TABLE OF CONTENTS

TITLE PAGE
APPROVAL SHEET
ACKNOWLEDGEMENT
ABSTRACT
TABLE OF CONTENTS
LIST OF TABLES

CHAPTER
1 INTRODUCTION
Purpose of the Study
Research Questions
Theoretical Lens
Scope and Limitation of the Study

Importance of the Study

Review of Related Literature and Studies

2 METHOD
Research Design
Research Environment
Research Participants
Data Gathering Procedures
Data Analysis
Ethical Consideration
Trustworthiness of the Study
3 RESULTS AND DISCUSSION
4 SUMMARY, CONCLUSION AND FUTURE IMPLICATIONS
Summary
Conclusions
Future Implication
REFERENCES
APPENDICES
A Letter of Permission to Conduct the Study
 B Validation Form
C Informed Consent Form
D Research Instrument
E Transcription

CURRICULUM VITAE

Chapter 1

INTRODUCTION

As an educator myself, assessing learners with special educational needs can be

challenging. Some students, such as those with Attention Deficit Hyperactivity Disorder

(ADHD) and learners with Autsim Spectrum Disorder (ASD), struggle with testing situations

and cannot remain at tasks long enough to complete such assessments. However, assessments are

important; they provide the child with an opportunity to demonstrate knowledge, skill, and

understanding.

A study conducted in Lebanon revealed that almost half of the teachers and

administrators expressed being ill-prepared in assessing student performance even though special

education teachers thought that alternative assessments were important, some of their assessment

practices were still imprinted with traditional methods (Elhage & Sawilowsky, 2016). It is

supported with the study conducted by Lumadi (2013) that teachers are beset with the major

challenges in classroom assessment such as policy interpretation, assessment planning,

implementation of assessment, the use of a variety of methods in assessment and time for

assessment. In Turkey, it was found out that teachers encounter some difficulties such as
crowded classroom (Muthusamy, 2015), insufficient time for assessment, insufficient learning

environment and technological opportunity and attainment of assessment’s objective (Metin,

2013). There was also a study conducted in Tanzania showed that teachers lack teaching

materials and lack of collaboration between the regular education teacher and the special

education teacher (Udoba, 2014).

The challenges of the assessment processes within the Philippine education system are

caused by several factors: rigid curriculum and assessment, classroom shortages, and

unfavorable learning environment in general are three of the many causes of students dropping

out from school (Villamero, 2014). Futhermore, a study conducted in Ilocos 2 2 Norte concludes

that time for checking, attitude and behavior of students and quality of test are their common

assessment problems (Lasaten, 2016).

In fact, in Tagum City, everyday practice of assessment in the classroom of learners with

special educational needs is beset with problems and shortcomings. It was observed that most of

the teachers are facing problems such as lack of teacher’s training on the assessment of Learners

with Special Educational Needs, suitability of the assessment to the student’s needs, production

and use of instructional materials and time constraints due to slow pacing of student’s learning.

City.

Purpose of the Study

This study aims to explore and understand the lived experiences of teachers on the

assessment strategies for Learners with Special Educational Needs in a regular classroom.

At this stage of research, assessment strategies are defined as systematic approach to

formative evaluation, used by teachers to determine how much and how well students are

learning.
Research Questions

Specifically, this study sought to answer the following questions:

1. What are the experiences of teachers on the assessment strategies of learners with

special educational needs in a regular classroom?

2. How do teachers cope with the challenges in the assessment strategies of learners with

special educational needs in a regular classroom?

3. What are the insights of teachers on the assessment strategies of learners with special

educational needs in a regular classroom?

Theoretical Lens

The concept and idea of this study was gleaned through the DepEd order number 8, series

of 2015. It is a policy guideline on classroom assessment for the k-12 Basic Education Program.

Assessment in the k-12 education program recognizes diversity of learners inside the classroom

and the need for multiple ways of measuring their varying abilities and learning potentials.

At the heart of this assessment framework is the recognition and the deliberate

consideration of the learner’s zone of proximal development (Vygotsky (1978). This means that

the Zone of Proximal Development presupposes an interaction on a task between a more

competent person and a less competent person, such that the less competent person becomes

independently proficient at what was initially a jointly accomplished task (Chaiklin, 2003).

Appropriate assessment is committed to ensure learner’s success in moving from guided to

independent display of knowledge, understanding and skills, and to enable them to transfer this

successfully in future situations.

It is critical to note that the Zone of Proximal Development is considered as one of the

most widely recognized and well-known ideas in the studies related to the teachinglearning
processes. Specifically, it is linked with the learning of diverse kinds of pupils, 4 4 including

those with learning difficulties, those coming from disadvantaged backgrounds, and gifted

students (Smith, 2000).

On the practical aspect of the Zone of Proximal Development, Vygotsky introduced the

concept of dynamic assessment, which is an approach to understanding individual differences

and their implications for instruction that embeds intervention within the assessment procedure

(Lidz & Gindis, 2003).

The mentioned point about dynamic assessment especially its two designs gave birth to

the idea to mediated learning experiences which was developed by Feuerstein and his

collaborators 1980, 1997, as cited in Lidz & Gindis, 2003. Kozulin & Presseisen (2000) note that

the ultimate goal of mediated learning is to make the child sensitive to learning through direct

exposure to stimuli and to develop in the child cognitive prerequisites for such direct learning

(Lidz, 2001).

Scope and Limitation of the Study

The study was limited to the experiences and perceptions of 13 general education

teachers relative to the assessment strategies of teachers for learners with special educational

needs in regular classrooms particularly in Magugpo Imelda Elementary School-SPED Center,

Tagum City Divison.

The scope of this study was limited to the personal observation of the researcher and the

personal responses of the teachers who are teaching in the regular education classroom from

Grade 1 (one) to Grade 6 (six) with mainstreamed students. I conducted the study from

December 2018 to January 2019, Academic Year 2018-2019.

Importance of the Study

 This study anticipated to generate findings on the lived experiences relative to the

assessment strategies of teachers for learners with special educational needs in the regular

classrooms. Although this is a study involving a small sample, it envisions that the findings

might be of importance in the following ways.

Learning from teachers’ experiences in using assessment strategies may create an

opportunity for other teachers to learn from these experiences and improve their assessment

practices in the classroom.

This study may benefit learners with SEN because they will be provided with

assessment strategies that are responsive and relevant to their needs.

The Teacher Education Institutions may utilize the findings of this study by including

more contents related to assessment of children with disabilities in their preservice education

programs.

The study may help the DepEd Officials in strengthening education policies related to

the assessment of children with disabilities enrolled in regular schools.

This study is the opportunity for its findings to be used as a basis by other researchers to

replicate the study in different classrooms and teachers within the Philippine context.
 Chapter 2

METHODOLOGY

This chapter presents the methods utilized in the conduct of this study which include

research design, research participants, role of the researcher, data sources, data collection

procedure, data analysis, trustworthiness of the study, and ethical consideration.

Research Design

This study utilized a qualitative research design to unveil the experiences of cooperating

teachers in e-mentoring pre-service teachers in the new normal. According to Creswell (1994),

qualitative research is an inquiry process of comprehending a social phenomenon through

developing a complex and complete picture with words. In addition, it is a type of research that

collects and analyzes non-numerical data to come up with meaning which would help in

understanding social life through the study of populations or places (Crossman, 2020).

Contextually, a qualitative research design is suitable for this undertaking since the aim

of the study is to understand and describe thoroughly the lived experiences of the cooperating

teachers in e-mentoring pre-service teachers amid the pandemic. Through this design, I managed

to carefully select the participants via an inclusion criterion, ensuring extraction of relevant

responses on the said social phenomenon. Also, this design helped in maximizing the non-

numerical data as I conducted online interviews and discussions and analyzed them through

themes and codes.

Moreover, this study employed a phenomenological approach, a study method that aims

to explore the lived experiences of individuals on a same phenomenon (Teherani et al., 2015). In

addition, Creswell (2013) stated that this approach is a form of qualitative research whose main

goal is to arrive at a description of the phenomenon’s nature. Furthermore, phenomenological

approach is a powerful way to understand subjective 25 experience and to gain insights around

people’s actions and motivations (Rodriguez & Smith, 2018). Also, Creswell (2013) also added

that this approach is suitable in collecting data such as thoughts, opinions, or experiences among

small groups of people.

 In this study, a phenomenological approach was utilized as it helped the researcher not

only in unveiling the experiences but also in understanding the challenges, coping mechanisms,

and insights of the cooperating teachers on e-mentoring pre-service teachers in the new normal.

Moreover, this method was suitable for this study since I was given a permission to record all the

data taken from the interviews and discussion allowing accurate copies and descriptions of their

subjective experiences, feelings, and insights. This was indeed a suitable approach for this

research study as it also clarified relationships between the participants lived experiences and the

theories used to explain the studied phenomenon.

Overall, this research design helped in setting aside prejudices and prior assumptions,

instead encouraged full focus on the immediate experiences of the participants. Furthermore, all

the approaches and methods I utilized assisted in generating rich and varied data beneficial in the

process of analyzing, interpreting, and understanding the phenomenon. Ultimately, all the

gathered further created awareness and broadened the existing body of knowledge about e-

mentoring.

Research Participants

In terms of the research population and sample size, Creswell (2015) noted that it is

important to figure out the sample size in selecting participants for a study. He added that the

number of participants in a phenomenological study range from five (5) to twenty-five and such

number would be enough to reach data saturation in a study (Creswell, 1998).

Thus, the participants of this research were fourteen (14) cooperating teachers from two

(2) private colleges and one (1) secondary public school. Among these 26 participants, seven (7)
of them undergone in-depth interviews and another seven (7) were part of the focus group

discussion.

The participants of this study were chosen using the purposive sampling technique.

According to Ritchie and Lewis (2017), it is a sampling strategy where the researcher chooses

their own members of a sample or participants in the study applying their own criteria for

selection.

