SCHOOL RESPONSIVENESS AND PSYCHOSOCIAL STABILITY OF

TEACHERS, PARENTS AND LEARNERS ON THE IMPLEMENTATION

OF LEARNING DELIVERY MODALITIES (LDMs) IN SELECTED
ELEMENTARY SCHOOLS IN THE DIVISION OF CALAMBA
CITY: A BASIS IN POLICY BRIEF FORMULATION

A Basic Research
Submitted to

Policy, Planning and Research Division (PPRD)

Department of Education
Region IV-A CALABARZON
Gate 2, Karangalan Village, Cainta, Rizal,
Philippines

SUSAN DL. ORIBIANA

DEXTER M.
PALANAS LIGAYA B.
FUEGO

Basic Education Research Fund (BERF)

Grantees Fifth Cycle

June 21, 2021

Document Inquiry : https://r4a-teadoc.com/inquire
Facebook: DepEd R-4A Calabarzon
AJA17-0078
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Theme: Governance
Title: School Responsiveness and Psychosocial Stability of Teachers, Parents
and Learners on the Implementation of Learning Delivery Modalities (LDMs)
in Selected Elementary Schools in the Division of Calamba City: A Basis in
Policy Brief Formulation
Authors: Susan DL. Oribiana, Dexter M. Palanas and Ligaya B. Fuego
Affiliation: DepEd Calamba City
E-mail/Mobile No.: [email protected] / (0936) 929 4201
Keywords: Learning Delivery Modalities, Psychosocial Stability, Intervention
Model

ABSTRACT

Pedagogy, technology and material resources are some of the

challenges encounter to ensure the continuity of learning (Luz, 2020).
To deliver equal opportunities on the identified learning modalities
teachers, parents and learners are factors that greatly affect the school
learning performance. Thus, Department of Education Secretary Dr.
Briones mandate schools to implement capacity building and establish
support mechanism to ensure the seamless transition of learning
activities into the New Normal format. The objective of the study is to
know how parents, learners and teachers will be able to cope up with
the new learning set-up. How these respondents embrace the changes
and how their experiences affect the delivery and acquisition of learning
as well as the implications of the crisis in the respondents’ personality as
a whole. The study used mixed method sequential explanatory research
design. In this research the data are collected in two consecutive
phases. The first data was computed from the responses in the survey
questionnaire while the second phase was thematically analyze during
the focus group discussion. Based from the results, the new
intervention model, Three-way Teaching and Learning Process in the
New Normal, was established. The model integrate process between
each participant such observation, communication, instruction,
interaction, support and participation. This processes were found to be
significant in ensuring the success of the new learning set-up. The corners
of the model states the focus interventions such as communication
access, professional development, digital collaboration, independent
learning, stakeholder engagement and parental education. It is
recommended to adopt the intervention model in the Division and
School learning continuity plan.
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INTRODUCTION AND RATIONALE

The outbreak of coronavirus disease (COVID-19) has been declared a

Public Health Emergency of International Concern (PHEIC) and the virus has now
spread to many countries and territories. While a lot is still unknown about the virus
that causes COVID-19, we do know that it is transmitted through direct contact
with respiratory droplets of an infected person (generated through coughing and
sneezing) Individuals can also be infected from touching surfaces contaminated
with the virus and touching their face (e.g., eyes, nose, mouth).
While COVID-19 continues to spread it is important that communities take
action to prevent further transmission, reduce the impacts of the outbreak and
support control measures. The protection of children and educational facilities is
particularly important. Precautions are necessary to prevent the potential spread
of COVID-19 in school settings; however, care must also be taken to avoid
stigmatizing students and staff who may have been exposed to the virus. It is
important to remember that COVID-19 does not differentiate between borders,
ethnicities, disability status, age or gender. Education settings should continue to
be welcoming, respectful, inclusive, and supportive environments to all. Measures
taken by schools can prevent the entry and spread of COVID-19 by students and
staff who may have been exposed to the virus, while minimizing disruption and
protecting students and staff from discrimination. (UNICEF, 2020)
Today, children and young people are global citizens, powerful agents of
change and the next generation of caregivers, scientists, and doctors. Any crisis
presents the opportunity to help them learn, cultivate compassion and increase
resilience while building a safer and more caring community. Having information
and facts about COVID-19 will help diminish students’ fears and anxieties around
the disease and support their ability to cope with any secondary impacts in their lives.
This guidance provides key messages and considerations for engaging school
administrators, teachers and staff, parents, caregivers and community members,
as well as children themselves in promoting safe and healthy schools. (Bender,
2020)
As President Duterte himself has said that he won’t be allow students to
go back to school until it is safe or a vaccine becomes available, the Department
of Education has developed the Basic Education-Learning Continuity Plan (BE-LCP)
and
 Page 4 of 27

