Final Na Talaga

LAKE SHORE EDUCATIONAL INSTITUTION
A. Bonifacio St. Canlalay, Biñan City, Laguna
KNOWING THE OTHER SIDE: THE EXPERIENCES AND CHALLENGES

OF SENIOR HIGH SCHOOL TEACHERS
IN VIRTUAL TEACHING
A Thesis
Presented to the faculty of the
Senior High School Department
Lake Shore Educational Institution
Canlalay, Biñan City of Laguna
In Partial Fulfillment of
The Requirements for the Subject of
Practical Research 1
by
Azucena, Mark Walhberg C.

Bartolome, Maria Angelika C.
Limjuico, Henrienne V.
Perez, Izza Jence R.
Salas, Rosechelle Y.
May 2021
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RECOMMENDATION FOR ORAL EXAMINATION
This thesis entitled “Knowing the other side: The Experiences and Challenges
of Senior High School Teachers in Virtual Teaching” prepared and submitted by Izza
Jence R. Perez, Rosechelle Y. Salas, Mark Walhberg C. Azucena, Maria Angelika C.
Bartolome, Henrienne V. Limjuico in partial fulfillment of the requirements for the
subject Practical Research 1 has been examined and is recommended for Oral
Examination.
_____________________________
Michelle Ann T. Guico
Adviser
APPROVAL BY THE PANEL OF EXAMINERS

Approved by the panel on Oral Examination with the grade of ____
Enrico L. Talaguit__ Michael John E. De Vera__

Committee member Committee member
Member Member
FINAL APPROVAL
Accepted and approved in partial fulfillment for the requirements for the subject
Practical Research 1.
__________________________ ________________________
Ms. Michelle Ann T. Guico Dr. Yolanda V. Gilbuena
SHS Coordinator School Principal
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ACKNOWLEDGEMENT
Specifically, please allow the researchers to acknowledge and express gratitude to
the following persons:
We would like to express our heartfelt appreciation to Ms. Michelle Ann T. Guico,
our research instructor, for providing us with the ability to conduct research and for guiding
us during the process. It is also a tremendous pleasure and privilege for us to serve and
learn under her supervision. We are indebted to her for what she has taught us.
We would like to express our gratitude to our panelists, Mr. Enrico L. Talaguit
and Mr. Michael John E. De Vera for sharing knowledge on what to improve and for
being a part of our journey as researchers.
Our heartfelt appreciation also goes to our participants which is the Senior High
School teachers for cooperating and providing us with their honest responses.
We would also like to express our gratitude to Lake Shore Educational
Institution's administration for allowing us to conduct the interviews.
And in particular, we are also thankful for our group mates who stay still and help
this research paper possible. We will treasure the unity that has brought us together to do
this study.
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DEDICATION
First and foremost, we praise and thank God for his blessing throughout our
research work to complete the research successfully with his guidance.
This research is dedicated to our teachers who, amidst the pandemic, continue to
educate and inspire us. They are true heroes for staying on their jobs and being determined
to impart wisdom despite the difficulties they have faced over the months of teaching up
until now. This research would act as a platform for them to express what they've
experienced and encountered as a result of this modern method of teaching. We would also
like to dedicate this research to students who have struggled in online classrooms, for them
to know that they are not alone in their struggles, and that their teachers have experienced
similar problems. Also, for the administrators of Lake Shore Educational Institution, for
them to improve things that need to be improved and to have an idea of what experiences
teachers have gone through.
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Thesis Abstract
Title : Knowing the other side: The Experiences and Challenges of Senior
High school Teachers in Virtual Teaching
Authors : Izza Jence R. Perez, Rosechelle Y. Salas, Mark Walhberg C.
Azucena, Maria Angelika C. Bartolome, Henrienne V. Limjuico
Curriculum : Senior High School
School : Lake Shore Educational Institution
Academic Year : 2020-2021
Adviser : Michelle Ann T. Guico
No. of pages : 43
This study aimed to provide in-depth knowledge and understanding of the
experiences and challenges of senior high school teachers in the virtual classroom.
Specifically, this study answered the following questions: (1) What are their
experiences in virtual teaching? (2) What are the difficulties in the new normal way of
teaching? In terms of (2.1) Gadget (2.2) Electronic courseware (2.3) Internet Connection.
(3) What are the challenges that they encountered in their students up until now? (4) What
are the adjustments they made during online classes? (5)What are their handling strategies
when it comes to handling students and electronic courseware used for virtual teaching?
Based on the results of the study, the following conclusions are drawn: (1) Teachers
have experienced a hard time in advising and balancing a faculty-student relationship in
online classes. It affects them as a teacher because they have a lack of assurance whether
their students learn from their lessons or not. (2) At the beginning of online classes, many
of them faced some similar challenges and they are not used to gadgets and technology.
(2.1) Teachers are inexperienced with the technologies they are using, that is why it is hard
for them when technical problems occur. (2.2) Teachers have no prior knowledge about
electronic courseware in the beginning but they learn it as time goes by. (2.3) Slow internet
connection is the reason why some teachers cannot teach at times and it is the reason why
some of their students cannot understand the lesson being taught. It is the main challenge
for them because it cannot be controlled. (3) There were many problems teachers
encountered in online class especially with internet connection that prevented them from
having social interaction with students and students themselves who are hard to interact
with. (4) The teachers find it difficult to adapt in online classes, there were many
adjustments they made for them to teach their students effectively. (5) Through their
handling strategies, they were able to explore different kinds of electronic courseware and
they can have at least a minimum interaction with their students by just reminding and
being too considerate to them.
Keywords: Electronic Courseware, Faculty-student interaction
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TABLE OF CONTENTS
Title Page i
Recommendation for Oral Examination ii
Acknowledgement iii
Dedication iv
Thesis Abstract v
Table of Contents vi
List of Figures vi
Theory of Community Inquiry 4
Operational Model of the factors that can trigger difficulties in online teaching 6
Chapter
1 THE PROBLEM AND ITS SETTING 1
Introduction 1
Objectives of the Study 3
Theoretical Framework 3
Operational Framework 6
Statement of the Problem 7
Assumption of the Study 7
Scope and Delimitation 8
Significance of the Study 8
Definition of terms 10
2 REVIEW OF RELATED LITERATURE AND STUDIES 12
State of the Art 12
Virtual Education and some of its Concerns 12
Difficulties in Faculty-Student Interaction 13
Use of Technology and Electronic Courseware 13
Difficulties in Gadgets and Accessibility 14
Adapting Methods and Strategies 14
Synthesis of Reviewed Literature 15
Gaps Bridged by the Present Study 16
3 RESEARCH METHODOLOGY 17
Research Design 17
Source of Data 17
Participants of the Study 17
Sampling Technique 18
Research Instrument 18
Data Gathering Procedure 18
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Data Analysis 19
Ethical Consideration 20
4 RESULTS AND DISCUSSION 21
5 SUMMARY OF FINDINGS, CONCLUSIONS, AND FUTURE 29