Hence, the following inclusion criteria were used to select the suitable participants for

this study: one (1) must be a junior or senior high school teacher from the three (3) research

target schools in Tagum City; two (2) must be a cooperating teacher of English major pre-service

teacher(s) through e-mentoring during the pandemic (2020-present) and three (3) must be

teaching English subjects.

Role of the Researcher

In qualitative research, the researcher serves as an important instrument in data

collection. In this study, I embody the roles of an interviewer, moderator of the discourse,

transcriber, translator, and primary analyst of the data (Denzin & Lincoln, 2017). As a researcher

for this qualitative study, my general role was to find answers to the research questions.

To embody the role of an interviewer, I ensured to ask not only clear and comprehensive

questions but also probed inquiry to gain relevant and detailed accounts of the cooperating

teachers e-mentoring pre-service teachers in the new normal. Considering the subjectivity and

variety of their responses, I conditioned myself to be fair and objective in the entire process by

setting aside my own personal assumptions and perspectives of the phenomenon.

 Moreover, during focus group discussion, I took the role of a moderator. A moderator is

an individual who oversees the communication and monitors the conversation. Since in this

study participants might have different experiences and 27 personalities, I established positive

interaction and encouraged lively and natural discussion among the cooperating teachers, not

leaving anyone behind. It was also necessary for me to ensure that all discussion stayed on the

topic to gather only relevant data.

As a transcriber, I encoded the participants’ recorded responses into written one. It was

vital because it required excellent typing, detail, and grammatical technicalities. In addition, I

ensured the recorded audio file was encoded fast and accurately while carefully following proper

writing conventions and mechanics.

As a translator, translating the responses of the participants from native or local language

to standard English is a vital task. Thus, I carefully decoded the transcripts without bias, treated

them with respect, and translated them with the help of secondary data sources. I also made sure

that the encoded responses of my participants were thoroughly read and properly examined to

generate exact and similar ideas.

Furthermore, as the primary data analyst of my study, I used thematic analysis to examine

the data and help understand the phenomenon being studied. Furthermore, I was guided by my

research adviser throughout the process to guarantee that the analyzed data were comprehensive,

complete, and credible.

Finally, as the most eager to find answers and deep understanding of the phenomenon, I

ensured that my study followed all the necessary measures of a qualitative research. As a

qualitative researcher, I was urged to be attentive, objective, and logical in accepting and
comprehending the varied experiences and views of the participants. Moreover, I had to be

reflective of how the ideas and interpretations attained would shape the reality and affect the

people who can benefit from this study. Finally, as a researcher my role was not only limited to

the mentioned functions since I also adhered to the ethical standards in the conduct of this study.

Data Sources

Qualitative researchers collect data in a variety of ways, including interviews,

observations, and documents (Creswell, 2007). Furthermore, Alase (2016) stated that data

sources also refer to any video, audio, and/or taped recorded material.

This study’s first data source was gathered from the cooperating teachers’ virtual in-depth

interviews and focus group discussion. Moreover, permission to record through Google Meet’s

screen record feature was asked before the conduct of the interviews. Data were collected from

two private colleges and one secondary public school in Tagum City. For this study,

participants for IDI were requested to answer open-ended questions concretized from the general

research questions. Also, to keep the conversation going, I participated in the respondent’s

discourse. If ever they deviated from the topic, I ensured to cleverly take them back to track. As

in-depth interviews enable the researcher to study the subject’s behavior, I also noted their non-

verbal communication.

In-depth interview, also known as one-on-one, is a method of extracting detailed

information or deep understanding of a topic (Kvale, 2016). It involves asking relevant open-

ended questions to interviewees, extensively discussing their answers, and observing behaviors

(Given, 2018).
 On the other hand, focus group discussion refers to a group interview led by a moderator

with a goal to provide useful insights on a certain topic and uncover the feelings, beliefs, and

experiences about a phenomenon (Collins & O’Brien, 2018). It is also carefully planned and

done in a permissive, non-threatening environment (Krueger & Casey, 2016).

In the context of this study, I verified voluntary involvement of participants. In ensuring

safety amidst pandemic, virtual interviews were done online via Zoom. During the interview,

participants were encouraged to freely share their ideas, attitudes, and experiences on the topic.

Hence, I acted as a facilitator in gaining spontaneous and essential insights about the inquiry.

Secondary sources were also utilized to support the findings of this study. These include

articles, books, and journals of known authors presenting varied opinions, conclusions and data

across time related to the phenomenon being studied (Hewson & Steward, 2016).

Contextually, the discoveries of credible authors and already established related studies

on e-mentoring from books, recent online journals, and websites were the content of my review

of related literature. These secondary resources were also utilized as support and/or accurate

explanation to the subjective experiences, feelings, and insights of the participants relating to e-

mentoring in the presentation and discussion of study’s results. Overall, these helped in ensuring

validity and credibility of the study.

Data Collection Procedure

In conducting a study, series of steps and procedures must be applied upon gathering the

needed data. This is supported by Creswell (2007) stating that researchers of qualitative studies

engage in systematic processes of collecting data before obtaining a certain conclusion. Methods
of data collection in qualitative research include observations, textual or visual analysis such as

books or videos and individual or group interviews (Silverman, 2015).

In this study’s context, I submitted first this research study to the Research Ethics

Committee (REC) of St. Mary’s College of Tagum for review and evaluation. After approval, I

secured a certificate to conduct a study from the Research Ethics Committee. Second, I secured

an endorsement letter from the Dean of the Graduate School and that of the Department of

Education – Division of Tagum. Third, I visited the three (3) research sites for this study and

forwarded the endorsement letter to the school heads or principals. Upon the visit, I also

requested for the list of cooperating teachers from the grade level heads or from the principal’s

office assistant.

Fourth, I secured consent forms for the participants. Each cooperating teacher was

provided with an informed consent form (ICF) to apprise them on the purpose of the study and

other vital details, particularly the nature of their participation. To avoid causing harm to the

participants in this time of pandemic, the ICF forms were sent and retrieved with their affixed

signatures through an online messaging platform, Facebook messenger.

Prior to their voluntary participation, I conducted a 30-minute online orientation using

Zoom application to ensure full understanding of the participants on the research protocols and

the nature of their participation. Also, l followed another important component in ICF which is

seeking permission from the participants to record the interview through the mentioned video-

conferencing tool.

However, should circumstances like unstable internet connection or limitations to

technology would hinder the cooperating teachers from using the said medium, I prepared option
B of sending and retrieving the ICFs at their respective schools. Concurrent with this would be

the face-to-face orientation observing the standard health protocol in this time of pandemic stated

in the Inter-Agency Task Force (IATF) and the City Health Office precautionary measures to

ensure safety and protection of participants during the conduct of the study.

Fifth, I conducted a virtual in-depth interview and focus group discussion using Zoom.

Schedules for both interviews were set based on the participant’s accessible time. I also made

sure that that the interview did not exceed an hour. Before each interview, I encouraged the

participants to be in a place free from noise and any other external disturbance for a spontaneous

discussion. Moreover, I reminded them to secure the necessary materials such as laptop,

cellphone, and a stable internet connection for the virtual interview.

Then, a re-orientation on the basic features of the mentioned video conferencing medium

was conducted to put the participants at ease during the whole interview process. 31

Furthermore, I utilized a semi-structured interview guide to allow the participants to talk freely

and openly while ensuring that in-depth information about the study was acquired. Since the

study aimed to unveil and understand the participants' subjective experiences, thus all personal

information or sensitive personal information shared was only used for the sole purpose of this

study and had remained confidential.

Lastly, to record all the needed data, the researcher’ tool for recording, Zoom Meeting

screen recorder was utilized. Note-taking was also done as a backup tool for collecting data.

Further, probing was naturally done to enrich the necessary information. Once data transcription

was accomplished, all recordings were kept confidential. Then, all the gathered data were

transferred and stored in an encrypted file folder in a passwordprotected computer to guarantee

that all information remained safe. Written notes were also kept in a locked cabinet and all data
was destroyed after the retention period had elapsed. When all data were gathered, transcribed,

interpreted, translated, and categorized, the analysis of data followed.

Data Analysis

Data analysis happens at the same time as data gathering in qualitative research. Once

the gathered data are transcribed, thematic analysis would follow. According to Braun and

Clarke (2006), thematic analysis is a method for identifying, analyzing, and reporting patterns

(themes) within data. Data analysis will be done separately for each unit and then integrated

according to the emergent themes during the analysis. The data types are part of a process which

involve collecting and analyzing data simultaneously and in the same sequence (Creswell, 2013).

Moreover, Zhou (2019) states that methods of thematic analysis assume an amount of coding - a

process of subdividing the huge amount of data then labeling and assigning them into categories

(Dey, 1993).

In addition, thematic analysis was conducted in accordance with the six-stage framework

outlined by Braun and Clarke (2006), which has been applied in a wide variety 32 of qualitative

research contexts. The six phases are as follows: (1) familiarization with data; (2) producing

initial codes; (3) searching for themes; (4) reviewing themes; (5) defining themes; and (6)

analysis and writing up.

For this study, thematic analysis was initially done by reading all the written transcripts

numerous times to double-check the data and to actively observe meanings and patterns that may

appear. At this stage I noted and jotted down early impressions or preliminary ideas for codes

that described the content of the extracted data. Second, I highlighted various phrases and

sentences in different colors to come up with labels or codes. A code is a brief description of
what is being said in the interview. At this stage also, I organized all the data into meaningful

groups identified by codes. Moreover, these codes promoted condensed overview of the main

points and common meanings that repeated throughout the data.

Third, I identified patterns among the codes created and generated themes. In doing so, I

started combining several codes into a single theme with sticky notes so I can move around the

data and visualize the relationship between them. In this part also, codes too vague or not

relevant enough were discarded.

Fourth, I went back to the data set to check if there is any missing in the first read through

and compare the themes with one another. As problems occurred with the themes, I considered

splitting them up, combining or moving some into an existing theme where they fit better,

discarded irrelevant ones, and discovered new themes to attain accuracy.

