Online Pedagogy On Assessment in Undergraduate Social Studies

WEST VISAYAS STATE UNIVERSITY
HIMAMAYLAN CITY CAMPUS

Himamaylan City, Negros Occidental
ONLINE PEDAGOGY ON ASSESSMENT OF UNDERGRADUATE SOCIAL STUDIES
AMID THE COVID-19 PANDEMIC
An Undergraduate Thesis
Presented to
The Committee on Research
West Visayas State University
Himamaylan City Campus
In partial fulfillment
Of the Requirements for the Degree
Bachelor of Secondary Education
(Social Studies major)
by
Justine Bañares
Apple John Huelar
Jestier Jake Palangga
Rosalie S. Sabanal
September, 2021
Chapter I
The Problem
This chapter is consisting of five parts: (1) Background of the study, (2) Statement of
the Problem, (3) Definition of Terms, (4) Significance of the Study (5) Scope and Delimitation of
the Study.
The Part One, Background of the study, presents the introduction of the study and its
origin.
The Part Two, Statement of the problem, states the purpose of the problem to be
investigated.
The Part Three, Definition of terms, presents the definition of the terms used in the
study conceptually and operationally.
The Part Four, Significance of the study, states the contributions of the study to that
person who will benefit its result.
The Part Five, Scope and Delimitation of the Study, presents the scope and coverage of
the study.
Background of the study
The COVID-19 pandemic has caused an enormous disruption to many facets of life.
Throughout the world, limitations on social interaction have been enforced, leading to a
fundamental shift in the way workplaces, social services, healthcare and education are provided
and conducted. Disturbingly, these changes have occurred rapidly in many countries, with an
overwhelming number of reactive policies, draconian restrictions, and daily changes in lockdown
measures (D'Auria and De Smet, 2020). In response to the unprecedented health crisis gripping
the world and the associated restrictions, many universities have been faced with the difficult
decision on whether to shut down and suspend teaching, or to rapidly adapt their approach to
learning through online course delivery and streaming (Anderton et al., 2021). As education and
teaching have shifted to a grossly digital medium, so too has assessment. Both formal
assessment and students' self-assessment form a crucial part of the teaching and learning
process, providing a marker for successful attainment of necessary knowledge and allowing
students to develop their learning strategies (Colthorpe et al., 2018).
In conjunction with government agencies, the Philippine Department of Education
(DepEd) and the Commission on Higher Education (CHED) are constantly trying to improve the
online basic education system in the Philippines by learning from the successes of the 2020-
2021 school year and by investing in internet infrastructure across the country. In fact, online
basic education in the Philippines is fast becoming a world-class system through a continuous
process of improvement (Frami, 2021). The online teacher must use technology to enhance the
course content. By utilizing the positive aspects of technology, the online teacher can provide a
quality educational learning experience. An effective online pedagogy is one that emphasizes
student-centered learning and employs active learning activities. Interactivity, faculty, and
student presence are essential in an effective online learning environment(O’Neil et al., p. 21).
However, despite the positive pedagogical approach to continue education amidst the
pandemic, there are significant issues and problems existing with the fast-tracked development
of new forms of online instruction and assessment especially in Social Studies. Some of the
most common problems and issues with online instruction can be classified into three (3)
categories: course content, interaction, and assessment. With the immediate transition from
face-to-face learning to online distance learning, teachers face a challenge in quickly adopting
and mastering online mediums, as well as applying best online learning pedagogical practices
and assessment.
Furthermore, for the Social Studies undergraduates of WVSU-HCC, the accelerated
transition to online mode of teaching and learning faces a lot of issues and problems, which
makes it a challenge not just for the teachers as well as for the students. In light of this, it is
the hearth of this research to determine the level of satisfaction of the Social Studies
undergraduates on the online learning pedagogical practices at West Visayas State University-
Himamaylan City Campus.
Statement of the Problem
The study aims to determine online pedagogy on assessment for undergraduate Social
Studies amid the COVID-19 pandemic.
Specifically, it sought to answer the following questions:
1. What is the profile of Social Studies undergraduates in terms of:
1.1 age;
1.2 gender; and
1.3 year level?
2. What is the level of satisfaction of the participants in the online learning pedagogical
practices in terms of:
2.1 course content;

