Cagayan State University Graduate School: Melody Herrera 2021

CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 1
TEACHERS’ LEVEL OF READINESS ON DISTANCE LEARNING DELIVERY

MODALITY IN THE NEW NORMAL: IT’S RELATIONSHIP TO THE
PERFORMANCE OF THEIR STUDENTS
____________________
A Dissertation
Presented to the
Faculty of the Graduate School
Cagayan State University
Sanchez Mira, Cagayan
_____________________
In Partial Fulfillment
of the Requirements for the Degree
Doctor of Philosophy in Education
Major in Educational Management
_____________________
MELODY J. HERRERA
May 2021
Melody Herrera 2021

ABSTRACT
TITLE: TEACHERS’ LEVEL OF READINESS ON DISTANCE LEARNING

DELIVERY MODALITY IN THE NEW NORMAL: IT’S
RELATIONSHIP TO THE PERFORMANCE OF THEIR STUDENTS
RESEARCHER: MELODY J. HERRERA
DEGREE: Doctor of Philosophy in Education Major in Educational Management
INSTITUTION: Cagayan State University
ADVISER: RONALD L. CACHERO, PhD
The study determined the effect of the identified factors perceived to affect the teachers’
level of readiness to their level of readiness and teaching performance, how level of readiness
is related to their teaching performance, and how teaching performance is associated to the
students’ performance in distance learning.
The study made use of the descriptive-correlational research design with the
questionnaire as the main instrument in gathering the data needed.
The respondents of this study consisted of 83 teachers and a total of 1,900 SHS students
in the 13 senior high schools in Lower Apayao selected through complete enumeration. The
data gathered were coded, tabulated, and analyzed using the Statistics Program for Social
Sciences (SPSS). Mean and percentage distribution were used to determine the profile of the
respondents and the factors perceived to influence their level of readiness. Data were
interpreted using the Likert’s scale. The relationship between the respondents’ profile and the
factors perceived to influence their level of readiness were tested by Pearson’s Moment
Correlation and Chi-Square test of independence.
Melody Herrera 2021

Most of the respondents are females with a mean age of 52.81. Majority are Teacher II,
a graduate of bachelor’s degree and master’s degree, respectively. Their mean year in the
service and number of webinars/trainings related to distance learning is 7.49 and 3.43,
respectively.
Instructional planning support, instructional materials in relation to the reproduction,
sorting, distribution and retrieval of modules and adherence to health protocols, psychosocial
support, feedback on learners’ outputs, management of learning, assessment of learning, and
physical environment as perceived by the teacher-respondents are ‘very high influence’ to their
level of readiness. The instructional materials are ‘adequate.’ Supplementary materials have
‘moderate influence’ to their level of readiness. Teaching learning and delivery support have
‘high’ effect to their level of readiness.
The teachers’ level of readiness on distance learning is ‘high’ with time management
competency as the most influential competency.
The SHS teachers’ extent of performance is “highly proficient.” The students’ academic
performance is “satisfactory.”
Highest educational attainment, number of webinars/trainings attended in relation to
distance learning, and instructional planning support is significantly related to their level of
readiness. Instructional planning support and instructional materials are significantly related to
their teaching performance. The teachers’ level of readiness was found to be significantly
related to their teaching performance. The result showed that teachers’ performance is not
significantly related to the students’ academic performance.
Melody Herrera 2021

Chapter I
THE PROBLEM AND ITS BACKGROUND
Introduction
The last quarter of School Year 2019-2020 marked an alarming phase in the Philippine
educational system as 2019 novel Corona Virus Disease (COVID-19), the greatest challenge
this expanded national education systems have ever faced, broke out.
The effect of COVID-19 to various sectors around the world cannot be overemphasized.
In the Philippines, not only the government and economic sectors are working hard to find
solutions to the problems that are projected to have long term effects, but likewise the
education sector that has experienced unequalled disruptions at modern time to schooling at all
levels. Schooling will never be the same again. Schooling has always been done through face-
to-face delivery mode, sometimes in tandem with online learning, for some who can afford the
technology, connectivity and knowledge requirements. Considering that the conduct of classes
in schools pose great risks to students under the current condition, it is understandable that
parents are heavily worried with schooling as earlier defined and schools need to offer them
feasible options for instructional delivery (Ogena, et al., 2020).
Both the Department of Education (DepEd) and the Commission on Higher Education
(CHED) recognize the need to provide undisrupted opportunities for learning to students
despite the COVID-19 pandemic and have correspondingly made statements on the need for
flexible/alternative delivery mechanisms for implementing their programs. DepEd recently
unveiled its Most Essential Learning Competencies (MELC) as a guide for schools in
Melody Herrera 2021

developing their respective Learning Continuality Plans (LCPs). The universities are likewise
doing their corresponding planning activities to respond to CHED’s call for flexible learning
strategies (Ogena, et al., 2020).
The Philippine government have ordered institutions to cease face-to-face instruction
for most of their students, requiring them to switch, almost overnight, to online teaching and
virtual education. This brief note offers pragmatic guidance to teachers, institutional heads and
state officials who must manage the educational consequences of this crisis. It addresses
preparations that systems could make, needs of students at different levels and stages,
reassurance to students and parents, simple approaches to remote learning, curricula,
assessment, after COVID-19, useful resources.
Covid-19 affected higher educational institutions not just in Wuhan, China where the
virus originated but all other higher educational institutions in 188 countries as of April 06,
2020 (Bender, 2020). Educational countermeasures are taken to continue educating the students
despite the COVID-19 predicaments. Because of the vulnerability even in school settings,
thousands of school closures are implemented all over the world due to COVID-19. As of April
06, 2020, UNESCO (2020) reported that there has been 1, 576, 021, 818 affected learners out
of 91.3% total enrolled learners in 188 countries in all levels of learning.
In the Philippines, due to the 4, 195 confirmed cases as of April 10, 2020 based on the
Department of Health (DOH, 2020) online tracker report, the COVID-19 pandemic really
causes a massive impact in higher educational institutions. The country immediately opted for
online learning. Some teachers recorded and uploaded their lessons online for the students to
Melody Herrera 2021

access and some were even more innovative and used Google Classrooms, WebQuest, and
other online sites, but a greater majority of teachers are not prepared to deal with online
education. After three days of the national memorandum for alternative delivery, the
Commission on Higher Education (CHED) suspended the online form of instruction since there
was an increase in the number of the students, including teachers who clamoured against the
online mode of learning due to different factors. The truth is, numerous higher education
institutions, both private and state colleges and universities in the Philippines are not prepared
to implement this online system.
Very meager research is done in relation to the field of education on how COVID-19 or
even SARS affected the educational system (Bao, 2020; Sintema, 2020; Yan, 2020).
Strengthening the educational planning and health measures can provide the students and the
rest of the stakeholders with an opportunity to continue learning while preventing the spread of
the virus. This research paper tries to assess how ready the teachers are in switching over to
distance learning and how their level of readiness affect the performance of the learners.
The factors perceived as affecting teachers’ level of readiness are instructional planning
support, instructional materials, supplementary materials, psychosocial support, teaching
learning and delivery support, feedback on learners’ output, management of learning,
assessment of learning, and physical environment. These indicators are perceived as associated
to the teachers’ level of readiness and performance. This research focused on the senior high
school teachers and students, respectively in Lower Apayao.
Melody Herrera 2021

Conceptual Framework
In this study, the researcher conceptualized that the teachers’ attribute such as age, sex,
civil status, ethnicity, highest educational attainment, position, number of years in the service,
number of webinars/trainings/workshops with respect to distance learning delivery modality
influence the level of readiness of the teachers in Lower Apayao. Likewise, factors affecting
teachers’ performance such as instructional planning support, instructional materials,
supplementary materials, psychosocial support, teaching learning and delivery support,
feedback on learners’ output, management of learning, assessment of learning, and physical
environment influence the teachers’ level of readiness thus affect teachers’ performance.
Teaching performance was as well conceptualized to affect students’ performance.
This is based on the study of Kiamba and Mutua (2017) who reported that teacher
preparedness which explores teacher efficacy as a product of in depth training in teacher
education program, teacher motivation, teacher and student attitude, mastery of content, self-
confidence, teaching practices, student behavior, use of instructional material, teacher
characteristics, teacher stress, school culture, and conduct and evaluation of students among
others affect their performance thus influence students’ academic performance. This
conceptual framework is based on the Theory of Teacher Efficacy.
Integrating the above perception in an overall conceptual framework, the paradigm
contains number of variables, together with their hypothetical relationships which are depicted
in figure 1. The relationship between the variable is conceptualized by making distinctions
among the perceived factors affecting the teachers’ level of readiness in the delivery of distance
Melody Herrera 2021

learning modality and how it is associated to their teaching performance. The perceived factors
are assumed to affect the teachers’ level of readiness and teaching performance only through
modifying the effects of these factors. In the paradigm, there are nine main groups of the
identified factors, namely instructional planning support, instructional materials, supplementary
materials, psychosocial support, teaching learning and delivery support, feedback on learners’
output, management of learning, assessment of learning, and physical environment.
The paradigm focuses on two sets of variables, namely the independent and dependent
variable. The independent variables pertain to the demographic and the perceived factors, and
the dependent variable pertains to the teachers’ level of readiness and teaching performance.
Teaching performance is correlated to the students’ performance on the distance learning
modality.
The conceptual framework of the study which served as guide to the researcher was set
in figure 1.
Melody Herrera 2021

Research Paradigm
Independent Variables Dependent Variables
Demographic Profile of High School Teachers

 Age
 Sex
 Civil Status
 Ethnicity
 Highest educational attainment
 Number of years in the service
 Position
 Number of trainings, webinars, or
workshops with respect to distance learning
delivery modalities
Teacher’s
Factors affecting teachers’ level of readiness Performance
 Instructional Planning Support
 Instructional Materials
 Supplementary Materials
 Psychosocial Support
 Teaching learning and delivery support Learner’s
 Feedback on Learners’ Outputs Academic
 Management of Learning Performance
 Assessment of Learning
 Physical Environment
Figure 1: The conceptual model
showing the hypothesized relationship between the
independent and dependent variables.
Melody Herrera 2021

Statement of the Problem
Generally, this study determined the effect of the identified factors to the teachers’ level
of readiness and teaching performance during the delivery of distance learning modalities and
how teaching performance is associated to the Senior High School (SHS) students’
performance in distance learning modalities.
Specifically, the study sought answer to the following questions:
1. What is the demographic profile of the Senior High School Teachers in Lower Apayao
in terms of:
1.1 Age
1.2 Sex
1.3 Civil Status
1.4 Ethnicity
1.5 Highest educational attainment
1.6 Number of years in the service
1.7 Position
1.8 Number of trainings, webinars, and/or workshops attended with respect to distance
learning delivery modalities
2. How do the teachers assess the following factors which are perceived to influence their
level of readiness to Alternative Distance Modalities?
2.1 Instructional Planning Support
2.2 Instructional Materials
Melody Herrera 2021

2.2.1 Presence/Existence of Facilities/Equipment/IMs
2.2.2 Reproduction, sorting, distribution and retrieval of modules and adherence
to health protocols.
2.3 Psychosocial support
2.4 Supplementary Materials
2.5 Teaching learning and delivery support
2.6 Feedback on Learners’ Outputs
2.7 Management of learning
2.8 Assessment of learning
2.9 Physical environment
3. What is the teachers’ level of readiness on the distance learning delivery modalities?
4. What is the teaching performance of the SHS teachers during the first phase of school
year 2020-2021?
5. What is the academic performance of the SHS students during the first semester of
school year 2020-2021?
6. Is there a relationship between the teachers’ profile and their level of readiness on the
distance learning modalities?
7. Is there a relationship between the factors perceived to influence the teachers’ level of
readiness and their level of readiness on the distance learning modalities?
8. Is there a relationship between the factors perceived to influence the teachers’ level of
readiness and their performance during the Phase I delivery of distance learning?
Melody Herrera 2021

9. Is there a relationship on the teachers’ level of readiness on distance learning and their
performance during the Phase I delivery of distance learning?
10. Is there a relationship on the teachers’ performance to the students’ performance in
distance learning?
Research Hypotheses
The following hypotheses were statistically tested in this study:
1. There is no significant relationship between the teachers’ profile and their level of readiness
on the distance learning modalities.
2. There is no significant relationship between the factors perceived to influence the teachers’
level of readiness and their level of readiness on the distance learning modalities.
3. There is no significant relationship between the factors perceived to influence the teachers’
level of readiness and their performance during the Phase I delivery of distance learning.
4. There is no significant relationship on the teachers’ level of readiness on distance learning
and their performance during the Phase I delivery of distance learning.
5. There is no significant relationship on the teachers’ performance to the students’
performance in distance learning.
Melody Herrera 2021

Significance of the Study
The education sector is not spared from the COVID-19 pandemic which continues to
gravely affect various governments and economies around the world. The current global health
crisis poses a profound impact on the basic education system, as approximately 87% of the
world’s student population, or 1.5 billion learners, have been affected by school closures
(UNESCO, 2020). In the Philippines, the Department of Education echoes UNESCO’s belief
that educational quality, access, and system strengthening cannot be compromised in times of
crisis (UNESCO, 2017) and that doing the opposite will negatively affect human capital. Thus,
the Department of Education affirms its commitment to sustaining the delivery of quality,
accessible, relevant, and liberating Philippine basic education services anchored on the Sulong
Edukalidad framework. It will continue to strive to produce holistic Filipino learners with 21st
century skills.
This study involved the analysis of the extent of influence the identified factors have on
the performance of the SHS teachers on Distance Learning Delivery Modalities (DLDM). The
study was conducted with the hope of giving and offering possible significant contribution and
advantages to the following:
School Administrators. The study may be helpful for both the DepEd policy makers
and the school. The result of the study will serve as a foundation in finding ways of enhancing
the needs of the teachers in delivering quality education to learners in times of pandemic. It will
likewise see the effectiveness and efficiency of the unpacked MELCs due to shortened
Melody Herrera 2021

academic year. In addition, it will help the Schools Division Office of Apayao to enhance the
Learning Continuity Plan (LCP), design and implement policies that will heighten teachers’
degree of preparedness thereby contributing to improved students’ performance and enriched
quality of education during crucial times. Furthermore, it will serve as a basis for planning and
designing programs and activities such as webinars, trainings, workshops, conferences, and in-
service trainings/LAC sessions.
Teachers. The result of the study will serve as a groundwork for the teachers to adjust
and adapt themselves in the congested curriculum, contextualize, localize, and indigenize
downloaded ADM self-learning modules to be used by the students on distance learning, use
innovative strategies and techniques in teaching the subject suited to meet the needs and level
of interest of the students during their self-pace learning.
Students, who happen to undergo studies at their own pace, will get the benefits of
quality instruction in Distance Learning Delivery Modality (DLDM) resulting from teacher’s
high degree of readiness during this crucial time. It may also create awareness among students
about their rights and responsibilities under the LCP of the school year 2020-2021. Through
this study, the students will be able to adapt easily with the congested curriculum, with the
teachers’ preparedness as one of the biggest influential factor.
Parents. The outcome of the study would motivate them to give full support to the
programs and goals of the DepED under the LCP. Secondly, it could help them solve the
students’ problems and find means to extend support with their children’s needs under the
modality offered by their respective schools, and provide the guidance needed by their children
Melody Herrera 2021

during their self-pace learning. Furthermore, the result of the study will help them realize that
they are school’s partner in motivating and guiding their children to adapt with and perform
better under the LDM phase of learning.
The Researcher. The result of the study will help the researcher determine the extent of
effect the identified factors have on the level of readiness of the teachers and their performance
as well during the first phase of LDM implementation, S.Y. 2020-2021, and recommend
possible solutions to enhance more the teaching capabilities, strategies, and innovative skills of
the teachers to continue the teaching-learning process despite of critical situations like this.
Moreover, the researcher could provide the DepED a hint to look for and design systems or
programs that would promote quality delivery of distance learning under the LCP for the
present school year to reach the level of students’ interest, motivation, capability and the drive
to continue studying even on a self-pace mode of learning.
Future Researchers. The results obtained from the study will provide them possible
information for parallel studies or for more extensive researches and inquiries regarding factors
that affect teachers’ readiness and performance which would as well contribute an impact on
the students’ academic performance during the implementation period of LDM. It will likewise
serve as a relevant insight to researchers who are contemplating to conduct a similar study.
Melody Herrera 2021

Scope and Delimitation of the Study
This study is delimited in finding out whether there is an existing relationship of the
teachers’ level of readiness to their profile and the factors perceived to affect their level of
readiness in the delivery of distance learning. Likewise, the study finds out the effect of the
factors perceived to affect the teachers’ level of readiness on the alternative distance modality
to the teachers’ performance. Moreover, the study finds out the relationship on the teachers’
level of readiness and their teaching performance, and whether the teachers’ performance is
associated with the students’ performance.
It determined the demographic profile of the SHS teachers in terms of age, sex, civil
status, ethnicity, number of years in the service, position, and number of
webinars/trainings/workshops attended in line with the DLDM. Likewise, it determined the
perceived effect of the identified factors, namely instructional planning support, instructional
materials, supplementary materials, psychosocial support, teaching learning and delivery
physical environment to the teachers’ level of readiness and their teaching performance.
The study also determined the performance of the teacher-respondents on DLDM by
using their CISMET Rating for Printed Modular/Distance Learning Modality for the first phase
of the S.Y. 2020-2021. Likewise, it was associated with the students’ performance for the 1 st
semester, S.Y. 2020-2021. The relationship of the respondents’ teaching performance and their
level of readiness were also tested. Finally, the teaching performance was associated to the
students’ academic performance.
Melody Herrera 2021

Definition of Terms
The following terms were conceptually or operationally defined to give the reader a
better and clear understanding of this research.
Academic Performance refers to the ability and capability of the students to meet the
needed level of competence in General Mathematics subject which will be taken from their
general average grade on the said subject.
Age refers to the number of years that the respondent has been living in this world.
Assessment of learning refers to the wide variety of methods or tools that educators
use to evaluate, measure, and document the academic readiness, learning progress, skill
acquisition, or educational needs of students.
Blended Learning is a style of instruction that combines electronic and online media as
well as traditional Face-to-Face teaching.
Civil status refers to the marital status of the respondents.
Digital learning is any type of learning that makes effective use of technology. It
encompasses the application of a wide spectrum of practices which include blended and virtual
learning.
Ethnicity refers to the cultural groups from which the respondent belongs.
Face-to-Face (F2F) learning refers to the traditional mode of conducting classes in the
classroom.
Feedback is any response from the teacher in regard to a student’s performance or
behavior. It can be verbal, written or gestural.
Melody Herrera 2021

Flexible Learning is anchored on a set of educational philosophies and systems,
concerned with providing learners with increased choice, convenience, and personalization to
suit the learner’s needs. In particular, flexible learning provides learners with choices about
where, when, and how learning occurs. Sometimes, it is also referred to as personalized
learning.
Highest educational attainment refers to the highest level of education the respondent
has completed.
Instructional materials are the content or information conveyed within a course. These
include the lectures, readings, textbooks, multimedia components, and other resources in a
course.
Instructional planning support refers to those in-and-out of class scaffolds that ensure
as planned that all students, regardless of previous academic preparation, can meet high
expectations and rigorous standards.
Learning competencies refer to the capability to apply or use a set of related
knowledge, skills, and abilities required to successfully perform a set of learning tasks. They
also provide basis for the level of knowledge and abilities for assessing competency attainment.
Level of readiness refers to the teacher’s extent of ability to teach in the new normal.
Management of learning is the capacity to design pedagogic strategies that achieve
learning outcomes for students.
Modular instruction is defined as the training of learners which is done either partly or
entirely based on modules.
Melody Herrera 2021

Number of years in the service refers to how long the teacher had been serving as a
classroom teacher.
Number of webinars/trainings/seminars/workshops includes all
webinars/trainings/seminars/workshops that the teacher has attended with respect to DLDMs.
Online Learning encompasses a wide variety of study and learning conducted or
facilitated via the use of the internet. It is also referred to as virtual or digital learning. This is a
kind of learning experience which is enhanced through the use of computers and/or gadgets
with connectivity, both outside and inside the facilities of the educational organization. The
instruction most commonly takes place in an online environment.
Physical environment refers to the diverse physical locations, contexts, and cultures
where the teachers work and learners learn.
Psychosocial support is an integral part of the IFRC’s emergency response. It helps
learners to heal the psychological wounds and rebuild social structures after an emergency or a
critical event.
Remote Learning is delivered where the student and the educator, or information
source are not physically present in a traditional classroom environment.
Remote – Online (Synchronous) is optimizing internet connectivity and online tools to
deliver instruction.
Remote – Print refers Modular Distance Learning (MDL) which uses printed modules
for distribution to learners as the main tool to deliver Remote – Online (Asynchronous) is the
use of digital materials for instruction purposes. Such materials will be distributed to students
Melody Herrera 2021

via the internet or digital storage tools such as USB and the like. Use of asynchronous activities
and digital materials is considered due to limited internet connectivity.
Sex refers to the biological status of a respondent whether male or female.
Stakeholders are people; organizations or parties that have an interest in the school and
can either affect or be affected by its education programs. They can be both internal and
external stakeholders of the school.
Supplementary materials are used to add detail, background, or context to an article
by providing, for example, multimedia objects such as audio clips and applets.
Teaching is process of stimulating, directing, guiding, and encouraging learning
activity.
Teaching learning and delivery support refers to the support given to learners during
the process of implementing DLDMs.
Teacher’s performance refers to the assess level of teaching effectiveness, practical
knowledge, and skills of teachers.
Melody Herrera 2021

Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents an overview of literature and studies used as references which are
considered helpful and significant to give a better understanding of the theoretical rationale of
the study. The review is also intended to present the relevance of the study to the observations
and findings of researchers that will provide a background for analysis and discussion.
Review of Related Literature
Profile of the Respondents
Age
Erik Erikson’s Stages of Psychosocial Development states that individuals in their
middle adulthood are on Stage 7 or the stage of generativity vs. stagnation. Important events in
their life are work and parenthood. They continue to build their lives, focusing on their career
and family, and creating a positive change that benefits other people. The virtue they can
achieve if their goal turned successful is ‘care’ (Cherry, 2020).
Sex
Extracted from the study of Ullah (2013) stated that women were best suited for the
school teaching because of their natural love for children. School teaching needs payar (love)
not mar (beating). Women are very kind-hearted, and therefore, very suitable for teaching
Melody Herrera 2021

children. An extract from interviews reinforces the belief that women are biologically weak and
should not enter jobs that are physically strenuous as they cannot do jobs that require rigorous
work, energy and input of long hours. These essentialist beliefs function as powerful discourses
that shape gender identities and perpetuate male’s domination in the larger public domain by
restricting females into the narrow public domain: school teaching which is believed to be an
extension of women’s nurturing and caring role to the public domain.
Civil Status
Most Filipinos still marry before 30. In the latest release of the Philippine Statistics
Aithority (PSA), the median age of brides and grooms in the Philippines were at 27 and 29,
respectively.
Ethnicity
Based on the 2015 population census, out of 19,063 population most of the residents in
the province of Apayao are Ilocano although the original inhabitants are believed to be the
Isnag people.
Highest Educational Attainment
Teacher experience and teacher education level have been viewed as two characteristics
that are related to teacher quality. They may also be viewed as important criteria in selecting
teachers, serving as proxy variables for skill level or expertise. Research on the impact of
Melody Herrera 2021

teaching experience and teacher education level on student achievement has a long history,
beginning in the 1960s, of both elementary- and secondary-education teachers. Teacher
education level refers to the highest educational degree obtained by a teacher. The No Child
Left Behind (NCLB) Act specifies that highly qualified teachers must have minimum of a
bachelor’s degree. More recent studies have focused on whether teachers with a master’s
degrees or greater have a significantly greater impact on student achievement (Greenberg et al.,
2014). In the Teacher PH page, Llego (2018) cited five reasons why teachers pursue a Master’s
Degree in Education. This includes improved teaching skills, increased chances for better pay,
greater opportunities, improved job stability, and develop a specialty. To wrap it up, educators
inspire future generations and shape students into educated citizens.
Number of Years in the Service
Teacher experience is the number of years a teacher has taught. Teacher experience is a
topic of potential concern to policymakers as experienced teachers have more opportunities to
teach higher level or advanced classes, and thus have higher achieving students in their
classrooms. Thus, it is possible that students with poor performance are more likely to have a
double disadvantage because they are more likely to be taught by less experienced teachers
(Greenberg et al., 2014).
Melody Herrera 2021

Position
Under the qualification standards re teaching positions for senior high school of the
Civil Service Commission (2016), to be qualified as Teacher I, the teacher-applicant must be a
Bachelor’s degree holder in the relevant strand/subject; or any Bachelor’s degree with at least
15 units of specialization in the relevant strand/subject. Teacher II teacher-applicant must be a
Bachelor’s degree holder with a major in the relevant strand/subject; or any Bachelor’s degree
plus at least 12 units towards Master’s degree in relevant strand/subject. To be qualified as
Teacher III, must be a Bachelor’s degree holder with a major in the relevant strand/subject; or
any Bachelor’s degree plus at least 6 units towards Master’s degree in relevant strand/subject,
with 1 year of relevant teaching/industry work experience, and 4 hours of training relevant to
the subject area of specialization. To be qualified as Master Teacher I, must have Master’s
degree in the relevant strand/subject; with 4 years of relevant teaching/industry work
experience, and 8 hours of training relevant to the subject area of specialization. For Master
Teacher II, must have Master’s degree in the relevant strand/subject; with 5 years of relevant
teaching/industry work experience, and 12 hours of training relevant to the subject area of
specialization. For Master Teacher III, must have Master’s degree in the relevant strand/core or
specialized subject plus 12 units towards a Doctorate in relevant strand/subject; with 5 years of
relevant teaching/industry work experience, and 16 hours of training relevant to the subject
area of specialization. For Master Teacher IV, must have Master’s degree in the relevant
strand/core or specialized subject plus 18 units towards a Doctorate in relevant strand/subject;
with 6 years of relevant teaching/industry work experience, and 20 hours of training relevant to
Melody Herrera 2021

the subject area of specialization. They must be RA 1080 eligible for a permanent appointment;
if not, they must pass the LET within five (5) years after the date of first hiring.
Number of Webinars/Trainings
The need for in-service education of teachers cannot be underestimated. It is a necessity
in enhancing work performance and motivation of teachers in the field. Absence of in-service
trainings of teachers will retard professional growth of teachers as well as “missing gaps”
between demands and actual achievement levels. In-service education allows for such activities
that may include seminars, workshops, conferences, classes, exhibitions, etc. that are designed
to develop and improve employees in an organization from the initial employment stage to
retirement. From the foregoing, it becomes imperative that every attention should be devoted to
the in-service education of teachers to promote their professional growth and development
(Osamwonyi, 2016). UNESCO is one of webinar implementers in response to Covid-19
education. On March 27, 2020, UNESCO dedicated its second Covid-19 education response
webinar to those on the frontlines of ensuring learning continuity: some 63 million affected
teachers in 165 countries, along with education personnel. Bringing together participants from
all regions, the seminar shed light on a wide range of issues, from the provision of training and
support for teachers to the challenge of distance teaching in remote or rural areas with weak or
no internet connectivity.
The main purpose of conducting webinars is to help the audience enhance their
knowledge and update their skills by inputting the latest techniques and methods related to their
Melody Herrera 2021

respective fields. As there is a great opportunity for the participants to attend webinars just by
sitting at home or in the office without spending more time and money, many people in the
modern society are interested in attending them. Since there is no limit for the number of
viewers to attend the webinars, they can be viewed by any number of participants throughout
the world. In modern times, webinars are widely used in the field of education. Since webinars
have come in the limelight, they have become great boon for the English language teaching
(ELT) faculty as they are mostly benefitted by knowing and implementing the latest and
ongoing trends in ELT in their regular classrooms.
INSTRUCTIONAL PLANNING SUPPORT
The public and private academic institutions in the Philippines are instructed by DepEd
to come up with a Basic Education Learning Continuity Plan (BE-LCP) for school year 2020-
2021. LCP is a package of education intervention in response to the challenges in basic
education brought by Covid-19 pandemic. This strategic plan is designed to carry out the
conduct of classes amidst pandemic. It is a commitment of the government in protecting the
health and safety of learners, teachers, and school personnel under the health protocol of the
Department of Health (DOH) and the World Health Organization (DepEd Order Nos. 12 and
13, s.2020).
Per DepEd Order Nos. 12 and 13, s.2020, the LCP contains two major parts: the
rationale and the operationalization home-based learning through modular, online or a
combination of modular and online (blended approach). The operationalization part of the LCP
Melody Herrera 2021

is a very comprehensive plan in response to the new normal in education. This part needs
strategic planning and coordination with the stakeholders in order to come up with
comprehensive contents as per DepEd guidelines. The operationalization part includes 10
major contents which are school readiness, platform and support, content, assessments,
teachers’ preparation, learners’ capability, parents’ role, communication plan, continuance, and
monitoring and evaluation. All of these require proper preparation, brainstorming, meeting,
survey and coordination.
DepEd Secretary Briones (2020) emphasized that the BE-LCP in the time of Covid-19
is the response of the Department 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 consultation
with advisers, legislators, executive directors, teachers, parents, learners, and the general
public.
In the Philippines, ensuring the welfare of more than 27 million learners in basic
education alone requires indomitable commitment especially amidst this crisis. However,
UNESCO reiterates its stand in spite of the circumstances: “Education cannot wait. If
learning stops, we will lose human capital.” Meeting the needs of the most vulnerable
populations during these times is essential to achieving SDG4 (UNESCO, 2017).
Consequently, the Bureau of Curriculum Development ensures that learning standards are
relevant and flexible to address the complex, disruptive, volatile, and ambiguous impact of
COVID-19 in the Philippines particularly in the basic education sector.
Melody Herrera 2021

Working on the said premise, the Department came up with the Most Essential
Learning Competencies (MELCs) to be used nationwide by field implementers for SY 2020-
2021. The release of the MELCs is not just a response to addressing the challenges of the
current pandemic but is also part of the Department’s long-term response to the call of SDG4 to
develop resilient education systems, most especially during emergencies.
The MELCs can be used under similar circumstances as a mechanism to ensure
education continuity (curriculum dimension). However, releasing the MELCs does not
downplay the standards set by the K to 12 curriculum guides. Rather, they serve as one of the
guides for teachers as they address the instructional needs of learners while ensuring that
curriculum standards are maintained and achieved. Furthermore, the MELCs intend to assist
schools in navigating the limited number of school days as they employ multiple delivery
schemes by providing them ample instructional space.
Curriculum Contents
The curriculum contents in the distance learning are based on the revised MELCs set by
DepEd. A clear statement of the quarter calendar showing the learning areas to be covered each
quarter is required to be stated in the LCP. Course requirements are indicated to ensure that the
intended learning outcomes are met after every quarter. In the case of blended approach, a
sample copy of prepared workbook and/or worksheet are presented or attached as part of the
annexes.
Melody Herrera 2021

To address the impact of Covid-19 in the Philippines, DepEd affirms its commitment on
the delivery of quality education relevant to the basic education services anchored on its slogan
“Sulong Edukalidad” framework (Pascua, 2020). It was also pointed out that the revised
MELCs are part of the DepEd’s response to develop resilient education system especially
during emergencies to be rolled out for S.Y. 2020-2021. Thus, all academic institutions are
required to follow the MELCs to continuously produce holistic Filipino learners acquiring the
21st century skills despite the use of blended or distance learning.
INSTRUCTIONAL MATERIALS
Instructional material theories assume that there is a direct link between the materials
that the teachers use, and the students’ learning outcomes. These outcomes include higher
abilities to learn, quality strategies to learn and perform classroom activities and positive
attitude towards learning. Further, these theories assume that instructional materials have the
capacity to develop into students the highest order of intellectual skills as they illustrate clearly,
step by step how to follow the rules/principles and elaborate on the concepts, all of which have
positive impact on solving new problems by analyzing the situation and formulating a plan
(Gagné et al. 2015). According to Gagne et al, instructional material can be used to develop
higher learning abilities to the learners through self-teaching or guided learning. This implies
that the instructional materials mainly comprise “eliciting performance” and “providing
feedback on performance correctness,” in addition to “providing learning guidance” for guided
discovery learning.
Melody Herrera 2021

Challenges that teachers face in accessing instructional materials
One of the big challenges that teachers in community secondary schools face in accessing
instructional materials is inadequate funds provided by the government to community secondary
schools for purchasing instructional materials. Very little support is received from local government
and communities around the schools most especially in rural areas due to poverty. The funds are
provided in form of capitation grants. In particular, the capitation grant is meant to finance the
purchase of textbooks and other teaching and learning materials as well as to fund repairs,
administration materials, and examination expenses (Uwazi, 2010).
According to Onche (2014), government’s Policy towards efficient provision of these
aspects of educational resources has not been encouraging and has always not been well
planned, monitored, supervised and evaluated with rural schools as the back bench of
implication of these policies.
At present, there is a universal recognition of information and communication
technology as a major force in the dissemination of knowledge (Aina, 2013). Majority of
teachers who were trained early 1990’s and backward do not have skills in the field of
Information and Communication Technology. Where there are skilled teachers, other problems
naturally include problem of installation, maintenance, operation, network administration and
local technicians to service or repair these equipment’s and the other facilities.
Melody Herrera 2021

Reproduction, Sorting, Distribution and Retrieval of Modules, and Adherence to Health

Protocols
Protocols for Health and Safety
DepEd Order No. 14, s.2020, instructs basic education institutions to come up with
health and safety protocols in compliance with the guidelines on the risk-based public health
standards for Covid-19 mitigation. This mitigation aims to increase mental and physical
resilience, reduce transmission and contact, and reduce duration of infection (DOH AO No.
0015, s. 2020). For this, the UNICEF (2020) emphasizes on the water and hygiene facilities.
In compliance with the DOH guidelines on the risk-based public health standards for
Covid-19 mitigation, the general health and safety protocols advocate the use of and practice of
respiratory etiquette and other protective measures. All learners, teachers, and non-teaching
personnel are required to observe this general health and safety protocols through the use of
protective measures. Additionally, the school needs to ensure the availability of disinfecting
paraphernalia at all times. Singh-Vergeire (2020) explains that the public must be vigilant and
observe the infection prevention such as the use of PPEs, proper hygiene and social distancing
to avoid the spread of the virus.
SUPPLEMENTARY MATERIALS
The New Normal Policy is a step taken by the government in the wake of recovery in
various sectors, which initially declined due to a temporary shutdown. Education is one of the
areas affected by this policy. With this policy, the government attempts to maximize the
Melody Herrera 2021

application of online learning for non-green zones and face-to-face learning (conducted in
blended learning) for the green zone. It is performed to break the chain of Covid-19 spread in
severely affected areas. Therefore, teachers should maximize the existing digital learning
resources to support the policy, especially the use of social media within (Thaariq, 2020).
As cited on the study of Thaariq (2020), research on social media use in learning shows
that integrating social media in a learning and teaching environment may generate new forms
of inquiry, communication, collaboration, work identity, or have positive cognitive, social, and
emotional impacts (Greenhow & Lewin, 2016).
On an academic research paper of Thakur (2015), she discussed the needs and modes of
using supplementary authentic materials for the purposes of language teaching, which has been
demonstrated by taking into account four types of authentic materials – jokes, anecdotes, crisis
stories, and editorial cartoons. The paper claims that the use of such supplementary materials
provides the basis for the use of meaningful real language through interesting contents and
extended contexts, which enables the learners to become more motivated and active in learning
the target language and willingly participating in it. Once learners gain confidence through
understanding and enjoying these authentic materials, they feel prepared to view such other
materials on their own and a new venture into more and more authentic language begins.
PSYCHOSOCIAL SUPPORT
Even as institutions make the changes required to teach in different ways, all should
give the highest priority to reassuring students and parents— with targeted communication.
Melody Herrera 2021

Institutions should update students and parents with frequent communication on important
matters. Teachers and school counsellors may be better than parents at assuaging the anxieties
of students in deprived situations. All, however, can access help lines and resources outside the
school system that specialize in addressing emotional and psychological challenges.
Institutions and educational systems must make special efforts to help those students
whose parents are unsupportive and whose home environments are not conducive to study.
Where households are confined to their residences by COVID-19, parents and guardians may
be deeply anxious about their own economic future, so studying at home is not easy, especially
for children with low motivation. Such homes often lack the equipment and connectivity that
richer households take for granted, compounding the problem.
TEACHING LEARNING AND DELIVERY SUPPORT
Just as institutions take steps to inform, reassure and maintain contact with students and
parents, they must also ramp up their ability to teach remotely. Teachers should work with what
they know. Giving full attention to reassuring students is more important than trying to learn
new pedagogy or technology on the fly.
For most aspects of learning and teaching, the participants do not have to communicate
simultaneously. Asynchronous working gives teachers flexibility in preparing learning
materials and enables students to juggle the demands of home and study. Asynchronous
learning works best in digital formats. Teachers do not need to deliver material at a fixed time:
it can be posted online for on-demand access and students can engage with it using wikis,
Melody Herrera 2021

blogs, and e-mail to suit their schedules. Teachers can check on student participation
periodically and make online appointments for students with particular needs or questions.
Creating an asynchronous digital classroom gives teachers and students more room to breathe
(S. J. Daniel, 2020).
Similarly, video lessons are usually more effective—as well as easier to prepare—if
they are short (5‒10 minutes). Organizations offering large-enrolment online courses, such as
FutureLearn, have optimized approaches to remote learning that balance accessibility and
effectiveness. Anyone asked to teach remotely can log in to a FutureLearn course in their
subject area to observe the use of short videos. Teachers might also wish to flag relevant online
courses to their students.
Teachers, Learners, and Parents’ Role
The role of the teacher in the new normal plays a big part on the teaching and learning
process using the chosen modality. The role is expanded as compared to the new 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, they need to be available
online at all times in case of queries from the students and parents. As Tarek (2016)
emphasized that since distance learning entails high level of interaction between the teacher
and students, the teacher must treat learning problems that students might encounter taking into
account the individual needs of the students in terms of their learning styles. Teachers must
initiate virtual learning activities such as collaborative work to motivate students to learn. They
Melody Herrera 2021

should be more creative, motivate their students to actively participate in the virtual learning
and engage the students to a deeper learning so that the desired learning outcomes are met
(Tuscano, 2020).
Saxena & Saxena (2020) developed a framework as to the role of teachers during the
pandemic. This includes to listen, to explain, to demonstrate, to emphasize and to analyze. As
the children have different nature and learning styles, teachers need to develop different
teaching levels suitable to the students. Aside from the different teaching strategies, Warden,
Stanworth, Ren & Warden (2013) disclosed the result of the nine-year action research on 3,630
students that the main source of problem in the synchronous learning is behavior. Thus, the
virtual classroom management is a measure of success in the new normal of teaching. On the
other hand, Bower, Dalgarno & Kennedy (2013) found that the main challenge in blended
learning were communication and split attention. Given the current situation worldwide, it is
the prime responsibility of the teacher to ease the fears and anxieties of the children. In reality,
it will not be easy to educate the children something beyond their grasps such as the pandemic.
For this, training of teachers on the facilitation of the new normal teaching and learning is
indeed a necessary requirement. Certification and training programs on the use of various
platforms is required as well as in the preparation of modules and workbooks.
On the other hand, it is the learners’ role to adjust to the new system be it online class
using a platform or offline classes through independent learning. They need to be properly
oriented and familiarized themselves in the new normal. The learners need to be encouraged to
Melody Herrera 2021

adapt to the new normal learning modality and understand the lessons at their own pace with
the assistance of their parents, elder siblings, and/or guardians.
The parents also play a big role in the academic performance of their child in the new
normal of teaching and learning. Their critical role is addressed at the beginning through a
consultative session on the adaption of the learning modality. According to Kuruvilla (2020),
the role of parents in the virtual learning is important. Since students are home-schooled, they
have to monitor the development and performance of their child on their day-to-day activities
during the independent learning hours. Without the help of the parents, teachers will not be able
to meet the desired learning outcomes at the end of the day.
According to Rich (2020), parents should cast their children’s fear of the situation. The
stress and anxiety level of the children increase due to the challenging times. Their role
intensifies as their children are home-schooled. They should be keen on the problematic
reactions of their children as it increases their stress level. It is advisable to have reasonable
distractions while doing independent learning. Saxena & Saxena (2020) suggest that parents
control their anxiety first and be in stable mental health condition before facing their children.
The support of the parents is critical to the learning development of the children in the absence
of the teachers.
Communication Plan
Communication plays an important role in the implementation of the new teaching and
learning modality. Haythornthwaite (2002) suggests the three types of communication in
Melody Herrera 2021

sustaining e-learning communities: content-related communication, planning of tasks and
social support. It serves as a roadmap on how teachers, learners and parents connect with each
other. To be transparent with the stakeholders, a statement on the medium to be used need to be
stated clearly. There is a clear process on how important information announcement and other
updates reach the stakeholders. Everitt (2020) emphasizes that transparency to stakeholders is
very important to maintain the two-way communication of the status of the newly implemented
program.
Continuance
The school pledges that teachers have continuous learning and enhancement program
on the use of technology and other platforms. For this, an explicit statement is needed in the
LCP to ensure quality in the teaching and learning process. For this, an explicit statement is
needed in the LCP to ensure quality in the teaching and learning process. In addition, the
school certifies the statement through a plan of continuous improvement of its quality services
in terms of trainings and seminars before, during, and after the delivery of the new modality.
According to teacher.org (2020), professional development for teachers is very important as
education is an ever growing and changing field. This means that teachers must be updated of
the current trends in educational practice.
Melody Herrera 2021

Monitoring and Evaluation
Under the new normal, efficacy of the monitoring and evaluation process is necessary.
For example, learners who were given the learning resources need to be evaluated and
monitored both for the learning process and the applicability of the learning modality. Support
system is established for monitoring. In this case, feedback from students and parents are
necessary to identify major gaps in the implementation and provide inputs for the improvement
of the chosen platform. According to Kamalludeen (2020), alternative means of evaluation
have to be used to monitor the students’ progress and achievement. The evaluation must focus
on the results of students’ performance to measure the achievement of the learning outcomes.
FEEDBACK ON LEARNERS’ OUTPUTS
Effective feedback is designed to determine a learner’s level of understanding and skill
development in order to plan the next steps towards achieving the learning intentions or goals.
Feedback is a key element of the incremental process of on-going learning and assessment.
Providing frequent and on-going feedback is a significant means of improving achievement in
learning. Effective feedback assists the learners to reflect on their learning and their learning
strategies so that they can make adjustments to make better progress in their learning.
Reporting to parents and families commonly occurs at least twice per year in a formal
written statement from the school. Involving parents and families in the learning process by
providing them with more frequent feedback about their child’s learning progress and strategies
Melody Herrera 2021

they may use to assist their child improve has been shown to be effective in improving student
achievement.
By its very purpose, effective feedback is designed to determine a learner’s level of
understanding and skill development in order to plan the next steps towards achieving the
learning intentions or goals. Understanding about the learner’s progress and level of
achievement enables the practitioner to make decisions about the next steps to plan in the
learning program. It enables the learner to reflect on their learning strategies to confirm them or
make changes to improve their learning.
Effective feedback from the practitioner focuses on the quality of the learner’s work
product and/or processes, motivates and challenges the learner to further develop their
knowledge and skills, does not give praise, reward or punishment, recognizes that which the
students has done well and identifies what has been misunderstood or not understood, focuses
on the quality of work and is specific, is directly linked to the learning intentions and success
criteria, and maybe a spoken, a gesture or formalized in writing.
MANAGEMENT OF LEARNING
As cited on the study of Gromada and Shewbridge (2016) on student learning time,
concerns about effective use of resources in schools raise a question of how to distribute,
allocate, and organize resources in a way that would be most conducive to learning.
Rearrangement of student learning time, next to reduction of class size and increase of
teachers’ salaries has emerged as one of the key ideas for reallocation of newly available
Melody Herrera 2021

resources in countries with a decreasing number of students. Since it is argued that “the most
valuable resource in the educational is no doubt student learning time.” Their study defines
student learning time as a resource invested by students in three types of deliberate learning
activities in institutional settings: Regular lessons at school, as the time students spend on
instructional activities in school and underpinned by allocated instruction time; Summer and
after-school programmes, which can be in the form of remedial or enrichment activities; and
Extra-curricular activities, the time students spend in voluntary classes dissociated from the
regular curriculum and taking place after regular school hours in institutionalized settings.
Inettutor.com (2020) conducted study on class scheduling system review of related
literature. On course meeting times, each school and department must distribute course
offerings over all five days of the week and over the full class day. Classes must be scheduled
proportionally over four of the five time zones. While the fifth time zone is optional, it is still
part of the teaching day and should be utilized when possible.
ASSESSMENT OF LEARNING
Assessment is an important component of curriculum and instruction. It tells if the
curriculum was delivered as planned and if its intents were attained or not by the target
learners. It also tells if instruction has been effective in helping the learners attain what is
essential as defined by the curriculum. This section guides the schools in preparing for
assessment intended for flexible learning options.
Melody Herrera 2021