DIRECTIONS
Summary of Findings 29
Conclusions 30
Future Directions 31
References 33
Appendices 36
Appendix A: Consent Letter 36
Appendix B: Letter to the Participants 37
Appendix C: Semi-Structured Questionnaire 38
Appendix D: Curriculum Vitae 39
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Chapter 1
THE PROBLEM AND ITS SETTING
This chapter primarily contains the introduction of the study, objectives of the
study, theoretical framework of the study, operational framework of the study, statement
of the problem, assumption of the study, scope and delimitation, significance of the study,
and definition of terms that help to understand this qualitative study.
Introduction
The COVID-19 pandemic has impacted human life worldwide and presented
challenges to public health, food systems, and the world of work. The economic and social
disruption caused by the pandemic is devastating. The COVID-19 pandemic has led to a
dramatic loss of human life worldwide and presents an unprecedented challenge to every
one of us. Nearly half of the world's 3.3 billion global workforces are at risk of losing their
livelihood (ILO, FAO, IFAD, et al. 2020). One of those jobs that were at risk at that time
was teaching.
As a result, education has changed, with the distinctive rise of e-learning, whereby
teaching is undertaken on digital platforms. With this sudden shift away from the
classroom, some are wondering how such a shift would impact the worldwide education
market. To provide an appropriate answer on the issue of the school opening for SY 2020-
2021, the Department of Education has conducted consultations with its executive
committees and education experts. Parents and learners also expressed their views on other
forms of social media.
The Department of Education conducted a much bigger survey of more than
700,000 respondents, not only on the school year’s opening but also on the opening of the
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school year but also matters related to social distancing; and online classes, cellphones,
television or radio as an alternative or complementary approach to learning. At a virtual
Senate hearing into the government's response for education, the results from an online
survey that was recently conducted showed that the majority of students and teachers have
access to the Internet. Also, most schools agreed to resume classes for the next school year
by August. As a result of the pandemic and other health protocols, the president and the
Department of Education implemented the closure of universities and schools, but
education must continue therefore teachers and students had to quickly respond to an
unexpected and 'forced' transition to virtual teaching and learning.
Consequently, 'digitalization in schools' has become a leading issue, during and
before the COVID-19 pandemic (Gewerkschaft Erziehung and Wissenschaft, 2020).
Consequently, teachers face significant challenges in online teaching and maintaining at
least a minimum of communication with students and supporting students' learning and
development. The COVID-19 pandemic situation has posed new challenges requiring
teachers to adapt to teaching online. In particular, the growth and development of teachers
within their online experience is still new and largely unexplored territory. Little is known
about the experiences of online teachers (Rakes and Dunn, 2015).
Therefore, this present study is to have a greater understanding and knowledge of
the experiences and difficulties of online teachers towards actual situations associated with
their teaching. To produce online teachers capable of creating meaningful learning
experiences for students, professional development programs must better understand the
experiences of online K-12 educators. Understanding the difficulties and experiences of
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online teachers can inform the design of teacher education programs and professional
development opportunities.
Objectives of the study
Since virtual learning are faced by students all over the world and their rants are all
over the internet, the researchers conduct a study entitled "Knowing the other side: The
experiences and challenges of Senior High School Teachers in Virtual Teaching" was to
hear the other side because students are not the only one who are facing difficulties and
adjustments, teachers also have a big role in education and student's learning abilities. This
seeks to analyzed the experiences and difficulties that the teachers encountered over the
months of teaching up until now. Since there are many stages that virtual teaching brought
them, the researchers only focus on some. The researchers aimed to know the adjustments
of senior high school teachers in virtual teaching and asked them if they still enjoy teaching
despite challenges and difficulties. Last and foremost, the researchers wanted to know their
strategies for handling such difficulties in an online class with regards to technologies and
electronic courseware especially since not all teachers have experience using different
electronic courseware.
This research will help answer the researcher's questions, not only them but also
the students and future researchers.
Theoretical Framework
Online teaching is a challenging task so the study will be anchored on the Theory
of Community Inquiry by Garrison, Anderson, et al. (2000) and was cited by Holly S. Fiock
(2020) is one of the commonly used for building communities online and is useful for
understanding the online teaching experiences and struggles. Specifically, this framework
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is used to demonstrate teaching interactions and challenges in an online environment. This
model consists of the three important elements for an educational experience: cognitive
presence, social presence, and teaching presence.
Figure 1: Theory of Community Inquiry
In figure 1 it shows the cognitive presence, according to Garrison, Anderson et al.
(2001), as cited by Holly S. Fiock (2020) it is the ability to build and validate meaning in
the systematic acquiring of information. This displays in the community inquiry process
because it enables the students to build meaning through communication. The quantity and
quality of critical thinking that occurs in student-to-student and student-faculty
relationships are expressed in the quality of cognitive presence. It is a common problem in
an online environment as it requires adjustments to be made by teachers because they just
see them virtually, in contrast to face-to-face classes where they can guide their students
personally. Because teachers, on the other hand, contribute to the high levels of thinking
among their students. Garrison and Cleveland-Innes claimed that online learners do not
always show cognitive presence suggesting that social and cognitive adjustments need to
be made to produce positive learning outcomes.
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The second one is the social presence, according to Garrison et al., (2001) and as
cited by Holly S. Fiock (2020) it is the ability of the members within the community to
show and present their true self. In social presence, people connect that is lacking in online
classes. A study conducted by Richardson and Swan (2003), as cited by Holly S. Fiock
(2020) is important because it is found to positively affect student and instructor course
satisfaction. Therefore, it is a challenge for educators because it is difficult to make an
environment in online classes that increases social presence that establishes connections
between them and their students. Furthermore, the function of social presence is to support
cognitive presence that can also contribute to the success of virtual education. Social
presence in this inquiry is essential as it shows the current point of view of online educators
to further the development of social presence in their teaching.
The last one is teaching presence, according to Garrison and Arbaugh (2007), as
cited by Holly S. Fiock (2020), it describes the development, facilitation, and guidance of
cognitive and social processes to help them learn. It means that it provides importance to
the inquiry in terms of the educational experiences of the learners. Relatively, it enables
the general interactions of both educators and learners. In designing and planning lessons
for educators, it is time-consuming especially for those educators who have inadequate
knowledge in using technologies or gadgets because instructors must elaborate clearer and
understandable lessons using an electronic format, that requires more effort and concrete
knowledge. When virtual education is implemented large numbers of teachers are tasked
to teach online, it is important to consider their difficulties and experiences because they
are the first to adapt to this kind of environment. The theory of community inquiry was
selected by the researchers because of its direct applicability to the experiences and
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difficulties of online educators. Furthermore, this framework is about cognitive, social, and
teaching presences, all of which address some challenges faced in virtual education.
Operational Framework
The operational framework of the study will be anchored on the Theory of
Community Inquiry developed by Garrison, Anderson, et al. (2000) that is commonly used
for online communities and is useful for properly understanding online
environments. Specifically, it is used to show cognitive, social, and teaching presence in
an online environment of both learners and teachers. These three elements are
interconnected and this theory assumes that they are dependent on each other.
Figure 2: Operational model of the factors that can trigger difficulties in online
teaching
Figure 2 demonstrates the operational model explaining the different factors that
can cause difficulties to online educators. First, the three factors that can trigger difficulties
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in an online class will be described in terms of technology, accessibility, and students, these
are the factors that make an online environment more difficult for the online teacher. Under
that is the teachers who are having the existing challenges, and they are the ones who have
to deal with these issues first. And the next one is the adjustments because they are the first
ones to adapt to this kind of environment and strategies they made while experiencing such
difficulties. Lastly, the researchers will know the specific details of these factors that can