2.2 interaction; and
2.3 assessment?
Definition of Terms
For clarity and better understanding of the terms used in the study, the following terms
were defined conceptually and operationally.
Assessment. Refers to the wide variety of methods or tools that educators use to
evaluate, measure, and document the academic readiness, learning progress, skill acquisition,
or educational needs of students (Glossary of Education Reform, 2014).
In this study, it refers to the different types of tests or task given by the
instructor to measure, assess and evaluate the academic and performance of the Social
Studies undergraduates.
Course content. Any informational material that is required for participation or
understanding content such as assigned readings, video recordings, exams, and any other
material needed for learning (Berkeley Accessible Course Content, 2021).
In this study, it refers to the lessons and learning activities delivered online and
through printed modules by the course instructors to the learners.
COVID-19. is a respiratory condition caused by a coronavirus (WenMD, 2021).
In this study, it refers to a novel virus that halts the natural lifestyle of the world.
Interaction. an occasion when two or more people or things communicate with or react
to each other (Cambridge Dictionary, 2021).

In this study, this is the exchanging of the concepts and ideas between teachers
to students, and students to students through meaningful online discussion.
Online Pedagogy. A teaching philosophy, approach or strategy that facilitates and
enables the delivery of online education in an online learning environment using technology and
digital mediums of communication (IGI Global, 2021).
In this study, the term refers to the online methods and best practices for teaching
Social Studies course online.
Pandemic. a disease that exists in almost all of an area or in almost all of a group of
people, animals or plants (Cambridge Dictionary, 2021).
In this study, it refers to the recent COVID-19 outbreak that greatly affects the different
aspects of life like in natural economic activity and pedagogical processes.
In this study, it refers to the learning process by which the instructional a
Undergraduate. A college or university student who has not yet received a
bachelor's or similar degree (The Free Dictionary, 2021).
In this study, it refers to the Social Studies students of WVSU-HCC who are not yet
received their bachelors degree.
WVSU-HCC. Conceptually, it stands for West Visayas State University- Himamaylan City
Campus.
Operationally, this term stands for West Visayas State University-Extension Campus at
Himamaylan City.
Significance of the Study
The result of this study hoped to be of significant to the following:
School Administrator. The result of this study may serve as the basis for school
administrators to be aware of the perception of the Social Studies Undergraduates on the online
learning pedagogical practices and assessment.
Teachers. The result of this study will provide them an idea of the satisfaction of the
Undergraduate Social Studies in Online Learning pedagogical practices.
Researchers. This study will give the researcher an understanding as to what are the
level of satisfaction on the online learning pedagogical practices especially in Social Studies.
Future Researcher. The result of this study can be a basis as well as a guide in future
researchers that is objectively related to this study.
Scope and Delimitations of the Study
This descriptive-survey study aims to determine the profile and the level of satisfaction
of Social Studies Undergraduates of West Visayas State University- Himamaylan City Campus
with the online learning pedagogical practices in terms of: Course content; interaction; and
assessment. The researchers will utilize a researchers-made questionnaire to determine the
respondent’ response towards the objectives of the study. This study will use electronic survey
questionnaire in Google Forms. The respondents in this research study is only limited to the
Undergraduates of Social Studies of WVSU-HCC. There will be 20 participants from each year
level, for a total of 80 participants. This study will use convenience sampling in determining the
respondents of the study. This study will use Frequency Count, Percentage Distribution and
Likert in analyzing the data gathered. This study will be conducted in WVSU-HCC on the
Academic Year 2021-2022.