schools are directed to implement blended/distance learning modalities where

lessons will be delivered to the students in their homes. In the blended/distance
learning modalities, DepEd will utilize online learning resources such as its learning
portal, called “DepEd Commons.” The DepEd said it will also continue to pursue
various distance learning delivery modalities, one of which is online learning (Uy,
2020).
The global outbreak of the highly contagious new COVID-19 virus, for
which there is yet no vaccine, continues to pose unprecedented challenges. At
this point, the biggest impact of COVID-19 arises from the need to practice
stringent social or physical distancing to prevent or mitigate its spread. For the
Department of Education (DepEd), this meant the cancellation of classes and
other school activities for the remaining weeks of SY 2019-2020, and that for SY
2020-2021, schools must find ways for learning to continue amidst the threat and
uncertainties brought about by COVID-19, while ensuring the health, safety, and
well-being of all learners, teachers, and personnel of the Department. In the
development of this Basic Education - Learning Continuity Plan (BE-LCP), inputs
from different units and field offices of the Department, from the Philippine Forum
for Inclusive Quality Basic Education or Educ Forum, and from the Chairpersons of
the House and Senate Committees on Basic Education, Rep. Roman Romulo and
Senator Sherwin Gatchalian, respectively, were gathered. (BE-LCP, 2020)
To prepare parents, teachers and school leaders for multiple learning
delivery modalities, they shall be capacitated to implement the learning delivery
system, consistent with DepEd’s professional development framework and
professional standards, and the transformation of the National Educators
Academy of the Philippines (NEAP). They will be introduced to learning delivery
modalities that they can readily utilize depending on community context, and be
provided with tools and mechanisms to inform their decision-making. To ensure
the seamless transition of learning activities into formats appropriate to
platforms and learning delivery modalities they will adopt, capacity building will
be implemented beginning in June until July 2020. Support mechanisms shall also
be established to provide teachers and school leaders’ access to on demand
technical and administrative advice and guidance. (Briones, 2020)
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The new learning set-up requires in-depth preparation in terms of contents

and learning processes among teachers and school heads. Meanwhile, same
challenges arise on the art of the learners and parents, as they will be facing
unfamiliar learning processes in the learning delivery modalities.
The researchers aim to document the learning journey of selected
teachers, parents and learners in the learning delivery modalities, which focused
on Modular Distance Learning (MDL) and On-line Distance Learning (ODL). The
objective of the study is to know how parents, learners and teachers will be able
to cope up with the new learning set-up. How these respondents embrace the
changes and how their experiences affect the delivery and acquisition of learning
as well as the implications of the crisis in the respondents’ personality as a whole.
DepEd Calamba City has a total of 52,171 elementary enrollment from
Grades1-6. Ten percent or 5, 217 of the learners chose On-line Distance (ODL)
Learning modality while the remaining number will undergo Modular Distance
Learning (MDL). The challenges that teachers, parents and learners on how to
deliver equal learning opportunity on these kind of learning modalities were
assumed as factors that will greatly affects the learning performance of the
learners and as well as of the school.
The findings of the study will be utilized as bases of designing curriculum
policy brief and intervention program with regard to effective implementation of
the Learning Delivery Modalities (LDMs) and curriculum modification to best –fit
on the needs of the learners.
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LITERATURE REVIEW

