THE PHENOMENOLOGICAL STUDY OF

MATHEMATICS TEACHERS IN THE DISTRICT OF

AMADEO DIVISION OF CAVITE PROVINCE
IN THE “NEW NORMAL”
OF EDUCATION

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 15
Pages: 866-873
Document ID: 2023PEMJ1414
DOI: 10.5281/zenodo.10402598
Manuscript Accepted: 2023-01-12
Psych Educ, 2023, 15(9): 866-873, Document ID:2023 PEMJ1414, doi:10.5281/zenodo.10402598, ISSN 2822-4353
Research Article

The Phenomenological Study of Mathematics Teachers in the District of Amadeo

Division of Cavite Province in the “New Normal” of Education
Nancy F. Cabuntog*
For affiliations and correspondence, see the last page.
Abstract
Teaching and learning are facing previously unheard-of difficulties and changes as a result of the
introduction of the "new normal" in education, which is defined by the integration of digital
technology and distant learning modalities. The purpose of this phenomenological study is to
investigate and comprehend the real-world experiences of math teachers navigating the challenges of
the "new normal" in education in the District of Amadeo Division, Cavite Province. The study will
employ a qualitative phenomenological research approach to gather data from district mathematics
instructors through in-depth interviews and focus groups. The goal of the study is to learn more about
the subjective experiences, perspectives, and difficulties these educators have had adjusting to the
shift to online and remote learning modes. By exploring the lived experiences of mathematics
teachers, the study aims to provide important insights into the strategies and support systems needed
to enhance the quality of mathematics education in the current educational landscape. The research
will focus on key themes such as the implementation of technology in mathematics instruction, the
impact on student engagement and learning outcomes, the effectiveness of professional development
initiatives, and the emotional and psychological aspects of teaching in the "new normal." The
findings of this research will contribute to the existing body of knowledge on the challenges and
opportunities presented by the "new normal" in education, particularly in the context of mathematics
teaching. Additionally, the study may inform educational policymakers, school administrators, and
teacher training programs in developing targeted interventions and support mechanisms to address
the unique needs of mathematics educators in the evolving educational environment.

Keywords: phenomenological study, mathematics teachers, amadeo division, new normal, teacher
experiences

Introduction methods more. The use of minimal face-to-face

An approach to learning that reinforces the desire for
digital environments is the new normal in education.
To keep up with the changes brought about by the
COVID-19 pandemic, education is being driven into
technology (Pacheco, 2020). A novel coronavirus
strain known as COVID-19 is to blame for a global
outbreak of respiratory illnesses. The illness has
swiftly spread to other nations after its first incidence
was documented at the end of 2019 in Wuhan, Hubei
Province, China (Center for illness Control and
Prevention, 2020). In March 2020, the World Health
Organization (WHO) proclaimed it to be a pandemic.
interaction in blended learning approaches, together
with the rise of online delivery options, became
popular. Higher education institutions have embraced
it, and its defining feature is its simple use of
technological integration (Dziuban, Graham, Moskal,
& Norberg, et al., 2018). Artificial intelligence and
information and communication technology are used
in blended learning (Floridi,2014). In contrast to what
some may believe, instructors remain crucial in the
educational system despite the advent of technology.
Rather, it helped them get better at what they did and
gave them new insight into their own capabilities
(Bayne et al., 2016).

Global media outlets have covered its fallout, which
has impacted social, economic, and private spheres. It
has had a somewhat detrimental effect and altered how
things are often thought of and carried out. The
Department of Education (DepEd) nevertheless
promotes lifelong learning in spite of this.
Nonetheless, in-person instruction is not advised
unless a vaccination is now available (Arrieta, 2020).
The "New Normal" approach to teaching and learning
has been adopted.
The curriculum started to emphasize remote learning
Moreover, the new normal lies beyond the
technologization and acceleration of existing trends. It
supports various means to learn and experience
learning. Mathematics is one of the curricular subjects
that became highly affected by the shift from physical
to virtual learning modality. Unlike other subjects, it
requires laboratory work more than just a simple
discussion of lessons. It is more on the real-life
application of theories and concepts and is an
exploratory subject. The level of difficulty of its
lessons gradually increases as the grade level of
students also increases. To cope, teachers must be

