TEACHERS READINESS IN THE NEW NORMAL IN EDUCATION THROUGH

BLENDED LEARNING AMONG JUNIOR HIGH SCHOOL TEACHERS IN

MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX, SCHOOL YEAR
2020-2021

A Thesis
presented to the
Faculty of the Graduate School
PACIFIC INTERCONTINENTAL COLLEGE
Las Pinas City
Philippines

In Partial Fulfillment
of the Requirements for the Degree
Master of Arts in Education
Major in Educational Management

AILEEN C. PEÑARANDA

2021

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 CHAPTER 1

The Problem and Its Background

Introduction

The COVID-19 pandemic, also known as the coronavirus pandemic, is an ongoing

pandemic of coronavirus disease 2019 caused by severe acute respiratory syndrome

coronavirus 2, first identified in December 2019 in Wuhan, China. The World Health

Organization declared the outbreak a Public Health Emergency of International Concern

in January 2020 and a pandemic in March 2020. As of, more than cases have been

confirmed, with more than deaths attributed to COVID-19.

One of the most affected segments of our society that has been shaken by the

global pandemic caused by the COVID-19, is the education sector. The COVID-19

pandemic has affected the lives of all learners in the Philippines since March. There have

been many enthralling stories of learners being distressed by the spread of the deadly

virus as schools across the country were closed. This is the first pandemic to have had a

profound impact on education not only in the Philippines but across the world.

The COVID-19 situation is ushering educational systems to a “new normal.” The

crisis is becoming a turning point that directs educational institutions to new modalities

of instructional implementation. This challenge calls for an extensive preparation for

changes in the educational landscape to ensure that the learning of children continues

in this new period in human history.

In the Philippines, while the government and health officials are trying to flatten

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the epidemiological curve of the deadly virus, the Department of Education (DepEd) is

working hard to transition the modality of teaching from conventional “face-to-face”

learning, or the traditional "brick-and-mortar schools” to so-called “blended learning.”

DepEd assured President Duterte and the public in general that, “there will be no

face to face classes and sessions until we are assured of the safety of our children and

our teachers. However, we also believe, Mr. President, that we can provide learning

opportunities to our students without necessarily requiring them to go to school. And

this we can do through what is described as “blended and distant learning.”

The intention of the DepEd is to continuously extend quality education to learners

in the country by employing “blended learning” despite the obvious threat of COVID-19

is not only understandable but commendable. For what it’s worth, educating the youth

even during a pandemic is still important. However, there are certain realities that the

DepEd needs to look at closely as it prepares for the roll-out of its blended learning

program.

During several Congress and Senate hearings, lawmakers expressed concern

about the readiness of the Department of Education (DepEd) in transitioning to a

blended type of learning, which would entail continuous training, procurement of new

learning materials, and installation of broadband connections.

The information communication technology (ICT) infrastructure in the Philippines

is also not yet fittingly developed though it is thriving. There is unequal and

asymmetrical access to ICT amenities across the different socio-economic classes in the

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country. Many areas of the country lack internet access and those that have access

either suffer from poor speeds or a lack of bandwidth. Likewise, buying the right

technology – software and hardware – for any “blended learning” program will be costly

to both, the government (DepEd) and parents.

Although in the long-run such investments will pay-off given that it will to some

extent contribute to the modernization and digitalization of the country’s education

system. But at the outset, both the government and parents have to initially cover the

costs before they can reap the benefits. The issue of "security and hacking" is another

matter that needs to be mulled over.

Among the possible challenges facing teachers include having to grapple with an

increased cognitive load, and a vertical and high-ceilinged learning curve, especially for

teachers who are not acquainted with blended learning. Teachers who are not as

adjusted and familiar with the dynamics of technology, have to upgrade their aptitude

and literacy quickly. This could be more challenging for these teachers than their

students.

Teachers must acquire a certain level of IT competency and proficiency needed

for distant online learning to work effectively. Otherwise, this will become a barrier that

may hamper the success and effectiveness of online learning. Furthermore, to

synchronize, compare, and measure the speed and rate of progress of learners in online

courses as opposed to those who are learning offline might be a tough undertaking for

teachers. Hence, there will be a significant amount of extra work involved for teachers

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as they prepare themselves for the implementation.

There is no doubt that the DepEd through the active and able leadership of Sec.

Briones will ensure that everything will be on-track and in place for “blended learning”

to work. Nevertheless, it is also the responsibility of parents and guardians to decide

what’s best for their children based on their respective realities.

The perceived shortcomings of blended learning due in part to the country’s third

world ICT amenities and infrastructures, and socio-economic challenges, are not at all

unsurpassable. The pros will outweigh the cons if there’s strong cooperation among all

stakeholders coupled with strong political will on the part of the government and the

DepEd.

