ADAPTING TO CHANGE: LIVED EXPERIENCES OF SENIOR HIGH SCHOOL

TEACHERS WITH THE NEW LEARNING SYSTEM

A research proposal presented by:

Jason Bayhon

June 14, 2021

 TABLE OF CONTENTS

CHAPTER 1 1

INTRODUCTION 1

I. Background of the study 1

II. Purpose of the Study 3

III. Research Questions 4

IV. Theoretical Lens 5

V. Importance of the Study 7

VI. Scope and Limitation of the Study 8

VII. Definition of Terms 9

CHAPTER 2 11

REVIEW RELATED LITERATURE 11

CHAPTER 3 24

METHODOLOGY 24

I. Research Design 24

II. Research Participants 25

III. Data Sources 25

IV. Data Collection Procedure 25

V. Trustworthiness of the Study 26

VI. Ethical Considerations 28

REFERENCES 30

APPENDICES 40

Appendix A………………………………………………………………………...40

CHAPTER 1
 INTRODUCTION

I. Background of the Study

Due to the COVID-19 Pandemic, every part of the world faced drastic changes. It

has resulted in a significant loss of human life around the world, and it poses an

unparalleled threat to public health, the workplace, and the food systems (World Health

Organization et al., 2020). The COVID-19 pandemic has tremendously disrupted the

education systems in the whole world (United Nations, 2020). As a result of this, both

students and teachers are deeply affected in their ways of teaching and learning. Gupta

and Gupta (2020) found that since the pandemic began, teachers have been devising

new strategies to use in the current situation like the use of technology.

In the international quo, developing countries see COVID-19 as a major threat to

their educational system. Pakistan faced challenges of adjusting to the newly

implemented online distance learning, such as the lack of proper internet speed and

devices, the cost of mobile data, the financial condition of households, and the mental

well-being of students (Ramij & Sultana, 2020). A study conducted by Adnan and Anwar

(2020) showed a whopping 78.6% of 126 higher education students in Pakistan who

believe that online class is less effective than the conventional classes and expected to

experience lack of interaction with the instructor, response time, and absence of

traditional classroom socialization in the online learning. Bangladesh faced challenges

to adjusting to the newly implemented online distance learning, such as the lack of

proper internet speed and devices, the cost of mobile data, the financial condition of

households, and the 3 3 well-being of students (Ramij & Sultana, 2020). However,
according to Neimi and Kousa (2020), in Finland, the teachers successfully adapted to

the rapid change forced by COVID-19 in the educational sector.

In the national aspect, the Philippines responded to the new educational system

by officially announcing that the academic year 2020-2021 will be pushed through

marked by Secretary of Education Leonor Magtolis Briones saying, "In the midst of the

Coronavirus crisis, our call remains the same: Education must continue whether face-to-

face or virtual, with or without physically going to school" (Department of Education,

2020, para. 6). According to Chua et al (2020), professors used free online video

conferencing platforms, messaging applications, and learning management systems for

delivering their classes.

On a local scale, Davao City relates with the same difficulties of other regions

regarding online classes. According to Doncila (2020), online classes are a luxury that

not everyone can afford, and it cannot be expected to run smoothly and ideally in the

early stages. Students struggle with online learning because they juggle both

responsibilities of coping with class discussion and doing household chores (Doncila,

2020). The National Telecommunications Commission in the Davao Region divulged

that the region is not online class-ready due to the poor internet service and the limited

number of cell towers (Revita,2020). The article written by Cudis (2020) showed that the

DepEd Region XI has been preparing its educators to catch up with the demands of

online classes. She also stated in her article that DepEd had organized seminars and

workshops for capability-building activities such as familiarizing the different kinds of

video conferencing applications and LMSs and creating engaging teaching materials.
 It is significantly evident that COVID-19 Pandemic notably affected the

educational institutions, transforming the educational framework into a new setting and

redesigning the educator's way of delivering education to the students. Hence, the

method of providing education is different nowadays. In this abrupt transition from face-

to-face classes to online learning, benefits are evident; however, these benefits are

accompanied by greater challenges. The learning delivery in an online learning setting

is new to most teachers because, formerly, online learning was optional; unfortunately,

due to the COVID-19, it has become mandatory. Thus, teachers are currently facing

changes with different challenges and problems as they deliver the education to the

students. Furthermore, students are facing challenges upon these changes that could

also affect teachers' learning delivery. The quality of teachers in school has a significant

impact on the students' learning experience. According to Tucker and Stronge (2005), it

is instinctively recognized that qualified and competent educators have an important

role in enriching children's daily experiences and their lifelong development. With the

current situation, the transport of education is affected. Thus, it is significant to look

closely at the situation of teachers in conveying education in the new online learning

setting.

