Chapter 1.1
Chapter 1.1
Chapter 1.1
TITLE PAGE
APPROVAL SHEET
ACKNOWLEDGEMENT
ABSTRACT
TABLE OF CONTENTS
LIST OF TABLES
CHAPTER
1 INTRODUCTION
Purpose of the Study
Research Questions
Theoretical Lens
Scope and Limitation of the Study
CURRICULUM VITAE
Chapter 1
INTRODUCTION
challenging. Some students, such as those with Attention Deficit Hyperactivity Disorder
(ADHD) and learners with Autsim Spectrum Disorder (ASD), struggle with testing situations
and cannot remain at tasks long enough to complete such assessments. However, assessments are
important; they provide the child with an opportunity to demonstrate knowledge, skill, and
understanding.
A study conducted in Lebanon revealed that almost half of the teachers and
administrators expressed being ill-prepared in assessing student performance even though special
education teachers thought that alternative assessments were important, some of their assessment
practices were still imprinted with traditional methods (Elhage & Sawilowsky, 2016). It is
supported with the study conducted by Lumadi (2013) that teachers are beset with the major
implementation of assessment, the use of a variety of methods in assessment and time for
assessment. In Turkey, it was found out that teachers encounter some difficulties such as
crowded classroom (Muthusamy, 2015), insufficient time for assessment, insufficient learning
2013). There was also a study conducted in Tanzania showed that teachers lack teaching
materials and lack of collaboration between the regular education teacher and the special
The challenges of the assessment processes within the Philippine education system are
caused by several factors: rigid curriculum and assessment, classroom shortages, and
unfavorable learning environment in general are three of the many causes of students dropping
out from school (Villamero, 2014). Futhermore, a study conducted in Ilocos 2 2 Norte concludes
that time for checking, attitude and behavior of students and quality of test are their common
In fact, in Tagum City, everyday practice of assessment in the classroom of learners with
special educational needs is beset with problems and shortcomings. It was observed that most of
the teachers are facing problems such as lack of teacher’s training on the assessment of Learners
with Special Educational Needs, suitability of the assessment to the student’s needs, production
and use of instructional materials and time constraints due to slow pacing of student’s learning.
City.
This study aims to explore and understand the lived experiences of teachers on the
assessment strategies for Learners with Special Educational Needs in a regular classroom.
formative evaluation, used by teachers to determine how much and how well students are
learning.
Research Questions
1. What are the experiences of teachers on the assessment strategies of learners with
2. How do teachers cope with the challenges in the assessment strategies of learners with
3. What are the insights of teachers on the assessment strategies of learners with special
Theoretical Lens
The concept and idea of this study was gleaned through the DepEd order number 8, series
of 2015. It is a policy guideline on classroom assessment for the k-12 Basic Education Program.
Assessment in the k-12 education program recognizes diversity of learners inside the classroom
and the need for multiple ways of measuring their varying abilities and learning potentials.
At the heart of this assessment framework is the recognition and the deliberate
consideration of the learner’s zone of proximal development (Vygotsky (1978). This means that
competent person and a less competent person, such that the less competent person becomes
independently proficient at what was initially a jointly accomplished task (Chaiklin, 2003).
independent display of knowledge, understanding and skills, and to enable them to transfer this
It is critical to note that the Zone of Proximal Development is considered as one of the
most widely recognized and well-known ideas in the studies related to the teachinglearning
processes. Specifically, it is linked with the learning of diverse kinds of pupils, 4 4 including
those with learning difficulties, those coming from disadvantaged backgrounds, and gifted
On the practical aspect of the Zone of Proximal Development, Vygotsky introduced the
and their implications for instruction that embeds intervention within the assessment procedure
The mentioned point about dynamic assessment especially its two designs gave birth to
the idea to mediated learning experiences which was developed by Feuerstein and his
collaborators 1980, 1997, as cited in Lidz & Gindis, 2003. Kozulin & Presseisen (2000) note that
the ultimate goal of mediated learning is to make the child sensitive to learning through direct
exposure to stimuli and to develop in the child cognitive prerequisites for such direct learning
(Lidz, 2001).
The study was limited to the experiences and perceptions of 13 general education
teachers relative to the assessment strategies of teachers for learners with special educational
The scope of this study was limited to the personal observation of the researcher and the
personal responses of the teachers who are teaching in the regular education classroom from
Grade 1 (one) to Grade 6 (six) with mainstreamed students. I conducted the study from
assessment strategies of teachers for learners with special educational needs in the regular
classrooms. Although this is a study involving a small sample, it envisions that the findings
opportunity for other teachers to learn from these experiences and improve their assessment
This study may benefit learners with SEN because they will be provided with
The Teacher Education Institutions may utilize the findings of this study by including
more contents related to assessment of children with disabilities in their preservice education
programs.
The study may help the DepEd Officials in strengthening education policies related to
This study is the opportunity for its findings to be used as a basis by other researchers to
replicate the study in different classrooms and teachers within the Philippine context.
Chapter 2
METHODOLOGY
This chapter presents the methods utilized in the conduct of this study which include
research design, research participants, role of the researcher, data sources, data collection
This study utilized a qualitative research design to unveil the experiences of cooperating
teachers in e-mentoring pre-service teachers in the new normal. According to Creswell (1994),
developing a complex and complete picture with words. In addition, it is a type of research that
collects and analyzes non-numerical data to come up with meaning which would help in
understanding social life through the study of populations or places (Crossman, 2020).
Contextually, a qualitative research design is suitable for this undertaking since the aim
of the study is to understand and describe thoroughly the lived experiences of the cooperating
teachers in e-mentoring pre-service teachers amid the pandemic. Through this design, I managed
to carefully select the participants via an inclusion criterion, ensuring extraction of relevant
responses on the said social phenomenon. Also, this design helped in maximizing the non-
numerical data as I conducted online interviews and discussions and analyzed them through
Moreover, this study employed a phenomenological approach, a study method that aims
to explore the lived experiences of individuals on a same phenomenon (Teherani et al., 2015). In
addition, Creswell (2013) stated that this approach is a form of qualitative research whose main
approach is a powerful way to understand subjective 25 experience and to gain insights around
people’s actions and motivations (Rodriguez & Smith, 2018). Also, Creswell (2013) also added
that this approach is suitable in collecting data such as thoughts, opinions, or experiences among
only in unveiling the experiences but also in understanding the challenges, coping mechanisms,
and insights of the cooperating teachers on e-mentoring pre-service teachers in the new normal.