Chapter 2
Review of Related Literature
Conceptual Literature
The blended online learning strategy is deemed to be the most practical method to
adapt as this combines the advantages of synchronous and asynchronous strategies. The main
motivation in choosing the blended strategy is to increase the student’s participation in their
own learning process rather than quietly sitting during a synchronous discussion. The basis of
this approach is the cognitive load theory, on the basis that novice learners are immediately
overwhelmed by a large amount of new ideas and terminologies, and resort to surface learning
(Darabi & Jin, 2013, Seery & Donnelly, 2012, Seery, 2013).This type of active learning
pedagogy is called “flipped classroom” approach (Bergann and Sams, 2012, Olakonmi, 2017).
In this learning approach, traditional lecture and homework are replaced by pre-class activities,
such as viewing short, pre-recorded lecture videos. The class time is devoted to further
reinforce the topics through problem solving examples, interactive activities and detailed
discussions (Pienta, 2016, Rau et al., 2017). However, the synchronous online class sessions
(called the “virtual classroom”) replaced the traditional face-to-face class for engaging the
students with activities and guided problem-solving discussions in the traditional flipped
classroom.
According to Dayagbil, et. Al (2021, on Teaching and Learning Continuity Amid and
Beyond the Pandemic, the learner’s engagement in the teaching-learning process needs to be
taken into consideration in the content of flexibility. This is about the design and development
of productive learning experiences so that each learner is exposed to most of the learning
opportunities. Considering that face-to-face modality is not feasible during the pandemic,
teachers may consider flexible distant learning options like correspondence teaching, module-
based learning, project-based, and television broadcast. For learners with internet connectivity,
computer-assisted instruction, synchronous online learning, asynchronous online learning,
collaborative e-learning may be considered.
Related Studies
Based on Lapitan, et. al (2021), An Online and Learning Strategy During the covid 19
pandemic , DCPLA is the most satisfactory strategy. The shift to distance teaching and learning
during the COVID-19 pandemic brought about a real challenge for both instructors and
students. To face these difficulties in teaching undergraduate Chemistry courses at the
University of Santo Tomas, a blended learning strategy in the context of teaching and learning
of Physical Chemistry 1 and Analytical Chemistry for Chemical Engineering students were
employed. they present an online strategy that facilitated the transition from traditional face-to-
face learning to full online instruction. This is a five-component blended learning strategy
referred to as Discover, Learn, Practice, Collaborate and Assess (DLPCA). In DLPCA, the
asynchronous part of the teaching was achieved through broadcast of pre-recorded lecture
videos on YouTube to allow students to study and progress with learning at their own pace.
The synchronous part of the teaching was conducted using video conferencing platforms, such
as Zoom or Google Meet. The DLPCA strategy was presented and discussed to the students
prior to its implementation. The analysis of the teaching and learning experience based on three
indicators (i) student’s learning experience, (ii) student’s academic performance and (iii)
instructor observations showed that DLPCA had a positive impact on students and instructors.
The identified challenges were stability of internet connection and instructor’s familiarity with
readily available internet-based teaching tools, such as video conferencing software. Instructors
must also find means to improve their interaction with students and maintain student interest
and engagement during online classes. The strategy is considered a manageable and effective
alternative that can be adapted to full online instruction to other undergraduate Chemistry
lecture courses.
According to Dhawan, (2020), Online Learning: A Panacea in the time of COVID-19
Crisis, traditional pedagogical approach had no option but to shift entirely to online teaching-
learning. Educational institutions (schools, colleges, and universities) in India are currently
based only on traditional methods of learning, that is, they follow the traditional set up of face-
to-face lectures in a classroom. Although many academic units have also started blended
learning, still a lot of them are stuck with old procedures. The sudden outbreak of a deadly
disease called Covid-19 caused by a Corona Virus (SARS-CoV-2) shook the entire world. The
World Health Organization declared it as a pandemic. This situation challenged the education
system across the world and forced educators to shift to an online mode of teaching overnight.
Many academic institutions that were earlier reluctant to change their traditional pedagogical
approach had no option but to shift entirely to online teaching–learning. The article includes the
importance of online learning and Strengths, Weaknesses, Opportunities, & Challenges (SWOC)
analysis of e-learning modes in the time of crisis. This article also put some light on the growth
of EdTech Start-ups during the time of pandemic and natural disasters and includes suggestions
for academic institutions of how to deal with challenges associated with online learning.
Several arguments are associated with e-learning. Accessibility, affordability, flexibility,
learning pedagogy, life-long learning, and policy are some of the arguments related to online