II. Purpose of the Study

The purpose of this phenomenological study is to understand the new online

learning setting for senior high school teachers in Davao City. In pursuant to this

purpose, these are the following objectives of the research: First, determine the

strategies and adjustments that the senior high school teachers applied in shifting to the
new online learning setting. Next, recognize the changes in the teaching approach of

the senior high school teachers. Lastly, identify the advantages and disadvantages of

the new online learning setting in terms of the perception of the senior high school

teachers.

Upon conducting this study, the researchers will learn more about the teachers'

views on the changes in education brought about by the pandemic. Furthermore, this

study will be beneficial in understanding the first-hand experiences of SHS teachers in

relation to the new online learning setting, as well as the new online learning setting of

SHS in Davao City. Finally, since the new online learning setting is a relatively new

phenomenon, this research is useful in getting a deeper understanding of the new

online learning setting.

At this stage in the research, the new online learning setting will be generally

defined as a new educational setting utilizing technological tools systematized to adapt

to the changes brought about by the COVID-19 pandemic.

III. Research Questions

1. What are the changes that the Senior High School encountered in the new online

learning system?

2. What are the strategies and adjustments that the Senior High School teachers

applied to adapt to these changes?

 3. What are the lived experiences of Senior High School teachers in the new online

learning system?

IV. Theoretical Lens

The following theories discuss about how change can affect us and how we

human beings find ways to cope and adapt to situations, it dives into the idea how

capable we are of adjusting to situations. Due to the pandemic, we are facing a lot of

difficulties in life, teachers and students will have to embrace this and find solutions to

their problems. Lastly, these theories will also talk about the negative effects of change

to our emotions and mental health in line with the research about living experiences

during the COVID-19 pandemic.

Kurt Lewin's Change Theory (2016)

The theory states that one must (a) unfreeze, which means breaking down the

status quo in the current time, then opening everything to change, then (b) change, this

is where people need to embrace the new things that are implemented. Its development

is a long process, and lastly (c) refreeze, wherein people are getting used to the new

situation. This creates a sense of stability among people after the changes. This theory

will help in the description of the changes that the teachers have experienced in the

course of transitioning from traditional face-to-face learning to the "new normal" online

learning setting in this pandemic.

Petrini and Hultman's Work Adaptation Theory (1995)

 This theory states that employees will go through adjustments in their work

environment; with these adjustments, the workplace balance will be distorted. This

distortion will arouse negative emotions such as anxiety, which will lead to lower job

satisfaction. Eventually, the employee will adjust and restore balance. This theory will

help in describing the adaptation made by the teachers in the online learning setting.

Lazarus and Folkman's Coping Theory (1986)

The theory states that constant cognitive and behavioral efforts seek to address

external and internal needs assessed as taxing or exceeding the person's resources. It

is the conscious and unconscious response to the demands of the human mind under

stress. Coping helps the mind return to its normal function by reducing stress using

mental energy. Coping strategies may vary in different people. These strategies may be

positive or negative. The first positive coping strategy is a support system, wherein it is

having people support a person going through tough times. Second is relaxation,

wherein it is the conditioning of the 23 mind through reducing activities. Last is physical

wellness, wherein exercising is part of one's coping. These coping strategies promote

healthy effects to one's well-being compared to the maladaptive coping responses.

Maladaptive coping responses pose a negative impact on an individual's well-being.

The first type of coping response is escape and avoidance, which states that though

ignoring problems may temporarily help, it is preferable to accept and deal with their

existence. The second type is an unhealthy comfort zone, which states that seeking

comfort in eating, watching television, or internet surfing for hours is a perceptual error

and leads to nothing more than distress. The last type is emotional numbing, which

states that emotional numbing encourages risky behaviors such as substance abuse
and causes social isolation. It is a major type of emotional distancing in which one pulls

back from social relationships and contact to avoid being hurt once again. The literature

review suggested that during the changes in the educational framework due to COVID-

19, the teachers have faced stress in adjusting. Thus, this theory is vital for discovering

different ways teachers cope with their stress.

V. Importance of the Study

The main goal of this study is for the researchers to understand the

circumstances of senior high school teachers in the new online learning setting as they

conduct the study. Through this research, they will be able to gather data and use it to

enhance the living experiences of the teachers and students in the educational section.

This study aims to know the changes and effects of the COVID-19 pandemic to the

overall educational experience, from the challenges teachers go through during their

discussions to the ways in how they address them.

