when we went face to face (ahm) we saw, of
course we saw the performance of the
children seems to be more appropriate. The
way we measure (learning because we see
it more likely in the classroom based (ahh)
because we can see their true performance
(so next question) what are the adjustments
that you do in teaching. So we have
methods and ways to at least reduce the
number of students who had difficulty
reading (ahem) very Friday they have their
reading passages, then reading activities,
then every time my practice teachers (ahh)
identified that they struggle when it comes to
reading, because it seems that the child is
also in a period of adjustment, so our
understanding so our understanding needs
to be broader and the standard should not
be high, because the child is in a period of
adjustment.

R8. Teaching back again in face to face set

up was difficult. We need to adjust in all
aspect. From our students up until to the
lessons to be tought. The adjustment I did in
teaching was I need to adjust with my
students regarding their study habits. On my
part, adjustment in terms of the learning
competencies to be used in order to achieve
the needed competency.

R9. So there are so many adjustment after 2

years of pandemic because everything has
change justifically without warning even the
curriculum has change some of the company
had to be fuse into meltc (most essential
learning compitences) so but one of the
major adjustment that I have face during the
earlier months of the face to face classes
was the behavior of the learners my initial
assessment evaluation on their behavior is
 20

that they have too late maturity so probably

because being at home for 2 years had
probably derived them of so many hands on
and actual experiences with others that they
late there growth especially emotional social
aspects or progress behavior so that the
major adjustment that I have to do and I
really have to be more considerate when it
comes to their performances because I know
that many of them might have been
experiencing anxiety and depression
because that was the after mark of the
pandemic.

R10. In the past two years in the the two

years of pandemic (ahm) felt difficulty in
teaching because (ahm) of the modular
distance learning (ahm) and you didn’t know
who is your students and you only talk them
the social media then when face to face
again implemented in the year 2022 4rth
quarter so big adjustment after two years of
pandemic without teaching in front of the
students inside the classroom, so we
struggle in teaching and I adjust as a teacher
there is I go back to the time when there is
face to face and when I go back f course I
teach them little by little little by little I didn’t
rush them teach them one at a time,
because they might get confused in difficult
subject.

Theme Frequency
1. Experience Difficulty 2
2. Unusual 2
3. Lots of Adjustment 4
4. Excited 2
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Theme: Experience Difficulty

Two (2) out of ten (10) respondents stated that they have experienced difficulty in

teaching face to face after two years of pandemic. The pandemic brought a lot of challenges

that makes teachers experience difficulty in teaching.

According to the response of respondent number 1, “Honestly, I can say that I’ve

experienced some difficulties in teaching now that we are in face to face modality. After two year

hiatus due pandemic, students seemed to be very passive when it comes to learning. So what I

did was to think of strategies that will catch their interest to learn. I also use games in my class”.

In relation to the study Supreyanto, et. al. (2020) stated that nobody knows when the

current covid-19 pandemic will cease, but it has brought about great difficulties and harmed the

educational sectors.

Theme: Unusual

Two (2) out of ten (10) respondents says that they have unusual experience in teaching

face to face after two years of pandemic. Going back after two years of online and modular

learning, it brought unusual experience for teachers.

According to respondent number 2 “very unusual from before helping them to build their

confidence through encouraging words and process. I started where the learners are I use

multimedia giving reward qualification”.

According to the study of Canonizado (2021), the covid-19 crisis provides new

experiences for teachers and students in the new normal educational environment. Practical

interaction and observation of facts or events are characterized as experience. Teachers cannot

prevent the introduction of new learning delivery strategies and other improvements in DepEd.
 22

Theme: Lots of adjustment

Four (4) out of ten (10) respondent says that they have a lot of adjustment in teaching

after two years of pandemic. The pandemic has brought a lot of adjustment for teachers

especially in teaching students. Teachers had to reevaluate their teaching skills to make

teaching more engaging for students.

According to respondent number 8 “Teaching back again in face to face set up was

difficult. We need to adjust in all aspect. From our students up until to the lessons to be tought.

The adjustment I did in teaching was I need to adjust with my students regarding their study

habits. On my part, adjustment in terms of the learning competencies to be used in order to

achieve the needed competency”.