pedagogy. It is said that online mode of learning is easily accessible and can even reach to rural
and remote areas. It is considered to be a relatively cheaper mode of education in terms of the
lower cost of transportation, accommodation, and the overall cost of institution-based learning.
Flexibility is another interesting aspect of online learning; a learner can schedule or plan their
time for completion of courses available online. Combining face-to-face lectures with technology
gives rise to blended learning and flipped classrooms; this type of learning environment can
increase the learning potential of the students. Students can learn anytime and anywhere,
thereby developing new skills in the process leading to life-long learning. The government also
recognizes the increasing importance of online learning in this dynamic world.
“Most of the terms (online learning, open learning, web-based learning, computer-
mediated learning, blended learning, m-learning, for ex.) have in common the ability to use a
computer connected to a network, that offers the possibility to learn from anywhere, anytime,
in any rhythm, with any means” (Cojocariu et al., 2014).Online learning can be termed as a tool
that can make the teaching–learning process more student-centered, more innovative, and
even more flexible. Online learning is defined as “learning experiences in synchronous or
asynchronous environments using different devices (e.g., mobile phones, laptops, etc.) with
internet access. In these environments, students can be anywhere (independent) to learn and
interact with instructors and other students” (Singh & Thurman, 2019). The synchronous
learning environment is structured in the sense that students attend live lectures, there are
real-time interactions between educators and learners, and there is a possibility of instant
feedback, whereas asynchronous learning environments are not properly structured. In such a
learning environment, learning content is not available in the form of live lectures or classes; it
is available at different learning systems and forums. Instant feedback and immediate response
are not possible under such an environment (Littlefield, 2018).
Resistance to change will not help any educational unit across the world. They will be
judged on their pace to adapt to the changes in such a short period and their ability to maintain
the quality. The reputation of educational units is on stake and under scrutiny. How well they
behave and how well they maintain their quality of education amidst this crisis shows their
adapting capabilities. The shift from face-to-face lectures to online classes is the only possible
solution. Indeed, academic institutions would not be able to transform all of their college
curricula into and online resource overnight. Distance, scale, and personalized teaching and
learning are the three biggest challenges for online teaching. Innovative solutions by institutions
can only help us deal with this pandemic (Liguori & Winkler, 2020). There is a requirement of a
quick shift to online learning mode; therefore, the products by Google can be really useful
under such problematic situations; they are (a) Gmail, (b) Google Forms, (c) Calendars, (d) G-
Drive, (e) Google Hangouts, (f) Google Jam board and Drawings, (g) Google Classroom, and (h)
Open Board Software (not a Google product, helps in recording meetings in the form of files).
These tools can successfully be used as an alternative for face-to-face classes (Basilaia et al.,
2020).
With minimal notice, face-to-face classes were forced to move to online formats in
schools and universities across the country due to COVID-19. Online education experts Dr.
Christine Mark and Dr. Jere Liu (2020) offer best practices and tips for instructors to make their
online courses more successful. Mark, an instructional associate professor in the Department of
Educational Administration and Human Resource Development, specializes in online learning.
Mark outlines the biggest challenges in online courses as providing a quality experience for
learners, ensuring the learners are the ones actually doing the work, and learning all of the
various technologies necessary, such as screen capture and video creation. To provide a
meaningful, quality experience for learners Mark said learners must be engaged in the course
by interacting with content, peers and the instructor. She recommends designing the course to
maximize these interactions by using instructor video and synchronous group activities. Lui is an
instructional design specialist for the Department of Educational Administration and Human
Resource Development. He encourages instructors that are unfamiliar with online teaching to
reach out to their instructional design specialists because they are experts in creating successful
online learning environments. Typically, online courses take place on Learning Management
System, like Blackboard or Google Classroom. The delivery of an online class in an LMS can be
synchronous or asynchronous. Synchronous means students and the instructor are online at the
same time from different locations using the same communication tool, such as Zoom or Google
Hangouts. Asynchronous allows students to have access to course materials at any time.
Successful online courses combine synchronous and asynchronous teaching methods.
The disruption of COVID-19 in the educational system is of great magnitude that
universities have to cope with at the soonest possible time. The call is for higher education
institutions to develop a resilient learning system using evidence-based and needs-based