Teachers. The outcome of this study will depict the lived experiences of the

senior high school teachers, with this, their story, struggles and triumphs, throughout the

online class will be shared with the public. Consequently, their situation in the online

learning setting will be understood.

Students. The results of this study will provide information for the students to

understand the circumstances and the setting that the senior high school teachers are

in during the educational situation changes. As a result, their actions toward their

teachers can be influenced by the findings of this study. Furthermore, understanding the
situation of senior high school teachers can help educational institutions decide on how

to cater the teachers well. Since the students acquire learning from teachers, thus,

students are direct beneficiaries.

Educational Institutions Conducting Online Class. The study results can provide

information about the situation of the senior high school teachers in regard to the new

online learning setting. Thus, the institutions could use these results for their greater

benefit by using it as a basis when deciding on what programs to implement in webinars

or determining what materials to provide that can help with the teachers' efficacy in the

online learning setting.

VI. Scope and Delimitation of the Study

To understand the senior high school teachers' experiences in the online learning

setting, the researchers will apply a phenomenological approach as a study of inquiry

and one-on-one interviews as a method for data collection. They will be focusing only

with the teachers acting as respondents.

Variables/Phenomenon. The study will be primarily conducted to understand the

lived experiences of senior high teachers in the new online learning setting during the

school year 2020 to 2021. The research study will only answer the questions created by

the researchers anchored from the study's intent/goals/objectives.

Respondents/Participants. This study caters only to the senior high school

teachers and does not deal with any other school staff. The teachers will be the one

answering the questions needed to gather data for the research.

 Location. The study will be conducted in a specific Higher Educational Institution

that offers Senior High School in Davao City; the researchers chose this institution due

to the fact that they conduct online classes.

Time frame. The study will be conducted throughout the summer class schedule.

VII. Definition of Terms

The following terms will help you understand the study better, it serves as a

guide to those who are not familiar with certain words and vocabulary. Through this you

will be able to gain knowledge about the different areas introduced in the study. This is

important as people who are not familiar may have the chance learn and discuss the

importance of the research.

COVID-19. This is used to describe the virus that emerged on the year 2019 in

the Wuhan District, China, the letter “CO” stands for the corona, “VI” for the virus, and

“D” for the disease. Recently, this disease was referred to as ‘2019 novel coronavirus. It

was expected to change the environment into a new normal due to its affliction.

Online Learning. The term "online learning" refers to any kind of learning that

takes place over the internet. It is used to describe discussions and lessons happening

around in educational platforms like teams and zoom. It enables students to study at

home and gain access to instructional materials through the technology we know as the

internet.

Senior High School (SHS). Senior High School is covered by the K to 12

Program which gives an additional two years of education to provide mastery of

concepts and skills, produce lifelong learners, prepare the students for tertiary
education, employment, and entrepreneurship. It is used to describe institutions who

belong in those two years given by the K to 12 programs.

 CHAPTER 2

REVIEW OF RELATED LITERATURE

In this chapter you will find the relevant themes and subthemes provided by the

researchers with complete intext citation of literatures and studies done by other

researchers to form their research.

COVID-19

In December of 2019, the spread of the coronavirus began in Wuhan, China.

Then, the World Health Organization (WHO) announced the COVID-19 outbreak, a

global health 5 emergency, on January 30, 2020 (Cleveland Clinic, n. d.). The failure to

contain the virus led to the transmission of coronavirus to all continents except

Antarctica, and it was proclaimed as a global pandemic on March 11, 2020 (Cennimo et

al., 2021). According to Cleveland Clinic (n. d.), COVID-19 is caused by SARS-CoV-2,

part of the family of viruses called coronavirus that triggers a person to have an infection

in their respiratory system. SARS-CoV-2 is among the seven types of coronaviruses;

this also includes the ones that have caused the Sudden Acute Respiratory Syndrome

(SARS) and the Middle East Respiratory Syndrome (MERS) (Cleveland Clinic n. d.).

This virus can cause different complications such as respiratory failure, heart problems,

and it can even lead to death.

A study conducted by Malhotra (2021) focuses on the drastic shift of the

educational system in India due to the pandemic. The research tackles the

technological tools that should be used to provide good education amidst the new
online learning setting in the present. Also, it was mentioned that the government

provided webinars and training for the teachers in engaging with the online learning

system. In contrast, one of the proposed study's focuses is discovering how the senior

high school teachers control and manage the different technological tools in delivering

accurate and concise information to the students' learning. Thus, to know their

experiences in using online learning designs if ever they or they have not experienced

difficulties in the advancement of the educational system.