Fifth, I analyzed each theme and determined its description. Here, I decided whether the

theme was relevant to the study or not and identified the possible subthemes. Concise and

punchy names were also given for each. Then, exact, and interesting meaning were formulated to

figure out how they helped in understanding the data.

Lastly, I wrote the answers of the participants to the research questions using tables and

textual descriptions. Moreover, the final table consisted of two columns: major themes and core

ideas. The textual discussions were also supported with the participants’ verbatim statements

taken from their actual responses during the virtual interviews and discussions.

Trustworthiness of the Study

The trustworthiness of a research study is essential in determining its value. Polit & Beck

(2015) defined trustworthiness as the degree of confidence in data, interpretation, and methods
used to ensure the quality of a study. This is supported by Amankwaa (2016) stating that

researchers should establish the conventions and procedures of the investigation to make it

worthy of consideration. To establish such, Lincoln and Guba (1985) created a corresponding set

of criteria for trustworthiness namely, credibility, transferability, dependability, and

confirmability.

Credibility refers to the confidence in the truth of the study’s findings. Shenton (2005)

explains that a study is considered credible when it measures or tests what is intended. Lincoln

and Guba (1985) describe a series of techniques to achieve credibility in a research study. For

this paper, triangulation, iterative questioning, and member checking were followed to guarantee

credibility in the study.

In qualitative research, triangulation refers to using multiple sources of data or multiple

approaches in understanding a phenomenon (Patton, 1999). In achieving this in my study, I

selected suitable participants from three research sites within Tagum City for in-depth interview

and focus group discussion based on a selection criterion. Also, second sources such as articles,

journals, and books were utilized to support the findings of the study.

Iterative questioning, the collection of specific and detailed data related to the research

topic (Wadembere, 2017), will also be used for this study. In doing so, I returned 34 to the

area(s) of confusion and addressed any concern raised by the participants during the interview.

Moreover, I utilized probes and rephrased some questions just so I extract relevant answers from

them.

As soon as the data was completely analyzed and interpreted, member-checking was

followed to avoid different forms of research misconduct such as fabrication, falsification and/or
plagiarism. Member checking is defined as sharing either a summary or the whole findings of a

study with the research participants. With this, I sent the transcripts back to the participants

through online messaging platforms to ensure honesty of the data and check for accuracy with

their experiences.

Dependability refers to the data's consistency across time and under various settings.

Further, it is an evaluation on the quality of the combined processes of data gathering, data

analysis, and theory generation (Lincoln & Guba, 1985). In addition, Akkerman et al. (2018)

suggest that audit trails also assure quality in qualitative studies. An audit trail is a transparent

description of the research steps taken from the start of a research to the development and

reporting of findings (Koch, 2016).

With this, an in-depth methodological description was made wherein I discussed every

detail of the study’s procedures to allow future researchers to replicate the work, if not

necessarily to obtain similar findings. Also, I employed overlapping methods such as in-depth

interview and focus group discussion to reach data saturation – a determining criterion when

there is adequate data from a study. To achieve this, I only asked relevant open-ended questions

and used probing to help in generating sufficient data.

Confirmability is concerned with ensuring that the research study’s interpretations and

findings are clearly taken from the data, and it demands demonstration on how conclusions were

arrived at (Tobin & Begley, 2017). It is also present to verify if the findings are shaped by

participants more so than they are shaped by the qualitative researcher (Lincoln & Guba, 1985).

Miles & Huberman (1994) contend that a crucial aspect for confirmability is the extent to

which a researcher admits to his or her own dispositions. Shenton (2005) adds that recognition of
limitations in the study’s methods and its potential effects on the research as well as the inclusion

of the detailed methodological description promote integrity of the research’s results.

For this study, I ensured confirmability by taking the needed steps in assuring that

research findings were directly drawn from the real experiences and ideas of the participants and

not my own predisposition. I kept all the records (raw data - hard and soft copies of the interview

and audio recordings) throughout the research process so persons or experts like the research

panels, adviser, and Research Ethics Committee can verify and validate the research procedures.

Also, the limitations of this study were emphasized together with its possible effects on the

research study.

Furthermore, I employed an audit trail highlighting every step made in the research to

provide a basis for data analysis. The data (e.g., screen-recorded videos, transcripts, analysis,

documents) were rechecked thoroughly. After transcribing the data, I sent the transcriptions or

written form of the responses to the participants for them to verify and evaluate. Since the

participants did not have any objections with the data, they were asked to sign the digital

verification form.

Transferability is generalization of the study’s results. It refers to information of the

participants and the study’s procedures which help the reader(s) in determining the relevance of

findings to their situation and other contexts (Lincoln & Guba 1985). This will be achieved when

sufficient information about the researcher as an instrument is provided along with the research

context, methods, participants, and researcher-participant relationships to determine how

findings may be applied in specific contexts.

 To address transferability in this study, I thoroughly described the lived experiences of

the participants relating to the phenomenon being studied. Background data such as existing

studies on the phenomenon, importance, and aims in conducting the study were also provided to

establish research context to the readers. Also, series of research procedures from data collection

and the final report’s production were included for ease of transfer. In addition, appendices and

other essential documents are presented to successfully gain access and support for further future

inquiry. Furthermore, a soft and hard copy of all the data gathered before, during, and after the

interview were kept in a safe place to protect them and for easy access when retrieval is needed.

Ethical Consideration

The focus of this study was to unveil the lived experiences of junior and senior high school

cooperating teachers in e-mentoring English major pre-service teachers. These participants were

considered vulnerable entities in this research; thus, exercising their human rights and ensuring

their safety was the utmost priority. To establish ethical consideration, I followed the Belmont

Report’s (1979) fundamental principles pertinent to the ethics of research namely: respect of

persons, beneficence, and justice.

Respect for persons recognizes that people are autonomous and entitled to their own

opinions and choices, unless unfavorable to others. It also acknowledges that due to various

reasons, not all persons are capable of self-determination, hence, require protection. In this

study’s context, I made sure that procedures for data collection align with the SMCTI’s Research

Ethics Committees (REC) and followed the panel of examiners’ suggestions. Consequently, I

sent letter of permission to the three (3) chosen research sites in Tagum City and asked for

approval from the schools’ administrators.

 Thereafter, I distributed to the participants a digital informed consent where adequate and

relevant information of the study and nature of their participation were indicated. This was done

to ensure full understanding of the research study, voluntary participation in the inquiry and

safety amidst the risks brought by the pandemic. Moreover, to ensure respect to the participants,

I sincerely asked them if they really desire to be part of this research. Upon reaching an

agreement, I asked them to affix their digital signatures signifying their willingness to participate

in the study.

In addition to this, the rights of the participants during the conduct of the study were

emphasized. I informed them of their right to withdraw from the study if they desire to,

regardless of the reasons they may have. Moreover, given the right to have their identities

protected, even their online identities were not revealed but instead code names had been used to

ensure confidentiality of their responses and anonymity. Their right to ask questions before,

during, and after the interview was also emphasized and practiced.

Furthermore, to avoid the participants from the health risks of the Covid-19 pandemic,

the participants were interviewed via Zoom Meeting, of which assistance on its usage was

provided. I also assured that they were not coerced to engage in any activity against their own

will. Hence, I sought permission to record the entire interview. Then, all the recordings or any

identifiable information obtained from them in relevance with the study were kept private.

Furthermore, I informed them that these recordings and other data can only be accessed by

research experts or persons such as the principal investigator, REC, and other regulatory bodies

(research adviser and panels) for verification and research validation purposes.

After collecting and transcribing the data, I then contacted the participants to check the

interview transcripts. They were also given the opportunity to change sections of their responses
if they notice any mistake from the transcribed data. Also, I cited clear provisions on handling

private and confidential data through the help of the gatekeepers by allowing them to sign a

confidentiality agreement.

Beneficence relates to making efforts in ensuring the well-being of the participants by

taking full advantage of the research's potential benefits and minimizing its possible risks. In line

with this, Creswell (2007) states that to ensure balance in a study, all research should include

both threats and benefits. This principle obligates not only the researcher but also the society at

large. Moreover, due to the prevalence of the COVID-19 pandemic, this study will adhere to the

Inter-Agency Task Force (IATF) protocol.

For this study, online interviews were utilized in gathering the essential and relevant

responses from the participants. In addition, I ensured that this research’s outcome is positive and

useful for my research participants. Cooperating teachers could benefit from this study as this

may serve as a guide in formulating online pedagogical strategies in shaping the pre-service

teacher’s professional growth.

Moreover, pre-service students could benefit from this research as they would gain

further understanding on the importance of honing one’s digital skills and constructing their own

teaching practices and styles. This could also help the school administrators and two education

sectors (CHED & DepEd) in advancing the current educational system and creating projects to

support teachers’ well-being and career growth. Moreover, to protect the participants’ well-

being, informed consent forms were secured, and confidential information were blackened. I also

made sure that no information about their identity was provided, hence, keeping their anonymity

since it is my sole responsibility to keep them safe and maintain their privacy as well as the

schools’ identity. Further, I assigned a code name to each participant and their responses were
secured accordingly. For just compensation, I gave prepaid loads to the participants as they

extended effort in using their cellular data or Wi-Fi during virtual interviews.

Justice pertains to fairly exposing persons regardless of age, ethnicity, gender, race, and

other classifications to the benefits and risks of the study, and people should be included or

excluded only for reasons related to research questions (Blandford et al., 2016). This concept

also mandates the researcher to ensure that the requirements of research participants should

always take precedence over the study's aims (Gelling, 2015). Furthermore, acknowledging their

contribution to the research’s success is essential (D’Abramo et al., 2015).

