Republic of the Philippines

Department of Education

Region I

Schools Division Of Ilocos Norte

DINGRAS NATIONAL HIGH SCHOOL

POBLACION CAMPUS

Coping Mechanisms of Teachers towards Online and Modular Distance

Learning

A quantitative Research

Presented to

Dingras National High School

Hanneyah Belle A. Acosta

Tristan Jeigh B. Monte

Grade 12-Sapphire

SY: 2021-2022

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 CHAPTER I

THE PROBLEM AND ITS SETTING

Background of the Study

One of the emerging global emergencies in public health is the COVID-19

pandemic caused by a Novel Coronavirus SARS-COV-2. The fight against its threats

has received massive global attention on how to eradicate the continual increase of

growing infections (Guo, et al., 2020). WHO first learned of this new virus on 31

December 2019, following a report of a cluster of cases of ‘viral pneumonia’ in

Wuhan, People’s Republic of China. The COVID-19 pandemic is the defining global

health crisis of our time and the greatest challenge we have faced since World War

Two. It has now reached the tragic milestone of one million deaths, and the human

family is suffering under an almost intolerable burden of loss (WHO, 2020).

Everything takes place and so peaceful, until the Coronavirus disease or also

known as COVID-19 virus arrived unexpectedly.

Education plays a vital role in shaping everyone’s future. We need high

quality education to enable us in having a successful life, intellect, skills, knowledge,

which provides a bright future ahead of us (Awal, 2011). Education sector is one of

the most affected fields brought about by COVID-19 pandemic. Schools have become

the most vulnerable to safety and security. Health concerns of school personnel,

students, parents, and other stakeholders are at stake; thus, temporary closure of

schools was enforced to contain the spread of the virus and reduce infections

(UNESCO, 2020). Community lockdown and quarantine led work from home among

teachers and study from home among students through online distance learning

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(Crawford, et al., 2020). Other schools cut their classes short than expected, which

causes serious disruption to more educational opportunities. The opening of cases for

the next academic year was delayed, giving more time to schools to prepare continuity

plans and manage alternative learning modalities. Teaching and learning which

mainly happens inside the classroom becomes the most susceptible to disturbance, so

education leaders decided to cope with and adopt the New Normal education.

Teachers have the ability to shape leaders of the future in the best way for

society to build positive and inspired future generations and therefore design society,

both on local and global scale. In reality, teachers have the most important job in the

world. Those who have an impact on the children of society have the power to change

lives. Not just for those children themselves, but for the lives of all.

To ensure the continuity of education despite the lockdown, higher education

institutions have sought to use technology and offer online classes and learning

experiences as a substitute for in-class time. Online and modular learning became a

lifeline solution for education during the crisis.(Ciccarelli, 2020).

Unfortunately, the sudden shift from the traditional to online or modular

learning is creating a disruption among students and educators. Many universities

struggled and lacked the experience and time they needed to conceive new ways to

deliver instruction and assignments (De B. 2018).

Educational community have made concerted efforts to maintain learning

continuity during this period, children, students and even the educators have had to

rely more on their own resources to continue learning remotely through the Internet,

television or printed modules.

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 This pandemic has surely affected different aspects of our lives. People of

different ages and countries were being disrupted but also suffer in different ways.

The teachers are being challenged, especially with the new set up of education which

is the online and modular class (De B. 2018).

Dingras National High School Poblacion Campus are used to the face-to- face

classes but with certain circumstances and protocols that needed to be followed,

teachers will now have online or modular class. The researchers will focus on how the

teachers handle this kind of set up. To answer what are the probable factors that affect

the teachers on handling online or modular class, the strategies of the faculties to

teach, and on how they handle stress that online or modular class give.

Statement of the Problem

This study aimed to determine the coping mechanisms of teachers at Dingras

National High School Poblacion Campus towards online or modular distance learning

during the new normal.

Specifically, it sought answers to the following questions:

1. What is the profile of the respondents in terms of:

a. age

b. sex;

c. employment status;

d. highest educational attainment;

e. years of teaching;

f. devices used to access the internet; and

g. access to internet

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 2. What is the perception of the respondents in online and modular distance

learning in terms of:

a. preparedness for online and modular learning; and

b. experiences in online and modular class

3. What are the coping mechanisms of teachers on online and modular

classes during the pandemic as to:

a. Approach strategies

b. Avoidant strategies

Scope and Delimitation

This study was based on the different challenges and the probable factors that

can affect the teachers on handling online and modular class, the strategies of the

faculty members to teach and present the lectures, and on how they handle the stress

of online learning amidst the COVID-19 pandemic. It involved twenty (25) teachers,

eight (8) from the senior high school teachers and sixteen (16) from the junior high

school teachers at Dingras National High School Poblacion Campus.

