Practices, Challenges and Coping Strategies of The Elementary Science Teachers

Volume 8, Issue 1, January – 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
Practices, Challenges and Coping Strategies

of the Elementary Science Teachers
Liezel Visitacion Patadilla-Naquines, Dr. Gloria E. Bandala
College of Teacher Education, Mindanao State University-Lanao del Norte Agricultural College,
Ramain, Sultan Naga Dimaporo, Lanao del Norte, 9223, Philippines
Abstract:- This study aimed to identify the practices, Teaching and learning Science in the 21st century is
challenges encountered and coping strategies of the facing great issue. According to Young and Garcia (2020),
elementary Science teachers during this pandemic. This Science Technology Engineering and Mathematics
study used descriptive -survey design with qualitative educators across the country have shared challenges and
support in gathering the data. There were sixty-one experiences in teaching during COVID-19 crisis. Apart from
purposely chosen teachers that served as respondents of that struggle, pressure of the teachers to teach in multiple
the study. The socio-demographic profile of the modes, there was also a need for them to consider the
respondents, practices in teaching elementary Science, different circumstances that every pupil faced in their homes
and challenges encountered as well as their coping and in their families (Tria, 2020).
strategies were gathered through a survey using Google
forms sent via messenger apps to the principals of Sultan In the Philippines, while government and health
Naga Dimaporo, Lanao del Norte. PSPP software and officials are doing their best in slowing down the outbreak,
MS 365 were used to analyze the data. The practices the education system are collaboratively responding to
were identified based on monitoring and assessment, provide quality education during these difficult times.
designing learner centered-activities, knowledge Furthermore, one of the biggest challenges in Science
construction and finding and implementing ways to Education of today is managing the capacity to produce
extend students’ knowledge and skills. Instructional Science learning that meets all the learning needs. The
materials, parental support, classroom management, endeavor to create a wide variety of effective teaching and
pupils’ motivation, pupils’ cognitive ability and learning learning in Science in these trying times needs to be
environment were the classified challenges encountered addressed.
by the teachers. Results revealed that monitoring and
assessment, designing learner-centered activities and According to DOST-SEI (2022), on the “Framework
finding and implementing ways to extend students’ for Philippine Science Teacher Education” effective Science
knowledge and skills were found to be highly practiced teachers are expected to have professional practices to
by the respondents. Meanwhile, pupils’ cognitive ability achieve quality learning outcomes. To meet this, it is
was considered as the highly encountered challenge by essential to revisit and better understand what the Science
the teachers in teaching elementary Science. To cope teachers were doing to make learners learn Science better.
with the challenges, teachers employed the following Nonetheless, Science education curriculum during the
pandemic has challenged the best of teachers. Yet, they still
strategies: time management, communication, being
optimistic and self-motivated, thinking of alternative manage to be creative and resourceful. Designing creative
plans, and adapting to new trends, strategies, and digital learning experiences using technology to enhance
approaches in delivering the lesson. A proposed action remote agreement and elevating the teaching and learning
plan was also presented in the study. Effective and process with the involvement of the families at home were
efficient communication among parents and colleagues, some of the innovations made by the teachers to sustain the
managing time appropriately and embracing the teaching and learning process amidst the current situation.
changes will help them adjust in the new normal Moreover, Lee, Newton, and Glass (2021) pointed out that
education system. teaching elementary science in “normal times” is
challenging due to issues involving teacher preparation,
Keywords:- Socio-demographic profile, practices, limited access to materials and lack of administrative
challenges encountered, teaching Science. support due to emphasis on tested subjects, and how much
more in the new learning environment.
I. INTRODUCTION
Hence, it is evident that there are struggles associated
The status of Science Education in the Philippines is at with teaching and learning Science among the elementary
an important crossroads. As the first decade of the 21st school teachers during this pandemic. Thus, it is in these
century ends, we are faced with enormous scientific reasons that makes the researcher interested to conduct this
challenges that everybody will have to confront. Some of study.
these issues include the global climate change and the
expanding pandemic which leads to world hunger and
poverty, economic crisis, and the closure of the traditional
face-to face classes. Whereas the need for scientific
advances is at its peak, learning about Science in school is
facing critical challenges.
IJISRT23JAN948 www.ijisrt.com 2359

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Specifically, this determined the practices and different learning situations as part of their success in
challenges encountered by the elementary Science teachers learning Science.
in continuing their endeavor to produce highly competent  Uses a wide variety of strategies consistent with learning
learners. Accordingly, elementary schools are considered as goals to monitor and assess students’ learning and to
the foundation of learning concepts, creativity and critical provide effective feedback. The principles of individual
thinking which are necessary in developing scientifically difference encourage each teacher to create a wide variety
engaged individual. of strategies in teaching, monitoring and assessment of
students learning performance. Assessment is an integral
A. Practices in teaching Elementary Science part of the teaching process. In this practice, teachers’
The effectiveness and efficiency of a Science teacher ability on developing assessment tools that is coherent
rooted mainly on their ability on how they understand the with the goals of Science learning experiences.
subject matter, their ways of teaching Science and their
attitude towards their teaching profession. It is interesting to B. Challenges in teaching Science
note, that a truly motivated Science teacher is not only Science is an exciting world. A world without Science is
engaged on the knowledge aspect but also make meaningful a world without all the convenience and comfort we enjoy
ways to connect the topics being discussed to the daily today. Science helps in the development of the advancement
experiences of the learners. and success of a country. Nonetheless, despite all of this,
there are still many constraints facing Science education in
One of the standards on the qualities of an effective the Philippines. According to Kaptan and Timurlenk (2012),
Science teacher includes their professional practices. As the main problems include insufficient teacher’s salary and
mentioned by DOST SEI (2011), professional practices lack of professional growth, students motivation and
outlines what teachers are expected to do to achieve the interests, in learning Science, achievement gaps between
learning outcomes-the objective of science education as well Science and Mathematics, inadequate classroom resources,
as working with learners, colleagues, parents, and other large class size and intensive curriculum but insufficient
stakeholders in the community. The following were the time allocation for learning. Aldarayaseh (2020) noted that
professional practices of an effective teacher: the main challenge that science teachers face in online
 Designs sound science teaching and learning experiences learning environments is that this mode makes the science
suitable for the needs and interests of varied learners. teacher miss the hands-on activity and experiential learning.
This practice includes designing activities and learning This result is consistent with Landicho (2021), which
experiences that suits for the learner interests and needs. It showed that the shift to online delivery of lesson did not
also aims in making children learn Science by doing support the teaching and learning process for it leads to the
Science through meaningful learning experiences. absence of laboratory activities, field visits, and other off-
 Creates and maintains a learner-centered, emotionally campus engagements (e.g., tours). He further added that this
supportive, and physically safe learning environment. One decreased social interactions among learners and teachers.
of the teaching approaches of the K to 12 Curriculum is
learner centered. This is based on the idea that the choice Additionally, in the study of Dunlosky (2024), cited in
of teaching method and technique has learner as a primary Sadera et. al. (2020), explains the great effects of the
consideration. Moreover, this also includes teachers’ learning environment’s condition to students learning.
ability to make an environment that observes fairness, Accordingly, it greatly affects the student’s skills and
fosters positive relationships between teachers and attitude towards learning by either improving or lessening
students, and encouraging parental and community it.
involvement.
 Engages students in scientific investigations to be able to Anderman and Sinatra (2012) emphasized that
generate, construct and test knowledge and evaluate challenges in the Science education include the
evidence. Science is evidence-based. It deals with the unavailability of classroom resources, appropriate textbooks
observable, the verifiable and empirical data. It only and the preparation and training of science teachers,
accepts true based on what has been positively and religious and political opposition to cutting-edge science
empirically proven true. This practice deals with how instruction, the requirement to meet standard and to
teachers create a scientifically-engage learners. formulate students for standardized examinations, and the
 Finds and implements ways to extend students’ dramatically increasing information using the internet as a
understanding of the ideas and concepts being learned. source. Based on this problem, it is important to note that
This includes the ability of the teacher to show connection teachers need to recognize and build upon the knowledge
and coherence between the information they acquired and and skills of the pupils, while at the same time making sure
their daily life experiences. Contextualizing teaching that teaching Science should be done in a meaningful way.
includes extending learning beyond classroom limits into DOST-SEI (2011), identified some challenges in teaching
real world. Science which includes insufficient number of qualified
teachers, incongruency of teaching assignments with
 Builds students’ confidence and capacity to use scientific
teachers’ educational background, predominance of teacher-
knowledge and processes to make informed decisions.
Scientific knowledge focuses not only on academic centered classrooms and teaching practices, lack of quality
achievement, but it must also help students understand the textbooks, and congruency of the philosophy of science
effects of their current decisions on the future directions education at the basic education level is not clearly defined
and reflected in the teacher education curriculum.
of Science and Technology. A teacher exposes students to

