1

CHALLENGES AND ADJUSTMENTS OF PUBLIC SECONDARY SCHOOL

TEACHERS IN NEW NORMAL EDUCATION

A Research Paper Presented

to the Faculty of the Graduate School

Wesleyan University- Philippines

Cabanatuan City, Nueva Ecija

JULIUS JAY N. RODRIGUEZ

August 2021
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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction and a Review of Related Literature and Studies

The current COVID-19 pandemic that started in China and almost infected

everyone globally is one of the most recent worldwide public health emergencies.

This illness is due to a new coronavirus (SARS-CoV-2, formerly called 2019-nCoV)

and reaped global attention from escalating infections and how the disease eradicated

and the infection curve flattened (Guo et al., 2020).

Saxena (2020) has specified that this pandemic dramatically transformed the

education system and brought about a change in teaching and learning methodology,

which obliges educational institutions across the globe to recreate traditional learning

in classrooms and to transition to an online way of teaching so that education and

knowledge are opened continuously. Education in this pandemic was undoubtedly the

silver lining.

The Covid19 pandemic has become a global health crisis, affecting everyone,

regardless of age, gender, and social status. As all companies shut down, the world

stopped, and the economy collapsed. For instance, most countries closed schools,

colleges, and universities to contain the spread of the virus. Not only the health sector

but also the education sectors experienced a dilemma because of the crisis. When all

education institutions were closed by the Philippine government, the interruptions

were sudden because classes still were running. At the height of the pandemic, distant

learning was an alternative solution for educational institutions. The immediate action

and strategy aim to mitigate closure and provide quality education on an ongoing

basis.
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The situation might either be a challenge or an opportunity. When a

circumstance is viewed as a problem in an organization, it is a challenge. Typically,

this is the issue that teachers try to solve to make things simpler, but it is a fact of life

that everyone must face as they progress. In light of this, this research addressed the

challenges experienced by public secondary school teachers in this new normal

approach to teaching and their adjustments.

The Philippine Education in times of Covid-19 Pandemic

The global pandemic of COVID-19 pandemic has fundamentally affected

nearly every area of life, including education, and the Philippines has not been an

exception. For almost two pandemic years, most countries worldwide have

temporarily closed educational institutions to contain the spread of the COVID-19

pandemic and reduce infections (UNESCO, 2020). This closure has affected more

than 1.2 billion learners worldwide, with more than 28 million learners in the

Philippines (UNESCO, 2020). In addition, responses like community lockdown and

community quarantine of several countries have led students and teachers to study and

work from home, which led to the delivery of online learning platforms (Crawford et

al., 2020). However, the implementation of online learning posed different risks,

problems, and challenges to both the teachers and students, especially in higher

education institutions (HEIs) (Bao, 2020).

In the Philippines, from January 03, 2020, to June 21, 2021, there have been

1,359,015 confirmed cases of COVID-19 with 23,621 deaths, reported to World

Health Organization (WHO) (Worldometer, 2020). Therefore, educational leaders

decided to take a new standard in education in response to these situations. In primary

education, therefore, the Department of Education (DepEd), which is to be the school

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year 2020 -2021 and to be open to classes on August 24, 2020, will implement the

Learning Continuity Plan (LCP), instead of on June 2020 (DepEd, 2020). Briones

(2020), DepEd Secretary, emphasized that the primary education learning continuity

plan in Covid-19 is the department's response to the challenges posed by Covid-19 in

the field of education. She pointed out that education must continue whatever the

challenges and difficulties faced now and in the future. Thus, the LCP is an integrated

output of the department in consultations with advisers, legislators, executive

directors, teachers, parents, learners, and the general public.

DepEd affirms its commitment to delivering quality education relevant to the

essential education services anchored on its slogan "Sulong Edukalidad" framework

to address the impact of Covid-19 in the Philippines (Pascua, 2020). In the DepEd

response, the redesigned MELCs establish a resilient education system, particularly in

emergencies implemented for SY 2020 - 2021. The department Of education (DepEd)

has prepared Most Essential Learning Competency (MELC) to facilitate the

implementation of the redesigned curriculum K to 12 (Gonzales, 2020). Even if the

classes are conducted through different modalities without face-to-face physical

classroom interactions, the MELCs further narrow down all of the possible essential

lessons, concepts, and skill sets that a student must know, acquire, and understand.

(Marqueza et al., 2020).