Significance of the Study

The results of this study could be highly significant and beneficial specifically
to the following:
Teachers. This study will help them improve and enhance their ways in

handling online classes.

School Administrators. This study would enable them to find ways and

means to improve the students’ abilities and skills that would empower them to

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pursue meaningful careers. They can also gain insights into the quality of education

that they currently offer to the K-12 students.

Researchers. This study will help them uncover information about the said

topic that other researchers have not explored.

Definition of Terms

Approach Strategies. It refers to the potential of the teachers in

acknowledging the situation accompanied by actions on how to deal with certain

instances.

Avoidant Strategies. It refers to the actions made in order to cope up with

certain stressors rather than dealing with them.

Coping mechanism. It entails strategies people often use in the face of stress

and/or trauma to help manage painful or difficult emotions.

COVID – 19. It refers to an infectious disease caused by a newly discovered

coronavirus.

Experiences. It connotes different events that the teachers encountered during

online/modular classes in the midst of an ongoing pandemic.

Internet. It indicates the global computer network providing a variety of

information and communication facilities, consisting of interconnected networks

using standardized communication protocols.

Lockdown. It refers the state of isolation or restricted access instituted as a

security measure to prevent the spread of the virus.

Online class. It is a course conducted over the Internet.

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 Modular Learning. It is a form of distance learning that uses Self-Learning

Modules.

Pandemic. It is a disease outbreak that spreads across countries or continents.

Preparedness. It refers the ability of the teachers to anticipate and respond

effectively to impacts brought by the pandemic.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the literature relevant to the concept of the present study.

It also analyses some studies and materials from the Internet to provide sufficient

background and information essential for the accomplishment of this study. It sought

to collect claims of previous studies about the Coping Mechanisms of teachers during

the new normal.

Related Literature

A study conducted by Joaquin et al. (2020), states that at the time of

quarantines and viral outbreaks, it would seem that online or modular learning is the

only viable way to continue learning at a distance. This, however, seems to rest on a

mistaken assumption. It should be emphasized that online or modular learning is just

one mode of distance education.

Distance education is broadly characterized as any form of learning experience

where the learner and the instructor are physically separated from each other (not only

by place but also by time). Arguably, such a dislocation is “the perfect context for

free-flowing thought that lets us move beyond the restricted confines of a familiar

social order” (hooks, 2003). Moreover, this type of education is a way of providing

learning opportunities to every learner, whatever their circumstances might be. This

means that distance education may extend access to education through distribution

and economies of scale (Guri-Rosenblit, 2005; Owusu-Agyeman and Amoakohene,

2020).

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 To support this, Biana (2013) stated that one may claim that the main thrust of

distance education is to bring education to those who are unreachable, under-

resourced, less-privileged and inaccessible (Biana, 2013). Students learn even if they

are separated from their instructors by space and/or time (Edge and Loegering, 2000).

In the time of COVID-19, distance learning became a necessity for learners and

educators all over the world (Ali, 2020).

“Online or modular learning is a form of distance learning.”

According to Mohamed Ally (2008), Online learning is the use of internet to

access learning materials; to interact with the content, instructor and other learners;

and to obtain support during the learning process, in order to acquire knowledge, to

construct personal meaning and to grow from the learning experience. While Carliner

(1999) defines online learning as educational material that is presented on a computer.

On the other hand, Khan (1997) defines online instruction as an innovative approach

for delivering instruction to a remote audience, using the Web as a medium.

However, online learning is not enough for the students to truly learn and

internalize all of the information from the web. It is true that certain videos help in the

understanding of different topics but by mere watching them and not experiencing and

doing them in real life (examples are those skill-based courses) will not be beneficial

enough for them to learn.

To support this, Clark (1883) claims that technologies are merely vehicles that

deliver instruction and do not themselves influence student achievement. Similarly,

Scramm (1977) suggests that learning is influenced more by the concept and

instructional strategy in the learning materials than by the type of technology used to

deliver instruction.