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Science education as of today is consistently seen as Science framework. Moreover, the competencies teachers
abstract and does not relate to the real-life situation of the need to possess naturally differ in this paradigm and it
learners. Therefore, it is a challenge for the teachers, becomes necessary to train teachers and teacher candidates
administrators, and other stakeholders to strengthened in line with this understanding. The purpose of this study is
Science education in the Philippines. Hence, Science to evaluate the practices and challenges encountered of the
education is needed for the citizenship. It is important to teachers in the implementation of science curriculum in the
note that Science is designed to develop the curiosity of elementary level.
young people about the natural world around them and help
them acquire a broad appreciation of the important ideas and Thus, this study examined the practices and challenges
explanatory frameworks of science and how scientific in teaching elementary Science among the selected public
enquiry works (Kaptan and Timurlenk, 2012). schools in Sultan Naga Dimaporo, Lanao del Norte.
C. Objectives of the Study The following were the focus of the study:
The traditional goal of education is to get students to  Describe the socio-demographic profile of the
accept the dominant ideologies, directives, and applications respondents;
without questioning (Banks, 2004), however, education  Identify the practices and challenges encountered by the
during this time has change the perspective of having an public elementary school teachers in teaching elementary
upside to science education amidst the COVID-19 chaos. Science;
Teachers have embraced technology to promote the wonder  Determine the coping strategies used by the elementary
of science. They have also discovered that continuing teachers in the challenges they encountered.
professional learning can boost their understanding of the
D. Framework of the Study
SOCIO-DEMOGRAPHICPROFILE
a. Age
b. Sex
c. Educational Status
d. Number of Years in teaching Science
e. Training for Distance Learning
f. Mode of Learning
Teacher’s Practices in teaching

Elementary Science
Challenges Encountered in teaching

Elementary Science
Coping Strategies
Fig. 1: Framework of the Study
The conceptual framework above shows the variables learner-centered activities, and knowledge construction and
of the research on the Practices and Challenges Encountered finding and implementing ways to extend students’
by the Elementary teachers in teaching Science. The knowledge and skills. The challenges of teachers covered
variables were consisting of the socio-demographic profile the instructional materials, parental support, and classroom
of the respondents in terms of age, sex, educational status, management, pupils’ motivation, pupils’ cognitive ability
number of years in teaching Science, training for distance and learning environment. The coping strategies of the
learning and the mode of learning, teachers’ practices in teachers were also identified in the study.
teaching elementary Science and the challenges they
encountered in teaching elementary Science. The practices
were classified into monitoring and assessment, designing

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II. METHODOLOGY a non-probability sampling wherein respondents where
members of the samples were predefined by the criterion
A. Research Design which is the elementary Science teachers. A total of 61
This study used descriptive -survey design with responses were received in one week time from the different
qualitative support in gathering the data. Survey schools in Sultan Naga Dimaporo, Lanao del Norte. As
questionnaire was the main instrument of the study which shown in Table 1, the age of respondents was varied, hence,
was done on Google forms and was sent to the respective most of them belonged to 24-30 years old. This only means
school principals in Sultan Naga Dimaporo, Lanao del that an older or younger teachers does not make any
Norte. The present study surveyed the practices and difference in teaching. In terms of the sex of the
challenges encountered by the elementary teachers in respondents, majority (86.89%) of the teachers were
teaching Science. females, were bachelor’s degree holder, and majority were
with 1-10 years in teaching Science. More responses were
Descriptive design is quantitative research that tends to expected from female-teacher respondents than male-teacher
describe or interpret phenomenon, settings, or subjects as it respondents because, according to Esplada (2010) as cited
exists naturally that attempts to gather quantifiable data for by Alea, et. al. (2020) that DepEd records showed that 86
statistical analysis of the population sample. This was used percent of the total population of teachers in Philippines are
in determining the respondent’s socio demographic profile, female. It was also presented that majority of them undergo
practices, challenges, and their coping mechanisms. training for distance learning, this negates with the results of
Correlational was also used in this study since it emphasized the study of Kaptan and Timurlenk (2012), that insufficient
in describing the relationship between independent and in-service training of the Science teachers in the transition
dependent variables. state of a new program is considered as one of the main
B. Respondents and Research Locale problems for Science Education. Hence, the results clearly
The respondents of the study were the elementary revealed that teachers undergo their selves to in-service
Science teachers in Sultan Naga Dimaporo, Lanao del training to continually grow professionally. Moreover,
Norte. Purposive sampling technique was utilized to gather majority of them used modular distance learning in
responses from teachers regardless of their age, sex, delivering the teaching and learning process in Science
educational status, number of years in teaching Science, during this time.
training for distance learning and the mode of learning. It is
Variable Frequency Percentage (%)

