A CASE STUDY ON PEDAGOGY OF ENGLISH CLASSES IN

MAKESHIFT CLASSROOMS THROUGH THE LENS

OF LANGUAGE TEACHERS

____________________

A Thesis Presented to the Graduate Education Faculty

St. Mary’s College of Tagum, Inc.
Tagum City, Davao del Norte

____________________

In Partial Fulfillment of the Requirements for the Degree

Master of Arts in Education
Major in English

____________________

CRISTY H. AUSTRIA
January 2023
 TABLE OF CONTENTS

Page

TITLE PAGE i

CHAPTER

I INTRODUCTION 1

Purpose of the Study 4

Research Questions 4

Theoretical Lens 5

Scope and Limitation of the Study 7

Importance of the Study 8

Definition of Terms 9

Organization of the Study 11

2 REVIEW OF RELATED LITERATURE 12

3 METHODOLOGY 24

Research Design 24

Research Participants 26

Role of the Researcher 28

Data Sources 30

Data Collection Procedure 31

Data Analysis 32

Trustworthiness of the Study 33

Ethical Consideration 38

REFERENCES 45
 1

Chapter 1

INTRODUCTION

A conducive classroom environment will be the key to effective teaching and

learning. However, education will not always take place in the comfort of a four-cornered

and well-painted air-conditioned room or in expensive institutions. Learning will happen

anywhere. Learning will take place even under the shade of a tree, on top of a mountain,

in caves, or in a place where there are those who are eager and willing to learn and with

someone who can guide them through the process of learning. With this, learning will be

possible even in makeshift classrooms or temporary learning spaces. War, typhoons,

earthquakes, lack of budget from the government, and increasing numbers of learners

are the primary reasons why makeshift classrooms exist in different places around the

world.

In the global scenario, there are different countries around the world that are

using makeshift classrooms or temporary learning spaces as a venue for learning when

the original classrooms have been damaged or destroyed (“Temporary Learning

Spaces”, 2023). First, in East Africa, students were having classes in makeshift

classrooms after Cyclone Idai destroyed over 130 schools in Mozambique (“New

Classrooms Significantly Improve Student Attendance”, 2019). In addition, the article

emphasized that the students staying in their tent classrooms find it challenging to learn

because of the sun, air, and wind as external distractions to learning. Second, in

Myanmar according to Hlaing (2020), the students in Yangon Basic Education

Department in the Education Ministry observed absenteeism from their students and

teachers because of the lack of safety in the temporary classrooms. Third, according to

Weller (2107), in Kenya, there were Somali refugees who took the courage in learning

Qur’an verses by writing them on a long wooden plank. However, students experienced
 2

the inconvenience of having no tables and chairs, and even roofs to protect them from

heat and rain in their temporary classrooms. He furthered, that in the Afghan province of

Sang Surakh which is roughly 105 miles north of Kabul, scorching heat and outside

distractions such as too much noise and heat were encountered by students who

gathered on a blanket for outdoor education. Lastly, a lack of safety, security, and an

uncomfortable learning environment were experienced by the students having classes in

a cave in the province of China, particularly in Dongzhong Cave or the Mid-Cave

Elementary School (Johndabell, 2018).

Furthermore, according to Sarwell (2018), Villa Sofia Elementary School in

Tacloban City is one of the affected schools after it was badly hit by Typhoon Yolanda

and built eight makeshift classrooms to cater to the 187 pupils in the year 2018. He

added, that it is a depressing situation that the learners and educators have to endure

due to the shortage of materials, too much exposure to sunlight, and muddy area during

rainy days. In the same way, in 2017 when the Marawi Siege left the city with total

devastation, the Marawi Sarimanok Elementary Pilot School built temporary learning

spaces to cater to students. However, the students were having difficulty with enduring

inadequate learning resources, comfortable comfort rooms, and no electricity for proper

ventilation (Garcia & Soriano, 2019).

Moreover, as an educator in the Department of Education in Maco North District

in Maco North District, Division of Davao de Oro. I have witnessed in the neighboring

schools, wherein the teachers hold their classes in makeshift classrooms without a wall

to protect students from outside distractions. And, I personally experience teaching in

makeshift classrooms since 2013 and up to the present, particularly in the gymnasium

and dilapidated hall. At first, these are just for the meantime, however, due to the

scarcity of funds both local and national, students and teachers have to use the place for

learning for a long period of time. With this, as a language teacher, it is challenging on
 3

my part how to deliver my lessons effectively in a manner that could help the students

from all the distractions and discomfort that we have encountered in having their classes

in this kind of learning environment. In fact, the space is not enough to cater to the usual

60 class size which resulted in the congestion of students which is definitely not a

healthy environment for learning.

Additionally, during my literature reading, similar studies have been undertaken.

A phenomenological study conducted by Agustin and Decano (2021) conducted on the

experiences of school heads, teachers, and learners in makeshift classrooms and the

underlying issue such as struggling how to create a conducive place for learning.

Relatively, Frances and Berame (2022) administered a qualitative-narrative approach to

the struggles of Senior High School students in Davao City in doing science-related

tasks that include the poor learning experience in a makeshift classroom. However, I

haven’t come across any study exploring the pedagogy of English classes in a makeshift

classroom. As a result, I will be keen to start my inquiry.

Thus, the conduct of this investigation is relevant and urgent since various

schools in the Philippines are using makeshift classrooms. This study will give

knowledge to the Department of Education on the pedagogy of English classes in

makeshift classrooms through the Lens of English language teachers. The shared

teaching strategies and approaches of the participants of this study will provide insight

that will be shared with other language teachers. And, as a result, the Department of

Education and its teachers may enhance and intensify the traditional practice to upgrade

the pedagogy of English classes in the Philippine educational system in the context of

using makeshift classrooms. Also, a copy of this study will be placed in the library and

subject to online publication for reference. In this manner, teachers in the field will gain a

further understanding of the topic and will be guided more on the pedagogy of English

classes in makeshift classrooms.

 4

Purpose of the Study

The purpose of this case study is to explore the pedagogy of English classes in

Makeshift Classrooms through the Lens of Language Teachers in Maco North District,

Division of Davao de Oro. This research study will aim to generate judgments that will

help and guide language teachers in the pedagogy of English classes to improve better

language teaching in makeshift classrooms.

At this stage in research, a makeshift classroom will be distinctively and

operationally defined. Makeshift is temporary and low quality but will be used because of

a sudden need. While a classroom is a room where groups of students are taught.

Therefore, a makeshift classroom is generally defined as a temporary or non-permanent

room that serves as a learning environment for learners because of immediate need and

will be used for a short period of time.

Research Questions

1. What are the teaching pedagogies in English classes for language teachers

teaching in makeshift classrooms?

2. How do language teachers plan their pedagogies in their English classes in

makeshift classrooms?

3. How do language teachers apply the pedagogies in English classes in

makeshift classrooms?

4. How do language teachers manage the challenges of teaching in makeshift

classrooms?

5. What are the reflections and realizations of language teachers teaching in

makeshift classrooms?

Theoretical Lens

This case study will anchor on the behaviorist perspective of Bandura’s Social

Learning Theory (1977) as coined by Cherry (2021) that the environmental interaction of
 5

learners through the process of reinforcement and association will affect how they learn.

Relatively, Sutton (2021) supported the claim, that learning happens through interaction

with the environment where behavior and knowledge can be improved. Social Learning

Theory according to Loveless (2022), believed in observational learning in which through

observation and imitation of other human behavior, others may learn through it.

From the perspective of this study, the interaction of the learners in the learning

environment will also be a determinant of their learning progress. In a temporary learning

space like a makeshift classroom, students may acquire learning through what they

observe from their classmates which also be helpful to them. In an environment where

space is sometimes limited and instruction may sometimes be different compared to

standard one, good interaction between the students among others will also shape them

in the best way possible.

Dewey’s Conception of an Environment for Teaching and Learning assumes that

the classroom environment fuels both teachers’ and learners’ growth. In addition, Lorina

(2022) cited Dewey’s standpoint that learners should interact with the environment in

order to adapt and learn. She furthered, that in this theory learning must provide

chances for the students to discover knowledge as they engage themselves in

purposeful activities such as solving problems. In a study conducted by Hansen (2022),

that in the perspective of this theory, teachers will not just focus solely on learning but

also on the environment in the classroom.

In the context of the study, the learning environment of the learners will have a

huge impact on their learning process. A positive learning environment will increase

students’ motivation and engagement in learning. With this, students will be more

focused and develop self-motivation and eagerness to learn which will promote

meaningful learning experiences. This will also develop a higher level of performance

and critical thinking skills among students. On the contrary, poor learning setups in
 6

makeshift classrooms will be more difficult for the students to remember facts and pay

close attention, making them feel confused and uncomfortable, and distracted. Thus, if

the learning environment is not appropriate and conducive to learning just like in

makeshift classrooms, it will be more difficult for the students to have an engaging

attitude toward the learning activities. In this manner, language teachers teaching in

makeshift classrooms will have to equip themselves with various strategies to address

both the space for learning and learners’ learning styles to make learning more efficient

and effective.

Consequently, Vygotsky’s (1962) Zone of Proximal Development, is another

theory that supports this study. It suggests that when the tasks are beyond one’s

capability, the instructions become beneficial (Mcleod, 2019). This is tantamount to the

idea that a knowledgeable individual can improve cognitive thinking by leading them

through tasks slightly above their capacity. And as the learners gain more knowledge, a

skilled person in authority will steadily stop the support until the learners become able to

accomplish the tasks on their own.

Relatively, the role of the teacher will be very crucial in the learners’ knowledge

acquisition. The teacher must have well-planned classroom instruction that will develop

the unique and various potentials of every student inside the learning space. The

teacher will prepare lessons that aim to be more effective, collaborative, and productive

for the learners. Lessons that address the different learning styles of the students as well

as in promoting a positive outlook despite the depressing situation in the makeshift

classroom. Thus, the teacher must have to teach with competence considering learners’

learning strategies which will work suitably in various classrooms, makeshift in particular.

Efficient teaching strategies will include slow and gifted learners. This is where using

diversified instruction and a well-balanced mix of teaching methods may aid learners in
 7

the learning environment, rather than those who are receptive to a specific method of

education.

Additionally, this study will be hinged on Piaget’s Cognitive Learning Theory. This

theory assumes that information is processed by people instead of only reacting to

stimuli they receive (Kaur et al., 2020). According to Singh et al. (2020), this theory is

regarded as a student-centered approach in which the students engage in discussion

and problem-based tasks given by the teacher as the facilitator. In this theory, the

teacher encourages the students to think critically by asking questions to gather and

analyze information, as well as to draw conclusions. As added by Main (2022), learners

will perform concrete and formal operations on ideas in which they will be able to follow

and understand concepts and arguments.

This theory will explain on activities that are generally student-centered and

active discovery learning. Allowing students to think beyond concepts and will start to

understand more abstract and complex ideas. In the same manner, it will allow them to

deal with hypothetical problems which will lead to formulating hypotheses, abstract

theories, and scientific reasoning. Furthermore, in English classes, these include

memorization techniques including repetition, grouping new vocabulary, summarizing

meaning, inferring meaning from context, and using imagery. All of these techniques

purposefully manipulate language to enhance learning.

Therefore, these theories will give emphasis the impact of the environment on

learning, the important role of the teacher in the learning area, the importance of active

learning, and social interaction are equally crucial in this study. Beyond any doubt, in

the concept of shaping independent individuals no matter how unfavorable makeshift

classrooms as a space for learning, there are more contributing factors such as

teachers’ pedagogy in making learning more interesting and engaging in totality.

Scope and Limitation of the Study

 8

This research study will concentrate on the pedagogy of English by language

teachers having their classes in a makeshift classroom in the Division of Davao de Oro

who are teaching language subjects in the academic year 2022-2023. This case study

will be conducted between January 2023 to April 2023 in the School Year 2022-2023 in

the schools of Davao de Oro, Philippines.

The participants in this study are only secondary English language teachers;

teachers who do not teach English as a subject or who do not have English as a major

or specialty are not eligible to participate. The total number of participants and key

informants will be exactly ten (10). There will be five (5) English teachers serve as

participants and another five (5) key informants including School Heads and Master

Teachers. Moreover, as far as the topic is concerned, this case study will focus on the

pedagogy of English in a makeshift classroom through the lens of language teachers.

Importance of the Study

The importance of this case study will rely upon the investigations it provides of

the pedagogy of English classes in makeshift classrooms through the lens of the

language teachers. The discovery of this research will be tremendously substantive to

the following:

The results of this study will serve as important inputs in guiding and proving

English language teachers with the appropriate, applicable, and best teaching

pedagogies of great help for those who are having classes in makeshift classrooms. As

a result, they can upgrade what they used to, to strengthen the process and delivery of

learning to the students.

Consequently, assisting teachers in dealing with the demands and challenges in

their teaching pedagogy while teaching in makeshift classrooms will benefit the

students, it is an advantage on their part to receive appropriate English teaching

pedagogies that are beneficial, substantial, and carefully planned for them.
 9

Furthermore, the school administrators will benefit by providing results of best

practices of pedagogy of English from the participants that are suited for the teachers

who are teaching in makeshift classrooms. More so, school administrators could provide

a series of webinars or face-to-face seminars/workshops to the language teachers which

derive from the outcome of this qualitative study to address the challenges and

academic battle of educators who provide teaching and learning instructions in makeshift

classrooms.

Similarly, the DepEd Officials will also benefit from this research study’s findings

in a manner of formulating new teaching approaches and strategies to be used in the

issue of pedagogies of English classes in makeshift classrooms.

