Age Frequency Percentage

Under 25
4 5.56%
25 - 29
7 9.72%
30-39
27 37.50%
40-49
13 18.06%
50-59
21 29.17%
Total 100%
72
Table 1. Teacher’s Age

Table 1 presents the age of the respondents of the study. This table reveals that the

majority of the teacher respondents are 30–39-year-olds with a frequency of 27 and a

percentage of 37.50%, followed by 50–59-year-olds which has a frequency of 21 and is

equal to 29.17%. Teachers aged 40-49-year-olds ranked third based on majority, with a

total frequency of 13 and a percentage of 18.06%, followed by 25-29-year-olds with a

frequency of 7 and a percentage of 9.27, and lastly, teachers aged below 25 have a

frequency of 4 and a percentage of 5.56%.

Gender Frequency Percentage

Female
62 86.11%
Male
10 13.89%
Total 100%
72
Table 2. Teacher’s Gender

Table 2 reveals the distribution of the teacher respondents based on gender. The

table shows that out of 72 respondents, 62 of which are female while the remaining 10

are male. This shows that females dominate the obtained population of the

respondents.
 According to Regalado (2017), census data reveal that teaching is a female-

dominated profession in the Philippines. Female teachers outnumber male teachers in

both public elementary and secondary schools.

Average no. Frequency Percentage

of students

per class
More than 25 58 80.56%
21-25 5 6.94%
10 to 15 4 5.56%
16- 20 5 6.94%
Fewer than 10 0 0.00%
Total 100%
72
Table 3. Average no. of students per class

Table 3 shows the average number of students per class. It shows that the majority of

classes are composed of more than 25 students, with a frequency of 58 and a total

percentage of 80.56%, followed by classes with an average number of students ranging

from 21-25 and 16-20, both having a frequency of 4 and a total percentage of 6.94%

each. Lastly, there are 4 classes with 16-20 average number of students who obtained

a percentage of 5.56%.

According to the DepEd Order No. 62 series of 2004 entitled the Adoption of

Double Shift Policy in Public Schools to Address Classroom Shortage, it has been

simulated in paragraph 4 that the average class size should be 50.

Moreover, according to an article published by Sison (2020) entitled “Did you

know classrooms in the Philippines are the most crowded in Asia?”. The country’s
public elementary school’s average class size of 43.9 is far bigger than Malaysia’s 31.7,

Thailand’s 22.9, Japan’s 28.6 and India’s 40. In public secondary schools, the country

registered an average size of 56.1, higher than Malaysia’s 34, Thailand’s 41.5, Japan’s

33.9 and India’s 39.

What Grade Frequency Percentage

level(s) do

you currently

teach?
Kindergarten 4 5.56%
Grade 1 19 26.39%
Grade2 5 6.94%
Grade 3 14 19.44%
Grade 4 7 9.72%
Grade 5 9 12.50%
Grade 6 13 18.06%
ALS 1 1.39%
Total 100%
72
Table 4. Grade level(s) teachers currently teach.

Table 4 presents the grade levels in which the teacher respondents teach. Majority of

the teachers are teaching grade 1 pupils with a total frequency of 19 and a percentage

of 23. 39. This is followed by teachers teaching grade 3 pupils with a frequency of 14

and a percentage of 19.44%. Teachers teaching grade 6 pupils comes next on the list

with a frequency of 13 and a percentage of 18.06%. This is followed by teachers

teaching grade 5 with a frequency of 9 and a percentage of 18.06%, followed by grade

4 teachers with a frequency of 7 and a percentage of 9.72%, followed by 5 grade 2

teachers with a total frequency of 12.50%, and lastly there is 1 ALS teacher which is

equal to 1.39%.

Years in Frequency Percentage

teaching
Less than 1

year 2 2.78%
1-3 years 6 8.33%
4-10 years 22 30.56%
11-20 years 20 27.78%
21 – 30 years 13 18.06%
More than 30

years 9 2.78%
Total 100%
72
Table 5. Including this school year, how long have you been working as a

teacher? *Where possible exclude extended periods of absence (e.g. career

breaks).

Table 5 presents the years of teaching of the teacher respondents obtained in

this study. The table shows that the majority of the teachers have 4 to 10 years of

experience which has a frequency of 22 and the percentage of 30.56%. This is followed

by teachers having 11 to 20 years of experience with a frequency of 20 and a

percentage of 27.78 percent. This is followed by teachers having 21 to 30 years of

experience with the frequency of 13 and a percentage of 18.06%. Third on the list are

teachers with more than 30 years of experience having a total frequency of 9 and the

percentage of 2.78%. Next are teachers having 1 to 3 years of experience with the
frequency equal to six and a percentage equal to 8.33%. lastly there are two teachers

with less than one year of experience which is equal to the percentage of 2.78%.

Has your school Frequency Percentage

used an

Instructional

Management

System (IMS)

before?
Yes 20 27.78%
No 52 72.22%
100%
Total 72
Table 6. Has your school used an Instructional Management System (IMS)

before?