24-30 26 42.62
31-37 15 24.59
Age 38-44 18 29.50
45-51 1 1.64
52-58 1 1.64
Sex Male 53 86.89
Female 8 13.11
Bachelor’s Degree 31 50.82
Educational Status Master’s Degree 28 45.90
Doctoral Degree 2 3.28
1-10 years 50 81.98
Number of Years in teaching Science 11-20 years 9 14.75
21-30 years 2 3.28
31 years and above 0 0.00
Training for Distance Learning Yes 45 73.77
No 16 26.23
Mode of Teaching Modular Distance Learning 53 86.87
Blended Learning 8 13.11
Table 1: Socio-demographic profile of the respondents
C. Research Instrument respondents background information. The second part dealt

A researcher-made questionnaire on the practices and with the teachers practices in teaching Science; this was
challenges encountered in teaching elementary Science was used to identify the practices used by the elementary
the main instrument in the study (Appendix A). The teachers in teaching Science. Third part dealt with the
questionnaire was divided into four parts. The first part dealt evaluation on the challenges encountered by the respondents
with socio-demographic profile of the respondents such as: in teaching Science. The last part was the coping strategies
age, sex, educational status, number of years in teaching used by the respondents in handling the difficulties they
Science, training for distance learning and the mode of encountered while teaching Science. Before floating the
teaching used. This part helped the researcher secure the instrument, this was first subjected to construct and content

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validity. Three validators were chosen to check validity of III. RESULTS AND DISCUSSION
the items in each variable. They were identified as content
experts, and pedagogy experts. Factor analysis was also A. Teachers’ Practices in Teaching Elementary Science
done to determine the items classification based on the Table 2 presents the teachers’ practices in teaching
preceding factors. Based on the factor analysis, items on elementary Science. Generally, teachers have a very good
teachers’ practices were classified into monitoring and practices in teaching Elementary Science in all aspects
assessment, designing learner-centered activities, and based on the quantitative results of the study.
knowledge construction and finding and implementing ways
to extend students’ knowledge and skills. Furthermore, the As can be gleaned in the table, the teachers’ practices
items on the challenges of teachers covered the instructional in teaching elementary Science were divided into four parts.
materials, parental support, and classroom management, First part dealt with the monitoring and assessment which
pupils’ motivation, pupils’ cognitive ability and learning includes the following indicators: I did remediation activity
environment. To determine the reliability of the to the pupils who achieve below expectation by giving them
questionnaire, pilot testing was done before hand. A total of more worksheets (M=3.49, SD=0.65); I did home visitation
40 teachers who were not part of the study were asked to for the profiling of my pupils (M=3.64, SD=0.52); I gave
answer the survey questionnaire through Google forms pupils quizzes that they can self-correct so that they can see
which was sent via messenger application. Pilot testing was how they are going through in learning Science. (M=3.46,
done to determine the preciseness of the instrument in SD=0.65); and I scheduled phone call to each of my pupils
measuring the variables related to this research. The so that I can make an update on their performance.
computation of the reliability test using Cronbach Alpha (M=3.05, SD=0.88). The results showed that in terms of
was made through PSPP. It was found out that the monitoring and assessment, doing home visitation for the
instrument has an unacceptable internal consistency having profiling of the pupils was considered as highly practiced
obtained a Cronbach’s Alpha coefficient of 0.67 in the while scheduling phone call to each of the pupils to make an
teacher’s practices in teaching elementary Science while an update on their performance was considered as moderately
acceptable internal consistency having obtained a practiced by the respondents. Results were further supported
Cronbach’s Alpha of 0.71 on challenges they encountered in by ST18 when she said that “Most of my pupils do not have
teaching Science. Rondaris, Ibañez and Varela (2014) cellphones so instead of communicating with them through
contends that an instrument’s score is only interpretable online applications, I conduct regular home visitations. I
when it possesses a substantial internal consistency and also see to it their parents/guardians receive clear
when each item in the instrument measures the same instructions as to what their children should do every time,
construct as the rest of the items. Thus, determining the they go to school to receive and/or return modules and
internal consistency correlations are essentially measuring outputs.” Moreover, ST43 mentioned that she did home
of homogeneity, using Cronbach’s Alpha, since this is visitation to follow up the learners since doing an online
widely use in measuring items internal consistency. After follow up is impossible due to fluctuating connection and
the face validation and the reliability test, identified there are pupils who do not have gadgets. ST56 also said
strengths of the questionnaire were reinforced while its that “kumustahan” was done by purok to ensure that learners
weaknesses were modified. Comments were considered and were monitored on their progress. This further showed that
suggestions were accommodated during the revision of the monitor and assessment were moderately practiced by the
survey questionnaire. As a result, final survey questionnaire respondents with a grand weighted mean of 3.41 and
was generated preceding its implementation. SD=0.51. This suggests that teachers need to have best ways
to continue delivering the teaching and learning process
D. Data Gathering and Analysis even if they are facing myriad of issues.
Data gathering procedure was done through Google
forms, which were sent to the respective DepEd school It can also be observed in the table, that, respondents
principals in Sultan Naga Dimaporo, Lanao del Norte via moderately practiced designing learner-centered activities
email and messenger application. To gain respondents with a grand weighted mean of 3.25 and SD=0.57.
approval in answering the survey questionnaire, informed Designing learner-centered activities practices were further
consent was also included in the questionnaire. Informed specified using the following indicators: I let my pupils do a
consent is one of the founding principles of research ethics. home-based Science experiment (M=2.90, SD=0.77); I made
This was intended to determine if the respondents of the motivational activities to keep pupil’s participation possible
study took part on the research freely and voluntarily. (M=3.44, SD=3.41); and I revised or redesigned my
instructional materials to suit the needs and interest of the
The results of the survey questionnaire were checked, learners in the new normal (M=3.41, SD=0.69). Results
studied, interpreted, and evaluated. For the data analysis, the showed that respondents highly practiced making
computer software PSPP and MS Excel 365 were used to motivational activities to keep participation of the pupils
process data. The statistical tools which were used in the possible while they moderately practiced on letting their
analysis and interpretation of data and hypotheses testing pupils do a home-based Science experiment. The result
include descriptive and inferential statistics. Content implies that, teachers were in engaged in designing activities
Analysis was used to the responses of the respondents in the that will keep pupils’ interests and skills during the learning
open-ended question on the coping strategies they used in process. This finding corroborates by the study of Landicho
handling the challenges they encountered in teaching (2020) who asserts that there is a need for redesigning the
elementary Science. lessons and assessments and must think of novel solutions