Thus, future researchers will benefit from this study which can be used as a

source of data for their upcoming study. This will guide and assist them in locating

relevant variables; as a result, they will have suggestions for what to emphasize when

addressing reading-related studies.

Definition of Terms

The following terminology will be necessary for a better understanding of the

study and will be used to define it conceptually and operationally.

Pedagogy of English Classes. According to Marlina (2018), it is an approach

that encourages students to develop learning as well as techniques on understanding

the multi-linguistic horizon of English grammar and literary studies. In this study, the term

will pertain to the teaching method to be used by language teachers teaching in

makeshift classrooms so that the learners will enhance their knowledge and

understanding of the nature and importance of the English language.

Makeshift Classrooms. As coined by Yelnicker (2020) as temporary learning

space which will address the immediate need for the lack, scarcity, and necessity of

classrooms due to the unavailability of resources and the devastation of natural

 10

calamities. In the context of this study, it refers to temporary classrooms which will

answer the need at the present period of time.

Language teachers. According to Helling (2022), language teachers hold a

university degree and immerse learners in situational learning such as the basics of

reading, writing, and how to communicate with others, as well as in learning another

language. From the perspective of this study, language teachers are those who carefully

planned teaching strategies, vary lessons, and modify approaches to lessen the

inconvenience of the learners who are staying in makeshift classrooms.

Organization of the Study

This study will be organized and arranged in an order which can be easily

identified and comprehended by the readers. Below is the comprehensive presentation

and discussion of the organization of the study.

Chapter 1 will outline the significant issue and phenomenon under study. It will

comprise the study's objective, theoretical framework, significance, range, and

limitations. In addition, significant concepts will be operationally and technically defined,

and research questions will be posed.

Chapter 2 will present and discuss the analysis of pertinent research from the

study and linked literature to support the requirement for the phenomena. This study will

gather reviews of the literature from five-year-old journal articles, books, online pieces,

and other sources.

Chapter 3 will outline the design and technique that the upcoming study will use.

It covers the following topics: study design, the researcher's role, research subjects, data

gathering, data analysis, reliability and credibility, and ethical considerations.

Chapter 4 will provide the results from the transcript, which includes data

analysis in relation to the study questions that will be developed and given to the
 11

participants. The results will be displayed in tables with the major themes and

fundamental ideas underlined.

Chapter 5 will highlight the report by discussing the results to be extracted from

the participants’ IDIs with supporting statements from various authors. It is in this chapter

that the conclusion and its implications will be mentioned.

Chapter 2

REVIEW OF RELATED LITERATURE

This chapter will include a review of related literature based on a thorough search

of studies that are relevant to the study. It will be organized into the following headings

such as English classes in makeshift classrooms, English language pedagogies,

pedagogy in makeshift classrooms, and makeshift classrooms teaching management

English Classes in Makeshifts Classrooms

Makeshift classrooms according to Study.com (2023) will serve as a temporary

learning space to be used in the aftermath of a calamity such as a typhoon, flood,

landslide, or armed conflict in the community which will provide a temporary space and

accommodation for the students and teachers. Also, the Collins Dictionary defines

makeshift classrooms as temporary and usually of poor quality, but they are used

because there is nothing better available.

Moreover, the creation of makeshift classrooms arises from the urgent need to

provide educational opportunities when traditional school buildings are damaged or

destroyed. This will allow the students to continue their education despite the

challenging circumstances. Challenges abound in makeshift classrooms, primarily due to

the limited resources and infrastructure available. In relation, teachers will face

difficulties in adapting their pedagogical approaches to this kind of learning space. Also,
 12

the lack of proper ventilation, lighting, and seating arrangements will hinder the learning

process.

However, amidst these challenges, there are also opportunities for creativity and

innovation. Teachers and students in makeshift classrooms often find ways to make the

most of the available resources, employing innovative teaching methods and utilizing

alternative learning materials. The resilience and adaptability of both educators and

learners will lead to unexpected successes and unique learning experiences. The

students may develop problem-solving skills, resourcefulness, and resilience while

navigating the limitations of their temporary learning environment. Relatively, success in

makeshift classrooms will be measured by the ability of the teachers to maintain a

conducive learning atmosphere and achieve educational goals despite unfavorable

situations. When teachers will effectively engage students, adapt teaching strategies to

suit the makeshift setting and develop a sense of community within the classroom,

positive outcomes will be achieved.

Hence, the creation of makeshift classrooms is usually driven by the necessity to

provide education in post-disaster situations. While these classrooms present various

challenges, they will also offer opportunities for creativity. With the right strategies and

supportive environments, makeshift classrooms will be a successful learning space,

ensuring learning continues amidst facing adversities.

English classes generally will focus on the four macro skills according to Martise

(2023) such as listening, speaking, reading, and writing which will provide mastery and

promote competence. On the contrary, English classes in makeshift classrooms

according to Wilson (2019) will definitely be a challenge. This claim is supported by

Slyvestre (2020) because these types of learning environments basically have an

inadequate amount of space, poor ventilation, and lighting which will lead to

inconvenience in the teaching and learning process.

 13

Moreover, handling speakers who are not English language natives will also be

challenging for educators in an English class (Adil, 2020). Accordingly, language

teachers will have to recognize the issue or difficulty so the appropriate interventions will

be reinforced immediately. Also, a similar study was conducted by Marzulina et al.,

(2021) on the challenges of teaching English on how to improve students’ motivation,

over-crowded classes, and lack of supporting facilities, which resulted in poor learning.

They also found out that in makeshift classrooms, English classes will become

disturbed, resources are limited, and students will lose interest to participate.

Furthermore, a study conducted by Closs et al. (2021) on the learning

environment’s influence on students’ learning experience. As Hendrix (2019) coined that

learning can be impacted by a number of things, including seating, light, noise, and even

color which define the situation in temporary learning spaces. On the other hand,

positive learning environments will link to increase motivation, engagement, and general

learning ability in students. Also, it will be more challenging for students to retain

information and maintain their attention in bad learning environments, such as those that

are uncomfortable, loud, or full of distractions.

In addition, Hussain and Rizvi (2018) conducted an investigation on the effect of

Classroom Learning Environment on students' academic achievement in Mathematics at

the secondary level and discovered that the learning environment in the makeshift

classrooms, including too much loudness, will be a struggle for them to focus and

concentrate. Also, the teachers will have to assess if the noise hinders the student’s

learning process and to secure spaces that are quite safe and secure for them.

Additionally, as much as possible eliminate any distractions that can be harmful, such as

outside noise.

Additionally, handling English classes in makeshift classrooms, according to

Kabelka (2018) by having conversations during English tasks will be useful for the
 14

students to become more interactive and develop their speaking skills. Another strategy

to reinforce English classes shared by Demetros (2018) is to start making a list of

unfamiliar words or phrases which will improve one’s vocabulary. Also, Metivier (2022)

stated to find ways to have fun as the learning process goes on. This is to engage

themselves in word games like scrabble and crossword puzzles will improve their

cognitive skills.

More so, a related study was conducted by Karaduman (2021) on giving more

text comprehension and reading exercises to flourish the critical thinking of the students.

As well as, listening exercises will be given to them. Relative to this, according to

McCarthy (2018), teachers asked questions randomly so that the students will have a

chance to speak and develop their speaking skills. Relatively, English classes in

makeshift classrooms will be more productive with the use of various strategies that

enhance the potential of the learners (Abramson, 2021).

Notably, addressing struggling readers will be of equal importance according to

Parish (2020), in teaching English in makeshift classrooms. This will require a lot of

reading activities; hence, it will be very challenging for teachers to have classes in this

kind of environment (Manley, 2018). In relation to this, Bond (2021) suggests that the

earlier reading remediation will be introduced to struggling students, the better. However,

remediation that focuses solely on text-based abilities and includes practice passages

and questions may not be successful. This means, that reading will be beyond

recognizing the sounds of every letter to words and understanding the texts that will

promote comprehension (Schwartz & Sparks, 2019).

In the same manner, some students' struggles with text comprehension will be

the result of underlying problems with their basic reading abilities, (Endo, 2022).

Accordingly, each phonics ability will be introduced to all students in a systematic scope

and sequence that progresses from the basic to the most sophisticated using controlled
 15

text. Tantamount to this, Talbot (2020) stressed phonemic awareness will give students

in makeshift classrooms the chance to divide, combine, and manipulate phonemes that

will convey verbally. Students will learn word patterns and letter-sound correspondences

through decoding (Jiban, 2022). Also, it will encourage them to use this information while

segmenting and blending letter sounds to create words.

Relatively, Rashdan (2018) conducted a study in Southwest Michigan on

effective reading strategies for increasing the reading comprehension level of third-grade

students with learning disabilities. The study found that addressing struggling readers

will improve English classes in general. In addition, this will encourage students to

engage in the learning activity if they can read and comprehend the lesson very well. As

Keyser (2021) emphasized WH questions which will aid to improve the readers'

performance. The effectiveness of students' reading will be shown to be significantly

influenced by reading teachers' natures as enablers, facilitators, humanists, behaviorists,

and experts in relation to their teaching approaches (Alghonaim, 2020).

Moreover, the integration of technology in an English class will also improve

instruction (Ganimian et al., 2020). In an article by the LSU Online & Continuing

Education, discussed that technology will give teachers the instruments they require to

generate captivating learning environments and allow them obtain to cutting-edge

resources. Efficient educators are conscious enough of the pos of utilizing technology in

the learning spaces and continuously develop fresh approaches to teaching (Evan,

2021). As coined by Christensen (2019) that the use of technology in the classroom will

produce learners with competence in the 4Cs of critical thinking, collaboration,

communication, and creativity. In addition, technology-driven classrooms will be more

likely to generate students who will be proficient in all four Cs. The Grand Canyon

University in 2022 emphasizes the integration of technology will promote group work and
 16

conversation, which improves learning. Working on problems as a group will also

demand creativity and critical thinking (Stauffer, 2020).

Hence, technology will direct students to work in a competent manner. In a

related article by Walden University (2019), the integration of technology in the learning

area to aid the delivery of instructions enhance the learners. In small group discussions,

the students who are more technologically competent can help other students because

many technology-based tasks incorporate other factors, necessitating the need for

assistance from peers or the teacher (Haleem et al., 2022).

English Language Pedagogies

The teaching pedagogy according to Munna and Kalam (2021) is widely used by

teachers in addressing various intellectual and learning needs of the students. Also, it is

the act of teaching which develops and enhances every student’s capacity and

capability. In the same manner, teaching pedagogy will be used by the teachers so

proactive learning will be met despite the present state of the learning area (Dayagbil et

al., 2021). According to Clausen (2021), learners are dynamic in nature and will adjust

accordingly in an environment if well-guided. The teacher's position is more likely to be

that of a facilitator than a presenter, and if the teacher is effective in this capacity, the

students will eventually discover and develop their potential as an individual (Sword,

2020).

In relation, pedagogy in English will refer to the strategic approach which will be

carefully planned by the teachers to guide the learners toward the journey of learning

(Barton, 2019). This means a teacher’s perspective will be beyond planning the lesson

and how to deliver the instruction effectively even if the learning environment is not

conducive (Gloham, 2019). Similarly, in order to achieve optimum learning results,

 17

effective teaching entails adopting the appropriate pedagogy in a variety of

circumstances and at various times (Chatuverdi et al., 2021).

Moreover, Task-based Language Teaching (TBLT) will be considered an

effective pedagogy in makeshift classrooms. According to Willis & Willis (2018), TLBT

emphasizes the use of authentic tasks that will promote language learning through

meaningful communication. She added that it will encourage students in real-life

scenarios, and develop their language skills while addressing their immediate needs and

interests.

In addition, Cooperative Learning is another pedagogy that will suit temporary

learning spaces like makeshift. With limited resources, collaborative activities will

maximize student engagement and interaction. Research conducted by Johnson et al.

(2020) highlights the positive impact of cooperative learning on language acquisition and

the development of social skills in diverse classroom settings.

Similarly, Content and Language Integrated Learning (CLIL) has also gained

attention as effective pedagogy in makeshift classrooms. CLIL according to Coyle et al.

(2019) combines language instruction with content subjects, allowing students to acquire

language skills. This pedagogy showcases the positive impact on language

development, cognitive abilities, and student motivation.

Relatively, an article by Tomlinson (2018) discusses the importance of

Differentiated Instruction (DI) in language classrooms, promoting personalized learning

and maximizing student potential which is also applicable in makeshift classrooms. In

this pedagogy, the teacher will adapt their teaching strategies, materials, and

assessments to accommodate individual learning styles and levels.

More so, Project-Based Learning (PBL) is a pedagogy that fosters student-

centered learning in makeshift classrooms. Research conducted by Krajka et al. (2020)

emphasizes the benefits of PBL in language learning will increase student engagement,
 18

critical thinking, and language proficiency. Also, an article by Farrel (2022) discusses the

significance of reflective teaching in English classes that encourages teachers to

regularly reflect on their instructional practices and make adjustments to meet the need

of the students.

Pedagogy in Makeshift Classrooms

Pedagogy is important in a classroom environment like makeshift classrooms

according to Dixit (2022) because it requires the right approach to communicating and

interacting which will give a huge impact on the part of students learning acquisition. As

coined by Husain & Rizvi (2018), there are two components in a classroom setting. First,

is the physical component that includes the furniture, lighting, books, and chalkboard.

Second, is the human component which attributes to the students and teachers. Also,

that these components entail a kind of interaction for both the teacher and the students,

which will create a positive learning environment.

Similarly, a study conducted by Kariippanon et al (2019) on flexible learning

spaces facilitate interaction, collaboration and behavioral engagement in secondary

school referred to makeshift classrooms as flexible learning spaces. They found out that

teaching approaches in flexible learning spaces are different from traditional ones.