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Kozma (2001) also argues that the particular attributes of the computer are needed to

bring real-life models and simulations to the learner; thus, according to Kozma, the

medium does influence learning. Kozma claims that it is not the computer that makes

the students learn, but the design of the real-life models and simulations and the

students’ interaction with those models and simulations.

These technologies have enormous potential to enhance the teaching and

learning experience. However, there have been limited studies assessing how to

effectively use social technologies and what the impacts are on students' learning

experience, particularly with regard to their value in enhancing interactions. (Hamid,

Waycott, Kurnia et.al, 2015)

Some students are struggling in keeping up with the different topics since they

find online classes unmotivating and not as interactive as face to face classes. On the

other hand, there are some students who can still cope up with the topics and are able

to study despite the circumstances. The benefits of online classes really depends on

the student. In the online learning context, some students anticipate a lack of

interaction and perceive that this is an expected tradeoff of online learning

experiences (X. Liu et al., 2007).

Studies suggest that one-to-one interaction in online courses, particularly

between student–instructor, is a key component of student learning and course

satisfaction. Building the right blend of student–student and student–instructor

interactivity into online course design has been suggested to not only improve student

satisfaction and achievement, but motivation as well (X. Liu et al., 2007; Mahle,

2011; Offir et al., 2008; Park & Choi, 2009).

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 Use of self learning modules in teaching is another form of individual used

instructions. This is called modular approach of teaching and learning (k.Jaya

sree,2004) if self learning modules are available on some topics they can be given to

the students as assignments for self learning. Robert Ebel (1997)

Modules are increasingly being used in many countries as a way of organising

a language curriculum. As a consequence, many course books are now structured on

the basis of “modules” rather than “units”. The concept of “module” is strictly linked

to the idea of a flexible language curriculum.Taneja(1989) defined module as a unit of

work in a course of instruction that is virtually self-contained and a method of

teaching that is based on the concept of building up skills and knowledge in discrete.

A module is a set of learning opportunities organized around a well - defined topic

which contains the elements of ordinate dictation, categorical objectives, edifying

cognition activities, and evaluation utilizing criterion - referenced measures UNESCO

(1988)

A module covers either a single element of subject matter content or a group

of content elements composing a discrete unit of subject matter or area of adeptness.

A module has placidly defined, objectives; preferably in behavioural form (Daries,

1981).

Modular teaching is one of the most widespread and recognizes teaching

learning techniques in many countries including other Western countries and Asian

region. Modular approach is used almost in all subjects like natural science,

specifically in biology and medical education and even in social sciences as well as in

computers education. Manlove and David (1985).It considering the individual

differences among the learners which necessitate the planning for adoption of the

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 most appropriate teaching techniques in order to help the individual grow and develop

at her/his own pace. Kandarp Sejpal (2013).

Theoretical Framework

The study determined the different perceptions that affected of teachers in the

new normal way of learning and teaching which is through online and modular

method and how these factors allowed them to cope up in order to deal with the

difficult demands of the new set-up in education. As seen in the paradigm below, the

factors include the preparedness and experiences of teachers for online and modular

distance learning and how they interchangeably affect the coping mechanisms in

online and modular classes during this pandemic. And also it includes how they cope

up with stress by using approach and avoidant strategies.

INPUT PROCESS OUTPUT

Demographic Profile Coping Mechanism of  Behavioral Change

Teachers in online and  Boosting
modular learning: Confidence
Perceptions of the
a. Approach Strategies
Respondents in terms of:
b. Avoidant Strategies
a. Preparedness for
online and modular
learning
b. Experiences in
online and modular
class

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 CHAPTER III

METHODOLOGY

This chapter discusses the research design, locale of the study, research

instrument, data gathering procedure as well as statistical treatment of data.

Research Design

This study utilized the Quantitative research design through

phenomenological approach which focused on the lived experiences of secondary

teachers in the implementation of distance learning in the new normal and to

determine the coping mechanisms of teachers during the new normal.

Locale of the Study

The researchers conducted the study at DNHS-Poblacion Campus, which is

located at Barangay Madamba, Dingras, Ilocos Norte.

Population and Sampling

The respondents of this study were randomly selected to the teachers at

Dingras National High School

The sampling techniques that was used in the research study is random

sampling method.