According to the study of Ravi (2021), the roles and responsibilities of teachers widened

this pandemic. This sudden change has made teachers reevaluate their teaching skills and

capability, they had to update themselves to survive in the education skills and capability, they

had to update themselves to survive in the educational market and find out new ways of

teaching to make learning more engaging to their students.

Theme: Excited

Two (2) out of ten (10) respondent stated that they have experience feeling of

excitement. Even though the pandemic has brought a lot of difficulty for teachers in teaching

online or modular they were excited teaching face to face after two years of online and modular

learning
 23

According to respondent number 3 says “Exciting, through I have to teach the basic

skills in math for them to understand the lesson well”. According to respondent number 6 says

“Good to back from modular of obstruction face to face classes (ahh) of course have miss

teaching child and with share experience during pandemic and there’s no adjustment. Because

a where just excited to teach student when the pandemic is in ready”.

According to Tadayon, (2021) teachers are returning to the classroom with mixed

sentiments of excitement and concern as they ease students back into classrooms after 17

months of distant learning. They believe they have their job cut out for them this year as they

handle social anxiety that many students are experiencing, technology burnout, and balancing

academic curriculum with social-emotional learning.

2. Content of the subject

QUESTION RESPONSES
2.) Maaari mo bang ilarawan Ang R1. The content of the subject I am
nilalaman Ng asignatura na itinuturo teaching at present is different from the
mo pagkatapos Ng dalawang taon content during the pandemic time. It is
Ng pandemya? Mayroon bang different because during the pandemic,
pagkakaiba? Paano ang paggamit most learning competencies were very few
ng pinakamahalagang kakayahan meaning, the competencies to be covered
sa pag-aaral. Kamusta ang for the whole school year is limited only to
paggamit ng MELC? 10. However, now, since we are to face to
face learning, all competencies must be
Can you describe the content of the covered.
subject your are teaching after two
years of pandemic? Is there any R2. The content was lesson into MELC it
difference? How was the use of is different in the sense that other
Most essential learning confitencies were removed there is some
competency? thing good in the use of MELC since LC
were lesson mastery in MELC is somehow
close to achieve

R3. It is about statistics and probability,

there is no significant difference at all
since it has the same content as need as
in ELC.
 24

R4. The content of the subject are Filipino

and contemporary. Essential learning
competencies were defined as what the
student need, considered indispensable, in
the leading learning process to building
skills to equiplearners for subsequent
grade levels and consequently, for life long
learning.

R5. The content was lessen into most

essential learning competency it is
different in the sense that other
competencies where removed, there is
something good in the use of most
essential learning competency, since
learning competencies were lesson
mastery in a most essential learning
competency is somehow close search it.

R6. Learning a learning competencies that

he have to follow so there's no deferent
actually but the same latest c'g curriculum
guidance so only that implaced attention
an the most essential learning
competencies that that student need to
learn.

R7. (ahm) well pareho naman yung most

essential learning competences during the
time na naka modular at ngayon naka face
to face pareho pa din yun, Yun parin yung
in advice na gamitin namin (ahm) nalang
differences (ahh) meron din lease
halimbawa tapos na yung (yung) lahat na
competence na classified as essential
bumabalik kami dun sa basic like
halimbawa sakin hindi part ng competence
yung part ng competence yung part ng
speech yung basic yung mga rule yung
subject verb agreement which para saken
mahalagang mahalaga rin so pagtapos na
yung halimbawa ng isang quarter tapos na
yung na cover na yung competence nag
inject mag insert kami ng ibang
competence na sa tingin ko ay kailangan
ng mga studyante.
 25

(ahm) well its the same the most essential

learning competencies during the modular
based learning and face to face, the
advicable learning competencies is still the
same (ahm). There is for example all the
competence that is classified as essential
is done or accomplish we are going back
to the basic like for example, for me the
part speech is not part of the competence
the basic ones the subject verb agreement
which is for me its really important also so
if it is done for example in the one quarter
the learning competencies that cover that
quarter is already done were injeting or
iserting a new competence that we think
student will need.