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Research Article

more creative and innovative to make lessons more Despite several obstacles, such as schedule constraints,
interesting and engaging for students (Arrieta, 2020). low student engagement, and difficulties carrying out
assignments, curriculum revisions, improved teaching
The purpose of this study is to investigate how math materials, and adequately trained math instructors,
instructors have experienced preparing for the new were faced. Lansangan & Gonzales (2020) studied the
normal, what obstacles they have faced, and how they instructional problems encountered by public school
have continued to change to deal with ongoing issues Mathematics teachers to cope with the changes of new
related to teaching. It focuses on the teachers' normal teaching and learning.
experiences with the shift to the "New Normal," which
includes curriculum, pedagogy, learning evaluation, Teachers are educational front liners and must
and personal and professional research. continue the practice of their duties despite the
pandemic. While everyone is facing uncertainty,
teachers’ experiences, obstacles, and opportunities
Literature Review were reported. Their duties are to guarantee equity,
inclusivity, and access for all (Carisen, et al., 2020).
With the continuity of learning, the education sector
Arrieta (2020) talked on how the Covid-19 epidemic
explored different modes of learning to cater to
had a significant impact on the education sector,
students’ needs while preventing the spread of the
particularly on the process of teaching and learning
virus. The most effective strategy in this case is
mathematics. This topic necessitates a lot of laboratory
electronic learning, or e-learning (Mailizar et al.,
work since it applies the ideas and concepts taught in 2020).
the classroom to real-world situations. Due to its
nature, which is centered on scientific inquiry, students After the closure of schools, students were forced to
should make good use of their existing knowledge, learn virtually through the combining synchronous and
abilities, and attitudes in order to advance their science asynchronous methods of instruction delivery. But
literacy and conceptual comprehension. Students can even if they shift from in-person to online learning
excel in school and beyond by using the lifetime goes well, effective use of technology is essential. The
learning abilities that are taught in scientific education. Department of Education (2020) established and
implemented the Basic Education Learning Continuity
Considering the current epidemic, in-person Plan (BE-LCP). It serves as the guidebook of schools
instruction is prohibited until the Covid-19 vaccine is to ensure safe learning upon the start of the new
developed. Nevertheless, the Department of Education academic year. The results showed that seven
continues to work toward the start of the new school emotional themes—the HOPEFUL (hard-working and
year using a variety of other learning modalities, such dedicated; optimistic amidst uncertainty; problematic
as correspondence and online learning. Lessons in yet reflective; evenhandedness in responsibilities;
mathematics are becoming more complex, which frightened but ready; undisruptive desire to reach; and
presents challenges for math teachers. Teachers must life-long learner)—described the experiences of math
work harder to provide pupils with fresh and new teachers during the pandemic.
learning experiences. To pique the kids' interest, they
must use more potent techniques and approaches.
Methodology
Using technology to give pupils more learning
possibilities is another issue. Teachers lack
In order to examine and comprehend the lived
professional development, have differing views on
experiences of math teachers within the framework of
technology, and have restricted access to resources and
the "new normal" in education, this researcher uses the
technology. Math instruction and learning have
phenomenological approach as employed in this
received a lot of attention at a private, sectarian school
phenomenological study design. Phenomenology is
in Manila. Their facilities are well-equipped with concerned with people's subjective experiences and
technology, and their professors are proficient users of perceptions. A phenomenological investigation
it. The school administrations adjusted the "describes the meaning for several individuals of their
requirements required of the pupils in reaction to the lived experiences of a concept or a phenomenon,"
epidemic and communicated through a variety of according to Creswell (2007) (p. 57). Stated
social media and telecommunication channels. As differently, the study centers on characterizing a
early as June 2020, they developed a continuity phenomenon—such as acquiring a second language
strategy that combines both synchronous and inside an educational system—that all the participants
asynchronous online learning.