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so to the challenges encountered by teachers. As practiced Moreover, practices on finding and implementing
by ST58 wherein he required his pupils to took video while ways to extend students’ understanding of the ideas and
answering their Science activities and made a record on concepts being learned were rated as highly practiced with a
what they had learned. This is an evident that amidst crisis, grand weighted mean of 3.51 and SD=0.42. Practices on
teachers always consider the welfare of their learners. They finding and implementing ways to extend students’
still believe that learning is a continuous process and that it understanding of the ideas and concepts being learned were
must centered on the needs and interests of the learners. As further specified with the following indicators: I attended
ST38 and ST58 stated, that they simplify some of their webinars to enhance my knowledge and skills in disciplining
lessons to fit to the needs of their pupils. students in the new normal classes. (M=3.23, SD=0.80); I
familiarized myself with the different online teaching
Additionally, practices in terms of knowledge platforms like zoom, google classroom and many others.
construction were moderately practiced by the teachers with (M=3.36, SD=0.71); I followed the Most Essential Learning
the grand weighted mean of 3.21 and a standard deviation Competencies (MELC) in teaching Science (M=3.84,
equal to 0.53. The following indicators were used to support SD=0.37); and I made sure that the instructions given to
knowledge construction: I provided opportunities for my them are contextualized and that can be done on their home
pupils to discuss on their own topics they find hard (M=3.62, SD=0.52). The results further showed that
(M=3.31, SD=0.79); and I require my pupils to make respondents highly practiced on following the Most
reflective journals on what they learned on Science Essential Learning Competencies, since it was mandatory to
(M=3.31, SD=0.79). The results imply that in terms of base their learning objectives and activities on MELC. This
knowledge construction, Science teachers need to guide implies that, teachers had varied ways in enriching the
pupils to reflect on the results and consider ways to help qualitative and quantitative aspects of teaching and learning
pupils to refined more on what they had learned. This can be process. Amidst the current situation in the education
done through providing the pupils a chance to be an active system, they were still able to manage, maintain and monitor
learner. the improvement of the students learning process. As ST58
asserted that, she contextualized the learning materials so
that it is possible for them to do it at home.
Practices Grand Weighted Mean SD Verbal Interpretation

Monitoring and Assessment 3.41 0.51 Highly Practiced
Designing learner-centered activities 3.25 0.57 Highly Practiced
Knowledge construction 3.21 0.60 Moderately Practiced
Finding and implementing ways to extend students’ 3.51 0.42 Highly Practiced
understanding of the ideas and concepts being learned
Table 2: Teachers’ Practices in Teaching Elementary Science.
B. Challenges in teaching elementary Science Pupils’ cognitive ability was found to be the highly
Table 3 shows the challenges encountered by the encountered by the teachers in teaching Science. The
teachers in teaching elementary Science. following were the indicators that dealt with pupil’s
cognitive ability: Pupils had difficulty in understanding
Based on the table below, the challenges encountered some scientific terms and processes that makes them less
by the elementary teachers in teaching Science are related to likely to perform well in Science (M=3.34, SD=0.54); My
instructional materials, parental support, classroom pupils had difficulty solving Science problems at home
management, pupils’ motivation, pupils’ cognitive ability, because nobody guides them (M=3.34, SD=0.52); and
and learning environment. Pupils had difficulty in following the lessons (M=3.13,
SD=0.56). The results suggested that pupils’ cognitive
Generally, teachers moderately encountered challenges ability in learning Science considered as a challenge in
in learning science in all aspects presented based on the learning Science specifically during this time. The this
quantitative results of the study. However, pupils’ cognitive corroborates with the study of Sunga and Hermossima
ability obtained the highest mean (M=3.28 and SD= 0.45) (2016) cited in the study of Sadera et. al., (2020) stressed
which was interpreted as highly encountered; pupils’ that international and local research revealed that Filipino
motivation (M=3.20 and SD= 0.61) interpreted as learners have low retention of ideas and have limited
moderately encountered; learning environment (M=3.18; reasoning and analytical skills. According to ST43, some of
SD=0.65) which was interpreted as moderately encountered; her pupils are slow learners and that they need guidance to
classroom management (M=3.03, SD=0.49) which was perform the given task. That is why, ST46 said that there are
interpreted as moderately encountered; instructional some of her pupils’ who cannot answer on their own, they
materials (M=2.84; SD=0.60); and parental support are relying on their brothers and sisters in doing the task,
(M=2.73; SD=0.64) interpreted as moderately encountered. they can read but cannot comprehend the concepts that they
need to learn in Science. It is congruent with Sunga and
Hermosisima (2016) cited in Sadera et al., (2020) which
stressed that international and local research revealed that
Filipino students have low retention of ideas and have
limited reasoning and analytical skills.