Assessment is a process of gathering both quantitative and qualitative data that could
describe what the learner knows and can do as a result of instruction. It is needed to have basis
in making sound decisions about student’s learning. It could happen at any point in the
instructional process.
Assessment of learning should be carefully done as its results could make or break the
life of the learner being assessed. To be student-centered in assessing learning in flexible
modalities, the rule is constructive alignment, that is to align assessment with the curriculum
and instruction in whatever modality is implemented.
Learning outcomes in the form of knowledge, skills, attitudes, and values are the major
measures of the teaching and learning in the basic education. This part needs a clear statement
that the assessments are still in compliance with the DepEd’s standard indicating the required
percentage in each of the components including written work, performance task, and quarterly
assessments. According to DepEd Order No. 8, s.2015, classroom assessment is an integral part
on the implementation of the curriculum. It becomes the bases for measuring the performance
and progression of the students. This also acts as parameter for the necessary adjustments on
the teaching strategies as set in the policy guidelines.
How to assess learning in different modalities?
There are different modalities in assessing learning. All of these modalities are possible
to use if assessment is done for the purpose of helping the students learn. The integrity of
assessment data is not at all an issue if assessment is non-graded. This means assessment is
Melody Herrera 2021

used to help the students monitor the progress of their own learning given their goals. However,
when assessment is graded and results are used to make a decision whether to pass or not a
student in a course or if he or she deserves or does not deserve promotion or recognition, it
should be carefully done to avoid damaging the motivation and desire of the student to learn
more.
PHYSICAL ENVIRONMENT
In times of pandemic, physical arrangement of the school complies with the DOH
guidelines. All classrooms must meet the standards prescribed by the DOH to avoid the spread
of the virus. This includes proper ventilation, proper sanitation and hygiene facilities. Even
though students are not coming to school, the physical arrangement of the school has to follow
the standards set by the government (DepEd Order No. 13, s. 2020).
There is a need to strengthen environmental hygiene practices in all levels of learning.
Responsiveness of the society starts when learners are educated in the schools. Creating
awareness to the students about societal issues, especially of health concerns challenges the
universities.
TEACHER READINESS
Faculty readiness to teach online is a state of faculty preparedness for online teaching.
Martin, et al. (2019) measured faculty readiness by faculty attitudes on the importance of
online teaching competencies and their ability towards online teaching.
Melody Herrera 2021

Teacher trainees undergo teacher education program basically with one ultimate goal; to
get the basics and preparedness in creating classrooms that will help them relieve any fear as
teachers. Teacher preparedness is usually necessary for it helps the teachers acquire the very
basic knowledge on classroom management skills.
Hollins (2011) states that over the past two decades there have been a great deal of
focus on the reform in teacher preparation aimed at improving learning outcomes of learners.
Teacher quality can be well understood in considering the relationship between teacher
productivity and teacher training including formal pre-service university education, in-service
professional development and informal training acquired through on the job experience (Harris,
2010).
Agyman (2013) indicates that a teacher who doesn’t have both academic and
professional qualification would not be effective in teaching and learning process. He further
argues that a well-qualified teacher who works within unfavorable conditions may be less
productive than unqualified teacher working in favorable conditions of service.
Due to the COVID-19 pandemic, higher education intuitions the world over are shifting
to online learning or distance education programs. The advantage is it can allow for the
students to learn at their convenience since it is needless to attend training centers and
universities (Knibel, 2020).
Although this online delivery can present barriers to the teachers since they need to
acquire online-driven competencies in planning, implementing, and assessing the performance
of their students, providing teachers with adequate training courses can assist them to
Melody Herrera 2021

effectively implement the courses through electronic delivery. There are various devices
available with innovative tools for the teachers to access to promote learning for the students
with diverse educational needs. The technology devices, design of the program, choices of
instructors, responsive curriculum, and supportive stakeholders are necessary and significant
for the successful delivery of the lessons in an online environment (Barr & Miller, 2013). In
that case, this brings an opportunity for higher education institutions to scale up the training of
the teachers for online learning instruction. The training for the teachers can improve student
learning in educational programming for the instructors to facilitate the goals aligned to the
learning goals of higher education institutions (Ludeman et al., 2009).
Kosgei (2013) notes that teachers have lot of influences on their classroom practices.
He further adds that for students to be able to make connection between what is taught in
school and its application in problem solving in real life, the teacher has to be effective in their
teaching.
Preparation from the Provincial Government of Apayao (PGA)
In support of the implementation of the DepEd’s alternative learning initiatives in the
midst of the global COVID-19 pandemic, Governor Eleanor C. Bulut-Begtang ordered the
utilization of the P6-million provincial government’s allocation for its provincial internship
program for the hiring of para-teachers or home learning facilitators as required in the
implementation of the DepEd Apayao School’s Division’s Learning Continuity Plan (PGA,
September 2020).
Melody Herrera 2021

The Governor previously committed to the hiring of para-teachers upon request of the
schools division, including the possible provision of information and communication
technology equipment and materials to selected schools.
Preparation from the Department of Education
Alain Del Pascua (2020) in the DepEd Announcements page posted that
distance/blended learning approach is the Department’s answer to not stopping children’s
learning in the midst of pandemic. Education will continue in any situation.
Engagement of Services of Learning Support Aides
Amidst the public health emergency brought about by the Covid-19 pandemic, the
DepED is committed to ensure unhampered delivery of basic education services to its learners
and the community, in line with the constitutional mandate of the State “to establish, maintain
and support a complete, adequate, and integrated system of education relevant to the needs of
the people, the country and society-at-large,” pursuant to Section 2 (1), Article XIV of the 1987
Constitution, as reiterated in Republic Act (RA) No. 10533, or the Enhanced Basic Education
Act of 2013.
In accordance with DepED Order (DO) No. 012, s. 2020, “Adoption of the Basic
Education Learning Continuity Plan (BE-LCP) for S.Y. 2020-2021 in the light of the Covid-19
Public Health Emergency,” DepED shall employ multiple learning delivery modalities (LDMs)
to ensure the continued provision of learning opportunities to its learners, while protecting the
Melody Herrera 2021

health and safety of both its personnel and learners. This can be done through blended learning,
distance learning, and home schooling.
To support the schools in the implementation of the LDMs under the BE-LCP, the
“(re)alignment of the unused balances of the DepED 2020 “New School Personnel Positions
and ‘Basic Education Facilities’ appropriations to the Maintenance and Other Operating
Expenses (MOOE)” has been authorized through the recently enacted RA No. 11494,
otherwise known as the Bayanihan to Recover As One Act, specifically under Section 4 thereof,
to provide funding options “for the hiring of teacher-assistants, and for the production or
reproduction of modular learning materials for K-12.”
In recognition of the need for additional human resource to further support the
implementation of the multiple LDMs under the BE-LCP, this policy is issued to provide for
options and guidelines on the engagement of services of Learning Support Aides during the
period of national public health emergency, consistent with applicable government rules and
regulations. The services of Learning Support Aides shall be engaged to support learning
delivery by collaborating and rendering assistance to teachers.
Academic Achievement
Stop and Smith (2013) define academic achievement as the extent to which a student,
teacher or institution has achieved the educational goals. Terrence and Peters (2010) define
academic achievement or performance as the outcome of education.
Melody Herrera 2021

Insufficient workforce, lack of concentration during lesson, lack commitment and
motivation to work, lack of instructional equipment, poor attitudes of students, poor
understanding of concepts, inability to study well, neglect of class assignment and pleasure
sought attitude contribute to low academic achievement (Olarewaju, 2017). Academic
achievement in schools is always the main expectation of different stakeholders in education.
Underperformance for many researchers is caused by laxity among students, lack of
commitment of teachers, lack or poor use of instructional resources, poor school culture among
others.
DepEd Order No.8, s. 2018 states that Grade 11 and 12 learners who failed a unit/set of
competencies must be immediately given remedial classes. They should pass the summative
assessments during remediation to avoid a failing grade in a learning area/subject. This will
prevent students from having back subjects in Senior High School (SHS). However, if the
learner still fails remedial classes, s/he must retake the subject/s failed during the summer or as
back subject. This was further explained by DepEd Order No. 13, s. 2018. Guidance
teachers/career advocates must provide support to the SHS student for his/her choices in SHS
tracks. Due to this, the students subjected for remediation do their best to avoid failure or
having back subject.
Distance Learning Delivery Modalities (DLDMs)
Distance learning lets learner study remotely without regular face-to-face contact with a
teacher in the classroom (www.thecompleteuniversityguide.co.uk). There are six types of
Melody Herrera 2021

distance education: Distance education via video conferencing; synchronous and asynchronous
distance education; open schedule online courses; hybrid distance education; computer based
distance education, and fixed time online course. Its benefits are adaptability and freedom, self-
inspiration, flexibility to choose, easy to access, earn while you learn, saves money and time,
easy access to the experts, and ease of communication with other educational institutions. Top
10 disadvantages of distance learning are difficulty staying motivated, difficulty staying in
contact with teachers/instructors, difficulty interacting with peers, difficulty staying connected
at all times, difficulty getting immediate feedback, and difficulty completing all courses for a
degree (www.eztalks.com, 2017).
By distance learning we understand an educational situation in which a teacher and
his/her students are not placed in one physical environment. The fact that distance / online /
mobile / e-learning has a lot of advantages can already be viewed as a proved fact which does
not need any extra proofs. It is also very popular among learners and young teachers. The topic
has been discussed in dozens of researches (e.g., Dumford & Miller, 2018; Gossenheimer,
Bem, Carneiro, & de Castro, 2017; Naidu, 2019; Sadeghi, 2019; Santana de Oliveira, & Torres
Penedo, & Pereira, 2018). Among the advantages of distance / online / mobile / e-learning are:
supports autonomy and self-learning; flexible in time and place; cheaper than traditional
education; time-saving (no commuting); enables to combine work and study; normally provides
educational materials; engages students more (they seldom “miss” classes); and are available
for students with special needs.
Melody Herrera 2021

However, there are certain challenges involved in distance learning, too: These include
various distractions (due to lack of teacher control over the situation); lack of technical skills by
teachers and, less so, by students; lack of social interaction between students; quality of both
teaching and learning, which may be worse than in traditional education; need in taking
measures to discipline and organize students; less personalized contact with teachers; less
individual approach to students (if any); less culture-sensitive approach; and few or no
cooperatively done tasks.
Review of Related Studies
Profile of the Respondents
Age, Sex, and Years in the Service
The result of the study of Shah & Udgaonkar (2018) on influence of gender and age of
teachers on teaching: student perspective revealed that most of the students did not feel gender
or age as a barrier in teaching until the teacher is active and interested in teaching and they felt,
experience has a positive influence on teaching. But it is observed that the females preferred
females as they thought it was easy to interact with them. Many students felt females are
compassionate, hardworking, and sincere enough and have got high pitched voice which is
audible.
Students’ perceptions of teacher behaviours and their responses to these behaviours may
show changes based on their gender (Skaalvik & Skaalvik, 2013). Gender effect may also
Melody Herrera 2021

present for teachers. Rubie‐Davies, Flint and McDonald (2012) reported that male teachers
have tendency to have less mastery and more performance goal oriented compared to their
female colleagues. Therefore, the potential roles of student and teacher gender effects need to
be investigated using a larger sample sizes.
The study of Bird (2017) on the relationship between teacher effectiveness and student
achievement: An investigation of teacher quality came out with a mixed results but did
indicate several instances of students performing better when assigned to teachers with higher
evaluation scores and a higher level of performance for students assigned to English teachers
with at least a master’s degree. The implications discussed include encouraging principals to
assign evaluators with experience in the designated content areas to assess their teachers,
providing targeted professional development for veteran teachers to increase knowledge of
current best practices, and high school principals giving consideration to assigning English
teachers with a master’s degree in English to courses that culminate with the students taking a
state end-of-course assessment.
Webinars/Trainings
The studies of Kiamba and Mutua (2017) have clearly indicated that teacher
preparedness can influence students’ academic achievement through classroom management
practices, training; experience of the teacher, mastery of subject content and preparation of
Melody Herrera 2021

professional documents in various subjects ranging from sciences, humanities and
mathematics. Their study clearly proved that teacher readiness significantly affects students’
academic achievement in the various subjects in which studies have been carried out. Teacher
training is seen to be the key factor in grounding prospective teachers for the purposes of
effective and efficient classroom instruction in all educational levels.
Newstrom and Davis (2012) in their study on quality and teacher training and student
achievement showed that trained teachers do make a difference and in particular teacher
qualification, experience and amount of education and knowledge were positively imparted to
students. Sanders and Rivers (2011) show that those students who are assigned to several
ineffective teachers get lower achievement than those assigned efficient and effective teachers.
It was concluded on the academic research paper of Sudhakar (2017) on the importance
of lesson planning before delivery that good lesson planning allows for more effective teaching
and learning. However, many things can happen in class, and it is important for teachers to
adapt their plans to respond to the students’ needs. As Jim Scrivener says, “Prepare thoroughly
but, in class, teach the learners, not the plan.” A productive lesson is not one in which
everything goes exactly as planned, but one in which both students and instructor learn from
each other.
DepEd Order No. 42, s. 2016 (Policy Guidelines on Daily Lesson Preparation for the K
to 12 Basic Education Program) provides the legal basis of lesson preparation for the basic
Melody Herrera 2021

education. It indicates the necessity of lesson planning as a “critical part of the teaching and
learning process” which serves as a guide for instruction and contains details of what a teacher
and learners will do in order to meet the required learning competencies. Given the new context
for learning and the unique procedures in every modality, the Weekly Home Learning Plan
(WHLP) shall be developed following the given seven procedures to include Most Essential
Learning Competencies (MELCs), self-learning modules (SLMs) and other learning materials
needed for the self-paced learning mode among others.
Curriculum developers are encouraged to fully involve teachers in curriculum
development process in order to deliver the designed curriculum very well to learners. Teacher
training institutions are encouraged to be relevant to the specific area of specialization and
strict adherence to the existing minimum requirements for teacher placement in the different
levels of educational institution. Teacher motivation is extremely paramount and therefore the
school leadership may do so by providing all the teaching and learning resources needed by the
teachers and also rewarding teachers for improved performance.
Cheng (2013) asserts that availability and adequacy of teaching and learning resources
were related to and perceive organizational effectiveness in terms of academic performance.
Availability of learning resources like textbooks is a great factor that impacts on students’
academic performance as documented in several studies in Africa on positive effects of
textbooks on learning achievement (UNESCO, 2014).
Melody Herrera 2021

The study of Adalikwu & Iorkpilgh (2013) on the influence of instructional materials
on the academic performance of the senior secondary school students revealed that students
taught with instructional materials performed significantly better than those taught without
instructional materials and also that the use of instructional materials generally improved
students’ understanding of concepts and led to high academic achievements. Recommendations
were made on how to improve academic performance of chemistry students by encouraging the
use of instructional materials in teaching-learning chemistry.
The study of Kanchan (2016) showed that 80% of the teachers don’t want to improvise
local materials for teaching and only 20% of the teachers affirm that the access to locally based
materials is hindered due to lack of knowledge of preparing them among teachers. The results
from interview from heads of schools indicated that many teachers had qualifications and the
required professionalism in the teaching. The only problem that teachers had was motivation to
effectively execute their professionalism which includes developing instructional materials.
The results concur with the findings by Onche 2014; He pointed out that, lack of using
instructional materials in secondary schools was very much related to insufficient skills and
creativity among the teachers. These, Onche opined, may hinder teachers from improvising
their own instructional materials.
On the first objective, key findings indicate that instructional materials are essential for
good academic performance. Schools which do not have adequate instructional materials are
likely to perform poorly. On the second objective, the data show that some of the challenges
teachers in community secondary schools face in accessing instructional materials include lack
Melody Herrera 2021

of school libraries, lack of sufficient textbooks, and lack of reliable internet connections.
Lastly, the data for objective three shows that teachers use a variety of strategies to minimize
the challenges mentioned above. These include borrowing of books, use of capitation funds to
purchase essential textbooks and through the use of instructional materials developed by
teachers such as posters and models. This implies that teachers in the study area are not
comfortable with the working environment due to lack of working tools, a situation which may
demotivate them to dedicate themselves to work.
Kanchan (2016), in his study on the effectiveness of self-learning modules on the
achievements of students, states that SLMs helps to inculcate self-study habits and self-
confidence among students. These two characteristics are essential in this time where learners
are basically the captain of their learning. Using modules as the primary mode of learning force
students to understand the learning contents of their learning material. As opposed to having
their teacher provide lectures and discussions in school, they are left to read and comprehend
the lesson with minimal supervision from their parents or guardians (SunStar Philippines,
2020).
Based on the study of Permana (2018), social media can be used as a learning resource
since it influences increasing the ability to think criticallyand creatively because the increase in
motivation, critical thinking skills, and creative thinking abilities depend on its use. Based on
the research description of Balakrishnan & Gan (2016), the popularity of social media can
Melody Herrera 2021

encourage learning because of its wide popularity and the ability of options to enable creating
virtual online learning groups, supporting the idea of sharing and promoting active interaction
between students and teachers/lecturers can facilitate and encourage learning. In his study,
Thaariq (2020) recommended using three social media as learning resources during the New
Normal – YouTube, Instagram, and WhatsApp. Considering the number of users, these three
social media are the giants in Indonesia. Based on the data gathered by Kata Data (Editorial
Team, 2019), YouTube has 88% users, followed by WhatsApp with 83% users, and Instagram
with 80% users. Thus, those three are considered appropriate to be managed as learning
resources.
The qualitative and quantitative study of Dodd, et al. (2015) on the use of
supplementary materials in English Foreign Language classes in Ecuadorian secondary schools
which aimed to examine and measure the effect of the use of supplementary materials on
student motivation, performance, understanding, and participation in the acquisition of a
second language within Ecuadorian high schools came up with a positive result in a way that
they were able to explain the motives of teachers to use supplementary materials in their class
along with the effects said materials have on the students. According to the interviews, the
main motive of the teachers in using the materials was to motivate the interest in the students.
Of the twelve instructional methods evaluated, students had clear preferences for what they
considered to be useful methods to improve motivation, participation, understanding, or
performance. Flashcards, photos, songs, realia, and video all had residuals that were positive
and above |2.5| in one or more categories. Conversely, residuals for the blackboards, tables, and
Melody Herrera 2021

worksheets were also above |2.5|, but were negative in at least one category. It is noteworthy
that the blackboard was not perceived as being useful for motivation, participation,
performance, or understanding. Teachers appeared to feel as though learning and
understanding can only really be achieved once students are motivated. This highlights the
importance of the correct use of supplementary materials in the classroom. According to the
results of their survey, students claim to be most motivated when the teacher uses flashcards,
photos, songs, realia, and video. The teachers as well claimed that a good learning environment
is necessary for students to learn and understand effectively the material which they are
teaching and that a good learning environment is only achieved once the students are
motivated. Likewise, they mentioned that in order to have motivated students it was necessary
that the students were kept attentive via the correct use of supplementary materials.
As cited on the study of Dodd, et al. (2015) on the use of supplementary materials in
EFL classes, Ball (2011) conducted research on the use of technology in adult education and
find out that technology helped learners to build language skills needed for work and life.
Morris (2011) examined the use of computers with limited significant findings from his
research. Maden and Ozaslan (2013) researched the use of PowerPoint in classroom with
positive results with regards to the effectiveness of a class.
The study of Olivo (2021) on the parents’ perception on printed modular distance
learning as a basis for proposed action plan revealed that parents mostly agreed to the strategies
Melody Herrera 2021

used in the distribution of modules, retrieval of modules, time allotment for learning activities,
the learning activities in the modules, and assessment, and highly agreed to the observance of
safety and health protocols in the distribution and retrieval of modules. However, parents
claimed that time allotment in the completion of learning activities was insufficient since the
activities were so many. In addition, some parents claimed that they could not understand some
topics in the module so they could not help their children in answering the learning activities.
The research then recommended for a review of the learning activities and conduct seminar for
parents to guide them in assisting their children during their “classes” at home. An action plan
was developed to improve the implementation of the modular learning in the new normal.
Another study of Mercader & Abadiano (2021) on kaleidoscopic features of home
tutorial in modular distance learning: a confession of functional illiterate parents revealed that
functional illiterate parents experienced strengths, weaknesses, opportunities, and threats. The
findings accentuate the need for program design and implementation on enhancing the
academic learning of children living with functional illiterate parents.
Overall findings of the study of Sakiz (2015) on the roles of perceived teacher factors,
sense of belonging, academic emotions, academic self‐efficacy and behavioural engagement on
students’ science achievement in science classrooms in Turkey showed that the three factors
that significantly related to students’ science achievement controlling for gender and grade
level were PTAS, academic self‐efficacy, and academic anxiety. The bivariate associations also
revealed that students’ science achievement significantly positively linked to sense of
belonging, academic enjoyment, academic self-efficacy and behavioural engagement.
Melody Herrera 2021