The Department of Education (DepEd) in the Philippines expressed its possible

action to implement a combination of traditional and online instruction for the planned

2020 class opening as the country continues to grapple with the COVID-19 pandemic. It

is currently studying various alternative modalities of providing education to students. It

believes that the learning process has to continue whether children remain at home or

attend the school (Bernardo, 2020). With this possible transition to blended learning,

schools need to plan virtual learning solutions that include assessing their capabilities

based on the reliability of local power supplies, internet connectivity, and readiness of

the teachers (Obana, 2020)

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Theoretical Framework

In 2000, Garrison, Anderson and Archer published a theoretical framework

developed to structure the process of learning in an online or blended environment. The

Community of Inquiry (CoI), a model of inquiry-based teaching and learning, is based

on the work of John Dewey and constructive views of experiential learning.

The CoI framework describes the necessary elements to create deep and

meaningful learning. The original framework identifies the education experience as

occurring at the convergence of three presences: cognitive, teaching and social. In our

application of this model, presence is defined as a state of alert awareness, receptivity

and contentedness to the social, cognitive, emotional and physical workings of both the

individual and the group in the context of their learning environments (adapted from a

definition by Rodgers and Raider-Roth, 2006, p. 1).

Creating communities of inquiry in blended learning is one of the most

researched pedagogical approaches in universities and colleges. The original Garrison,

Anderson and Archer (2000) article explaining this framework has been cited in the

scholarly literature over 4,000 times. Much of the early research focused on

understanding social presence (Richardson & Swan, 2003) as a new way to approach

teaching beyond strict transmission models of delivery. A significant amount of research

has also been done to measure the components of this framework and how they

operate in reference to one another (Arbaugh et al., 2008; Garrison, Cleveland-Innes &

Fung, 2010). A recent analysis of the literature identified that in measuring and applying

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the CoI, “the most frequently used and the one adopted the most commonly in the

literature is the CoI survey instrument developed by Arbaugh et al. (2008)” (Olpak,

Yagci & Basarmak, 2016, p. 1090).

Accurate measurement of the framework allows for a more detailed examination

of cognitive presence. This is important, as none of the presences stand alone.

Cognitive presence emerges out of four distinct but overlapping components of practical

inquiry: triggering events, exploration, integration and resolution. Establishing deep and

meaningful learning requires activity in all four components. However, Akyol and

Garrison (2011) report evidence that cognitive presence requires a balance among

cognitive, social and teaching presence. Direct instruction and facilitation of cognitive

activity, beyond just explaining content, is a key role for teachers using this framework.

This corroborates Archibald’s (2010) evidence that teaching presence and social

presence explain 69% of the variance in cognitive presence.

Teaching presence, rather than “teacher presence,” is so named to allow for a

teaching function for both teachers and students in a CoI. While the teacher, or

instructor of record, plays a leadership role, teaching presence allows for and fosters

peer-teaching among students. Recent studies clarify the importance of teaching

presence in the generation of satisfying learning experiences among students

(Chakraborty & Nafukho, 2015; Morgan, 2011; Shea, Hayes & Vickers, 2010). It is,

however, linked to other presences in a significant way. For example, Shea and

Bidjerano (2009) report evidence that the student experience of teaching presence

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affects the emergence of social presence.

In addition to these three presences, emotional presence has been suggested

(Cleveland-Innes & Campbell, 2012; Stenbom, Cleveland-Innes & Hrastinski, 2016).

Emotional presence is defined as the outward expression of emotion, affect and feeling,

by individuals and among individuals in a community of inquiry, as they relate to and

interact with the learning technology, course content, students and instructor. Item

indicators for emotional presence have been analysed with the instrument measuring

the original three presences (Arbaugh et. al, 2008). Exploratory factor analysis suggests

emotional presence may stand alone as a separate element in this framework

(Cleveland-Innes, Ally, Wark & Fung, 2013). Further research is required to evaluate the

relationship between emotional presence and other elements in the framework.

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 Figure 2.2. The Community of Inquiry model

Conceptual Framework

In the light of those insights, the researcher believed that it is wise to

conceptualize the Input- Process- Output (IPO) model for the direction as basis of the

present study.

Figure 1 shows the relationship among the Input- Process- Output system of the

research study.

The system started with the INPUT box which covers the data obtained from the

assessment of the respondents such as their personal profile, gender, civil status, age,

teaching experience, educational attainment, the process is the assessment of the

respondents as to the classroom management, faculty qualification and experience,

mastery of the subject taught, method, technique and strategy used in teaching and

research and extension project; references includes books, theses/disserattion and

online and problems encountered in teaching in the new normal through blended

learning among Junior High School teachers in Muntinlupa National High School –

Tunasan Annex.

PROCESS box is the assessment of the teachers on competency level in

teaching in the new normal in Education through blended learning delivery modality.