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Research Article
have encountered. Additionally, the Purposive
Sampling technique was employed in the research to
pick mathematics teachers in the District of Amadeo
Division who have been exposed to the "new normal"
in education as study participants. Making sure that
participants have relevant experiences relating to the
research objective is ensured by purposeful sampling.
In-Depth Interviews: Conduct in-depth, semi-
structured interviews with mathematics teachers to
obtain rich and thorough accounts of their experiences
during the data collection phase of the study. Permit
educators to share their ideas, feelings, and difficulties
on teaching in the "new normal." And Focus Group
Discussions: Lead focus groups to promote
communication and the exchange of viewpoints among
educators. This can confirm personal experiences and
offer new perspectives. The principles of
phenomenology should guide this analysis, which
focuses on the essence of the experiences, as it uses
the Thematic Analysis to analyze the collected data
thematically, identifying recurring patterns, themes,
and categories related to the experiences of
mathematics teachers in the "new normal.
The research also takes ethical considerations into
account, as we acquire informed consent from
participants by making sure they understand the goal
of the study and their rights. And the anonymity and
confidentiality of each participant to preserve
participants' privacy by guaranteeing the secrecy of
their identities and the anonymization of data used for
reporting and analysis. By carefully reviewing and
validating the participant's information and confirming
that it is accurately represented in the research
findings, the researchers verify the validity of this
study.
To strengthen the validity and rigor of this study, peer
debriefing and seeking advice and comments from
colleagues or phenomenology specialists are also
recommended. In order to preserve transparency and
guarantee the integrity of the study, the positionality of
this research is enhanced by acknowledging and
reflecting on the researcher's personal biases,
experiences, and viewpoints. This research also
includes an introduction, literature review, methods,
results, discussion, and conclusions, and is also
distributed by the researcher. Discuss the study's
ramifications for math instruction in the "new normal."
Results and Discussion
With the existing COVID-19 pandemic, teaching and
Nancy F. Cabuntog
learning in Mathematics has been greatly affected.
Most of its lessons required laboratory works and
investigations, however it is hard for teachers and
students to conduct this because schools are closed,
and learning is delivered through alternative
modalities. Thus, making Mathematics teachers
prepare and exert additional effort to ensure that
students will still develop the knowledge and skills
necessary for science literacy.
Professional Development
As preparation for the new normal of education,
teachers attended different upskilling and capability
webinars and studied various online learning platforms
and applications. A participant said:
“I attended virtual and face to face training focused on
the conduct of online classes and navigating online
class applications and I also watched lecture and
instructional videos for skill enhancement.”
Another participant shared:
“I equipped myself with the applications that would
help me facilitate the learning experiences of the
students. I attended different webinars provided by
DepEd and other education institution.”
Curriculum
When Philippine President Rodrigo Duterte announced
that school year 2020-2021 will open through flexible
learning modality (online and other alternatives) and
no face -to-face classes until a vaccine has been
created, DepEd mobilized and prepared immediately.
One of the major preparations was on curriculum. It
led to the creation of the Most Essential Learning
Competencies (MELCs). Guided by this directive, the
Science teachers prepared the curriculum by revising
and condensing the curriculum by including the non-
negotiable.
competencies. Based on the guidelines given by the
school, they modified the curriculum by identifying
only the most essential lessons. The participants
pointed out: teachers read and studied the content, and
search for additional references to use. They also
gathered the teaching guides, budget of work, Weekly
Home Learning Plan, modules, and other learning
materials given by DepEd. They localized and
modified it for the students to easily understand.
Related lessons were compressed and merged.
Explanations and examples of the lessons were
uploaded. A participant shared:
“I used the MELC and include the enabling
competencies. Sub-tasking has been made whenever
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Research Article
possible to make learning more meaningful.”
PowerPoint presentations, video lessons and different
online platforms were utilized to meet the learning
needs of students. Experiments were still included as
performance task. Moreover, the teachers scheduled a
weekly meeting to explain the activities to the students
- the discussions were recorded. Pupils were also
monitored through a chat group.
A participant said:
“I used different strategies depending on my learner's
needs. Using PowerPoint presentations, video lessons
and online platforms really became a big help to the
students.”
Another participant shared:
“I am monitoring the pupils through group chat, asking
them if they have questions regarding the lessons. I am
sending a link coming from the DepEd TV.”
DepEd issued the Guidelines on the Use of the Most
Essential Learning Competencies (MELCs) and
presented its rationale. Being seriously affected by the