trigger difficulties, adjustments in online teaching, and the strategies for handling these
difficulties.
Statement of the Problem
This qualitative research was about the experiences and the struggles of senior high
school teachers in Lake Shore Educational Institution when it comes to the new way of
teaching. This research aimed to answer the following questions:
1. What are their experiences in virtual teaching?
2. What are the difficulties in the new normal way of teaching? In terms of:
2.1 Gadget
2.2 Electronic courseware
2.3 Internet Connection
3. What are the challenges that they encountered in their students up until now?
4. What are the adjustments they made during online classes?
5. What are their handling strategies when it comes to handling students and electronic
courseware used for virtual teaching?
Assumption of the Study
The researcher based this study on the following assumptions:
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1. Senior high school teachers will answer the interview with complete honesty.
2. The participants will be available at the scheduled time of the interview.
3. In online teaching, the participants have made significant adjustments and are
facing some challenges and issues of connectivity, devices, and learners.
4. The participants and researchers will have complete cooperation and socialization
with each other.
5. At all costs, the research will be a success in terms of its method and data gathering.
Scope and delimitation
This study mainly focused on the experiences and challenges that teachers
encountered in virtual teaching this school year 2020-2021. This was limited to five
selected senior high school teacher participants at Lake Shore Educational Institution and
it covered the during online classes, frequently used electronic courseware, such as Google
Classrooms and Google meet. How this electronic courseware helped them in
communicating to their students virtually are described in terms of giving announcements,
talking to students privately, and in teaching during online classes. This also includes the
adjustments they made during online classes.
The researcher's delimitation was the emotional factors and personal experiences
that affect them without online classes or are not related during online classes.
Significance of the study
This study aimed to determine the experiences and difficulties that teachers faced
during their virtual teaching to know their sides and the adapting methods they made in
online classes. The finding of this study could be of great significance the following:
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The teachers would greatly benefit because it would let them speak for themselves.
It will make them feel free to speak up for what they feel during online classes and they
will be able to share the challenges they are facing that might have some solutions right
now.
This qualitative study for students can also broaden their minds on how online
education works that online educators face some struggles they did not know about. Also,
the students will be able to know what are the things that they need to do or improve for
them to not be a burden during online classes. They would realize how their teachers
overcome those difficulties in the past months of teaching virtually.
The result of this study would greatly help the administrators of Lake Shore
Educational Institution in improving the things to provide for virtual educators such as a
fast and good internet connection, gadgets, and so on. Furthermore, this study gave them
ideas about what is happening to senior high school educators presently in online classes
and make strategies in preventing these challenges.
This study could serve as a basis for future educators, they will know what are the
things they need to do if ever they encounter such difficulties and challenges in handling
virtual teaching. And they will have prior knowledge on these challenges that may occur
in an online class.
The researchers themselves would have great benefits in data gathering, as this
study would enhance their cooperation, socialization skills through data gathering. The
process of this research will bring better consciousness and cognizance of the curious
topic.
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The findings of this research would incorporate new information for future
researchers. This could give additional knowledge regarding the struggles of teachers in
online classes. They may also use this as their basis in conducting the study as a reference
which may help them know what are the experiences and challenges that new normal way
of teaching brought to teachers in the past few months of teaching.
Definition of Terms
For a better understanding of this qualitative research, the following terms to be
used in this study are defined conceptually and operationally:
COVID-19 is a mild to severe respiratory illness that is caused by a coronavirus (Severe
acute respiratory syndrome coronavirus 2 of the genus Betacoronavirus), is transmitted
chiefly by contact with infectious material or with objects or surfaces contaminated by the
causative virus, and is characterized especially by fever, cough, and shortness of breath
and may progress to pneumonia and respiratory failure. (Medscape). In this study, COVID-
19 is the virus that occurs in the world that impacts human life worldwide.
Social disruption is a term used in sociology to describe the alteration, dysfunction, or
breakdown of social life, often in a community setting. (Science Direct). This study
describes the breakdown of social life and the radical transformation that the pandemic
brought.
Unprecedented refers to not known or experienced before. (Merriam Webster). The word
unprecedented in this study denotes the unusual challenges that every human being
experienced in this pandemic.
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Digital Platform is an established device erected on present-day cloud technology that
makes the evolution of software or programs easy. (bmc blogs). This word in this study is
used to describe the thing that educators are using for online classes which is digital.
E-Learning (Electronic Learning) It is learning conducted via electronic media, typically
on the internet. (The Economic Times). This word is used by the researchers as a way for
teachers to deliver the learnings and knowledge to students through electronic gadgets.
Health Protocols is a detailed plan of a scientific or medical experiment, treatment, or
procedure. (National Cancer Institute). This word connotes the protocol's medical
guidelines or the set of instructions that people need to follow.
Virtual Teaching is a method of teaching that is taught either entirely online or when
elements of face-to-face courses are taught online through learning management systems
and other educational tools and platforms. (Top Hat). In this study, it is referred to the new
method of teaching which uses a digital platform or it is held online, it is where teachers
faced some struggles.
New normal is having recently come into existence. (Your Town Health). In this study, a
new normal means the new way of living of people in this pandemic.
Inadequate refers to not enough or good enough. (Merriam Webster). This term refers to
the lack of knowledge of the educators in using technologies.
Cognizance is knowledge gained by personal experience. (Merriam Webster). The
researchers used the word cognizance to indicate the knowledge that the researchers will
benefit from on the said topic.
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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter reviewed the related literature which proves and supports the details
of this overall present study. It also provides a synthesis of the review-related literature and
a discussion of the gaps bridged by this research.
State of the Art
The researchers presented both local and foreign literature and studies to provide
an overall background of the problem under the study of the challenges and experiences of
senior high school teachers in virtual teaching. The additional information that this study
provided was used to strengthen, negate or improve the concepts, observations, theories,
and suggestions presented in scholarly research and papers.
Virtual education and some of its concerns
With the sudden shift that happens to the way of teaching, the challenges for
teachers arise. The use of virtual education is difficult for both the teachers and students to
demonstrate their facial expressions, body language, or even ask questions to show their
informal evaluation. Teachers have major doubts about the technical difference between
conventional and online environments. (Tadd Farmer and Richard West, 2019). According
to Chien and Brandenburg (2006), as cited by Tadd Farmer and Richard West (2019),
research suggests that online classes are very time-consuming and that it might require
more time spent than face-to-face classes. One of the concerns is student differences in
online and traditional settings. Online teachers must be prepared for the instances that
students impose different attitudes and capacities in learning on online platforms (Gemin
et al., 2015). According to Leanna Archambault and Kent (2014), teaching online has
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increased as a result of the emergence of virtual classrooms, the findings indicate that
online teachers have more experience in traditional teaching than in virtual teaching.
Difficulties in Faculty-student interaction
According to Evrim Baran and Ana‐Paula Correia (2009), as cited by Fhatuwani
Sengani et al. (2020) educators who are used to taking feedback in traditional teaching face
different challenges in building learning experiences as part of their online teaching. It is
frustrating to online teachers because they are unsure whether or not their students are
comprehending course material and engaging in learning activities. (Karen Quevillon,
2020). According to Cooper and He (2012) teachers struggle with balancing authority and
facilitator positions in the classroom, and maintaining relationships with
students. According to Chien and Brandenburg (2006), as cited by Tadd Farmer and
Richard West (2019) that the major concern for some online teachers is balancing time
between interacting with students and fulfilling responsibilities beyond the actual teaching
situation.
Use of Technology and electronic courseware
According to Mingming Diao and John G. Hedberg (2020), several learning
technologies have been explored in higher education. Learning has become more mobile,