(ahm) Well its the same the most essential

learning competencies during the modular
based learning and face to face, the
advicable learning competencies is still the
same (ahm). There is for example all the
competence that is classified as essential
is done or accomplish we are going back
to the basic like for example, for me the
part speech is not part of the competence
the basic ones the subject verb agreement
which is for me it is really important also so
if it is done for example in the one quarter
the learning competencie that cover that
quarter is already done were injecting or
inserting new competences that we think
student will need.)

R8. The learning competencies before

pandemic is different from the
competencies that we are using right now,
MELC or must essential learning
competencies were used to trim down the
most essential learning competencies that
a student must achieve.

R9. Ayon nga like what I said when it

comes to the curriculum so from the
several competences it was ano fuse into
melc so its a most essential learning
 26

competencies where in those related

competencies are fuse together and there
are only lesser number of confitencies to
be through and that was easier I think for
me because before the pandemic there so
many confitencies which seems like a
repitation of other confitences so the
pandemic made a good revition of the
curriculum and that was better from the
previous curriculum.
So like what I said when it comes to the
curriculum from the several competencies
it was fused into melcs, so it's a most
essential learning competency where
those related competencies fuse together
and there are only fewer numbers of
competencies to be through, and that was
easier, I think, for me because before the
pandemic there were so many
comptencies, so the pandemic made a
good revision of the curriculum, which was
better than the previous curriculum

R10. Actually me as a physical education

and health teacher there's no change in
content, mostly it decrease in weeks, the
use of most important learning
competencies is easy now, because
before, before the competencies is
exceeding which is bad because not all
competency is can't reach by me, the
MELC today is good because the most,
the most essential is only use, so that
means the kid will use it in the lessons.
The negative in physical education there is
no specific topic there is no specific
competency to the topic because from
grade 11 to grade 12 it is the same every
semester the MELC so in that, it's quite
difficult the topic before pandemic.

Theme Frequency
1.) Lessen the learning competency 8
 27

2.) No difference 2

Theme: Lessen the learning competency

Eight (8) out of ten (10) respondent stated that the learning competencies of the

subject they where teaching is lessen. Because of the pandemic the content of the

subject of teachers has lessen into MELC.

According to respondent number 2 "the content was lessen into MELC it is different in

the sense that other confitencies were removed there is some things good in the use of MELC

since LC were lesson mastery in MELC is somehow close to achieve". Respondent number 5

says that " the content was lesson into most essential learning competency it is different in the

sense that other competencies where removed, there is some thing good in the use of most

essential learning competency, since learning competencies were lesson mastery in a most

essential learning competency is somehow close search it”.

According to Bolos (2020). In the new normal education, there was an adjustment in the

curriculum made by the Department of Education in consideration to the formidable effect and

impact of coronavirus across the country. It has elicited the Most Essential Learning

Competencies or MELC from the curriculum guide and rewritten the curriculum for the school

year 2020-2021.

Theme: No difference

Two (2) out of ten (10) respondent says that there are no difference in terms of the

content they where teaching after two years of pandemic. According to the respondent it is still

the same teaching face to face and teaching in online and modular.

Respondent 10 says that" actually me as a physical education and health teacher there's

no change in content, mostly it decrease in weeks, the use of most important learning
 28

competencies is easy now, because before, before the competencies is exceeding which is bad

because not all competency is can't reach by me, the MELC today is good because the most,

the most essential is only use, so that means the kid will use it in the lessons. The negative in

physical education there is no specific topic there is no specific competency to the topic

because from grade 11 to grade 12 it is quite difficult the topic before pandemic.”

According to Bolos, (2020) In the new normal education, there was an adjustment in the

curriculum made by the Department of Education in consideration to the formidable effect and

impact of coronavirus across the country. It has elicited the Most Essential Learning

Competencies or MELC from the curriculum guide and rewritten the curriculum for the school

year 2020-2021.

3. Teaching strategies

Question Responses
3.) Maaari mo bang ilarawan ang mga R1. The teaching pedagogy that I am using
estratehiya at dulog na ginagamit mo at present is just the same with what I used
ngayon? Ano ang karaniwang mga before the pandemic. Some strategies that I
istratehiya na ginagamit mo sa am using are differentiated instruction,
pagtuturo ng iyong asignatura? discussion method,etc.