Covid - 19 pandemic, it will not be unfazed in
continuing education by ensuring the welfare of more
than 27 million learners in the basic education which
requires indomitable commitment especially amidst
this crisis. If learning stops, we will lose human
capital.’ Thus, meeting the needs of the most
vulnerable populations in these times is essential in
achieving SDG4.
(UNESCO, 2017). The Department echoes
UNESCO’s belief that educational quality, access, and
system strengthening cannot be compromised in times
of crisis (UNESCO, 2017), and doing the opposite will
negatively affect human capital. Consequently,
DepEd’s 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.
Working on the said premise, the Department hereby
released the Most Essential Learning Competencies
(MELCs) to be used nationwide by field implementers
and private schools for SY 2020-2021 only. 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 SDG 4 to develop resilient education
systems, most especially during emergencies.
Thus, it can be used under certain circumstances as a
mechanism to ensure education continuity (curriculum
Nancy F. Cabuntog
dimension). However, releasing the MELCs does not
downplay the standards set by the K to 12 curriculum
guides. Rather, these serve as guides to teachers as
they address the instructional needs of learners while
ensuring that curriculum standards are maintained and
achieved. The content and performance standards are
indicated in the attached documents for field
implementers to recognize that the MELCs are
anchored on the prescribed standards. Despite the
challenges, if online education is well-designed, could
just be as effective as face-to-face instruction with an
emphasis on the design of the learning experience, the
quality of the content, and the engagement of learners
(Callo & Yazon, 2020).
Methodology
Teachers provided detailed weekly home learning
plans, lecture discussions, hands-on activities, and
activity sheets with contextualized examples. The
students were asked to use their self-learning modules
as guides and were encouraged to watch DepEd TV
for supplementary materials. Lessons were integrated
with other subjects so students could appreciate their
importance. Also, teachers integrate the use of ICT in
their lesson. They prepared video lessons and slide
decks and gave differentiated instruction to different
groups of students. Additionally, they conducted
remediation using online and offline platforms.
Feedback was also given to students’ outputs and
performance. A participant said:
“Aside from regular meetings (online class), I give
lecture-discussion, hands on activities (where materials
are available at home). I occasionally give
differentiated instructions to different groups of
students and groupings/peer teaching among students
for given tasks. Also, I asked my students to used SLM
or Modules as their guide and watch DepEd TV as
well as added supplementary materials in learning
science.”
Moreover, teachers utilized the 2C-2I-1R Approach
and IDEA lesson exemplar in teaching. In terms of the
2C-2I-1R Approach, a participant shared:
“For MDL, I utilized online collaborative learning,
inquiry-based, simulation, think-pair-share, direct
instruction, reflective approach and others.”
Instructional Materials
The teachers gathered information about the situation
of the family and the learning status of their pupils.
They used the IDEA format aligned with the most
essential learning competencies as required by the
curriculum.
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Research Article
They also looked for other relevant references and sent
in the chat group such as video lessons in DepEd
ETulay and DepEd TV, and slide decks. They also
integrated game-based learning applications. Lastly,
they made the materials easier to comprehend, and
were localized and contextualized. A participant
shared:
“I prepared it to use the IDEA format in line with the
most essential learning competencies required by the
curriculum. I have utilized different game learning
applications that I have learned from my previous
webinar trainings. Some of my old PPT materials were
modified and re-use.”
Another participant said:
“Aside from the module that they received. I also send
YouTube link or link from DepEd TV weekly.”
Teachers utilized the following as instructional
materials:
• Video lessons
• Virtual laboratory sites
• Interactive sites such as Project NOAH
• Utilized different game learning applications
• PowerPoint Presentations
• Supplementary Modules
• Learning Activity Sheets (LAS)
• Learner's Packet (LeaP)
• DePed TV & ETulay Episodes
• Teacher-Made Slide Decks
• Online Simulations
• Learning activity sheets with contextualized
examples
• Strategic Intervention Materials (SIM)
Another participant shared:
“Since we are in modular distance learning, we are
using modules, textbooks, other books about scientific
matters and other multimedia materials such as videos
and power point presentations.”
Assessment
Printed materials were used for the assessments in
modular distance learning, while Google Classroom,
Google Forms, and other game-based learning
applications for online distance learning. Quizzes were
given at the end of the online classes, while summative
assessments were administered at the end of the
grading period. Students were required to submit photo
documentation or video of weekly tasks including
experiments done at home. For formative assessments,
SLM and supplementary modules were used. For
performance tasks, rubrics were always provided.
Teachers provided feedback to the students. A
Nancy F. Cabuntog
participant shared:
“I usually give quiz at the end of online class and
summative exam at the end of the grading period (via
Google form). I also asked my students to submit