Wherein, the approach was student-centered and group-work-focused. In their

observations, instructions and lesson objectives were given before the start of the class.

They also discovered that the students were given so much autonomy to work

independently on their own or with groups in any space they preferred inside the

classroom.

In addition, according to Highland (2022), teachers will have to incorporate

technology in flexible learning spaces whenever necessary. Also, the efficacy of

pedagogy as stipulated by Gibau et al (2019) in their study conducted acknowledged

both the use of technology and the effect of space in the process of learning. More so, a
 19

study conducted by Marta (2019) on The Integration of Digital Devices into Learning

Spaces According to the Needs of Primary and Secondary Teachers concluded that the

use of technology required a re-arrangement of the learning space from the traditional

learning area and this will be challenging to the part of the teacher.

Moreover, project-based learning as highlighted by Starke (2019) will also help

students to acquire skills and knowledge by engaging themselves in a real and difficult

yet challenging concept. In his stance, students doing this activity will work with

complexity in finding answers to real-world problems which will let them gain significant

learning. Along with this, active-learning strategies enumerated by Kampen (2022) which

include reciprocal questions, the pause procedure, and the muddiest point will also

increase the engagement of the students in everyday lessons. As explained individually,

reciprocal questioning will allow students to ask questions on a current topic or

discussion. Then, in the pause procedure, the students will have to pause for a break at

10 to 15-minute intervals to give them time to raise questions, discuss ideas and

opinions, and solve concepts. Lastly, in the muddiest point, this will let students jot down

important lessons from the discussion that is clearer to them.

Teaching Management in Makeshift Classrooms

Appropriate classroom management as Modular (2019) described will be

allowing teachers to sustain a classroom behavior that is beneficial to others. He

furthered, teaching strategies are also essential to promote learning with minimal

distractions. According to the study investigated by Yasmin et al (2020, the stress the

pandemic inflicted on learners, disturbing their social, academic, and scheduled lives, is

a result of behavioral issues. Big changes will be particularly challenging for those who

are dealing with grief, mental health issues, or the intricate effects of poverty (Belsha,

2021). In addition, factors such as family problems, hunger due to poverty, tiredness due

to too much time spent on the use of gadgets, and unassessed behavioral conditions
 20

which need medical professionals’ assistance are common problems encountered by

teachers in any learning spaces in schools.

More so, Mai (2019) coined that teachers teaching in makeshift classrooms need

to endure other factors that contribute to the stressful environment. Such as makeshift

classrooms in most cases do not have comfort rooms, water fountains, and electricity

which are very essential to both teachers and students (Mill, 2019). Relatively, the poor

learning environment will be one of the factors why students tend to misbehave and

show a lack of interest to learn (Banks, 2020).

Relatively, teaching management according to Megawati (2020) will require the

strategic ability of the teacher to keep students behaving accordingly despite the

uncomfortable situation. More so, the teacher will make sure that focus, order, and being

academically productive throughout the teaching and learning process will be met. In the

same context, classroom management enables teachers to manage untoward student

behavior in the classroom in order to promote exceptional learning outcomes among the

students. Relatively, teachers teaching in makeshift classrooms are experiencing

difficulties in managing the students because of the poor learning environment. The

students will be congested in a learning area and will become less likely to engage

themselves in the learning process (Kirk, 2019).

In addition, teachers will need to establish rules and always have a plan as

emphasized by (Tingley, 2020) in order to handle problems inside an open learning

space like the makeshift classrooms. Also, Baker (2023) remarked that there will be an

immediate response to address inappropriate behavior immediately. Teachers will not

tolerate the misconduct of students inside the class (Terada, 2020). As a result, there

will be a smooth delivery of instruction as well as it will promote positive learning among

the students. Thus, making the classroom a safer place for everyone will be one benefit

of having strong classroom rules, Yussif (2021).

 21

Furthermore, teaching management will protect students' academic experience

from disturbances and offenses while ensuring their physical and mental safety. It will

not feel restrictive to follow rules of behavior; rather feel enlightening. Rules will help to

create a safe environment in the classroom, which every student should experience and

understand. In a makeshift classroom setting, managing students will help to create a

harmonious relationship with one another. In this manner, everyone will feel safe and

accepted, and definitely will engage themselves to learning (Martin, 2022).

Moreover, based on the study conducted by Sprick et al., (2021) that teachers

will learn useful techniques to encourage students to conduct themselves responsibly,

form good connections, manage their work, and pay attention to instruction. The study

further emphasized teachers will learn preemptive methods for setting up classrooms for

success, preventing bad behavior before it starts, emphasizing good behavior and

student abilities, and using an instructional strategy to rectify bad behavior. Establishing

regular and predictable procedures in the classroom, monitoring behavior, and providing

positive feedback will aid teachers in makeshift classrooms to ease the burden of the

untoward behavior of the students (Banks, 2020).

Furthermore, a study conducted by Cook et al., (2018) on the use of Positive

Greetings at the Door (PGD) showed that the PGD approach will be workable, logical,

and acceptable in refining students’ behavior to meet learning more effectively nature.

As supported by Terada (2019) teachers who welcomed children at the entrance will

help to create a positive tone all throughout the day. Also, academic engagement

increased by 20% while disruptive conduct decreased by 9%, adding an additional hour

of engagement to the school day (Harper, 2018).

Consequently, Tingley (2018) suggested planning learning activities clearly

considering the learning environment. Teachers inform the class of the objectives for the

day's lesson and keep everyone engaged and moving around the classroom as the
 22

lesson is being taught (Milkova, 2021). In this kind of approach, students will feel the

security of belongingness and acceptance as the lesson progress (Allen et al., 2021).

This will also promote a positive learning environment among the students (Thorn,

2020).

To summarize, addressing the pedagogy of English classes in makeshift

classrooms will be quite challenging for the teachers. This study will be motivated by a

noticeable gap in understanding how to effectively navigate the unique environment of

makeshift classrooms and overcome the internal and external distractions that hinder the

learning process. The first crucial step for teachers teaching in this kind of learning

environment is to assess the availability and determine how to encourage inclusive

learning despite the visible adversity of the temporary setting. In connection, it will be

crucial to plan appropriate and attainable teaching strategies that will not only facilitate

productive learning but also make English classes engaging and enjoyable for the

students. Lastly, this study will aim to address the issue of learner misbehavior in these

temporary learning spaces, as it is evident that the inconveniences of such environments

will contribute to behavioral challenges among students. By addressing this gap, the

study will aim to provide insights and practical recommendations to improve the

pedagogical approach in makeshift classrooms and enhance the overall learning

experience for both teachers and students.

Chapter 3

METHODOLOGY

This chapter covers the design and methodology utilized in the study. It contains

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

analysis, trustworthiness and credibility, and ethical consideration.

Research Design
 23

This study will utilize a qualitative research design. Qualitative research was

defined by, Bhandari (2020), as understanding opinions and concepts by means of

collecting non-numerical data. Moreover, the University of Texas Arlington Libraries

defined qualitative research as an in-depth understanding of a social phenomenon that

focuses on the “why” rather than the “what”. Qualitative research encompasses an array

of theoretical paradigms and a wide range of methodologies and research strategies

(Lanka et al., 2021). According to Creswell (1998), this includes case studies and

participant observations. Likewise, Bhat (2018) concluded that the main focus of

qualitative research is to obtain data through the conventional way of communication

and most likely open-ended question

In the context of my study, the qualitative design will be used to investigate the

pedagogy of English classes in makeshift classrooms through the lens of language

teachers. This is to explore, analyze, and explain the phenomena that this study aims to

investigate. Qualitative data such as interviews will be used. This will allow me as the

researcher to gain a better understanding of the research issue. Therefore, the use of

the design will help in the construction of a descriptive account of the participant’s

perspective in addressing the accurate pedagogy of the language teachers in their

English classes.

Additionally, I will utilize to carry out this study since qualitative research is

concerned with understanding the specific phenomenon to be examined through

observation and interview rather than a controlled measurement. Supported that this

study will focus on the Pedagogy of English Classes in Makeshift Classrooms through

the Lens of Language Teachers, the first-person point of view will be gathered through

an in-depth interview. The interview will be the data source to generate the pedagogy

used by the participants regarding the phenomenon to be studied. Therefore, this

research design is suitable for the study because it aims to provide a deeper
 24

understanding of the Pedagogy of English Classes in Makeshift Classrooms through the

Lens of Language Teachers.

Consequently, a case study will be the primary approach in undertaking this

study. According to Shuttleworth (2019), a case study is an in-depth study of a particular

situation. He also added that it will explore and investigate how people approach a

specific situation while suspending the preconceived assumptions of the researcher

about the phenomenon. Basically, a case study is a method of a few questions to a

small group of individuals to conduct a hypothesis (Nair, 2021). In addition, in an article,

Lohman (2022) stated the advantage of a case study, is that it can explore deeply the

root of a certain phenomenon. More so, Creswell (2013) stated that the fundamental

goal of the approach is to arrive at a description of the nature of the particular

phenomenon.

Furthermore, the main focus of this study is on English classes in makeshift

classrooms or temporary learning spaces, teaching pedagogy in English, challenges in

teaching in makeshift classrooms, and insights into language teachers teaching in

makeshift classrooms, so the case study will be suitable in conducting this inquiry. The

application of qualitative research and a case study approach in this research will enable

us to arrive at a comprehensive description of the pedagogy of English classes by the

language teachers teaching in makeshift classrooms. Thus, this research design aims to

acquire answers to its research questions to relatively meet its cause.

Likewise, a case study will be the best strategy for my research inquiry since it

will allow me to better understand the pedagogy of English classes in temporary

classrooms from the viewpoint of language teachers. As a result, this technique will help

me to collect important data and suggestions from participants, especially teachers who

currently hold their classes in this kind of learning environment to be investigated. This

rigorous approach will also support me as I organize, synthesize, and thematize my

 25

material in order to develop a central subject. I will get a better understanding of the

current condition of language teachers using their teaching pedagogies in temporary

classrooms.

Therefore, the utilization of qualitative research and a case study as the primary

approach in conducting this study will generate substantive data on the pedagogy of

English classes in makeshift classrooms through the lens of language teachers. These

will also be beneficial and substantial both to the researcher and its participants.

Research Participants

This study will utilize a purposive sampling technique to select and contact

English teachers who have first-hand knowledge of the subject to be investigated. In

order to answer the research questions in a truthful and reliable manner, purposive

sampling will be used. According to Nikolopoulo (2022), purposive sampling allows the

researcher to select participants who are willing to share their thoughts and ideas in the

study being conducted. Also, an article written by Vijayamohan (2023) enumerated the

benefits of purposive sampling such as participants being chosen based on their

knowledge of the study, allowing more accurate results, and it is suitable for smaller

samples. Further, she added that it will allow the researcher to analyze better the data

with attributes related to the topic.

One of the most important responsibilities in the study design phase will be

selecting appropriate participants because they are the ones who can best provide

details about their pedagogy in English classes in makeshift classrooms. Thus, the

participants of this case study will be five (5) junior and senior high school teachers from

three schools in Maco North District who are handling English classes in makeshift

classrooms. These language teachers are having a teaching experience in public

schools for more than a year already and immerse themselves in the pedagogy in

English classes in makeshift classrooms. Relatively, five (5) key informants composed of
 26

the School Principal I, Head Teacher I, and three master teachers will also be the source

of data in the conduct of this study. The informants will, in the same manner, have to be

equally important sources of data since they also conduct classroom observations and

are used to be observing different pedagogies utilized by the teachers in their English

classes in makeshift classrooms. These participants and key informants will be

subjected to an in-depth interview. With these, the research questions and theoretical

stances influenced the selection process.

Additionally, important traits of the target group are known as inclusion criteria,

the primary attributes of the study population will be used by the researchers to provide

an answer to the research questions. Furthermore, Pepperdine University Graduate &

Professional Schools Institutional Review Board outlined the typical inclusion criteria,

which include demographic, clinical, and geographic factors like age, gender, race,

ethnicity, marital status, educational background, language ability, line of work, level of

physical activity, and the presence of any physical, mental, or emotional conditions

(Hulley et al., 2021).

Furthermore, the following inclusion criteria will be used to select the participants

for this study: (a) participants must have at least one or more years of teaching

experience in makeshift classrooms (b) participants are all language teachers having the

position of Teacher I to III who make use of English teaching pedagogy in a poor

learning environment like in the makeshift or temporary classrooms, (c) participants must

be English teachers at the secondary level.

Role of the Researcher

The roles of the researcher as enumerated by Ulz (2022) are to chase

knowledge upon conducting studies and to find or verify information that is based on

data with the potential to benefit society or organization. Also, the researcher will be held
 27

responsible for interacting with participants through a validated questionnaire for inquiry

to collect reliable and substantial data. In this case study on the pedagogy of English

classes in makeshift classrooms, I will play various roles. I will ensure clearance from the

REC (Research Ethics Committee). I will be the IDI interviewer and recorder. At the

same time, I will the one to transcribe, translate, analyze data, and facilitate member

checking.

Moreover, before I will start the data-gathering process, I will ensure permission

and obtain clearance from the (REC) of St. Mary's College, Inc. I will also get their

endorsement and approval, respectively. Relative to this, clearance from the REC will be

the confirmation that I will have permission to pursue my study. With that, I will start on

the next phase in data gathering.