On the study of Higgins (2011) about psychological effects on academic performance,
parental involvement and family resources play a significant role in high student academic
performance. In order to maintain these results, the implementation of parental involvement
programs could potentially increase this association if tested again in the future. Within these
parental involvement programs, parents could be given an outline of the different topics being
discussed in class in order to be informed of the progression of said class. Parents would then
be able to attend class lectures to get first-hand experience of the issues or difficulties brought
home by the student and ask for clarification from the teacher.
In conjunction with parental involvement, parents are then able to explain to the
obstacle of the students not being able to complete their assignments at home because of
inadequate family resources. If the teachers permit the student to remain after school use its
resources, both parties, the teacher and parent, can then develop a weekly schedule for the
student to complete their homework at this time. This ability to use the additional resources
would allow the student to be stress-free about completing their work while also being able to
ask questions of the teacher if a problem arises while completing their homework. Within these
two instances, the students are able to see their parents being involved with their academics by
observing potential problems the students have at school while assisting them in making sure
their homework is completed by asking to use resources at school (Higgins, 2011).
Further, the study of Kolo and Jaafar (2017) on examining the influence of psychosocial
factors on students’ academic performance, it was found out that two of the three prediction
factors i.e. attitude and interaction have positive significant influence on students’ academic
Melody Herrera 2021

performance with R2 =65.6%. In this respect, it can be deduced that demonstrating positive
attitudes and students’-lecturers interaction can effectively enhance teaching and learning
towards the accomplishment of good students’ academic performance in institution of learning.
The study of Canales (2020) on the relationship between instructional delivery and
student engagement in selected classrooms came out with the findings that student engagement
yielded varied degrees of correlation in association to the Instructional Delivery while
compared to the Student Engagement indicators which generated weak correlation. Additional
research is needed to identify which instructional strategies may predict higher levels of student
engagement in the classroom as well as other observational tools that corroborate various forms
of engagement. Professional development in the areas Explicit Instruction, Use of Questioning,
Providing Feedback, and Use of Technology is critical to building teacher capacity.
In a recent study, Moreira et al. (2013) reported that both perceived teacher support and
teacher mastery goal orientation are significant predictors of students’ academic performance in
Portuguese secondary school classrooms. In other words, students perceiving their teachers
mastery goal oriented may feel more belong in class depending on the level of perceived
teacher affective support. It is important to note that the results of the current research cannot
reduce the importance of teacher mastery goal orientation.
In their research, Skaalvik and Skaalvik (2013) made the following comment on
promoting mastery goal orientation together with emotional support: …teachers should be
Melody Herrera 2021

aware that students, who lack motivation to do schoolwork and show little effort, may interpret
emotional support as an acceptance of lack of effort. It is therefore important that social support
includes encouragement of effort, as well as a focus on improvement. Therefore, teachers need
to build affective environments by modeling care, respect and concern for others, listening,
encouragement and high expectations. They also need to emphasize mastery goal orientation
through encouraging challenge, effort, participation, understanding, and collaboration. Being
affectionate and mastery goal oriented not only positively influence students’ outcomes but
also are beneficial for teachers’ own vocational proficiency. A recent research, for instance,
shows that mastery oriented teachers demonstrate high interest in teaching and low burnout
rates in their profession (Retelsdorf, Butler, Streblow, & Schiefele, 2010).
It was discussed on the study of Benjamin (2015) on feedback for enhanced student
performance: lessons from simple control theory that timeliness of feedback might be
considered to be one of the most crucial aspects which influence effectiveness. The researcher
has cited the suggestion of Race (2001) that if feedback is not offered immediately, then a
delay of one or two days is optimum but due to practical considerations many institutions
consider a longer three-week turnaround time to be acceptable. The sooner the learner receives
feedback, the more likely it is to be effective as the assessed work relatively fresh in the
student’s mind and experience. The result of the study of Benjamin (2015) suggested that it is
not the quantity of feedback that is important, or even necessarily its accuracy and precision in
Melody Herrera 2021

absolute terms, but the appropriateness of the feedback in relation to the next input opportunity
that will produce the required level of control. Feedback must be understandable to the student
and relevant and timely to the input of the next task.
Results of the study of Francisco & Celon (2020) on teachers’ instructional practices
and its effects on students’ academic performance revealed that the instructional practices
affect the students’ academic performance in English, Mathematics, Science, Filipino, and
Araling Panlipunan to a varying extent. This means that for every unit improvement in the
instructional management practices mentioned could generate a certain increase in students’
academic performance. The analysis of variance conclude that the planning, teaching, and
assessment practices of the teachers did not produce significant combined effects on the
academic performance of students on the five content subjects in the curriculum. The study
recommended that school principals may conduct frequent teachers’ assessment, training needs
assessment to identify the needs of teachers in terms of their profession.
The study of Gromada and Shewbridge (2016) on student learning time has shown that
children have different levels of alertness and fatigue at different ages, with younger children
showing shorter periods of alertness in the afternoon. At the same time, adolescents change
sleeping patterns, which heightens the risk for reduced levels of alertness in the early morning
period. This suggests that a different organization of instruction time at different ages would be
most effective.
Melody Herrera 2021

Different students experience time loss to different degrees. Some students maybe more
receptive to learn in the afternoon or evening and work more effectively at these times.
However, there are generally higher risks that students from less advantaged socio-economic
background, students with an immigrant background and male students lose greater amounts of
allocated instruction time. Two key inferences are being inferred on their study: the imperative
seems to ensure that allocated instruction time is used more effectively; any further increases in
allocated instruction time would be most meaningful if accompanied by increased quality of
instruction and classroom management. This means ensuring that the maximum proportion of
instruction time is translated into engaged time. Actual learning time is a complex and
individual measure requiring innovative ways to address the learning needs of different
students.
According to the result of the study conducted by Francescucci and Rohani (2018) on
the 698 undergraduate students in North America, there is no difference in the achievement of
learning outcomes as measures in grades or exams between the face to face and e-learning
modality. The specific statistical comparison between the face to face and the virtual,
interactive, real-time, instructor-led (VIRI) showed same level of students’ performance in both
methods. Given the results of the previous studies, the adaption of the e-learning at the current
state may not be similar in the outcomes. There are various considerations such as the attention
Melody Herrera 2021

span of the children, the assessment mode, monitoring and supervision during assessment and
other social and environmental factors.
The COVID-19 pandemic has posited school closures globally, so, environmental
hygiene should be a priority in schools to prevent the transmission and outbreak of infectious
diseases in the future. Students should also be taught to gain knowledge and behaviour
practices on the prevention of infectious diseases. Effective health and environmental policies
should be crafted anchored on a sustainable environmental framework of a university (Lee et
al., 2020).
Furthermore, for a basic understanding of COVID-19, higher education institutions
should also formulate a management protocol and flow chart focused on campus medical
services to serve as public health awareness measures (Lee et al., 2020). The information
should map the symptoms, risks, and management guidelines to seek for primary care services
contextualized in the school setting to prevent the direct transmission of the virus. Other health-
related services such as mental health services also need development of its management flow
chart and promotion of this agenda because mental health is part of the wellbeing that is
connected to the academic success of the students (Dalky & Gharaibeh, 2018).
Home environment also plays a vital role in learners’ performance (Visser & Juan,
2015). Further, they found out that the number of books at home for reference also positively
affect students’ performance.
Melody Herrera 2021

TEACHER READINESS
Faculty Readiness Competencies
In the study of Martin, et al (2019) on examining faculty perception of their readiness to
teach online, the faculty rated the perceptions for course design, course communication, and
technical competence of importance higher than their ability whereas for time management,
their perception of ability was rated higher than their attitude on importance. MANOVA
showed significant differences in gender, years of teaching online, and delivery method for
faculty perceptions of importance of online teaching competencies. Significant differences
were also noted in years of teaching online and delivery method with respect to ability to teach
online.
Parallel study was conducted by Sulaiman, et al. (2017) in which findings showed that
the level of readiness, competency and creativity in teaching of trainee teachers were 4.13 for
readiness, 4.01 for competence, and 3.99 for creativity in teaching. The findings also showed
that there is a significant positive relationship between readiness and competency with
creativity in teaching among trainee teachers.
Course Design and Course Communication
It is noted on the study of Kiamba and Mutua (2017) that professional documents which
include syllabus, schemes of work, record of work, progress, class record, and lesson plans
among others are necessary for any serious and efficient teacher. These documents are essential
in keeping track of the teaching and learning process especially in ensuring that the expected
Melody Herrera 2021

learning outcomes are fully met. Teaching and learning resources including textbooks, audio
visual aids, charts and other aids are part of teacher preparedness to teaching. Finally, other
intervening variables were also found to be very influential in teacher preparedness hence
student’s academic achievement and these include student’s attitude and interests, teacher
motivation, classroom climate, physical infrastructure and administrative role in teaching and
learning process.
Kiamba and Mutua (2017) then recommended that teachers need to be well grounded
with all the skills needed for preparation for teaching. Teacher management agencies such as
the Ministry of Education and Teachers Service Commission need to tighten up their
supervision of the teacher for quality teaching through the school administration. Refresher
courses for teachers in the different areas of to sharpen skills are recommended for improved
performance.
On the study of Keles & Ozel (2016) on a review of distance learning and learning
management systems, it was summed up that the history of distance education shows a constant
state of evolution. A stream of new ideas and technologies exist in the historical view of
distance education. It is also observed that nontraditional education tries to blend with
traditional education while meeting the changing learning theories and developing
technologies. The internet-based distance learning was defined as the transmission of
educational content with the use of text, image, video, and audio files over the internet, online
or offline. Within the framework of his study, the open-source learning management systems
(LMS) especially Moodle are widely used particularly in universities and higher education
Melody Herrera 2021

institutions. In general, the commercial LMS especially Blackboard are superior to open-source
LMS in terms of administrative features; however, according to instruction methods that are
employed, the open-source LMS especially Moodle are superior to the commercial LMS.
According to existing literatures, Moodle still comes out as the top used system among the
open-source LMSs and these support the observations on the study of Keles & Ozel (2016) on
a review of distance learning and learning management systems.
Time Management
The study of Lualhati (2019) on time management practices of educators in a state
university revealed that time management practices of the faculty members in a state university
in the Philippines had been a challenged but a rooted practice to them especially when it comes
to scheduling, goal setting, prioritizing task, managing paperwork, and managing interruptions
and excessive paper works and reports. Another study of Farooqi (2016) on exploring
relationship of time management with teachers’ performance showed positive relationship.
Hence, it was recommended that time management skills maybe included in teacher training
programs to improve teachers’ managerial and administrational activities.
Technical Competence
Similar study was conducted by Brooks & Grajek (2020) on faculty readiness to begin
fully remote teaching. The researchers noted that immediately shifting all courses to fully
online environments is one response to the Covid-19 virus, but many faculties are not prepared
Melody Herrera 2021

to teach online. Schools need to provide significant and ongoing support to faculty and
instructors. On faculty experience with technology, the result of their study showed some
significant gaps. Indeed, sizable percentages of faculty simply have not used some of the basic
technologies that might be needed to teach their course online. This lack of critical experience
with online technologies could translate into significant demands for and subsequent strains on
IT support desks as faculty build and execute online courses under these unforeseen and
hurried circumstances. This maybe especially true for courses that require specialized software
or that typically employ laboratories and studio spaces as part of the face-to-face experiences.
Result of the study of Ozturk, et al. (2018) on the relationship between prospective
teachers’ readiness and satisfactions about web-based distance education showed that the levels
of readiness and satisfaction from web based distance education of prospective teachers was
found to be above the mean score. Readiness levels according to the sub-dimensions of the
Readiness Scale were generally positive; however, prospective teachers thought that they were
equipped in the subjects including the sub-dimensions of “technical skills” and “factors that
affect success.” It was determined that prospective teachers were generally satisfied with the
subjects related to all the sub-dimensions of the Satisfaction Scale. It was revealed that there
was a meaningful relationship between readiness and satisfaction levels. The readiness and
satisfaction levels of the prospective teachers having pedagogical formation education were
higher when compared to those of the prospective teachers of education faculty. The
department having the highest readiness and satisfaction levels was History-Geography
department.
Melody Herrera 2021

Teacher Readiness and Student Learning Outcome
The findings of the study of Lynch, et al. (2017) on the correlation between teacher
readiness and student learning improvement indicate that high levels of teacher readiness are
associated with effective teaching and improvement in student outcomes. The study also drew
attention to the idea that focused leadership within a school has more impact on student
achievement outcomes than external factors, such as school funding or even the socio-
educational positioning of the school.
Mediation analyses on the study of Markle (2016) revealed that motivation was a
significant mediator of the relation between professional development (PD) quality and teacher
implementation quality. Using multi-level regression, analyses suggest that the most influential
characteristics of PD on motivation are 1) integration of new ideas with teachers’ existing
knowledge, 2) tailoring PD to teachers’ individual needs and preferences, 3) providing
opportunities for collaboration among teachers, and 4) providing consistent feedback to
teachers. Thus, the present results predict that schools that design PD that integrates new and
familiar concepts to make it easy for teachers to learn a new practice, that allow teachers to
work together in learning that practice, that provide feedback to teachers during the learning
process, and that survey teachers about their specific needs, preferences, and learning styles are
more likely to secure buy-in and support from teachers for a particular innovation. Further, this
buy-in subsequently related to the likelihood and quality of teacher implementation of that
innovation. These results are likely to be of interest to schools and school districts seeking to
Melody Herrera 2021

enhance implementation of educational innovations and increase teacher buy-in for using
novel, evidence-based strategies.
TEACHING PERFORMANCE
The study of Abarro (2018) on the factors affecting the performance of public school
teachers in the Division of Antipolo City, Philippines found out that variables such as civil
status, highest educational attainment, and local seminars attended and scholastic performance
are factors affecting the performance of teachers. While sex, age, types of family, religion, type
of high school attended, LET performance, length of service, annual salary, number of
preparations in teaching, and seminars attended do not affect the performance of teachers.
Results of analyses of the study of Kearney & Garfield (2019) on student readiness to
learn and teacher effectiveness indicated that students’ perceptions of teacher effectiveness and
teachers’ perceptions of student readiness to learn each made a significant contribution to the
variance in middle grades mathematics achievement.
ACADEMIC PERFORMANCE
The result of the study of Almerino Jr., et al. (2020) showed that the STEM and the
ABM groups obtained above-scores in most of the subtests. The HUMSS and the GAS groups
obtained average scores in most of the subtests. Moreover, a potential interaction between the
two factors was found; however, it appeared to be restricted only on track types. For instance,
an interaction was observed to be divided into two classes: (i) interaction between STEM and
Melody Herrera 2021

ABM and (ii) interaction between HUMSS, GAS, and TVL. However, these two classes did
not appear to exhibit potential interaction. In other words, the findings suggest that class (i)
performed significantly better than class (ii) in all subtests. The paper evaluates the status of the
K to 12 Curriculum in the Philippines using a standardized approach. By evaluating the
performance of the K-12 students in the Philippines, scholars would have insights on how the
K-12 educational system works in the Philippines’ perspective. Moreover, the findings can be
used to draw out potential strategies and initiatives by stakeholders in the Philippines as well as
in other developing countries.
Chapter 3
METHODS AND PROCEDURES
Melody Herrera 2021

This chapter deals with the research design, locale of the study, respondents and
sampling procedure, research instruments, data gathering procedure and statistical treatment
that were used in the study.
Research Design
The descriptive-correlational research design was used in this study since the profile of
the teachers in terms of age, sex, civil status, ethnicity, number of years in the service, position,
number of webinars/trainings/seminars/workshops attended, and the factor indicators perceived
as affecting the teachers’ level of readiness were described and correlated to their level of
readiness and teaching performance.
Subsequently, the teachers’ level of readiness was correlated to their teaching
performance. Finally, the teaching performance was associated to the students’ performance.
Locale of the Study
The study was conducted in the thirteen Senior High Schools in Lower Apayao,
namely Allig National Agricultural and Trade High School, Apayao Science High School,
Bac-Da National High School, Flora National High School, Luna National High School, Marag
Valley Agricultural and Trade High School, Mataguisi Comprehensive National High School,
Mayor Guillermo A. Barsatan Memorial School of Arts and Trade, Mayor Ricardo De San Jose
Melody Herrera 2021

Comprehensive High School, Pudtol Vocational High School, Sipa-Imelda National High
School, Sta. Marcela National High School, and Tumog National Agricultural and Trade High
School.
Apayao lies in the northern most tip of the Luzon mainland. It is landlocked by the
Province of Cagayan on the northeast and bounded on the Northwest by Ilocos Norte and Abra,
on the south by Balbalan and Pinukpuk, both municipalities of Kalinga Province. Apayao is
generally flatland with rolling mountains and plateaus.
Figure 2. Map of Apayao

Respondents and Sampling Procedure
Melody Herrera 2021

The respondents of this study are the SHS teachers and their students from the thirteen
schools in Lower Apayao. Complete enumeration was used considering the small number of
SHS teachers in Lower Apayao and to ensure a more reliable data.
The distribution of respondents is presented in the table below.
Table 1: Distribution of respondents
Name of School Number of Number of

Teachers Students
Allig National Agricultural and Trade High School 6 30
Apayao Science High School 7 117
Bac-Da National High School 7 156
Flora National High School 9 360
Luna National High School 7 195
Marag Valley Agricultural and Trade High School 7 46
Mataguisi Comprehensive National High School 5 118
Mayor Guillermo A. Barsatan Memorial School of Arts 5 105
and Trade
Mayor Ricardo De San Jose Comprehensive High School 4 115
Pudtol Vocational High School 12 285
Sipa-Imelda National High School 3 85
Sta. Marcela National High School 5 170
Tumog National Agricultural and Trade High School 6 118
Total 83 1,900
Research Instruments
Melody Herrera 2021

A survey questionnaire excerpted from the Contextualized Integrated Supervisory,
Monitoring and Evaluation Tool (Printed Modular/Distance Learning Modality) of the DepED
Division of Apayao (2020), from the Faculty Self-Assessment: Preparing for Online Teaching
(CUNY Hybrid Initiative) and SEAMEO survey that assesses teachers’ attitude, teaching style
and strategies, circumstances, abilities, motivation and time management towards distance
learning/online teaching as part of their readiness, and the Faculty Readiness to Teach Online
(FRTO) instrument which was developed by the authors with reference to the literature
(theoretical models and previous research) were used to elicit from the respondents the
necessary information needed in the study.
Part I of the questionnaire deals with the profile of the respondents. Part II consists of
varied statements to evaluate the extent of effect of the identified factors to the performance of
the teachers and how it is associated to the academic performance of their students. Part III
consists of Faculty readiness competencies to assess the level of readiness of teachers to
alternative distance modalities.
The first phase Contextualized Integrated Supervisory, Monitoring and Evaluation Tool
(CISMET) Rating for Printed Modular/Distance Learning Modality were used to determine the
teachers’ performance. On the other hand, the academic performance of the students was taken
from the First Semester grading sheets or Form 138 Report Card which were requested from
the class advisers with approval from the school head.
Data Gathering Procedure
Melody Herrera 2021

Prior to administering the questionnaire to the teachers teaching in the SHS, permission
to conduct the study was sought from the Schools Division Superintendent of Apayao. After
which, a copy of the approved request, together with a letter request, were furnished to the
School Heads of the thirteen Senior High Schools and the respondents of the respondent
school. The researcher sought approval from the Senior High School Coordinator of Apayao to
float questionnaires through posting the link of the Google form questionnaires to the SHS
teachers’ chat room. For ensured and faster data gathering, the researcher also personally
messaged the respondents and forwarded the Google form link to their messenger account.
Printed questionnaires were provided to teachers who find it difficult to access the form
through internet. The sets of printed questionnaires were personally retrieved by the researcher
and the data from the Google survey form was taken from the individual responses of the
teacher-respondents as provided in the Google form link.
The researcher provided clear instructions on how to accomplish the questionnaire
speciﬁcally on how to rate themselves honestly and accurately. Results were collated,
tabulated, analyzed and interpreted.
Aside from the sets of questionnaire, an unstructured interview with the school heads
and SHS teachers through internet, phone call or text messaging were employed to validate
their responses in the questionnaire. With this informal data gathering procedure, more intimate
and confidential information were gathered.
Statistical Treatment
Melody Herrera 2021

The data gathered were recorded, tabulated, summarized, analyzed and interpreted
based on the problems of this study. The following statistical treatments were used:
Frequency counts, mean, and percentage distribution were used to treat the profile of
the respondents.
Weighted mean was used to determine the SHS teachers’ responses regarding their
perception on the extent of effect of the identified factors to their performance and it was
described using the likert scale as shown below.
The scale below was used in describing the assessment of the respondents on the
Instructional Planning Support, Supplementary Materials, Psychosocial Support, Feedback on
Learners’ Outputs, Management of Learning, Assessment of Learning, and Physical
Environment:
Point Range Descriptive Value Transposed Value
5 4.21-5.00 Always Very High Influence
4 3.41-4.20 Often High Influence
3 2.61-3.40 Sometimes Moderate Influence
2 1.81-2.60 Seldom Slight Influence
1 1.00-1.80 Never No influence
Melody Herrera 2021

For the respondents’ assessment of supplementary materials on the presence/existence
of facilities, equipment and IMs, the three-point Likert Scale below was used.
Point Range Descriptive Value
3 2.33-3.00 Very Adequate
2 1.67-2.32 Adequate
1 1.00-1.66 Inadequate
On the production, sorting, distribution and retrieval of modules, and adherence to
health protocols, instructional material indicator was assessed using the following scale:
5 4.21-5.00 Strongly Agree Very High
4 3.41-4.20 Agree High
3 2.61-3.40 Uncertain Moderate
2 1.81-2.60 Disagree Low
1 1.00-1.80 Strongly Disagree Very Low
Teaching Learning and Delivery Support was assessed using the four-point Likert Scale
below:
4 3.26-4.00 I am an expert and can teach others Very High
3 2.51-3.25 I have done this successfully High
Melody Herrera 2021