photo documentation or video of week tasks including
experiments done at home.”
Another participant said:
“For formative assessments, SLM and Supplementary
Modules were used. I gave separate sets of
questionnaires (sometimes via google form) for the
summative assessments. For the performance tasks,
rubric is always provided.”
Teachers asked if the students have a stable internet
connection at home to know whether to use online or
offline platforms in intervention/enrichment activities.
Intervention/enrichment activities are based on the
results of the summative assessments. Students who
have a hard time understanding the lesson were
identified. Then, they were invited to attend a
scheduled conference through FB Messenger or phone
call. After the conference, an intervention activity
based on the result of the conference was administered
to address the needs of the students. They prepared
good sets of activities and performance tasks. They
also asked HOTS q uestio n s. Others gave
supplementary lessons and additional references. A
participant said:
“Intervention/enrichment activities are based on the
results of the summative assessments. First, I
identified the student/s who have hard time
understanding the lesson then, scheduled conference
thru fb messenger or thru cellular phone, then after the
conference I will make an intervention activity based
on the result of the conference to address the needs of
the student/s.”
Another participant shared:
“Enrichment activities were included in the lecture
given in ODL; interventions were prepared for
students in need to help them better understand the
lesson.”
Moreover, they provided a checklist of outputs
submitted by the students. Then, messaged the
students who are not submitting their outputs to inform
them of what they need to accomplish through
Messenger (online) or by giving hard copy (modular).
Parent conferences were also conducted. Sending
YouTube link for additional references and
supplementary lessons. A participant said:
“After checking the outputs of the students, I list down
the names of those who lack specific activities. Based
on that,
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Research Article
I created summative assessments and follow-ups
through our chat group.” Challenges in Teaching and
Learning the “New Normal” Challenges in teaching
Science experienced by teachers include:
• Unstable internet connection/ lack of mobile data
connection
• Process of online teaching itself
• Communication with students, esp. those living on
barrios with weak cellular signal
• Availability of parents for the retrieval of outputs and
distribution of modules
• Students do not read and comprehend the WHLP and
modules resulting to poor grasp of knowledge
• Unavailability of gadgets or devices that students
may use for their communication and learning
• Limited time to monitor each student on their
progress
• Unavailability of modules in specialized subjects
• Demonstration of scientific experiments
• Development of scientific research
• Unavailability of laboratory equipment in the
learner's home
• Decreased engagement and motivation of students
• Delayed submission of students’ outputs
• Medium of instruction used
A participant shared:
“Unstable internet connection is the top concern when
it comes to ODL, which is also beyond everyone's
control and also the pressure that the online teachers
are facing in the everyday preparation of the
instructional materials (I have 6 different subjects
weekly Science, English, Math, AP, Filipino and
Homeroom Guidance) and the online teaching process
itself where you have to be in your 101% effort
because it’s a known fact that your audience is not
only your pupils but oftentimes the whole
household...”
Another participant said:
“The top 2 challenges in teaching modular distance
learning is the communication with my students living
on barrios with weak cellular signal and the
availability of their parents for the retrieval of outputs
and distribution of modules. For the online distance
learning, the top 2 challenges are the speed of internet
connection and technical difficulties/glitches.”
Initiatives for a Better Modular and Online
Distance Teaching and Learning
To make Math lessons more interesting and engaging,
teachers can prescribe interactive sites that the students
can access anytime, provide video lessons to students,
Nancy F. Cabuntog
initiate collaborative online tasks, use game-based
learning applications and online platforms, conduct
online kumustahan, use virtual breakout rooms, and
give incentives to students. A participant said:
“Teachers must be creative enough and learn how to
make improvised learning materials. Lessons should
be designed in a way that students will be given
chance to involve themselves in the learning process.”
Another participant shared:
“The initiatives that I can take to make the modular
distance learning or online distance learning of Math
lessons more interesting and engaging are providing
videos and interactive lessons to the students and
giving authentic and contextualize examples during
activities or answering learning tasks.”
Another participant said:
I have utilized different game learning applications
that I have learned from my previous webinar
trainings. It made the students engage in fun-learning
activities and I would like to create and utilized more
gamified learning applications in the future.
Opportunities in Modular and Online Distance
Teaching and Learning
Modular and online distance learning can create an
autonomous and independent student. They will be
able to learn at their own pace with flexible time. They
can also take side hustle jobs for them to support their
own studies.
Online Distance Learning courses can be created and