R2. I find it effective when ever I use

Can you describe the pedagogy that qualification strategy. Involving every one in
you are using now? What are the certain activity is really effective to make
common strategies that you are learning possible give rewards if possible
using in teaching your subject? over if it is in small around the use
differentiated activities is also an effective
way to make the student come out from
their shells.

R3. More on lecture or discussion but every

lesson there is a collaborative work.

R4. Putting the most effective pedagogy to

use in the classroom can be thought I teach
and teachers strategies of pedagogy an
employ effective instructional methods for a
variety of learners. Then the type of
 29

pedagogy the teacher. Centered pedagogy,

learner centered pedagogy and learning
centered pedagogy.

R5. I find it effective when I use gamification

strategy involving every one in a certain
activity, it is really affective to make learning
possible (ahh...) Usually. I give rewards
(ahh) during (ahh...) After the game (ahh..)
involving every body is really important
(ahh..) the use of differential activities is
also an effective way to make the student
come out on their shells.

R6. Teaching to the student a in the most

easy yeast well of writing using adm
modules quicks book up as a experience
learning with assessment students after
every discussion.

R7.marami, (ahm) elective kase ang

ginagamit ko kase para sakin hindi mo
pwedeng sabihin na ang isang strategy ay
effective lalo na iba iba yung level ng mga
estudyante iba-iba yung learning styles nila
so halimbawa sa isang section effective
yung strategy na ginagamit ko in others
section hindi ko pwedeng sabihin na
effective kase iba-iba yung learning styles
kumbaga may mga different, individual
differences when it comes to learning pero
yung common na naga gamit ko ay
enductive kumbaga yung hindi ko finefeed
yung information sa mga bata I let them
explore I let them halimbawa (ahm) type ng
lesson namin recently yung types ng
narrative so instead na I feed to sa bata ito
yung narito yung (ahm) meaning ng
descriptive ng descriptive text, ito yung
meaning ng narrative text ito yung meaning
ng (ahh) ano pa ba yung iba yun yung
different types of text nagbibigay ako ng
example tapos from that example I allow
them na eexplore at from that example
maibigay nila yung meaning nung text na
yun. So yun madaming strategy halimbawa
 30

sa pag babasa gumagamit ako ng mga

reading, reading yung mga pair of activities
(ahm) ano pa ba yung ginagamit ko dito
marami use of technology din kase lalo sa
mga grade 7 gustong gusto ng mga bata
yung ano (ahm) yung may mga nakikita
sila, yung napapanood sila kumbaga very
engaging pag dating sa (sa) sa end ng mga
bata yon isa yun sa mga strategy na
ginagamit ko.

(It is many, (ahm) elective is the strategy

that i use, for me you can't say that one
strategy is effective especially the level of
students is not the same, their learning style
is different for example in one section the
strategy that i use is effective in other
section i cant say that it is effective because
they have different learning style there's a
difference, individuals is different when it
comes to learning, but the common strategy
that i use enductive, iam not feeding the
students information i let them explore i let
them for example (ahm) the type of our
lesson recenty is narrative so instead
feeding the students information about the
lesson i let them explore (ahm) here's the
meaning of descriptive of discriptive text,
this is the meaning of narrative here's the
meaning of (ahh) what is the other (ahmm)
the different kinds of text im givung them
example and from that example i allow
them to explore and from that example for
them to give the meaning of that text. So
there's so many strategy for example in
reading im using many reading, reading the
reading activities (ahm) what iam using
here (ahm) many more use of technology
also because especially in the grade 7 the
kids really want the (ahm) that they always
see something, so that for them its
engaging for (for) for end of the children. So
thats one of the startegy that i use.)
R8. I am using student teacher way of
teaching where in I am letting the student to
do the task after the class discussion. I give
 31

them different task to achieve the learning

competencies needed.

R9. Ok so when it comes to strategy I would

always applied the second key, third key
approach or strategies where in students
are given time to perform express
themselves than me being on front and do
we get thing so it's more on student
centered strategy.

R10. Some with before pandemic it almost

the same when it comes to teaching
strategies. When it comes to comes to
physical education they are not more on
(ahh) they are not more on spoon feeding
which is the teachers will only discuss the
lesson and then let them, so it is more okay
if (ahh) if you develop the students it self
demonstrate the performance in physical
education not like for example, it's not the
teacher will dance it's the student so the
student learn, but teachers just teach it,
students will not be included but if the
student will do it , they will learn on their
own.