Role of Teachers in the New Normal Education

In this new normal, the role of the teacher plays a big part in the teaching and

learning process by using different modalities. The position is expanded as compared

to the normal classroom setup. In the new normal, the teachers must be available at all

times even though they are working at home. Although a bit burden for the teachers,
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they need to be available online at all times in case of queries from the students and

parents (Ancheta & Ancheta, 2020). Tarek (2016) has emphasized that since distance

learning entails a high level of interaction between the teacher and students, the

teacher must treat learning problems that students might encounter, taking into

account their individual needs in terms of their learning styles. Teachers must initiate

virtual learning activities such as collaborative work to motivate students to learn.

They should be more creative, encourage their students to participate in virtual

learning actively, and engage them in more profound knowledge to meet the desired

learning outcomes (Tuscano, 2020).

Barron, Cobo, Munoz-Najar, & Ciarrusta (2021) states that there were two (2)

crucial factors that have shifted due to the pandemic. First, pedagogical adaptations

have proven to be pivotal as the traditional lecturing in-person models do not translate

to a remote learning environment. Teachers need to adapt their practices and be

creative to keep students engaged as every household has become a classroom - more

often than not, the environment supports learning. Second, the pandemic has

recalibrated how teachers divide their time between teaching, engaging with students,

and administrative tasks. The pandemic has highlighted the need for flexibility and

more time for student-teacher interactions.

According to a study-based report, teachers in the new normal would have to

employ new practices and forms of management both professionally and emotionally

to adapt to the virus outbreak changes entirely. In addition, the report provided a

structured timeline for response management, such as guidance, utilizing technology,

and forming digital recreational activities (Wyman, 2020).

Teachers need to manage the entanglements and battle Coronavirus has caused

inside the training framework too. The high point of the infection presently can't seem
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to come, and teachers are experiencing the pressure that causes – they are

experiencing a worldwide pandemic as well (Robosa, Paras, Perante, Alvez, & Tus,

2021). According to Canonizado (2020), teachers face difficulties under the current

normal education system. These problems include teaching the learners where it is

difficult for teachers to reach out to all the learners at home; even the teachers use

different forms of communication. Therefore, it is pretty difficult for them to develop

the learners' skills because they remain at home while learning the lessons.

Teaching in the new normal, especially online, must allow students to be

engaged. The challenge to teachers is to make the instructional design meaningful,

memorable, motivational, and, in the end, measurable (Lagua, 2020).

The Problems and Issues in the Socioeconomic Sector

The education sector is one of the sectors most affected by the crisis because

of the lockdowns it caused. As a result, the online learning platform began to operate

as the best way to pursue education. As a result, this has been a trending topic of

discussion among educators, parents, and government agencies, such as the

Department of Education and the Commission on Higher Education. In addition, the

media has pointed to the nation's unreadiness in the so-called new normal (Lagua,

2020).

The sudden shift to online learning created a hot debate in the Philippines,

citing the poor living conditions of the learners. Magsambol (2020) cites an apparent

gap between those who can and cannot afford the resources to avail the new education

platform. The general condition of children in the public school system sends a
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message of inequality with the DepEd’s mantra, 'no child left behind. However,

learning cannot be canceled as much as to drive the economy. The current situation

led to a tighter measure for education institutions sustaining their operations despite

the impending risk.

The immediate transitions and improved sophistication of today's world's

existing challenges and establish new demands on our education system, the

Department of Education (DepEd) generates plenty of problems for students and

teachers, but because the government's signed to pursue the school year 2020-2021.

The teacher, who considers the second mother of a student, was having a tough time

addressing the new normal founded. Simultaneously, the shortage of apparatus and

material support at the start of the category, whether or not we Filipinos can handle

this new test in our lives. With this, plenty of scholars and even teachers experience

stress and burnout while sailing amid the pandemic (Robosa, Paras, Perante, Alvez, &

Tus, 2021).

The most viable solution as the face-to-face classes pose a higher risk of

spread is through online teaching and learning. This platform challenges both the

teachers and the students as it occurs something new to them. This calls for an ‘adopt

quickly’ response to the new normal in teaching and learning amidst the pandemic

(Tanhueco-Tumapon, 2020). The shift to online learning was too sudden at concise

notice, but academic institutions have to strategize and accelerate new forms of

teaching pedagogy. The question of how ready the schools are in terms of technical

infrastructure is still left unanswered. Reopening the schools at this stage is expensive

(Felter & Maizland, 2020).