WHO describes coronaviruses as a large family of viruses that can cause

respiratory illness ranging from the common cold to more severe diseases. The
most common symptoms of COVID-19 are fever, dry cough, and tiredness. Some
patients may have aches and pains, nasal congestion, sore throat, or diarrhea.
Based on the data from China, about 80 percent of patients experienced mild
illness, 14 percent had severe disease, and five percent became critically ill. The
cases also indicated that illness severity was associated with patients 60 years
and older, as well as with patients that had other underlying illnesses or medical
conditions (WHO, 2020).
The global outbreak of the highly contagious new COVID-19 virus, for
which there is yet no vaccine, continues to pose unprecedented challenges. At
this point, the biggest impact of COVID-19 arises from the need to practice
stringent social or physical distancing to prevent or mitigate its spread. For the
Department of Education (DepEd), this meant the cancellation of classes and
other school activities for the remaining weeks of SY 2019-2020, and that for SY
2020-2021, schools must find ways for learning to continue amidst the threat and
uncertainties brought about by COVID-19, while ensuring the health, safety, and
well-being of all learners, teachers, and personnel of the Department. (BE-LCP,
2020)
In the Basic Education Learning Continuity Plan, (2020), it was mentioned
that the decision to open classes on August 24, 2020 was made in consideration of
socio- economic factors, such as the need to: 1) avoid prolonged school
disruption, which is associated with a range of social risks for the youth; 2)
encourage education-related economic activity; and 3) resume school-managed
support systems such as the School Based Feeding Program, among others. On
the other hand, we also anticipate that differences in socio-economic status,
indicated by internet access at home, and by readiness to engage in blended or
distance learning, will affect the quality of learning during the roll-out of this
learning continuity plan, and DepEd must address and mitigate these.
The Department also faces a number of security factors in these times of
uncertainty, including the need to address the climate of fear among students,
teachers, parents, and other stakeholders, to strengthen coordination and
cooperation at national and local levels, and to mobilize partnerships and its
broad
 Page 7 of 27

constituency for support. Mechanisms such as the DepEd Task Force COVID-19
for quick monitoring and response, and the reconfigured Oplan Balik Eskwela
and Brigada Eswkela, have been put in place to address these security concerns.
With a learner-oriented framework, the reforms articulated in the BE-LCP are aligned
with the four pillars of Sulong Edukalidad: K to 12 curriculum review and update;
Improving the learning environment; Teachers’ upskilling and reskilling; and
Engagement of stakeholders for support and collaboration. These pillars shall be
implemented with emphasis on INNOVATION, AGILITY, and SYNERGY. Sulong
Edukalidad, BE-LCP, and the future of the Philippine education are united by our
goals for and with every learner: agency and self-actualization, work readiness,
and responsible citizenship. Thus, it is important that the BE-LCP shall be guided
by life-long, life-wide, life-deep, and life-wise learning principles.
Within DepEd, the Curriculum and Instruction strand led by
Undersecretary Diosdado San Antonio, the Administration strand (which is in charge
of the DepEd Task Force on COVID-19) led by Undersecretary Alain Del Pascua,
and the Planning strand led by Undersecretary Jesus Lorenzo Mateo, submitted
major inputs. The Regional Directors, through their inputs, emphasized the
ground realities to be considered. Further consultations with Regional Directors
will be undertaken by Undersecretary Revsee Escobedo. (Educ Forum, 2020)
As mentioned in the article of Lego (2020), the learning delivery modalities
that schools can adopt may be one or a combination of the following, depending
on the COVID-19 restrictions and the particular context of the learners in the
school or locality. This refers to a learning delivery modality where the students and
the teacher are both physically present in the classroom, and there are
opportunities for active engagement, immediate feedback, and socio-emotional
development of learners.
He added that in areas under the Moderate and High-risk severity grading,
this is not possible. However, there are learners with disabilities whose conditions
require face-to-face instruction. This will be the subject of further discussion within
DepEd, with partners, and with parents.
Face-to-face option may also be feasible in very low risk areas such as the
geographically isolated, disadvantaged and conflict-affected areas (GIDCA) with
no
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history of infection and very low and easily monitored external contacts, but with
teachers and learners living in the vicinity of the school.
In the national news article by Malipot (2020), Secretary of Education, Leonor
M. Briones said that SLMs and the other alternative learning delivery modalities
are in place to address the needs, situations, and resources of each and every
learner and will cover all the bases in ensuring that basic education will be
accessible amid the present crisis posed by COVID-19. Briones explained that
the integration of SLMs with the alternative learning delivery modalities
(modular, television- based, radio-based instruction, blended, and online) would
help DepEd ensure that all learners have access to quality basic education for SY
2020 -2021 with face- to-face classes still prohibited due to the public health
situation.
Briones added that for households with gadgets and devices, the DepEd
said that SLMs can also be accessed online or offline. SLMs will be integrated in
video lessons, most especially for K to 3 learners who will require more auditory
learning than other grade levels. Meanwhile, DepEd has also provided a set of
SLMs for each region for contextualization, which shall be printed in July and will
be prepared for distribution nationwide, including learners in coastal and far-
flung areas.
Briones also assured that the safety and health of teachers and personnel
will be its top priority as SLMs can be done at home. Teachers who would need
to visit their schools to get materials to prepare the SLMs are required to follow
the existing work arrangement and health protocols.
Uy (2020) stated that flexible learning is a multifaceted approach to
learning where students are given options on how, what, when and where they
learn. It is the overarching drive, philosophy or approach behind the other
methods of delivering instruction. It is student-centered because it encourages
and empowers students to be autonomous or independent, which is a key
attribute that enables them to manage the challenges in the 21st century. It
combines and expands familiar approaches to teaching and learning. Face-to-
face classes, blended learning and distance learning are part of flexible learning.
Flexible learning draws on different approaches and methods of delivering
instruction that is most suitable to the circumstances and needs of the learners.
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There are a number of doubting challenges that need to be addressed and