2 1.76-2.50 I have done this and had mixed success Low
1 1.00-1.75 I have never done this Very Low
The teachers’ level of readiness was assessed using the four-point Likert Scale below:
4 3.26-4.00 Strongly Agree Very High
3 2.51-3.25 Agree High
2 1.76-2.50 Slightly Agree Low
1 1.00-1.75 Disagree Very Low
As to the teaching performance of the SHS teachers, the frequency, mean, and the key
to descriptive rating indicated in the CISMET for Printed Modular/Distance Learning Modality
was adopted.
Range Descriptive Value
4.50 – 5.0 Outstanding
3.50 – 4.49 Highly Proficient
2.50 – 3.49 Proficient
1.50 – 2.49 Fair
1.00 – 1.49 Poor
On the students’ performance, the descriptive rating indicated in the School Report Card
(Form 138) was used. The First Semester final grade as reflected in the Grading Sheet as well
Melody Herrera 2021

as in the School Report Card was used in determining the academic performance of the
students.
Range Descriptive Value
90 – 100 Outstanding
85 – 89 Very Satisfactory
80 – 84 Satisfactory
75 – 79 Fairly Satisfactory
Below 75 Did not meet expectation
Pearson’s Moment Correlation and Chi Square test of independence were used to test
the significant relationship of the level of readiness of the SHS teachers to their demographic
profile and the factors affecting their level of readiness in distance learning, as well as its effect
to their teaching performance, and the teachers’ performance to the performance of the
students.
Melody Herrera 2021

Chapter 4
DISCUSSION OF FINDINGS
This chapter presents the data recorded, tabulated, summarized, analyzed and
interpreted to answer the problems raised. The data were based on the responses given by the
respondents through the survey questionnaire. Lastly, it presents the findings of the study from
which conclusions and recommendations were made.
Demographic Profile of the SHS Teachers in Lower Apayao
Age
Graph 1 shows the demographic profile of the respondents. Based on the result of the
survey among the 83 teachers teaching in the SHS in Lower Apayao, there are 43 or 51.81
percent whose age ranges from 50-59 years, 20 or 24.10 percent are 60 years old and above, 10
or 12.05 percent ranges from 30-39 years, 8 or 9.63 percent ranges from 40-49 years old, and
only two or 2.41 percent are ranging from 20-29 years old. The mean age of 52.81 means that
the respondents are in their middle adulthood. It was stated under Erik Erikson’s Stages of
Psychosocial Development that individuals in their middle adulthood are on Stage 7 or the
stage of generativity vs. stagnation. Important events in their life are work and parenthood.
They continue to build their lives, focusing on their career and family, and creating a positive
change that benefits other people. These viewpoints imply that they are responsibly devoted
Melody Herrera 2021

teachers to learners and they can gradually achieve the virtue ‘care’ as Erikson emphasized on
his psychosocial development stage.
Sex
The graph shows that there are more female SHS teachers in Lower Apayao. Of the 83
respondents, 58 or 69.88 percent are female while 25 or 30.12 percent are male. It could be
gleaned that there are more female teachers than males. The finding confirms the result of the
study of Ullah (2013) discussing that school textbooks portray women in traditional gender
roles in the private sphere of home. Textbooks and educationists idealized and naturalized
school teaching as the best job for women. It creates a metaphoric similarity between the role
of a mother/female and a teacher. This is because mothering and school teaching both require
the essential female qualities, i.e. loving, caring and nurturing.
Civil Status
Graph 1 shows that there are more married teachers in Lower Apayao. Of the 83
respondents, 62 or 74.70 percent are married while 21 or 25.30 percent are single. Based from
the findings of the study, majority of the respondents were married. In the 2018 release of the
Philippine Statistics Authority, the median age of brides and grooms in the Philippines were at
27 and 29, respectively. Going back to the mean age of 52.81, this implies that the teachers are
already married at this point of time.
Melody Herrera 2021

Ethnicity
The graph shows 59 or 71.08 percent of the total respondents are Ilocano, 11 or 13.25
percent belong to other ethnicities. This includes bisaya (4), ibanag (3), itawis (2), and kalinga
(2). Nine or 10.84 percent are Isneg, and four or 4.82 percent are Tagalog. The province of
Apayao is one of the eight provinces in the Cordillera Administrative Region. Based on the
2015 population census, out of 19,063 population most of the residents in the province of
Apayao are Ilocano although the original inhabitants are believed to be the Isnag people.
Graph 1 shows that out of 83 respondents, 47 or 56.63 percent are Bachelor of Science
graduates, 34 04 40.96 percent are Master of Arts/Master of Science graduates, and only two or
2.41 percent already graduate in Doctor of Philosophy and/or Doctor of Education. The study
of Bird (2017) on the relationship between teacher effectiveness and student achievement came
out with a mixed results but did indicate several instances of students performing better when
assigned to teachers with higher evaluation scores and a higher level of performance for
students assigned to English teachers with at least a master’s degree. In the Teacher PH page,
Llego (2018) cited five reasons why teachers pursue a Master’s Degree in Education. This
includes improved teaching skills, increased chances for better pay, greater opportunities,
improved job stability, and develop a specialty. To wrap it up, professionally developed
educators inspire future generations and shape students into educated citizens.
Melody Herrera 2021

Number of Years in the Service
The graph also shows the respondents’ number of years in the service. Out of 83
respondents, 23 or 27.71 percent range from 1-3 years in the service, 22 or 26.51 range from 4-
6 years, 13 or 15.66 percent for 7-9 years, 12 or 14.46 percent for 16 years and above, 8 or 9.64
percent for 10-12 years, and 5 or 6.02 percent are already in the service for 13-15 years. The
mean year of 7.49 means that the teachers have enough experience to teach and give what the
students need to learn. Greenberg, et al. (2014) stated that experienced teachers have more
opportunities to teach higher level or advanced classes, and thus have higher achieving students
in their classrooms.
Position
Graph 1 shows that out of 83 respondents, 34 or 40.96 percent are Teacher II, 25 or
30.12 percent are Teacher III, 16 or 19.28 percent are Teacher I, and 8 or 9.64 percent are
Master Teacher I. Under the qualification standards re teaching positions for senior high school
of the Civil Service Commission (2016), to be qualified as Teacher II, the teacher-applicant
must be a Bachelor’s degree holder with a major in the relevant strand/subject; or any
Bachelor’s degree plus at least 6 units towards Master’s degree in relevant strand/subject. They
must be RA 1080 eligible for a permanent appointment; if not, they must pass the LET within
five (5) years after the date of first hiring. Having the said qualifications, the teacher applicants
in Lower Apayao were automatically hired as Teacher II that’s why most SHS teachers in
Lower Apayao are holding the position as Teacher II. Most of the teachers who are holding
Melody Herrera 2021

teacher I position came from the Junior High School and just happened to be given subject
loads in the Senior High School. It is an obvious fact that although promotions were given to
the teachers in the entire division, the division still lacks master teachers. This is due to
unavailability of items and/or the SHS teachers lack necessary requirements to be qualified as
master teachers.
Number of Trainings, Webinars, and/or Workshops Attended Related to DLDM
It is presented in the graph that 49 or 59.04 percent attended 3 and below webinars,
trainings, and the like; 26 or 31.33 percent has 4-6 numbers of webinars, and the like; 5 or 6.02
percent attended 10 and above number of trainings and the like; and 3 or 3.61 percent attended
7-9 numbers of trainings and the like. The mean of 3.43 means that teachers have at least
attended webinars and trainings needed in the delivery of distance learning modality.
In his study, Osamwonyi (2016) stated that in-service trainings of teachers have a
necessity in enhancing work performance and motivation of teachers in the field. In-service
education allows for such activities that may include seminars, workshops, conferences,
classes, exhibitions, etc. that are designed to develop and improve employees in an
organization from the initial employment stage to retirement. UNESCO is one of webinar
implementers in response to Covid-19 education. On March 27, 2020, UNESCO dedicated its
second Covid-19 education response webinar to those on the frontlines of ensuring learning
continuity.
Melody Herrera 2021

Graph 1. Demographic profile of the SHS Teachers in Lower Apayao.
Melody Herrera 2021

Teachers’ Assessment on the Different Factors Perceived to Influence their Level of

Readiness to Alternative Distance Modalities
In this study, instructional planning support, instructional materials, psychosocial
support, supplementary materials, teaching learning and delivery support, feedback on learners’
outputs, management of learning, assessment of learning, and physical environment are
perceived to influence the teachers’ level of readiness to alternative distance modalities.
Instructional planning support is considered as one factor indicator perceived as
affecting the teaching performance of SHS teachers in the distance learning modality.
Table 2 presents the assessment of the respondents on instructional planning support.
The indicator “I prepare Weekly Home Learning Plan (WHLP) based on MELC” had the
highest weighted mean of 4.89 described as ‘always’ and verbally interpreted as ‘very high
influence’ while the indicator “I was trained on addressing weaknesses encountered during the
implementation of distance learning delivery modality” had the lowest mean of 3.49 described
as ‘often’ and verbally interpreted as ‘high influence’.
The overall weighted mean is 4.30 with a descriptive value of always and interpreted as
very high influence. This means that instructional planning support is very influential to the
teachers’ level of readiness in alternative distance modality. It was concluded on the academic
research paper of Sudhakar (2017) that good lesson planning allows for more effective teaching
and learning. However, many things can happen in class, and it is important for teachers to
Melody Herrera 2021

adapt their plans to respond to the students’ needs. DepEd Order No. 42, s. 2016 (Policy
Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program) provides the
legal basis of lesson preparation for the basic education. Given the new context for learning and
the unique procedures in every modality, the Weekly Home Learning Plan (WHLP) shall be
developed following the given seven procedures to include Most Essential Learning
Competencies (MELCs), self-learning modules (SLMs) and other learning materials needed for
the self-paced learning mode among others. Moreover, curriculum developers are encouraged
to fully involve teachers in curriculum development process in order to deliver the designed
curriculum very well to learners.
Table 2. Teacher’s Assessment on Instructional Planning Support.
Indicators Weighted Descriptive Verbal

Mean Value Interpretation
1 Roles, policies, and objectives of distance
learning modality, prior to and during the Very high
4.31 Always
implementation, are thoroughly discussed influence
to me by the school head.
2 I have training experience or LAC Session
on the development of self-learning 3.90 Often High influence
modules and learning activity sheets.
3 I have training or LAC Session on the
preparation of Weekly Home Learning 3.83 Often High influence
Plan (WHLP).
4 I was trained on addressing weaknesses
encountered during the implementation of 3.49 Often High influence
distance learning delivery modality.
5 I am used of preparing WHLP for every Very high
4.75 Always
subject I handle/teach. influence
6 I prepare Weekly Home Learning Plan Very high
4.89 Always
(WHLP) based on MELC. influence
7 I see to it that WHLPs for all subjects I 4.84 Always Very high
Melody Herrera 2021

teach are complete. influence

8 Our school head checks and approves my
Very high
WHLP and suggests for improvement if 4.71 Always
influence
needed.
9 I was trained on how to contextualize
SLMs from the Central Office or from 3.69 Often High influence
other Divisions.
10 I am aware of the parts and contents of
WHLP/lesson plan, and I use this as a Very high
4.57 Always
guide in teaching through our learning influence
modality.
Over-all Weighted Mean Very high
4.30 Always
influence
Instructional material is another factor indicator perceived as affecting the teachers’
level of readiness in the distance learning modality. It is further subdivided into presence or
existence of school facilities, equipment or IMs, and reproduction, sorting, distribution and
retrieval of modules and adherence to health protocols.
Presence/Existence of School Facilities/Equipment/IMs
Table 3.1 shows the adequacy of school facilities, equipment or instructional materials
utilize by the teachers at school. The indicator “printer” had the highest weighted mean of 2.60
described as ‘very adequate’ and the indicator “wring light” had the lowest mean of 1.76
described as ‘adequate.’
Melody Herrera 2021

The overall weighted mean is 2.15 which means adequate. This implies that there are
enough learning materials which could facilitate and enhance the teachers’ level of readiness to
alternative distance modality.
The study of Cheng (2013) asserts that availability of learning resources is a great factor
that impacts on students’ academic performance. To support the schools in the implementation
of the LDMs under the BE-LCP, the “(re)alignment of the unused balances of the DepED 2020
“New School Personnel Positions and ‘Basic Education Facilities’ appropriations to the
Maintenance and Other Operating Expenses (MOOE)” has been authorized through the
recently enacted RA No. 11494, otherwise known as the Bayanihan to Recover As One Act,
specifically under Section 4 thereof, to provide funding options “for the hiring of teacher-
assistants, and for the production or reproduction of modular learning materials for K-12.”
Table 3.1 Teacher’s Assessment on the presence/existence of School Facilities/Equipment/IMs.

Indicators Weighted Descriptive
Mean Value
1 Smartphone 2.06 Adequate
2 Desktop 1.90 Adequate
3 Laptop 2.25 Adequate
4 Tablet 2.17 Adequate
5 Internet connectivity, e.g. mobile data, DSL/Cable
1.99 Adequate
internet, Fiber/Wifi
6 Microphone 1.88 Adequate
7 Speakers 1.95 Adequate
8 Earphone 1.94 Adequate
9 Headphone 1.93 Adequate
10 Printer 2.51 Very Adequate
11 LCD Projector 1.95 Adequate
12 Xerox copier 1.83 Adequate
13 Printer 2.60 Very Adequate
Melody Herrera 2021

14 Bond paper 2.54 Very Adequate

15 Printer ink 2.45 Very Adequate
16 Short and long arm stapler 2.37 Very Adequate
17 Staple wire 2.40 Very Adequate
18 Blackboard/White Board/Graphing Board 2.24 Adequate
19 Tables 2.14 Adequate
20 Wring light 1.76 Adequate
21 Ventilation e.g. ceiling/wall/stand fan, aircon 2.25 Adequate
22 Supplementary learning materials for academic
2.02 Adequate
subject
23 Complete sets of modules and activity sheets for 2.25
Adequate
the semester and for the whole year round
Over-all Weighted Mean 2.15 Adequate
Reproduction, Sorting, Distribution and Retrieval of Modules, and Adherence to Health

Protocols
Table 3.2 presents the respondents’ assessment on the indicators in relation to the
reproduction, sorting, distribution and retrieval of modules and adherence to health protocols.
The indicator “The school and its teachers establish functional drop off and pick up points of
learning materials in coordination with local IATF” had the highest weighted mean of 4.61
described as ‘strongly agree’ and verbally interpreted as ‘very high’ while the indicator “The
school and its teachers provide accessible mode of transportation in the delivery and retrieval
of self-learning modules” had the lowest mean of 3.99 described as ‘agree’ and verbally
interpreted as ‘high’.
The overall weighted mean is 4.41 with a descriptive value of strongly agree and
interpreted as very high. This means that the teachers are very much prepared on the
reproduction, sorting, distribution and retrieval of modules, and adherence to health protocols.
Melody Herrera 2021

The result is supported by the study of Olivo (2021) which revealed that parents mostly agreed
to the strategies used in the distribution of modules, retrieval of modules, time allotment for
learning activities, the learning activities in the modules, and assessment, and highly agreed to
the observance of safety and healthy protocols in the distribution and retrieval of modules.
Table 3.2. Teacher’s Assessment on the reproduction, sorting, distribution and retrieval of modules,
and adherence to health protocols.
The school and its teachers
1 Prepare a well-lighted, ventilated, and
spacious classroom for assorting, binding,
Strongly Very high
and packing of modules for distribution, 4.52
Agree
and for inventory and classifying of
modules upon retrieval.
2 Develop self-learning materials apart from High
4.05 Agree
the existing ones.
3 Establish functional drop off and pick up
Strongly
points of learning materials in 4.61 Very high
Agree
coordination with local IATF.
4 Observe health protocols during the
Strongly
reproduction, sorting, distribution and 4.58 Very high
Agree
retrieval of modules.
5 Observe process flow and make schedule
Strongly
with person in-charge of the receiving of 4.60 Very high
Agree
modules.
6 Distribute complete set of modules and
Strongly
retrieve outputs regularly. 4.57 Very high
Agree
7 Observe markings flow for social
Strongly Very high
distancing and use plastic envelopes for 4.37
Agree
the modules.
8 Address health-related issues in line with Strongly Very high
4.45
the implementation of distance learning Agree
program.
9 Provides accessible mode of 3.99 Agree
transportation in the delivery and retrieval High
Melody Herrera 2021

of self-learning modules.
Strongly Very high
Over-all Weighted Mean 4.41
Agree
Table 4 presents the assessment of the respondents with regards to the use of
supplementary materials during the delivery of alternative distance modality. The indicator “I
download free applications, or free versions of applications, available which can be used to
enhance instructional and supplementary materials or synchronous activities” had the highest
weighted mean of 3.54 described as ‘often’ and verbally interpreted as ‘high influence’ while
the indicator “I use DepED TV and other e-Platforms as applicable in our modality” had the
lowest mean of 2.72 described as ‘sometimes’ and verbally interpreted as ‘moderate influence.’
The overall weighted mean is 3.27 with a descriptive value of sometimes and
interpreted as moderate influence. This means that the teachers moderately use supplementary
materials in alternative distance modality. Based on interviews from among the 14 senior high
schools in Lower Apayao, majority of them provide offline modular distance learning modality
as a result of the survey conducted to parents and learners. The result implies that the identified
supplementary materials are not that applicable to their modality offering although they still use
supplementary materials whenever the need for learning competency arises. Due to this, the
recommendation of Thaariq (2020) on the use of three (3) social media as learning resources
during the New Normal – YouTube, Instagram, and WhatsApp is further recommended. This
recommendation considers the result of the study of Dodd, et al. (2015) which revealed that
Melody Herrera 2021

videos, photos, flashcards, song, and realia had all positive effect on student motivation,
performance, understanding, and participation.
Table 4. Teacher’s Assessment on the supplementary materials.

1 I provide supplementary learning
Moderate
materials such as voice clips, audio and 3.23 Sometimes
influence
video-based lessons to the learners.
2 I use DepED TV and other e-Platforms as Moderate
2.72 Sometimes
applicable in our modality. influence
3 I collect and save samples of audio or Moderate
3.31 Sometimes
video lessons for my learners. influence
4 I keep audio or video lessons bank on my
Moderate
subjects handled to be made available as 3.35 Sometimes
influence
needed.
5 I download free applications, or free
versions of applications, available which
can be used to enhance instructional and 3.54 Often High influence
supplementary materials or synchronous
activities.
6 I use visual graphics (charts, icons,
pictures, slides, and video) and audio to 3.46 Often High influence
support plain text whenever possible.
Moderate
Over-all Weighted Mean 3.27 Sometimes
influence
Table 5 shows the teachers’ assessment on psychosocial support. The indicator “I attend
to students’ queries in relation to the activities and self-learning tasks required on their
modules” had the highest weighted mean of 3.54 described as ‘often’ and verbally interpreted
Melody Herrera 2021

as ‘highly influence’ while the indicator “I prepare and update anecdotal record of my learners”
had the lowest mean of 3.88 described as ‘often’ and verbally interpreted as ‘high influence.’
The overall weighted mean is 4.29 with a descriptive value of always and interpreted as
very high influence. This means that psychosocial support very highly influence the teachers’
level of readiness to alternative distance modalities. The study of Olivo (2021) revealed that
parents claimed that time allotment in the completion of learning activities was insufficient
since the activities were so many. In addition, some parents claimed that they could not
understand some topics in the module so they could not help their children in answering the
learning activities. The researcher then recommended for a review of the learning activities and
conduct seminar for parents to guide them in assisting their children during their “classes” at
home. An action plan was developed to improve the implementation of the modular learning in
the new normal.
Another study of Mercader & Abadiano (2021) revealed that functional illiterate parents
experienced strengths, weaknesses, opportunities, and threats. The findings accentuate the need
for program design and implementation on enhancing the academic learning of children living
with functional illiterate parents. On the study of Higgins (2011) about psychological effects
on academic performance, parental involvement and family resources play a significant role in
high student academic performance.
Table 5. Teacher’s assessment on psychosocial support.
Melody Herrera 2021


1 I consult my learners’ parents regarding
the type and nature of learning delivery Very high
4.27 Always
and the mode of assessments applied to influence
the learners.
2 I inform the parents of my learners
regarding the result/s of assessments given 4.13 Often High influence
to their child.
3 I inform and involve parents in education Very high
4.22 Always
decisions that affect their children. influence
4 I remind and motivate parents to do their Very high
4.25 Always
role of educating their children at home. influence
5 I provide assistance to learners’ Very high
4.41 Always
weaknesses. influence
6 I remind and motivate learners to do their
Very high
unfinished activities/performance 4.52 Always
influence
tasks/outputs.
7 I attend to students’ queries in relation to
Very high
the activities and self-learning tasks 4.59 Always
influence
required on their modules.
8 I immediately consult with students to Very high
4.31 Always
correct problems and keep them on task. influence
9 I prepare and update anecdotal record of
3.88 Often High influence
my learners.
Very high
Over-all Weighted Mean 4.29 Always
influence
Table 6 shows the teachers’ assessment on teaching learning and delivery support. The
indicators “I follow up and check regularly learning activities of my learners” and “I encourage
learners to summarize and take notes, not just read and answer the module, play the video or
click through screens” had the highest weighted mean of 3.43 described as ‘I am an expert and
Melody Herrera 2021

can teach others’ and interpreted as ‘very high’ while the indicator “I can communicate as
needed with students about course progress and changes via email, course announcements,
etc.” had the lowest mean of 2.58 described as ‘I have done this successfully’ and interpreted as
‘high.’
The overall weighted mean is 3.16 with a descriptive value of ‘I have done this
successfully’ and interpreted as ‘high.’ This means that the teachers are successfully doing their
best to support learners on the teaching-learning and delivery of distance learning. The study of
Canales (2020) on the relationship between instructional delivery and student engagement in
selected classrooms came out with the findings that student engagement yielded varied degrees
of correlation in association to the Instructional Delivery while compared to the Student
Engagement indicators which generated weak correlation. Professional development in the
areas Explicit Instruction, Use of Questioning, Providing Feedback, and Use of Technology is
critical to building teacher capacity.
Table 6. Teacher’s assessment on teaching learning and delivery support

Indicators Weighted Descriptive Value Verbal
Mean Interpretation
1 I follow up and check regularly I am an expert and can
3.31 Very high
learning activities of my learners. teach others
2 I closely monitor and evaluate
leaners’ activities and provide I am an expert and can
3.31 Very high
them with appropriate teach others
interventions.
3 I provide learning experiences to I have done this
3.23 High
challenge more abled students successfully
and adjust expectations for the
less able students.
Melody Herrera 2021