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Conceptual Framework

In this study, as shown in the figure below, the independent variables include

the selected profile variables of the public secondary school teachers of Sto. Domingo

National Trade School (SDNTS) defines their age, sex, salary grade, highest

educational attainment, and years in teaching service. On the other hand, the

dependent variable is the challenges experienced by the respondents in terms of

resources and readiness. In addition, the adjustments made by the respondents in

terms of teaching-learning environment, students, curriculum, teaching strategies, and

use of technology will also be the dependent variable.

The research paradigm of this study is presented in Figure 1.

Independent Variables Dependent

 Challenges Experienced
 Socio-Demographic in terms of the following:
Profile  Resources
 Age  Readiness
 Sex  Adjustments Made in
 Salary Grade terms of the following:
 Highest educational  Teaching-learning
attainment environment
 Years in Teaching  Students
Service  Curriculum
 Teaching Strategies
 Use of Technology

Figure 1. Research Paradigm of the Study

Statement of the Problem

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This study generally aims to investigate the challenges and adjustments of

public secondary school teachers in new normal education.

Specifically, this study seeks to address the following questions:

1. How may the socio-demographic profile of the respondents be described in

terms of the following variables:

1.1. Age;

1.2. Sex;

1.3. Salary Grade;

1.4. Highest educational attainment; and

1.5. Years in Teaching Service?

2. How may the challenges experienced by the respondents be described in

terms of the following:

2.1 Resources; and

2.2 Readiness?

3. How may the adjustments made by the respondents be described in terms

of the following:

3.1 Teaching-learning environment;

3.2 Students;

3.3 Curriculum;

3.4 Teaching Strategies; and

3.5 Use of Technology?

4. Is there a significant difference in the challenges and adjustments of the

teachers across the following:

4.1. Age;

4.2. Sex;
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4.3. Salary Grade;

4.4. Highest educational attainment; and

4.5. Years in Teaching Service?

5. What may action plan be proposed that teachers can use as they cope with

teaching students in the new normal education?

Hypothesis

The following hypotheses in the null form will be tested in this study:

HO1: there is no significant difference in the challenges and adjustments of the

teachers across the following:

a. Age

b. Sex

c. Salary Grade

d. Highest educational attainment

e. Years in Teaching Service

Scope and Limitations of the Study

This research study titled “Challenges and Adjustments of Public Secondary

School Teachers in New Normal Education” will be conducted in Sto. Domingo

National Trade School, Baloc, Sto. Domingo, Nueva Ecija during the School Year

2021-2022. The respondents of this research study the public secondary school

teachers of Sto. Domingo National Trade School. They will serve as the respondents

of this study to determine and investigate the challenges and adjustments of educators

in new normal education.

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The study will be delimited to describe the challenges experienced and

adjustments made by the secondary teachers in the new normal education.

Significance of the Study

The results of this study may be of significance to the following:

Administrators. This study may provide a framework for administrators to

advance continuous quality improvement, focusing on giving quality education to

students in consideration of the well-being of the teachers. In addition, administrators

can use the findings from this study to offer a program that may help cater to the

problems encountered by the public secondary school teachers in this new normal

education.

Teachers. This study may help the teachers better appreciate and perform

their unique roles and functions as facilitators, advisers, and motivators to widen their

effort and passion in providing excellent learning to the students despite the COVID-

19 pandemic.

Parents. This study may allow parents to understand the current situation of

the Philippine educational system on how teachers exert efforts to extend their

knowledge and give quality education to their children. Thus, this may encourage

them to work collaboratively with teachers to maximize the time and give quality

education to students.

Future Researchers. They may use the study as the baseline for their future

research related to challenges and adjustments of educators in this new normal

education but using other variables.

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Definition of Terms

The following terms are defined to establish how these terms are used in the

study.

Action Plan. This refers to a proposed strategy or course of action

representing an extreme simplification of complex programs or approaches.

Adjustment. This term denotes the behavioral process of balancing

conflicting needs or needs challenged by obstacles in the environment.

Challenges. It refers to something new and difficult which requires great

effort and determination.

Curriculum. This refers to the lessons and academic content taught in a

school or a specific course or program.

New Normal Education. This refers to a new way of living and going about

our lives, work, and interactions with other people, especially in education.