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The second aspect of the challenges encountered by understand these challenges, the following were used aa an
the teachers dealt with the instructional materials. It can be indicator: I had difficulty in monitoring pupils learning in
observed that respondents moderately encountered (M=2.84 distance education (M=2.98, SD=0.72); I had difficulty in
and SD=0.60) instructional materials. This challenge is redesigning the instructions to suit on the learners’ interest
further supported by the following indicators: The teaching and needs (SD=2.80, SD=0.63); I had less competence in
materials in Science provided to us is insufficient (M=2.87, fostering interaction in the distance education classroom
SD=0.69); I did not have enough financial and material (M=2.80, SD=0.54); I had difficulty managing pupils’
support from the higher officials (M=2.80, SD=0.78); I had behavior in distance education modality (M=3.08,
limited instructional materials which makes Science SD=0.61); I had difficulty in monitoring the leaners who do
teaching difficult (M=2.98, SD=0.70); The school has not have contact numbers (M=3.11, SD=0.75); I find it
minimal support in the purchase of instructional resources difficult to evaluate the authenticity of pupil’s assessment
in Science (M=2.75, SD=0.75); Less teaching materials to (M=3.33, SD=0.60); and I had personal fear in monitoring
engage and maintain pupils’ motivation (M=2.80, my learners due to health-risks (M=3.07, SD=0.73). As
SD=0.65). This result suggests that teachers were faced with observed, challenge on evaluating the authenticity of the
great challenge in dealing with the instructional materials to pupils’ assessment garnered the highest mean which
be used in the teaching and learning process. Thus, there is a indicates that teachers find it difficult to determine the
need for more support from the higher officials on the pupil’s performance based on the submitted outputs.
development of instructional materials that is needed in the Problem on authenticity of pupils assessment is hereby
in delivering the lesson as well, as what ST8 and ST33, elaborated by ST7 and ST7, ST11 and ST52, wherein they
ST36, ST48 had mentioned about the insufficient budget said that “mostly of the pupils were not the one who
allocation for the reproduction of the instructional materials. answered their activities. It is either their older siblings or
In contrast with the previous statement, ST25 and ST30 their parents who the task on their behalf”. This was
mentioned that DepEd had provided Science equipment that supported by the statement of ST22 stating that “most of the
can be used in teaching Science. To make learning Science pupils did not answer what was asked in their modules
possible, ST11 positively shared her passion to make her instead their parents do it”. Additionally, ST7 mentioned,
own instructional materials that will suit to the needs of her that there are parents who do not claimed and submit the
learner. learning materials on time which causes with the delay of
giving enhancement activities and feedbacking to the
Parental support was expressed as one of the problem performance of their children. ST3 and ST20 pointed out
teachers encountered in teaching Science. This was there are pupils whose penmanship in not legibly and
indicated by the following: The parents of my pupils lacked knowledge on grammatical structure does not suits with
interests/did not take distance education seriously (M=2.57, their grade level, that is why it is a challenge on them on
SD 0.62) and The parents of my pupils lacked moral support how they can improve these basic skills needed to become a
on their children’s studies (M=2.89, SD=0.78). The results successful learner. Furthermore, ST48 articulated that there
were further supported by the statement of ST21 when she are pupils who were not able to answer the assessment given
said that, “parents are too busy prioritizing their means of to them because they need further explanation from their
livelihood. Problem on parental support was alco accounted teachers. In the study of Pokhrel and Chhetri (2021), it
with the respond of ST33 when she said that, “some parents revealed that authenticity of the work and the actual learning
are tired of helping their children answering the modules a challenge for educators since students’ assignments and
because they had also other priorities that they need to examinations are carried out from home. This implies that
attained to”. As mentioned by ST54 that most of her pupils validation of student’s learning is difficult in the part of the
are poor and they need to help their parents in the farm, or teachers there are modules that were answered by the
they were the one who took care for their younger siblings parents or by their siblings.
when their parents were on the farm. This implies that
parents are considered as one of the factors that challenge As presented on the table, pupils’ motivation was one
the teachers in delivering their lessons in the new normal of the challenges identified by the respondents. Although
education system. Parents viewed that student was more not consider as a great challenge but still this is still
motivated in learning science during the face-to-face considered as one of the factors that affects teaching and
classroom, for they do not see the eagerness and excitement learning process. This was expresses by the following
of their pupils in the new learning set-up (Tanik-Onal and indicators: My pupils lacked the interests in distance
Onal, 2020). education (M=3.08, SD=0.74); and My pupils were less
motivated due to limited physical teacher-learner
Challenge on classroom management was also interaction (M=3.33, SD=0.65). ST18, ST 24 and ST56
identified by the respondents. As shown on the table puts emphasis that getting and sustaining the pupil’s interest
challenge on classroom management was interpreted as and motivation is seen to be a problem they encountered.
moderately encountered with the grand weighted mean of This is paralleled to the statement of ST39 mentioning that
3.03 and a standard deviation of equal to 0.49. Problem on “pupils are had lesser patience in learning now adays” and
classroom management was expressed in relation to the by the statement of ST21 expressing the lack of interest in
respondent’s difficulty in monitoring and assessing the learning Science among her pupils. This implies that
pupils’ performance, not being able to manage the pupils’ motivation is important in the teaching and learning process
behavior and difficulty on redesigning the instructional for it influences the pupils desire to learn and attain new
materials to meet the needs of the learners. To further knowledge and skills. According to Kaptan and Timurlenk

ISSN No:-2456-2165
(2012), the leading challenges in the lack of motivation and that, ST54 brought out her difficulty in monitoring the
interest of learners in Science. learners due to the distance of the pupils’ home.
Learning environment dealt with physical and Quality of the submitted outputs was another
psychological aspects that surrounds the pupil and believe to challenge raised by the respondents. ST59 mentioned that
have an effect in the learning process. To support the idea of pupil’s penmanship and reading skills was observed to be a
learning environment in this new normal, the following problem especially now where they are doing home-based
indicators were used: Most of the pupils had less suitable learning.
home learning environment (M=3.18, SD=0.65). Based on
the qualitative responses collected by the researcher it The new normal education system itself was a
reveals that teachers encountered numerous challenges in problem by some of the teachers in Sultan Naga Dimaporo,
terms of learning environment. According to ST3, “pupils Lanao del Norte. ST36 expressed that distance learning is
learning environment was limited and they cannot go very difficult for teachers like them who were assigned in a
beyond and explore something new.” ST13 added that, remote area. This is consistent to the statement of Sari and
parents and learners do not like modular learning. Nayir (2020), who identified other challenges in distance
education during pandemic which includes teachers’
Apart from the challenges mentioned, respondents readiness in the new learning environment, classroom
added some of the challenges they encountered in teaching management, teacher, and student behaviors.
Science. ST8 emphasized that distance of the pupils’ home
from school is considered as one of the challenges they Across the countries around the world, numerous
encountered. Hence, they find it hard to do home visitation challenges in Science education was recorded. According to
especially during rainy days. Geographical location and Kaptan and Timurlenk (2012), the main problems includes
poverty were seen to be another challenge encountered by insufficient teacher’s salary and lack of professional growth,
the teachers in delivering the teaching and learning process. students motivation and interests, in learning Science,
Since there are schools which are geographically located in achievement gaps between Science and Mathematics,
far-flung areas wherein fluctuating signal was experienced inadequate classroom resources, large class size and
by the people living there and because of inability to provide intensive curriculum but insufficient time allocation for
their pupils gadgets, ST48 expressed her thoughts that these learning. This was further supported by the results of the
are the reasons wherein there are pupils who could not study of Pesnell (2020), which indicates that literacy and
receive information that will help them in their learning mathematics were the focus of instruction during this remote
process. This was supported by ST9 when she stated that, learning period, giving students minimal opportunities to
“in her location fluctuating signal and connection to the engage in science content.
internet hinders them to conduct online learning. Because of
Challenges Grand Weighted Mean SD Verbal Interpretation

Instructional Materials 2.84 0.60 Moderately Encountered
Parental Support 2.73 0.64 Moderately Encountered
Classroom Management 3.03 0.49 Moderately Encountered
Pupils’ Motivation 3.20 0.61 Moderately Encountered
Pupils’ Cognitive Ability 3.28 0.45 Highly Encountered
Learning Environment 3.18 0.65 Moderately Encountered
Table 3: Challenges Encountered by the teachers in Teaching Elementary Science
C. How do teachers cope with the challenges they prioritize. As stated by ST51, “by managing time properly, I
encounter in teaching Science? know I can cope with the challenges and stresses in this new
As elementary teachers face different challenges in normal education system”. According to Sari and Nayir
teaching Science this time, they strive to overcome such (2020), organizing classroom management can be used as a
challenges through different approaches. Amidst the current strategy to deal with the challenges encountered in distance
situation, teachers are still hopeful and felt success in their education.
chosen field, as ST18 said that “teachers met a lot of
difficulties in this new normal education system, but Transition in Science education does not only affect
teachers must always be flexible and ready to adopt to the the teachers but also to the parents and pupils who were
changes in the profession. Based on the responds of the involved in the teaching and learning process. Because of
respondents to the open-ended question given to them this, respondents believe that constant communication
various strategies were given to cope with the challenges between teachers and parents is very important to lessen the
they encountered in teaching Science. challenges they had encountered in the implementation of
home-based learning activities. Sari and Nayir (2020) found
Time Management is an important aspect that a out in their study that getting help from colleagues and
teacher must possess to handle daily tasks easily. This can constant communication using different communication
be done through making schedules on the different activities tools are some of the ways teachers can handle challenges in
they are in to and balancing their tasks. If a teacher has that teaching Science. Importance of constant communication
ability, they may be able to know what they need to was emphasized by the following respondents:

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“I cope with the challenges I encountered in teaching “When I reflect on my teaching practices and the life
Science by communicating mostly to the parents hence experiences this led me to become a Science teacher
we cannot do regular home visitation because of hectic and do loved science subject. When I always thinks of
schedule and other work-related activities in school. this passion it really copes and led me to motivate
Every submission of the pupils output I give time to whatever challenges I encounter in my teaching.”—
parents to discuss unfinished or undone activities that ST47—
their child wasn't accomplished.” –ST6—
The results of this study also showed that thinking of
“As a teacher it is very important for us to know who alternative plans on various situations could help in
our learners are, through constant communication and addressing issues in the current situation. Respondents
feedbacking this may help them ease the hardships they strongly adhere that incorporating alternative plans can be a
encounter in this new normal education system. – good way to overcome circumstances that is brought about
ST12— by the transition in the education system. This includes, peer
coaching, home visitation, situations wherein sometimes
“Cooperation between teachers, parents and pupils is teachers spent money from their own pocket to provide what
another way to cope those challenges”—ST18— is necessary for the continuation the teaching and learning
“By providing the needs of the learners specially in this process. Amidst those challenges they had faced during the
of pandemic. I conducted home visitation, proper transition in science teaching, teachers dedicated themselves
communication through walkie-talkie or cellphone, in finding effective resources, designing more engaging
weekly monitoring and etc.so that I can monitor the instruction accessible to all students (Lee, Newton, and
learning progress of my pupils”. –ST33— Glass, 2021). The following are the statements of the
teachers with regards to how they use alternative plans in
“By reaching out my learners or their parents through dealing with stressful situations:
social media or mobile”. —ST52—
“Teaching science mostly requires hands on activities
It can also be observed that respondents had positive and this made it very hard to teach these days, since I
outlook and self-motivation amidst the challenges they only have few learners, I let them go to my classroom ,
encountered in delivering the lesson. Their positivity had 2 pupils per day so I can cope with what is lacking.”—
lessened their burdens and that it helped them to overcome ST1—
the challenges calmly and intelligently. They believe that
being optimistic helps them to be more confident that they “By asking my colleague who are good at it through
can accomplished tasks assigned to them. Having positive peer coaching.”—ST13—
outlook in life was articulated by the following respondents:
“I cope with all the challenges I have encountered
“Amidst the current situation, teacher’s resourcefulness through being updated to what's new and relevant to
and flexibility is a must, so that we can do our duties what we're all experiencing as of this moment. I also try
and responsibilities to the best as we can.”—ST2, to extend my time, effort, and money to be able to
ST15— deliver quality education to my pupils amidst the
pandemic.”—ST17—
“I always motivate myself that as a teacher, I should
give my best especially in this time of pandemic to give “By conducting home visitation.”—ST21—
a quality education to my learners.”—ST10—
“In order to cope with the challenges, I encountered in
“I cope with the challenges I encountered in teaching teaching Science in this new normal, I give different
Science by accepting the possible outcomes in every activities that are doable in their home also using
situation.”—ST19— materials that are available in their barangay. Instead
of giving long summative tests, I prefer giving short test
“Be a flexible teacher”—ST22— and focus on their performance task. Following the 7E
“I always put in mind that in every challenge there's model, learners must be able to answer follow up
always a solution to continue teaching and increase questions by what they have observed during the
learner's interest in learning science.”—ST29— activity given. I really believe engaging them on hands
on activities will help them understand the lesson even
“We all experience stress differently in the new normal with the guidance only of their parents or siblings since
education but as educator nothing is possible if we are the teacher is not available. I also do home visitation to
much willing to bend for the sake of our children.” – make sure that they really do the activity well. I also
ST35— encourage them to surf on the internet, watch Science
videos and documentaries but sad to say only few can
“Always look at the bright side in every challenge we since most of the learners do not have gadgets and do
experienced.”—ST38— have access to the internet”—ST25—
“Be open-minded and innovative.” –ST45— “By simply asking assistance from the school head, co-
teachers and of course be resourceful since not all

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learning materials in teaching Science are available all more than effective than modular so I see to it to have
the time.”—ST30— close monitoring with my pupils even once a week.”—
ST37—
“To cope with the challenges in teaching science by
making alternative learning material that is suited the “In dealing with those challenges, I do my best to
learners’ economic resources.”—ST34— become more innovative by attending webinars to help
me adjust with the new normal education system.”—
“I tried to adopt the new normal way of teaching, be ST43—
more updated about teaching Science using
technologies such as laptop and cellphone to connect “I do some research and attend webinars to find ways
and to teach my pupils. However, face to face class is to cope this new normal of teaching lessons.”—ST53—
more than effective than modular so I see to it to have
close monitoring with my pupils even once a week.”— “By engaging and attending webinars/ training which I
ST36— can gain more techniques and strategies.”—ST54—
“Teaching science in this time is quite a challenge Indeed, elementary teachers are doing their best to
because the teacher really has to find other teaching cope with the challenges they experienced with the
strategies. That is best applicable and attainable in the implementation of the new normal education system. They
given situation.”—ST42— may differ in their ways and means but they both aimed for
the goodness of their learners. Presented below are the
“Teaching Science has not been easy this time strategies used by the respondents to cope with the
especially when it comes to lesson that needs to have challenges the encountered in teaching Science.
hands on activities. So what I did was, I gave them
simple activities that they can do at home without my
presence.”—ST44— Time
Management
“As a teacher we provide more strategies to cope

challenges that we face distance learning
modalities.”—ST49— Constant
Communication
among teachers, Positive outlook
parents, pupils and self-
“Monitoring and adjustment has been employed in a and collegues motivation