information so that responsive and proactive measures can be instituted. Coping with the
effects of COVID-19 in higher education institutions demands a variety of perspectives among
stakeholders. Consultation needs to include the administration who supports the teaching-
learning processes, the students who are the core of the system, the faculty members or
teachers who perform various academic roles, parents, and guardians who share the
responsibility of learning continuity, the community, and the external partners who contribute to
the completion of the educational requirements of the students. These complicated identities
show that an institution of higher learning has a large number of stakeholders (Illanes et al.,
2020; Smalley, 2020). In the context of the pandemic, universities have to start understanding
and identifying medium-term and long-term implications of this phenomenon on teaching,
learning, student experience, infrastructure, operation, and staff. Scenario analysis and
understanding of the context of each university are necessary to the current challenges they
are confronted with (Frankki et al., 2020). Universities have to be resilient in times of crisis.
Resiliency in the educational system is the ability to overcome challenges of all kinds–trauma,
tragedy, crises, and bounce back stronger, wiser, and more personally powerful (Henderson,
2012). The educational system must prepare to develop plans to move forward and address the
new normal after the crisis. To be resilient, higher education needs to address teaching and
learning continuity amid and beyond the pandemic.
Assessment of student learning outcomes is very important. A concern on how to assess
learning outcomes and how to answer assessment tasks emerged as a major concern as
reflected in the narratives of the teacher and student respondents. The assessment measures
are essential as an assurance that learners have attained various knowledge and skills and that
they are ready for employment or further study (Coates, 2015). There is a need to address the
teachers’ concern on how to conduct off-classroom performance evaluation and the bulk of
submissions that they have to evaluate which are submitted online or offline. The design and
planning are important factors to consider not only in the assessment per se but also in the
parameters on how students will be graded (Osborn, 2015)
Considering the limitation on connectivity, the concept of flexible learning emerged as
an option for online learning especially in higher institutions in the Philippines. Flexible learning
focuses on giving students choice in the pace, place, and mode of students’ learning which can
be promoted through appropriate pedagogical practice (Gordon, 2014). The learners are
provided with the option on how he/she will continue with his/her studies, where and when
he/she can proceed, and in what ways can the learners comply with the requirements and show
evidences of learning outcomes. Flexible learning and teaching span a multitude of approaches
that can meet the varied needs of diverse learners. These include “independence in terms of
time and location of learning, and the availability of some degree of choice in the curriculum
(including content, learning strategies, and assessment) and the use of contemporary
information and communication technologies to support a range of learning strategies”
(Alexander, 2010).
A flexible curriculum design should be learner-centered; take into account the
demographic profile and circumstances of learners–such as access to technology, technological
literacies, different learning styles and capabilities, different knowledge backgrounds and
experiences - and ensure varied and flexible forms of assessment (Ryan and Tilbury,
2013; Gachago et al., 2018).