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Research Instrument

The instrument that was used in gathering data was a questionnaire through

Google Forms wherein the researchers sent a link to the respondents and by clicking

it, it directed them immediately to the survey form. The questionnaire was utilized by

the researches to identify the coping mechanisms used by the teachers amidst the

pandemic as the learning modalities transitional from face to face institution to

modular and online distance learning.

The questionnaire is a combination type and is divided into three parts the first

part asked for the demographic profile of the respondents where the second part

determined the perceptions of the respondents in online and modular classes in terms

of preparedness for online learning and their experiences in online classes. For the

third part, it determined the coping mechanisms of the faculty during online and

modular distance learning.

Data Gathering Procedure

The initial step in data gathering was to make a letter of request. The content

of the letter is requesting for permission to conduct this research with the involvement

of the teachers specifically the Senior High School and Junior High School teachers.

Upon approval, the online questionnaires were administered to the teacher members at

Dingras National High School Poblacion Campus.

The researchers prepared an online questionnaire or survey through Google

forms concerning how the faculty handle online class amidst the COVID-19 virus.

Statistical Tool

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 The researchers used frequency percentage, likert scale and weighted mean in

treating the data gathered on the Coping Mechanisms of Teachers toward Online and

Modular Distance Learning.

CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis and discussion of the data

collected from the respondents.

Demographic Profile of the Respondents

This section contains the demographic profile of the Junior High School and

Senior High School teachers. The demographic profile of the respondents include age,

sex, devices used for online learning, and how they access the internet. Additional

information for the teachers includes their employment status, highest educational

attainment and years of teaching. Perception of the respondents are also covered in

this chapter in terms of their preparedness for online learning and experiences in

online class including the coping mechanisms which are divided into approach and

avoidant strategies.

Table 1.

Demographic Profile of the Respondents

AGE FREQUENCY PERCENTAGE

15
 18-20 1 4%
21-25 2 8%
26-30 15 60%
31-35 3 12%
36-40 2 8%
41-45 0 0%
45-50 1 4%
51-55 1 4%
SEX
Female 17 68%
Male 8 32%
EMPLOYMENT STATUS
Permanent 24 96%
Probationary 1 4%
HIGHEST EDUCATIONAL ATTAINMENT
BS Computer Science 1 4%
BS Secondary Education 15 60%
Master of Arts in Education 6 24%
Bachelors Degree with MA Units 2 8%
Master of Arts in Education with Units 1 4%
YEARS OF TEACHING
10 months 1 4%
1-5 years 15 60%
6-10 years 6 24%
11-15 years 0 0%
15-20 years 2 8
21-25 years 1 4%

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 As shown in Table 1, there are 15 teachers whose age ranges from 26-30 years

old which comprises about 60% of the sample, 3 (12%) teachers whose age ranges

from 31-35 years old, 2 (8%) teachers whose age ranges from 21-25 years old and 36-

40 years old, 1 teacher whose age ranges from 18-20 years old, 45-50 years old and

51-55 years old which comprises 4%. As for the age range of 41-45 years old, there

are no teacher with that age. This implies that the majority of the teachers who

responded are in the 24-27 age bracket of all respondents.

There are 17 (68%) female teachers, for the male teachers there are 8 (32%)

teachers. Therefore, there are more females than males of all the respondents who are

teaching.

For the employment status, there are 24 (96%) permanent teacher and 1 (4%)

teacher probationary. Overall, the respondents are mostly permanent teachers.

There are 15 (60%) teachers whose highest educational attainment are BS

Secondary Education of the sample, 6 (24%) teachers Master of Arts in Education, 2

(8%) teachers Bachelor’s Degree with MA Units, 1 (4%) teacher of BS Computer

Science and Master of Arts in Education with Units.

For their service in teaching, there are 15 (60%) teachers whose years of

teaching ranges from 1-5 years, 6 (24%) teachers whose years of teaching ranges from

6-10 years, 2 (8%) teachers whose years of teaching ranges from 15-20 years, 1

teacher whose years of teaching ranges to 10 months and 21-25 years which

comprises 4%. There are no faculty member whose years of teaching ranges from 11-

15 years. It shows that the majority of teachers who responded have 1-5 years of

experience and are considered new to the profession.