Public Secondary School. A public secondary school pertains to a

government institution that provides secondary education and also usually includes

the building where this takes place.

Readiness. It is used to describe the willingness or a state of being prepared

by teachers in this new normal education.

Resources. This refers to materials such as the internet, gadgets,

modules/LMS, classroom space, and the like used by teachers in implementing the

new normal education.

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Socio-Demographic Profile. This term refers to the variables or information

such as age, sex, salary grade, highest educational attainment, years in teaching

service of the target teacher-respondents.

Student. This is sometimes known as learners of the target school and is

primarily a person enrolled in a school or other educational institution and under

learning with goals of acquiring knowledge and developing skills.

Teacher. A facilitator and a catalyst of learning. He/she is a person who helps

students to acquire knowledge, competence, or virtue.

Teaching-Learning Environment. It refers to the diverse physical locations,

contexts, and cultures in which a teacher or student learning.

Teaching Strategies. It is also known as instructional strategies, which

teachers use to deliver course material to keep students engaged and practicing

different skill sets.

Use of Technology. This refers to applying technology such as computers to

maximize the teaching-learning process in the new normal education.

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CHAPTER 2

RESEARCH METHODOLOGY

This chapter presents the details of the research methodology. It presents the

research design used, research locale, respondents of the study, research instruments,

sample and sampling procedure, data gathering procedure, and data analysis technique

used in the study.

Research Design

This study employed the descriptive research method as this method examines

variables in naturally occurring situations by describing, without influencing, and

interpreting the state in which these variables are found (Baraceros, 2016; Nassaji,

2015). According to McCombes (2019), descriptive research aims to accurately and

systematically describe a population, situation, or phenomenon. This research is a

study designed to describe the respondents’ challenges experienced and adjustments

made in this new normal education. As such, descriptive research is appropriate to

suit the needs of the study. The main aim of the study is to investigate the challenges

and adjustments of public secondary school teachers in new normal education and

determine if it has a significant difference across their socio-demographic profile.

Locale of the Study

This research will be conducted at Nueva Ecija University of Science and

Technology. SDNTS is one of the public secondary schools in the Division of Nueva
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Ecija under the Congressional District 1 (CD 1), offering Junior and Senior High

School Program. It is located in Baloc, Sto. Domingo, Nueva Ecija. This school is

currently supervised by Dr. Cecille M. Ocsan, Vocational Administrator I. The

locations of this school are shown in Figure 2.

Figure 2. Locale of the Study

Respondents

The respondents of this research study will be the public secondary school

teachers of Sto. Domingo National Trade School. They will serve as the respondents

of this study to determine and investigate the challenges and adjustments of educators

in new normal education.

Table 1
Distribution of Respondents’ Population
Public Secondary School Teachers
Junior High School Senior High School
Designation
f % f %
Teacher 1 52 54.74 0 0
Teacher 2 9 9.47 12 40.00
Teacher 3 19 20.00 13 43.33
Master Teacher 1 12 12.63 1 3.33
Master Teacher 2 3 3.16 2 6.67
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Special Science Teacher 0 0.00 2 6.67

TOTAL 95 100 30 100

The distribution of the actual public secondary school teachers in Sto.

Domingo National Trade School is presented in Table 1. For Junior High School

(JHS), it can be gleaned that there are a total of 95 teacher-respondents wherein

54.74% of this population has a designation of Teacher 1, 9.47% is Teacher 2,

20.00% is Teacher 3, 12.63% is Master Teacher 1, and 3.16% of the population has a

designation of Master Teacher 2. For the Senior High School (SHS), there are a total

of 30 teacher-respondents. 40% of the SHS population has a designation of Teacher 2,

43.3% is Teacher 3, 3.33% is Master Teacher 1, 6.67% is Master teacher 2, and also

the 6.67% of the SHS population has a designation of Special Science Teacher. The

result indicates that most of the teacher-respondents in Sto. Domingo National Trade

School has an entre-level rank or designation.

Sample and Sampling Procedure

The study utilized purposive sampling, a non-probability technique to provide

information based on the knowledge or experience of the key informants. In addition,

the researcher used the total population sampling method where the entire population

that meets the criteria of the study is included since the population is relatively small

(Etikan, Musa, and Alkassim, 2016).

The sample of this study consist of the public secondary school teachers in St

Sto. Domingo National Trade School.

