What Behaviors “Strategic Teachers” Did for Pandemic-Era Modular Learning? An Exploratory Study with Basic Education Teachers in the Philippines
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Published
Apr 25, 2023
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Abstract
At the height of the pandemic, the Department of Education (DepEd) in the Philippines distributed self-learning modules to basic education students as part of its learning continuity program. This practice may have brought stress and challenges to many teachers, but this has also become a catalyst for creative problem-solving. This current study was designed to identify adaptive behaviors that were perceived to characterize “strategic teachers” in the midst of modular learning at the time of the pandemic. To address this objective, 120 statements were generated from narratives of four focus groups (N = 20 teachers). After content validation, 48 statements were retained and were administered to 429 basic education teachers (Meanage = 31.024; SDage = 7.466) through Google Forms. Exploratory factor analysis was done to analyze the data. Results revealed two subsets of teachers behaviors: 1) motivating students (“Establish good relationships with students by creating a non-threatening classroom environment”), and 2) using alternative delivery modalities (“Video-record lectures for students to watch”). These findings indicate that delivering student learning and managing academic motivation, related to key domains of the Philippine Professional Standards for Teachers (PPST), are necessary, hence shall serve as priorities for capacity building and enhancement training programs towards better basic education schools in the post-COVID world.
Keywords: Teacher Behaviors, Basic Education, Exploratory Factor Analysis, Modular Learning, Post-COVID
References
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Bustillo, E., & Aguilos, M. (2022). The Challenges of Modular Learning in the Wake of COVID-19: A Digital Divide in the Philippine Countryside Revealed. Education Sciences, 12(7), 449. https://doi.org/10.3390/educsci12070449
Cahapay, M. B., & Anoba, J. L. (2021). Technological Pedagogical Knowledge Self-Efficacy and Continuance Intention of Philippine Teachers in Remote Education Amid COVID-19 Crisis. Journal of Pedagogical Research, 5(3), 68–79. https://doi.org/10.33902/JPR.2021370614
Collado, Z. C., Concha, C. B. A., & Orozco, N. M.-I. G. (2021). Teaching in Transition: How Do Filipino Teachers Face the Migration to Cyberspace Amid the Pandemic? Computers in the Schools, 38(4), 281–299. https://doi.org/10.1080/07380569.2021.1988317
Collado, Z. C., Rodriguez, V. R., & Dueñas, Z. D. (2021). Children’s Engagement in Self-Learning Modules (SLMs) Amid the Pandemic: A Predictive Analysis on the Role of Internet Access, Household Food Security, and Parental Involvement to Modular Classes. Education 3-13, International Journal of Primary, Elementary and Early Years Education, 51, 1–14. https://doi.org/10.1080/03004279.2021.1954969
Department of Education, Republic of the Philippines. (2017). Do 42, S. 2017 – National Adoption and Implementation of the Philippine Professional Standards for Teachers. Retrieved from https://www.deped.gov.ph/2017/08/11/do-42-s-2017-national-adoption-and-implementation-of-the-philippine-professional-standards-for-teachers/
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Harris, L., Dargusch, J., Ames, K., & Bloomfield, C. (2022). Catering for ‘Very Different Kids’: Distance Education Teachers’ Understandings of and Strategies for Student Engagement. International Journal of Inclusive Education, 26(8), 848–864. https://doi.org/10.1080/13603116.2020.1735543
Hernandez, J. E. I. A., & Rola, A. C. C. (2021). Factors Affecting the Entry of Foreign Operated Companies in the Philippine Telecommunications Industry. Journal for Information, Study and Discussion of Global Resource Management, Doshisha University, 7, 2-19. https://doi.org/10.14988/00028007
Johnson, B. (2001). Toward a New Classification of Nonexperimental Quantitative Research. Educational Researcher, 30(2), 3–13. https://doi.org/10.3102/0013189X030002003