Meanwhile, during the conduct of the interview process, as an IDI interviewer, I

will be the one to take charge of planning the interviews with my participants. Ensuring

their safety at any cost, the in-depth interview will be done virtually. In relation to this,

Google Meet Link will be created and will be sent to their respective email address or in

messenger through private messages. In order for me to learn about their pedagogy in

English classes in makeshift classrooms, it will be vital role to ask questions during the

duration of the in-depth interview. With the permission of the participants also, I will

make sure that the interview will be properly recorded to avoid repetition which will cost

much of their time. In ensuring that the objectives of the interview itself will be met and to

avoid biases in general, I will set aside my personal perspective on the matter. This will

increase the credibility and validity of my study.

At the same time, I will be responsible to record for IDI, I will use the screen

recording function of the meeting application feature to record the virtual interview. I will

be responsible for the interview processes with the participants' agreement and approval

in this role. This is to guarantee that the responses of the participants will be considered
 28

with utmost respect during the data transcription procedure. Also, information and ideas

must be appropriately shared and recorded so that I will accurately record and translate

all of the participants' testimony and justifications.

Eventually, as a transcriber, I will transcribe the collected data into a written

language, and repeat the procedure numerous times to ensure accuracy and reduce

data misunderstanding. Also, I will ensure that any thoughts, opinions, or points of view

of the participants will be written accurately.

In that case, when all the data will be properly transcribed, as a translator, I will

translate the transcribed data for better understanding during the analysis. Additionally, I

will have to understand the meaning of the text before translating. Then, I will carefully

choose words appropriately so misinterpretation of the original words and thoughts from

the participants will be avoided.

In essence that all of the gathered data will be finally transcribed, as a data

analyst, I will have to make sure that the information to be obtained from the in-depth

interview will be carefully examined and categorized using thematic analysis.

Additionally, it will be my job to protect the participant’s data. I also need the help of my

thesis adviser and the panelists to make sure that the data collected will be reviewed

appropriately.

Data Sources

Data sources according to Creswell (2017) refer to the sources where the

researcher can obtain data or information. In this study, the collection of data will be

through an in-depth interview. An in-depth interview (IDI) is an interviewing technique in

which the format is conversational and the questions are open-ended which will lead to a

discovery-oriented approach (Rutledge & Hogg, 2020). IDI in this research study will
 29

aspire to examine and understand the Teaching Pedagogy in English Classes, English

Classes in Makeshift Classrooms, and Makeshift Classrooms Teaching Management of

five (5) English language teachers in their pedagogy of English classes in makeshift

classrooms. Through the course of the interview, the participants will be given ample

time to express their thoughts and not be swayed by the researcher’s viewpoints.

Relatively, secondary sources will also be used as another source of information

on the pedagogy of English classes in makeshift classrooms. According to Creswell

(2013), secondary sources tend to provide data that has been compiled and taken from

the original sources and made available for the public to serve its purpose.

In relation, this case study will use the key informants as the secondary source of

data. These informants are the School Principal, Head Teachers, and Master Teachers

who conduct class observations. Which, these informants will provide additional

information on the pedagogy of English classes in makeshift classrooms. Also, they

have observed different English pedagogies in makeshift classrooms while observing

classes of language teachers.

In the framework of this study, triangulation of data sources will also be applied.

According to Polit & Beck (2012), triangulation in research will be the utilization of

multiple sources and it will improve the credibility and validity of the research data. In

addition, Noble & Heale (2019) agreed that triangulation will help the researcher to

investigate and interpret data in order to have more equitable information.

Thus, in this study, the in-depth interview that will be administered to the

participants and key informants are the two different data sources that will be used.

These two data sources will aid in gathering enough information for the study, as well as

enhancing its validity, producing a more thorough depiction of the research problem, and

examining several points of view on it. Additionally, secondary data sources which will
 30

be the data coming from the informants will be used to supplement the aforementioned

data sources.

Data Collection Procedure

The data collection procedure of this study will anchor in Creswell (2014) on the

five steps in data gathering. This includes the setting of boundaries for the study,

collecting information through unstructured interviews, and documents, and establishing

safety protocols. As a researcher, I will ensure the validity of the research. I will make

sure that the data collection process will be done with accuracy. In addition, I will only

include related documents which will be obtained from data gathering. And the following

procedures will be done according to the conduct of this study.

I will secure the endorsement letter and approval from the Dean of the Graduate

School as well as the Research Ethics Committee of this institution. These will verify and

justify that I already have permission to pursue my studies. To ensure the accuracy of

my research questions which will be also parallel to the objective of this study, I will

submit my interview guide to the instrument validators. After this, I will seek approval

from the Division of Davao de Oro to continue the study.

In addition, I will get the participants' permission. An informed consent form (ICF),

outlining the goal of the study and key information, including the nature of each

participant, will be provided to each participant from the participating schools. The

Facebook messaging network will be used to send and receive the ICF along with the

necessary signatures. Furthermore, I will use the Zoom app to do IDI. The availability of

the interviewees will determine the interview schedule, and the time limit will not be

exceeded.

More so, before the actual interview, I will initiate a virtual orientation and

encourage the participants to secure an appropriate and comfortable place with the

absence of possible distractions. I will also re-orient them on the basic functions of
 31

Google Meet as the platform that we will be using. I will use the interview guide

throughout the process of in-depth interviews and focus group discussions. I will ensure

the interview will adhere to Creswell’s as cited by George, (2022) which reckons with

asking questions as pre-determined in order for the participants to provide specific

answers from their own perspectives. I will It is my humble task also to make the

participants feel comfortable throughout the interview.

Furthermore, in order to capture key points made by the participants and avoid

misinterpretation, the answers of the participants will also be verbatim and recorded

using Zoom's on-screen recording tool. I will ask first for the participants' consent before

starting the recording. I will further supplement the information by asking important

follow-up questions. Word-for-word transcription of the conversation will be done, and all

data to be collected will be transmitted and preserved on a computer password-

protected folder, and the actual documents will be stored in a cabinet. After the

transcription will be done, a thematic analysis will be conducted.

Data Analysis

Qualitative data analysis will determine its significance through the interpretation

and investigation of qualitative data. Since this research will focus on a qualitative-case

study, the answers from the participants will be analyzed using Braun and Clarke’s

(2006) Thematic Analysis.

Furthermore, as explained by Braune and Clarke (2006), thematic analysis is a

methodological technique to identify, discover, and dig deeper with meaningful patterns

called themes in a set of data. It will focus on meaning across a data set which will allow

the researchers to see and make to find out and make use of common or shared

meanings and situations. They further emphasize that thematic analysis will not be

concerned with finding individual interpretations of a single data item. Thematic analysis

is concerned with what is universal in the way a subject will be written or spoken about.
 32

Thus, thematic analysis is a technique to carefully identify and understand qualitative

data for more significant theoretical or conceptual issues.

There are six steps in the thematic analysis such as gathering information,

creating initial codes, searching for themes, analyzing potential themes as well as

analyzing them, and lastly publishing a report.

In this research study, I will be the one to start the thematic interpretations. These

are the ways to perform each of the steps. First, I will read the transcript to be familiar

with the data that will be gathered from the interview. Second, I will use highlighters in

order to identify codes, the same as the patterns in the data. Third, I will label the data

by categorizing them and will later change the codes into themes.

Fourth, when the patterns of the themes will appear, I will check their relevance to

the study. Also, data that are not necessary for creating possible themes will be removed

immediately. Fifth, as soon as the list of themes will be finalized, I will name and define

each of the themes to scrutinize how it will become beneficial and helpful for me to

understand better the data collected. Lastly, I will write down the answers to the

research questions through tabular and textual presentations. I will be doing all these

steps to comprehend better the purpose of my study. I will be seeking the support of my

data analyst for additional results validation.

Trustworthiness of the Study

This study will anchor on Shenton’s (2004) as coined by Pilot & Beck (2014), the

trustworthiness of the study is the degree of confidence in the data, interpretation, and

methods that will employ. Trustworthiness will reflect on the accuracy and reliability of

the study. It is indispensable in research as it will demonstrate the credibility of the

study’s findings. The four strategies for ensuring trustworthiness include credibility,

dependability, confirmability, and transferability.

 33

Credibility as defined by Pilot & Beck (2014) is the research’s measure of

assurance in the information, interpretation, and procedures used to ensure its quality. In

addition, will explore the congruency of the researcher’s description to the participants’

viewpoints (Tobin & Begley, 2004). Credibility will also examine with the veracity of the

study findings. Additionally, it will determine whether the results are accurate information

derived from participant responses and initial viewpoints. Persistent monitoring and

member checking are methods to verify the study's authenticity.

In order to address credibility, I will first employ a set of interview guide questions

that will be examined and validated and will be precise and pertinent to the study. In

order to get rich and meaningful data from the participants' responses, I will also be able

to utilize probing questions when conducting interviews with them. These questions will

help direct my participants to structure their responses. I have to incorporate probing or

follow-up questions based on their answers in order to reach data saturation.

Moreover, in-depth interviews will be used as a source of data in this study. This

data source will assist in gathering enough information for the study and improve the

study's validity, will produce a more thorough illustration of the research problem, and

look at many viewpoints on the subject.

Furthermore, iterative questioning will also be used in this case study. As coined

by Shenton (2004), iterative questioning will involve returning the previously raised

matters by the participants and extracting related data through rephrased questions. In

addition, Le (2019) further explained that iterative questioning is to include unexpected

information that surfaces during the conduct of the in-depth interview to collect valuable

inputs better.

Relatively, iterative questioning will also be a medium in the conduct of this case

study and will be used during the IDI which will allow me to clarify the responses that will

be stated by the participants and will obtain more data through re-questioning or
 34

rephrasing questions. In this manner, I will make sure the questions will be clearer for

the participants to comprehend so they could provide more accuracy and relatedness to

the study. Relatively, iterative questioning will help in ensuring the honesty of the

participants' and informants’ responses as the questions will be re-phrased and re-

directed.

Additionally, probing questions will also be applied in this study. According to Birt

(2020), probing questions are basically open-ended and it is used to promote critical

thinking. He further explained that it is designed to allow the participants to go deeper

with their thoughts and feelings. In addition, McPheat (2022) also stresses that probing

questions tend to ask more detail on a particular subject, often follow-up questions and it

aims to clarify things.

In the same manner, probing questions will be of great help in taking a wider

perspective on a certain topic from the participants. It will allow the researcher also to

ask simple to complex questions just to come up with rich data. Probing questions will

definitely encourage more meaningful, valuable, deep, and comprehensive responses

from the participants.

Furthermore, data analysis and interpretation will be raised with the help of

experts in the field, however, the entirety of the presentations will be done solely by the

researcher. The researcher of this study obtained a bachelor’s degree in Secondary

Education major in English. Through the help of her adviser, the researcher of this study

will undergo a series of revisions of her work. Hence, this study will adhere to the norms

and ethical considerations set by the SMCTI Research Ethics Committee (REC).

In this study, a description of the researcher’s background, qualifications,

competence, and experience will be specified. The researcher herself is the one listed

on the title page. The researcher will be liable for everything to be written in this paper.
 35

Thus, the researcher’s expertise will contribute to designing the study’s objectives as

well as its conceptualization.

To ensure credibility, I will thoroughly check that all the data to be gathered on

the conduct of the study will be correct. In doing so, I will conduct a member checking as

described by Shenton (2004) asking the participants to take part in reading the

conversation transcripts with which they will be involved. He furthered, to address better

the credibility of this study, will have to examine previous research findings to establish

the compatibility of this research with other previous studies.

In addition, a discussion will be held with the in-depth interview participants to

confirm the interpretation. The researcher will have to provide acquired data from the

participants for confirmation. And, to establish member checking, I will allow the

participants and the informants to review and verify the transcripts. Also, I will send a

copy of the transcription to each of the participants via e-mail for them to read, review,

and check its accuracy.

More so, ensuring honesty in participants when giving data is necessary in

obtaining a credible study. This means that they are genuine and are willing to

participate and share their truthful information in this case study. The participants will be

encouraged to give honest, and direct answers to the questions. Also, I will ensure that

the participants will be genuinely willing to participate in the study by securing first

informed consent to obtain an honest answer. Most importantly, the participants have

the right to withdraw from the study at any time and for any reason.

Dependability. is intended to take the place of dependability, which calls for the

same results to be produced while carrying out identical investigations, according to

Lincoln and Guba (1985). The study procedure and the end outcome must also be

consistent.
 36

In order to achieve data saturation, overlapping techniques including in-depth

interviews will be utilized to address dependability in this study. An in-depth interview

(IDI) is a non-standard or semi-structured oral interview in which researchers ask the

recruited respondents questions and encourage them to provide insightful responses.

IDI in general consists of open-ended questions. An in-depth interview will be useful for

gathering accurate information. Additionally, according to Taylor & Taylor (2020), the

questions will be made to encourage participation and thorough answers from the

participants.

Confirmability. According to Lincoln and Guba (1989), when confirmability is

established, credibility, transferability, and dependability will be obtained. People need to

understand how and why decisions were taken, Koch (1994) suggested that indicators

such as the explanations for theoretical, methodological, and analytical choices be

incorporated throughout the entire study by the researcher.

Furthermore, I will ensure that the conclusions to be gathered are the results of

the main investigation and not the researcher's prejudices. Also, I will show how the

information acquired and analyzed throughout the course of the study will help to shape

the suggestions. As a result, raw data including papers, written field notes, and audio

recordings are to be reviewed and reevaluated.

In this study, an audit trail will be utilized to address confirmability. The creation

of a research audit trail is a method that has been suggested by a number of authors as

a means of demonstrating the reliability of the qualitative investigation. As defined by

Carcary (2020), the audit trail provides a helpful contribution in terms of advancing

concepts and establishing a supporting checklist for maintaining the accuracy and

integrity of conceptual, technical, and operational techniques in qualitative research.