Moreover, this method was suitable for this study since I was given a permission to record all the
data taken from the interviews and discussion allowing accurate copies and descriptions of their
subjective experiences, feelings, and insights. This was indeed a suitable approach for this
research study as it also clarified relationships between the participants lived experiences and the
Overall, this research design helped in setting aside prejudices and prior assumptions,
instead encouraged full focus on the immediate experiences of the participants. Furthermore, all
the approaches and methods I utilized assisted in generating rich and varied data beneficial in the
process of analyzing, interpreting, and understanding the phenomenon. Ultimately, all the
gathered further created awareness and broadened the existing body of knowledge about e-
mentoring.
Research Participants
In terms of the research population and sample size, Creswell (2015) noted that it is
important to figure out the sample size in selecting participants for a study. He added that the
number of participants in a phenomenological study range from five (5) to twenty-five and such
Thus, the participants of this research were fourteen (14) cooperating teachers from two
(2) private colleges and one (1) secondary public school. Among these 26 participants, seven (7)
of them undergone in-depth interviews and another seven (7) were part of the focus group
discussion.
The participants of this study were chosen using the purposive sampling technique.
According to Ritchie and Lewis (2017), it is a sampling strategy where the researcher chooses
their own members of a sample or participants in the study applying their own criteria for
selection.
Hence, the following inclusion criteria were used to select the suitable participants for
this study: one (1) must be a junior or senior high school teacher from the three (3) research
target schools in Tagum City; two (2) must be a cooperating teacher of English major pre-service
teacher(s) through e-mentoring during the pandemic (2020-present) and three (3) must be
collection. In this study, I embody the roles of an interviewer, moderator of the discourse,
transcriber, translator, and primary analyst of the data (Denzin & Lincoln, 2017). As a researcher
for this qualitative study, my general role was to find answers to the research questions.
To embody the role of an interviewer, I ensured to ask not only clear and comprehensive
questions but also probed inquiry to gain relevant and detailed accounts of the cooperating
teachers e-mentoring pre-service teachers in the new normal. Considering the subjectivity and
variety of their responses, I conditioned myself to be fair and objective in the entire process by
an individual who oversees the communication and monitors the conversation. Since in this
study participants might have different experiences and 27 personalities, I established positive
interaction and encouraged lively and natural discussion among the cooperating teachers, not
leaving anyone behind. It was also necessary for me to ensure that all discussion stayed on the
As a transcriber, I encoded the participants’ recorded responses into written one. It was
vital because it required excellent typing, detail, and grammatical technicalities. In addition, I
ensured the recorded audio file was encoded fast and accurately while carefully following proper
As a translator, translating the responses of the participants from native or local language
to standard English is a vital task. Thus, I carefully decoded the transcripts without bias, treated
them with respect, and translated them with the help of secondary data sources. I also made sure
that the encoded responses of my participants were thoroughly read and properly examined to
Furthermore, as the primary data analyst of my study, I used thematic analysis to examine
the data and help understand the phenomenon being studied. Furthermore, I was guided by my
research adviser throughout the process to guarantee that the analyzed data were comprehensive,
Finally, as the most eager to find answers and deep understanding of the phenomenon, I
ensured that my study followed all the necessary measures of a qualitative research. As a
qualitative researcher, I was urged to be attentive, objective, and logical in accepting and
comprehending the varied experiences and views of the participants. Moreover, I had to be
reflective of how the ideas and interpretations attained would shape the reality and affect the
people who can benefit from this study. Finally, as a researcher my role was not only limited to
the mentioned functions since I also adhered to the ethical standards in the conduct of this study.
Data Sources
observations, and documents (Creswell, 2007). Furthermore, Alase (2016) stated that data
sources also refer to any video, audio, and/or taped recorded material.
This study’s first data source was gathered from the cooperating teachers’ virtual in-depth
interviews and focus group discussion. Moreover, permission to record through Google Meet’s
screen record feature was asked before the conduct of the interviews. Data were collected from
two private colleges and one secondary public school in Tagum City. For this study,
participants for IDI were requested to answer open-ended questions concretized from the general
research questions. Also, to keep the conversation going, I participated in the respondent’s
discourse. If ever they deviated from the topic, I ensured to cleverly take them back to track. As
in-depth interviews enable the researcher to study the subject’s behavior, I also noted their non-
verbal communication.
information or deep understanding of a topic (Kvale, 2016). It involves asking relevant open-
ended questions to interviewees, extensively discussing their answers, and observing behaviors
(Given, 2018).
On the other hand, focus group discussion refers to a group interview led by a moderator
with a goal to provide useful insights on a certain topic and uncover the feelings, beliefs, and
experiences about a phenomenon (Collins & O’Brien, 2018). It is also carefully planned and
safety amidst pandemic, virtual interviews were done online via Zoom. During the interview,
participants were encouraged to freely share their ideas, attitudes, and experiences on the topic.
Hence, I acted as a facilitator in gaining spontaneous and essential insights about the inquiry.
Secondary sources were also utilized to support the findings of this study. These include
articles, books, and journals of known authors presenting varied opinions, conclusions and data
across time related to the phenomenon being studied (Hewson & Steward, 2016).
Contextually, the discoveries of credible authors and already established related studies
on e-mentoring from books, recent online journals, and websites were the content of my review
of related literature. These secondary resources were also utilized as support and/or accurate
explanation to the subjective experiences, feelings, and insights of the participants relating to e-
mentoring in the presentation and discussion of study’s results. Overall, these helped in ensuring
In conducting a study, series of steps and procedures must be applied upon gathering the
needed data. This is supported by Creswell (2007) stating that researchers of qualitative studies
engage in systematic processes of collecting data before obtaining a certain conclusion. Methods
of data collection in qualitative research include observations, textual or visual analysis such as
In this study’s context, I submitted first this research study to the Research Ethics
Committee (REC) of St. Mary’s College of Tagum for review and evaluation. After approval, I
secured a certificate to conduct a study from the Research Ethics Committee. Second, I secured
an endorsement letter from the Dean of the Graduate School and that of the Department of
Education – Division of Tagum. Third, I visited the three (3) research sites for this study and
forwarded the endorsement letter to the school heads or principals. Upon the visit, I also
requested for the list of cooperating teachers from the grade level heads or from the principal’s
office assistant.