Theme Frequency
1.) Discussion 5
2.) Involvement of students 5

Theme: Discussion

Five (5) out of ten (10) respondent says that discussion is the strategies that they are

using in teaching their subject. Teacher says that they are doing discussion in teaching their

subject.

Respondent number 3 stated that " More in lecture or discussion but every lesson there

is collaborative work." Respondent number 6 says that "Teaching to the student a in the most
 32

easiest well of writing using adm modules quicks book up as a experience learning with

assessment students after every discussion.

According to the study of Pokhrel & Roshan (2021) Education system across the world

including bhutan needs to invest on the professional development of teachers, especially on let

and effective pedagogy, considering the present scenario. The lesson from COVID-19

pandemic is that teachers and students/learners should be oriented on the use of the different

strategies.

Theme: Involvement of students

Five (5) out of ten (10) respondent says that the strategies they are doing is involving

every students in every activity. According to the respondent they where using strategies

involving the students.

Respondent number 2 says that " I find it effective when ever I use qualification

strategy. Involving every one in certain activity is really effective to make learning possible give

rewards if possible over if it is in small around the use differentiated activities is also an effective

way to make the student come out from their shells”.

According to the University of Washington (2023) Active learning is an instructional

approach in which students actively participate in the learning process, as opposed to sitting

quietly and listening. Strategies include, but are not limited to, question-and-answer sessions,

discussion, interactive lecture (in which students respond to or ask questions), quick writing

assignments, hands-on activities, and experiential learning.

 33

4. Technological support

Questions Responses
4.) Nakatulong ba ang teknolohiya sa R1. Definitely, the integration of ICT is
iyong pagtuturo? Ilarawan mo ang very helpful now a days, I am using
mga tulong ng teknolohiya sa iyo powerpoint presentation amd video
upang maayos mong presentation to made learning more fun,
mailahad/maituro ang iyong aralin. enjoyable and engaging. During the
May mga natutuhan ka pa bang pandemic, we we’re introduced on how to
ibang pansuportang teknikal gamit make a video lesson. Now, I ‘ve been
ang teknolohiya using one of the video lesson that I made.

Is technology helpful in your R2. I am, when I use multimedia

teaching? Describe the kind of presentation, I always have my laptop,
help technology gives in order for speakers then connecting on the tv
you to deliver your lesson? Have monitor in the discussion. I also learned
you learned other technological the use of Zip grade with the zip grade.
support in two years of pandemic? Checking and analyzing test result
How does your new learned wouldn’t be difficult anymore.
technology helpful for you today?
R3. Yes, doing power point presentation
and video presentation. Editors video.

R4. Yes, technology has made it easier

for learners to create more engaging
lessons. Teachers can use technology to
share their ideas with other educators.
Modern technology has power the way
for multi functional devices technology
are increasingly faster, more portable and
wider power than ever before.

R5. Well I’m using multi media, I always

have my laptop speakers (uhh) then
connecting it to monitor in the classroom I
also learned the use of zip grade with the
use of zip grade, checking and anlyzing
test result will not be difficult anymore.

R6. Yes of course, of course technology

is very helpful and teaching and I missing
a power point presentation give video
clips cellphone for the apps and television
in my class discussion (ahhh). Yes I have
learned a lot from the virtual seminar that
is design to help teachers to become
 34

twenty first century learners.