Chapter 3
Research Design
This chapter consist of (1) Research Design, (2) Respondents of the Study, (3)
Instrument used, (4) Data gathering Procedure, and (5) Data analysis Procedure.
Part One, Methodology, introduces appropriate research design and methods used in the
study.
Part Two, Respondents of the study, determines how the size of the population as
samples of the study was determined.
Part Three, Instruments, discusses the questionnaire used in gathering and collecting
data from the respondents of the study.
Part Four, Data gathering procedure, provides a step-by-step process in gathering data
and conducting the study.

Part Five, data analysis procedure, and guides researchers to select appropriate
statistical tools to be employed the data gathered.
Research Design
This study will use Quantitative Research Design. The descriptive survey research
method will be utilized in this study. In survey method research, participants answer questions
administered through electronic survey questionnaire in Google forms.
Respondents of the Study
The respondents of the study were the Social Studies undergraduates of West Visayas
State University- Himamaylan City Campus. This study will use convenience sampling method.
There will be 20 respondents per year level with 80 total respondents.
Research Instrument
This study will use a researcher-made electronic survey-questionnaire in Google forms.
This study has two parts. Thus, the Part 1 contains the profile of the respondents and the
second part contains the open-ended questions on the level of satisfaction of Social Studies
Undergraduates on the online learning pedagogical practices in terms of course content,
interaction, and assessment.
Validity
The data gathering instrument used by the researchers will be submitted to the
validators and research adviser for corrections and suggestions. After validating the instrument,
the researcher will integrate all the corrections and suggestions made by the validators. Then,
the researchers will return the instrument back to the validators to check if all the corrections
were changed correctly before it will be given to the respondents. In order to be valid, the
questionnaire must reach or overcome the suggested level of validation.
Reliability
To ensure the reliability of the instrument, the researchers will conduct a pilot testing on
the Social Studies undergraduates of WVSU-HCC. The instrument is reliable if the reliability
coefficient meets the suggested level of reliability.
Data gathering Procedure
Subsequent to securing the validity and reliability of the instrument, the researchers will
send a letter to the school administrator of WVSU-HCC asking permission to conduct the study.
After the permission is obtained, a letter will be sent to the Social Studies undergraduates in
each year level to inform them about the conduction of the study. Moreover, the validated
electronic survey-questionnaire will be sent through online mediums. The data obtained from
the survey will be properly tabulated, analyzed and using the appropriate statistical tools to
come up with the results of the study.
Data Analysis Procedure
To come up with a solution, the following statistical tool will be used: s
For problem 1, in determining the profile of the respondents in terms of age, gender,
and course, frequency count and percentage distribution will used.
For problem 2, in determining the level of satisfaction of the undergraduate Social
Studies in online learning pedagogical practices in terms of course content, interaction, and
assessment…
References
D'Auria, G., and De Smet, A. (2020). Leadership in a Crisis: Responding to the Coronavirus
Outbreak and Future Challenges. https://www.mckinsey.com/business-
functions/organization/our-insights/leadership-in-a-crisis-responding-to-the-coronavirus-
outbreak-and-future-challenges
https://education.tamu.edu/best-practices-for-online-teaching-amid-covid-19/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7847201/
https://www.frontiersin.org/articles/10.3389/feduc.2021.678692/full

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WEST VISAYAS STATE UNIVERSITY

HIMAMAYLAN CITY CAMPUS

ONLINE PEDAGOGY ON ASSESSMENT OF UNDERGRADUATE SOCIAL STUDIES

AMID THE COVID-19 PANDEMIC

The Committee on Research

West Visayas State University

Himamaylan City Campus

Of the Requirements for the Degree

Bachelor of Secondary Education

(Social Studies major)

Apple John Huelar

Jestier Jake Palangga

study conceptually and operationally.

person who will benefit its result.

Background of the study

students to develop their learning strategies (Colthorpe et al., 2018).

In conjunction with government agencies, the Philippine Department of Education

Furthermore, for the Social Studies undergraduates of WVSU-HCC, the accelerated

Himamaylan City Campus.

Statement of the Problem

Studies amid the COVID-19 pandemic.

Specifically, it sought to answer the following questions:

1. What is the profile of Social Studies undergraduates in terms of:

1.2 gender; and

1.3 year level?

practices in terms of:

2.1 course content;

2.2 interaction; and

were defined conceptually and operationally.

or educational needs of students (Glossary of Education Reform, 2014).

Course content. Any informational material that is required for participation or

material needed for learning (Berkeley Accessible Course Content, 2021).

through printed modules by the course instructors to the learners.

COVID-19. is a respiratory condition caused by a coronavirus (WenMD, 2021).

to each other (Cambridge Dictionary, 2021).

to students, and students to students through meaningful online discussion.

Online Pedagogy. A teaching philosophy, approach or strategy that facilitates and

digital mediums of communication (IGI Global, 2021).

Social Studies course online.

people, animals or plants (Cambridge Dictionary, 2021).

aspects of life like in natural economic activity and pedagogical processes.

In this study, it refers to the learning process by which the instructional a

Undergraduate. A college or university student who has not yet received a

bachelor's or similar degree (The Free Dictionary, 2021).

received their bachelors degree.

Significance of the Study

The result of this study hoped to be of significant to the following:

learning pedagogical practices and assessment.

Undergraduate Social Studies in Online Learning pedagogical practices.

researchers that is objectively related to this study.

Scope and Delimitations of the Study

assessment. The researchers will utilize a researchers-made questionnaire to determine the

Academic Year 2021-2022.

Review of Related Literature

computer-assisted instruction, synchronous online learning, asynchronous online learning,

collaborative e-learning may be considered.

students. To face these difficulties in teaching undergraduate Chemistry courses at the

According to Dhawan, (2020), Online Learning: A Panacea in the time of COVID-19

Several arguments are associated with e-learning. Accessibility, affordability, flexibility,

recognizes the increasing importance of online learning in this dynamic world.

even more flexible. Online learning is defined as “learning experiences in synchronous or

are not possible under such an environment (Littlefield, 2018).