Fourth, I secured consent forms for the participants. Each cooperating teacher was
provided with an informed consent form (ICF) to apprise them on the purpose of the study and
other vital details, particularly the nature of their participation. To avoid causing harm to the
participants in this time of pandemic, the ICF forms were sent and retrieved with their affixed
Zoom application to ensure full understanding of the participants on the research protocols and
the nature of their participation. Also, l followed another important component in ICF which is
seeking permission from the participants to record the interview through the mentioned video-
conferencing tool.
technology would hinder the cooperating teachers from using the said medium, I prepared option
B of sending and retrieving the ICFs at their respective schools. Concurrent with this would be
the face-to-face orientation observing the standard health protocol in this time of pandemic stated
in the Inter-Agency Task Force (IATF) and the City Health Office precautionary measures to
ensure safety and protection of participants during the conduct of the study.
Fifth, I conducted a virtual in-depth interview and focus group discussion using Zoom.
Schedules for both interviews were set based on the participant’s accessible time. I also made
sure that that the interview did not exceed an hour. Before each interview, I encouraged the
participants to be in a place free from noise and any other external disturbance for a spontaneous
discussion. Moreover, I reminded them to secure the necessary materials such as laptop,
Then, a re-orientation on the basic features of the mentioned video conferencing medium
was conducted to put the participants at ease during the whole interview process. 31
Furthermore, I utilized a semi-structured interview guide to allow the participants to talk freely
and openly while ensuring that in-depth information about the study was acquired. Since the
study aimed to unveil and understand the participants' subjective experiences, thus all personal
information or sensitive personal information shared was only used for the sole purpose of this
Lastly, to record all the needed data, the researcher’ tool for recording, Zoom Meeting
screen recorder was utilized. Note-taking was also done as a backup tool for collecting data.
Further, probing was naturally done to enrich the necessary information. Once data transcription
was accomplished, all recordings were kept confidential. Then, all the gathered data were
that all information remained safe. Written notes were also kept in a locked cabinet and all data
was destroyed after the retention period had elapsed. When all data were gathered, transcribed,
Data Analysis
Data analysis happens at the same time as data gathering in qualitative research. Once
the gathered data are transcribed, thematic analysis would follow. According to Braun and
Clarke (2006), thematic analysis is a method for identifying, analyzing, and reporting patterns
(themes) within data. Data analysis will be done separately for each unit and then integrated
according to the emergent themes during the analysis. The data types are part of a process which
involve collecting and analyzing data simultaneously and in the same sequence (Creswell, 2013).
Moreover, Zhou (2019) states that methods of thematic analysis assume an amount of coding - a
process of subdividing the huge amount of data then labeling and assigning them into categories
(Dey, 1993).
In addition, thematic analysis was conducted in accordance with the six-stage framework
outlined by Braun and Clarke (2006), which has been applied in a wide variety 32 of qualitative
research contexts. The six phases are as follows: (1) familiarization with data; (2) producing
initial codes; (3) searching for themes; (4) reviewing themes; (5) defining themes; and (6)
For this study, thematic analysis was initially done by reading all the written transcripts
numerous times to double-check the data and to actively observe meanings and patterns that may
appear. At this stage I noted and jotted down early impressions or preliminary ideas for codes
that described the content of the extracted data. Second, I highlighted various phrases and
sentences in different colors to come up with labels or codes. A code is a brief description of
what is being said in the interview. At this stage also, I organized all the data into meaningful
groups identified by codes. Moreover, these codes promoted condensed overview of the main
Third, I identified patterns among the codes created and generated themes. In doing so, I
started combining several codes into a single theme with sticky notes so I can move around the
data and visualize the relationship between them. In this part also, codes too vague or not
Fourth, I went back to the data set to check if there is any missing in the first read through
and compare the themes with one another. As problems occurred with the themes, I considered
splitting them up, combining or moving some into an existing theme where they fit better,
Fifth, I analyzed each theme and determined its description. Here, I decided whether the
theme was relevant to the study or not and identified the possible subthemes. Concise and
punchy names were also given for each. Then, exact, and interesting meaning were formulated to
Lastly, I wrote the answers of the participants to the research questions using tables and
textual descriptions. Moreover, the final table consisted of two columns: major themes and core
ideas. The textual discussions were also supported with the participants’ verbatim statements
taken from their actual responses during the virtual interviews and discussions.
The trustworthiness of a research study is essential in determining its value. Polit & Beck
(2015) defined trustworthiness as the degree of confidence in data, interpretation, and methods
used to ensure the quality of a study. This is supported by Amankwaa (2016) stating that
researchers should establish the conventions and procedures of the investigation to make it
worthy of consideration. To establish such, Lincoln and Guba (1985) created a corresponding set
confirmability.
Credibility refers to the confidence in the truth of the study’s findings. Shenton (2005)
explains that a study is considered credible when it measures or tests what is intended. Lincoln
and Guba (1985) describe a series of techniques to achieve credibility in a research study. For
this paper, triangulation, iterative questioning, and member checking were followed to guarantee
selected suitable participants from three research sites within Tagum City for in-depth interview
and focus group discussion based on a selection criterion. Also, second sources such as articles,
journals, and books were utilized to support the findings of the study.
Iterative questioning, the collection of specific and detailed data related to the research
topic (Wadembere, 2017), will also be used for this study. In doing so, I returned 34 to the
area(s) of confusion and addressed any concern raised by the participants during the interview.
Moreover, I utilized probes and rephrased some questions just so I extract relevant answers from
them.
As soon as the data was completely analyzed and interpreted, member-checking was
followed to avoid different forms of research misconduct such as fabrication, falsification and/or
plagiarism. Member checking is defined as sharing either a summary or the whole findings of a
study with the research participants. With this, I sent the transcripts back to the participants
through online messaging platforms to ensure honesty of the data and check for accuracy with
their experiences.