R7. Okay, is technology helful in your
teaching yes naman kase dumadali ng
bagay (ihh) because of technology
kumbaga ngayon instant nalang lahat sa
pagtuturo hindi ko naman kase hindi ako
epokrita para sabihin na alam ko lahat so
may mga tanong din ako may mga
kailangang malinawan kumbaga ay
medyo, para sakin ang isang topic, nag
reresearch ako at malaking tulong ang
technology sa pagtuturo kase ngayon
nga diba one click nalang ang lahat ihh
isang click nalang andyan lahat so very
helpful Sa amin Sa pag tuturo, (Describe
the kind of help technology have in order
to deliver your lesson) so ngayon mas
napapadali kase lalo ngayon lahat ng
bagay meron na sa internet ihh kung
baga may access na tayo sa lahat ng
bagay so kapag yun na sabi ko kanina
kapag gusto ko mas mapapaganda yung
lesson may gusto akong maintergret
(Ahm..) nag sesearch lang ako para kung
baga mag madelivered ko yung lesson
Sa paraan na kaya ng mga bata
maiintindihan (Have you learned the
other technological support) in two years
of pandemic technological support, wala
kaming wala akong anomang support
siguro yung mga seminars na na hindi ko
naman sya normal na nasalihan pero
kumbaga nababasa ko right ups after
tungkol don yun yong mga technological
support siguro na natutuhan ko anu-ano
ba yung mga yon technological supports
(meron ba tayong mga seminar mommy
about technological support adjustment
parang wala no?) ay meron pala, po yun
meron pala kaming computer literacy so
pwede siya din noon nagkaroon kami ng
lacsecion tungkol sa pag gamit ng adolbe
para mas mapadali, oo Yun yung pag
tse-tsek ng output na bata hindi na kami
traditional na hirap na hirap pag tse-tsek
ng zip read meron ng ibalbe like now yun
 35

yung ginagamit ko very helpful siya kase

hindi sya time consuming and andami
kong nasasave na time dahin don sa mga
yon how does your new learn technology
helful to you today, kumbaga mapadali
makes my life easier compare nung
meron tayong mga traditional approach at
tsaka malaking tulong talaga yung
technology kase kumbaga ngayon wala
kanang mga hindi kana mag iiwan ng
mga lost and (ehh)

(Is technology helpful for you

ofcourse it is because it makeslife easier
(ihh) because of technology, because
now everything is an instant when it
comes to teaching i am nit hypocrite to
say iknow everything so i still have a
question thats needs a clear answer, for
me a one topic, i research and
technology is a big help in teaching
bacause now a days its just one click
everything you need in teaching is in
there so it's really helpful. (Describe the
kind of help technology have in order to
deliver your lesson) so now it makes it
easier especially now you can find all
things in the internet eh, everyone has an
access in everything so if like i said erlier
if you want your lesson to be more
beautiful if i want to integrate in the
lesson (ahm) iam just searching in a way
that kids can understand. (Have you
learned other technological support im
two years of pandemic) technological
support, for me nothing i dont have any
support maybe the seminars that that i
didn't normaly participate, but i have read
their rigth ups it is all about technological
support, what i learned is what is it
technological supports (do we have
seminar about technological support
mommy? Maybe there's nothing?) Ow
there is something, we have computer
literacy it is allowed when we haved a
lacsecion on how to use adobe to make it
 36

esier, yes for checking the output of the

students we're not on the traditional like it
makes us harder to check, now there's an
evolved now we use zip grade ni
checking it is so helpful because it is not
time consuming and im saving a lot of
time and because of that. (How does your
new learn technology helpful for you
today) it makes my life esier compare
when we still have the traditional
approach and technology is very helpful,
because now a days you will not left any
lost ends (ehh).

R8. Yes, technology helps a lot in terms

of teaching, I used powerpoint
presentation in teaching for them to be
able to see the topic. I also used social
media platforms like facebook in some of
their activity for them to be able to
express their thoughts and feelings
regarding to the topic we discussed.

R9. Yes, many. I think that’s very obvious

when it comes to this technology and the
nature of learners that we have today,
generation z. You are no longer
generation z; you seems like you are the
next generation of learners, the kind of
learners for whom technology is really a
necessity. It is no longer an option but a
requirement because it is proven by
studies that technology really helps a lot
for learners today. So I think that’s not a
question anymore, its is proven study
already, and that very important in many
aspect. For example, it addresses all
types of learners in visual editing, so it
addresses both, unlike the traditional way
where, if visual, you have to show
pictures, and that’s all. When you’re
technology, the movement are all
learning styles yes, the video editorial he
addresses in anything like canva, they
use zip grade to check the paper, so it’s
very useful to make a teachers work.
 37

R10. Technology is very helpful now a

days. Before pandemic, I remember back
then technology is not that in use when it
comes to teaching, before after the
pandemic, I am finding a way to use
technology and adapted until the face to
face so it helps me really well it helps me
to create ( ahmm) easy lesson especially
power point presentation it is easy to
learned by students if the lesson is show
thru powerpoint presentation, because in
physical education there is no books here
in school so it’s easy if to flash the lesson
in the screen or monitor, to make it easier
to understand by students. And then
before the pandemic, I already knew
about technology, on the age of millennial
(ahh) since I was a child I adopt to the
technology, that’s why today I am skilled
when it comes to technology.