In addition, an audit trail outlines the creation of an audit trail for an empirical

qualitative investigation with an interpretive evaluation at its core. I will use the audit trail
 37

to detail how will I convert individual codes into themes and why certain codes are to be

grouped together to form the core of a theme. The audit trail will explain to the

participants how particular study decisions are to be made. Additionally, I want to

demonstrate to the participants that I made reasonable decisions based on their

comments rather than my own biases and prejudices.

Transferability As coined by Lincoln and Guba (1985), transferability refers to

the extent to which a set of findings from this case study can be used in theory, practice,

or future research. They further emphasized that it is how the qualitative researcher

demonstrates that the findings of the research study are applicable to other contexts. In

this instance, ‘other contexts’ refers to comparable circumstances, populations, and

events. Similarly, M. K (2020) also reiterated that transferability is the degree to which

the results of qualitative research may be extrapolated or applied to various

circumstances or environments.

To guarantee transferability, there will be a comprehensive description approach

to be offered. It has to do with the researcher's responsibility to understand and

describe social action or behavior in a certain setting (Ponterotto, 2006). As stated by

Denzin (1989), a thick description does more than record what a person is doing. It

transcends simple facts and outward appearances. Detail, context, emotion, and the

networks of social ties that bind people together are all shown.

Furthermore, Gilbert Ryle (1949) introduced the concept of thick description by

comparing it to ‘thin description. It takes more than just gathering pertinent information to

create a thorough explanation. By writing down the conditions, meanings, intentions,

strategies, motivations, and other characteristics that distinguish a specific episode, one

might actually start to comprehend social behavior rather than simply thickly describing

it. Rather than being heavy with detail per se, description has an interpretive quality

(Schwandt, 2001).
 38

In this study, a thorough explanation of the inquiry of the experiences of the

English teachers in relation to the study's environment will be used to provide a thick

description, and the research data that will be collected from the participants will be

discussed and fully described. In addition, thick description creates a vivid image of the

people and groups within the framework of their culture and environment (Holloway,

1997).

Moreover, the data from the participants or information coming from them will be

managed with complete anonymity and absolute privacy through the use of discrete

coding. In none of the research study's reports, presentations, or papers the identities of

the participants will be used. All study data and information will be encrypted and saved

in a file folder on a laptop or computer with a password.

Ethical Consideration

Ethical consideration in the article written by Bhandari (2021), she defined a set

of guidelines when gathering data from the participants that abide by ethical principles is

important. Also, Mazumdar (2020) added the importance of ethical consideration in

research which will uphold morality and guide the researcher in conducting the study to

guarantee the participants that misconduct will be observed strictly.

To establish ethical considerations in this study, this will be reviewed thoroughly

by the Research Ethical Committee of St. Mary’s College, Inc. This study will also go

through rigorous validation from the SMCT-REC respectively. Moreover, I will make sure

that before conducting this study, informed consent will be sent through the participant’s

email address so that they will be informed about the objective as well as the scope of

this study. Similarly, the participant’s consent will be considered with the utmost respect.

Their privacy will be kept and ensured with confidentiality.

Furthermore, this case study will adhere to the guidelines set by the National

Ethical Guidelines (2017) on online data gathering. Which will include the ten (10)
 39

elements of Research Ethics such us social value; informed consent; vulnerability of the

research participants; risks, benefits, and safety; privacy and confidentiality of

information; justice; transparency; qualification of the researcher; adequacy of facilities;

and community involvement. Also, it is important to follow these ethical principles in

order to protect the dignity, rights, and welfare of the research participants during the

conduct of this research.

Social Value. This study will aim to enhance awareness and

understanding of the pedagogy of English classes in makeshift classrooms, specifically

focusing on the perspective of language teachers in Maco North District. By examining

the current practices and challenges faced by these teachers, this research will provide

valuable insights into the pedagogical approaches employed in such unique educational

settings. The result of this study will not only equip teachers with a deeper

comprehension of the pedagogy involved but will also serve as a motivation for

developing effective interventions in the future. Ultimately, the findings will clarify

potential strategies to enhance the quality of English language instruction in makeshift

classrooms, thereby improving the overall educational experience for students in these

settings.

In line with this, this study will focus on the need the address the pedagogical

approaches used by teachers teaching in makeshift classrooms. By conducting this

research, will be able to devise practical strategies that effectively tackle these

pedagogies. Additionally, the findings of this study will greatly benefit school heads,

empowering them to develop comprehensive plans to alleviate the burdens faced by

teachers in makeshift classrooms. Through carefully planning seminars and workshops,

school heads will equip teachers with the necessary skills and knowledge to navigate

these unique teaching environments successfully. Also, the impact of this research will

extend beyond the immediate stakeholders, as it raises awareness among all relevant
 40

parties about the need to support teachers and school administrators in sourcing funds

for improving makeshift classrooms in the future. Importantly, by highlighting the

importance of investing in these learning spaces, this study will encourage and motivate

stakeholders to collaborate in creating a better educational environment that will foster

optimal teaching and learning experiences for both educators and students.

Hence, the dissemination plan for this study will prioritize maximizing social value

by ensuring that the research findings will reach and benefit a wide range of

stakeholders. First, I will secure a copy of this study to be given to the Maco North

District to provide school administrators with a systematic basis for creating activities,

seminars, and workshops to improve the pedagogies of English teachers who are

teaching in makeshift classrooms.

Relatively, academic conferences will be targeted to share the study’s insights

with the scholarly community, fostering dialogue and advancing knowledge in the field of

education. In addition, collaboration with local education authorities will be done to

convey the study findings as being attainable and convenient. Also, to ensure broader

accessibility, a summary of the findings will be translated into formal language and

disseminated through educational websites and reliable social media platforms.

Furthermore, workshops and seminars will be organized for teachers, school

heads, and stakeholders to raise awareness and facilitate the application of the

recommendations of the study. Finally, engaging with community organizations and

NGOs will allow for advocacy efforts in aiming and securing resources and support to

improve the quality of makeshift classrooms. Thus, by employing a multifaceted

dissemination approach, this plan will aim to maximize the social value of the research

by reaching diverse audiences and improving a tangible positive change in the

educational practice and teaching pedagogies.

 41

Informed Consent. The participants of this study will be asked voluntarily for

their full consent through informed consent. The researcher will ensure that the

participants will not be harmed in any way possible during the conduct of the study. The

researcher will emphasize not coercing the participants’ involvement and this is

voluntary. The participants have all the freedom to decline, and leave and are subject

not to answer any questions that they find uncomfortable. Prior to the conduct of this

study, an informed consent (ICF) will be sent to the participants which will give them

enough time to think and decide whether to participate or not. If the participants wish not

to take part in this study, they can return the ICF through email or inform the researcher

through a call or send an SMS, or email.

In this study, the utmost importance will be observed in obtaining the informed

consent form from the participants, ensuring their voluntary participation. As the

researcher, I will make every effort to prevent any harm to the participants throughout

the entire study. I will clearly emphasize that participation is entirely voluntary, and there

will be no coercion or pressure to take part. In addition, the participants will have the

freedom to decline participation, leave the social media platform, and choose not to

answer any questions that they find uncomfortable. Prior to the conduct, an informed

consent (ICF) will be sent to the participants which will give them enough time to think

and decide whether to participate or not. If the participants wish not to take part in this

study, they can return the ICF through email or inform the researcher through a call or

send an SMS, or email. Respecting the autonomy and rights of the participants will be a

top priority, and all measures will be taken to ensure their comfort, safety, and freedom

of choice throughout the study.

In addition, I will include the whole description of the study, including both risks

and advantages, as part of the consent. Also, the study's goal, purpose, methods for

research studies, voluntary involvement, and alternate possibilities and significance will
 42

be mentioned. The researcher will also discuss the privacy and confidentiality

statements, which will include the researcher's and the participants' signatures. Most

importantly, it will be the researcher’s task to clearly explain to the participants to have a

clearer understanding that this study is in the qualitative phase which includes an in-

depth interview. And the most convenient and comfortable place which is favorable for

the participants will also be considered.

Furthermore, the participation of the participants in this case study will have great

significance for several reasons. First, their involvement will contribute to the generation

of valuable knowledge and insights as they provide essential data for analysis. By

actively engaging in the study, the participants become essential contributors to the

advancement of the scientific understanding of this study. Second, their participation

allows for the exploration and identification of important patterns and themes that might

not have been recognized without their input. Third, involving participants will foster a

sense of empowerment, as they have their pedagogical practices shared. More so, the

involvement of the participants will ensure the research findings are to be grounded in

real-world contexts, making the data results more applicable and relevant. Lastly, the

participation of the participants will be essential in creating meaningful data outcomes

that will directly benefit the participants themselves and the wider community.

Vulnerability of Research Participants. To ensure that the objective of this

study will be observed, I will seek permission from the responsible individuals first so as

not to violate any prescribed parameters. Moreover, the researcher will consider the

vulnerability of the participants, therefore their consent and willingness to participate in

this study or not will be coming from their decisions and should be respected. The

participants will always have the freedom to decline to participate if they tend not to.

Relatively, the researcher will guarantee the confidentiality of the participant’s identity

which will be protected in the most secure way possible.

 43

Relatively, in the conduct of this case study, it is crucial to assess and address

the vulnerability of the participants. This is to ensure that the participants are to be

protected from potential harm, exploitation, or coercion in any possibilities. I will ask

permission from the responsible authorities; I will demonstrate a commitment to obtain

the necessary approval and ensure compliance with ethical guidelines. In this manner, it

will help to protect vulnerable individuals from potential harm and ensure that this case

study will be conducted within appropriate boundaries. In addition, respecting the

autonomy of the participants is another vital aspect to consider in this study. I will

emphasize that the participants have the freedom to decline their participation as I have

to recognize their right to make voluntary decisions toward their involvement in this

study. I will have to ensure that the participants will not be coerced or pressured into

participating against their will.

Moreover, confidentiality is essential for protecting the privacy of the participants.

In that case, I will guarantee to securely handle their personal information and to ensure

that their identities are not disclosed or linked to their responses. Also, ensuring

confidentiality will foster trust between my participants and me, which will encourage

openness and honest engagement in this case study. Therefore, through addressing

vulnerability, respecting autonomy, and safeguarding confidentiality, I will demonstrate

commitment to conducting this study that will uphold the well-being and rights of the

participants.

Risks, Benefits, and Safety. Risk will refer to the chance that people or society

as a whole could be harmed in some way, whether it is physically, emotionally,

economically, legally, or socially. In conducting the in-depth interviews, the researcher

will fully disclose to the participants the nature of the research and explain thoroughly

and properly the purpose and benefits of the study as well as the confidentiality of their

response. The participants will freely ask questions that are related to the study.
 44

Additionally, in order to eliminate risks among the participants, will definitely need

the researcher’s genuine commitment. The researcher will avoid putting every

participant at risk; thus, the former identity should be kept confidential. At all costs, the

participants must be protected and with anonymity. Also, to attain the full safety of the

participants, health protocols will be done accordingly if not to eliminate however reduce

the possibility of harm to them.

Relatively, the best facility to conduct the study during this time of pandemic will

be the online platform. Since it is the most convenient for participants to participate in the

study while being aware of the threat posed by COVID-19, the online platform Google

Meet will be used in this study's data collection. The interviews will also be private and

confidential because only those having the special meeting link or code will access the

aforementioned online platform. The intended participants will make sure to be the only

ones on the platform during the interview.

Moreover, in compliance with the health protocol in the new normal and to

prevent direct contact with the participants, so online platforms will be used. In addition,

participants may be at risk that they may feel threatened and uncomfortable speaking on

camera and online. Thus, the researcher will emphasize and humbly explain to them that

their identity will be kept with the utmost confidentiality. This will ensure that the

participants may feel comfortable before conducting the study.

Hence, when conducting a case study, it is essential to consider both direct and

indirect benefits that the participants may experience. Direct benefits will include access

to new knowledge or information or personalized feedback or recommendations. These

immediate advantages will provide the participants with tangible rewards for

involvement, enhancing their motivation and engagement. On the other hand, indirect

benefits will include contributing to professional advancements, gaining a sense of

personal satisfaction, and future collaboration with fellow participants and researchers.
 45

Also, it will foster a sense of community empowerment, and personal growth among the

participants. Thus, ensuring these measures will enhance participants’ satisfaction,

encourage long-term engagement, and generate a positive impact that will extend

beyond the duration of the study.

Privacy and Confidentiality of Information. I will make sure that this study will

adhere to the Republic Act No. 10173 or the Data Privacy Act of 2012 (DPA).

Adherence to the Data Privacy Act of 2012, the main objective of this is to secure all

types of information. It is intended for the natural and legal handling of personal data. I

will ensure that the participants will understand the primary objectives of data collection

in general. Consequently, the privacy of all data that will be collected will be saved on a

computer with a password. The collected data will be kept electronically. I will send the

data to her personal email which can be retrieved anytime if needed. The transcribed

data coming from the in-depth interview will be securely placed in a cabinet.

In addition, according to Principe (2023), in order to uphold privacy and

confidentiality, I will have to ensure these important measures in conducting this study.

First, I will provide clear information in terms of the purpose of my study and the process

of collecting data from the participants. Also, the participant will obtain informed consent

that will allow them to decline anytime they will feel uncomfortable. Second, I will ensure

that all data to be collected will be stored in a safe location, encrypted in a computer-

based file, and secure methods before and during data collection such as password-

protected surveys and participant screening.