Junsay, F. B., Jr., & Madrigal, D. V. (2021). Challenges and Benefits of Facilitating Online Learning in Time of COVID-19 Pandemic: Insights and Experiences of Social Science Teachers. Technium Social Sciences Journal, 20, 233–243. https://doi.org/10.47577/tssj.v20i1.3548
Kenny, D. A. (2020, June 5). Measuring Model Fit. Retrieved from https://davidakenny.net/cm/fit.htm
Lynn, M. R. (1986). Determination and Quantification of Content Validity. Nursing Research, 35(6), 382–385. https://doi.org/10.1097/00006199-198611000-00017
Moorhouse, B. L., & Wong, K. M. (2022). The COVID-19 Pandemic as a Catalyst for Teacher Pedagogical and Technological Innovation and Development: Teachers’ Perspectives. Asia Pacific Journal of Education, 42(Sup. 1), 105–120. https://doi.org/10.1080/02188791.2021.1988511
Morales, M. R. H. (2017). Defining Diskarte: Exploring Cognitive Processes, Personality Traits, and Social Constraints in Creative Problem-Solving. Philippine Journal of Psychology, 50(2), 114-139. Retrieved from https://pap.ph/assets/files/journals/defining-diskarte-exploring-cognitive-processes-personality-traits-and-social-constraints-in-crea.pdf
Murairwa, S. (2015). Voluntary Sampling Design. International Journal of Advanced Research in Management and Social Sciences, 4(2), 185-200. Retrieved from https://garph.co.uk/ijarmss/feb2015/18.pdf
Oducado, R. M., Rabacal, J., Moralista, R., & Tamdang, K. (2021). Perceived Stress Due to COVID-19 Pandemic Among Employed Professional Teachers. International Journal of Educational Research and Innovation, 15, 305-316. https://doi.org/10.46661/ijeri.5284
Rotas, E. E., & Cahapay, M. B. (2020). Difficulties in Remote Learning: Voices of Philippine University Students in the Wake of COVID-19 Crisis. Asian Journal of Distance Education, 15(2), 147-158. https://doi.org/10.5281/zenodo.4299835
Tabachnick, B. G., & Fidell, L. S. (2019). Using Multivariate Statistics (7th ed.). Lonndon: Pearson.
Talidong, K. J. B., & Toquero, C. M. D. (2020). Philippine Teachers’ Practices to Deal with Anxiety Amid COVID-19. Journal of Loss and Trauma, 25(6–7), 573–579. https://doi.org/10.1080/15325024.2020.
1759225
Bishop, P. A. (2021). Middle Grades Teacher Practices During the COVID-19 Pandemic. RMLE Online, 44(7), 1–18. https://doi.org/10.1080/19404476.2021.1959832
Bustillo, E., & Aguilos, M. (2022). The Challenges of Modular Learning in the Wake of COVID-19: A Digital Divide in the Philippine Countryside Revealed. Education Sciences, 12(7), 449. https://doi.org/10.3390/educsci12070449
Cahapay, M. B., & Anoba, J. L. (2021). Technological Pedagogical Knowledge Self-Efficacy and Continuance Intention of Philippine Teachers in Remote Education Amid COVID-19 Crisis. Journal of Pedagogical Research, 5(3), 68–79. https://doi.org/10.33902/JPR.2021370614
Collado, Z. C., Concha, C. B. A., & Orozco, N. M.-I. G. (2021). Teaching in Transition: How Do Filipino Teachers Face the Migration to Cyberspace Amid the Pandemic? Computers in the Schools, 38(4), 281–299. https://doi.org/10.1080/07380569.2021.1988317
Collado, Z. C., Rodriguez, V. R., & Dueñas, Z. D. (2021). Children’s Engagement in Self-Learning Modules (SLMs) Amid the Pandemic: A Predictive Analysis on the Role of Internet Access, Household Food Security, and Parental Involvement to Modular Classes. Education 3-13, International Journal of Primary, Elementary and Early Years Education, 51, 1–14. https://doi.org/10.1080/03004279.2021.1954969
Department of Education, Republic of the Philippines. (2017). Do 42, S. 2017 – National Adoption and Implementation of the Philippine Professional Standards for Teachers. Retrieved from https://www.deped.gov.ph/2017/08/11/do-42-s-2017-national-adoption-and-implementation-of-the-philippine-professional-standards-for-teachers/
Department of Education, Republic of the Philippines. (2020a). DepEd Prepares Self-learning Modules for Education’s New Normal. Retrieved from https://www.deped.gov.ph/2020/07/02/deped-prepares-self-learning-modules-for-educations-new-normal/