overcome for distance education to be effectively and efficiently delivered.
Luz (2020) mentioned that one of the challenges in the learning delivery
modality is pedagogy. While the curriculum (the subjects comprising a course) is
the same whether classes are face-to-face, remotely delivered, or through
homeschooling, the Pedagogy (the method and practice of teaching) is going to
be different for each. Think of the difference between having a meeting where all
participants are in the same room and a meeting via Zoom or Teams where all
participants are plugged in remotely. Participating in the latter requires different
attentions, protocols and methods of managing meetings. (Think about how
much more tiring participating in such online meetings are than in face-to-face
meetings.)
According to him, another challenge is technology. What are effective
technologies to deliver educational content and materials? What technologies,
whether high tech or low tech, work best in distance education? Even in face-to-
face learning, the question of technology revolves around how to engage
students in their own self-learning (i.e. self-discovery). He added that
Preparedness of stakeholders for the new normal of distance education. How
prepared are students, teachers, school administrators and parents for distance
learning? Distance learning will require a different mindset for all stakeholders.
For students, how will they cope with longer periods of not being with classmates
for physical and social interaction? For teachers, how to manage the stresses of
teaching and student learning from a distance? For parents, how to manage the
additional new responsibility of children “going to school at home”?
Lastly, material resources. There will be a major shift in logistics for education as
education services shift from classroom-based to distance learning (whether online
or through learning packets). Who bears this cost? Who participates in this new
requirement?
Sievertsen (2020) stated that going to school is the best public policy tool
available to raise skills. While school time can be fun and can raise social skills
and social awareness, from an economic point of view the primary point of being in
school is that it increases a child’s ability. Even a relatively short time in school does
this; even a relatively short period of missed school will have consequences for skill
growth. But
 Page 10 of 27