Hence, when the research will be concluded, all collected data will be kept for

three (3) years before destroying it securely to avoid unauthorized use, access, or

disclosure to the general public, as well as when required by law. Also, this is to ensure

that all information collected from the participants will be destroyed in order to maintain

its confidentiality. And it will be safely disposed of after three years to avoid fabrication.
 46

Justice. Barrow & Khandhar (2019) cited Belmont Report which states that

justice pertains to participants’ right to fair treatment and right to privacy. In addition, the

right to fair treatment also relates to researchers treating those who decline to participate

in a study fairly without any prejudice.

To ensure justice, and in order to prevent any form of discrimination, participants

will be selected using pre-established inclusion criteria that are pertinent to the study.

While conducting the interview, no money will be spent by the participants. Instead, as a

gesture of appreciation for their contribution as a crucial component of the study. Also,

the participants will be assured that their testimonies will be helpful as an inspiration to

teachers who are teaching English classes in makeshift classrooms.

Moreover, the participants of this case study will be shown appreciation for their

valuable contribution, acknowledging their importance as essential in this research. This

will be through tokens of appreciation just to ensure that the participants will feel that

they are valued and recognized for their time and insights. In addition, the participants

will be assured that their pedagogies will be helpful as inspirations to teachers who are

teaching English classes in makeshift classrooms. In that case, this will create a sense

of purpose and impact for the participants, by assuring them that what they will be

shared will be utilized to benefit others in the education field and to encourage more to

share their expertise more openly and honestly.

Furthermore, ensuring fair treatment of the participants is crucial in this study.

And to promote fairness, several measures will be implemented. Firstly, transparency

will be prioritized throughout the process. Clear and concise communication in terms of

the objectives, procedures, and potential risks is important. The participants will be

informed about their rights, including their ability to withdraw at any time without

consequence. Additionally, consent will be obtained in a voluntary and informed manner,

ensuring the participants will understand the implications of their involvement. Secondly,
 47

equal opportunity will be provided to all participants by avoiding any form of

discrimination or biased based on factors such as race, gender, age, or socio-economic

status. Also, it is important to plan protocols and procedures that are inclusive and

concern of the diversity of the participants. In relation, an effort will be made to

accommodate individual needs as well as incorporate fair treatment and enhance the

overall integrity and validity of the engagement.

Thus, in order to ensure fair and equitable determinants in the selection of

participants, several provisions will be done. Firstly, a transparent and inclusive selection

process will be established, clearly stating the criteria and qualifications required for

participation. These criteria should be relevant and objective, ensuring that teachers who

are teaching English classes in makeshift classrooms either in junior or senior high

school will have an equal opportunity to be considered as one of the participants. Finally,

an effort will be made to promote diversity and inclusion.

Transparency. According to Moravcsik, (2020), it refers to the ethical obligation

of the researcher by the virtue of honesty. The researcher will explain in a proper

manner the approach of the study being used. The necessary documents that will

support the analysis of data will also be included. In this manner, the participants’

welfare will be protected. In addition, the researcher will implement the study’s method

properly to protect the participants. Also, the study’s findings and salient information as

well as the description of the extent of the study will be discussed with them.

Furthermore, the study's findings will be disclosed and shared with the

participants. The participants in the study will also have access to the results as they are

being conducted. They are welcome to contact the researcher to discuss the study's

progress in the Graduate School office. The participants will also be made aware that no

organization is funding or sponsoring the current study.

 48

Moreover, to ensure the accessibility and dissemination of research findings,

several measures will be implemented. Firstly, the results should be compiled in a

comprehensive and easily understandable format, utilizing clear language and concise

summaries. This will enable a wider audience, including non-experts, to grasp the key

insights and implications of the research. In relation, open-access publishing should be

prioritized, making the findings freely available to the public online and without any

subscription. Additionally, to reach diverse audiences, collaborations with teachers,

school administrators, and DepEd officials will be encouraged, facilitating the translation

of research into attainable recommendations. Finally, active engagement on social

media platforms to reach a broad and inclusive audience.

Hence, ensuring transparency in a case study is essential. In order to ensure

transparency, a clear and detailed informed consent form (ICF) will be sent to the

participants, stating the purpose, methodology, and potential risks and benefits of the

study as well as their rights and privacy. Also, constant communication via call, SMS

messaging, or email updates will be done to keep participants have an update on the

progress of the research or any changes to the procedures. Relatively, the participants

will have access to the study findings in which they will be participating to promote

transparency and accountability.

Qualification of the Researcher. As a researcher, I hold a bachelor’s degree in

secondary education major in English, and possess a valid teaching license. With over a

decade of experience handling classes in makeshift classrooms, I am qualified to

conduct this case study on the pedagogy of English classes in such environments. In

2013, I began teaching at my current station in the Department of Education, where I

managed classes in two makeshift classrooms, a temporarily converted canteen, and a

social hall as alternative learning spaces. Presently, our school continues to conduct

classes in a nursery-turned-makeshift classroom, utilizing the gymnasium to

 49

accommodate two classes, and making use of the school canteen. Additionally, my role

as a researcher will acquaint me with the necessary procedures and factors to be

involved in collecting data for this study.

Furthermore, I am confident to conduct this case study with the guidance and

expertise of my thesis adviser, who holds a doctorate degree, which attests to the

advanced knowledge and competence in this study. With her extensive academic

background, she will contribute a wealth of experience in research methodologies and

publication processes. Her status as a doctorate holder will demonstrate a high level of

proficiency in conducting research, and providing guidance throughout the thesis writing

process. More so, her familiarity with the requirements and standards of academic

publishing ensures that the study adheres to enhance credibility and potential for

contribution to the success of this research.

Adequacy of Facilities. In the conduct of this study, accessibility and availability

of the required facilities will be made available. For further readings and references to

reinforce and expand the analysis and interpretation of the data acquired, library and

internet resources are accessible. There will also be equipment like audio recorders and

cameras available. To assist the researcher in carrying out the study and disseminating

findings, a group of experts will be identified who will offer insightful comments and

suggestions.

Moreover, assessing the adequacy of the facilities for data gathering is also

significant in the conduct of this study. As such, identifying the specific modalities that

will effectively support the process. One such modality that has gained significant

prominence is Google Meet. With its versatile and user-friendly features, Google Meet

offers a convenient platform for conducting virtual meetings, interviews, and surveys,

thereby facilitating efficient data collection. Its seamless integration with various devices,
 50

including smartphones, tablets, and computers, will ensure accessibility for a wide range

of participants. Furthermore, the robust audio and video capabilities of Google Meet

along with screen sharing and chat functions will enable effective communication and

collaboration during the data collection sessions. By leveraging Google Meet,

researchers can enhance the accessibility, convenience, and overall quality of data

gathering, contributing to more comprehensive and insightful research outcomes.

Community Involvement. In this study, I will be determined to uphold the

community's respect, particularly the language teachers in the public secondary school

institutions in Maco North District, by recognizing their participation in the study. All

planned events must have the approval of the teachers, principals, and DepEd

superintendents. By presenting local and international research, the researcher is also

devoted to engaging the academic community, stakeholders, and beneficiaries in

whatever findings are the result of the investigation. Community involvement should be

prioritized in setting the study agenda, choosing the right approach to employ in the

material, and utilizing the results or findings. It is intended that doing this will make the

early actions, including intervention plans and methods for widespread dissemination,

relevant to the result of the study.

Moreover, this research study will aim to encourage and reach engagement with

both local and possible international academic communities and stakeholders. Also, this

research will aim to make a substantial impact on the language teachers and the

community as a whole. By recognizing their expertise, facilitating collaboration, and

actively involving them in the research process, I can generate outcomes that will

contribute to their professional growth. Through this participatory approach, I will seek to

create a study that will empower the English language teachers teaching in makeshift
 51

classrooms and will provide them with valuable insights to enhance teaching practices,

student outcomes, and overall educational development.

REFERENCES

Abramson, A. (2021). Capturing the benefits of remote learning. Apa.org;

American Psychological Association.

https://www.apa.org/monitor/2021/09/cover-remote-learning

Adil, M. (2020). 10+ Problems Faced By Teachers In Teaching English Language. Adil

Blogger. https://adilblogger.com/problems-faced-teachers-teaching-english-

language/

Agustin, H., & Decano, R. (2021). A phenomenological study on the experiences of

school heads, teachers and learners on a makeshift classroom: accounts on

benefits, dra (h. Agustin & R. Decano, eds.) [review of a phenomenological study

on the experiences. EPRA International Journal of Environmental Economics,

Commerce and Educational Management. https://doi.org/10.36713/epra8868

‌Alghonaim, A. S. (2020). Impact of Related Activities on Reading Comprehension of EFL

Allen, K.-A., Slaten, C. D., Arslan, G., Roffey, S., Craig, H., & Vella-Brodrick, D. A.

(2021). School Belonging: The Importance of Student and Teacher

Relationships. The Palgrave Handbook of Positive Education, 525–550.

https://doi.org/10.1007/978-3-030-64537-3_21

Alper, C. (2018). Embracing Inquiry-Based Instruction. Edutopia.

https://www.edutopia.org/article/embracing-inquiry-based-instruction/
 52

Baker, J. (2023). 30 Best Classroom Management Strategies for Better Engagement.

Splash Learn. Https://Www.splashlearn.com/Blog/Best-Classroom-Management-

Strategies-For-Better-Engagement/.

Banks, A. (2020). Finding the Root Causes of Classroom Misbehavior. Insights to

Behavior. https://insightstobehavior.com/blog/children-misbehave-finding-root-

classroom-misbehavior/

‌Banks, A. (2020). Special Education Classroom Behavior Management Strategies for

K12. Insights to Behavior. https://insightstobehavior.com/blog/special-education-

classroom-behavior-management-strategies-k12/#:~:text=Establishing%20a

%20positive%20learning%20environment

Barrow, J. M., & Khandhar, P. B. (2019). Research Ethics. Nih.gov; StatPearls

Publishing. https://www.ncbi.nlm.nih.gov/books/NBK459281/

Barton, T. (2019). Pedagogy in Education - Serve Learn. Serve Learn.

https://servelearn.co/blog/pedagogyeducation/#:~:text=Pedagogy%20in%20educ

Belsha, K. (2021). Students are struggling with behavior. Here’s how schools are

responding. Chalkbeat. https://www.chalkbeat.org/2021/9/27/22691601/student-

behavior-stress-trauma-return

Bhandari, P. (2021). A guide to ethical considerations in research. Scribbr.

https://www.scribbr.com/methodology/research-ethics/#:~:text=considerations

%20in%20research%3F-

Bhandari, P. (2022, January 3). A beginner’s guide to triangulation in research. Scribbr;

Scribbr. https://www.scribbr.com/methodology/triangulation/

Bhat, A. (2018). Qualitative Research: Definition, Types, Methods and Examples.

QuestionPro. https://www.questionpro.com/blog/qualitative-research-methods/

Birt, J. (2020). Probing Questions: Definition, Comparisons and Examples [Review

of Probing Questions: Definition, Comparisons and Examples]. Indeed.

 53

Https://Www.indeed.com/Career-Advice/Career-Development/Probing-

Questions.

Blagrove, K. (2020). The Importance Of Task-Based Language Learning. ELearning

Industry. https://elearningindustry.com/importance-of-task-based-language-

learning

Blaskó, Z., Costa, P. da, & Schnepf, S. V. (2022). Learning Losses and Educational

Inequalities in Europe: Mapping the potential consequences of the COVID-19

crisis. Journal of European Social Policy, 095892872210916.

https://doi.org/10.1177/09589287221091687

Bond, B. (2021). Early Reading: Screening, Diagnosis, And Prevention [Review of Early

Reading: Screening, Diagnosis, And Prevention]. Alber Shanker Institute.

Https://Www.shankerinstitute.org/Blog/Early-Reading-Screening-Diagnosis-And-

Prevention.

Brau, B. (2020). Constructivism. In edtechbooks.org. EdTech Books.

https://edtechbooks.org/studentguide/constructivism#:~:text=Jean%20Piaget

Braun, V., Clarke, V. (2014). Thematic analysis. In: Teo, T. (ed.) Encyclopedia of Critical

Psychology, pp.1947–1952. Springer, New York

Cabual, R. A. (2021). Learning Styles and Preferred Learning Modalities in the New

Normal. OALib, 08(04), 1–14. https://doi.org/10.4236/oalib.1107305

Capul, G. S. (2019). Effectiveness of Pedagogical Approaches in Teaching English

Utilized by the Intermediate Teachers in District IV, Division of Batangas

City. Ascendens Asia Journal of Multidisciplinary Research Abstracts, 3(2D).

https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/9254
 54

Carcary, M. (2020). The Research Audit Trail: Methodological Guidance for Application

in Practice. Electronic Journal of Business Research Methods, 18(2).

https://doi.org/10.34190/jbrm.18.2.008

Chatuverdi, S., Purohit, S., & Verma, M. (2021). Effective Teaching Practices for

Success During COVID 19 Pandemic: Towards Phygital Learning [Review

of Effective Teaching Practices for Success During COVID 19 Pandemic:

Towards Phygital Learning]. Fontier Educational Psychology 6-2021

Chave, B. (2021). Students Stuck in Makeshift classrooms After Timeline Blowout on

Lucindale school upgrades. Australian Broadcasting Corporation.

Https://Www.abc.net.au/News/2021-05-10/School-Upgrade-Delay-Lucindale-

Students-Makeshift-Classrooms/100127686.

‌ Chen, F., & Abdullah, R. B. (2022). Teacher Cognition and Practice of Educational

Equity in English as a Foreign Language Teaching. Frontiers in Psychology, 13.

https://doi.org/10.3389/fpsyg.2022.820042

Cherry, K. (2021). How Social Learning Theory Works. Verywell Mind.

https://www.verywellmind.com/social-learning-theory-2795074

Chester, C., & Relleve, O. (2019). Values education pedagogy for z learners. De La

Salle University.