Dependability refers to the data's consistency across time and under various settings.
Further, it is an evaluation on the quality of the combined processes of data gathering, data
analysis, and theory generation (Lincoln & Guba, 1985). In addition, Akkerman et al. (2018)
suggest that audit trails also assure quality in qualitative studies. An audit trail is a transparent
description of the research steps taken from the start of a research to the development and
With this, an in-depth methodological description was made wherein I discussed every
detail of the study’s procedures to allow future researchers to replicate the work, if not
necessarily to obtain similar findings. Also, I employed overlapping methods such as in-depth
interview and focus group discussion to reach data saturation – a determining criterion when
there is adequate data from a study. To achieve this, I only asked relevant open-ended questions
Confirmability is concerned with ensuring that the research study’s interpretations and
findings are clearly taken from the data, and it demands demonstration on how conclusions were
arrived at (Tobin & Begley, 2017). It is also present to verify if the findings are shaped by
participants more so than they are shaped by the qualitative researcher (Lincoln & Guba, 1985).
Miles & Huberman (1994) contend that a crucial aspect for confirmability is the extent to
which a researcher admits to his or her own dispositions. Shenton (2005) adds that recognition of
limitations in the study’s methods and its potential effects on the research as well as the inclusion
For this study, I ensured confirmability by taking the needed steps in assuring that
research findings were directly drawn from the real experiences and ideas of the participants and
not my own predisposition. I kept all the records (raw data - hard and soft copies of the interview
and audio recordings) throughout the research process so persons or experts like the research
panels, adviser, and Research Ethics Committee can verify and validate the research procedures.
Also, the limitations of this study were emphasized together with its possible effects on the
research study.
Furthermore, I employed an audit trail highlighting every step made in the research to
provide a basis for data analysis. The data (e.g., screen-recorded videos, transcripts, analysis,
documents) were rechecked thoroughly. After transcribing the data, I sent the transcriptions or
written form of the responses to the participants for them to verify and evaluate. Since the
participants did not have any objections with the data, they were asked to sign the digital
verification form.
participants and the study’s procedures which help the reader(s) in determining the relevance of
findings to their situation and other contexts (Lincoln & Guba 1985). This will be achieved when
sufficient information about the researcher as an instrument is provided along with the research
the participants relating to the phenomenon being studied. Background data such as existing
studies on the phenomenon, importance, and aims in conducting the study were also provided to
establish research context to the readers. Also, series of research procedures from data collection
and the final report’s production were included for ease of transfer. In addition, appendices and
other essential documents are presented to successfully gain access and support for further future
inquiry. Furthermore, a soft and hard copy of all the data gathered before, during, and after the
interview were kept in a safe place to protect them and for easy access when retrieval is needed.
Ethical Consideration
The focus of this study was to unveil the lived experiences of junior and senior high school
cooperating teachers in e-mentoring English major pre-service teachers. These participants were
considered vulnerable entities in this research; thus, exercising their human rights and ensuring
their safety was the utmost priority. To establish ethical consideration, I followed the Belmont
Report’s (1979) fundamental principles pertinent to the ethics of research namely: respect of
Respect for persons recognizes that people are autonomous and entitled to their own
opinions and choices, unless unfavorable to others. It also acknowledges that due to various
reasons, not all persons are capable of self-determination, hence, require protection. In this
study’s context, I made sure that procedures for data collection align with the SMCTI’s Research
Ethics Committees (REC) and followed the panel of examiners’ suggestions. Consequently, I
sent letter of permission to the three (3) chosen research sites in Tagum City and asked for
relevant information of the study and nature of their participation were indicated. This was done
to ensure full understanding of the research study, voluntary participation in the inquiry and
safety amidst the risks brought by the pandemic. Moreover, to ensure respect to the participants,
I sincerely asked them if they really desire to be part of this research. Upon reaching an
agreement, I asked them to affix their digital signatures signifying their willingness to participate
in the study.
In addition to this, the rights of the participants during the conduct of the study were
emphasized. I informed them of their right to withdraw from the study if they desire to,
regardless of the reasons they may have. Moreover, given the right to have their identities
protected, even their online identities were not revealed but instead code names had been used to
ensure confidentiality of their responses and anonymity. Their right to ask questions before,
during, and after the interview was also emphasized and practiced.
Furthermore, to avoid the participants from the health risks of the Covid-19 pandemic,
the participants were interviewed via Zoom Meeting, of which assistance on its usage was
provided. I also assured that they were not coerced to engage in any activity against their own
will. Hence, I sought permission to record the entire interview. Then, all the recordings or any
identifiable information obtained from them in relevance with the study were kept private.
Furthermore, I informed them that these recordings and other data can only be accessed by
research experts or persons such as the principal investigator, REC, and other regulatory bodies
(research adviser and panels) for verification and research validation purposes.
After collecting and transcribing the data, I then contacted the participants to check the
interview transcripts. They were also given the opportunity to change sections of their responses
if they notice any mistake from the transcribed data. Also, I cited clear provisions on handling
private and confidential data through the help of the gatekeepers by allowing them to sign a
confidentiality agreement.
taking full advantage of the research's potential benefits and minimizing its possible risks. In line
with this, Creswell (2007) states that to ensure balance in a study, all research should include
both threats and benefits. This principle obligates not only the researcher but also the society at
large. Moreover, due to the prevalence of the COVID-19 pandemic, this study will adhere to the
For this study, online interviews were utilized in gathering the essential and relevant
responses from the participants. In addition, I ensured that this research’s outcome is positive and
useful for my research participants. Cooperating teachers could benefit from this study as this
may serve as a guide in formulating online pedagogical strategies in shaping the pre-service
Moreover, pre-service students could benefit from this research as they would gain
further understanding on the importance of honing one’s digital skills and constructing their own
teaching practices and styles. This could also help the school administrators and two education
sectors (CHED & DepEd) in advancing the current educational system and creating projects to
support teachers’ well-being and career growth. Moreover, to protect the participants’ well-
being, informed consent forms were secured, and confidential information were blackened. I also
made sure that no information about their identity was provided, hence, keeping their anonymity
since it is my sole responsibility to keep them safe and maintain their privacy as well as the
schools’ identity. Further, I assigned a code name to each participant and their responses were
secured accordingly. For just compensation, I gave prepaid loads to the participants as they
extended effort in using their cellular data or Wi-Fi during virtual interviews.