can we estimate how much the COVID-19 interruption will affect learning? Not
very precisely, as we are in a new world; but we can use other studies to get an
order of magnitude.
Two pieces of evidence are useful. Carlsson et al. (2015) consider a situation
in which young men in Sweden have differing number of days to prepare for
important tests. These differences are conditionally random allowing the authors
to estimate a causal effect of schooling on skills. The authors show that even just
ten days of extra schooling significantly raises scores on tests of the use of
knowledge (‘crystallized intelligence’) by 1% of a standard deviation. As an
extremely rough measure of the impact of the current school closures, if we were
to simply extrapolate those numbers, twelve weeks less schooling (i.e. 60 school
days) implies a loss of 6% of a standard deviation, which is non-trivial. They do not
find a significant impact on problem-solving skills (an example of ‘fluid
intelligence’).
A different way into this question comes from Lavy (2015), who estimates
the impact on learning of differences in instructional time across countries.
Perhaps surprisingly, there are very substantial differences between countries in
hours of teaching. For example, Lavy shows that total weekly hours of
instruction in mathematics, language and science is 55% higher in Denmark than
in Austria. These differences matter, causing significant differences in test score
outcomes: one more hour per week over the school year in the main subjects’
increases test scores by around 6% of a standard deviation. In our case, the loss of
perhaps 3-4 hours per week teaching in Math for 12 weeks may be similar in
magnitude to the loss of an hour per week for 30 weeks. So, rather bizarrely and
surely coincidentally, we end up with an estimated loss of around 6% of a standard
deviation again. Leaving the close similarity aside, these studies possibly suggest a
likely effect no greater than 10% of a standard deviation but definitely above zero.
Families are central to education and are widely agreed to provide major
inputs into a child’s learning, as described by Bjorklund and Salvanes (2011).
The current global-scale expansion in home schooling might at first thought be
seen quite positively, as likely to be effective. However, typically, this role is
seen as a complement to the input from school. Parents supplement a child’s
Math learning by practicing counting or highlighting simple Math problems in
everyday life; or they
 Page 11 of 27

illuminate history lessons with trips to important monuments or museums. Being

the prime driver of learning, even in conjunction with online materials, is a
different question; and while many parents round the world do successfully school
their children at home, this seems unlikely to generalize over the whole
population.
The closure of schools, colleges and universities not only interrupts the teaching
for students around the world; the closure also coincides with a key assessment
period and many exams have been postponed or cancelled.
Internal assessments are perhaps thought to be less important and many
have been simply cancelled. But their point is to give information about the child’s
progress for families and teachers. The loss of this information delays the
recognition of both high potential and learning difficulties and can have harmful
long-term consequences for the child. Andersen and Nielsen (2019) look at the
consequence of a major IT crash in the testing system in Denmark. As a result of
this, some children could not take the test. The authors find that participating in
the test increased the score in a reading test two years later by 9% of a
standard deviation, with similar effects in mathematics. These effects are largest
for children from disadvantaged backgrounds.
Sieverstein (2020), concluded his study that the global lockdown of
education institutions is going to cause major (and likely unequal) interruption in
students’ learning; disruptions in internal assessments; and the cancellation of
public assessments for qualifications or their replacement by an inferior
alternative. He underscored answer to this questions - What can be done to
mitigate these negative impacts? Schools need resources to rebuild the loss in
learning, once they open again. How these resources are used, and how to target
the children who were especially hard hit, is an open question. Given the
evidence of the importance of assessments for learning, schools should also
consider postponing rather than skipping internal assessments. For new graduates,
policies should support their entry to the labor market to avoid longer unemployment
periods.
The illustration below shows the framework of the study. The initial data will
be based on the review of school’s response aligned to the School Learning
Continuity Plan (SLCP) anchored to Pivot 4A QuBE and BE LCP.
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Experience
Teacher

School Responsiveness
(School Learning Continuity Plan) Challenge

Implication Learners Parents

aligned to Pivot 4A QuBE Psychosocial Stability New Normal

Teaching and BE LCP and Learning Model

Figure 1. Framework on Developing Intervention Model

The satisfactions of clients will be reflected on their psychosocial stability in term

of life skills, coping mechanism and resiliency. The result will be validated by
their experiences in the new learning set-up and establish a new teaching and
learning model.

Research Questions

The study aims to develop a policy brief and design an intervention model
on the implementation of learning modality in the New Normal. Specifically, it
aims to seek answers to the following questions:

1. What is the mean level of school responsiveness in the delivery of learning

modalities in terms of:

1.1content and pedagogy;

1.2technology/internet connectivity; and

1.3material resources?

2. How does the school response affects the psychosocial stability of

teachers, parents and learners in terms of:

2.1life skills;

2.2coping mechanisms; and

2.3resiliency?
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3. How does the challenges experience of teachers, learners and parents

affect the delivery and acquisition of learning in the new learning set-up?

4. How do the participants cope up with the implications of the pandemic in

the educational setting and in their lives?