“New Normal” Learning

According to Maragakis (2020), the pandemic caused by COVID-19 has changed

the way of life for everyone making the people experience the "new normal," which

means that the people are living and going about their lives in a new manner.

The Manila Times (2020) stated in an article that educational institutions had to

find a new strategy for the students to continue learning amidst the presence of the

pandemic caused by the coronavirus. The Department of Education (DepEd) decided

that learning should continue for the students even in the "new normal" setting, creating

various alternative ways of learning for the different institutions to adapt to. Rios (2020)

stated in an article that there are four learning modalities that institutions can provide for

the learners. The first learning modality for the "new normal" setting is the face-to-face

class which pertains to a mode of learning where both the educators and learners are

physically present in the institution. However, this learning modality can only be

possible in the areas with low risk to COVID-19. The second learning modality is
distance learning, wherein the students and teachers are geographically distant from

each other. It is divided into three types: Modular Distance Learning, Online Distance

Learning, and Television/Radio-Based Instruction (Pimentel-Tibon, 2020). The third

learning modality is blended learning which is a mix of the face-to-face and any of the

other modalities, or it could also be a mix of the different distance learning modalities.

The fourth learning modality is homeschooling, a learning mode wherein the students

are taught by parents, guardians, or tutors who underwent the training to be qualified

with home-based learning (Rios, 2020).

Challenges Faced During the New Online Learning System

IGI Global (n. d.) stated that challenge indicates difficulties or problems, and it is

difficult to overcome without effort, perseverance, determination, efficient coping skills,

and support.

In an article written by Navarosa (2020), despite the opposition of the society

towards the decision of continuing education amidst the pandemic, the Commission on

Higher Education 11 (CHED) and the Department of Education (DepEd) decided on

implementing different learning modalities. In his article, it was also stated that when the

classes resumed, endless concerns from both learners and educators were prominent.

Also, it was mentioned that the attempt of the Philippines to push through with the

education shows that the population of students enrolled went down. In the Philippines'

educational system, 74.6% of the population of students in elementary and high school

were enrolled even with the presence of the pandemic, this leaves 25.4% of the
population who are not enrolled. On the other hand, there was a 70% decrease in the

population of students who enrolled in college. It was also stated in the article that the

top concern of education in the new online learning setting is the requirement of

technology to push through with learning.

Ronnie Ong said that DepEd should postpone its plan on the resumption of

classes as it is prejudicial to students who cannot afford the required gadgets for online

classes, what more of availing for internet services (CNN Philippines, 2020). The

presence of the pandemic also brought the digital divide into the picture. As defined by

Navarosa (2020), the digital divide is the lack of gadgets, internet access, and the like.

A statistical data was presented in the same article stating that around 6.9 million

Filipinos are experiencing unstable internet connections. According to Alipio (2020),

most of the 880 Filipino students were not ready for e-learning due to minimal

knowledge and skills on operating a computer, finding ways around the internet, and

not having access to an internet connection.

Strategies and Coping Mechanisms in the New Online Learning System

A study conducted by Bao (2020) with the title "COVID‐19 and online teaching in

higher education: A case study of Peking University" centered on the practice principles

of online higher 13 education and to allow a case study at Peking University for

teachers conducting online education even with the spread of Coronavirus disease

(COVID-19) in China, considering the country’s mandate of "nonstop teaching and

learning." The data shows that the teachers utilized six steps of teaching strategies to

improve student's learning to assure that the transition to online learning is well ordered.
The first step is to prepare emergency preparedness plans for unsought problems in the

online learning system. The second step is by cutting the teaching content into smaller

parts to support the students’ learning focus. The third step is to emphasize the use of

“voice” in the tone of teaching. The next step is by collaborating with teaching assistants

and earning help from them virtually. The fifth step is molding students’ learning

capacity beyond the conventional class, and the last step is by merging both online

learning and offline self-learning efficiently.

A study conducted by Toquero (2020) with the title "Challenges and

Opportunities for Higher Education amid the COVID-19 Pandemic: The Philippine

Context" used a pedagogical approach to reveal the advantages for higher education in

the Philippines to battle with the educational challenges that has arisen due to the

Coronavirus pandemic. The study recommends that higher education institutions should

combine courses related to health and environment in the curriculum and that it should

be available among all students. They should also strengthen environmental policies

and hygiene practices at all levels of learning. Thus, incorporating online mental health

and medical services should be one of the priorities. Also, higher institutions need to

migrate courses, align curriculum competencies, and level up the teacher's training for

online instruction. Lastly, higher education institutions are expected to apply

responsiveness to their stakeholders by strengthening research efforts, data monitoring,

and evidence-based practices.