In this study, I guaranteed that my research participants were fairly treated as they were

selected using purposive sampling. With this, all qualified members of the population determined

through inclusion criteria, equally took part in the study. I also assured that participants were

treated with utmost care regardless of their gender, age, ethnicity, and social status. Moreover,

during interviews all participants were given sufficient time to share their experiences, avoiding

dominance from any participant especially during focus group discussion. I also followed what is

fair in terms of recruitment of the participants considering factors like setting, timeframe, and

methods so they could fully express their ideas. To emphasize, the study’s settings were two

private higher education institutions and one secondary public school in Tagum City.

In addition, I only asked questions relevant to the study and the participants. Throughout

the course of the study, they were treated appropriately. Further, the participants were

acknowledged and all the efforts they poured for the success of this study were not left

discredited. So, a token of appreciation - refund for internet expenses was provided for their

willingness to participate in the interview process. Also, the results of this study were made
accessible to them to check if their conveyed messages matched the words or statements used in

data interpretation.

Furthermore, this study adheres to the Republic Act 10173, otherwise known as Data

Privacy Act of 2012; a law that seeks to protect all forms of information, be it private, personal,

or sensitive. It also entails three conditions about personal information such as must be collected

with specific and valid reasons, must be handled properly, and must be discarded in a way that

does not make it visible and accessible to unauthorized third parties.

In the context of my study, all the gathered data were only used for the purpose of this

research. To protect the participants, I utilized pseudo names and blackened confidential

information on the ICF as ways to conceal their personal identity. With this, I 40 am certain that

their anonymity and privacy were maintained which are takeaways in maximizing the data

processing security. Also, to ensure data privacy, I conducted the online interviews in a closed,

quiet, private room with the aid of earphones. This was done to assure that I was the only person

who had complete access to all the data collected throughout the study.

Concurrently, to handle the data properly, all digital files were kept in an encrypted

folder in a password-protected computer. Also, printed copies of data were secured in a locked

cabinet. These files can only be accessed by research bodies namely: principal investigator, REC,

and other regulatory bodies for verification purposes and validation of procedures. These files

should only be retained if reasonably needed; thus, discarding them once the study is completed

to avoid unauthorized persons from accessing the data.

In respect for persons, I ensured that they voluntarily participate and not coerced in any

activity. In beneficence, I made sure that participants received maximum benefits and lesser
risks. For justice, questions asked were only relevant to the study and the participants, and the

Data Privacy Act of 2012 was strictly adhered to. Finally, I followed the ethical procedures of

research to promote the essential values in acquiring and increasing knowledge without harming

others and invoking such feelings of ill-treatment

Chapter 4

RESULTS

Presented in this chapter are the experiences of the participants, their insights and

perceptions as well as the constructs which emerged from the information gleaned through in-

depth interview and focus group discussion.

Experiences of Teachers on the Assessment Strategies of Children with Special

Learning Needs in a Regular Classroom

From the data collected on the experiences of the participants, six main themes emerged

as presented in Table 1. These themes helped me determine which core ideas to report. These

themes are: 1) use of differentiated assessments; 2) sense of fulfillment and satisfaction; 3)

difficulty in handling undesirable behaviors; 4) communication problems; 5) individualized

instruction; and 6) lack of training and knowledge.

Table 1

Themes and Core Ideas on the Experiences of Teachers on the Assessment Strategies of
LSEN in a Regular Classroom
 Major Themes Core Ideas

• We used performance like oral recitation, role playing

and group activities.
• In kinder, we based our assessment in the checklist. We
check if gross motor skills, psychomotor skills and self-
help skills can already be done by the child.
• We used laddering, like scaffolding method that you
Use of should start with a very basic one.
Differentiated • We used journal especially if we observed unusual
Assessment behavior.
• We used experiment style because LSEN prefer it and
sometimes oral questioning to test if they understood.
• We also used portfolio to know the strengths and
weaknesses of the learners.
• Once you accomplished it, you have sense of fulfillment that
you make them understood the lesson.
Sense of Fulfillment • If he had learned something, that is the best for me. • Even a
and Satisfaction little understanding from them makes me happy.
• I will be amazed if they can memorize their piece.
• If they can follow the instruction easily that is something big,
it makes me happy.

• The only problem is their behavior; they really need

someone to look for them because they lack focus.
• I have difficulty in their attention span because they have
tantrums
• When they are having a tantrum and their behavior
Difficulty in cannot be understood, they will have trouble with
Handling others
Undesirable • They have different behaviors and there are times
Behaviors tantrums occur
• There were times that he always goes out, goes to cr and
wash hands and he even spit on me
• Communication also is impossible to them because these
children have limited knowledge about sign language
• They cannot easily understand, I kept on explaining
• We cannot understand each other
Communication • The medium of instruction is Bisaya and then they only
Problems know English so we need to translate it in English
because they cannot understand Bisaya.
 • Sometimes I need to explain to him one on one on how
to answer.
Individualized • One on one so that the students can really focus, you too
Instruction also can focus to them.
• I do one on one with the child.
• When I talk to him one on one, he can understand easily.

• I am not exposed to sign language.

• I am not good in sign language.
• I am not good in sign language; I need more training to
properly aid the child.
Lack of Training • My problem is I know only few words of the sign
and Knowledge language.

Use of Differentiated Assessment

All the participants shared their experiences with the use of differentiated assessments in

addressing the unique needs of the children.

As shared by IDI-P6,
“Nagamit sa performance kay oral recitation, role
playing kanang group”.

(We used performance like oral recitation, role playing and

group activities.)

Moreover, FGD-P8, also shared the differentiated assessment she used for her students,

“Sa amua kinder naa mi ginagamit na checklist echeck

pud namo kung kana bana bataa makaya na ba niya
kanang gross motor skills, pyscho motor mga kuan nato
self-help “

(In kinder, we based our assessment in Checklist we check

if gross motor skills, psychomotor skills and self-help skills
can already be done by the child).

If the students are having difficulty with the lesson laddering or scaffolding is being used

to go back to the very basic things to be learned. As this participant recalled,

“Kanang laddering gani murag scaffolding method nga

start with a very basic”. (IDI-P2)
 (We used laddering, like scaffolding method that you
should start with a very basic one.)

To record the behavior and learnings of the children journal is being used. This is also

for reporting regarding the progress of the child. This was mentioned by FGD-P9.

“Katung sakua kay journal. Usually mag journal mi pag

makitaan namo ang bata nga murag lahi rajud.”

(We used journal especially if we observed unusual

behavior.)

To find out if students have learned something, the teacher can use oral questions.

Sometimes though the LSEN prefer expirement style.

“Kasagaran pod sa akoang special mas ganahan sila og

experiments style. Usahay kay oral mangutana ko sa
iyaha kasabot ba sya ana.” (IDI-P4)

(We used experiment style because LSEN prefer it and

sometimes oral questioning to test if they understood).

In addition, she shared another alternative strategy she had been using.

“Isa pud na portfolio ginagamit namo na kay para ma

assess kung asa sila hawod og magkalisod.” (FGD-P13)

(We also used portfolio, to know the strengths and

weaknesses of the learner.)

Sense of Fulfillment and Satisfaction

Sense of fulfillment and satisfaction also was being experienced by the participants

despite of the problems being faced by them inside the classroom. This was evident when this

participant shared,

“Once na achieve nimo na kanang fulfilled kayo ka.

Kanang murag maka feel ka og sense of fulfillment gani
once you make them understood the lesson.” (IDI-P2)

(Once you accomplished it, you have sense of fulfillment

that you made them understood the lesson.)
 In addition, FGD-P8 expressed that,
“Kanang naa siyay natun-an ma’am mao nay best sa
akua. “

(If he had learned something, that is the best for me.)

Another satisfaction and fulfillment experience by the participant,

“Pag ma gets nila akong lesson at least maskin gamay
lang na sya na thing makasabot lang jud sila og gamay
maskin dili tanan malipay nka ana”. (IDI-P4)

(Even a little understanding from them makes me happy.)

This was also felt by the participants of both in- depth interview and focus discussion as

they shared their experiences,

Kanang ma amaze ko kay kanang naa kay gihatag na

song sa iyaha then ipamemorize nimo mamemorize jud
niya. “(IDI-P6)

(I will be amazed if they can memorize their piece.)

“Kanang naa kay gipahimo sa ilaha unya makuha nila

malipay naka kay pagsulod nila sa imuha dili pa sila
kabalo ana bisan sa instruction lng unya makuha dayun
nila dako na kayo na sa kua.” (FGD-P9)

(If they can follow the instruction easily that is something

big, it makes me happy.)

Difficulty in Handling Undesirable Behaviors

One of the major themes extracted from the research question was the participants’

difficulty in handling undesirable behaviors. All of the participants shared their experiences in

assessing learners with special educational needs.

Here are some of the stories shared by the participants in in-depth interview,

“Ang ilaha lang gyung problema ang ilahang behavior.

Kailangan jud na naay mubantay sa iyaha. Kulang sila
ug focus”. (IDI-P6)

(The only problem is their behavior; they really need

 someone to look for them because they lack focus.)

“Ilahang attention span mag lisod ko. Ang behavior nila

behavioural nila pag dili sila gusto ayaw nila mag
tantrums man gud na sila ba. Mag wild man gud na sila.
Ang pinakalisdan jud nko noh kanang mag tantrums
sila.” (IDI-P4)

(I have difficulty in their attention span because they have

tantrums.)

“Mag tantrum sila tapos ilang mga batasan kay dili

masabtan, matrouble sila sauban.” (IDI-P1)

(When they are having a tantrum and their behavior

cannot be understood, they will have trouble with others.

The participants also in the focus group discussion shared same sentiments,

“Kay dili jud baya everyday pareha sila og behavior

maglahi-lahi jud baya naa jud bayay panahon na
tingtukar.” (FGD-P8)

(They have different behavior and there are times tantrums

occur.)

“Naa jud panahon na mag sige siyag gawas mag balik

balik ug cr manghugas og kamot. Katong first time nko
naka experience noh kay naay time giluwaan jud ko. Naa
mga time na dili sya gusto mosulat dili jud kay kung
imong pugson kay mag wild”. (FGD-P11)

(There were times that he always goes out, goes to cr and

wash hands and he even spit on me.)