Https://www.dlsud.edu.ph/coed/ncvre/docs/2019/drchesterrelleve-

pedagogygenz.pdf

Chou, E. (2018). 7 Learning Styles: An ESL Teaching Strategy That Works. FluentU

English Educator Blog. https://www.fluentu.com/blog/educator-english/esl-

teaching-strategies-styles/

Christensen, D. (2019). Why do we need technology integration in education? -

Classcraft Blog. Resource Hub for Schools and Districts.

 55

https://www.classcraft.com/blog/why-do-we-need-technology-integration-in-

education/

Clausen, D. (2021). What English Language Teachers Can Teach IR about Pedagogy.

E-International Relations. https://www.e-ir.info/2021/05/09/what-english-

language-teachers-can-teach-ir-about-pedagogy/

Closs, L., Mahat, M., & Imms, W. (2021). Learning environments’ influence on students’

learning experience in an Australian Faculty of Business and

Economics. Learning Environments Research. https://doi.org/10.1007/s10984-

021-09361-2

Cook, C. R., Fiat, A., Larson, M., Daikos, C., Slemrod, T., Holland, E. A., Thayer, A. J., &

Renshaw, T. (2018). Positive Greetings at the Door: Evaluation of a Low-Cost,

High-Yield Proactive Classroom Management Strategy. Journal of Positive

Behavior Interventions, 20(3), 149–159.

https://doi.org/10.1177/1098300717753831

Creswell, J. (2013). Qualitative inquiry & research design: Choosing among five

approaches (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc.

Creswell, J. (2014). Research design: Qualitative, quantitative, and mixed methods

approaches (4th ed.). Thousand Oaks, CA: Sage Publishing, Inc.

Cuffari, B. (2021). How has COVID-19 Affected Students? News-Medical.net.

https://www.news-medical.net/health/How-has-COVID-19-Affected-

Students.aspx

Curell, J. (2020). Paulo Freire: the pioneer of critical pedagogy [Review of Paulo Freire:

the pioneer of critical pedagogy]. Math No Problem.

https://mathsnoproblem.com/blog/teaching-practice/paulo-freire-pioneer-of-

critical-pedagogy
 56

‌ Daygbil, F., Palompon, D., Olvido, M. M., & Garcia, L. (2021). Teaching and Learning

Continuity Amid and Beyond the Pandemic [Review of Teaching and Learning

Continuity Amid and Beyond the Pandemic]. Frontier Education, 6.

https://doi.org/10.3389/feduc.2021.678692

Demetros, C. (2018). Context Clues: 5 Fun Activities to Boost Vocabulary Development.

Lexia Learning. https://www.lexialearning.com/blog/context-clues-5-fun-activities-

boost-vocabulary-development

Dixit, V. (2022). Importance of Pedagogy in Education and Learning. Academia ERP.

https://www.academiaerp.com/blog/importance-of-pedagogy-in-education-and-

learning/

‌Duta, N. (2020). Students and Teachers in the Digital Society to Debate Important

Innovations to Change the Paradigm. Analyzing Paradigms Used in Education

and Educational Psychology. https://www.igi-global.com/chapter/students-and-

teachers-in-the-digital-society-to-debate-important-innovations-to-change-the-

paradigm/245921

Endo, D. A. (2022). Reading Intervention Strategies for Struggling Readers.

HMHCO.com. https://www.hmhco.com/blog/reading-intervention-strategies-for-

struggling-readers

‌ Evans, D. (2021). How to use technology to help teachers be better and to make life

better for teachers. Blogs.worldbank.org.

https://blogs.worldbank.org/education/how-use-technology-help-teachers-be-

better-and-make-life-better-teachers

Fairbanks, B. (2021). 5 Educational Learning Theories and How to Apply Them | UOPX.

University of Phoenix. https://www.phoenix.edu/blog/educational-learning-

theories.html#:~:text=There%20are%20five%20primary%20educational
 57

‌ ‌ Ferlazzo, L. (2020). The Roles of Memorization in Teaching & Learning. Education

Week. https://www.edweek.org/teaching-learning/opinion-the-roles-of-

memorization-in-teaching-learning/2020/07

Fernandez, M. (2020). Issues and Challenges of English Language Teacher-Trainees’

Teaching Practicum Performance: Looking Back and Going Forward. Journal :

Language Education and Acquisition Research Network Journal, 13(2).

https://files.eric.ed.gov/fulltext/EJ1258795.pdf

Frances, J., & Berame. (2022). IJAMS 68 Struggles of Senior High School Students in

Doing Science-related Tasks. INTERNATIONAL JOURNAL of ADVANCED

MULTIDISCIPLINARY STUDIES, II, 2799-0664. https://www.ijams-bbp.net/wp-

content/uploads/2022/05/IJAMS-MAY-68-80.pdf

Ganimian, A. J., Vegas, E., & Hess, F. M. (2020). Realizing the promise: How can

education technology improve learning for all? Brookings.edu

https://www.brookings.edu/essay/realizing-the-promise-how-can-education-

technology-improve-learning-for-all/

Garcia, & Soriano. (2019). Beyond makeshift classrooms (Danielle Garcia & Alithea

soriano, Eds.) [Review of Beyond makeshift classrooms].‌

George, T. (2022). Semi-Structured Interview | Definition, Guide & Examples. Scribbr.

https://www.scribbr.com/methodology/semi-structured-interview/#:~:text=A

%20semi%2Dstructured%20interview%20is

Gholam, A. (2019). Inquiry-Based Learning: Student Teachers’ Challenges and

‌Gibau, G. S., Kissel, F., & Labode, M. (2019). Starting with the Space: Integrating

Learning Spaces and Technologies. Journal of Teaching and Learning with

Technology, 8(1), 17–32. https://doi.org/10.14434/jotlt.v8i1.2674

 58

Gill, E. (2020). Teaching Styles: Different Teaching Methods & Strategies | Resilient

Educator. ResilientEducator.com. https://resilienteducator.com/classroom-

resources/5-types-of-classroom-teaching-styles/

Gritzali, M., Papadatou-Pastou, M., & Barrable, A. (2018). The Learning Styles

Educational Neuromyth: Lack of Agreement Between Teachers’ Judgments, Self-

Assessment, and Students’ Intelligence [Review of The Learning Styles

Educational Neuromyth: Lack of Agreement Between Teachers’ Judgments, Self-

Assessment, and Students’ Intelligence]. Frontiers in Education, 3.

https://doi,org/10.3389/feduc.2018,00105

‌Haleem, Prof. A., Javaid, D. M., Qadri, P. M. A., & Suman, D. R. (2022). Understanding

the role of digital technologies in education: A review. Sustainable Operations

and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004

Hargraves, V. (2021). Piaget’s theory of education. THE EDUCATION HUB.

https://theeducationhub.org.nz/piagets-theory-of-education/#:~:text=Piaget

%20suggested%20the%20teacher

Harper, A. (2018). New study suggests that greeting students with a positive message

yields benefits [Review of New study suggests that greeting students with a

positive message yields benefits]. K-12 Drive.

Https://Www.k12dive.com/News/New-Study-Suggests-That-Greeting-Students-

With-a-Positive-Message-Yields-Be/532359/.

Helling, B. (2022). Language Teacher [Review of Language Teacher].

Hendrix, E. (2019). HOW YOUR SURROUNDINGS AFFECT THE WAY YOU

STUDY [Review of HOW YOUR SURROUNDINGS AFFECT THE WAY YOU

STUDY]. UCAS Blog. Https://Www.ucas.com/Connect/Blogs/How-Your-

Surroundings-Affect-Way-You-S
 59

Herodotou, C., Sharples, M., Gaved, M., Kukulska-Hulme, A., Rienties, B., Scanlon, E.,

& Whitelock, D. (2019). Innovative Pedagogies of the Future: An Evidence-Based

Selection [Review of Innovative Pedagogies of the Future: An Evidence-Based

Selection]. Frontier 4, 2019. https://doi.org/10.3389/feduc.2019.00113

https://doi.org/10.5539/elt.v13n4p15

Highland, S. A. (2022). Designing Flexible, Multiuse Learning Spaces: Five Keys to

Success. Schoolyard Blog | Teacher Resources | School Specialty.

https://blog.schoolspecialty.com/designing-flexible-multiuse-learning-spaces-five-

keys-to-success

Hulley, S. B., Cummings, S. R., Browner, W. S., Grady, D., Hearst, N., & Newman, T. B.

(2001). Designing clinical research: an epidemiologic approach. In Designing

clinical research: an epidemiologic approach (pp. 336-336).

Hussain, R., & Rizvi, A. (2018). Effect of Classroom Learning Environment on Students’

Academic Achievement in Mathematics at Secondary Level. Bulletin of

Education and Research, 40(2), 207–218.

https://files.eric.ed.gov/fulltext/EJ1209817.pdf

İlçin, N., Tomruk, M., Yeşilyaprak, S. S., Karadibak, D., & Savcı, S. (2018). The

relationship between learning styles and academic performance in TURKISH

physiotherapy students. BMC Medical Education, 18(1).

https://doi.org/10.1186/s12909-018-1400-2

Ismail, S. A. A., & Al Allaq, K. (2019). The Nature of Cooperative Learning and

Differentiated Instruction Practices in English Classes. SAGE Open, 9(2),

215824401985645. https://doi.org/10.1177/2158244019856450

‌ Jiban, C. (2022). What the science of reading tells us about how to teach decoding—

including phonics [Review of What the science of reading tells us about how to

teach decoding—including phonics]. Nwea.org Blog

 60

Https://Www.nwea.org/Blog/2022/What-The-Science-of-Reading-Tells-Us-About-

How-To-Teach-Decoding-Including-Phonics/.

Johndabell. (2018). Schools Of The World: Mid-Cave Primary School. John Dabell. John

Dabell every day is a School Day. https://johndabell.com/2018/08/04/schools-of-

the-world-7/

Kabelka, L. (2018). 7 Ways to Quickly Improve Your English Language Skills. Top

Universities. https://www.topuniversities.com/student-info/studying-abroad/7-

ways-quickly-improve-your-english-language-skills

‌Kampen, M. (2022). 36 Teaching Strategies to Try in 2021. prodigygame.com.

https://www.prodigygame.com/main-en/blog/teaching-strategies/

Kariippanon, K. E., Cliff, D. P., Lancaster, S. J., Okely, A. D., & Parrish, A.-M. (2019).

Flexible learning spaces facilitate interaction, collaboration and behavioural

engagement in secondary school. PLOS ONE, 14(10), e0223607.

https://doi.org/10.1371/journal.pone.0223607

Kaur, C., Singh, S., Ongb, T., Mohani, T., Mohtarc, T., Singh, T., Singhd, M., Nor, A., &

Mostafa. (2020). Quality Teachers of the 21st Century: An Overview of Theories

and Practice. International Journal of Innovation, Creativity and Change.

Www.ijicc.net, 13(1), 2020.

https://www.ijicc.net/images/vol_13/13160_Mostafa_2020_E1_R.pdf

Kawasaki, J. (2021). What Is Task-Based Learning? A Guide to the Popular Teaching

Method. BridgeUniverse - TEFL Blog, News, Tips & Resources.

https://bridge.edu/tefl/blog/what-is-task-based-learning/

‌Keyser, A. (2021). Why is Reading Important? | Worksheetcloud.com.

https://www.worksheetcloud.com/blog/why-is-reading-important/
 61

Kim, S., Raza, M., & Seidman, E. (2019). Improving 21st-century teaching skills: The key

to effective 21st-century learners. Research in Comparative and International

Education, 14(1), 99–117. https://doi.org/10.1177/1745499919829214

Kirk, K. (2019). Self-Efficacy. Affective Domain. Carleton College NAGTWorkshop.

https://serc.carleton.edu/NAGTWorkshops/affective/efficacy.html

Kurt, D. S. (2020). Robert Gagné’s Taxonomy of Learning. Educational Technology.

https://educationaltechnology.net/robert-gagnes-taxonomy-of-learning/

#:~:text=Gagne%20classified%20learning%20outcomes%20into

Kurt, S. (2020). Social Learning Theory: Albert Bandura. Educational Technology.

https://educationaltechnology.net/social-learning-theory-albert-bandura/

‌Lathan, J. (2018). Teaching to Every Student’s Unique Learning Style. University of San

Diego. https://onlinedegrees.sandiego.edu/teaching-to-every-students-unique-

learning-style/

Le, N. (2019, May 28). The case for iteration in qualitative research design.

Medium.com. https://medium.com/idinsight-blog/the-case-for-iteration-in-

qualitative-research-design-e07ed1314756

Llego, M. A. (2022). How to Address Different Learning Styles in the Classroom.

TeacherPH. https://www.teacherph.com/address-different-learning-styles-

classroom/

Lohman, L. (2022). Case Study Design: Examples, Steps, Advantages &

Disadvantages. Study.com. https://study.com/learn/lesson/case-study-

design.html

Lorina. (2022). John Dewey’s Theory - Aussie Childcare Network.

Aussiechildcarenetwork.com.au. https://aussiechildcarenetwork.com.au/articles/
 62

Loveless, B. (2022). Bandura’s Social Learning Theory in Education - Education Corner.

Education Corner© - Online Education, Colleges & K12 Education Guide.

https://www.educationcorner.com/social-learning-theory/

Mai, N. (2019). Teachers Struggle to Adjust to Portable Classrooms [Review

of Teachers Struggle to Adjust to Portable Classrooms]. Lhsbudget.com.

Https://Lhsbudget.com/Archive/2019/09/09/Teachers-Struggle-To-Adjust-To-

Portable-Classrooms/.