Theme Frequency
1.) Very helpful 6
2.) Makes life easier 4

Theme: Very helpful

Six (6) out of ten (10) respondent says that technology is very helpful in their teaching.

Respondent says that technology is a tool that helps your work be done especially in teaching.

Respondent number 1 says that “Definitely, the integration of ICT is very helpful now a

days, I am using powerpoint presentation and video presentation to made learning more fun,

enjoyable and engaging. During the pandemic, we we’re introduced on how to make a video

lesson. Now, I ‘ve been using one of the video lesson that I made”.

According to the study of Pokhrel & Roshan, (2021). The lesson learn frorm COVID-19

pandemic that teachers and students should be oriented on the used of different online
 38

education tools. After on the COVID-19 pandemic when a new normal classes resume teachers

and learners.

Theme: Makes life easier

Four (4) out of the ten (10) respondent says that technology makes their life easier in

teaching. It is important for teachers now a days to use technology because using technology

makes their work easier.

According to the response of respondent number 4 “Yes, technology has made it easier

for learners to create more engaging lessons. Teachers can use technology to share their ideas

with other educators. Modern technology has power the way for multi functional devices

technology are increasingly faster, more portable and wider power than ever before.”

According to the study of Raja & Nagasumbramani, (2018) With the assistance of

contemporary technology, many difficult and crucial procedures may be carried out with

increased ease and efficiency. Education has been transformed by technological

advancements. The significance of technology in schools cannot be overstated. Indeed, the

introduction of computers into education has made it easier for teachers to transfer knowledge

and for students to acquire it. The usage of technology has made the teaching and learning

process more enjoyable.

 39

CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter presents the summary of findings, conclusion drawn and the

recommendation.

Summary of Findings

1. Teachers have experience difficulty teaching in the new normal setting.

The pandemic has brought a lot of issue in educational sector. So the

teachers had to adapt to the situation and think different teaching

strategies to cope this issue.

2. The integration of technology is very helpful specifically in teaching,

teachers where able to access tools like power point presentation that

helps them to deliver their lessons. Teachers teaching in the new normal

setting had to think new ways and teaching strategies to be able to make

their teaching engaging to students. The content of the subject teachers

had was lessen into Most essential learning competency, it helps a lot

because teachers will just teach the most important and most essential for

students.

CONCLUSION

1. Teachers had experience difficulty in teaching in the new normal setting. There is

a lot of issue that the pandemic has brought, so the teachers had done a lot of

adjustment to address this issue.

2. Technology is definitely helpful, especially for teachers in teaching their subject.

Having an access to tools like power point presentation to help them deliver their
 40

lesson clearly and easy. Technology is therefore a really big help for teachers to

accomplish their work faster and easier.

RECOMMENDATION

1. The school administrator must set a schedule for seminar for teachers to educate

them more on how to use technology in their teaching and introduced them to

other technological support.

2. It is highly recommended for teacher to use technological tools like power point

presentation and other technological support that will make their teaching more

engaging and easier for students to understand.

3. For future researcher it is highly recommended for them to further study about

the experience of teachers teaching in the new normal setting to further discover

new result.
41
 42

Guide Questions:

1. Can you describe your experiences teaching face to face after two years of

pandemic? What are the adjustments that you do in teaching?

2. Can you describe the content of the subject you are teaching after two years of

pandemic? Is there any different? How was the use of most essential learning

competencies?

3. Can you describe the pedagogy that you are using now? What are the common

strategies that you are using in teaching your subject?

4. Is technology helpful in your teaching? Describe the kind of help technology gives in

order for you to deliver your lesson? Have you learned other technological support in

two years of pandemic? How does your new learned technology helpful for you today?
43