massive, blended, informal, audio-visual based, and activity driven. In these digital
platforms, students use their mobile phones to use many social media applications and
submit assignments directly to access learning resources. Teachers will need more
specialized skills or competencies to use mobile and electronic concepts to make content
more engaging, usable, easy, and personalized. According to Karen Quevillon (2020),
online teachers may use digital courseware to implement or build a personalized
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multimedia textbook to expand active learning outside of class meetings. It is simple to
monitor the completion and comprehension of course material with in-line interactive
questions. According to Hew et al. (2008), as cited by Fhatuwani Sengani et al. (2020) that
digital platforms can provide socialization for both students and teachers without
limitations of time or distance, and reflecting students in their ideas.
Difficulties in Gadgets and Accessibility
Teachers face major obstacles when implementing technology like a lack of tools
or training, and a lack of personal trust in the use and utility of technology for their students
(Ersoy and Bozkurt, 2015). Online teachers largely suffer from a lack of training before
beginning their teaching positions (Kennedy and Archambault et al. 2012). According to
the article of Eden Enoch (2020) that slow internet connection is one of the major problems
of some teachers in an online class. It prevented some of the online teachers from attending
the online classes.
Adapting Methods and Strategies
According to Mark Rosanes (2020) that some of the adapting methods of online
teachers are familiarizing themselves with technology, they are setting realistic goals, they
are more attentive to their student needs, they are keeping engagement up, they are taking
advantage of available resources, and last but not the least, they are putting more time on
reflection. In strategies used by teachers to increase student engagement are combining
conventional online learning styles with newer, more collaborative audio and visual media,
as well as working with a variety of events, makes the material more enjoyable and
exciting. (Scott Cooper, 2016). According to Jemi Suhakar (2017) that not everyone learns
the same way at the same pace so when dealing with slow learners they must approach
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them with patience, grace, and virtues. They must help them to reach their true potential.
It also connects with the article published by Larry Ferlazzo (2020) that if the student is
absent, they call parents or the students to talk about that matter. They even send them
messages through emails or any social media platform and text messages. But when the
student is absent for more than two days per week, that is the time they will conduct home
visits.
Synthesis of Reviewed Related Literature
The above-mentioned related literature and studies have been systematically
arranged, addressed, and have guided the researcher in establishing the study's concept.
Initially, there are some of the challenges that online teachers are facing in a virtual
environment when it comes to building learning experiences, interacting with students,
student differences in online classes, students’ comprehension in learning activities,
balancing authority and facilitator position, and the balancing of time consumed in online
classes was further explained by Evrim Baran and Ana‐Paula Correia (2009), Chien and
Brandenburg (2006), Karen Quevillon (2020), Cooper and He (2012) and (Gemin et al.,
2015). Leanna Archambault and Kent (2014) presented that teachers are more likely to
experience in traditional than online settings. The important use of technology and
electronic courseware was further explained by Karen Quevillon (2020), Mingming Diao,
John G. Hedberg (2020), and Hew et al. (2008). Furthermore, some of the challenges and
concerns in using digital platforms and few learning technologies used online were
explained by Kennedy and Archambault et al. (2012), (Ersoy and Bozkurt, 2015), and in
the article of Eden Enoch (2020). There are several things that teachers consider as their
strategies to adapt to the new learning system are explained by Mark Rosanes (2020) and
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(Scott Cooper, 2016) that connect with what Jemi Suhakar (2017) stated about the proper
approach of teachers on their less proficient students. Also, the approach that teachers do
in absentees was explained by Larry Ferlazzo (2020).
Gaps Bridged by the Present Study
Through a comprehensive review of related literature, it was revealed that teaching
online faces some issues and concerns with regards to their students, the use of technology,
accessibility, and other learning resources online. It revealed that teachers are more
experienced and more skilled in traditional teaching rather than in online teaching. It
revealed some of the adapting methods and strategies that teachers used in an online class
setting. There is an inadequacy in literature and studies conducted having a set of teachers
on some in higher education and some students as their participant only, furthermore there
are some of the difficulties and experiences of online teachers that were not explained
specifically in a local setting. There was a lack of explanation and specification of the
difficulties and experiences that online teachers encounter. There are also some problems
with regards to the technology that was not further explained. Furthermore, the handling
strategies used by teachers in online classes were not explicitly mentioned. To bridge the
gap, fill in the blind spots, and provide a complete understanding of phenomena, the
researchers employed an interview as their method of conducting specific difficulties and
experiences during online classes. Also, the researchers discussed some of the strategies
used by Senior High School teachers in maintaining student’s engagement in online
classes, their particular adjustments in the online environment, and their strategies in
handling those difficulties since this is the first-year implementation of online classes in
the Philippines.
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Chapter 3
RESEARCH METHODOLOGY
In this chapter, it includes the research design, sources of data, sampling technique,
subject, data gathering procedures, research instrument, data analysis and procedures, and
ethical consideration that were used in the current study.
Research Design
This study employed a qualitative phenomenological psychological study that
involves an interview based on prepared open-ended questions. The objective of this study
is to know the experiences, difficulties, adjustments, and strategies of the senior high
school teachers in online teaching.
Sources of Data
The primary source of data is the participants who will answer the given questions
at the time of the interview. The secondary sources include books, blogs, online
publications, newspaper articles, and other references consulted and cited by the
researchers in the review of related literature.
Participants of the Study
The participants are the teachers who are teaching in a virtual classroom. This is
limited only to five selected senior high school teachers in Lake Shore Educational
Institution. These are Senior high school teachers who experienced difficulties in virtual
teaching and they are the ones who will serve as the participants for this research. Because
the goal of the study is to know and learn the difficulties that they experienced during the
first year of implementing online classes. They were the ones who were needed to conduct
the data that are essential to the study.
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Sampling Technique
In choosing the sample of participants the researcher used non-probability sampling
because each population element that were chosen is unknown, it includes availability
sampling. It is known as the process by which researchers assemble a sample of individuals
that present a population based on the availability of the participants. The second one is
quota sampling, involving individuals that represent a population, these people were
chosen by the researchers based on unique characteristics or features and the target number
of elements to be sampled have been met.
Research Instrument
The questionnaire was used for interviews as a research instrument for gathering
information. The drafts of the questionnaire are based on the articles, related studies and
literature, and a statement of the problem relevant to the study. A semi-structured interview
is used in this study to ask additional questions that are relevant to the study. The goal of
these questions by the researcher is to know the difficulties that teachers experienced in
virtual classes and how they cope up with them. In addition, the questions are covered
only during online classes and limit the emotional factors of the participants. To ensure a
smooth flow, the questions are carefully arranged by the researchers accordingly based on
possible answers that the participants can provide.
Data Gathering Procedure
The researchers sent a letter they wrote to ask for the approval of the principal to
conduct their study approved by the research teacher. For this study, the researchers
employed qualitative interviews, audio and visual materials. All of the interviews were
conducted using Google meet links for the safety and convenience of both participants and
18
the researchers. This application served as an efficient way to conduct interviews, making
it possible to the participants with busy schedules to participate in the study. A total of five
senior high school teachers teaching in Lake Shore Educational Institution are interviewed
by the researchers. In addition, they used screen recording to record the data given by the
participants. Each set of questions are similarly presented to each participant to relate their
experiences and difficulties with each other. At first, the researchers sent a letter asking for
approval to the interviewee. The researchers employed semi-structured interviews with a
series of questions where the interviewer also had some freedom to probe and explore
additional questions in response to what is seen as significant replies. An interview
schedule was based on the availability of the participants. As a first step in the interview
process, participants were reminded of the brief introduction of the study, the purpose of
the study, and the protection of confidentiality. The questions were mostly open-ended and