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 According to the study of coping mechanisms of tecahers towards online and

modular distance learning, teachers who are in the sercive for a long period lead to

have more experiences than the buddy one.

Table 2.
Device and access to internet used in online Teaching

DEVICE USED IN ONLINE TEACHING FREQUENCY PERCENTAGE

Mobile Phone 24 96%
Tablet 1 4%
Laptop 22 88%
Desktop Computer 2 8%
ACCESS TO THE INTERNET
Mobile Data 17 68%
Home Wifi 17 68%
Pocket Wifi 0 0%

As illustrated in table 2, now that we are in the new normal education the

teachers used e-learning technology. There are 24 (96%), teachers who uses mobile

phone, 22 (88%) teachers who uses laptop, 2 teachers who uses desktop computer and

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 1 teacher is using a tablet containing 4%. This implies that most of the faculty

respondents are using mobile phone as their medium for online learning.

For their internet access, there are 17 teachers who are using Mobile Data as

well as Home Wifi which covers of the sample 60%. Furthermore, none of the

teachers who are using pocket wifi out of all respondents. This implies that the

majority of the teachers who responded are accessing the internet through two

different methods.

Table 3.
I.Faculty Perceptions in Online Class and Modular Learning

A. Preparedness for Online Learning Weight Description

ed
Mean
1. I conduct my online lesson, I have enough technology, including a 3 Agree
laptop, a mobile phone, a desktop computer, and a tablet.
2. I have a stable internet connection. 2.6 Disagree
3. My computer/device has enough storage I'll need for my online 3.12 Agree
course/modular learning.
4. I am highly proficient in using and exploring the Google Meet and 3.28 Strongly Agree
other internet technologies.
5. For my online classes, I know how to make or use presentations 3.64 Strongly Agree
like PowerPoint, and Slideshows.
6. I understand how to fix common internet difficulties such as page 4.4 Strongly Agree
not found and connection timeout.
7. I can utilize the Internet to search for, locate, and download 3.24 Agree
necessary files, as well as to install and update software.
8. Using internet tools, I am able to communicate successfully with 3.68 Strongly Agree
my students and coworkers.

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 9. I have sufficient resources and materials to instruct my students via 3.36 Strongly Agree
the internet.
10. When I conduct my lectures and prepare modules, I have my own 3.04 Agree
space/office.
Total: 3.34 Strongly Agree

Legend:
3.26-4.00 – Strongly Agree
2.51- 3.25- Agree
1.76- 2.51- Disagree
1.00-1.75- Strongly Disagree

Table 3 presents the perception of the faculty members in terms of preparedness

for online and modular learning during the COVID-19 pandemic. It shows that twenty

five (25) respondents answered the following statements with different responses.

Based on the results for the first statement, majority of the teachers answered “Agree”

that they have sufficient gadgets such as laptop, mobile phone, desktop computer, and

tablet to conduct online classes having a result of 3 as a weighted mean. As for the

second statement, majority of the respondents answered “Disagree” means they don’t

have a stable internet for this new normal education, having a result of 2.6 as a

weighted mean. Based on the results for the third statement, majority of them

answered “Strongly Agree” that their computer or device has enough storage for their

online and modular learning having a result of 2.6 as a weighted mean. For their

fourth and fifth statement, majority of them answered “Strongly Agree” that they

know how to manipulate these applications and know how to make or use

presentations like PowerPoint, and Slideshows having a result of 3.28 and 3.68.4 as

the weighted mean, respectively. Based on analysis for the sixth statement, majority

of them answered “Strong Agree” they know how to fix common internet difficulties

20
 such as page not found and connection timeout having a result of 4.4 as a weighted

mean. For the seventh statement, majority of them answered “Agree” they can utilize

the Internet to search for, locate, and download necessary files, as well as to install

and update software having a result of 3.24 as a weighted mean. As for the eight

statement, majority of them answered “Strongly Agree” they will able to

communicate successfully with students and coworkers using internet tools having a

result of 3.68 as a weighted mean. Based on the results for the ninth statement,

majority of them answered “Strongly Agree” they have sufficient resources and

materials to instruct students via the internet having a result of 3.36 as a weighted

mean. As for the last statement, majority of them answered “Strongly Agree” that

they have own space/office when they conduct lectures and prepare module having a

result of 3.04 as a weighted mean.