Communication Problems
One of the problems of teachers in assessing LSEN is the inability of the teachers and

students to understand each other and the inability of the students to understand and

communicate with each other. This was shared by the participants during the interview.

These participants narrated their experiences in having difficulty communicating to their

learners. Most of the teachers having difficulty commucating are those who handled learners

with hearing impairments.

As IDI-P2 shared her problem,

“kana na mga bata limited ra jud ilahang knowledge
about sign language unya, ang communication imposible
kayo para sa ilaha. “

(Communication also is impossible to them because these

children have limited knowledge about sign language.)

In addition, she stated that,

“Dugay kayo sila kasabot dear pabalik-balik jud ka sa
ilaha og explain”. (IDI-P4)

(They cannot easily understand, I kept on explaining).

Furthermore, the participants shared their sentiments,

“Encounter nko about sa assessment kay kuan kanang sa
amang dili mi magka sinabtanay ba, dili pod baya ko
hawod og sign language mao lagi na e sulat jud. (IDI-P3.)

(We cannot understand each other.)

Another participant shared with the same experience,

“Ang kanang medium of instruction ba bisaya unya
English baya sila e translate pa nimo kay dili man sya
kasabot ug bisaya”. (FGD-P13)

(The medium of instruction is Bisaya and then they only

know English. So, we need to translate it in English
because they cannot understand Bisaya.)

Individualized Instruction
To aid the learners with special educational needs in the assessment strategies being

employed by the teachers, individualized instruction has been done to help them achieve the

desired learning.

As expressed,
 “Usahay one on one nimo sya e explain nmo sa iyaha na
ing-anion nimo sya.” IDI-P4.

(Sometimes I need to explain to him one on one on how to

answer.)

Another participant agreed as she shared,

“One on one kay para maka –focus sila ug ikaw pud sa
ilaha.” (IDI-P1.)

(One on one so that the students can really focus, you too
also can focus to them).

In fact, this participant agreed with the same experience,

” Mao gani to akong e one on one.” (IDI-P3)

(I do one on one with the child.)

This participant also had the same experience,

“Kanang kami jud ang mag istorya makasabot jud sya “.
(IDI-P4)

(When I talk to him one on one, he can understand easily.)

Lack of Training and Knowledge

Most of the participants from in-depth interview and focus group discussion who

handled learners with hearing impairment admitted that they lack knowledge on how to assess

and address the unique needs of the child.

The following participants have the same experience. Here are some of their stories,

“Dili gani kayo ko expose sa sign language jud”. (FGD

P10)

(I am not exposed to sign language.)

“Dili bya ko hawd atong sign language. Nag lisod pod ko

kay nag skwela mi ana pila ra man gud to kabulan gud”.
(IDI-P3)

(I am not good in sign language.)

 “Dili man ko hawod mag sign language. Kinahanglan ko
og training para mas matabangan pa nko ang bata ba”.
(FGD-P10)

(I am not good in sign language. I need more training to

properly aid the child.)

“Ang problema jud nko kay kana ganing limited lng ang
words na ma sign nmo.”. (FGDP9)

(My problem is when I know only few words of the sign

language.)

Coping Mechanisms of Teachers on the Assessment Strategies for Learners with

Special Educational Needs in a Regular Classroom

There were five main themes emerged from the data collected from the responses of the

participants as shown on Table 2 namely: 1) collaboration and support; 2) positive attitude and

motivation; 3) continuous education; 4) acceptance; and 5) modification of assessment.

Table 2

Themes and Core Ideas on the Coping Mechanisms of Teachers on the Assessment
Strategies of LSEN in a Regular Classroom
Major Themes Core Ideas

• I call the parents to come in the classroom. Then, I go to

the SPED teacher since they are the expert.
• I asked the former teacher of my student so that I know
what to do. At the same time, the parents are supportive. • I
contacted his previous teacher to know some precautions.
• I tried what I think is the best solution, I seek help to his
previous teacher and consult her on what to do.
Collaboration • I had conference with his former SPED teacher so that we
and Support
 can assess the child.
• I have to tap the parents and coordinate with the
principal.
• I asked for the assistance of the principal and the
assistance of those who are handling them.
Positive • I considered it as positive because it helps me to look for
Attitude and some assessment strategies suited for LSEN.
Motivation • I look for his positive side so that I will be more
motivated to help him.
• I take it as a positive motivation for me to be more
motivated.
• I am a teacher, I have to solve the problems and ensure
that children have learned.
• I see that they have learned, and that is one of my
motivations.

Continuous • We need continuous education so that at least we know

Education what strategies need to be done.
• We, as teachers who handled mainstreamed students
really need training.
• We need trainings and seminars and apply our learning to
the children.
• We have difficulty in sign language that is why we need
exposure in trainings and seminars regarding assessing
children with special needs.
• We update ourselves with the latest trends and latest
strategies in assessing and teaching children by
attending seminars.
• I had acceptance and I look deeper to the nature of the
child to understand better.
• I embraced and accepted the whole child incuding his
Acceptance disability.
• I treated them like a regular student and treated them the
same.
• I accepted that it is normal to encounter such challenges.
 • I made strategies that he can easily understand and target
the area that needs improvement.
• I devised another assessment strategy that is way easier
Modification of when the students have difficulty.
Assessment • I have always used different strategies like games in order
to easily grasp the lesson.
• I used manipulative materials because it is the only way
that they can understand.

Collaboration and Support

Selecting assessment strategies for learners with special educational needs in the regular

classroom can be very difficult for teachers. It was found out that with the collaboration and

support of the people around them like co-teachers, parents, students and principal became one

of the coping mechanisms of the said participants.

IDI-P4 shared her experience in overcoming difficult situation by saying,

“Tawagon nako ang parents jud. E follow- up jud nimo

ang parents na muanhe dri sa classroom then, adtuon jud
nimo ang ilahang teacher sa sped kay sila man jud ang
hawd ana.”

(I call the parents to come in the classroom. Then, I go to

the SPED teacher since they are the experts.)

Participants from the FGD shared the same experience,

“Gipangutana nako ang previous teacher para mkabalo
pod ko ba unsaon. Ang parents pod at the same time
supportive pod bah”. (FGD-P11)

(I asked the former teacher of my student so that I know

what to do. At the same time, the parents are supportive.)

Other participants shared the same coping mechanisms,

“Mo contact ko sa iyahang teacher, unya unsay mga

precautions”. (FGD-P12)

(I contacted his previous teacher to know some

precautions.)
 Ako kay kuan nag try ko ug kung unsa pamati nko na
solutions, kung dili na makaya mag seek ko ug help sa
iyahang previous teacher, consult jud ka maam unsaon ni
sya. (FGD-P9)

(I tried what I think is the best solution, I seek help to his

previous teacher and consult her on what to do.)

FGD-P13 added that,

“Ako kuan conference sa teacher niya sa SPED para
amuang ma assess ang bata “.

(I had conference with his former SPED teacher so that we

can assess the child.)

Support with the parents and the principal also helped the participants overcome the

challenges they have experienced. Here some of the stories of the participants,

”Una mu kuan ko sa ginikanan mo tap, besides sa parents

muadto pud ka sa principal makipag coordinate”. (IDI - P1)

(I must tap the parents and coordinate with the principal).

“With the assistance pod siguro sa principal with the

assistance of those who are handling them mao na cope
up nko ang mga challenges.”. (IDI-P5)

(I asked for the assistance of the principal and the

assistance of those who are handling them.)

Positive Attitude and Motivation

Positive attitude and motivation tend to be one of the coping mechanisms of the

participants as they experience challenges and difficulties.

Looking for the positive things is one of the stories shared by these participants,

“Actually, gi consider nko siya as positive in which I know

it helps me to look for some assessment strategies that will
especially address the learner and get the interest of the
learner.” (IDI-P6)

(I considered it as positive because it helps me to look for

some assessment strategies suited for LSEN.)
 “Tan-awon nako ang positive ideas niya kay para ma
motivate ko na mas tabangan pa ang bata.” (FGD-P10)

(I look for his positive ideas so that I will be motivated to

help him.)

“E kuan nko e take nko sya as positive motivation para

the more ka ma motivate.” (IDI-P2)

(I take it as a positive motivation for me to be more

motivated.)

Furthermore, IDI-P3 expressed her motivation toward learners with special educational

needs.

“Ako lng jung kuanon na maestra jud baya ko

kinahanglan jud nako nang sulbaron. Na ang mga bata
naa pod matun-an jud.”

(I am a teacher, I have to solve the problems and ensure

that children have learned.)

Despite of the unique needs of the students, they can still learn, and this is how she cope

with the challenges faced. She narrated,

“Kna ganing makita nko nga-naga learn sila mao na lng

na imo motivation ba.” (FGD-P9)

(I see that they have learned, and that is one of my

motivations.)

Continuous Education
Ultimately, continuing education for updating the knowledge found to be the coping

strategy of the participants.

FGD-P9 exclaimed that,

Continuous education para at least mam ba kabalo mi
kabalo unsa pa na mga strategies angay buhaton.

(We need continuous education so that at least we know

what strategies need to be done.)
 Another participant also admitted,

“Sa tinuod lng noh, kita nga naga handle sa mainstream

kailangan jud nato ng training.” (FGD-P10.)

(We, as teachers who handled mainstreamed students really

need training.)
It was also agreed by the participants in IDI and FGD respectively,

“Kailangan pud ug mga trainings, seminar kay para pud

ma apply sa mga bata.” (IDI-P1).

(We need trainings and seminars and apply our learning to

the children.)

“Kinahanglan jud noh na ma expose mi sa seminars and

trainings sa sign language with regard to assessing children
with special needs.” (FGD-P8)

(We have difficulty in sign language that is why we need

exposure in trainings and seminars with regard to assessing
children with special needs.)