an opportunity to be an ODL teacher in the future after
the pandemic could be great especially to old and
retiring teachers.
Some parents are engaged in the tasks done by the
learners. They also learn by guiding their children.
Also, they find time in bonding with their children that
resulted to knowing their children's abilities. Likewise,
it will improve parent-teacher partnership in making
learning possible. A participant shared:
“Pupils can apply what they have learned in Math in
real-life situations with the help of their parents.”
There is so much to explore in the new normal setting.
New teaching methodologies and new forms of
engaging activities seem interesting. If the different
online learning platforms are maximized and be used
appropriately, it will help raise the competence of the
students. Another participant said:
“Teaching Math using online distance learning will
prepare the teachers to be more equipped for the future
advancement in education.”
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Research Article
Conclusion
The study assessed the preparedness of Math teachers
in terms of curriculum, methodologies, instructional
materials, and assessments. Findings showed that Math
teachers are well-prepared for the new normal of
education. The teachers revised and condensed the
existing curriculum according to the Most Essential
Learning Competencies (MELCs) provided by the
Department of Education (DepEd). Different
educational technologies and online platforms were
used in meeting the students’ learning needs.
Orientation and weekly meetings with the students
were also conducted. A group chat was created for
class monitoring. In terms of methodology, teachers
regularly employ the 2C-2I-1R Approach and IDEA
lesson exemplar in the lessons.
They provided a Weekly Home Learning Plan, lecture-
discussions, and hands-on activities to the students.
ICT and its platforms were utilized as instructional
materials such as the inclusion of virtual laboratory
sites, interactive sites, game-based learning
applications, video presentations,
and online simulations on lessons. Moreover, to assess
students’ learning, quizzes were given at the end of
each lesson, while summative assessments were
administered at the end of the grading period. There
were also performance tasks given to the students,
requiring students to submit photo or video
documentation. Rubrics and feedback are always
provided. Students who were struggling in their classes
were given appropriate interventions.
However, despite the preparations of Math teachers,
they still experienced challenges in teaching and
learning during the new normal. The majority of the
teachers experienced unstable internet connection or
the lack of mobile data connection to use for their
online classes. There were also problems on the
submission of students’ outputs, and the decreasing
engagement and motivation of students. To address
this, teachers initiated the use of interactive sites that
students could access, collaborative online tasks,
game-based learning, and the incentive-giving strategy
to the students.
The New Normal Mode of education can be an
opportunity to create students who are independent,
and able to create meaningful learning experiences,
thus increasing their competence. It will help old and
retiring teachers as they could still even when they’re
home. Furthermore, it will improve parent-teacher
partnership in making learning possible.
Nancy F. Cabuntog
The study recommends teachers to study and
effectively use the Most Essential Learning
Competencies (MELCs) provided by DepEd to ensure
that all the competencies required for students to learn
are covered. The 2C-2I-1R Approach and the IDEA
Exemplar must be properly employed, and ICT must
be integrated into the lessons. Instructional materials
must be differentiated to meet the different learning
needs and interests of the students, as well as achieve
students’ learning outcomes. Formative and
summative assessments must be administered as it
allows teachers to track the learning progress of
students and provide necessary feedback. Moreover, it
is necessary to create a safe, conducive, and responsive
virtual learning environment for the students. It will
likely increase their engagement and motivation.
Synchronous and asynchronous classes may also be
conducted to address problems with internet
connection. Lastly, teachers must explore more on the
new normal mode of education to fully benefit from
learning opportunities it created.
Dissemination and Advocacy
DISSEMINATION December January
February March April May
ACTIVITIES 2021 2022 2022
2022 2022 2022
(1) The result of the study will be submitted to the
School Head of every school involved in the study. (2)
The result of the study will be used in planning for a
LAC session school level. (3) The result of the study
will be included in the planning for an INSET school
level. (4) The result of the study will be submitted to
the Education Supervisor in Science. (5) The result of
the study will be presented on research conference
(Division, Regional National and International) and
copy for publication.
References
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Understanding the Experiences of Junior High School Science
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https://doi10.23960/jpmipa/v21i12.pp146-162.
Coronavirus Disease 2019 (COVID-19). Centers for Disease Control
and Prevention. (2020). Retrieved from
https://www.cdc.gov/coronavirus/2019-ncov/cdcresponse/about-CO
VID-19.html.
Dziuban, C., Graham, C., Moskal, P., Norberg, A., & Sicilia, N.
(2018). Blended Learning: The new normal and emerging
technologies. International Journal of Educational Technology In
Higher Education, 15(3), 1-16.
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