1 I follow up and check regularly I am an expert and can

3.43 Very high
learning activities of my learners. teach others
2 I closely monitor and evaluate
leaners’ activities and provide I have done this
3.01 High
them with appropriate successfully
interventions.
3 I provide learning experiences to
challenge more abled students I have done this
3.13 High
and adjust expectations for the successfully
less able students.
4 I establish system of following up
learners’ progress as applicable I have done this
3.18 High
through home visitation, text successfully
messaging, call, chat, and so on.
5 I can attend to the unique
challenges of distance learning
where learners are separated by I have done this
3.06 High
time and geographic proximity, successfully
and interactions are primarily
asynchronous in nature.
6 I can respond to student inquiries
within 12-24 hours to guide I am an expert and can
3.35 Very high
students towards a positive teach others
learning outcome.
7 I can communicate as needed
with students about course I have done this
2.58 High
progress and changes via email, successfully
course announcements, etc.
8 I can continuously monitor and
manage student progress by using
course statistics or reports to
I have done this
identify students who are not
3.23 successfully High
accessing course materials,
participating in learning
activities, etc., and reach out to
encourage engagement.
9 I encourage learners to
I am an expert and can
summarize and take notes, not 3.43 Very high
teach others
just read and answer the module,
play the video or click through
screens.
Melody Herrera 2021

10 I can log into the Learning

I have done this
Management System or Google 3.01 High
successfully
Classroom and access the class.
I have done this
Over-all Weighted Mean 3.16 High
successfully
Table 7 presents the teachers’ assessment on feedback on learners’ outputs. The
indicators “I praise and commend students even on their simple, small achievements” had the
highest weighted mean of 4.53 described as ‘always’ and interpreted as ‘very high influence’
while the indicator “I provide timely, constructive feedback to students about assignments and
questions” had the lowest mean of 4.04 described as ‘often’ and interpreted as ‘high influence’
The overall weighted mean is 4.25 with a descriptive value of ‘always’ and verbally
interpreted as ‘very high influence.’ This means that the teachers’ continuous and updated
feedback on learners’ outputs greatly influence their level of readiness to alternative distance
modality. It was discussed on the study of Benjamin (2015) that timeliness of feedback might
be considered to be one of the most crucial aspects which influence effectiveness. The sooner
the learner receives feedback, the more likely it is to be effective as the assessed work
relatively fresh in the student’s mind and experience. The result of the study of Benjamin
(2015) suggested that it is not the quantity of feedback that is important, or even necessarily its
accuracy and precision in absolute terms, but the appropriateness of the feedback in relation to
Melody Herrera 2021

the next input opportunity that will produce the required level of control. Feedback must be
understandable to the student and relevant and timely to the input of the next task.
Table 7. Teacher’s assessment on feedback on learners’ outputs

1 I provide detailed feedback on
assignments and exams through
facilitation, guidance, directed learning,
and progress assessment.
2 I provide timely, constructive feedback to
students about assignments and questions.
3 I motivate learners through giving positive Very high
4.35 Always
remarks on their individual output. influence
4 I praise and commend students even on Very high
4.53 Always
their simple, small achievements. influence
5 I maximize contact (teacher-student and
student-student) especially to provide 4.20 Often High influence
constructive recognition of their efforts.
6 I set goals and provide prompt and Very high
4.33 Always
constructive feedback. influence
Very high
influence
Table 8 shows the teachers’ assessment on management of learning. The indicators
“Class record and/or record of learners’ progress are available and updated” had the highest
weighted mean of 4.69 described as ‘always’ and interpreted as ‘very high influence’ while the
indicator “Intervention is being prepared per result of assessments” had the lowest mean of
4.24 described as ‘always’ and interpreted as ‘very high influence.’
Melody Herrera 2021

interpreted as ‘very high influence.’ This means that the teachers’ are very much prepared in
terms of management of learning. Results of the study of Francisco & Celon (2020) on
teachers’ instructional practices and its effects on students’ academic performance revealed that
the instructional practices affect the students’ academic performance to a varying extent. This
means that for every unit improvement in the instructional management practices mentioned
could generate a certain increase in students’ academic performance. The study recommended
that school principals may conduct frequent teachers’ assessment, training needs assessment to
identify the needs of teachers in terms of their profession.
The study of Gromada and Shewbridge (2016) on student learning time has shown that
different students experience time loss to different degrees. It is therefore inferred that to ensure
that allocated instruction time is used more effectively; any further increases in allocated
instruction time would be most meaningful if accompanied by increased quality of instruction
and classroom management. This means ensuring that the maximum proportion of instruction
time is translated into engaged time.
Table 8. Teacher’s assessment on management of learning.

1 Class schedule for distance learning was Very high
4.65 Always
prepared and agreed by everybody. influence
2 The class schedule is conducive for the
learners to grasp learning and completely Very high
4.43 Always
perform the learning tasks given to them influence
as scheduled.
Melody Herrera 2021

3 The class schedule goes smoothly with the

Very high
teaching strategy and learning tasks given 4.42 Always
influence
by each subject teacher.
4 Class record and/or record of learners’ Very high
4.69 Always
progress are available and updated. influence
5 All intended activities for the period, e.g.
retrieval of modules and notes of teacher Very high
4.43 Always
are accomplished on time but with influence
reasonable flexibility as needed.
6 Learners’ performances are monitored and Very high
4.41 Always
communicated to the parents. influence
7 The teacher is adept in using the modality. Very high
4.37 Always
influence
8 Intervention is being prepared per result of Very high
4.24 Always
assessments. influence
Very high
influence
Table 9 presents the teachers’ assessment on assessment of learning. The indicator “I
prepare and conduct summative assessments and performance tasks based on standard” had the
while the indicator “I do Formative and Summative Assessment in online distance learning,
e.g. use Google forms for written exams, camera for recording videos, education apps for
specific subjects or skills” had the lowest mean of 3.60 described as ‘often’ and interpreted as
‘high influence.’
interpreted as ‘very high influence.’ This means that the teachers are very much prepared in
Melody Herrera 2021

assessing the students’ learning. Their method of assessing learners depends on their offered
learning modality. The result is supported by the study of Francescucci & Rohani (2018) which
revealed that there is no difference in the achievement of learning outcomes as measures in
grades or exams between the face to face and e-learning modality. Given the results of the
previous studies, the adoption of the e-learning at the current state may not be similar in the
outcomes. There are various considerations such as the attention span of the children, the
assessment mode, monitoring and supervision during assessment and other social and
environmental factors.
Table 9. Teacher’s assessment on assessment of learning.

1 I prepare and conduct summative
Very high
assessments and performance tasks based 4.74 Always
influence
on standard.
2 I do Formative and Summative
Assessment in online distance learning,
e.g. use Google forms for written exams, 3.60 Often High influence
camera for recording videos, education
apps for specific subjects or skills.
3 I evaluate and analyze result of summative
Very high
assessments every after 5th week per 4.21 Always
influence
quarter.
4 I analyze results of assessments every Very high
4.34 Always
quarter. influence
Very high
influence
Melody Herrera 2021

Table 10 presents the teachers’ assessment on physical environment. The indicator “Our
school maintains working areas, drop off and pick up points aesthetically pleasing” had the
while the indicator “I promote and encourage a safe, inviting, and mutually respectful learning
environment by communicating with students in a positive tone and by following and
promoting Netiquette guidelines” had the lowest mean of 4.67 described as ‘always’ and
interpreted as ‘very high influence.’
interpreted as ‘very high influence.’ This means that the teachers have a conducive physical
environment to work in with the demand of the new normal way of teaching-learning delivery.
The result implies that observance of a healthy, physical environment invites teachers to work
in thereby influencing and enhancing their level of readiness. In times of pandemic, physical
arrangement of the school complies with the DOH guidelines. Even though students are not
coming to school, the physical environment of the school has to follow the standards set by the
government (DepEd Order No. 13, s. 2020). Effective health and environmental policies should
be crafted anchored on a sustainable environmental framework of a university (Lee et al.,
2020). Other health-related services such as mental health services also need development of its
management flow chart and promotion of this agenda because mental health is part of the
wellbeing that is connected to the academic success of the students (Dalky & Gharaibeh, 2018).
Table 10. Teacher’s assessment on physical environment.
Melody Herrera 2021


1 Our school maintains working areas, drop
Very high
off and pick up points aesthetically 4.83 Always
influence
pleasing.
2 There are proper waste disposal and health Very high
4.68 Always
protocol establishments in our school. influence
3 I promote and encourage a safe, inviting,
and mutually respectful learning
environment by communicating with Very high
4.67 Always
students in a positive tone and by influence
following and promoting Netiquette
guidelines.
Very high
influence
TEACHERS’ LEVEL OF READINESS ON ALTERNATIVE DISTANCE MODALITY
Tables 11.1 to table 11.4 present the teachers’ assessment on faculty readiness
competencies that measures their level of readiness on distance learning modalities. Teachers’
level of readiness was assessed based on the four (4) Faculty readiness competencies. This
includes course design, course communication, time management and technical competence.
Among the four competencies, time management had the highest weighted mean of 3.13
described as ‘agree’ and interpreted as ‘high’ while technical competence had the lowest
weighted mean of 2.40 described as ‘slightly agree’ and interpreted as ‘low.’ The grand overall
weighted mean is 2.83 with a descriptive value of ‘agree’ and verbally interpreted as ‘high.’
This means that the teachers display high level of readiness in teaching on the new normal.
In the study of Martin, et al (2019) on examining faculty perception of their readiness to
teach online, the faculty rated the perceptions of importance for course design, course
Melody Herrera 2021

communication, and technical competence higher than their ability, whereas for time
management, their perception of ability was rated higher than their attitude on importance.
Teachers’ Level of Readiness in Terms of Course Design
On course design, the indicator “Write measurable learning objectives” had the highest
weighted mean of 3.38 described as ‘strongly agree’ and interpreted as ‘high’ while the
indicator “Create an online course orientation” had the lowest mean of 2.32 described as
‘slightly agree’ and interpreted as ‘low.’
The overall weighted mean is 2.87 with a descriptive value of ‘agree’ and verbally
interpreted as ‘high.’ This means that the teachers are highly ready on distance learning
modalities in the new normal when it comes to course design. The study of Keles & Ozel
(2016) summed up that the history of distance education shows a constant state of evolution. A
stream of new ideas and technologies exist in the historical view of distance education. It is
also observed that nontraditional education tries to blend with traditional education while
meeting the changing learning theories and developing technologies. The internet-based
distance learning was defined as the transmission of educational content with the use of text,
image, video, and audio files over the internet, online or offline. Within the framework of his
study, the open-source learning management systems (LMS) especially Moodle are widely
used particularly in universities and higher education institutions.
Table 11.1 Teacher’s assessment on faculty readiness in terms of course design.
Melody Herrera 2021


Create an online course orientation (e.g., Slightly
1 2.32 Low
introduction, getting started) Agree
Strongly
2 Write measurable learning objectives. 3.38 Very High
Agree
Design learning activities that provide
3 students opportunities for interaction (e.g., 4.67 Agree High
discussion forums, wikis).
Organize instructional materials into
4 2.97 Agree High
modules or units.
Create instructional videos (e.g., lecture Slightly
5 2.47 Low
video, demonstrations, video tutorials). Agree
Over-all Weighted Mean 2.87 Agree High
Teachers’ Level of Readiness in Terms of Course Communication
On course communication, the indicator “Communicate expectations about student
behavior” had the highest weighted mean of 3.19 described as ‘agree’ and interpreted as ‘high’
while the indicator “Apply accessibility policies to accommodate student needs” had the lowest
mean of 2.36 described as ‘slightly agree’ and interpreted as ‘low.’
modalities in the new normal when it comes to course communication. Even as institutions
make the changes required to teach in different ways, all should give the highest priority to
reassuring students and parents with targeted communication. Teachers can access help lines
and resources outside the school system that specialize in addressing students’ needs. Daniel
(2020) stated that teachers do not need to deliver material at a fixed time. It can be posted
Melody Herrera 2021

online for on-demand access and students can engage with it using wikis, blogs, and email to
suit their schedules. Teachers can check on student participation periodically and make online
appointments for students with particular needs or questions. Moreover, the study of Benjamin
(2015) cited that the sooner the learner receives feedback, the more likely it is to be effective as
the assessed work relatively fresh in the student’s mind and experience.
Table 11.2 Teacher’s assessment on faculty readiness in terms of course communication.

Send announcements/email reminders to
1 2.65 Agree High
course participants
2 Create and moderate discussion forums 2.88 Agree High
Use email to communicate with the Slightly
3 2.42 Agree Low
learners
Respond to student questions
4 2.76 Agree High
promptly (e.g., 24 to 48 hours)
Provide feedback on
5 assignments (e.g., 7 days from 3.07 Agree High
submission)
Communicate expectations about student
6 3.19 Agree High
behavior (e.g., netiquette)
Communicate compliance regarding
7 3.16 Agree High
academic integrity policies
8 Apply copyright law and fair use 2.63 Agree High
guidelines when using copyrighted
materials
Apply accessibility policies to Slightly
9 2.36 Low
accommodate student needs Agree
Teachers’ Level of Readiness in Terms of Time Management
Melody Herrera 2021

On time management, the indicator “Schedule weekly hours to facilitate the modality”
had the highest weighted mean of 3.23 described as ‘agree’ and interpreted as ‘high’ while the
indicator “Utilizes class schedule in order to manage time” had the lowest mean of 2.96
described as ‘agree’ and interpreted as ‘high.’
modalities when it comes to time management. The result implies that the teachers value time
that much and are already adept in using the modality and in preparing schedules for
facilitating the modality. This is supported by the study of Lualhati (2019) who revealed that
time management practices of the faculty members in a state university in the Philippines had
been a challenged but a rooted practice to them especially when it comes to scheduling, goal
setting, prioritizing task, managing paperwork, and managing interruptions and excessive paper
works and reports. The study of Farooqi (2016) on exploring relationship of time management
with teachers’ performance showed positive relationship. Hence, it was recommended that
time management skills maybe included in teacher training programs to improve teachers’
managerial and administrational activities.
Table 11.3 Teacher’s assessment on faculty readiness in terms of time management.

Schedule time to design the course prior to
1 delivery (e.g., a semester before the 3.19 Agree High
delivery)
2 Schedule weekly hours to facilitate the 3.23 Agree High
Melody Herrera 2021

modality.
Utilizes class schedule in order to manage
3 time (e.g., Weekly Home Learning Plan, 2.96 Agree High
Teachers and Learners Class Program)
Use facilitation strategies to manage time
spent on course (e.g., discussion board
4 3.19 Agree High
moderators, collective feedback, grading
scales)
5 Spend weekly hours to grade assignments 3.08 Agree High
Allocate time to learn about new strategies
6 3.14 Agree High
or tools.
Teachers’ Level of Readiness in Terms of Technical Competence
On technical competence, the indicator “Share open educational sources” had the
highest weighted mean of 2.84 described as ‘agree’ and interpreted as ‘high’ while the indicator
“Create and edit videos” had the lowest mean of 1.67 described as ‘disagree’ and interpreted as
‘very low.’
The overall weighted mean is 2.40 with a descriptive value of ‘slightly agree’ and
verbally interpreted as ‘low.’ This means that the teachers are not that technically competent
and/or the indicated competency indicators are not applicable to their learning modality. The
result is strengthened by the study of Brooks & Grajek (2020) on faculty readiness to begin
fully remote teaching, who noted that although immediately shifting all courses to fully online
environments is one response to the Covid-19 virus, many faculties are not yet prepared to
teach online. Schools need to provide significant and ongoing support to faculty and
instructors. On faculty experience with technology, the result of their study showed some
Melody Herrera 2021

significant gaps. Indeed, sizable percentages of faculty simply have not used some of the basic
technologies that might be needed to teach their course online. This lack of critical experience
with online technologies could translate into significant demands for and subsequent strains on
IT support desks as faculty build and execute online courses under these unforeseen and
hurried circumstances.
Table 11.4 Teacher’s assessment on faculty readiness in terms of technical competence.

Complete basic computer operations (e.g.
1 creating and editing documents, managing 2.71 Agree High
fields and folders)
Use online collaborative tools (e.g. Slightly
2 2.35 Low
Google Drive, Dropbox) Agree
Create and edit videos (e.g. iMovie,
3 1.67 Disagree Very Low
Movie Maker, Kaltura)
Share open educational sources (e.g.
4 learning websites, Web resources, games 2.84 Agree High
and simulations).
Access online help desk/resources for Slightly
5 2.42 Low
assistance. Agree
Slightly
Over-all Weighted Mean 2.40 Low
Agree
Teachers’ Teaching Performance During the First Phase of School Year 2020-2021
SHS teachers’ performance was evaluated through their Contextualized Integrated
Supervisory, Monitoring and Evaluation Tool (CISMET) Rating for Printed Modular/Distance
Learning Modality.
Melody Herrera 2021

The result of the evaluation shows that among the 83 teacher-respondents, 12 or 14.46
percent were rated as “outstanding” and 71 or 85.54 were rated as “highly proficient.” No one
was rated as “proficient,” “fair,” nor “poor.” Result of the performance evaluation of teachers
entails that the teachers are highly proficient to handle the tasks at hand in the new normal.
Table 12. Teaching performance of the SHS teachers.
Range Frequency Descriptive Value

4.50 - 5.00 12 Outstanding
3.50 - 4.49 71 Highly Proficient
2.50 - 3.49 0 Proficient
1.50 - 2.49 0 Fair
1.00 - 1.49 0 Poor
Mean – 4.10 Highly Proficient
Academic Performance of the SHS Students During the First Semester of School Year
2020-2021
SHS students’ performance was based from their first semester general average as
reflected in the Grading Sheet as well as in the Form 138 (Report Card).
The result of the evaluation shows that among the 1,900 SHS students, 353 or 18.58
percent were rated as “outstanding,” 440 or 23.16 were rated as “very satisfactory,” 619 or
32.58 were rated as “satisfactory,” while 488 or 25.68 percent were rated as “fairly
satisfactory.” No one was rated as “did not meet expectation.” Possible reasons are: As a result
Melody Herrera 2021

of the study of Herrera (2019), their mean age of 17.20 means that they are already at their
right age to be in the senior high school implying further that they can already manage learning.
Furthermore, the release of an order by the Department of Education, namely DepEd Order
No.8, s. 2018 stating that Grade 11 and 12 learners who failed a unit/set of competencies must
be immediately given remedial classes. They should pass the summative assessments during
remediation to avoid a failing grade in a learning area/subject. This will prevent students from
having back subjects in Senior High School (SHS). However, if the learner still fails remedial
classes, s/he must retake the subject/s failed during the summer or as back subject. This was
further explained by DepEd Order No. 13, s. 2018. Guidance teachers/career advocates must
provide support to the SHS student for his/her choices in SHS tracks. Due to this, the students
subjected for remediation do their best to avoid failure or having back subject.
Table 13. Students’ academic performance during the 1st semester of S.Y. 2020-2021.
GWA Frequency Descriptive Value
90 – 100 353 Outstanding
85 – 89 440 Very Satisfactory
80 – 84 619 Satisfactory
75 – 79 488 Fairly Satisfactory
Below 75 0 Did Not Meet Expectation
Mean – 84.29 Satisfactory
Melody Herrera 2021

Relationship between the Respondents’ Profile and their Level of Readiness on the
Distance Learning Modality
This study tested whether or not the relationship exists between the profile of the
respondents and their level of readiness on the distance learning modality.
Table 14 reveals that the number of trainings related to distance learning and the highest
educational attainment of teachers were found to be significantly related to their level of
readiness.
Number of trainings, webinars, and the like is significantly related to the teachers’ level
of readiness. This is seen in their probability value of 0.023 which is lesser than 0.05 level of
significance. The r-value of 0.398 means that the more number of trainings attended by the
teachers, the higher will be their level of readiness in the new normal. Newstrom and Davis
(2012) in their study on quality and teacher training and student achievement showed that
trained teachers do make a difference and in particular teacher qualification, experience and
amount of education and knowledge were positively imparted to students. Sanders and Rivers
(2011) show that those students who are assigned to several ineffective teachers get lower
achievement than those assigned efficient and effective teachers. The studies of Kiamba and
Mutua (2017) have clearly indicated that teacher preparedness can influence students’
academic achievement through classroom management practices, training; experience of the
teacher, mastery of subject content and preparation of professional documents in various
subjects ranging from sciences, humanities and mathematics. Teacher training is seen to be the
key factor in grounding prospective teachers for the purposes of effective and efficient
Melody Herrera 2021

classroom instruction in all educational levels. Furthermore, Knibel (2020) stated that
providing teachers with adequate training courses can assist them to effectively implement the
courses.
Similarly, highest educational attainment of teachers was found to be significantly
related to their level of readiness as indicated by the computed value of 13.971 which is greater
than the critical values of 5.991 and 9.210 at .05 and .01 levels of significance. This means that
the degree of educational attainment of teachers makes them significantly prepared for the new
normal. This means that the highest educational attainment of teachers has something to do on
their level of readiness. The result is supported by the study of Abarro (2018) which includes
highest educational attainment and local seminars attended as significantly affecting the
teachers’ performance. Mediation analyses on the study of Markle (2016) revealed that
motivation was a significant mediator of the relation between professional development (PD)
and teacher implementation quality. Analyses suggest that the most influential characteristics
of PD on motivation are integration of new ideas with teachers’ existing knowledge, tailoring
PD to teachers’ individual needs and preferences, providing opportunities for collaboration
among teachers, and providing consistent feedback to teachers.
Age, number of years in the service, sex, civil status, ethnicity, and position do not
affect the teachers’ level of readiness on distance learning modality. Except for seminars
attended (not significant in his study, but significant on the present study) and ethnicity
(significant in his study, but not significant on the present study), the result of this study is
supported by the study of Abarro (2018) stating that age, sex, type of family, religion, type of
Melody Herrera 2021

high school attended, LET performance, length of service, annual salary, and number of
preparations in teaching do not affect the performance of teachers.
Table 14. Relationship between the profile of the respondents and their level of readiness
on the distance learning modality
Profile r – value prob - value Remarks

Age 0.274 0.106 Not Significant
Number of years in the -0.421 0.091 Not Significant
service
Number of trainings related 0.398* 0.023 Significant
to distance learning
*-Significant @ .05
Variables Df X2 X2 critical X2 critical Remarks

computed value at value at
(.05) (.01)
Sex 1 0.3295 3.841 6.635 Not
Significant
Civil Status 1 2.702 3.841 6.635 Not
Significant
Ethnicity 3 5.617 7.815 11.345 Not
Significant
Highest 2 13.971* 5.991 9.210 Significant
Educational
Attainment
Position 5 7.025 11.070 15.086 Not
Significant
*-Significant @ .05
Melody Herrera 2021