were used throughout the remainder of the interview to encourage participants to talk freely
and respond openly to queries and the researchers used language that was comprehensible
and relevant to each of the participants. Lastly, after answering the questions, the
researchers express their gratitude to the participants who gladly participate in conducting
the study. The data are ready for analysis.
Data Analysis
Once the researchers interviewed the participants with audio and video materials
and data was gathered, it was then analyzed and interpreted by the researchers. The
interview was recorded for the researchers to easily look back at the information they
gathered from the participants which were helpful for them to have a deeper understanding
of the data. The researchers used the recursive abstraction to further analyzation of data
19
when it is fully transcribed. They summarized each set of data to further achieve a distilled
and easily understood analysis which will also be a preceding step to data distillation. Each
data emerged specifically with its compact and understandable analysis. Last and foremost,
the researchers did the data verification. It involves checking the data to validate the
understanding of researchers.
Ethical Consideration
The researchers completed this study bearing in mind the ethical consideration. The
permission was first sought from the principal of Lake Shore Educational Institution where
the researchers conducted the study. Ethical approval was granted by the principal before
the commencement of the research. In conducting any type of research, the researcher must
at all-time be aware of the impact which their research will have on participants and society
as a whole and must therefore act accordingly. Therefore, the researcher made it clear to
all participants that they were free to withdraw from the study at any time. While
conducting this study, the researcher ensured informed consent from all participants. They
were also advised that they were under no obligation to answer any questions which they
may not have felt comfortable with. Participants were given advance notice before the
interview, a broad outline of the subject to be discussed, an indication of the type of
information that was required of the participant, the reasons why the research was being
carried out, and how the information which they provided would be used. Before the
commencement of each interview, the participants were told of the length of time involved
with the interview and sufficient time was allowed before and after the interview for the
participant to ask any questions relating to the research topic. The researchers ensured
confidentiality and anonymity throughout the process.
20
Chapter 4
RESULTS AND DISCUSSION
This chapter contained the presentation of results and observation after the conduct
of the interview. It also contained evidence that further supports the result of the study.
1. Views regarding about the sudden shift from traditional teaching to online
teaching.
According to all participants, a sudden change in the educational system has
become a big challenge. They thought about what strategies to make for the student to
learn, they claimed that there are lessons that are hard to teach in an online classroom. They
claimed that many things can affect during online classes such as a slow internet connection
that causes a delay in transmission of information when the lessons are being taught and it
results in students unable to understand the lessons. The participant cannot monitor whether
the discussion is delivered properly.
The result of the study is related to the study of Tadd Farmer and Richard West
(2019) that with the sudden shift that happens to the way of teaching, the challenges for
teachers arise. According to Karen Quevillon (2020), it is frustrating to online teachers
because they are unsure whether or not their students are comprehending course material
and engaging in learning activities.
2. Changes in their way of teaching in online classes.
The majority of the participants use traditional teaching where they use visual aids
and most of them suddenly shift from using PowerPoint and educational videos for students
to learn. Some of the participants claimed that online teaching is time-consuming because
there are many things needed to set up. One of the participants uses books to provide
21
lessons for students to learn but now not only lessons are studied, but they also study
applications that can be used for students to learn. Most of the participants claimed that
before, they can still control the environment where all the student's attention was on the
teacher while in the online class it was different because the student was only seen on the
screen and teachers cannot know if the student’s attention is in the online class.
The result of the study is related to the study of Chien and Brandenburg (2006), as
cited by Tadd Farmer and Richard West (2019), that their research suggests that online
classes are very time-consuming and that it might require more time spent than in face-to-
face classes. According to Evrim Baran and Ana‐Paula Correia (2009), as cited by
Fhatuwani Sengani et al. (2020) educators who are used to taking feedback in traditional
teaching face different challenges in building learning experiences as part of their online
teaching.
3. Challenges that teachers experienced in virtual teaching.
The most mentioned challenges claimed by the participants are technological
illiteracy because not all teachers have experience in using different gadgets and electronic
courseware, one of the participants came to the point that he calls his co-teacher to teach
him how to use electronic courseware that he finds difficult to use. The second one is a
slow internet connection, this may result in the slow transmission of the information
through its medium will be delayed, hard time communicating with students, having hard
time management and the adjustments teachers made.
The result of the study is related to the study conducted by Ersoy and Bozkurt
(2015) that teachers face major obstacles when implementing technology like a lack of
tools or training, and a lack of personal trust in the use and utility of technology for their
22
students. And in addition to the study conducted by Kennedy and Archambault et al. (2012)
that online teachers largely suffer from a lack of training before beginning their teaching
position.
4. Worst scenarios that teachers have experienced in an online class.
All of the participants claimed that they find it difficult to advise the child in the
online class. Most of the participants also do not know how to talk to the students because
teachers themselves do not know where their place is. Most of the participants also claimed
that there are no students who attend their class and if there are many of the students, some
of them do not listen during class.
The result of the study is related to the study conducted by Cooper and He (2012)
where teachers struggle with balancing authority and facilitator positions in the classroom
and maintaining relationships with students.
5. The technologies and electronic courseware that burden a teacher during an
online class.
The majority of the participants said that electronic courseware and technology
used were difficult because of a sudden shift in online classes. They have a lack of
knowledge about that electronic courseware and how to use that electronic courseware but
as time goes by, they learned how to use it. On the other hand, other participants claimed
that it is not difficult and that Google meet and Google classroom are classroom and social
friendly.
The result of the study is related to the study of Tadd Farmer and Richard West
(2019) that teachers have major doubts about the technical difference between conventional
and online environments. A study conducted by Kennedy and Archambault et al. (2012)
23
that online teachers suffer from a lack of training and knowledge in technology even before
teaching.
6. The help of electronic courseware in teaching.
All of the participants agreed that it is a big help because this electronic courseware
is the only way in both teaching and learning but it is different from the traditional
classroom. It is accessible and a big help in meeting the students. Google Classroom helps
in a way that students feel that there is a classroom although there is no presence at all and
it is easier to check a student’s output and a big help in teaching.
The result of the study is related to the article by Karen Quevillon (2020) that online
teachers use digital courseware to build a personalized multimedia textbook to expand
active learning outside of class meetings. It is simple to monitor the completion and
comprehension of course material with in-line interactive questions.
7. Electronic courseware in communicating with their students. The effectivity
of electronic courseware in communication.
The majority of the participants claimed that communications in electronic
courseware are easy and there is effective communication. Generally, it helps them to have
a social connection with the students. On the other hand, one of the participants uses social
media platforms for direct communication and quick messages. It is easier to communicate
with the students because many of them use these social media platforms.
The result of the study is related to the study conducted by Hew et al. (2008), as
cited by Fhatuwani Sengani et al. (2020) that digital platforms can provide socialization
for both students and teachers without limitations of time or distance and reflecting students
in their ideas.
24
8. Handling slow internet connections.
All of the participants claimed that it is really hard to handle a slow internet
connection because they do not have control over that. Some participants give activities on
their student’s module if ever a slow internet connection occurs just to avoid wasting time.
The result of the study is related to the article of Eden Enoch (2020) that slow
internet connection is one of the major problems of some teachers in the online class. It
prevented some of the online teachers from attending online classes so they are thinking of
an alternative way for students to learn.
9. Common problems teachers have with their students. Their handling
strategies to these common problems.
According to all of the participants, the common problems that they encountered
are those students who do not pass their activities, internet connection problems, and who
do not want to go to school, but most of all and the most concerning are those who don’t