Moreover, a phenomenological research entitled “Science Teachers' Voices in

the New Normal Teaching: A Phenomenological Study” was conducted by Lansangan

and Gonzales (2020) narrating about the science teachers' experiences as a response
to the new educational setting. Semi-structured interviews were utilized to gather the

data and focus group discussions to understand the perspective of the public science

teachers in some universities in the Philippines. The results revealed seven arising

emotional themes in their experiences in the new online learning setting. These themes

demonstrate how the teachers sustain their sense of hard work and dedication by giving

all they have and doing what they can do. Their focal key in adapting the new online

education is being optimistic amidst all uncertainties of the pandemic. Hence, they

make their problems a reflection guide in reassessing how they can be relevant, as well

as 14 acknowledging the new modalities of teaching and learning as a shared

responsibility among the school community. The teachers' confidence in new online

education is disturbed by their fright. However, they maintain their professionalism and

resilience to reach out to the students.

Senior High School

As stated by Enderun Colleges (n. d.), Senior High School also known as SHS is

consists of Grades 11 and 12, which are the last two years of the K-12 program

implemented by the Department of Education in order to provide the learners enough

time to master the concepts and skills needed for tertiary education. This program

consists of four career tracks which are Technical-Vocational-Livelihood (TVL/TVE),

Arts and Design, Sports and Academic. Under these career tracks are the eight learning

strands, which are Science, Technology, Engineering, and Mathematics (STEM),

Humanities and Social Studies (HUMSS), Accountancy, Business, and Management

(ABM), General Academic Strand (GAS), Home Economics, Agri-fishery Arts, Industrial

Arts, and Information and Communication Technology (ICT).

In a study conducted by Utami (2018) entitled “The effect of blended model on

senior high school students’ achievement,” the repercussion of blended learning on

students' achievement 19 was scrutinized. The study utilized an experimental approach

wherein 63 information and communication technology students were divided into the

control and experimental groups. The control group consisted of 32 students who

underwent traditional face-to-face classes, while the experimental group with 31

students was taught through blended learning. The results showed a significant

difference between the learning outcomes of the two groups; the experimental group

showed better results than the control group. Based on the results, the study suggests

that blended learning encourages students to learn actively. It also shows how blended

learning gives opportunities for student-centered learning, students learning at their own

pace, and how it also reveals the values of 21st-century learning. The research

concluded that blended learning is an effective mode of delivering education as it

supports students’ learning achievements. Consequently, the research suggests that

teachers may use blended learning to aid in the students’ educational accomplishment.

In line with this, the research recommends that developing teachers’ computer and

internet literacy rate is a vital key in establishing this mode of learning.

Additionally, another study was conducted by Cortez (2020) entitled “Blended,

Distance, Electronic and Virtual-Learning for the New Normal of Mathematics

Education: A Senior High School Student’s Perception.” The study scrutinizes the

senior high school students' perception of blended, distance, electronic and virtual
learning as a new method of providing education due 20 to COVID-19, utilizing self-

administered survey questionnaires. The study suggested that although their expected

mathematical capacity is substantially different, the respondents' understanding of the

efficacy of online learning and their ability to attend the e-learning sessions is

independent of their lifestyle and accessible e-learning resources. Moreover, the study

suggests that exposure to a Learning Management System positively affected their

perception of BDEV- learning.

Related Studies

Here you will find the five related studies conducted by different researchers for

the benefit of their research. With the use of complete citations like title, date, and

authors, the researchers will use these studies and relate them to their research.

The Study of Distance Learning

In the study conducted by Simpson (2020) from the University of North Texas,

entitled "Distance learning during the early stages of the COVID-19 pandemic:

Examining K-12 students' and parents' experiences and perspectives," online survey

questionnaires were taken via Google forms and distributed through email and over

Facebook to 115 K-12 students and parents in the United States to gather feedback on

successful and unsuccessful strategies utilized in the new learning system along with

methods and tools in battling with particular challenges. Learning is no longer placed in
the school building or school hours due to COVID-19. However, the results suggest that

distance learning in the early stages of COVID-19 provides education to students from

the comfort of their homes. It can also provide more flexibility to teachers and students,

such as open-learning instructional materials and participation in the learning process

anytime, anywhere.