Scope and Limitation

The present study is limited to school responsiveness on the implementation
of Learning Delivery Modalities (LDMs) as well as on the psychosocial stability of
teachers, learners and parents. In addition, the study is delimited to the
challenges and experiences of the respondents and its implications on the delivery
and acquisition of learning in the new learning set-up.

RESEARCH METHODOLOGY
This part shows the procedure in developing a policy brief and designing
an intervention model on the implementation of learning modality in the New
Normal. Details concerning the procedures followed in this research are outlined.

Research Design
The study used mixed method sequential explanatory research design. In
this research the data are collected over the period of time in two consecutive
phases. Thus, the researchers first collected and analyzed the quantitative data.
Qualitative data are collected in the second phase of the study and are related to
the outcomes from the first, quantitative, phase.

Sampling
Stratified random sampling technique will be employed since the
researchers want to highlight a specific subgroup within the population. This
technique is useful in such researches because it ensures the presence of the
key subgroup within the sample. The respondents of the study will be selected
teachers, parents and learners from the following schools in the Division of
Calamba City:
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Table 1. Total number of respondents in the study.

Enrollment No. of Total number of Respondents

Cluster School
(July 15, 2020) Teachers Parents Learners Teacher
Cluster 1 School A 1866 48 60 60 27
Cluster 2 School B 3824 130 124 124 73
Cluster 3 School C 593 20 20 20 11
Cluster 4 School D 902 24 30 30 13
Cluster5 School E 1133 33 38 38 18
Cluster 6 School F 1040 31 34 34 17
Cluster 7 School G 1498 41 48 48 23
Cluster 8 School H 1125 25 36 36 14
Cluster 9 School I 295 7 10 10 4
Total 12,007 359 400 400 200
Note: 5% Margin of Error, 95% Confidence Level (No. of Learners – 373, No. of Teacher – 186)

Elementary learners were identified as sample of the study since they will
experience the biggest drawback of distance learning which are isolation and
lack of human interaction. It was stated that distance education is primarily
focused on higher education or adult learners (Scholley, 2001).
The total number of respondents will be 200 parents, 200 learners and
200 teachers from 9 schools.

Data Collection

Survey questionnaires was used to assess the mean level of school

preparedness in terms of content and pedagogy, technology/internet
connectivity and material resources. While to relate its effect to respondent’s
psychosocial stability based from their experience, challenges and the implications
of the learning delivery modality on the educational settings, Focus Group
Discussion (FGD) was administered. Data will be gathered thru Google Form and
zoom for FGD.
Questionnaire for parents and learners were translated in Filipino. Each
varies with the number of questions. The learners, parents, and teachers has 17,
18 and 20 number of item respectively. Questions were written from the point of
view of respondents.
Semi-structure interview guide was used for the focus group discussion.
The online FGD activity was administered based on the most convenient time for
the
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participants. Both questionnaire and interview guide were validated by experts from
DepEd Calamba City.

Table 2. Schedule on the conduct of Focus Group Discussion (FGD).

Date & Time Monday Tuesday Wednesday Thursday Friday
May 3 May 4 May 5 May 6 May 7
9:00 – 10:00 School A School C School F School I

10:00 – 11:00 School D School G

11:00 – 12:00 School B School E School H

Table 2 shows the respective schedule of schools that participated in the

Online FGD. This was composed of teachers, learners and parents from each
learning modality, research proponents and observer (school head).

C. Ethical Issues

The participants were informed as regards to the purpose of the study. A

consent form was included on the first page of the questionnaire. The
participants voluntary participate and may withdraw in the study at any time.
The information gathered will be treated with utmost confidentiality and will be
used only for the purpose of this study. Permission to record their responses were
likewise ensured.

D. Plan for Data Analysis

The data was collected from the responses on the questionnaire and focus
group discussion. Computation of mean and thematic analysis were used to
identify factors that lead in designing intervention model.
After gathering data, analysis and interpretation was performed. The
results were presented in the Division/Regional Research Committee. Likewise, the
findings of the study were discussed during summits and research conferences.
 Page 16 of 27

RESULTS AND DISCUSSION

This chapter presents the results and discussion relative to the methodology. It
details the results of data collection and analysis, and reports findings in relation to
the research questions for this study.
The response from the survey questionnaire was organized in to two sets.
The first set was based on the School Learning Continuity Plan concern areas
while the second set was based on factors relative to the need of the
participants.