Justice pertains to fairly exposing persons regardless of age, ethnicity, gender, race, and
other classifications to the benefits and risks of the study, and people should be included or
excluded only for reasons related to research questions (Blandford et al., 2016). This concept
also mandates the researcher to ensure that the requirements of research participants should
always take precedence over the study's aims (Gelling, 2015). Furthermore, acknowledging their
In this study, I guaranteed that my research participants were fairly treated as they were
selected using purposive sampling. With this, all qualified members of the population determined
through inclusion criteria, equally took part in the study. I also assured that participants were
treated with utmost care regardless of their gender, age, ethnicity, and social status. Moreover,
during interviews all participants were given sufficient time to share their experiences, avoiding
dominance from any participant especially during focus group discussion. I also followed what is
fair in terms of recruitment of the participants considering factors like setting, timeframe, and
methods so they could fully express their ideas. To emphasize, the study’s settings were two
private higher education institutions and one secondary public school in Tagum City.
In addition, I only asked questions relevant to the study and the participants. Throughout
the course of the study, they were treated appropriately. Further, the participants were
acknowledged and all the efforts they poured for the success of this study were not left
discredited. So, a token of appreciation - refund for internet expenses was provided for their
willingness to participate in the interview process. Also, the results of this study were made
accessible to them to check if their conveyed messages matched the words or statements used in
data interpretation.
Furthermore, this study adheres to the Republic Act 10173, otherwise known as Data
Privacy Act of 2012; a law that seeks to protect all forms of information, be it private, personal,
or sensitive. It also entails three conditions about personal information such as must be collected
with specific and valid reasons, must be handled properly, and must be discarded in a way that
In the context of my study, all the gathered data were only used for the purpose of this
research. To protect the participants, I utilized pseudo names and blackened confidential
information on the ICF as ways to conceal their personal identity. With this, I 40 am certain that
their anonymity and privacy were maintained which are takeaways in maximizing the data
processing security. Also, to ensure data privacy, I conducted the online interviews in a closed,
quiet, private room with the aid of earphones. This was done to assure that I was the only person
who had complete access to all the data collected throughout the study.
Concurrently, to handle the data properly, all digital files were kept in an encrypted
folder in a password-protected computer. Also, printed copies of data were secured in a locked
cabinet. These files can only be accessed by research bodies namely: principal investigator, REC,
and other regulatory bodies for verification purposes and validation of procedures. These files
should only be retained if reasonably needed; thus, discarding them once the study is completed
In respect for persons, I ensured that they voluntarily participate and not coerced in any
activity. In beneficence, I made sure that participants received maximum benefits and lesser
risks. For justice, questions asked were only relevant to the study and the participants, and the
Data Privacy Act of 2012 was strictly adhered to. Finally, I followed the ethical procedures of
research to promote the essential values in acquiring and increasing knowledge without harming
Chapter 4
RESULTS
Presented in this chapter are the experiences of the participants, their insights and
perceptions as well as the constructs which emerged from the information gleaned through in-
From the data collected on the experiences of the participants, six main themes emerged
as presented in Table 1. These themes helped me determine which core ideas to report. These
Table 1
Themes and Core Ideas on the Experiences of Teachers on the Assessment Strategies of
LSEN in a Regular Classroom
Major Themes Core Ideas
As shared by IDI-P6,
“Nagamit sa performance kay oral recitation, role
playing kanang group”.
Moreover, FGD-P8, also shared the differentiated assessment she used for her students,
If the students are having difficulty with the lesson laddering or scaffolding is being used
To record the behavior and learnings of the children journal is being used. This is also
for reporting regarding the progress of the child. This was mentioned by FGD-P9.
To find out if students have learned something, the teacher can use oral questions.
In addition, she shared another alternative strategy she had been using.
despite of the problems being faced by them inside the classroom. This was evident when this
participant shared,
This was also felt by the participants of both in- depth interview and focus discussion as
One of the major themes extracted from the research question was the participants’
difficulty in handling undesirable behaviors. All of the participants shared their experiences in
Here are some of the stories shared by the participants in in-depth interview,
The participants also in the focus group discussion shared same sentiments,
Communication Problems
One of the problems of teachers in assessing LSEN is the inability of the teachers and
students to understand each other and the inability of the students to understand and
communicate with each other. This was shared by the participants during the interview.
Individualized Instruction
To aid the learners with special educational needs in the assessment strategies being
employed by the teachers, individualized instruction has been done to help them achieve the
desired learning.
As expressed,
“Usahay one on one nimo sya e explain nmo sa iyaha na
ing-anion nimo sya.” IDI-P4.
(One on one so that the students can really focus, you too
also can focus to them).
Most of the participants from in-depth interview and focus group discussion who
handled learners with hearing impairment admitted that they lack knowledge on how to assess
The following participants have the same experience. Here are some of their stories,
“Ang problema jud nko kay kana ganing limited lng ang
words na ma sign nmo.”. (FGDP9)
There were five main themes emerged from the data collected from the responses of the
participants as shown on Table 2 namely: 1) collaboration and support; 2) positive attitude and
Table 2
Themes and Core Ideas on the Coping Mechanisms of Teachers on the Assessment
Strategies of LSEN in a Regular Classroom
Major Themes Core Ideas
Selecting assessment strategies for learners with special educational needs in the regular
classroom can be very difficult for teachers. It was found out that with the collaboration and
support of the people around them like co-teachers, parents, students and principal became one
Support with the parents and the principal also helped the participants overcome the
challenges they have experienced. Here some of the stories of the participants,
Positive attitude and motivation tend to be one of the coping mechanisms of the
Looking for the positive things is one of the stories shared by these participants,
Furthermore, IDI-P3 expressed her motivation toward learners with special educational
needs.
Despite of the unique needs of the students, they can still learn, and this is how she cope
Continuous Education
Ultimately, continuing education for updating the knowledge found to be the coping
Another participant expressed her need to additional knowledge to help better the
Acceptance
Accepting and embracing the nature of the child helps the participants to cope as they
experienced challenges and difficulties. This is evident when the participants shared their
experiences.