Research Instruments
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The questionnaire is used to assess the challenges experienced and

adjustments made by the public secondary school teachers of Sto. Domingo National

Trade School in the new normal education. The questionnaire consists of three (3)

parts: the first part gathered the socio-demographic data of the teacher-respondents;

the second part of the questionnaire, the students will determine the challenges

experienced by the public secondary school teachers in term of two indicators: (1)

resources; and (2) readiness. Finally, the third part will assess the degree of agreement

of respondents to the statements that describe their adjustments made towards the new

normal education based on the following indicators: (1) teaching-learning

environment; (2) students; (3) curriculum; (4) teaching strategies; and (5) use of

technology.

The second and third parts of the questionnaire used a four-point Likert scale

for the respondents to indicate their degree of agreement on the statements in the

research questionnaire. The subjects were asked to choose one (1) of the four (4)

alternative responses every time they assessed the statements. The following

descriptions were used:

Scale Verbal Interpretation

4 Strongly Agree

3 Agree

2 Disagree

1 Strongly Disagree

The reliability of the proposed research instruments will be established by

analyzing the data gathered in the field-test for internal consistency and determining

the corresponding Cronbach’s alpha (α) based on the scale described by George and

Mallery (2003) that follows:

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Alpha (α) Value Verbal Description

0.91 < α < 1.00 Excellent

0.81 < α < 0.90 Good

0.71 < α < 0.80 Acceptable

0.61 < α < 0.70 Questionable

0.51 < α < 0.60 Poor

0.00 < α < 0.50 Unacceptable

Data Gathering Procedure

In the conduct of the study, the researcher reviewed literature and studies

available pertinent to the study. To gather information necessary for the study, the

researcher developed a survey questionnaire that suits the need of the study. First, the

validity and reliability of the research instruments will be established. Then, after

some revision, the distribution of the questionnaire will be done to ensure that all of

the distributed instruments were fully accomplished and reviewed.

The researcher sought permission from the Schools Division Superintendent

of the Department of Education Schools Division of Nueva Ecija and the participating

school principal, Sto. Domingo National Trade School, through a letter of request, to

conduct the study.

A complete list of the target respondents will be secured, and samples will be

selected through total sampling. Finally, the respondents' participation will be

solicited, and they will be asked to signify their informed consent.

The data gathered will be subjected to statistical treatment to extract meaning

from there, and conclusions will be drawn, and recommendations will be made based

on the results of the study.

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Data Analysis Technique

The data gathered will be analyzed using the appropriate statistical tools to

give a meaningful descriptive interpretation of the results and findings of the study.

The following were:

1. Percentage. This was utilized to present the socio-demographic data of the

respondents.

2. Weighted Mean. This tool will analyze the gathered data regarding the

challenges experienced and adjustments made by public secondary school

teachers in the new normal education.

a) The weighted mean scores from each statement in the questionnaire will

be determined using the following scale:

Scale Verbal Description

3.51 – 4.00 Strongly Agree / Excellent

2.51 – 3.50 Agree / Very Satisfactory

1.51 – 2.50 Disagree / Below Satisfactory

1.00 – 1.50 Strongly Disagree / Poor

3. Analysis of Variance (ANOVA) Test. Analysis of variance, or ANOVA, is a

statistical method that separates observed variance data into different

components to use for additional tests. The ANOVA test allows a comparison

of more than two groups at the same time to determine whether a relationship

exists between them (Kenton, 2021). This test is appropriate to test statement

no. 4 “Is there a significant difference in the challenges and adjustments of the

teachers across the following: (a) Age; (b) Sex; (c) Salary Grade; (d) Highest

educational attainment; and (e) Years in Teaching Service?”.

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APPENDIX A
Survey Questionnaire for Secondary Public School Teachers

Part I. SOCIO-DEMOGRAPHIC PROFILE OF THE RESPONDENT

Instructions: Please put a checkmark (/) and/or fill in the provided space with the
appropriate information, whichever is applicable.