Relationship between the Factors Perceived to Influence the Teachers’s Level of

Readiness and their Level of Readiness on the Distance Learning Modalities
Table 15 reveals the relationship between the perceived factors to influence the level of
readiness of the respondents and their level of readiness on the distance learning modalities.
The table shows that of the nine (9) factors, one was found to have significant relationship with
their level of readiness. This factor is the instructional planning support which means that this
factor affects the level of readiness of the respondents on distance learning.
It is revealed in the table that there is a significant relationship between instructional
planning support and the teachers’ level of readiness as proven by the probability value of
0.031 which is lesser than 0.05 level of significance. This confirms the findings of Kiamba &
Mutua (2017) which includes administrative role in teaching and learning process as one of the
intervening variables found to be very influential in teacher preparedness.
Table 15. Relationship between the factors perceived to influence their level of readiness and
their level of readiness on the alternative distance modality.
Instructional Planning Support 0.782* 0.031 Significant
Instructional Materials 0.379 0.063 Not Significant
Supplementary materials. 0.581 0.145 Not Significant
Psychosocial support 0.491 0.236 Not Significant
Teaching learning and delivery 0.503 0.139 Not Significant
support
Feedback on learners’ outputs 0.617 0.302 Not Significant
Management of learning 0.494 0.054 Not Significant
Assessment of learning 0.756 0.061 Not Significant
Physical environment 0.028 0.779 Not Significant
**-Significant @ .01
Melody Herrera 2021

Relationship between the Factors Perceived to Influence the Teachers’s Level of

Readiness and their Performance During the Phase 1 Delivery of Distance Learning
Table 16 discloses the relationship between the perceived factors to influence the level
of readiness of the respondents and their performance during the phase 1 delivery of distance
learning modalities. Out of nine (9) factors, two were found to have significant relationship
with their performance in the new normal. These factors are the instructional planning support
and instructional materials which means that these factors affect the performance of the
respondents on distance learning.
The significant relationship between instructional planning support and the teachers’
performance is proven by the probability value of 0.011 which is lesser than 0.05 level of
significance. This supports the findings of Markle (2016) predicting that to integrate new and
familiar concepts to make it easy for teachers to learn a new practice, to allow teachers to work
together in learning that practice, to provide feedback to teachers during the learning process,
and to survey teachers about their specific needs, preferences, and styles are more likely to
secure support from teachers for a particular innovation. These are perceived as significantly
influential to teacher preparedness which is also significantly related to teachers’ performance.
Instructional material factor has a positive association to teachers’ performance as
shown in the table with an r-value of 0.672 has a probability value of 0.000, which is lower
than 0.01 at 0.01 level of significance. This implies that adequacy of instructional materials and
very high level of preparedness on the reproduction, sorting, distribution and retrieval of
modules, and adherence to health protocols significantly affect the performance of teachers.
Melody Herrera 2021

Kiamba & Mutua (2017) find out that teaching and learning resources including textbooks,
audio visual aids, charts and other aids are part of teacher preparedness which is significantly
related to teachers’ performance.
Table 16. Relationship between the factors perceived to influence their level of readiness and
their performance during the Phase I delivery alternative distance modality.
Instructional Planning Support 0.250* 0.011 Significant
Instructional Materials 0.672** 0.000 Significant
Supplementary materials. 0.037 0.714 Not Significant
Psychosocial support 0.157 0.155 Not Significant
Teaching learning and delivery 0.165 0.098 Not Significant
support
Feedback on learners’ outputs 0.004 0.968 Not Significant
Management of learning 0.030 0.767 Not Significant
Assessment of learning 0.153 0.124 Not Significant
Physical environment 0.095 0.342 Not Significant
**-Significant @ .01 *-Significant @ .05
Relationship between the Teachers’ Level of Readiness on the Distance Learning

Modality and their Performance During the Phase 1 Delivery of the Modality
The result of the correlation test shows that there is a significant relationship between the
level of readiness of the respondents on the distance learning modality and their performance
during the Phase 1 delivery of distance learning. This implies that the level of readiness of
teachers significantly affect their performance in the delivery of distance learning to learners.
The high level of readiness of the teachers is significantly related to their highly proficient
performance for the first phase of the S.Y. 2020-2021. In this study, the intervening variables,
namely highest educational attainment, webinars/trainings attended, instructional planning
Melody Herrera 2021

support, and instructional materials, and the high level of perception of teachers to factors
perceived to affect teachers’ readiness make teachers’ level of readiness significantly related to
teachers’ performance.
Table 17. Relationship between the level of readiness of the respondents on the distance
learning modality and their performance during the Phase I delivery of distance
learning.
Variable r – value prob - value Remarks

Level of Readiness 0.478 .016 Significant
Relationship on the Teachers’ Performance to the Students’ Performance in the Distance

Learning Modality
The performance of the teachers was also correlated to the students’ performance in the
distance learning modality. The result of the correlation test shows that there is no significant
relationship between the two variables. This implies that the performance of teachers does not
necessarily affect the students’ performance. Moreover, it can be assumed that the performance
of teachers may not always result in guaranteed assurance that the learners will effectively
perform with high level of competence and persistence to learn in the new normal.
Table 18. Relationship on the teachers’ performance to the students’ performance in

distance learning.
Variable r – value prob - value Remarks

Teachers’ Performance 0.317 .076 Not Significant
Melody Herrera 2021

Chapter 5
SUMMARY, CONCLUSIONS, RECOMMENDATIONS
This chapter presents the summary of the salient findings, conclusions, and
recommendations offered by the researcher.
Summary
This study surveyed the demographic profile of teachers teaching in the Senior High
School in Lower Apayao in terms of their age, sex, civil status, ethnicity, highest educational
attainment, number of years in the service, position, and number of trainings, webinars, and/or
workshops attended with respect to distance learning delivery modalities. It also studied how
the teachers assess the nine factors which are perceived to influence their level of readiness to
alternative distance modalities. Their level of readiness on the Distance Learning Delivery
Modalities (DLDM) was assessed and was related to their demographic profile, to the factor
indicators perceived as influencing their level of readiness to the modalities, and to their
teaching performance. Their performance during the first phase of S.Y. 2020-2021 was also
evaluated and was related to the factors perceived to influence their level of readiness to
DLDM, and to the SHS students’ academic performance in the DLDM phase of learning.
The survey questionnaire was the primary instrument used in the study. The teachers’
rating in the Contextualized Integrated Supervisory, Monitoring and Evaluation Tool
(CISMET) for Printed Modular/Distance Learning Modality was used to evaluate their
performance in alternative distance modalities. The general weighted average for the first
Melody Herrera 2021

semester as reflected in the Grading Sheet as well as in School Report Card (Form 138) was
also used to determine the academic performance of the SHS students. It was conducted in the
13 Senior High Schools within Lower Apayao with 83 teacher-respondents and 1,900 students
chosen through complete enumeration.
The data gathered were recorded, summarized, analyzed and interpreted using
frequency counts, mean, percentage distribution, five-point, four-point and three-point Likert
Scale, Chi-Square and Pearson’s Moment Correlation.
This study came out with the following findings:
The SHS teachers in Lower Apayao are mostly females with a mean age of 52.81. Most
of the respondents are married with a percentage of 74.70 and majority of them are Ilocano at
71.08 percent. 56.63 percent of the respondents graduated bachelor’s degree while 40.96
percent graduated master’s degree. The rest, 2.41 percent, already graduated doctorate degree.
The respondents are already in the service at a mean of 7.49 years and 40.96 percent of them
are holding Teacher II position, followed by Teacher III position at 30.12 percent, Teacher I at
19.28 percent, and Master Teacher I at 9.64 percent. The teachers have a mean value of 3.43 as
the number of webinars/trainings related to distance learning.
Based from the findings of the study, instructional planning support, psychosocial
physical environment as perceived by the teacher-respondents are ‘very high influence’ to the
teachers’ level of readiness on alternative distance modalities. The instructional materials,
along with the presence or existence of school facilities and equipment, as perceived by the
Melody Herrera 2021

respondents are ‘adequate.’ Instructional materials, in relation to the reproduction, sorting,
distribution and retrieval of modules and adherence to health protocols, are ‘very high.’
Supplementary materials are perceived by the respondents as ‘moderate influence’ to their level
of readiness. Teaching learning and delivery support are perceived by the respondents as
having ‘high’ effect to their level of readiness.
The teachers’ level of readiness on distance learning is ‘high.’ Time management
competency on readiness was perceived as the most influential to teachers’ ‘high’ level of
readiness.
The teachers in Lower Apayao have “highly proficient” performance in relation to
delivery of distance learning modalities as evaluated through their CISMET for printed
modular/distance learning. The students’ academic performance is “satisfactory” as evaluated
through their first semester average in the report card/and or grading sheets.
Their highest educational attainment and number of webinars/trainings attended in
relation to distance learning are significantly related to their level of readiness. Instructional
planning support is significantly related to their level of readiness. On the other hand,
instructional planning support and instructional materials are significantly related to their
teaching performance.
The teachers’ level of readiness was found to be significantly related to their teaching
performance. The result showed that teachers’ performance is not significantly related to the
students’ academic performance.
Melody Herrera 2021

Conclusion
Based on the findings, the following conclusions were drawn:
The level of readiness of the teachers is high most especially when it comes to time
management, course design, and course communication.
The teaching performance of the teachers is highly proficient. The academic
performance of the students is satisfactory.
The educational attainment and webinars or trainings of teachers in relation to distance
learning are significantly related to their level of readiness. Instructional planning support is
significantly related to their level of readiness, and instructional planning support and
instructional materials are significantly related to their teaching performance.
The teachers’ level of readiness is significantly related to their teaching performance. It
came out that the teachers’ performance is not significantly related to the students’ academic
performance.
Recommendation
In the light of the aforementioned findings and conclusions, the researcher humbly
presents the following recommendations:
1. The Schools Division Office of Apayao in partnership with the Provincial Government
of Apayao should continually provide and strengthen support to the professional growth
and development of teachers.
Melody Herrera 2021

2. Adequate training courses, webinars, seminars, and/or workshops should be provided to
the teachers considering their teaching-learning needs in the new normal.
3. Instructional planning support should be extended to teachers through involvement in
the curriculum planning and development process in order to deliver the designed
curriculum very well to learners.
4. Adequate funds for the purchase, repair, maintenance and/or development of
instructional materials must be provided and maintained for the whole year round.
5. Assistance must be provided to teachers in areas of technical competence and scale up
teachers’ training for online learning instruction aligned to the learning goals of the
Department of Education and Higher Education Faculty Readiness to Teach Online
(FRTO) instrument.
6. Continuous support and guidance must be provided to the students to meet their varied
learning styles and weaknesses as they adjust into the new normal
Melody Herrera 2021

LITERATURE CITED
A. BOOKS
ATIENO, A. 2014. Influence of teaching and learning resources on students’ performance

in Kenya Certificate of Secondary Education in Free Day Secondary Education
in Embakasi District, Kenya. University of Nairobi. 2014.
BAKIA, M. ET AL. 2012. Understanding the implications of online learning for

educational productivity. U.S. Department of Education; Center for Technology in
Learning SRI International. January 2012.
BIRD, D. (2017). Relationship between teacher effectiveness and student achievement: An

investigation of teacher quality. Ball State University. May 2017.
BLAZAR, D. 2016. Teacher and teaching effects on students’ academic performance,

attitudes and behaviors. Graduate School of Education of Harvard University.
Harvard Library Office for Scholarly Communication.
CANALES, Y. (2020). The relationship between instructional delivery and student

engagement in selected classrooms: A cross case analysis. W&M ScholarWorks. 2020.
GUPTA, S. & SENGUPTA, N. (2021). Webinar as the future educational tool in higher
education of India: A survey-based study. Technology, Knowledge and Learning.
January 7, 2021.
HIGGINS, A. (2011). Psychosocial effects on academic performance. Eastern Kentucky

University. 2011.
HOGE, D. (2016). The relationship between teachers’ instructional practices, professional

development, and student achievement. Graduate College of the University of
Nebraska. April 2016.
JOHNSON, A. (2017). The relationship between teacher practice and student performance.
Seton Hall University. 2017.
Melody Herrera 2021

LAWRENCE, KS. 2011. UDL Instructional planning process. UDL-IRN. 2011.
MARKLE, R. (2016). Exploring teacher readiness: What features of professional

development enhance motivation to implement technology innovations? University of
of South Carolina. 2016.
MENTER, I., ET AL. 2010. Literature review on teacher education in the 21st century.
University of Glasgow. Scottish Government Social Research. 2010.
RAO, P. 2019. The influence of webinars in developing teaching skills of the English
language teachers: A comprehensive study in ELT. King Faisal University.
December 2019.
REID, K. & KLEINHENZ, E. 2015. Supporting teacher development: Literature review.

Coomonwealth of Australia 2015 ISBN: 978-1-74322-227-0. Department of Foreign
Affairs and Trade. March 2015.
RICE, J. 2010. The impact of teacher experience: Examining the evidence and policy
implications. National Center for Analysis of Longitudinal Data in Education
Research.
SHELL, S. 2015. Effect of the physical environment on teacher satisfaction with indoor
environmental quality in early learning schools. The Graduate School at the
University of Nebraska. May 2015.
TETY, J. 2016. Role of instructional materials in academic performance in Community

Secondary Schools in Rombo District. University of Tanzania. 2016.
TUMANDUK, M., ET AL. (2020). The influence of teacher readiness to learning achievement
of Vocational High school students in South Minahasa, Nort Sulawesi, Indonesia.
Science and Technology Publications. 2020.
ULLAH, H. 2013. School teaching as a feminine profession: The legitimization and

naturalization discourses in Pakistani Conext. Department of Sociology,
International Islamic University Islamabad, Pakistan. 2013.
Melody Herrera 2021

USMAN, Y. & MADUDILI, C. 2019. Evaluation of the effect of learning environment on

student’s academic performance in Nigeria. Chukwuemeka Odumegwu Ojukwu
University, Uli, Anambra State, Nigeria. November 20, 2019.
B. JOURNALS
ADALIKWU, S. 2013. The influence of instructional materials on academic performance

of senior secondary school students in chemistry in cross river state. Global
Journal of Educational Research. Vol. 12. 2013.
AH GANG, G, ET AL. 2019. Contribution of psychological factors on academic

achievement of rural students in the Interior School of Sabah Division.
International Journal of Educational, Psychology and Counseling. Vol. 4 Issues: 27 pp.
76-90. March 2019.
ANCHETA, F. & ANCHETA, R. 2020. The new normal in education: A challenge to the
private basic education institutions in the Philippines. International Journal of
Educational Management and Development Studies. Vol. 1 Issue 1. September 2020.
BASHIR, M., ET AL. 2016. The value and effectiveness of feedback in improving
students’ learning and professionalizing teaching in higher education. Journal of
Education and Practice. Vol. 7 N0. 16. 2016.
BONNEY, E., ET AL. 2015. The relationship between the quality of teachers and
students’ academic performance in the STMA JHS of the Western Region of
Ghana. Journal of Education and Practice. Vol. 6. No 24, 2015
BURROUGHS, N., ET AL. 2019. Teaching for Excellence and Equity. Analyzing teacher
characteristics, behaviors and student outcomes with TIMSS. IEA Research for
Education. Volume 6. 2019.
DODD, A., ET AL. 2015. The use of supplementary materials in English Foreign
Language classes in Ecuadorian secondary schools. English Language Teaching
IEA Research for Education. Volume 8. No. 9; 2015. Canadian Center of Science and
Education. August 19, 2015.
Melody Herrera 2021

DUTTA, R., ET AL. 2017. Teacher effectiveness and related characteristics. A systematic
review. The Online Journal of New Horizons in Education. Volume 7, Issue 1.
January 2017.
GARTNER, C. 2013. Enhancing readiness for change by enhancing mindfulness. Journal

of Change Management. 2013.
HAMMOND, L., ET AL. 2019. Implications for educational practice of the science of
learning and development. Applied Development Science, 24:2, 77-140, DOI:
10.1080/10888691.2018.1537791. 17 Feb 2019.
IRVINE, J. 2018. Relationship between teaching experience and teacher effectiveness:

implications for policy decisions. Journal of Instructional Pedagogies. Volume 22.
March 2018.
KIAMBA, E & MUTUA, F. 2017. A Critical Review of the Effect of Teacher

Preparedness on Student’s Academic Achievement: A Research Agenda. Scholarly
Review Journal for Interdisciplinary Studies. 2017
KOLO, A & JAAFAR, W. 2017. Influence of psychosocial factors on student’s academic

performance in one of Nigerian Colleges of Education. Malaysian Journal of Social
Sciences and Humanities. Vol. 2 Issue 1, pp. 1-10. March 2017.
MAHGOUB, Y. 2014. Development of teacher performance and its impact on enhancing

on the quality of the educational process. Pensee Journal. Vol. 76, No. 2. February
2014.
OLAYINKA, A. 2016. Effects of instructional materials on secondary schools students’

academic achievement in Social Studies in Ekiti State, Nigeria. World Journal of
Education. Vol. 6, No. 1. February 9, 2016.
OSAMWONYI, E. 2016. In-Service Educationof Teachers: Overview, Problems and the

Way Forward. Journal of Education and Practice. Vol. 7, No. 26. 2016.
Melody Herrera 2021

OZTURK, D., ET AL. 2018. The relationship between prospective teachers’ readiness
and satisfactions about web-based distance education. Turkish Online Journal of
Distance Education. Vol. 19, No. 1. 2018.
SAKIZ, G. 2015. Perceived teacher factors in relation to student’s achievement-related

outcomes in science classrooms. European Journal of Science and Mathematics
Education. Vol. 3 Issue 2, pp. 115-129. 2015.
SULAIMAN, T. 2017. The relationship between readiness and teachers’ competency

towards creativity in teaching among trainee teachers. International Journal of
Social Sciences and Humanity. Vol. 7 Issue 8. August 2017.
TEHSEEN, S. & HADI, N. 2015. Factors influencing teachers’ performance and

retention. Mediterranean Journal of Social Sciences. DOI:
10.5901/mjss.2015/v6n1p233. January 2015.
THAARIQ, Z. 2020. The use of social media as learning resources to support the new
normal. English Language Teaching IEA Research for Education. Volume 18. No. 2;
2020. Department of Educational Technology, Universitas Negeri Malang. Teknodika.
September 2020.
THAKUR, V. 2015. Using supplementary materials in the teaching of English: Pedagogic

scope and application. English Language Teaching IEA Research for Education.
Volume 8. No. 12; 2015. Canadian Center of Science and Education. November 2,
2015.
C. INTERNET MATERIALS
CHERRY, K. (2020). Erik Erikson’s Stages of Psychosocial Development. Psychosocial

Psychology. June 26, 2020. Retrieved on May 21, 2021 from
http://www.verywellmind.com.
DepED ORDER NO. 012, S. 2020. Adoption of the Basic Education Learning Continuity
Plan for school year 2020-2021 in light of the covid-19 public health emergency.
Retrieved on September 6, 2020 from http://www.deped.gov.ph.
Melody Herrera 2021

DepED ORDER NO. 032, S. 2020. Guidelines on the engagement of services of learning
support aides to reinforce the implementation of the Basic Education Learning
Continuity Plan in time of covid-19 pandemic. Retrieved on December 25, 2020
from http://www.deped.gov.ph.
DIVISION MEMO NO. 181, S. 2020. Guidelines on the reproduction of modules. DepED-
Apayao. Retrieved on August 13, 2020 from http://www.deped.gov.ph.
LEARNING DELIVERY MODALITIES COURSE FOR TEACHERS. 2020. National

Educators Academy of the Philippines. Department of Education. Retrieved on
November 27, 2020 from http://www.deped.gov.ph.
LLEGO, M. 2020. 5 reasons why teachers should pursue a master’s degree in education.
TeacherPH. Retrieved on May 21, 2021 from https://www.teacherph.com.
REARDON, M. 2013. A review of literature on teaching evaluation. Retrieved on

December 25, 2020 from http://scholarscompass.vcu.edu/merc_pubs/14.
RIVAS, R. 2018. IN CHARTS: Most Filipinos still marry before 30. Retrieved on May 21,
2021 from http://www.rappler.com.
D. UNPUBLISHED MATERIALS
HERRERA, M. 2019. Factors Affecting the Academic Performance of Grade 11 Students

in General Mathematics.
HERRERA, M. 2017. Level of Motivation and Academic Performance of SHS Teachers.
Appendix A
LETTER REQUEST TO THE SCHOOLS DIVISION SUPERINTENDENT
Melody Herrera 2021

Republic of the Philippines

CAGAYAN STATE UNIVERSITY
College of Education
March 30, 2021
BENEDICTA B. GAMATERO, PhD

OIC, Schools Division Superintendent
Schools Division Office of Apayao
Capagaypayan, Luna, Apayao
Madam:
I have the honor to ask permission to conduct a study for my dissertation entitled “TEACHERS’ LEVEL OF
READINESS ON DISTANCE LEARNING DELIVERY MODALITY IN THE NEW NORMAL: IT’S
RELATIONSHIP TO THE PERFORMANCE OF THEIR STUDENTS.” The respondents of my study are
the secondary teachers teaching in the Senior High Schools from the four Districts in Lower Apayao, namely
Flora, Luna, Pudtol, and Sta. Marcela. This study is in partial fulfillment of the requirements for the degree Doctor
of Philosophy in Education major in Educational Management at the Cagayan State University – Sanchez Mira,
Cagayan.
I anticipate for your favorable action. Rest assured that your office will be furnished with a copy of the findings of
my study.
Very truly yours,
(SGD) MELODY J. HERRERA