Coping
way that learners able to cope to the new platform. Strategies
Aside from that teacher attended trainings in building

teaching and learning competence.”—ST57— ability to adopt
the new trends,
Thinking strategies, and
alternative plans approaches in
“I conducted home visitation thrice a week.”—ST58— delivering the
lesson.
Transition in the mode of learning also challenges

the teachers on ability on adopting the new trends,
strategies, and approaches in delivering the lesson. To Fig. 2: Strategies Used by the Respondents to Cope with the
loosen these struggles, the ability of being innovative was Challenges they encountered in teaching elementary
developed by the respondents. As a result, the following Science.
statements showed how these teachers overcome this
specific challenge: IV. CONCLUSION AND RECOMMENDATION
“Attend webinar and ask technical assistants form our This study sought to examine the practices and
superiors.”—ST4— challenges in teaching elementary science among the
selected public schools in Sultan Naga Dimaporo, Lanao del
“I keep on researching.”—ST5— Norte. The study found out that most of the respondents
were 24-30 years old, majority were females, and were
“I attended webinars to improve my skills in handling bachelor’s degree holder. It is also founded that more than
Science.”—ST7, ST8— majority of them teach Science for 1-10 years and had
“By attending webinars or trainings about on attended training for distance learning and used modular
innovative ways in teaching Science.”— distance learning in teaching Science. Based on the study,
ST23, ST40— teachers’ practices were identified into monitoring and
assessment, designing learner-centered activities, and
“Research on innovative ideas to improved teaching knowledge construction and finding and implementing ways
Science this pandemic.”—ST26— to extend students’ knowledge and skills. It was found out
that respondents highly practiced monitoring and
“I tried to adopt the new normal way of teaching, be assessment, designing learner-centered activities and finding
more updated about teaching Science using and implementing ways to extend students’ knowledge and
technologies such as laptop and cellphone to connect skills.
and to teach my pupils. However, face to face class is

ISSN No:-2456-2165
Furthermore, the items on the challenges of teachers It is highly recommended that teachers shall maintain
covered the instructional materials, parental support, and an effective and efficient communication between parents,
classroom management, pupils’ motivation, pupils’ pupils, and colleagues to lessen the burdened they
cognitive ability and learning environment. Among the experience in the implementation of home-based learning.
above-mentioned challenges, it was pupils’ cognitive ability Managing time appropriately also helps in dealing with
was found to be the highly encountered challenge by the various task at school. Embracing the changes that had
respondents. happened is another way to help them adjust with and accept
the new normal education system. It is also very important
Moreover, based on the qualitative support of the data for the teachers to craft alternative plans on the varied issues
gathered, the respondents also identified some challenges which may emerged in the teaching and learning process in
they encountered in teaching Science, such as distance the new normal education system. The school authorities
between the school and their pupils’ home, geographical shall also implement intervention activities that will help
location and poverty, quality of the submitted outputs of the teachers improved their practices in teaching elementary
pupils, and the new normal education system itself. Time Science. The researchers recommend that another study may
management, communication to parents, pupils, and be conducted in the greater population and wider scope.
colleagues, being optimistic and self-motivated, thinking of
alternative plans, and adopting to new trends, strategies, and V. IMPLICATION
approaches in delivering the lesson are some of the ways
identified by the teachers to cope with the challenges that  The teachers are incorporating varied practices in teaching
they encounter in teaching elementary Science during this Science during this time.
time.  There is a need for them to learn how to enhance activities
that helped the learners to construct knowledge to become
The teachers are incorporating varied practices in a scientifically engaged learners.
teaching Science during this time. However, there is a need  It must also be known that activities made must suit to the
for them to learn how to enhance activities that helped the interests and needs of the learners in this new normal
learners to construct knowledge to become a scientifically education system.
engaged learners. It must also be known that activities made
must suit to the interests and needs of the learners in this
new normal education system.
Target Challenge to Objective/s Activities Persons Duration Expected Output

Take Action Involved
1. Pupils’ Cognitive To help teachers in Remediation Faculty, parents, Quarterly At least 80% of the
Ability improving pupils Activity pupil, other pupils understood
understanding Science Project stakeholders Science concepts.
concepts. Collaboration with
State University in
Sultan Naga
Dimaporo, Lanao
del Norte.
2. Pupils’ To develop ways to Remediation Faculty, parents, Monthly At least 80% of the
Motivation encourage pupils Activity pupils, school pupils will be motivated
enjoy learning Science (localization and administration to learn Science
concepts. meaningful concepts
learning)
3. Learning To provide pupils with Parents orientation Parents, Faculty, Twice a At least 90% of the
Environment conducive environment on how to improve School year parents will be oriented
in learning Science home conducive Administration, on their role to improve
concepts. learning Pupils a conducive home
environment to the learning environment
pupils.
4. Classroom To improve teachers Home visitation Teachers, parents, Quarterly Science teachers will do
management means of monitoring pupils, and other monitoring and
and assessing of Teachers members of the assessment of the pupils
pupils’ performance. coordination with community learning in Science
parents concept.
5. Instructional To develop Training-workshop Faculty, School Twice a Science teachers are
Materials instructional on making Science administration, year encouraged to attend
resources/materials instructional pupils, other webinars on improving
needed for the resources stakeholders instructional
improvement in materials/resources in

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learning Science teaching Science
concepts concepts
6. Parental To increase parental Orientation on the Faculty, school Half day At least 90% of the
Support participation in role of the parents administration, after the parents/guardians
improving pupils’ in home-based parents, pupils end of the attended on the parents
learning in Science teaching and grading conference
concept. learning
Table 4: Proposed Action Plan
REFERENCES _Elementary_Science_Teachers_Adapt_Their_Practi
ce_During_a_Pandemic
[1.] Aldarayaseh, Abdulla. 2020. The Impact of COVID- [9.] Pesnell, B. 2020. Elementary Teachers’ Experiences
19 Pandemic on Modes of Teaching Science in UAE with Remote Learning and its Impact on Science
Schools. Journal of Education and Practice · SSN Instruction: Multiple Cases from the Early Response
2222-1735 (Paper) ISSN 2222-288X (Online) Vol.11, to the COVID-19 Pandemic. Theses and
No.20, 2020 DOI: 10.7176/JEP/11-20-13. Dissertations. Retrieved from
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2012. The challenges of teaching and learning about [10.] Pokhrel, S. and Roshan Chhetri. 2021. A Literature
science in the twenty-first century: Exploring the Review on Impact of COVID-19
abilities and constraints of adolescent learners. [11.] Pandemic on Teaching and Learning,
Studies in Science Education, 48(1), 89-117. in.sagepub.com/journals-permissions-india DOI:
[3.] Banks, James A. 2001b. "Multicultural Education: Its 10.1177/2347631120983481
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Education, ed. James A. Banks and Cherry A. McGee [12.] Sari, T., Nayir, F. 2020. Challenges in Distance
Banks. San Francisco: Jossey-Bass. Education During the (Covid-19) Pandemic Period.
[4.] Castroverde, Felicisimo and Michell Acala. 2021. Qualitative Research in Education, 9(3), 328-360.
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Retrieved on October 12, 2021 from [13.] Sadera, John Rae N., Rianna Yvette S. Torres, and
https://www.researchgate.net/publication/341981898 Danio V. Rogayan, Jr. 2020. Challenges Encountered
_Modular_Distance- by Junior High School Students in Learning Science:
learning_modality_challenges_of_teachers_amid Basis for Action Plan. Universal Journal of
_the_COVID_19_Pandemic_ Educational Research, 8(12A), 7405 - 7414. DOI:
[5.] Kaptan, K., and Timurlenk, O. 2012. Challenges for 10.13189/ujer.2020.082524
science education. Procedia - Social andBehavioral [14.] Tanık-Önal, N. and Önal, N. 2020. Teaching science
Sciences, 51, 763–771. Retrieved on November 27, through distance education during the Covid 19
2021 from pandemic. International Online Journal of Education
https://doi.org/10.1016/j.sbspro.2012.08.237 and Teaching (IOJET), 7(4). 1898-1911.
[6.] Landicho, Christopher Jan B. 2020. Changes, http://iojet.org/index.php/IOJET/article/view/1088
Challenges, and Opportunities in Teaching Senior [15.] Tosun, N., Can, M. and Bayzan, S. 2021. Challenges
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Pandemic ournal of Learning and Teaching in Digital beginning of the Covid-19 pandemic period: the case
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[7.] Lapada, Aris S., Frosyl Fabrea Miguel, Dave Arthur [16.] Tria, Jose. 2020. The COVID-19 Pandemic through
Roldan Robledo and Zeba F. Alam. 2020. Teachers’ the Lens of Education in the Philippines: The New
Covid-19 Awareness, Distance Learning Education Normal. Retrieved on August 12, 2021 from
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[8.] Lee, Tammy Dutton, Newton Mark and Bonnie Like to be a Science Teacher in A Pandemic.
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DOI:10.46767/kfp.2016-0034. learning/
https://www.researchgate.net/publication/349744077