Name (Optional): ______________________________________________________

Male
Age: _________________ Sex:
Female

Salary Grade _________________ Designation: ________________

Bachelor’s
Degree
Highest
Master’s Degree
Educational Years in Teaching
Ph.D./EdD ________________
Attainment of Service
Degree
Parents
Master’s Units
Ph.D./EdD Units

Part II. CHALLENGES OF EDUCATORS IN THE NEW NORMAL

Direction: The following statements pertain to the challenges of educators in facing

the New Normal. Kindly give your level of agreement based on how you experienced
the said challenges. Use the following scale:

4 3 2 1
Strongly Agree Agree Disagree Strongly Disagree

A. RESOURCES (INTERNET, GADGETS,

4 3 2 1
MODULES/LMS, CLASSROOM SPACE)
1. No internet connection
2. Very slow and/or unreliable and unstable internet
 24

connection
3. Lack of computer/laptop/tablet with required
specifications to download apps/programs for
handling online class
4. Lack of licensed/registered LMS to be used for the
online class
5. Lack of learning resources/modules that can be used
for the online class
6. Lack of necessary gadgets (camera, microphone,
earphone) for holding virtual class
7. Lack of appropriate space to hold online classes at
home.
8. The faculty room gets noisy when holding
simultaneous online classes.
9. Space in the faculty room does not comply with
social distancing guidelines.
10. No privacy in the faculty room when holding
discussions during online class
B. READINESS (PHYSICAL /USE OF
TECHNOLOGY,
4 3 2 1
PSYCHOLOGICAL/EMOTIONAL
BARRIERS)
1. Physically not ready because I am not a technology-
savvy
2. Physically not ready because I don’t have the skills
to hold online class
3. Physically not ready because I lack
computers/gadgets for an online class
4. Physically not ready because I prefer the traditional
classroom teaching
5. Physically not ready because I don’t have the
capability for the “New Normal” of virtual teaching
6. Emotionally not ready because I feel anxious that I
might not become effective in holding an online
class
7. Emotionally not ready because I worry about the
effects (death of many people) of the pandemic
around me
8. Emotionally not ready because I am more
comfortable with handling face to face or physical
class than in virtual class
9. Emotionally not ready because I am not prepared
for the “New Normal” of virtual teaching
10. Emotionally not ready due to the drastic change
around me caused by the pandemic.
 25

Part III. ADJUSTMENTS OF EDUCATORS IN THE NEW NORMAL

Direction: The following statements pertain to the adjustments of educators in f the

New
Normal. Kindly give your level of agreement based on how you experienced the said
adjustment. Use the following scale:

4 3 2 1
Strongly Agree Agree Disagree Strongly Disagree

A. TEACHING-LEARNING ENVIRONMENT 4 3 2 1
1. I attended webinars on how to cope up with the new
learning environment of virtual learning.
2. I set up my own space for an online class at home.
3. I designed my teaching work plan applicable to my
work from home teaching environment.
4. I coordinated with my University regarding the
Work From Home requirements.
5. I need to make dry runs of my classes at home to
ensure that the delivery of lessons is student-
friendly.
B. STUDENTS 4 3 2 1
1. I research online on how to deal with students
during virtual class.
2. I ensured that students could easily access the LMS
that I will be using.
3. I secured the complete list of my students together
with their contact information.
4. I instructed my students to create an online account
(email, social media groups, and chats) exclusively
for my online teaching-learning.
5. I validated from my students that the teaching
modalities are convenient to them and their
situation.
C. CURRICULUM 4 3 2 1
1. I revised the curriculum that I am using to align it to
the New Normal.
2. I designed a syllabus that is aligned with the new
curriculum for the New Normal.
3. I aligned the objectives of my lessons to the revised
syllabus for the New Normal.
4. I get in touch with friends to get acquainted with
appropriate teaching-learning tools fit for the
curriculum of the New Normal.
5. I developed new instructional materials suited for
the New Normal.
D. TEACHING STRATEGIES 4 3 2 1
 26

1. I familiarized myself with the different online video

conferencing tools for my online class.
2. I updated my teaching skills by practicing virtual
classes with my friends/family before holding my
actual online class with my students.
3. I established a “classroom teaching-learning
atmosphere” in my virtual class with my students.
4. I prepared online instructional materials (pdf, ppt,
videos, and others) before or before my online class.
5. I selected the most accessible and convenient LMS
for my students to attend.
E. USE OF TECHNOLOGY 4 3 2 1
1. I upgraded my computer/gadgets to fit the
requirements of holding my online class.
2. I subscribed for my internet connection at home
because the internet connection in my workplace is
not reliable.
3. I joined different social media sites/LMS to keep
updated in my virtual class.
4. I installed various software/apps that are necessary
for the virtual class.
5. I bought equipment like a microphone, ring light,
webcam, headphones with noise canceller, and
other gadgets for my online classes.