This signifies that they have enough resources and materials to teach their

students through online platforms and have their own space when they conduct their

online and modular classes. Overall, the majority of them responded "Strongly Agree"

with a mean of 3.34, indicating that senior and junior high school teachers at the

DNHS Poblacion Campus are prepared for online and modular learning during the

COVID-19 Pandemic.

Table 4. Faculty Perceptions in Online Class and Modular Learning

B. Experience In Online Class and Modular Learning Weight Description

ed
Mean
1. Overall, a modular or online class is preferable. 2.64 Agree
2. During online lectures, my students actively participate and ask 3.2 Agree
questions and clarifications.
3. My students complete all of the tasks and questions on the modules 2.68 Agree
that have been assigned to them.
4. My students complete their modules in a timely manner. 2.52 Agree
5. I am having difficulties in teaching and checking their modules. 2.68 Agree

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 6. I am satisfied with the student-teacher interaction during online 2.72 Agree
lectures.
7. I include whole lectures on the modules so that students can do 3 Agree
their own self-study and have materials to use while answering the
modules.
8. I'm continually concerned about the prospect of a power outage or 3.24 Agree
an internet outage during a synchronous class discussion or an
online meeting.
9. When we have scheduled online lectures, I can use my typical 3.2 Agree
teaching method.
10. To instruct my students, I use various materials such as pictures and 3.64 Agree
PowerPoint slides.
Total: 2.95 Agree

Legend:
3.26-4.00 – Strongly Agree
2.51- 3.25- Agree
1.76- 2.51- Disagree
1.00-1.75- Strongly Disagree

Table 4 presents the perception of the faculty members in terms of experiences

in online class and modular learning during the COVID-19 pandemic. It shows that

twenty five (25) respondents answered the following statements with different

responses. On the first statement, majority of the teachers answered “Agree” that

module and online classes is preferable having a result of 2.64 as the weighted mean.

As for the second statement, majority of them answered “Agree” that they usually

participate and ask questions about their lessons having a result of 3.2 as the weighted

mean. For the third statement, majority of them answered “Agree” that all of the tasks

and questions assigned to the students have been completed having a result of 2.68 as

a weighted mean. Based on the results for the fourth statement, majority of them

answered “Agree” that they finish their modules on time having a result of 2.52 as a

weighted mean. As for the fifth statement, majority of the respondents answered

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“Strongly Agree” that they are having difficulties in teaching and checking their

modules having a result of 2.68 as a weighted mean. Based on analysis for the sixth

statement, majority of them answered “Agree” that they are satisfied with the

interaction between students and teachers in online and modular classes having a

result of 2.72 as a weighted mean. For the seventh statement, majority of them

answered “Agree” that students can do their own self-study and have materials to use

while answering modules having a result of 7 as a weighted mean. For the eight

statement, majority of them answered “Agree” that they constantly worrying of the

possibility of power interruption or internet disconnection during the conduct of

synchronous class discussion having a result of 3.24 as the weighted mean. On the

ninth statement, majority of them answered ”Agree ” that they can apply their usual

teaching style during online lectures having a result of 3.2 as a weighted mean. For

the last statement, majority of them answered “Agree” that they include other

resources such as Picture and PowerPoint presentations to teach their students having

a result of 3.64 as weighted mean.

This implies that the majority of them answered “Agree” having a result of

2.95 as a weighted mean. The respondents are facing difficulties in teaching and

checking their modules and also they are constantly worrying of sudden power

interruption and internet disconnection during their lectures but still they are active

and participating during their lectures. Despite these, they agree that they can still

teach the whole coverage of the subject and can also use different resources such as

pictures and PowerPoint presentations in their lectures. However, they agreed that

they can apply and do their usual teaching style in this set-up and are satisfied with

the student-teacher interaction. The majority of them also have difficulties in teaching

23
 some of the subjects and that this online learning set-up takes more time compared to

the traditional face-to-face set-up.

Table 5

II. Coping Mechanism of Teachers in Online Class or Modular Learning

Approach Strategies Weighte Description

d Mean

1. In the current situation of the world, I accept that this is the 3.76 Strongly
Agree
new normal for learning.

2. The silver lining of online learning, in my opinion, is the 3.52 Strongly

Agree
possibility to effectively teach my students using various

online technologies while also contributing to the reduction

of COVID-19 cases.