Another participant expressed her need to additional knowledge to help better the

students with unique needs.

“Update yourself with the latest trends kanang mga latest

strategies in assessing and teaching with these children so by
attending with the seminars. “(IDI-P2)

(We update ourselves with the latest trends and latest

strategies in assessing and teaching with children by
attending seminars.)

Acceptance

Accepting and embracing the nature of the child helps the participants to cope as they

experienced challenges and difficulties. This is evident when the participants shared their

experiences.

“Acceptance lang siguro. Tan awon jud ang nature sa bata

para mas masabtan. “(IDI-P5.)

(I had acceptance and Iook deeper to the nature of the child

 to understand better.)

“By embracing the child. Dawaton ang bata apil ang

iyahang kapansanan “(IDI-P6)

(I embraced and accepted the whole child including his

disability.)

Another participant exclaimed that by treating them as how normal students had been

treated can help the teacher accept the child.

“E feel lng pod nko sya na regular. So, e kuan nmo sya na
pareha ra gani sila.” (FGD-P11)

(I treated them like a regular student and treated them the

same.)

This participant also coped with challenges by not taking the problems seriously but

rather accepting the nature of the child that they are who they are to avoid more stress.

Here are some of their experiences,

“Dawaton lang kay normal ra man na siya na maka
encounter jud mi og ing-ana.” (IDI-P7).

(I accepted that it is normal to encounter such challenges.)

Modification of Assessment

In order to cope with the challenges and difficulties in the assessment strategies of

learners with special educational needs in the regular classroom. The participants modify their

assessments to address the unique needs of the learners.

The participant shared willingly on how she modifies the assessment,

“Mag buhat ka og strategy na dali ra siya kasabot. Didto

nmo siya e assess asa nmo siya pwede e improve didto nimo
siya.” (IDI-P4)

(I made strategies that he can easily understand and target the

area that needs improvement).

IDI-P7 further elaborated,

 “Mangita mi og lain na kuan assessment strategy na mas
sayon sa mga bata hilabi na og nagkalisod sila.”

(I devised another assessment strategy that is way easier when

the students have difficulty.)

She added,
“Daghan mi strategy perminti kung mag leksyon naa mi
leksyon dala dula kay para makuha jud dayon nila kay kung
pure man gud ka mag leksyon dili dayon nila makuha ang
assessment.” (IDI-P7)

(I have always used different strategies like games. It is

embedded in order to easily grasp the lesson.)

Manipulative materials are needed to properly employ the suited assessment as

expressed,

“Kuan siguro more on using IMs mga manipulative

materials kay mao ra man na siya ang way na makasabot
sila.” (IDI-P2)

(I used manipulative materials because it is the only way that

they can understand.)

Insights of Teachers on the Assessment Strategies for Learners with Special

Educational Needs in a Regular Classroom

There were four themes emerged as a result of the responses of the participants

generated from the question above namely: 1) proper training; 2) provide assessment tools and

materials; 3) background profiling; and 4) lessesn the number of students.

Table 3

Themes and Core Ideas on the Insights of Teachers on the Assessment Strategies of
LSEN in a Regular Classroom
Major Themes Core Ideas
Proper • Number one is to equip ourselves with the trends on the different
Training techniques that should be suited to the children with special needs.
• There should be seminars about assessment strategies which are deeper.
• We should have schooling about special education like when I attended
sign language training; it really helps me a lot.
• There should be seminars trainings and workshops which are suited for
their needs
• More training for free on how to properly assess students.
• Well equipped teachers who are willing to embrace the differences of the
children, ready to love the unlovable and teach the unteachable.

• Give more materials that can be used by LSEN based on their grade level
and can cope with their needs and assessment tools.
• Provide us instructional materials because what we are using now is mostly
coming from google.They should also give tools and good materials
which are easy to conduct with the students.
Provide • Provide us assessment tools
Assessment Tools and • There should have been unified assessment tools given by DEPED
Materials • My suggestion is that the LSEN should have different assessment tool
during exam and they should have their own test paper that are fitted to
their needs
• They should be assessed with their own card to know they are good at like
doing chores and not the same card that we used for grading

• Before giving assessment, you must have profile reading assessment to know
background of the student.
Background • The teacher has to know the information of the child so that the children wil
Profiling become different.
• Share the backround of students, what kind of behavior they possess to give prope
suited activities for the students. • If you do not know the behavior of the child, the tea
should share the background of the students.

Lessen the • My recommendation is to lessen the number of students. • The number of students i
Number of regular class should be lessened.
students • There should be small population inside the classroom like in my case, I hav
students then sometimes I forget that I have mainstreamed students.

Proper Training
 Most of the participants both from IDI and FGD stressed the importance of trainings in

the assessment strategies to improve the employed assessment for learners with special

educational needs.

IDI-P2 shared the same insight she said,

“Kuan lang gyud number is one to equip themselves with the

trends with the different techniques that should be suited to
the children with the ano. “IDI-P2

(Number one is to equip ourselves with the trends on the

different techniques that should be suited to the children
(with special needs).

IDI-P7 and IDI- P3 suggested that,

“Kuan dapat, mo kuan pa jud sila og seminar na mas lalum
pa jud about sa assessment gani.”(IDI-P7)

(There should be seminars about assessment strategies which

are deeper.)

“Ma’am dapat mag skwela pod mi og kanang about sa

special education diba. Pero katong nag skwela mi og sign
language nakatabang jud to siya.” (IDI-P3)

(We should have schooling about special education like when

I attended sign language training; it really helps me a lot.)

Participants from the FGD corroborate with the insights and suggestion of IDI. Here are

some of their insights and suggestions,

“Trainings and workshops na suited jud para sailaha.”

(FGD-P12)
(There should be seminars, trainings and workshops which
are suited for their needs.)

“More trainings for free kung unsaon jud pag assess ang
bata”. (FGD-P8)

(More trainings for free on how to properly assess children.)

Furthermore, he elaborated,
 “First is well equipped teachers who are willing to embrace
the differences of the children ready to love the unlovable,
ready to teach the unteachable “(IDI-P6)

(Well equipped teachers who are willing to embrace the

differences of the children, ready to love the unlovable and
teach the unteachable.)
Provide Assessment Tools and Materials

Assessment tools and materials are one of the insights mentioned by the participants

during the interview. Tools and materials that are suited for learners with special educational

needs.

As this participant implored,

“Give more materials na mag depende sa grade level nila.

Materials na magamit jud sa special children based on their
grade level na kuan jud ma cope jud ilahang needs gani og
assessment tools”. (IDI-P4)

(Give more materials that can be used by LSEN based on their

grade level and can cope with their needs and assessment
tools.)

It was also supported when the participant from FGD said,

“Providan me ug instructional materials pareha sa ilaha kay

among materials na ginagamit karon no kay mangita ra sa
google.” (FGD-P13)
(Provide us instructional materials because what we are using
now is mostly coming from google.)
FGD-P13 and FGD-P12 agreed,
“Mo hatag pod sila og mga tools sa amo nga magamit basin
naa silay mga gwapo na materials na mas sayon na makuha
sa mga bata ba.” (FGD-P13)

(They should also give tools and good materials which are
easy to conduct with the students)

“Providan me ug assessment tools.” (FGD-P12)

(Provide us assessment tools.)

 Further, she added that,
“Naa dapat unified assessment tools na ihatag ang Dep-Ed”
(FGDP-13)

(There should have been unified assessment tools given by

DepEd).

IDI-P4 and IDI-P5 also suggested that,

“Akoang ika suggest dapat jud unta naa silay lahi na
assessment tool na during exam dapat ang amoang special
naa jud silay sariling test paper na kana kuan fitted ra jud
sa ilaha.”

(My suggestion is that the LSEN should have different

assessment tool during exam and they should have their own
test paper that are fitted to their needs.)

“Dapat gud noh sa assessment nila naa silay kanya-kanyang

card. Dili card na ginagamit namo na naay grades. Ang bag
o nila na card kay asa sila dapita, manghinlo, manghugas.”

(They should be assessed with their own card to know they are
good at like chores and not the same card that we used for
grading).

Background Profiling
Understanding the learner’s backround is one of the insights of the participants.

Knowing the learner’s information can help the teacher creates some effective assessment

strategies for LSEN in the regular classroom.

As IDI-P6 shared,
“Before giving assessment you must have profile reading
assessment to know the background of the student.”

(Before giving assessment you must have profile reading

assessment to know the background of the student.)

Participant from the FGD also elaborated,

“Kinahanglan pud siyag information about ana nga bata
para dili pud siya ma lahi ba.” (FGD-P10)
 (The teacher has to know the information of the child so that
the children will not become different.)

Another participant added that,

“Mo ingon ka sa imong kauban na kini nga bata mao ni
iyang behavior para matagaan og tamang mga activity.”
(FGD-P12)

(Share the backround of students what kind of behavior they

possess to give proper and suited activities for the students.)

This participant also mentioned the same insight.

“Ilabi na ug wala pa ka-ila sa behavior sa bata dapat pod
jud ang teacher e share niya iyang nahibaloan anang
bataa.” (FGD-P13.)

(If you do not know the behavior of the child, the teacher
should share the background of that student.)

Lessen the Number of Students

Reducing the number of students in the class is one of the insights participants upon the

interview.

IDI-P2 shared her suggestion,

“My recommendations sa kuan kay less ang number sa

kuan studyante. (IDI-P2)

(My recommendation is to lessen the number of (students)

Another participant also suggested the same insight.

“Dapat pod gamay ra ang studyante sa regular class.”

(FGD-P8)

(The number students in the regular class should be lessened.)

IDI-P3 elaborated that,

“Gamay lang ang population sa room. Pareha ani daghan

kaayo ang akoang bata naa koy 50 unya usahay malimtan
nako sila na hala naa man diay ko special oi.”

(There should be small population inside the classroom like

in my case, I have 50 students then sometimes I forget that
 I have mainstreamed students.)