Lastly, the OUTPUT box is the proposed action plan that was assessed by the

group of respondents for acceptability.

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 INPUT PROCESS OUTPUT

 Teachers competency  Preparation

level in teacher’s
Construction of
readiness in the new
normal in education Survey
through Blended
Questionnaire,
learning.
- Classroom Distribution and
Management Retrieval
- Faculty Action Plan in
Qualification and
Teachers
Experience  Assessment of
Readiness in the
- Mastery of the
Competency level of New Normal in
Subject Taught
- Method the teachers on the Education Through
Technique and Blended Learning
variable understudy
Strategy used in
Teaching
- Research and  Statistical Tool
Extension
Project Analysis,
 Problems Mets Interpretation of
 References
Gathered Data
- Thesis/
Dissertations
- Journal/
Magazines
- Other resources

FEEEDBACK
f

Figure 1. Conceptual Framework of the Study

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Statement of the Problem

This study aimed to determine the teacher’s readiness of selected Junior High

School teacher in Muntinlupa National high School Tunasan Annex using Blended

Learning.

In the light of the foregoing study, it sought to answer the following questions:

1. What is the level of readiness of the teachers in terms of teaching through

blended learning of selected Junior High School teachers in Muntinlupa National High

School – Tunasan Annex as perceived by the teachers and themselves in terms of:

1.1 Online Learning;

1.2 Modular or Distance Learning;

1.3 Radio / Television;

1.4 Digital

2. What are the teachers’ perceptions of how blended learning influences

teaching and learning?

To further explore this central research question, the following sub questions were

explored:

1. How do teachers use blended learning to assist students in the learning process?

2. Is there a significant relationship between blended learning?

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Hypothesis:

There is no significant relationship between the teachers readiness and blended

learning in teaching new normal

Scope and Limitation of the study

The study is primarily focused on the teacher’s readiness in the new normal in

education through blended learning and other problems encountered by the

respondents on the program understudy.

The respondent of the study is composed of selected Junior High School

Teachers in Muntinlupa National High School – Tunasan Annex, School Year 2020-2021.

This study is limited to the perceptions of the respondent and the data analysis of

the teacher’s readiness in the new normal through blended learning and other relevant

issues concerning modality of teaching for teachers in the new normal setup. With

regards to the acceptability of the action plan it has been sought the opinions and

perceptions of the teachers and school administrators.

Significance of the Study

This study is significant in these difficult times when education continues to

search for a solution to put education forward in the post-COVID-19 period. An

assessment of teacher readiness to the needed transition process of schools to blended

learning is the initial step toward the attainment of such a solution. This present

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assessment study is also desired to provide a baseline support structure that will assist

teachers in an efficient transition to a blended learning approach.

Thus, this paper aimed comprehensively assess the readiness of the teachers on

blended learning transition as a response to the impact of COVID-19 on the modalities

of instructional implementation.

Definition of terms

For better understanding and proper guidance of the readers, the following terms

are defined theoretically and operationally:

Blended learning system. It is a term increasingly used to describe the way

e-learning is being combined with traditional classroom methods and independent study

to create a new, hybrid teaching methodology.

COVID-19. It is a disease caused by a new strain of coronavirus. 'CO' stands for

corona, 'VI' for virus, and 'D' for disease. Formerly, this disease was referred to as '2019

novel coronavirus' or '2019-nCoV.'

Learning. This is the activity or process of gaining knowledge or skill by

studying, practicing or experiencing something.

Online Learning. It is a distance learning where the bulk of instruction is

offered via computer and the Internet. In this study, the online learning is the learning

unit that will be delivered by the students independently.

Teachers. refer to the knowledgeable professionals who serve as facilitator of

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teaching and learning process.

Teaching strategies. best practices for improving teaching craft -- delivering

instruction, engaging students, reaching struggling students, and more.

Traditional Teaching. It is concerned with the teacher being the controller of

the learning environment. Power and responsibility are held by the teacher and they

play the role of lecturer and decision maker in the class.

Traditional learning. This refers to face to face learning of students with the

teacher in the classroom using paper,and pen , chalk and board and others.

REFERENCES:

The Community of Inquiry resource site, including an overview of the CoI framework,

survey and key publications. Retrieved from http://coi.athabascau.ca/

Common Sense Education. (2016). Introduction to the SAMR model. Common Sense

Education. Retrieved from https://www.youtube.com/watch?v=9b5yvgKQdqE

O’Connell, A. (2016). Seven blended learning models used today in higher ed. Retrieved

from http://acrobatiq.com/seven-blended-learning-models-used-today-in-higher-ed/

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Wang, Y., Han, X., & Yang, J. (2015). Revisiting the blended learning literature: Using a

complex adaptive systems framework. Journal of Educational Technology & Society,

18(2), 380–393. Retrieved from https://www.j-ets.net/ETS/journals/18_2/28.pdf

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