3. I'm always trying to improve my teaching skills by putting in 4.8 Strongly

Agree
extra effort, such as adding extra attachments, so that my

pupils grasp the lesson better.

4. I ask help and support from others such as my co-workers 3.8 Agree

who also share the same experience with me as an educator.

5. I pray and meditate. 3.88 Strongly

Agree
Total: 3.95 Strongly
Agree

Legend:
3.26-4.00 – Strongly Agree
2.51- 3.25- Agree

24
 1.76- 2.51- Disagree
1.00-1.75- Strongly Disagree

Table 5 presents the Coping mechanisms of the faculty members in terms of

approach strategies while learning through online-set up during the COVID-19

pandemic. It shows that twenty five (25) respondents answered the following

statements with different responses. On the first statement, majority of the

respondents answered “Strongly agreed” as per weighted mean of 3.76. Based on the

results for the first statement, it signifies that they accept that this is the new normal of

learning in this current state of the world as their coping mechanism. On the second

statement, most of the respondents answered “Strongly Agree” with having a result of

3.52 as the weighted mean, it signifies that the faculty members look at the silver

lining of online learning as an opportunity to effectively teach their students by the

use of different online tools while at the same time, doing their part in minimizing the

rise of COVID-19 cases. As for the third statement, most of the faculty members

answered “Strongly Agreed”, as per weighted mean of 4.8. This signifies that the

faculty members constantly try to better themselves in their teaching skills by exerting

extra efforts such as putting additional attachments and educational videos so that

their students will understand the lesson more. As for the fourth statement, most of the

faculty members answered “Agreed”, as per weighted mean of 3.8, it signifies that the

teachers they are asking help and support from their co-workers to cope up with the

current situation. As for the last statement, majority of the respondents answered

“strongly agreed” with a weighted mean of 3.88. Based on the results, it signifies that

the faculty members that they pray and meditate as their copping mechanism.

Overall, the majority of them responded "Strongly Agree" with a mean of 3.95,

indicating that senior and junior high school teachers at the DNHS Poblacion Campus

25
 are agreed that they their cope-up mechanism with this sudden shift of online classes

from face-to-face classes due to the COVID-19 Pandemic is by Approach strategies.

Hence, the respondents are actively coping with the current situation by acceptance

and trying to positively cope up with the situation.

Table 6: Coping Mechanism of Teachers in Online Class or Modular Learning

A. Avoidant Strategies Weighte Description

d Mean
1. I've given up attempting to cope and deal with the current 2.16 Disagree
circumstance.
2. I deny the effectivity of online classes as something that should be 2.12 Disagree
implemented.
3. To divert my attention away from my online lessons, I watch 2.5 Disagree
entertainment shows, read novels, and engage in other leisure
activities.
4. I complain about online classrooms and online learning on social 1.92 Disagree
media.
5. I make fun and jokes of the situation. 2.16 Disagree
Total: 2.17 Disagree

Table 6 presents the Coping mechanisms of the faculty members in terms of

avoidant strategies while learning through online-set up during the COVID-19

pandemic. It shows that twenty five (25) respondents answered the following

statements with different responses. On the first and second statements, majority of

the

26
respondents answered “Disagree” with a weighted mean of 2.16 and 2.12,

respectively. Based on the results, it shows the faculty members haven’t given up in

coping with the

current situation and that they are not denying the effectiveness of online classes. On

the third statement, with having the result of 2.56 as the weighted mean, most of the

faculty members answered “Disagree”. This signifies that they do not do leisure

activities to not think about online classes. On the fourth and fifth statements,

majority

of them answered “Disagree” having a result of 1.92 and 2.16 as a weighted mean.

This signifies that the respondents do not post negatively on social media about the

situation

and they don’t make fun and jokes of the situation as their coping mechanism.

Overall, the majority of them responded "Strongly Agree" with a mean of

2.17, indicating that senior and junior high school teachers at the DNHS Poblacion

Campus that they do not cope by using Avoidant strategies – hence avoiding the

current situation.

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 CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter presents the summary of the research, the findings discussed and

interpreted, the conclusions drawn from the findings, and the corresponding

recommendations made as an outgrowth of this study. The summary, conclusion, and

recommendations are based on the results and discussion of this study to determine

the different coping mechanisms of new normal education during the COVID-19

pandemic as perceived by the aforementioned parties involved at Dingras National

High School Poblacion Campus.