Main, P. (2022). Jean Piagets theory of Cognitive Development. Www.structural-

Learning.com. https://www.structural-learning.com/post/jean-piagets-theory-of-

cognitive-development-and-active-classrooms

‌ Manley, B. (2018). 5 COMMON CLASSROOM CHALLENGES YOU SHOULD NEVER

IGNORE [Review of 5 COMMON CLASSROOM CHALLENGES YOU SHOULD

NEVER IGNORE]. Yougora Blog. Https://Blog.youragora.com/5-Common-

Classroom-Challenges-You-Should-Never-Ignore.

‌ Marta, L. (2019). The Integration of Digital Devices into Learning Spaces According to

the Needs of Primary and Secondary Teachers. TEM Journal, 8(4), 1351–1358.

https://doi.org/10.18421/TEM84-36

‌ Martise, E. (2023). Four Macro Skills of Communication [Review of Four Macro Skills of

Communication]. The Classroom. Https://Www.theclassroom.com/Four-Macro-

Skills-Communication-8313176.Html.

Marzulina, L., Harto, K., Erlina, D., Holandyah, M., Desvitasari, D., Arnilawati, A.,

Fridiyanto, F., & Mukminin, A. (2021). Challenges in Teaching English for EFL

Learners at Pesantren: Teachers’ Voices. Theory and Practice in Language

Studies, 11(12), 1581–1589. https://doi.org/10.17507/tpls.1112.10

 63

Matera, B., & Traver, J. (2020). Five principles for supporting struggling learners.

Teacher Magazine. https://www.teachermagazine.com/au_en/articles/five-

principles-for-supporting-struggling-learners

Mazumdar, M. (2022). Ethical considerations in research every author should know |

Ethical Considerations in Conducting Research – Researcher.Life.

McCarthy, J. (2018). DIFFERENTIATED INSTRUCTION Extending the Silence [Review

of DIFFERENTIATED INSTRUCTION Extending the Silence]. International

Education Journal, 7(7), 935-947. https://files.eric.ed.gov/fulltext/EJ854351.pdf

Mcleod, S. (2019). The zone of proximal development and scaffolding. Simply

Psychology. https://www.simplypsychology.org/Zone-of-Proximal-

Development.html

McPheat, S. (2022). 100 Sales Probing Questions to Truly Understand Your Prospects’

Pain [Review of 100 Sales Probing Questions to Truly Understand Your

Prospects’ Pain].Blog.hubspot.com.

Https://Blog.hubspot.com/Sales/SalesQuestions#:~:Text

Megawati, I. (2020). Teacher’s Strategies of Managing Classroom and Students’

Response: A Case Study. Ilkogretim Online - Elementary Education Online; 19

(2): pp. 20-33 https://doi.org/10.17051/ilkonline.2020.02.103

‌Metivier, A. (2022). 13 Powerful Cognitive Activities For Adults To Sharpen Your

Brain [Review of 13 Powerful Cognitive Activities For Adults To Sharpen Your

Brain]. Magnetic Memory Method.com.

Https://Www.magneticmemorymethod.com/Cognitive-Activities-For-Adults/.

Milkova, S. (2021). Strategies for Effective Lesson Planning | CRLT. Crlt.umich.edu.

https://crlt.umich.edu/gsis/p2_5
 64

Mill, K. (2019). Conducive Environment for Learning: The Part of a Classroom. Teach

InCtrl. https://teachinctrl.org/classroom-its-role-in-a-conducive-learning-

environment/#:~:text=Having%20a%20comfortable%20physical%20space

Moravcsik, A. (2020). Relational Coding: Enhancing the Transparency. SAGE Research

Methods Foundations. https://doi.org/10.4135/9781526421036

Munna, A., & Kalam, A. (2021). Teaching and learning process to enhance teaching

effectiveness: a literature review. International Journal of Humanities and

Innovation (IJHI), 4(1), 1–4. https://files.eric.ed.gov/fulltext/ED610428.pdf

Nair, K. (2021). Case Study Research: Methods and Designs. Harappa.education.

https://harappa.education/harappa-diaries/case-study-method/#heading_1

Nappi, M. M. L., Nappi, V., & Souza, J. C. (2019). Multi-criteria decision model for the

selection and location of temporary shelters in disaster management. Journal of

International Humanitarian Action, 4(1). https://doi.org/10.1186/s41018-019-

0061-z

Niu, J., & Liu, Y. (2022). The Construction of English Smart Classroom Teaching Mode

Based on Deep Learning. Computational Intelligence and Neuroscience, 2022,

1–13. https://doi.org/10.1155/2022/9037010

Noble, H., & Heale, R. (2019). Triangulation in Research, with Examples. Evidence

Based Nursing, 22(3), 67–68. https://doi.org/10.1136/ebnurs-2019-103145

Parish, N. (2020). 5 Ways to Support Students Who Struggle With Reading

Comprehension [Review of 5 Ways to Support Students Who Struggle With

Reading Comprehension]. Edutopia.org. Https://Www.edutopia.org/Article/5-

Ways-Support-Students-Who-Struggle-Reading-Comprehension/.

Pawlak, M., Kruk, M., Zawodniak, J., & Pasikowski, S. (2020). Investigating factors

responsible for boredom in English classes: The case of advanced

learners. System, 91, 102259. https://doi.org/10.1016/j.system.2020.102259

 65

Perceptions. Journal of Inquiry & Action in Education, 10(2), 2019.

https://files.eric.ed.gov/fulltext/EJ1241559.pdf

Persaud, C. (2019). Pedagogy: What Educators Need to Know | Top Hat. Top Hat.

https://tophat.com/blog/pedagogy/

Perspective. Routledge.

Polit, D. and Beck, C. (2012) Data Collection in Quantitative Research. In Polit, D. and

Beck, C., Eds. Nursing Research, Generating and Assessing Evidence for

Nursing Practice, 9th Edition, Wolters Kluwer Health/Lippincott Williams &

Wilkins, Philadelphia. - References - Scientific Research Publishing. , 293-327.

https://www.scirp.org/(S(czeh2tfqyw2orz553k1w0r45))/reference/ReferencesPap

ers.aspx?ReferenceID=1616412

Polit, D.F., & Beck, C.T. (2014). Essentials of nursing research: Appraising evidence for

nursing practice (8th ed.). Philadelphia, PA: Wolters Kluwer/Lippincott Williams &

Wilkins.

‌ Principe, L. (2023). Keep Respondents Safe: Maintaining Privacy, Anonymity, and

Confidentiality in Research. https://insights.civicommrs.com/maintaining-privacy-

anonymity-confidentiality-in-research

‌ Rashdan, N. (2018). Effective Reading Strategies for Increasing the Reading

Comprehension Level of Third-Grade Students with Learning Disabilities.

ScholarWorks. https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article

Ray, N., & Lacanilao, J. (2022). Attitudinal Readiness of Grade 7 Teachers and Learners

Towards Online Distance Learning During COVID-19 Pandemic. The URSP

Research Journal |, VIII(1).

 66

http://www.urs.edu.ph/wp-content/uploads/publications/the-ursp-research-

journal/current-issue/Vol-8/2-Mesa-Lacalinao.pdf

Rutledge, P. B., & Hogg, J. L. C. (2020). In‐Depth Interviews. The International

Encyclopedia of Media Psychology, 1–7.

https://doi.org/10.1002/9781119011071.iemp0019

Sarwell, M. (2018). Makeshift classrooms greet Tacloban relocation learners (M.

Sarwell, Ed.) [Review of Makeshift classrooms greet Tacloban relocation

learners]. Philippine News Agency. https://www.pna.gov.ph/articles/1037425

Schwartz, S., & Sparks, S. D. (2019). How Do Kids Learn to Read? What the Science

Says. Education Week. https://www.edweek.org/teaching-learning/how-do-kids-

learn-to-read-what-the-science-says/2019/10

Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research

projects. Education for Information, 22(2), 63–75.

https://www.researchgate.net/publication/228708239_Strategies_for_Ensuring_T

rustworthiness_in_Qualitative_Research_Projects

Shuttleworth, M. (2019). Case Study Research Design - How to conduct a Case Study.

Explorable.com. https://explorable.com/case-study-research-design

Singh, C. K. S., Singh, T. S. S., Ja’afar, H., Tek, O. E., Kaur, H., Moastafa, N. A., &

Yunus, M.

Sprick, J., Sprick, R., Edwards, J., & Coughlin, C. (2021). CHAMPS: A Proactive &

Positive Approach to Classroom Management. Third Edition. Safe & Civil

Schools. In ERIC. Ancora Publishing. https://eric.ed.gov/?id=ED615489

‌Starke, K. (2019). Teaching Strategies Used in Today’s Classroom. Graduate Programs

for Educators. https://www.graduateprogram.org/2019/08/teaching-strategies-

used-in-todays-classroom/Students. English-Language-Teaching, 13(4),15.

 67

Stauffer, B. (2020). What Are the 4 C’s of 21st Century Skills? aeseducation.com.

https://www.aeseducation.com/blog/four-cs-21st-century-skills

‌Study.com. (2023). https://homework.study.com/explanation/what-is-a-temporary-

learning-space.html#:~:text=Answer%20and%20Explanation%3A

Sutton, J. (2021). What Is Bandura’s Social Learning Theory? 3 Examples.

PositivePsychology.com. https://positivepsychology.com/social-learning-theory-

bandura/#theory

Suzanne Capek Tingley. (2018). Effective Classroom Management Strategies to

Achieve Your Daily Goals. Hey Teach!

https://www.wgu.edu/heyteach/article/effective-classroom-management-

strategies-to-achieve-your-daily-goals1809.html

‌ Sword, R. (2020). Communication in the Classroom | Skills for Teachers. The Hub |

High Speed Training. https://www.highspeedtraining.co.uk/hub/communication-

skills-for-teachers/

Sylvestre, N. (2020). Physical Learning Environment and Teaching Practices: The Case

of Grand’Anse Schools. Scienceetbiencommun.pressbooks.pub.

https://scienceetbiencommun.pressbooks.pub/handicaphaitienglish/chapter/

physical-learning-environment-and-teaching-practices-the-case-of-grandanse-

schools/

Talbot, C. (2020). Phonemic Awareness | Importance & Teaching Strategies. The Hub |

High Speed Training. https://www.highspeedtraining.co.uk/hub/phonemic-

awareness-teaching-strategies/

Terada, Y. (2019). 8 Proactive Classroom Management Tips [Review of 8 Proactive

Classroom Management Tips]. Edutopia.org. Https://Www.edutopia.org/Article/8-

Proactive-Classroom-Management-Tips/.
 68

Terada, Y. (2020). 7 Classroom Management Mistakes—and the Research on How to

Fix Them [Review of 7 Classroom Management Mistakes—and the Research on

How to Fix Them]. Edutopia. Org. Https://Www.edutopia.org/Article/7-Classroom-

Management-Mistakes-And-Research-How-Fix-Them/.

‌ Thorn, C. (2020). 6 tips for teachers: creating a positive learning environment. World of

Better Learning | Cambridge University Press.

https://www.cambridge.org/elt/blog/2020/09/02/6-tips-for-teachers-creating-a-

positive-learning-environment/

Tingley, S. C. (2020, April 27). 7 Habits of Highly Effective Classroom Management. Hey

Teach! https://www.wgu.edu/heyteach/article/7-habits-highly-effective-classroom-

management2004.html

Tobin, G. A., & Begley, C. M. (2004). Methodological rigour within a qualitative

framework. Journal of Advanced Nursing, 48, 388–396. doi:10.1111/j.1365-

2648.2004.03207.x

Udenka, A. F. (2021). Instructional time and effective teaching: The Classroom Practices

of Private Primary School Teachers Participating in Lesson Observation Lagos,

Nigeria Papers.com.https://papers.ssrn.com/sol3/papers.cfm?abstract_id=37879

Ulz, J. (2022, July 6). Roles and Responsibilities of a Researcher - Researcher.life. Blog

- Researcher.Life. https://researcher.life/blog/article/roles-and-responsibilities-of-

a-researcher/

Vijayamohan, P. (2023). Purposive Sampling 101: Definition, Types, And

Examples [Review of Purposive Sampling 101: Definition, Types, And

Examples]. SurveySparrow.com.

Https://Surveysparrow.com/Blog/PurposiveSampling
 69

Wahome, C. (2022). What Is Operant Conditioning? WebMD.

https://www.webmd.com/mental-health/what-is-operant-conditioning

‌Willis, J., & Willis, D. (2018). Tasked-Based Language Teaching: A situated

Wilson, D. (2019). Exploring a teacher’s facilitation of a collaborative story writing unit

using Google Docs in a culturally and linguistically diverse high school English

class. Dspace.library.uvic.ca. http://dspace.library.uvic.ca/handle/1828/11124

Wu, S.-Y. (2021). How Teachers Conduct Online Teaching During the COVID-19

Pandemic: A Case Study of Taiwan [Review of How Teachers Conduct Online

Teaching During the COVID-19 Pandemic: A Case Study of Taiwan].

Frontier.org.

Https://Www.frontiersin.org/Articles/10.3389/Feduc.2021.675434/Full.

Yasmin, H., Khalil, S., & Mazhar, R. (2020). Covid 19: Stress Management among

Students and its Impact on Their Effective Learning. International Technology

and Education Journal, 4(2). https://files.eric.ed.gov/fulltext/EJ1286695.pdf

Yelnicker, L. (2022). Quick Guide to Modular Classrooms - Elite Modular.

https://elitemodular.net/blog/modular-classrooms/

Yussif. (2021). How Important Are Classroom Rules? - Classroom Management Expert.

Classroommanagementexpert.com.

https://classroommanagementexpert.com/blog