Researcher
Recommending Approval:
RODEL FRANCISCO T. ALEGADO, PhD

Dean, Graduate School
Appendix B
LETTER TO THE PRINCIPAL
Melody Herrera 2021


April 22, 2021
THE PRINCIPAL
______________________
______________________
Sir/Madam:
The undersigned is currently conducting a research study entitled “TEACHERS’ LEVEL OF READINESS ON
DISTANCE LEARNING DELIVERY MODALITY IN THE NEW NORMAL: IT’S RELATIONSHIP TO
THE PERFORMANCE OF THEIR STUDENTS.” The respondents of this study are the secondary teachers
teaching in the Senior High Schools from the four Districts in Lower Apayao, namely Flora, Luna, Pudtol, and
Sta. Marcela. This study is in partial fulfillment of the requirements for the degree Doctor of Philosophy in
Education major in Educational Management at the Cagayan State University – Sanchez Mira, Cagayan.
In connection to this, the undersigned is humbly asking permission from you to conduct a study in your school.
Likewise, the researcher requests for a summarized and/or consolidated copy of the performance rating of the
teachers and/or the school in the Contextualized Integrated Supervisory, Monitoring and Evaluation Tool (Printed
Modular/Distance Learning Modality) and the General Weighted Average of the SHS students for the first
semester, S.Y. 2020-2021.
I anticipate my sincere thanks for your support and consideration on this endeavor.
Very truly yours,

Researcher
Recommending Approval:
RODEL FRANCISCO T. ALEGADO, PhD

Dean, Graduate School
Appendix C
Melody Herrera 2021

LETTER TO THE RESPONDENTS

April 22, 2021
Dear teachers:
The undersigned is currently conducting a research study titled, “TEACHERS’ LEVEL OF

READINESS ON DISTANCE LEARNING DELIVERY MODALITY IN THE NEW
NORMAL: IT’S RELATIONSHIP TO THE PERFORMANCE OF THEIR STUDENTS”
in partial fulfillment of the requirements for the degree Doctor of Philosophy in Education
major in Educational Management.
The researcher earnestly solicits your cooperation in accomplishing the questionnaire knowing
that your responses will greatly help in the success of this study. Be rest assured that all
information to be gathered will be treated with utmost confidentiality.
Thank you very much for your whole hearted support and cooperation.
Very truly yours,

Researcher
CURRICULUM VITAE
Personal Background
Melody Herrera 2021

Name : MELODY J. HERRERA
Place of Birth : Poblacion East, Flora, Apayao
Date of Birth : March 21, 1984
Civil Status : Married
Spouse : Capt. Voltair V. Herrera
Children : Maria Cyzette J. Herrera

Zshairee Fhaye J. Herrera
Jenzymae Yvette J. Herrera
Mariah Yasmeen Reese J. Herrera
Educational Background
Elementary : Flora Central School (1992-1997)

Poblacion West, Flora, Apayao
Salutatorian, Best in Math/Science, Editor-In-Chief
NAMCYA & NSPC Qualifier
Secondary : St. Joseph High School (1998-2001)

Poblacion West, Flora, Apayao
2nd in Excellence, Best in Values Educ., Editor-In-Chief
Tertiary : Florencio L. Vargas College (2005-2009)

Abulug, Cagayan
Course : Bachelor of Science in Accountancy

Cum Laude, Leadership Award, Campus Award
Department Award, Editor-In-Chief
CPE School : Apayao State College (2011)
Course : Bachelor of Secondary Education major in Mathematics
Skills : Singing, playing guitar, writing articles (Journalism),

Eligibility : Licensure Examination for Teachers
Civil Service
Graduate School : Cagayan State University
Melody Herrera 2021

Degree : Master of Arts in Education

Master of Science in Teaching
Doctor of Philosophy in Education
Major : Educational Management

Mathematics
Educational Management
Admin Experience : 2009 – 2012
Teaching Experience : 2012 – Present
Trainings Attended :
 International Training on School Leadership and Pedagogical Enhancement for 21st

Century Educators
 International Webinar on 21st Century School Leadership and Management
 International Seminar on Understanding the In’s and Out’s of Homeschooling
 International Seminar on Navigating Mental Health for Teachers
 National Training Workshop on Localization and Contextualization in the K to 12
Curriculum
 National Seminar Workshop on Instructional Development Design and Assessment in a
Flexible Learning Development
 National Seminar Workshop on Digital and Media Platforms for English, Science, and
Mathematics Teachers
 National Training Workshop on Blended and Flipped Instruction: Covid 19 Alternative
Learning Modality
 National Seminar Workshop on Improvised Games and Theater Arts as Alternative
Teaching Strategies
 National Training Workshop on Localization and Contextualization in the K to 12
Curriculum
 Orientation on Career Guidance Program for School Year 2020-2021
 Developing Engaging and Interactive Activities for Distance Learning
 An nCov-enient Truth: Rewiring Education During the New Normal and Beyond
 Optimizing Distance Learning Using Zoom, Google Meet, and MS Teams Meeting
 Webinar on Copyright Management of Learning Resource
 Online Training for Secondary Teachers on the Provision of PFA to Learners Using
SEES Manual, Supplemental Modules, and Guidance Notes
Melody Herrera 2021

 International Seminar Workshop on Pedagogical Approaches in Teaching English,

Math, Science, Filipino, MAPEH, Araling Panlipunan, ESP, TLE, SPED and All
Learning Areas
 Division Webinar of Trainers on Bridging Equitable Access to Quality Education
Through Multiple Means of Learning Modalities
 Module Making: Designing and Creating MELC-compliant Modules Part 1
 Virtual IEC on Enrollment and Learning Modalities
 Webinar on Copyright for DepEd Personnel
 Seminar-Workshop on the Utilization of DCP Computers in ICT Integration Using the
OER EdTech Tools and Applications
 School-Based Gender and Development Seminar
 Division Training on Basic Statistics
 1st School-Based Educational Summit 2019
 Conduct of Enhancement Training for Senior High School Teachers on Common
Topics
 SHS Teachers' Training of the K to 12 Basic Education Program
 Grade 12 Mass Training of Teachers - Common Topics
 Training of Coaches in the Conduct of Action Research
 Seminar-Workshop on Assessment and Evaluation of Learning Resources cum
Development of Contextualized Learning Resources
 Mass Training of Senior High School Teachers in the Academic Track (2nd Tranche)
 Training-Workshop on Action Research Development
 Mass Training of Senior High School Teachers on General/Common Topics
 Regional Mass Training for Senior High School Teachers – Accountancy, Business and
Management Strand
 District Roll-Out SIP Enhancement Orientation Workshop and Training
 Seminar-Workshop on the Development of Learning Materials and Learning Packages
Across the Different Areas
 School-Based Training-Workshop on Basic Computer Literacy for Teachers
 Teachers’ Induction Program and Seminar
 DOST Star Books Orientation and Training for Users and Administrators
 Mass Orientation of TLE Teachers of the K to 12 Program with Skills Enhancement
Training in Bread and Pastry NCII
 Training of Teachers on the K to 12 Enhanced Basic Education Program
 Seminar on School Property Inventory and Report of Unserviceable Properties
 In Service Training
 Training of School Paper Advisers and Campus Journalists
THE QUESTIONNAIRE
For Teachers Teaching in the SHS
Melody Herrera 2021

Part I. Demographic Profile of Teachers
Directions: Please put a check (/) mark in the blank provided the most appropriate answer about
yourself or the needed information asked for.
Name: _________________________ School: ___________________________
1. Age ( ) 20-29 ( ) 30-39

( ) 40-49 ( ) 50-59
( ) 60 and above
2. Sex ( ) Male ( ) Female
3. Civil Status ( ) Single ( ) Married
4. Ethnicity ( ) Ilocano ( ) Tagalog

( ) Isneg ( ) Others: ___________
5. Highest Educational Attainment

( ) BS Degree ( ) EdD Graduate
( ) MA Graduate ( ) PhD Graduate
( ) MS Graduate ( ) Others: ___________
6. Number of years in the service:

( ) 1-3 years ( ) 10-12 years
( ) 4-6 years ( ) 13-15 years
( ) 7-9 years ( ) 16 years and above
7. Position
( ) Teacher I ( ) Master Teacher I

( ) Teacher II ( ) Master Teacher II
( ) Teacher III ( ) Others: ________
8. Number of webinars/trainings/seminars/workshops on Distance Learning Delivery

Modalities, Learning Continuity Plan, and the like: ____________
Part II. Factors Affecting Level of Readiness of Teachers on the DLDM
Melody Herrera 2021

General Instruction: The set of questionnaires below are the factors which possibly affect the
level of readiness of teachers as excerpted from the CISMET for DLM of the Division of
Apayao and from the Faculty Self-Assessment: Preparing for Online Teaching (CUNY Hybrid
Initiative) and SEAMEO survey that assesses teachers’ attitude, teaching style and strategies,
circumstances, abilities, motivation and time management towards distance learning/online
teaching as part of their readiness. Please rate each indicator by simply putting a checkmark on
the appropriate column for your most honest answer. Use the scale provided for each factor
indicators.
1. Instructional Planning Support
Direction: Below is a list of items which measures your perception on instructional

planning support received towards distance learning delivery modality. Please put a
checkmark on the appropriate column that corresponds to your answer. Use the scale
below:
Point Descriptive Value

5 Always
4 Often
3 Sometimes
2 Seldom
1 Never
Indicators 5 4 3 2 1
1 Roles, policies, and objectives of distance learning
modality, prior to and during the implementation, are
thoroughly discussed to me by the school head.
2 I have training experience or LAC Session on the
development of self-learning modules and learning activity
sheets.
3 I have training or LAC Session on the preparation of
Weekly Home Learning Plan (WHLP).
4 I was trained on addressing weaknesses encountered during
the implementation of distance learning delivery modality.
5 I am used of preparing WHLP for every subject I
handle/teach.
Melody Herrera 2021

6 I prepare Weekly Home Learning Plan (WHLP) based on

MELC.
7 I see to it that WHLPs for all subjects I teach are complete.
8 Our school head checks and approves my WHLP and
suggests for improvement if needed.
9 I was trained on how to contextualize SLMs from the
Central Office or from other Divisions.
10 I am aware of the parts and contents of WHLP/lesson plan,
and I use this as a guide in teaching through our learning
modality.
2. Instructional Materials
2.1 Presence/Existence of School Facilities/Equipment/IMs
Direction: Please indicate your honest assessment on the presence/existence of each

indicator by checking the appropriate column using the scale below:
3 – Very Adequate 2 – Adequate 1 - Inadequate
Items 3 2 1
1 Smartphone
2 Desktop
3 Laptop
4 Tablet
5 Internet connectivity, e.g. mobile data, DSL/Cable internet,
Fiber/Wifi
6 Microphone
7 Speakers
8 Earphone
9 Headphone
10 Printer
11 LCD Projector
12 Xerox copier
13 Printer
14 Bond paper
15 Printer ink
16 Short and long arm stapler
17 Staple wire
Melody Herrera 2021

18 Blackboard/White Board/Graphing Board

19 Tables
20 Wring light
21 Ventilation e.g. ceiling/wall/stand fan, aircon
22 Supplementary learning materials for academic subject
23 Complete sets of modules and activity sheets for the
semester and for the whole year round
2.2 Reproduction, Sorting, Distribution and Retrieval of Modules, and Adherence to

Health Protocols
Direction: Please indicate your honest assessment on the following items by simply putting
a checkmark on the appropriate column using the scale below:

5 Strongly Agree
4 Agree
3 Uncertain
2 Disagree
1 Strongly Disagree
The school and its teachers
1 Prepare a well-lighted, ventilated, and spacious classroom
for assorting, binding, and packing of modules for
distribution, and for inventory and classifying of modules
upon retrieval.
2 Develop self-learning materials apart from the existing
ones.
3 Establish functional drop off and pick up points of learning
materials in coordination with local IATF.
4 Observe health protocols during the reproduction, sorting,
distribution and retrieval of modules.
5 Observe process flow and make schedule with person in-
charge of the receiving of modules.
6 Distribute complete set of modules and retrieve outputs
regularly.
7 Observe markings flow for social distancing and use plastic
envelops for the modules.
Melody Herrera 2021

8 Address health-related issues in line with the

implementation of distance learning program.
9 Provides accessible mode of transportation in the delivery
and retrieval of self-learning modules.
3. Supplementary Materials

5 Always
4 Often
3 Sometimes
2 Seldom
1 Never
1 I provide supplementary learning materials such as voice
clips, audio and video-based lessons to the learners.
2 I use DepED TV and other e-Platforms as applicable in our
modality.
3 I collect and save samples of audio or video lessons for my
learners.
4 I keep audio or video lessons bank on my subjects handled
to be made available as needed.
5 I download free applications, or free versions of
applications, available which can be used to enhance
instructional and supplementary materials or synchronous
activities.
6 I use visual graphics (charts, icons, pictures, slides, and
video) and audio to support plain text whenever possible.
6. Psychosocial Support
Melody Herrera 2021


5 Always
4 Often
3 Sometimes
2 Seldom
1 Never
1 I consult my learners’ parents regarding the type and nature
of learning delivery and the mode of assessments applied
to the learners.
2 I inform the parents of my learners regarding the result/s of
assessments given to their child.
3 I inform and involve parents in education decisions that
affect their children.
4 I remind and motivate parents to do their role of educating
their children at home.
5 I provide assistance to learners’ weaknesses.
6 I remind and motivate learners to do their unfinished
activities/performance tasks/outputs.
7 I attend to students’ queries in relation to the activities and
self-learning tasks required on their modules.
8 I immediately consult with students to correct problems
and keep them on task.
9 I prepare and update anecdotal record of my learners.
7. Teaching Learning and Delivery Support
Melody Herrera 2021


4 I am an expert and can teach others
3 I have done this successfully
2 I have done this and had mixed success
1 I have never done this
Indicators 4 3 2 1
1 I follow up and check regularly learning activities of my
learners.
2 I closely monitor and evaluate leaners’ activities and
provide them with appropriate interventions.
3 I provide learning experiences to challenge more abled
students and adjust expectations for the less able students.
4 I establish system of following up learners’ progress as
applicable through home visitation, text messaging, call,
chat, and so on.
5 I can attend to the unique challenges of distance learning
where learners are separated by time and geographic
proximity, and interactions are primarily asynchronous in
nature.
6 I can respond to student inquiries within 12-24 hours to
guide students towards a positive learning outcome.
7 I can communicate as needed with students about course
progress and changes via email, course announcements,
etc.
8 I can continuously monitor and manage student progress by
using course statistics or reports to identify students who
are not accessing course materials, participating in learning
activities, etc., and reach out to encourage engagement.
9 I encourage learners to summarize and take notes, not just
read and answer the module, play the video or click
through screens.
10 I can log into the Learning Management System or Google
Classroom and access the class.
8. Feedback on Learners’ Outputs
Melody Herrera 2021


5 Always
4 Often
3 Sometimes
2 Seldom
1 Never
1 I provide detailed feedback on assignments and exams
through facilitation, guidance, directed learning, and
progress assessment.
2 I provide timely, constructive feedback to students about
assignments and questions.
3 I motivate learners through giving positive remarks on their
individual output.
4 I praise and commend students even on their simple, small
achievements.
5 I maximize contact (teacher-student and student-student)
especially to provide constructive recognition of their
efforts.
6 I set goals and provide prompt and constructive feedback.
9. Management of Learning
Direction: Please indicate your honest assessment on the following items by simply
putting a checkmark on the appropriate column using the scale below:

5 Always
4 Often
3 Sometimes
2 Seldom
1 Never
1 Class schedule for distance learning was prepared and
Melody Herrera 2021

agreed by everybody.
2 The class schedule is conducive for the learners to grasp
learning and completely perform the learning tasks given to
them as scheduled.
3 The class schedule goes smoothly with the teaching
strategy and learning tasks given by each subject teacher.
4 Class record and/or record of learners’ progress are
available and updated.
5 All intended activities for the period, e.g. retrieval of
modules and notes of teacher are accomplished on time but
with reasonable flexibility as needed.
6 Learners’ performances are monitored and communicated
to the parents.
7 The teacher is adept in using the modality.
8 Intervention is being prepared per result of assessments.
10. Assessment of Learning

5 Always
4 Often
3 Sometimes
2 Seldom
1 Never
1 I prepare and conduct summative assessments and
performance tasks based on standard.
2 I do Formative and Summative Assessment in online
distance learning, e.g. use Google forms for written exams,
camera for recording videos, education apps for specific
subjects or skills.
3 I evaluate and analyze result of summative assessments
every after 5th week per quarter.
Melody Herrera 2021

4 I analyze results of assessments every quarter.
11. Physical Environment

5 Always
4 Often
3 Sometimes
2 Seldom
1 Never
1 Our school maintains working areas, drop off and pick up
points aesthetically pleasing.
2 There are proper waste disposal and health protocol
establishments in our school.
3 I promote and encourage a safe, inviting, and mutually
respectful learning environment by communicating with
students in a positive tone and by following and promoting
Netiquette guidelines.
Part III. Teachers’ Level of Readiness on Alternative Distance Modalities
The Faculty Readiness to Teach Online (FRTO) instrument (Table 2) was developed by the
authors with reference to the literature (theoretical models and previous research). Research
Melody Herrera 2021

studies (Downing & Dyment, 2013; Gay, 2010; Lichoro, 2015) were reviewed to identify a
framework and instrument that can be used to measure faculty readiness to teach online.
(Gärtner, 2013)
Direction: Please indicate your honest assessment on the following items by simply putting a
checkmark on the appropriate column using the scale below:

4 Strongly Agree
3 Agree
2 Slightly Agree
1 Disagree
Faculty readiness competencies

Course Design 4 3 2 1
1. Create an online course orientation (e.g., introduction,
getting started)
2. Write measurable learning objectives
3. Design learning activities that provide students opportunities for
interaction (e.g., discussion forums, wikis)
4. Organize instructional materials into modules or units
5. Create instructional videos (e.g., lecture video,
demonstrations, video tutorials)
Course Communication
6. Send announcements/email reminders to course participants
7. Create and moderate discussion forums
8. Use email to communicate with the learners
9. Respond to student questions promptly (e.g., 24 to 48
hours)
10. Provide feedback on assignments (e.g., 7 days from
submission)
11. Communicate expectations about student behavior (e.g.,
netiquette)
12. Communicate compliance regarding academic integrity
Policies
13. Apply copyright law and fair use guidelines when using
copyrighted materials
14. Apply accessibility policies to accommodate student needs
Time Management
15. Schedule time to design the course prior to delivery (e.g., a
Melody Herrera 2021

semester before the delivery)

16. Schedule weekly hours to facilitate the modality.
17. Utilizes class schedule in order to manage time (e.g., Weekly
Home Learning Plan, Teachers and Learners Class Program)
18. Use facilitation strategies to manage time spent on course (e.g.,
discussion board moderators, collective feedback, grading scales)
19. Spend weekly hours to grade assignments
20. Allocate time to learn about new strategies or tools
Technical Competence
21. Complete basic computer operations (e.g. creating and editing
documents, managing fields and folders)
22. Use online collaborative tools (e.g. Google Drive, Dropbox)
23. Create and edit videos (e.g., iMovie, Movie Maker, Kaltura)
24. Share open educational sources (e.g., learning websites, Web
resources, games and simulations)
25. Access online help desk/resources for assistance
THIS COMPLETES THE QUESTIONNAIRE.

THANK YOU FOR ASSISTING ME IN THIS IMPORTANT RESEARCH.
YOUR TIME AND EFFORT ARE MUCH APPRECIATED.
MELODY J. HERRERA
Researcher
Melody Herrera 2021

Cagayan State University Graduate School: Melody Herrera 2021

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Cagayan State University Graduate School: Melody Herrera 2021

Uploaded by

Copyright:

Available Formats

CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 1

TEACHERS’ LEVEL OF READINESS ON DISTANCE LEARNING DELIVERY

Melody Herrera 2021

TITLE: TEACHERS’ LEVEL OF READINESS ON DISTANCE LEARNING

students’ performance in distance learning.

questionnaire as the main instrument in gathering the data needed.

Correlation and Chi-Square test of independence.

Melody Herrera 2021

Instructional planning support, instructional materials in relation to the reproduction,

support, feedback on learners’ outputs, management of learning, assessment of learning, and

‘high’ effect to their level of readiness.

competency as the most influential competency.

Highest educational attainment, number of webinars/trainings attended in relation to

significantly related to the students’ academic performance.

Melody Herrera 2021

THE PROBLEM AND ITS BACKGROUND

feasible options for instructional delivery (Ogena, et al., 2020).

flexible/alternative delivery mechanisms for implementing their programs. DepEd recently

Melody Herrera 2021

strategies (Ogena, et al., 2020).

The Philippine government have ordered institutions to cease face-to-face instruction

reassurance to students and parents, simple approaches to remote learning, curricula,

assessment, after COVID-19, useful resources.

of 91.3% total enrolled learners in 188 countries in all levels of learning.

Melody Herrera 2021

to implement this online system.

support, instructional materials, supplementary materials, psychosocial support, teaching

learning and delivery support, feedback on learners’ output, management of learning,

school teachers and students, respectively in Lower Apayao.

Melody Herrera 2021

number of webinars/trainings/workshops with respect to distance learning delivery modality

teachers’ performance such as instructional planning support, instructional materials,

supplementary materials, psychosocial support, teaching learning and delivery support,

feedback on learners’ output, management of learning, assessment of learning, and physical

Teaching performance was as well conceptualized to affect students’ performance.

preparedness which explores teacher efficacy as a product of in depth training in teacher

confidence, teaching practices, student behavior, use of instructional material, teacher

conceptual framework is based on the Theory of Teacher Efficacy.

Integrating the above perception in an overall conceptual framework, the paradigm

in figure 1. The relationship between the variable is conceptualized by making distinctions

Melody Herrera 2021

identified factors, namely instructional planning support, instructional materials, supplementary

output, management of learning, assessment of learning, and physical environment.

Teaching performance is correlated to the students’ performance on the distance learning

Melody Herrera 2021

Independent Variables Dependent Variables

Demographic Profile of High School Teachers

Melody Herrera 2021

Statement of the Problem

performance in distance learning modalities.

Specifically, the study sought answer to the following questions:

1.3 Civil Status

1.5 Highest educational attainment

1.6 Number of years in the service

learning delivery modalities

level of readiness to Alternative Distance Modalities?

2.1 Instructional Planning Support

2.2 Instructional Materials

Melody Herrera 2021

2.2.1 Presence/Existence of Facilities/Equipment/IMs

2.2.2 Reproduction, sorting, distribution and retrieval of modules and adherence

2.3 Psychosocial support

2.4 Supplementary Materials