Another participant exclaimed that by treating them as how normal students had been
“E feel lng pod nko sya na regular. So, e kuan nmo sya na
pareha ra gani sila.” (FGD-P11)
This participant also coped with challenges by not taking the problems seriously but
rather accepting the nature of the child that they are who they are to avoid more stress.
Modification of Assessment
In order to cope with the challenges and difficulties in the assessment strategies of
learners with special educational needs in the regular classroom. The participants modify their
She added,
“Daghan mi strategy perminti kung mag leksyon naa mi
leksyon dala dula kay para makuha jud dayon nila kay kung
pure man gud ka mag leksyon dili dayon nila makuha ang
assessment.” (IDI-P7)
expressed,
There were four themes emerged as a result of the responses of the participants
generated from the question above namely: 1) proper training; 2) provide assessment tools and
Table 3
Themes and Core Ideas on the Insights of Teachers on the Assessment Strategies of
LSEN in a Regular Classroom
Major Themes Core Ideas
Proper • Number one is to equip ourselves with the trends on the different
Training techniques that should be suited to the children with special needs.
• There should be seminars about assessment strategies which are deeper.
• We should have schooling about special education like when I attended
sign language training; it really helps me a lot.
• There should be seminars trainings and workshops which are suited for
their needs
• More training for free on how to properly assess students.
• Well equipped teachers who are willing to embrace the differences of the
children, ready to love the unlovable and teach the unteachable.
• Give more materials that can be used by LSEN based on their grade level
and can cope with their needs and assessment tools.
• Provide us instructional materials because what we are using now is mostly
coming from google.They should also give tools and good materials
which are easy to conduct with the students.
Provide • Provide us assessment tools
Assessment Tools and • There should have been unified assessment tools given by DEPED
Materials • My suggestion is that the LSEN should have different assessment tool
during exam and they should have their own test paper that are fitted to
their needs
• They should be assessed with their own card to know they are good at like
doing chores and not the same card that we used for grading
• Before giving assessment, you must have profile reading assessment to know
background of the student.
Background • The teacher has to know the information of the child so that the children wil
Profiling become different.
• Share the backround of students, what kind of behavior they possess to give prope
suited activities for the students. • If you do not know the behavior of the child, the tea
should share the background of the students.
Lessen the • My recommendation is to lessen the number of students. • The number of students i
Number of regular class should be lessened.
students • There should be small population inside the classroom like in my case, I hav
students then sometimes I forget that I have mainstreamed students.
Proper Training
Most of the participants both from IDI and FGD stressed the importance of trainings in
the assessment strategies to improve the employed assessment for learners with special
educational needs.
Participants from the FGD corroborate with the insights and suggestion of IDI. Here are
“More trainings for free kung unsaon jud pag assess ang
bata”. (FGD-P8)
Furthermore, he elaborated,
“First is well equipped teachers who are willing to embrace
the differences of the children ready to love the unlovable,
ready to teach the unteachable “(IDI-P6)
Assessment tools and materials are one of the insights mentioned by the participants
during the interview. Tools and materials that are suited for learners with special educational
needs.
(They should also give tools and good materials which are
easy to conduct with the students)
(They should be assessed with their own card to know they are
good at like chores and not the same card that we used for
grading).
Background Profiling
Understanding the learner’s backround is one of the insights of the participants.
Knowing the learner’s information can help the teacher creates some effective assessment
As IDI-P6 shared,
“Before giving assessment you must have profile reading
assessment to know the background of the student.”
(If you do not know the behavior of the child, the teacher
should share the background of that student.)
interview.
Chapter 4
DISCUSSIONS
This chapter presents the discussion of the results of the study as well as the conclusion s
and the implication for future research which are anchored on the results of the investigation.
The objective of this phenomenological study was to generate findings on the lived
experiences relative to the assessment strategies of teachers for learners with special educational
needs in the regular classroom through in-depth interview and focus group discussion.
From the data collected on the experiences of the participants, six main themes emerged:
1.) use of differentiated assessment; 2.) sense of fulfillment and satisfaction; 3.) difficulty in
properly address the needs of the learners. Differentiated assessments were used by the
participants to cater those learners with special educational needs who cannot cope with the
stated that differentiated assessments do not only measure but also teach will be useful while
creating such environments. There are great number of studies which show that using such
alternative activities do not only serve measurement purposes, but also make great contributions
to students’ learning and concepts in meaningful permanent and conceptual way. Using
differentiated and alternative activities which take into consideration individual differences that
are suited to the unique needs of the children (Cepni & Coruhlu, 2010).
Another major theme found in this study is the sense of fulfillment and satisfaction.
Teachers who have successfully worked with learners with special educational needs often
describe the satisfaction they feel when the lessons are- sometimes, at long last understood.
Successes in assessing with these children are measured in inches not feet. Even the
smallest achievement has likely been longer and rougher than for those learners without
In addition, the study of Sergiovanni (1967) revealed that achievement, recognition and
responsibility were factors contributed predominantly to teacher job satisfaction. This was also
How students behave in a classroom affects how much and how well they learn. The
participants find it diffcicult to assess the learnings of the students because of many distractions
Many types of behavior detract teachers in employing assessments inside the classroom.
These include talking out of turn, being out of the seat without permission, not paying attention
and disrupting other students by making noise or touching them. Students’ undesirable behaviors
are one of the most important problems of teachers in the classroom (Teyfur, 2015).
This was supported by Sun &Shek (2013) that student misbehaviors such as disruptive
talking, chronic avoidance of work, clowning, interfering with teaching activities, harassing
classmates, verbal insults, rudeness to teacher, defiance, and hostility, ranging from infrequent to
frequent, mild to severe, are a thorny issue in everyday classroom. Teachers usually reported
that these disturbing behaviors in the classroom are intolerable and stress-provoking, and they
had to spend a great deal of time and energy to manage the classroom. Obviously, student
misbehaviors retard the smoothness and effectiveness of employing assessment strategies and
impede the learning of the student and his/her classmates. Moreover, research findings have
shown that school misbehavior not only escalated with time but also lowered academic
Communication Problems
Communication barriers in the classroom certainly make it difficult for teachers and
students to address and employ the desired assessment strategies. The participants expressed
teachers and students has the potential to prove the learning experience and can possible do the
tasks given. Often, students have unaddressed learning or speech difficulties and struggle to
to be able to understand the message that the teacher is trying to convey. Students also have to
be able to communicate effectively with each other. If the teacher and student do not speak the
same language or do not use the same mode of communication, then there can be a major
Individualized Instruction
In a large classroom, even the brightest students can feel lost, left behind or disengaged.