Moreover, distance learning gives an opportunity to the parents as they will have

more involvement in their child's education. It also discusses the benefits of distance

learning through the lens of the parent-child relationship and the teachers' flexibility in

delivering the proper education to the students. The research of Simpson (2020)

focuses on the students' and parents' experiences rather than the detailed experiences

of teachers' development and experience in the distance learning of the new online

education. To sum it up, distance learning is a new phenomenon; students, families,

institutions, and especially the teachers are still trying to find out how to overcome these

issues.

Changes in the Education System and its Effects on the Teacher’s Performance

In a study conducted by del Arco et al. (2021) entitled "University Teaching in

Times of Confinement: The Light and Shadows of Compulsory Online Learning," an ad-

hoc questionnaire was used in knowing the perspective of the 893 students studying at

various Spanish universities in analyzing different factors that affect the connection of

the teachers to their students, the students’ engagement, and the resources’ availability.

The questionnaire was given out to participants of 20 random state universities. The

result uncovers that the restriction because of COVID-19 changed the learning

environment of students and teachers. They need to change from face-to-face learning
to a completely online learning model with no prior notice that causes a specific degree

of stress and worry all through the educational climate, particularly the scholastic

organization, teachers, and students, as the traditional learning cycle before was face-

to-face. The constraint found in students is that they show an undeniable degree of skill

in the utilization of technological devices, but they need self-rule and the limit with

regards to self-guideline and self-reflection to carry out their tasks. It further shows a

considerable level of dependence on the 12 figures of the teachers. Accordingly,

concerning the teaching staff, their degree of capability in taking care of innovative

devices can be improved, as well as in the need to comprehend the advancement of

virtual teaching, enhancement of competence in interacting and communicating with the

students virtually.

The study conducted by del Arco et al. (2020) focuses on the changes in the

education system and the constraints that affect the performance of teachers and

students. In addition, the literature review study conducted by Ancheta R. and Ancheta

H. (2020) focuses on inspecting the challenges faced by the basic education institutions

in the Philippines. Both studies present the challenges that arise along with the changes

that appeared during the Coronavirus pandemic. However, the studies did not reveal

how the teachers battled with the challenges they encountered in the transition of the

educational system. On the other note, the proposed study will fill the gap of both

studies by focusing on the strategies and coping mechanisms of the senior high school

teachers by understanding and knowing their experiences and perspective in the new

online learning setting.

The Teachers’ Perception of the New Online System

 A study conducted by Yang (2020) entitled "Teachers' Perceptions of Large-

Scale Online Teaching as an Epidemic Prevention and Control Strategy in China"

utilized a survey using an online questionnaire to understand the perception of teachers

from 23 different places in China. It is evident in the research that the vast population of

teachers in China agree with the application of online class to provide an action in

preventing the spread of the epidemic. The government helped in aiding the education

amidst the epidemic by giving out training and platforms to teachers for online teaching.

Even so, concerns regarding the online learning were raised by teachers such as

teaching anxiety. Thus, learning productivity, and focus will be lessened. Overall, the

surveyed teachers were positive about the outcome of online learning.

The study conducted by Yang (2020) focuses on teachers' perception stating that

the teachers agree on implementing online classes as this will provide an action to help

mitigate the virus. Additionally, the other study focuses on the perception of the faculty

regarding online education, suggesting that the faculty are uncertain in the

implementation of the online educational system. Both focused on the perspective of the

teachers as the online learning was about to start, stating that there were concerns in

the online learning. In contradiction, the proposed study will determine the senior high

school teachers' experiences in the new online learning setting and pivot the attention

on their strategies and adjustments in adapting to the new online education amidst the

COVID-19.

Higher Education in the Time of COVID-19

a study conducted by Cuaton (2020) entitled “Philippines Higher Education

Institutions in the time of COVID-19 Pandemic” stated that, with the existence of the
pandemic that arise due to COVID-19, the process of being able to transform and adapt

to the new online learning setting was evident in the global educational system. The

study also stated that the process of learning through human interaction in a classroom

became learning through virtual and online education with the help of technology.

Higher Education Institutions (HEI) were required to provide guidance and leadership to

respond to a health threat such as the pandemic caused by COVID19. It was also

mentioned that the Commission on Higher Education (CHED) provided guidelines and

gave flexibility and freedom to schools towards how they would implement them,

considering the differences in the situations that they are facing.

There was a variation of approaches, different institutions have implemented

following the guidelines that CHED provided. There were State Universities and

Colleges that laid out lectures and information to their students that tackled COVID-19.

It is also evident that institutions implemented different safety measures such as the

temperature check and disinfectant usage before entering the building. In the matter of

the changes in the delivery of education to the learners, the students are given

alternative learning activities and assignments that are to be done online. As for the

teachers, they were provided with online training on being able to conduct online

classes. It was also stated that there were webinars provided to teachers and students

for psycho-social support and psychological first aid.