Table 6 shows the distribution of teachers whose school has used instructional

management system. Among the 72 respondents a majority of 52 which is equal to

72.22% answered no in the question "has your school used instructional management

system before?". Meanwhile there are 20 teachers which is equivalent to 27.78% who

answered yes to the question.

 According to Ellis (2009), an instructional management system (IMS) is a

software application for the administration, documentation, tracking, reporting,

automation and delivery of educational courses, training programs, or learning and

development programs.

In an article published by Obana (2021) in the news paper the Manila Times, one

advantage of employing an IMS is that learning and development professionals can use

specific data items to determine whether or not individual learners are fulfilling targeted

learning objectives or competences. Additionally, IMS represents the future of

education, providing limitless options for both teachers and students to take education

to the next level.

If "Yes" what IMS Frequency Percentage

have you used

before? (ex.

Moodle,

Blackboard,

Canva)
Blackboard 33 45.83%
Moodle 7 9.72%
Google Classroom 4 5.56%
PowerPoint 5 6.94%
Canva 8 11.11%
SLK 1 1.39%
Modules,

Flashcards or

Prints 6 8.33%
 Total 100%
72
Table 7. If "Yes" what IMS have you used before? (ex. Moodle, Blackboard,

Canva)

Table 7 discusses the types of instructional management systems that the

teacher respondents have used. The majority of the teachers which is composed of 33

said that they have use Blackboard as an instructional management system with the

percentage of 45.83%. This is followed by Canva which has a frequency of 8 and the

percentage of 11.11%. Third on the list is Moodle with a frequency of 7 and the

percentage of 9.72%. This is followed by modules, flashcards or prints which has a total

frequency of 6 and a percentage of 8.33%. This is followed by PowerPoint which has a

frequency of 5 and a percentage of 6.94%. There are for teachers who have used

google classroom before with the percentage of 5.56%. And lastly, self-learning kits with

a frequency of 1 and a total percentage of 1.39%

According to Alokluk (2018), Blackboard system now has a recognized presence

in the information management of the education system. Moreover, Blackboard is a

useful LMS that promotes pedagogical gain and constructivist perspectives. Blackboard

provides collaborative and user-friendly environment for teaching-learning in terms of

communication, assessment, and over all information management system. Thus,

constructivists call for conducive e-learning environments that represent Blackboard

system (Strijbos, et. al., 2004) as cited by Alokluk (2018).

Finally, Liaw (2008) as cited by Alokluk (2018) stated that Knowledge is

constructed through more engaging experiences, facilitated by the rich media resources

available in the Blackboard environment. Additionally, it is obvious that increased

 interactivity can result in increased learner engagement, which has a favorable effect on

learning outcomes and pedagogical gains.

Question Very Important Slightly Not at all WM Interpretation

Importan (3) importan important

t t (1)

(4) (2)
What do you

think about the

IMS? 3.61 Very

44 28 0 0 Important

Table 8. What do you think about the IMS?

Table 8 discusses the importance of an instructional management system. The

teacher respondents were asked to rate the importance of an instructional management

system ranging from for which has a verbal equivalent of very important, 3 which has an

which has a verbal equivalent of important, 2 which has equivalent of slightly important

and 1 which has equivalent of not at all important. Majority of the teacher respondents

answered 4, which has a total frequency of 44. This is followed by 28 teachers who

answered 3. The weighted mean of the results is calculated and is equal to 3.61 which

has a verbal description of very important.

 In study conducted by Jamal (2011), the results showed that some teachers were

content with the usage of LMS in their teaching activities. The use of LMS facilitates the

communication with students through managing course materials, assignments, and

announcements.

Question Very Useful Inconvenient Very WM Interpretation

Useful (3) (2) Inconvenient

(4) (1)
How useful

would it be for

your students?

50 22 0 0 3.69 Very Useful

Table 9. How useful would it be for your students?

Table 9 presents the usefulness of instructional management systems to

students. The teacher respondents were asked how useful would it be for the students

to use an instructional management system. 50 teachers answered for which has a

verbal description of very useful. On the other hand, there are 22 teachers who

answered 3 which has a verbal description of useful. The weighted mean of the

responses equates to 3.69 which has a verbal description of very useful.

In study conducted by Jamal (2011), the results showed that having a single

place for all course materials helped in organizing their learning process. Further online

interaction and discussions activities helped them in constructing and building new
 meanings. Although online discussion and interaction activities were rare, students

appreciated them and expressed the need of being more encouraged to participate in

such activities.

Question Very Likely Inconvenient Very WM Interpretation

Likely (3) (2) Inconvenient

(4) (1)
How likely do

you want your

school to shift

to an IMS? 50 22 0 0 3.69 Very Useful

Table 10. How likely do you want your school to shift to an IMS?

Table 10 shows the responses of the teacher respondents in the question "how

likely do you want your school to shift to an instructional management system?". 50

teacher respondents answered for which has a verbal description of very likely, while

there are 22 teachers who answered 3 which has a verbal description of likely. Overall,

the weighted mean is 3.69 which has a verbal description of very likely.