Chapter 4

DISCUSSIONS

This chapter presents the discussion of the results of the study as well as the conclusion s

and the implication for future research which are anchored on the results of the investigation.

The objective of this phenomenological study was to generate findings on the lived

experiences relative to the assessment strategies of teachers for learners with special educational

needs in the regular classroom through in-depth interview and focus group discussion.

Experiences of Teachers on the Assessment Strategies for Learners with Special

Educational Needs in a Regualar Classroom

From the data collected on the experiences of the participants, six main themes emerged:

1.) use of differentiated assessment; 2.) sense of fulfillment and satisfaction; 3.) difficulty in

handling undesirable behaviors; 4.) communication problems; 5.) individualized instruction;

and 6.) lack of training and knowledge.

Use of Differentiated Assessments

Most of the participants in the study emphasized the use of differentiated assessment to

properly address the needs of the learners. Differentiated assessments were used by the

participants to cater those learners with special educational needs who cannot cope with the

pacing in the regular classroom.

The use of differentiated assessment activities was supported by Stears & Gopal (2010) who

stated that differentiated assessments do not only measure but also teach will be useful while

creating such environments. There are great number of studies which show that using such

alternative activities do not only serve measurement purposes, but also make great contributions

to students’ learning and concepts in meaningful permanent and conceptual way. Using

differentiated and alternative activities which take into consideration individual differences that

are suited to the unique needs of the children (Cepni & Coruhlu, 2010).

Sense of Fulfillment and Satisfaction

Another major theme found in this study is the sense of fulfillment and satisfaction.

Teachers who have successfully worked with learners with special educational needs often

describe the satisfaction they feel when the lessons are- sometimes, at long last understood.

Successes in assessing with these children are measured in inches not feet. Even the

smallest achievement has likely been longer and rougher than for those learners without

disabilities (Boll, 2014).

In addition, the study of Sergiovanni (1967) revealed that achievement, recognition and

responsibility were factors contributed predominantly to teacher job satisfaction. This was also

in support with the results of the study.

Students’ Undesirable Behavior

How students behave in a classroom affects how much and how well they learn. The

participants find it diffcicult to assess the learnings of the students because of many distractions

especially the different kinds of behavior of the students.

Many types of behavior detract teachers in employing assessments inside the classroom.

These include talking out of turn, being out of the seat without permission, not paying attention

and disrupting other students by making noise or touching them. Students’ undesirable behaviors

are one of the most important problems of teachers in the classroom (Teyfur, 2015).
 This was supported by Sun &Shek (2013) that student misbehaviors such as disruptive

talking, chronic avoidance of work, clowning, interfering with teaching activities, harassing

classmates, verbal insults, rudeness to teacher, defiance, and hostility, ranging from infrequent to

frequent, mild to severe, are a thorny issue in everyday classroom. Teachers usually reported

that these disturbing behaviors in the classroom are intolerable and stress-provoking, and they

had to spend a great deal of time and energy to manage the classroom. Obviously, student

misbehaviors retard the smoothness and effectiveness of employing assessment strategies and

impede the learning of the student and his/her classmates. Moreover, research findings have

shown that school misbehavior not only escalated with time but also lowered academic

achievement and increased delinquent behavior.

Communication Problems

Communication barriers in the classroom certainly make it difficult for teachers and

students to address and employ the desired assessment strategies. The participants expressed

their difficulty in communicating to students or vice versa or students to students.

According to Aparajeya (2016) who stressed that effective communication between

teachers and students has the potential to prove the learning experience and can possible do the

tasks given. Often, students have unaddressed learning or speech difficulties and struggle to

communicate in classroom settings.

In addition, communication is an important part in assessing because the students have

to be able to understand the message that the teacher is trying to convey. Students also have to

be able to communicate effectively with each other. If the teacher and student do not speak the

same language or do not use the same mode of communication, then there can be a major

communication barrier (Ashikuzzaman, 2014).

Individualized Instruction

In a large classroom, even the brightest students can feel lost, left behind or disengaged.
Due to the differing needs of students, the participants usually use individualized instruction not

just to cope with the other students but also in order for the students to understand easily the

given tasks. It is believed that the most effective learning occurs when a student receives

individual and personalized attention-a tutoring experience tailored to their unique needs.

Due to the different needs of learners with special educational needs, mainstream

teachers find it difficult to teach and assess these children. Individualized instruction refers to

the use of strategies, resources, and assessments to meet the needs of the particular learner. It

ensures that students are getting the proper guidance, flexibility, learning support to expand

opportunities for academic growth (King, 2018).

Furthermore, Heathers (1977) stated that individualized instruction is an important way

in which teachers can contribute to their students’ self-concepts is through taking advantage of

opportunities to give each student attention, encouragement, and praise.

Lack of Training

Assessing student performance is one of the most critical responsibilities of classroom

teachers; yet, many teachers do not feel adequately prepared for this task. Teachers often

believe that they need remediation or assistance in applying assessment concepts and

techniques, as well as making assessment-related decisions.

The need for teachers who have both the knowledge and ability to teach and assess

learners with special educational needs is more critical today than ever before. A national push

to take LSEN out of isolation means they will spend most of their time in the general education

classroom. That means general education teachers are teaching more LSEN, but training

programs are doing little to prepare teachers.

Furthermore, a study conducted by Cherishe (2012) found that most mainstream

teachers acknowledge that teaching and assessing learners with hearing impairment were

difficult for them. Some said they were not conversant with appropriate skills and language for
use.

Mainstreaming has served many learners with special educational needs very well but

communicating differently or without being direct conversation with teachers and peers can

create a restrictive environment for students. Despite of the best efforts given by teacher in the

mainstream, they still do not provide sign language skills with adequate and linguistic, academic

and social participation in a learning context of learners with special educational needs

(Fitsgerald& Ministry of Education, 2010).

Coping Mechanisms of Teachers on the Assessment Strategies of LSEN in

a Regular Classroom

There were five themes emerged out of the analysis of data of research question number

two. The coping mechanisms mentioned by the participants are the following: 1.) collaboration

and support; 2.) positive attitude and motivation; 3.) continuous education; 4.) acceptance; and

5.) modification of assessment.

Collaboration and Support

Students within the classroom frequently provide valuable support for teachers

overseeing the classroom. Based on the results of the study, many teachers have learned that

when they utilize the non-disable students in their classrooms, they are better able to work

individually with the learners with special educational needs peers. This not only reduces stress,

but also enables the teacher to spend more time working individually with other struggling

students (Education corner, 2019).

Moreover, special education teacher works alongside with the general education teacher

to help meet student’s needs (Zeiger, 2018). They work together to design lesson plans to fit the

needs of all students, with the special education tacher focusing on the needs of the lesrners

with special educational needs.

Thus, ongoing communication is essential for locating individuals like parents, special
education teacher, services and materials to best support all the students.

Positive Attitude and Motivation

Positive attitude and positive motivation helped the participants overcome some of the

challenges they had encountered. Positive attitude and motivation of the participants lead to the

creation of more appropriate strategies that are suited for the children with special educational

needs.

In line with this, if motivation is mastered then setbacks and challenges being

experienced can find and create a way to always look forward for solutions and growth (Han,

2016).

In addition, positive attitude is very important as a teacher. It affects students in in many

ways and can shape their learning experience and would dictate how much they have learned

(Holland, 2016).

Acceptance

Considering the diverse students in a regular classroom not to mention the unique needs

of the learners with special education needs, acceptance is one of the coping mechanisms

mentioned by the participants.

As stated by Kohl (2013) that acceptance is a strategy that is expected to increase pain

tolerance. The participants accept the nature of the learners. The ability and inability of the

LSEN to do something reflects as the teacher accepts the condition of the children that would

lead the teachers to devise some assessment strategies suited to the needs of the children.

A study conducted by Pulschen (2015) stressed that acceptance is an appropriate

medium to help prevent more possible problem in the future in handling and assessing children

with special educational needs. Most of the participants mentioned that they were not taking the

problems and challenges seriously. They just accept that it was the kind of children they are

handling.
Continuous Education
Continuous professional development is one of the coping mechanisms of teachers in

solving problems and challenges in handling and assessing learners with special educational

needs.

Professional development is important because education is an ever growing, ever

changing field. This means that teachers nust be life long learners in order to teach new groups

of students (Teacher Org., 2019). As mentioned also by the participant that every year they have

a new different learner with special educational needs.

Additionally, most of the participants who handled learners with Hearing Impairment

admitted their difficulty in sign sign language, thus training is what they need. Rather than

feeling limited or frustrated by inability to communicate, sign language enables a learner with

disability to express themselves and communicate vital information to their parents, teachers

and peers (SPED, 2016).

Modification of Assessment

Modification means a change in what is being taught to or expected from the the learner.

The responses of the participants showed that most of them modified the assessment given to

the learners with special educational needs in order to suit to the students’ ability and capacity

to do the tasks given. Hence, making an assessment easier so the student is not doing the same

work as the other student.

In modifying, teachers may make a range of adjustment form modifying instructional

materials to using alternative behaviors to complete the task given. Teachers may consider

different methods of assessments, including the use of portfolios and non letter grading as

alternative authentic assessments (Dieker & Murawski, 2003).

In line with this, Bauer & Cole (2012) stated that the modifications strengthened or
weakened key characteristics of the activity. Teachers may modify and adapt instructional

setting within the regular classroom to cater learners with special educational needs.

Insights of Teachers on the Assessment Strategies of LSEN in a

Regular Classroom

I came up with four essential themes after I gathered, transcribed and analyzed the

participants’ experiences. These are: 1.) proper training; 2.) assessment tools and materials; 3.)

background profiling; and 4.) lessen the number of students. These insights are coming from the

direct answers and experiences of the participants.