attend classes. They handle these common problems by being more considerate and
forgiving to their students. If students do not listen if they remind them, they would
approach the guidance office about the student, and if they still do not listen that is the time
the student’s parents will be involved.
The result of the study is related to the study of Chien & Brandenburg (2006), as
cited by Tadd Farmer and Richard West (2019) that the major concern for some online
teachers is balancing time between interacting with students and fulfilling responsibilities
beyond the actual teaching situation.
10. In approaching students who are always absent. Their way in approaching
their students.
25
Most of the participants approach their students through messenger or chats. They
look at the reason behind the student’s absence but if they repeat it, they talk to the adviser
or if they are the adviser, they talk to the guidance to make interventions and if their reason
is not valid, they go directly to the parents.
The result of the study is related to the article of Larry Ferlazzo (2020) that if the
student is absent, they call parents or the students to talk about that matter. They even send
them messages through emails or any social media platform and text messages. But when
the student is absent for more than two days per week, that’s the time they will conduct
home visits.
11. Handling strategies for slow learners in an online class.
Some of the participants are conducting a one-on-one discussion with their so-
called academically challenged students for them to understand it. While the majority of
them do basic examples, discuss them in a comprehensible language, and call those
academically challenged to answer their given example to monitor the knowledge that the
student learned.
The result of the study is related to the article published by Jemi Sudhakar (2017)
that not everyone learns the same way at the same pace so when dealing with slow learners
they must approach them with patience, grace, and virtues. They must help them to reach
their true potential.
12. The adapting methods of teachers to adjust during an online class.
The majority of the participants said that they use educational videos for lessons
for students to fully understand and not get bored of listening to the lesson. One of the
participants reviewed and prepared the materials to teach beforehand. Lastly, one of the
26
participants comes up with looking at the good side of it and just explores things to develop
for him to adapt to this new normal way of teaching.
The result of the study is related to the article published by Mark Rosanes (2020)
that some of the adapting methods of online teachers are familiarizing themselves with
technology, they are setting realistic goals, are more attentive to their student needs, are
keeping engagement up, they are taking advantage of available resources and last but not
the least, they are putting more time on reflection.
13. The strategies of teachers in an online class to be effective for their students.
The majority of the participants said they connect their lessons in life for students
to relate, share true stories for them to relate, extend the discussion and play games from
time to time and they use educational apps for students to enjoy. Some of them said they
prepare themselves beforehand and recall the lessons to ask the students what they learned
regarding that topic.
The result of the study is related to the article published by Scott Cooper (2016)
that combining conventional online learning styles with newer, more collaborative audio
and visual media, as well as working with a variety of events, makes the material more
enjoyable and exciting are some of the strategies used by teachers to increase student
engagement.
14. Is teaching enjoyable for the teachers despite the new way of teaching? Why?
The majority of the participants agreed that it is enjoyable despite the new way of
teaching but sometimes they also wonder if students learn something from them. Also, for
one of them, the presence of the students is lacking. Some of the participants said that they
are in between because they see advantages like the eagerness of some students. They are
27
hardworking despite the situation and the disadvantages like they can’t see the students'
actions and reactions.
This result of the study is related to the study of Tadd Farmer and Richard West
(2019) that the use of virtual education is difficult for both the teachers and students to
demonstrate their facial expressions, body language, or even ask questions to show their
informal evaluation.
28
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS, AND FUTURE DIRECTIONS
This chapter presented the summary of the study, findings, the conclusions drawn
from the findings, and recommendations made regarding the study.
Summary of findings
The following is the summarization of data based on the data collected from the
participants:
1. The teachers were unable to know their place as a teacher, they find it difficult to
advise and know a student personally in virtual classes.
2. The most mentioned challenge was they lack training in using different
technologies that were introduced to them, time management, and the adjustments
they need to do in online teaching.
2.1 The teachers were unfamiliar and have no experience with the gadgets
that they are using.
2.2 Teachers lack knowledge about the use of electronic courseware and the
electronic courseware itself.
2.3 Teachers have a hard time dealing with slow internet connection that
causes a delay in transmission of lessons and prevents them from entering online
classes.
3. The mentioned challenges with their students were internet connection problems,
students who do not pass their activities, those who do not attend classes, and lack
of interaction with their students.
29
4. The teachers' adjustments in an online class were preparing materials such as
educational videos for their lessons, always looking at the good sides, and exploring
things to adapt to this new normal way of teaching.
5. The teachers handle electronic courseware by learning the usage of it and asking
help from their co-teachers to familiarize the use of different courseware. When it
comes to handling students, they put much effort and consideration into
understanding their students and always reminding them of their activities they
should do.
Conclusions
This part of the chapter provides prior knowledge about the experiences and
challenges. as well as the adapting methods and strategies made by the senior high school
teachers in an online class setting. They were forced to study that electronic courseware
because it is the only way to teach and meet their students during this pandemic.
Considering the findings, the challenges and experiences are as follows:
1. Mainly, the teachers have experienced a hard time in advising and balancing a
faculty-student relationship in online classes. It affects them as a teacher because
they have a lack of assurance whether their students learn from their lessons or not.
2. It is revealed that at the beginning of online classes, many of them faced some
similar challenges and they are not used to gadgets and technology.
2.1 Teachers were inexperienced with the technologies they are using that
is why it is hard for them when technical problems occur.
2.2 Teachers have no prior knowledge about electronic courseware in the
beginning but they learn it as time goes by.
30
2.3 Slow internet connection was the reason why some teachers cannot
teach at times and it is the reason why some of their students cannot understand the
lesson being taught. It is the main challenge that teachers are experiencing in virtual
teaching because it cannot be controlled.
3. Mainly, there were many problems teachers encountered in online class especially
with internet connection that prevented them from having social interaction with
students and students themselves who are hard to interact with.
4. The teachers find it difficult to adapt in online classes, there were many adjustments
they made for them to teach their students effectively.
5. Through their handling strategies, they were able to explore different kinds of
electronic courseware and they can have at least a minimum interaction with their
students by just reminding and being too considerate to them.
Future Directions
The researchers would like to express their concerns and thoughts to the following:
1. Even if teachers struggle in interacting with their students, they should think of
another way to communicate with their students personally. The way they approach
their students should be calm for the students to open up. They never know, some
of their students are struggling not just with the lessons but also with their family
problems and surroundings.
2. The administrators must give time and consider the teachers to train them in using
different kinds of technology and gadgets because it is still new to them and many
teachers are more experienced in traditional teaching.
31
2.1 Teachers should familiarize the technologies they are using for them to
know what to do when problems occur.
2.2 Teachers should also know some details about the electronic courseware
that they will use beforehand for them not to have some difficulties and have prior
knowledge on how to use it.
2.3 Teachers should know or think of an alternative way to interact with
their students and use some strategies to know if the students learn something when
a slow internet connection occurs.
3. Students should be aware that the adjustments and challenges faced by the teachers
are not easy to handle, especially since the majority of the challenges of their
teachers are about them. They should inform their teachers if there are problems
and clarifications for their teachers to know what to do and improve in virtual
classes.
4. Teachers need to know what are the things that other teachers do to adapt virtual
teaching. They should learn and know the strategies of their co-teachers for them
to apply it if ever they teach virtually.
5. Teachers should continue exploring different kinds of technology as they can use it
in the future. They can also find some strategies on the internet for them to be able
to master using gadgets and different electronic courseware.
6. Future researchers should widen the scope of their study. They should include the
challenges and experiences of junior high school teachers during online classes and
if these challenges affect their emotions and mental state as a teacher.
32
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Appendices
Appendix A: Consent Letter
Date: April 15, 2021