Due to the differing needs of students, the participants usually use individualized instruction not
just to cope with the other students but also in order for the students to understand easily the
given tasks. It is believed that the most effective learning occurs when a student receives
individual and personalized attention-a tutoring experience tailored to their unique needs.
Due to the different needs of learners with special educational needs, mainstream
teachers find it difficult to teach and assess these children. Individualized instruction refers to
the use of strategies, resources, and assessments to meet the needs of the particular learner. It
ensures that students are getting the proper guidance, flexibility, learning support to expand
in which teachers can contribute to their students’ self-concepts is through taking advantage of
Lack of Training
teachers; yet, many teachers do not feel adequately prepared for this task. Teachers often
believe that they need remediation or assistance in applying assessment concepts and
The need for teachers who have both the knowledge and ability to teach and assess
learners with special educational needs is more critical today than ever before. A national push
to take LSEN out of isolation means they will spend most of their time in the general education
classroom. That means general education teachers are teaching more LSEN, but training
teachers acknowledge that teaching and assessing learners with hearing impairment were
difficult for them. Some said they were not conversant with appropriate skills and language for
use.
Mainstreaming has served many learners with special educational needs very well but
communicating differently or without being direct conversation with teachers and peers can
create a restrictive environment for students. Despite of the best efforts given by teacher in the
mainstream, they still do not provide sign language skills with adequate and linguistic, academic
and social participation in a learning context of learners with special educational needs
There were five themes emerged out of the analysis of data of research question number
two. The coping mechanisms mentioned by the participants are the following: 1.) collaboration
and support; 2.) positive attitude and motivation; 3.) continuous education; 4.) acceptance; and
Students within the classroom frequently provide valuable support for teachers
overseeing the classroom. Based on the results of the study, many teachers have learned that
when they utilize the non-disable students in their classrooms, they are better able to work
individually with the learners with special educational needs peers. This not only reduces stress,
but also enables the teacher to spend more time working individually with other struggling
Moreover, special education teacher works alongside with the general education teacher
to help meet student’s needs (Zeiger, 2018). They work together to design lesson plans to fit the
needs of all students, with the special education tacher focusing on the needs of the lesrners
Thus, ongoing communication is essential for locating individuals like parents, special
education teacher, services and materials to best support all the students.
Positive attitude and positive motivation helped the participants overcome some of the
challenges they had encountered. Positive attitude and motivation of the participants lead to the
creation of more appropriate strategies that are suited for the children with special educational
needs.
In line with this, if motivation is mastered then setbacks and challenges being
experienced can find and create a way to always look forward for solutions and growth (Han,
2016).
ways and can shape their learning experience and would dictate how much they have learned
(Holland, 2016).
Acceptance
Considering the diverse students in a regular classroom not to mention the unique needs
of the learners with special education needs, acceptance is one of the coping mechanisms
As stated by Kohl (2013) that acceptance is a strategy that is expected to increase pain
tolerance. The participants accept the nature of the learners. The ability and inability of the
LSEN to do something reflects as the teacher accepts the condition of the children that would
lead the teachers to devise some assessment strategies suited to the needs of the children.
medium to help prevent more possible problem in the future in handling and assessing children
with special educational needs. Most of the participants mentioned that they were not taking the
problems and challenges seriously. They just accept that it was the kind of children they are
handling.
Continuous Education
Continuous professional development is one of the coping mechanisms of teachers in
solving problems and challenges in handling and assessing learners with special educational
needs.
changing field. This means that teachers nust be life long learners in order to teach new groups
of students (Teacher Org., 2019). As mentioned also by the participant that every year they have
Additionally, most of the participants who handled learners with Hearing Impairment
admitted their difficulty in sign sign language, thus training is what they need. Rather than
feeling limited or frustrated by inability to communicate, sign language enables a learner with
disability to express themselves and communicate vital information to their parents, teachers
Modification of Assessment
Modification means a change in what is being taught to or expected from the the learner.
The responses of the participants showed that most of them modified the assessment given to
the learners with special educational needs in order to suit to the students’ ability and capacity
to do the tasks given. Hence, making an assessment easier so the student is not doing the same
materials to using alternative behaviors to complete the task given. Teachers may consider
different methods of assessments, including the use of portfolios and non letter grading as
In line with this, Bauer & Cole (2012) stated that the modifications strengthened or
weakened key characteristics of the activity. Teachers may modify and adapt instructional
setting within the regular classroom to cater learners with special educational needs.
I came up with four essential themes after I gathered, transcribed and analyzed the
participants’ experiences. These are: 1.) proper training; 2.) assessment tools and materials; 3.)
background profiling; and 4.) lessen the number of students. These insights are coming from the
Proper Training
Most of the participants mentioned training as their insights on the assessment strategies
of LSEN. Trainings especially for those teachers who handled learners with hearing
impairment. Participants admitted that they really need to update their knowledge not just by
handling students with special educational needs but also for the appropriate assessments that
In fact, the study conducted by Stiggins (2016) found out that teachers have lack of
knowledge about assessment and inadequate preparation in assessment. Moreover, the teachers
are very critical in the delivery of quality education. The training of teachers is a starting point.
The solution to improve the teacher quality is to do training. Most of the numbers of
teachers require strengthening of their skills and ability, these need to be specific and targeted
workshops addressing specific and individual teachers based on their strengths and weaknesses
as given in teacher’s individual performance reports. In line with this, Halim (2002) stressed
Assessments inform teachers and parents about their children's progress in school.
Typically, assessments yield data that educators must have as a gauge of their students' progress.