Technology Usage

In a study conducted by Ghavifekr and Rosdy (2015) entitled “Teaching and

Learning with Technology: Effectiveness of ICT Integration in Schools,” teachers from

public secondary schools in Kuala Lumpur, Malaysia, were randomly surveyed. This
study shows that technology-based 16 teaching and learning are more effective

compared to the traditional classroom. This is because using ICT tools and equipment

would provide a more engaging and productive learning experience for both teachers

and students. The findings indicate that one of the factors in the success of technology-

based teaching and learning is teachers' well-equipped training with ICT tools and

facilities. Teachers' professional development training programs were also found to play

an important role in improving students' learning quality. Furthermore, this research

showed that students learn more effectively when using ICT, since lesson designs are

more engaging and interesting.

Another study was conducted by Dogan et al. (2020) entitled “Teachers’ skills to

integrate technology in education: Two path models explaining instructional and

application software use.” The data were obtained from 1,335 K-12 teachers from 40

different institutions involved in the Technology Uses and Perceptions Survey (TUPS)

study. The study’s findings show that the lack of skills and competency of teachers on

the use of technology is one of the barriers to technology integration in education. The

most prominent factor in the application software use of teachers was recognized as

perceived technology skills. When teachers perceive that they have skills in using

certain software, they will utilize that software more often in the class. In terms of the

teachers’ confidence in utilizing technological tools, the study shows that when their

awareness of using technology in line with education increases with the help of

technology specialists, it is more likely for them to conceptualize any technology as

useful.
 CHAPTER 3

METHODOLOGY

I. Research Design

This research is a qualitative study that will utilize a phenomenological approach. It is a

qualitative research strategy that centers around the lived experiences of a group of

people; to understand a specific phenomenon (Creswell, 2013). Through using this kind

of approach, the researchers will understand the lived experiences of senior high school

teachers in the new online learning setting and discover the strategies used in delivering

proper education to students virtually. As the proposed study will uncover the lived

experiences of senior high school teachers regarding their engagement in the new

online learning setting, it fits the focal goal of a phenomenological approach to explore

the perspectives of those who are experiencing a particular phenomenon. According to

Smith (2018), phenomenology aims to examine, learn, and understand participants'

personal experiences and perceptions of a certain phenomenon.

The researchers will collect data through an in-depth one-on-one interview using the

researcher-made guide questions to know the senior high school teachers' experiences
in the new online learning setting. An in-depth one-on-one interview is a qualitative data

collection method that provides an opportunity to obtain a rich understanding of the

responses and ask for follow-up questions and additional information about the

participants. Even more than that, the researchers can easily monitor the changes of

tone and behavior of the participants (B2B International, n. d.).

II. Research Participants

In selecting the participants, the researchers will utilize a purposive sampling

technique. Purposive sampling is a non-probability sample selected based on the

characteristics of a population and the objective of the study. It is also known as

judgmental, selective, or subjective sampling (Crossman, 2020). The researchers will

use this technique since this sampling involves identifying and selecting individuals or

groups of individuals that are especially knowledgeable about or experienced with a

phenomenon of interest (Creswell & Plano Clark, 2011) and is extremely time and cost-

effective when compared to other sampling methods. (Alchemer LLC, 2018).

Since the study will utilize a phenomenological approach, the researchers will

collect data from at least 5 participants; this is according to Cresswell (2000), who

suggested that the ideal participants of a phenomenological study are at least 5-25

participants. To contact the target participants, the researchers will use an online

messaging app, e. g., Gmail, Facebook Messenger, etc.

III. Data Source

 The data and information will be gathered from answers collected in the one-on-

one interview. The main source of data for this research will be the teachers from the

senior high school. They’re the ones who will provide the answers to the questions

asked by the researcher during the interview.

IV. Data Collection Procedure

Since the researchers have no prior experience in conducting interviews, they

will seek an expert's assistance to learn the proper interview demeanor and execution to

ensure that the data that will be gathered are adequate and reliable. The interview

process will be conducted virtually through an online platform convenient for the

participants. This online media platform will be prepared prior to the conduct of the

interview since the platform to be utilized will be discussed beforehand during the

orientation.