Dr. Yolanda V. Gilbuena
Principal
Lake Shore Educational Institution
A. Bonifacio st., Canlalay
Biñan City, Laguna
Dear Dr. Gilbuena,
In partial fulfillment of our requirements for our subject, Practical research 1, we

Grade 11 students of STEM-A, would like to ask permission to conduct an interview to our
research study entitled “KNOWING THE OTHER SIDE: THE EXPERIENCES AND
CHALLENGES OF SENIOR HIGH SCHOOL TEACHERS IN VIRTUAL TEACHING”.
Rest assured that the information we will gather will remain confidential and to be used in
academic purposes only.
We hope of your positive response on this honorable matter. Your approval to
conduct the interview for this study will be greatly appreciated.
Respectfully yours,
(Leader – Izza Jence R. Perez)
(Members: Rosechelle Y. Salas, Maria Angelika Bartolome, Henrienne V. Limjuico, Mark
Walhberg C. Azucena)
Noted by: Approved by:
Ms. Michelle Ann T. Guico Dr. Yolanda V. Gilbuena

Subject Teacher & SHS Coordinator School Principal
36
Appendix B: Letter to the Participants
Greetings!
Dear Mr./Ms. Participant
We the researchers from 11 STEM-A are taking a research study entitled,

“KNOWING THE OTHER SIDE: THE EXPERIENCES AND CHALLENGES OF
SENIOR HIGHSCHOOL TEACHERS IN VIRTUAL TEACHING” as a requirement for
our subject, Practical Research 1. In view of this, we respectfully choose you as one of our
interviewees to answer our prepared questions for our interview for the completion of the
study.
Please provide your honest response and rest assured that your answer will be
treated with the utmost confidentiality and for educational purposes only. Your cooperation
will be greatly appreciated.
Respectfully yours,
(Leader – Izza Jence R. Perez)
(Members: Rosechelle Y. Salas, Maria Angelika Bartolome, Henrienne V. Limjuico, Mark
Walhberg C. Azucena)
Noted by:
Ms. Michelle Ann T. Guico
Subject Teacher & SHS Coordinator
37
Appendix C: Semi-Structured Questionnaire
1. What can you say about the sudden shift from traditional teaching to online
teaching?
2. How do online classes change your way of teaching?
3. What are the challenges you experienced in online teaching?
4. What are the worst scenarios you have experienced in an online class?
5. What are the technologies and electronic courseware (e.g., Google meet, google
classroom, etc.) that burden you during online class?
6. How does electronic courseware (e.g., Google meet, Google classroom, etc.) help
you in teaching?
7. How does electronic courseware (e.g., Google meet, Google classroom, etc.) for
online classes help you in communicating with your students? How effective is
it for you when it comes to your communication?
8. How do you handle slow internet connection?
9. What are your common problems with your students? How do you handle these
common problems?
10. How do you approach students who are always absent during online classes?
How do you approach their parents?
11. How do you handle slow learners in an online class?
12. What are the adapting methods you made to adjust during online class?
13. What are the strategies you made in an online class to be effective for your
students?
14. Is teaching enjoyable for you despite the new way of teaching? Why?
38
Appendix D: Curriculum Vitae
CURRICULUM VITAE
Picture
Name : Mark Walhberg C. Azucena
Address : 410 Wawa Malaban Biñan City, Laguna
Contact Number : 09297670875
School Mail : mazucena160008@lakeshore.edu.ph
Educational Attainment:
Grade School: Malaban Elementary School (S.Y. 2015 – 2016)
Junior High School: Lake Shore Educational Institution (S.Y. 2019 – 2020)
Senior High School: Lake Shore Educational Institution (S.Y. 2020 – 2021)
Personal Data:
Height : 157 cm
Weight : 45 kg
Birthdate : November 12, 2003
Age : 17
Birthplace : Malaban Biñan City, Laguna
Citizenship : Filipino
Religion : Roman Catholic
Father’s Name : Gerald A. Azucena
Mother’s Name : Eliza C. Azucena MARK WALHBERG C. AZUCENA
Signature over Printed Name
39
CURRICULUM VITAE
Name : Maria Angelika C. Bartolome Picture