Department of Education, Republic of the Philippines. (2020b). Learning Opportunities Shall Be Available: The Basic Education Learning Continuity Plan in the Time of COVID-19. Retrieved from https://www.deped.gov.ph/wp-content/uploads/2020/07/DepEd_LCP_July3.pdf
Dharmaraj, S. (2020, May 23). DICT to Build ICT Capacity of Teachers Through Online Training. OpenGov Asia. Retrieved from https://opengovasia.com/dict-to-build-ict-capacity-of-teachers-through-online-training/
Estrada, L. P. R. (2021, January 12). Are Self-Learning Modules Effective? Rappler. Retrieved from https://www.rappler.com/voices/imho/opinion-are-self-learning-modules-effective/
Gorsuch, R. L. (2015). Factor Analysis (2nd ed.). New York, NY: Routledge. Retrieved from https://www.routledge.com/Factor-Analysis-Classic-Edition/Gorsuch/p/book/9781138831995
Harris, L., Dargusch, J., Ames, K., & Bloomfield, C. (2022). Catering for ‘Very Different Kids’: Distance Education Teachers’ Understandings of and Strategies for Student Engagement. International Journal of Inclusive Education, 26(8), 848–864. https://doi.org/10.1080/13603116.2020.1735543
Hernandez, J. E. I. A., & Rola, A. C. C. (2021). Factors Affecting the Entry of Foreign Operated Companies in the Philippine Telecommunications Industry. Journal for Information, Study and Discussion of Global Resource Management, Doshisha University, 7, 2-19. https://doi.org/10.14988/00028007
Johnson, B. (2001). Toward a New Classification of Nonexperimental Quantitative Research. Educational Researcher, 30(2), 3–13. https://doi.org/10.3102/0013189X030002003
Junsay, F. B., Jr., & Madrigal, D. V. (2021). Challenges and Benefits of Facilitating Online Learning in Time of COVID-19 Pandemic: Insights and Experiences of Social Science Teachers. Technium Social Sciences Journal, 20, 233–243. https://doi.org/10.47577/tssj.v20i1.3548
Kenny, D. A. (2020, June 5). Measuring Model Fit. Retrieved from https://davidakenny.net/cm/fit.htm
Lynn, M. R. (1986). Determination and Quantification of Content Validity. Nursing Research, 35(6), 382–385. https://doi.org/10.1097/00006199-198611000-00017
Moorhouse, B. L., & Wong, K. M. (2022). The COVID-19 Pandemic as a Catalyst for Teacher Pedagogical and Technological Innovation and Development: Teachers’ Perspectives. Asia Pacific Journal of Education, 42(Sup. 1), 105–120. https://doi.org/10.1080/02188791.2021.1988511
Morales, M. R. H. (2017). Defining Diskarte: Exploring Cognitive Processes, Personality Traits, and Social Constraints in Creative Problem-Solving. Philippine Journal of Psychology, 50(2), 114-139. Retrieved from https://pap.ph/assets/files/journals/defining-diskarte-exploring-cognitive-processes-personality-traits-and-social-constraints-in-crea.pdf
Murairwa, S. (2015). Voluntary Sampling Design. International Journal of Advanced Research in Management and Social Sciences, 4(2), 185-200. Retrieved from https://garph.co.uk/ijarmss/feb2015/18.pdf
Oducado, R. M., Rabacal, J., Moralista, R., & Tamdang, K. (2021). Perceived Stress Due to COVID-19 Pandemic Among Employed Professional Teachers. International Journal of Educational Research and Innovation, 15, 305-316. https://doi.org/10.46661/ijeri.5284
Rotas, E. E., & Cahapay, M. B. (2020). Difficulties in Remote Learning: Voices of Philippine University Students in the Wake of COVID-19 Crisis. Asian Journal of Distance Education, 15(2), 147-158. https://doi.org/10.5281/zenodo.4299835
Tabachnick, B. G., & Fidell, L. S. (2019). Using Multivariate Statistics (7th ed.). Lonndon: Pearson.
Talidong, K. J. B., & Toquero, C. M. D. (2020). Philippine Teachers’ Practices to Deal with Anxiety Amid COVID-19. Journal of Loss and Trauma, 25(6–7), 573–579. https://doi.org/10.1080/15325024.2020.
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How to Cite
ESPAÑOLA, Raymon P..
What Behaviors “Strategic Teachers” Did for Pandemic-Era Modular Learning? An Exploratory Study with Basic Education Teachers in the Philippines.
Journal of Community Development Research (Humanities and Social Sciences), [S.l.], v. 16, n. 2, p. 14-22, apr. 2023.
ISSN 2985-0231.
Available at: <https://www.journal.nu.ac.th/JCDR/article/view/Vol-16-No-2-2023-14-22>. Date accessed: 30 apr. 2024.
doi: https://doi.org/10.14456/jcdr-hs.2023.12.