During the in-depth one-on-one interview, the facilitator would encourage the

participants to open their cameras. However, they have the freedom to decide whether

to turn on or off their camera throughout the interview process. Each participant will be

asked questions that are in line with the study's research questions vital for the

researchers to attain the study’s objectives and goals. Furthermore, the interview will be

recorded using either laptop or cellphone voice recorders. Also, the data that will be

collected will not be disclosed to anybody outside the team, and nothing will be

attributed to the participants by name. The result of this study will contribute to the

existing body of knowledge related to the phenomenon being studied. As well as

gaining a deeper understanding towards the experiences of a teacher and accumulate

more knowledge about the new online learning setting.

V. Trustworthiness of the Study

Credibility is all about how truthful the research findings are. Credibility as stated

by Tobin & Begley (2004), is all about the similarity between a respondent’s view to how

the researchers represent those views. In other words, to prove that the research data

is true, when researchers are confronted with the same situation, the same as how the

respondent’s experienced it, researchers could recognize it with ease (Nowell, Norris,

White, & Moules, 2017). The establishing of the credibility and the validity of the

theories is the first criteria that will be used to support the study and will demonstrate

the scrutiny that would be presented. The researchers will also emphasize the response

of every participant and let them express their view and opinions about the study.

Transferability, this is when the research findings of a study can be applied or be

used in other contexts. Transferability and the external validity of this study provided

should be the sufficient detail for the context to be made more applicable in all aspects

of classroom setting and in real situations.

Confirmability is about how the research findings all came from the responses

given by the research participants themselves. This means that responses are all

neutral (Amankwaa, 2016) and are not altered due to personal bias or personal gain for

the researchers. In other words, researchers do not skew and edit what the genuine

response was just for it to fit the narrative of the whole study. Confirmability and

objectivity of the study of the researchers shall be attained by obtaining the emerged
findings of the data and not their own predispositions in interpreting the response of the

participants.

Dependability, it is where or when a study is being studied and repeated by other

researchers, the outcomes, or results of the study they did would be consistent as to

what you have come up with. The dependability and reliability of this research work will

ensure and enable the future prevailing researchers to strive and to repeat this study

with similar findings.

VI. Ethical Consideration

In conducting this research paper, the study's top priority is to ensure that the

participants' safety and rights are recognized. The researchers will consider the

potential ethical issues that will be seen in the research. The first output will be

presented to the Research Ethics Committee, which will review the study to see if the

ethical considerations are pursued.

The researchers will consider the participants' emotions, as one question could

evoke a negative emotional response. With this, the researchers will strictly enforce

ethical considerations. A research adviser, as well as a validator, will verify the

questions to consider the possible negative emotional response the participants might

feel regarding the study's research questions. In creating the researcher-made guide

questions, offensive and other unacceptable languages will be avoided.

The participants will be given informed consent prior to the interview to ensure

that they are not being compelled to participate. They will also be informed about the

study's intent. Moreover, participants are allowed to accept or refuse to participate in the
study voluntarily. On the condition that most participants will withdraw during the

interview process, the researchers will find other participants willing to be interviewed

and fit in the study's participants' criteria. In this re-selection of participants, the

researchers will still utilize the purposive sampling following the same criteria stated in

the paper's selection of study participants.

Lastly, all the data that will be collected and transcribed will be confidential. The

stored data will be removed from the personal laptop of the lead researcher who was

assigned to store the data and will be deleted permanently from the recycle bin. As a

result, there will be no risk of harm to the participants in any way.

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APPENDICES

APENDIX A

RESEARCHER-MADE GUIDE QUESTIONS

Strategies and Adjustments

1. What is the setting of the new online learning, and how is it different from the

traditional face-to-face classes?

2. How did the shift from the traditional face-to-face classes to the new online

learning setting affect your delivery of education?

3. What aspect/s in your teaching approach were affected during the adjustment

to the new online learning setting?

4. How did the educational institution help you as a teacher to adjust to the new

educational setting, which is the new online learning?

5. What are your coping mechanisms to adjust to the changes brought by the

COVID-19 Pandemic in the educational institution?

6. What are the strategies that you have applied in the new online learning

setting?

(a) How do you prepare your lessons in the new online learning setting?

b) How do you deliver the lessons to the students in the new online

learning setting?

(c) How do you assess the students’ learning in the new online learning

setting?

(d) How do you assist the students who have concerns in the new online l

earning setting?
General Experiences

1. How was your experience in the new online learning setting?

2. What technological devices/tools did you use in the new online learning

setting?

3. What were your experiences in using these technological devices/tools?

Advantages and Disadvantages

1. What are the advantages of the new online learning setting?

- How did these advantages affect your delivery of education?

2. What are the disadvantages of the new online learning setting?

- How did these disadvantages affect your delivery of education?

3. What have you learned in this new online learning setting?