Proper Training

Most of the participants mentioned training as their insights on the assessment strategies

of LSEN. Trainings especially for those teachers who handled learners with hearing

impairment. Participants admitted that they really need to update their knowledge not just by

handling students with special educational needs but also for the appropriate assessments that

are suited for them.

In fact, the study conducted by Stiggins (2016) found out that teachers have lack of

knowledge about assessment and inadequate preparation in assessment. Moreover, the teachers

are very critical in the delivery of quality education. The training of teachers is a starting point.

The solution to improve the teacher quality is to do training. Most of the numbers of

teachers require strengthening of their skills and ability, these need to be specific and targeted

workshops addressing specific and individual teachers based on their strengths and weaknesses

as given in teacher’s individual performance reports. In line with this, Halim (2002) stressed

that inappropriate teaching and assessment methods lead to more misconceptions.

Assessment Tools and Materials

Assessments inform teachers and parents about their children's progress in school.

Typically, assessments yield data that educators must have as a gauge of their students' progress.
They are necessary instruments used in most elementary schools. And yet most of the

participants suggested providing them assessment tools and instructional materials that are

suited to the learners with special educational needs.

Instructional effectiveness is crucial in teaching learners with special educational needs

thus selecting appropriate assessment tools and instructional materials that support their

learning is very much needed. In fact, Campbell (1999) asserted that instructional materials

enhance the teaching and learning process by exhibiting information necessary to acquire

knowledge and skills. It can be printed form of instructional materials and assessment tools that

provide detailed information which includes performance aids, instructional sheets and

modules.

Moreover, Melton (2014) emphasized the importance of instructional materials because

they can significantly increase student achievement by supporting student learning. In addition

to supporting learning materials can assist teachers in an important professional duty: the

differentiation of instruction. Differentiation of instruction is the tailoring of lessons and

instruction to the different learning styles and capacities within the classroom.

Background Profiling
In order to successfully modify and create differentiated instruction and differentiated

assessment the teacher must have an ample understanding of each student and their

backgrounds. In order to obtain a better understanding of each student’s background, the

participants believe that they must have support from administration and parents.

Having the support of parents/guardians, staff and administrators allows for the teacher

to successfully gain an understanding of each student's background (Bender, 2008).

As we develop a better understanding of our students' learning styles, background, and

interests, the teacher can create assessments and instructions accordingly. Christensen (2018)
added that instructors who know their students well are better able to create a learning

experience that is genuinely participant-centered. A familiarity with student's backgrounds

especially those who have expertise or experience relevant to a particular class session can lead

to richer discussions with a higher degree of personal relevance. Knowing which students lack

extensive background in the subject can be equally important, as comprehension checks with

these participants can help the instructor more effectively pace the discussion flow.

Lessen the Number of Students

One of the biggest issues facing schools and teachers today is overcrowding that is why

participants believed that with the small number of students in the regular classroom, they can

focus with all kinds of children regardless of their educational needs.

In fact, Meador (2018) stated that classroom overcrowding has sadly become the new

normal. A combination of an increasing population and a decrease in funding has caused class

sizes to soar. In an ideal world, class sizes would be capped at 15-20 students. It is not

uncommon for the participants to have more than 50 learners in a single class.

As spring (2017) suggested that smaller student teacher ratios improve test scores. When

student teacher ratios rise, meaning less one on one instruction as well as less attention and

oversight, students’ academic performances suffer.

Implications for Teaching Practice

Assessing learners with special educational needs in the regular classroom is somewhat

challenging for teachers. Not to mention the different special educational needs, different

assessment strategies also will be used. The results of the lived experiences of teachers in the

assessment strategies for learners with special educational needs in the regular classroom:
 First, the use of differentiated assessment as emphasized by the participants, it implies

that general education classroom teacher should employ different strategies that are suited to the

unique needs of the students. This is in connection with the Deped order #08 series of 2015,

wherein a varied assessment should be used to address the diversity of students in a single

classroom. It also implies the need for multiple ways of measuring their varying abilities and

learning potentials. Meaning that pen and paper test is not applicable to learners since there are

some students in the classroom who has the inability to do something, but rather teachers should

not focus on the weakness of the learners with special educational needs but focus on their

strengths and assess them not just on the academics but also on the life skills.

Second, teachers’ difficulty in handling students’ undesirable behaviors, it implies that

teachers need skills in managing the classroom. As Marzano (2003) stated that learning and

teaching cannot take place in a mismanaged classroom.

Third, are the communication barriers between students and teachers, communication is

an important part of teaching especially in the assessment process because if the students cannot

understand the tasks there is a big tendency that the students also cannot perform correctly the

tasks given. So, the students have to be able to understand the message that the teacher is trying

to convey. In other way around the teacher also cannot convey the message he wants to convey.

It implies that teacher and students should have skills necessary for communication. This is also

in connection with the lack of training and knowledge of teachers to handle and assess learners

with special educational needs.

Fourth, individual conference with the learners with special educational needs is a time

consuming for teachers. Teachers do individual conference because there are some learners who

cannot cope with the lesson and eventually cannot do the tasks given by the teacher. It implies
that the teacher needs to give and spend additional time for learners with special educational

needs which is also laborious for the part of the teacher because they have still 50 students to

handle aside from those LSEN mainstreamed in the classroom.

The result of the study also implies that the support and collaboration between general

and special education teacher is vital to the success of learners with special educational needs.

Collaboration involves commitment by the teachers and parents who will be working together,

by their school administrators, by the school system and by the community. It involves time,

support, resources, monitoring and above all patience to reach the highest development

potential of the LSEN.

Recommendations for Further Research

This study explored the lived experiences of teachers relative to the assessment

strategies of teachers for learners with special educational needs. Nevertheless, the result of this

qualitative exploration is limited only on the experiences of selected teachers from grade one to

grade six of Magugpo Pilot Imelda Elementary School.

To get more extensive answers to the questions of this study, it is recommended to

conduct further research using a large number of participants and should cover a wider range of

schools.

Furthermore, it is recommended to research further about the experiences of both

general and special education teachers in relation to the assessment strategies employed in their

classrooms.
Concluding Remarks

Assessment played a vital role in finding out the progress and development of the

children. Teachers are one of the most important figures in the assessment process. They must

be equipped with different assessment strategies that are suited to the unique needs of learners

with special educational needs.

I used in- depth interview and focus group discussion to generate the experiences of the

selected participants. The primary source of data is the transcript of of the participants’ answer

from the given questions. During the interview, I was challenged to get and convince the

participants to share their expeiences and luckily, they are very much willing to do it.

Along the conduct of this study, I really experienced how it feels to be a researcher. I

took all the necessary measures to make this research a successful one with the aid of my

adviser. It is indeed a demanding task because it required time, patience and perseverance to be

able to gather quality and relevant data that will support my study.

Teachers must be equipped with the necessary skills in the assessment to address the

different needs of the students. A classroom composed of varied students, varied abilities and

varied behavior; teachers are challenged not just to provide what are due to them but also

manage the classroom.

Therefore, a teacher is not just a dispenser of knowledge and measuring the knowledge

and capabilities of the learner but also teaching them life skills which are said to be a lifelong

learning. The assessment of teacher inside the classroom does not end on paper and pen only,

does not end in the four corners of the classroom but it is a lifelong learning. Teaching learners

with special educational needs to be independent and can live up for themselves. Thus, the

Department of Education and the administrators must provide resources, such as assessment

tools and materials to be used the teachers in order to give learners what are due to them.
Enough resources and support duly for the holistic development of the learners with or without

special educational needs.

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 PAGGALUGAD SA KARANASAN NG MGA MAG-AARAL SA TRANSISYON NG
MODALIDAD SA PAGTUTURO NG ASIGNATURANG FILIPINO SA MGA PRIBADONG
PAARALAN:
ISANG PENOMENOLOHIKAL NA PAG-AARAL

Audit Trail

Mga Pangunahing Tema Archival #

1. Ano-ano ang mga karanasan ng mga estudyante sa transisyon ng

modalidad sa pagtuturo ng asignaturang Filipino?

FGD-03
Pakikiayon sa Panibagong Karanasan FGD-07
sa Transisyon ng Modalidad IDI-02

FGD-05

IDI-04

Paghihirap sa Pag-unawa FGD-05

sa mga Aralin sa Filipino FGD-06

IDI-02

FGD-02

IDI-01

FGD-01
 FGD-07

FGD-05
Pagtatanong nang Malaya sa Guro IDI-05

FGD-06

FGD-02

Pagkakaroon ng kahirapan sa Pag-aaral IDI-01

dahil sa Mabagal na Koneksyon
IDI-03
sa Internet
IDI-05

FGD-01

2. Paano napagtagumpayan ng mga estudyante ang mekanismo sa

transisyon ng modalidad sa pagtuturo?

FGD-06
Pakikipagtalastasan sa mga FGD-07
Kaklase at Guro IDI-02

IDI-04

FGD-02
Pagsasagawa ng Wstong FGD-05
Pamamahala sa Oras IDI-01

IDI-04

IDI-06
Pagkakaroon ng Sariling Pamamaraan na FGD-01
Maganyak ang Sarili Upang Matuto
FGD-05

FGD-06

FGD-07

Pakikibagay sa Sitwasyon at Pagbabago ng FGD-03

Modalidad sa Pagtuturo
IDI-02

FGD-04

FGD-02

3. Ano-ano ang mga mungkahing solusyon para mapahalagahan ang

pagkatuto sa ilalim ng transisyon ng modalidad sa pagtuturo?

FGD-01
Mag-aaral nang Sarilinan sa mga Aralin FGD-04

FGD-07

IDI-05
 Pagiging Pursigido at Determinado na FGD-06
Matuto sa Filipino
FGD-05

FGD-02

FGD-07

IDI-04

Paggamit at Pagsasabuhay IDI-02

ng mga Natutunan at Nakukuhang FGD-02

Kaalaman
FGD-03

FGD-04

Pagiging Responableng Mag-aaral sa mga FGD-01

Gawain sa Asignatura
FGD-03

IDI-03