In a study conducted by Adzharuddin (2013), the result showed that in this

modern world where information is disseminated quickly via the internet, the IMS is an

essential tool for students as not they can keep updated with their coursework, but get

instant notifications pertaining to their daily assignments. In turn, lecturers have an

easier time reaching out to their students out of class hours and can instantly update

them over the LMS about issues regarding their coursework

In your opinion, what Frequency Percentage

would hinder your school

from shifting to an IMS?

Check one or more of the

following:
Budget 12 16.67%
Insufficient equipment (ex.

Laptops, Computers,

Tablets, and etc.) 17 23.61%

Inadequate Training in

Technology 5 6.94%
Budget, Insufficient

equipment (ex. Laptops,

Computers, Tablets, and

etc.), Inadequate training

in technology 23 31.94%
Budget, Insufficient

equipment (ex. Laptops,

Computers, Tablets, and

etc.) 8 11.11%
Insufficient equipment (ex. 4 5.56%

Laptops, Computers,

Tablets, and etc.),

Inadequate training in
 technology
Budget, Insufficient

equipment (ex. Laptops,

Computers, Tablets, and

etc.), Inadequate training

in technology, Internet

Stability 3 4.17%
Total 100%
72

Table 11. In your opinion, what would hinder your school from shifting to an IMS?

Check one or more of the following

Table 11 presents the answers of the teacher respondents to the question "in

your opinion, what would hinder your school from shifting to an instructional

management system?" Majority of the teachers answered budget, insufficient

equipment, and inadequate training and technology which has a frequency of 23 and

the percentage of 31.94%, this is followed by insufficient equipment which has a

frequency of 17 and the percentage of 23.61%. Third on the list is budget with the

frequency of 12 and the percentage of 16.67%. this is followed by budget and

insufficient equipment which has a frequency of 8 and a percentage of 11.11%. This is

followed by inadequate training and technology which has a frequency of 5 and the

percentage of 6.94%. Next is insufficient equipment which has a frequency of 4 and a

total percentage of 5.56%. Lastly is budget, insufficient equipment, inadequate training

in technology and internet stability with a frequency of 3 and the percentage of 4.17%.

The study of Manuel (2017) (internet connectivity experience, social media

influence, integrated multimedia instruction, system interactivity and perceived quality

work of life are proposed to be some of the hindrances in the acceptance of instructional

management systems in schools.

Features that Teachers Think are Important for an IMS

Interpretation
Uploading Modules Frequency WM
Very Important (4) 54
A bit important (3) 17
A bit unnecessary (2) 0 3.72
Very Important
Very Unnecessary (1) 1
Interpretation
Student Records Frequency WM
Very Important
Very Important (4) 54

A bit important (3) 16

A bit unnecessary (2) 0 3.69

Very Unnecessary (1) 2

Assignment submission for Interpretation

students Frequency WM
Very Important
Very Important (4) 51

A bit important (3) 20

A bit unnecessary (2) 0

Very Unnecessary (1) 1 3.68
Interpretation
Report card generator Frequency WM
Very Important
Very Important (4) 53
A bit important (3) 18
A bit unnecessary (2) 0
Very Unnecessary (1) 1 3.70
Interpretation
Recording students’ grades Frequency WM
Very Important
Very Important (4) 57

A bit important (3) 13 3.75

 A bit unnecessary (2) 1

Very Unnecessary (1) 1

Notification of Activities and

reminders using an SMS Frequency WM Interpretation

Very Important
Very Important (4) 53
A bit important (3) 17
A bit unnecessary (2) 1 3.69
Very Unnecessary (1) 1
Total 100%
72

Table 13. For each feature, please choose the reason(s) why you would be

satisfied with that feature by checking the boxes in the appropriate rows. Select

multiple reasons per feature where applicable.

Table 13 shows the features that teacher think is important in an instructional

management system. Uploading of modules has a weighted mean of 3.72 which has a

verbal interpretation of very important. Student records has a weighted mean of 3.69

which has a verbal interpretation of very important. Assignment submission for students

has some weighted mean of 3.68 which has a verbal interpretation of very important.

Report card generator which has a weighted mean of 3.70 has a verbal interpretation of

very important. Recording students’ grades has a weighted mean of 3.75 which has a

verbal interpretation of very important, and lastly notification of activities and reminders

using an SMS is rated as 3.69 which has a verbal interpretation of very important.

Optional: Please mention Frequency Percentage

 features of the system that

have not been mentioned

here which you think are

relevant for e-learning.

Records of students 1 0.013%

Zoom / Google Meet 5 6.94%

Online Class 2 2.80%

Moodle 1 0.013%

Social Media 1 0.013%

Notification through email 2 2.80%

messenger 1 0.013%
Easy to access 0.013%

communication 1
Maximizing google classroom 1 0.013%

Total

Table 14. features of the system that have not been mentioned here which you

think are relevant for e-learning.

Table 14 shows the features of the system that have not been mentioned which

the teachers think are relevant for e-learning. Zoom and google meat has a frequency of

5 which has a percentage of 6.94%. online class and notification through email each

has a frequency of 2 and a percentage of 2.80% each. Records of students, Moodle,

social media, messenger, easy to access communication and maximizing google

classroom all have a frequency of one which is equal to 0.013% each.

References

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Students: Does It Work?. International Journal of e-Education, e-Business, e-
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