Address : 2847 Santa Teresita Street Almeda Subdivision
Dela Paz Biñan City, Laguna
School Mail : mbartolome160317@lakeshore.edu.ph
Grade School: Dela Paz Main Elementary School (S.Y. 2015 – 2016)
Personal Data:
Height : 154.64 cm
Weight : 48 kg
Birthdate : October 05, 2003
Age : 17
Birthplace : Santa Rosa Laguna
Father’s Name : Marcelino Bartolome
Mother’s Name : Charito Cruz MARIA ANGELIKA C. BARTOLOME

40
CURRICULUM VITAE
Name : Henrienne V. Limjuico Picture

Address : 84 Simple Subdivision Canlalay
Biñan City, Laguna
School Mail : hlimjuico160231@lakeshore.edu.ph
Grade School: South City Homes Academy (S.Y. 2015 – 2016)
Personal Data:
Height : 157 cm
Weight : 55 kg
Birthdate : August 04, 2003
Age : 17
Birthplace : Biñan City, Laguna

Father’s Name : Henry A. Limjuico
Mother’s Name : Ria Villano HENRIENNE V. LIMJUICO
41
CURRICULUM VITAE
Name : Izza Jence R. Perez Picture

Address : 170 Brgy. Soro - soro Biñan City, Laguna
School Mail : iperez160014@lakeshore.edu.ph
Grade School: South Horizon Academy (S.Y. 2015 – 2016)
Personal Data:
Height : 162 cm
Weight : 55 kg
Birthdate : May 19, 2004
Age : 16
Birthplace : UPH Dr. Jose G. Tamayo Medical Center Biñan City, Laguna
Father’s Name : Cezar O. Perez
Mother’s Name : Jenny R. Perez IZZA JENCE R. PEREZ
42
CURRICULUM VITAE
Name : Rosechelle Y. Salas Picture

Address : Amorlon Subdivision Canlalay Biñan City,
Laguna
School Mail : rsalas160346@lakeshore.edu.ph
Grade School: Balibago Elementary School (S.Y. 2015 – 2016)
Personal Data:
Height : 156 cm
Weight : 40 kg
Birthdate : March 07, 2004
Age : 17
Birthplace : Canlalay Biñan City, Laguna
Father’s Name : Edgardo F. Salas
Mother’s Name : Mylene Q. Yambao _ROSECHELLE Y. SALAS_
43
44

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LAKE SHORE EDUCATIONAL INSTITUTION

A. Bonifacio St. Canlalay, Biñan City, Laguna

KNOWING THE OTHER SIDE: THE EXPERIENCES AND CHALLENGES

Azucena, Mark Walhberg C.

RECOMMENDATION FOR ORAL EXAMINATION

APPROVAL BY THE PANEL OF EXAMINERS

Enrico L. Talaguit__ Michael John E. De Vera__

Specifically, please allow the researchers to acknowledge and express gratitude to

the following persons:

being a part of our journey as researchers.

We would also like to express our gratitude to Lake Shore Educational

Institution's administration for allowing us to conduct the interviews.

research work to complete the research successfully with his guidance.

teachers have gone through.

Keywords: Electronic Courseware, Faculty-student interaction

4 RESULTS AND DISCUSSION 21

5 SUMMARY OF FINDINGS, CONCLUSIONS, AND FUTURE 29

THE PROBLEM AND ITS SETTING

and definition of terms that help to understand this qualitative study.

forms of social media.

The Department of Education conducted a much bigger survey of more than

television or radio as an alternative or complementary approach to learning. At a virtual

Department of Education implemented the closure of universities and schools, but

unexpected and 'forced' transition to virtual teaching and learning.

Consequently, 'digitalization in schools' has become a leading issue, during and

before the COVID-19 pandemic (Gewerkschaft Erziehung and Wissenschaft, 2020).

Consequently, teachers face significant challenges in online teaching and maintaining at

about the experiences of online teachers (Rakes and Dunn, 2015).

Therefore, this present study is to have a greater understanding and knowledge of

their teaching. To produce online teachers capable of creating meaningful learning

experiences of online K-12 educators. Understanding the difficulties and experiences of

Objectives of the study

the students and future researchers.

is used to demonstrate teaching interactions and challenges in an online environment. This

presence, social presence, and teaching presence.

Figure 1: Theory of Community Inquiry

In figure 1 it shows the cognitive presence, according to Garrison, Anderson et al.

quality of critical thinking that occurs in student-to-student and student-faculty

relationships are expressed in the quality of cognitive presence. It is a common problem in

an online environment as it requires adjustments to be made by teachers because they just

be made to produce positive learning outcomes.

satisfaction. Therefore, it is a challenge for educators because it is difficult to make an

to further the development of social presence in their teaching.

The operational framework of the study will be anchored on the Theory of

for online communities and is useful for properly understanding online

environments. Specifically, it is used to show cognitive, social, and teaching presence in

Statement of the Problem

teaching. This research aimed to answer the following questions:

1. What are their experiences in virtual teaching?

2.2 Electronic courseware

2.3 Internet Connection

4. What are the adjustments they made during online classes?

courseware used for virtual teaching?

Assumption of the Study

The researcher based this study on the following assumptions:

2. The participants will be available at the scheduled time of the interview.

facing some challenges and issues of connectivity, devices, and learners.

with each other.

Scope and delimitation

communicating to their students virtually are described in terms of giving announcements,

adjustments they made during online classes.

Significance of the study

overcome those difficulties in the past months of teaching virtually.

Enrico L. Talaguit Michael John E. De Vera