Summary

28
 This study focused on the different coping mechanisms of new normal

education during the COVID-19 pandemic at Dingras National High School

Poblacion Campus. This research is a quantitative descriptive design through

phenomenal approach which focused to look over the lived experiences of secondary

teachers in the implementation of distance learning in the new normal. It also

determined the coping mechanism of teachers during the new normal.

The researchers used in gathering data was a questionnaire through Google

Forms, to elicit information that answers the main problem of this study from 25

respondents: thirteen (13) senior high school teachers and seven (7). Through random

sampling method. The questionnaire is a combination type and is divided into three

sections. The first section asked for the respondents' demographic profile, while the

second section determined the respondents' perceptions of online and modular classes

in terms of preparedness for online learning and their experiences in online classes.

The third section determined the faculty's coping mechanism during online classes.

Findings

Based on the data gathered, analyzed and interpreted, the followings

prominent findings of the study are hereby presented:

I. Demographic Profile

Table 1

Demographic Profile of the Respondents

The data reveals that out of the 25 respondents. As for the age ranges majority

of them answered is 26-30 years old (15). And there are more female (8) faculty

29
members out of 25 respondents than male (2). Based of the employment status major-

ity of them answered is Permanent (6). For their highest educational attainment ma-

jority of the respondents have BS Secondary Education (15). Based on the data, out of

25 respondents, majority of them falls between the years of teaching bracket of 1-5

years (15).

Table 2

Device and access to internet used in online Teaching

The mostly used device by the respondents as their medium for conducting on-

line classes is Mobile phone (24), however, other faculty members also uses different

types of devices such as Laptop (22) and Desktop computer (2). As for the access of

internet they are using Home WiFi (17) and Mobile Data (17).

II. Faculty Perceptions in Online Class and Modular Learning

Table 3
A. Preparedness of the Respondents

The level of preparedness of the teachers at DNHS Poblacion Campus has a

weighted mean of 3.34, hence interpreted as “Agreed”. This signifies that the

respondents are prepared for the sudden shift to online and modular classes set-up.

Table 4

B. Experiences of the Respondents in Online Classes and Modular Learning

30
 The experiences of the teachers in Online Classes and modular learning has a

weighted mean of 2.95, interpreted as “Agreed”. The respondents are mostly having

difficult experiences in this online learning set-up. Faculty members cannot conduct

online lectures without getting disconnected and the respondents are constantly

worrying of sudden power interruption and internet disconnection.

III. Coping Mechanisms Based on Approach and Avoidant Strategies

Table 5

A. Approach Strategies

The respondents’ coping mechanisms with the current situation are Approach

strategies with a weighted mean of 3.95 which is interpreted as “Agreed”. This

signifies that the respondents are agreed that they cope-up with this mechanism of

sudden shift of online classes from face-to-face classes due to the COVID-19 Pan-

demic by Approach strategies. As a result that the respondents are actively coping

with the current situation by accepting it and dealing positively with it.

Table 6

B. Avoidant Strategies

On the other hand, in the case of Avoidant strategies, it has a weighted mean of

2.17 which is interpreted as “Disagree“. This implies that the respondents’ coping

mechanisms are certainly not by avoiding and being in denial with the situation

that they are in.

31
Conclusions

Based on the findings of the study, the following conclusions are drawn:

1.

2. The teachers are prepared for online learning. This is in terms to devices,

knowledge to technology and the Internet, the online tools used, have an inter-

net connection and study materials and other resources.

3. The respondents’ coping mechanisms with the current situation are Approach

strategies wherein they have adhered positively to cope up and adapt to the

new normal way of education which is online and modular learning. For

Avoidant strategies are most likely not avoiding and denying their current situ-

ation.

Recommendations

Based on the findings and conclusions discussed, the following

recommendations were suggested:

1. This research maybe published in order to use it as additional information for

teachers in the course of their pedagogy for guidance in coping mechanisms on online

and modular classes during the COVID-19 pandemic

2. Educational institutions maybe be considerate and look out to their students and

teachers who are struggling physically and mentally brought by this pandemic by

implementing mental health breaks and programs to relieve them from stress.

3. Teachers maybe always check their internet connection first if it’s strong before

any online quizzes, lectures and test to avoid being disconnected and to avoid any

disconnections during online lectures.

32
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