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APPENDIX A
PRACTICES AND CHALLENGES IN TEACHING ELEMENTARY SCIENCE QUESTIONNAIRE

PART 1: Socio-demographic profile
Direction: Please affix a check mark (/) in the box and fill in the blanks with the required information.
Name (Optional): ________________________________
Age: ___________________
Sex: ___________________
Educational Status
Bachelor’s degree
Master’s degree
Doctoral degree
Number of years in teaching Science
1-10 years
11-20 years
21-30 years
31 years and above
Training for Distance Education
Yes
No
Mode of Teaching
Modular Distance Learning
Blended Learning
Part II. Teachers’ Practices in teaching elementary Science

Using the scale below, check the number that best describes your experiences in teaching science
4- Always 2-Sometimes
3- Often 1-Never
A. Monitoring and Assessment

Indicators 4 3 2 1
1. I did remediation activity to the pupils who achieved below expectation by giving them more worksheets.
2. I did home visitation for the profiling of my pupils.
3. I gave pupils quizzes that they can self-correct so that they can see how they are going through in learning
Science.
4. I scheduled phone call to each of my pupils so that I can make an update on their performance.
Others, please specify:
B. Designing Learner-centered Science Activities

Indicators 4 3 2 1
1. I let my pupils do a home-based Science experiment.
2. I made motivational activities to keep pupils’ participation possible.
3. I revised or redesigned my instructional materials to suit the needs and interest of the learners in the new
normal.
C. Knowledge Construction
Indicators 4 3 2 1
1. I provided opportunities for my pupils to discuss on their own topics they find hard.
2. I required my pupils to make reflective journals on what they had learned in Science.
D. Finding and Implementing Ways to extend students’ knowledge and skills

Indicators 4 3 2 1
1. I attended webinars to enhance my knowledge and skills in disciplining students in the new normal classes.
2. I familiarized myself with the different online teaching platforms like zoom, google classroom and many others.

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3. I followed the Most Essential Learning Competencies (MELC) in teaching Science.
4. I made sure that the instructions given to them are contextualized and that can be done on their home.
Part III. Challenges in teaching elementary Science

Using the scale below, check the number that best describes your experiences in teaching science
4- Strongly Agree 2- Disagree
3-Agree 1-Strongly Disagree
A. Instructional Materials
Indicators 4 3 2 1
1. The teaching materials in Science provided to us is insufficient.
2. I did not have enough financial and material support from the higher officials.
3. I had limited instructional materials which makes Science teaching difficult.
4. The school had minimal support in the purchase of instructional resources in Science.
5. Less teaching materials to engage and maintain pupils’ motivation.
B. Parental Support
Indicators 4 3 2 1
1. The parents of my pupils lacked interest/did not take distance education seriously.
2. The parents of my pupils lacked moral support on their children’s studies.
C. Classroom Management
Indicators 4 3 2 1
1. I had difficulty in monitoring pupils learning in distance education.
2. I had difficulty in redesigning the instructions to suit on the learners’ interest and needs.
3. I had less competence in fostering interaction in the distance education classroom.
4. I had difficulty managing pupils’ behavior in distance education modality.
5. I had difficulty in monitoring the leaners who do not have contact numbers.
6. I find it difficult to evaluate the authenticity of pupil’s assessment.
7. I had personal fear in monitoring my learners due to health-risks.
D. Pupils’ Motivation
Indicators 4 3 2 1
1. My pupils lacked the interests in distance education.
2. Pupils were less motivated due to limited physical teacher-learner interaction.
E. Pupils’ Cognitive Ability

Indicators 4 3 2 1
1. My pupils had difficulty in understanding some scientific terms and processes that makes them less likely to
perform well in Science.
2. My pupils had difficulty solving Science problems at home because nobody guides them.
3. Pupils had difficulty in following the lessons.
F. Learning Environment
Indicators 4 3 2 1
1. Most of the pupils had less suitable home learning environment.

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Part V. Coping Strategies
Please answer the question briefly.
How do you cope with the challenges you encountered in teaching Science?

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Volume 8, Issue 1, January – 2023 International Journal of Innovative Science and Research Technology

Practices, Challenges and Coping Strategies

IJISRT23JAN948 www.ijisrt.com 2359

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D. Framework of the Study

Teacher’s Practices in teaching

Challenges Encountered in teaching

Fig. 1: Framework of the Study

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Variable Frequency Percentage (%)

C. Research Instrument respondents background information. The second part dealt

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Practices Grand Weighted Mean SD Verbal Interpretation

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Challenges Grand Weighted Mean SD Verbal Interpretation

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“As a teacher we provide more strategies to cope

“Monitoring and adjustment has been employed in a and collegues motivation

Aside from that teacher attended trainings in building

Transition in the mode of learning also challenges

IJISRT23JAN948 www.ijisrt.com 2368

Target Challenge to Objective/s Activities Persons Duration Expected Output

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PRACTICES AND CHALLENGES IN TEACHING ELEMENTARY SCIENCE QUESTIONNAIRE

Part II. Teachers’ Practices in teaching elementary Science

A. Monitoring and Assessment

B. Designing Learner-centered Science Activities

D. Finding and Implementing Ways to extend students’ knowledge and skills

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Part III. Challenges in teaching elementary Science

E. Pupils’ Cognitive Ability

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