They are necessary instruments used in most elementary schools. And yet most of the
participants suggested providing them assessment tools and instructional materials that are
thus selecting appropriate assessment tools and instructional materials that support their
learning is very much needed. In fact, Campbell (1999) asserted that instructional materials
enhance the teaching and learning process by exhibiting information necessary to acquire
knowledge and skills. It can be printed form of instructional materials and assessment tools that
provide detailed information which includes performance aids, instructional sheets and
modules.
they can significantly increase student achievement by supporting student learning. In addition
to supporting learning materials can assist teachers in an important professional duty: the
instruction to the different learning styles and capacities within the classroom.
Background Profiling
In order to successfully modify and create differentiated instruction and differentiated
assessment the teacher must have an ample understanding of each student and their
participants believe that they must have support from administration and parents.
Having the support of parents/guardians, staff and administrators allows for the teacher
interests, the teacher can create assessments and instructions accordingly. Christensen (2018)
added that instructors who know their students well are better able to create a learning
especially those who have expertise or experience relevant to a particular class session can lead
to richer discussions with a higher degree of personal relevance. Knowing which students lack
extensive background in the subject can be equally important, as comprehension checks with
these participants can help the instructor more effectively pace the discussion flow.
One of the biggest issues facing schools and teachers today is overcrowding that is why
participants believed that with the small number of students in the regular classroom, they can
In fact, Meador (2018) stated that classroom overcrowding has sadly become the new
normal. A combination of an increasing population and a decrease in funding has caused class
sizes to soar. In an ideal world, class sizes would be capped at 15-20 students. It is not
uncommon for the participants to have more than 50 learners in a single class.
As spring (2017) suggested that smaller student teacher ratios improve test scores. When
student teacher ratios rise, meaning less one on one instruction as well as less attention and
challenging for teachers. Not to mention the different special educational needs, different
assessment strategies also will be used. The results of the lived experiences of teachers in the
assessment strategies for learners with special educational needs in the regular classroom:
First, the use of differentiated assessment as emphasized by the participants, it implies
that general education classroom teacher should employ different strategies that are suited to the
unique needs of the students. This is in connection with the Deped order #08 series of 2015,
wherein a varied assessment should be used to address the diversity of students in a single
classroom. It also implies the need for multiple ways of measuring their varying abilities and
learning potentials. Meaning that pen and paper test is not applicable to learners since there are
some students in the classroom who has the inability to do something, but rather teachers should
not focus on the weakness of the learners with special educational needs but focus on their
strengths and assess them not just on the academics but also on the life skills.
teachers need skills in managing the classroom. As Marzano (2003) stated that learning and
Third, are the communication barriers between students and teachers, communication is
an important part of teaching especially in the assessment process because if the students cannot
understand the tasks there is a big tendency that the students also cannot perform correctly the
tasks given. So, the students have to be able to understand the message that the teacher is trying
to convey. In other way around the teacher also cannot convey the message he wants to convey.
It implies that teacher and students should have skills necessary for communication. This is also
in connection with the lack of training and knowledge of teachers to handle and assess learners
Fourth, individual conference with the learners with special educational needs is a time
consuming for teachers. Teachers do individual conference because there are some learners who
cannot cope with the lesson and eventually cannot do the tasks given by the teacher. It implies
that the teacher needs to give and spend additional time for learners with special educational
needs which is also laborious for the part of the teacher because they have still 50 students to
The result of the study also implies that the support and collaboration between general
and special education teacher is vital to the success of learners with special educational needs.
Collaboration involves commitment by the teachers and parents who will be working together,
by their school administrators, by the school system and by the community. It involves time,
support, resources, monitoring and above all patience to reach the highest development
This study explored the lived experiences of teachers relative to the assessment
strategies of teachers for learners with special educational needs. Nevertheless, the result of this
qualitative exploration is limited only on the experiences of selected teachers from grade one to
conduct further research using a large number of participants and should cover a wider range of
schools.
general and special education teachers in relation to the assessment strategies employed in their
classrooms.
Concluding Remarks
Assessment played a vital role in finding out the progress and development of the
children. Teachers are one of the most important figures in the assessment process. They must
be equipped with different assessment strategies that are suited to the unique needs of learners
I used in- depth interview and focus group discussion to generate the experiences of the
selected participants. The primary source of data is the transcript of of the participants’ answer
from the given questions. During the interview, I was challenged to get and convince the
participants to share their expeiences and luckily, they are very much willing to do it.
Along the conduct of this study, I really experienced how it feels to be a researcher. I
took all the necessary measures to make this research a successful one with the aid of my
adviser. It is indeed a demanding task because it required time, patience and perseverance to be
able to gather quality and relevant data that will support my study.
Teachers must be equipped with the necessary skills in the assessment to address the
different needs of the students. A classroom composed of varied students, varied abilities and
varied behavior; teachers are challenged not just to provide what are due to them but also
Therefore, a teacher is not just a dispenser of knowledge and measuring the knowledge
and capabilities of the learner but also teaching them life skills which are said to be a lifelong
learning. The assessment of teacher inside the classroom does not end on paper and pen only,
does not end in the four corners of the classroom but it is a lifelong learning. Teaching learners
with special educational needs to be independent and can live up for themselves. Thus, the
Department of Education and the administrators must provide resources, such as assessment
tools and materials to be used the teachers in order to give learners what are due to them.
Enough resources and support duly for the holistic development of the learners with or without
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Audit Trail
FGD-03
Pakikiayon sa Panibagong Karanasan FGD-07
sa Transisyon ng Modalidad IDI-02
FGD-05
IDI-04
IDI-02
FGD-02
IDI-01
FGD-01
FGD-07
FGD-05
Pagtatanong nang Malaya sa Guro IDI-05
FGD-06
FGD-02
FGD-01
FGD-06
Pakikipagtalastasan sa mga FGD-07
Kaklase at Guro IDI-02
IDI-04
FGD-02
Pagsasagawa ng Wstong FGD-05
Pamamahala sa Oras IDI-01
IDI-04
IDI-06
Pagkakaroon ng Sariling Pamamaraan na FGD-01
Maganyak ang Sarili Upang Matuto
FGD-05
FGD-06
FGD-07
FGD-04
FGD-02
FGD-01
Mag-aaral nang Sarilinan sa mga Aralin FGD-04
FGD-07
IDI-05
Pagiging Pursigido at Determinado na FGD-06
Matuto sa Filipino
FGD-05
FGD-02
FGD-07
IDI-04
FGD-04
IDI-03