Table 3. Level of school responsiveness in the delivery of learning modality.

SLCP TEACHERS PARENTS LEARNERS
A. Planning Phase
A.1 Data Analysis and Management 3.48 3.16 3.20
A.2 Alignment to BE LCP and Pivot 4A QuBE 3.43 3.14 3.15
B. Implementation Phase
(School Management and Operations)
B.1 Organization of Class 3.43 3.13 3.17
B.2 Management of Learning 3.49 3.26 3.28
B.3 Assessment of Learning 3.47 3.26 3.27
B.4 Teachers Deployment Matrix 3.43 - -
B.5 Teachers Professional Development 3.55 - -
B.6 Instructional Supervision 3.46 - -
B.7 School Supply Management 3.35 3.09 3.13
B.8 School Technical Assistance Mechanism 3.44 3.18 3.26
B.9 Community Mobilization 3.51 3.11 3.19
C. Monitoring and Evaluation Phase 3.44 3.20 3.11
D. Re-calibration / Adjustment Phase 3.45 3.11 3.21
Range: Extremely Unsatisfied [1.00 – 1.50], Unsatisfied [1.51 – 2.50]. Satisfied [2.51 – 3.50], Extremely Satisfied [3.51 – 4.00]

Table 3 shows that the highest rating of 3.55 (Extremely Satisfied) was observed
in the Teachers Professional Development, this implies that the capacity building
on distance education was adequate. While the lowest rating falls on school
supply management, the provision of efficient and adequate resources to the
participants has a plenty of room for improvement.
 Page 17 of 27

Table 4. Level of school responsiveness in the delivery of learning modality base

from identified criteria.

Teachers Parents Learners

Criteria Item Distribution
MDL ODL MDL ODL MDL ODL
Content and Q5 – Q7
3.43 3.56 3.17 3.35 3.22 3.34
Pedagogy [MDL], Q8 –
Q10 [ODL]
Technology and
Q1, Q2, Q18 3.44 3.61 3.13 3.30 3.19 3.18
Internet Connectivity

Material Resources Q14, Q16, Q17 3.44 3.56 3.14 3.19 3.19 3.30
Range: Extremely Unsatisfied [1.00 – 1.50], Unsatisfied [1.51 – 2.50]. Satisfied [2.51 – 3.50], Extremely Satisfied [3.51 – 4.00]

Table 4 shows that all the satisfactory ratings in the online modality were
higher compare to modular distance modality. This implies that the needs of the
participants were provided better in the online modality. Also, the lowest rating of
3.13 (Satisfied) as per response by the parents was the Technology and Internet
Connectivity since modular learning was purely based on the use of self-learning
modules.
The response from the focus group discussion was organized, coded and
interpreted according to relevant themes. The following are the results of
thematic analysis.
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Table 5. Themes on the school response to the implementation of learning modality.

Participant Direct Quotation Initial Code Theme
“nagkaroon ng training The school The school
Teacher B ang mga guro at provided training provided training
magulang” session to and instructional
“conduct of LAC sessions teachers. materials to
Teacher F together with parents teachers in the
and learners on implementation of
psychosocial” “may The school the learning
Teacher G supplies para sa health provided modality.
and provision of load instructional
allowance” supplies to
Teacher I “supplies and support teachers.
from the school are
sufficient and visible” The procedure Communication is
“Ang proseso sa on the a vital process in
Parent A
pagkuha ng modyuls sa distribution and strengthening
mga paaralan ay naging retrieval of partnership with
maayos” learning materials the parents.
“Nagkaroon ng were well-
Parent C communicated.
orientation ang mga
magulang sa distribution
at retrieval ng modyuls.”
“naging mahusay ag The teachers
Parent B provide regular
komunikasyon ng guro sa
mga magulang at mag- communication
aaral” to parents.
Parent G “may online kumustahan
na initiative and mga
guro” The teachers
Learner C “pagsagot ng mga guro The learners provided
sa mga tanong at pag receive prompt instructions to
house-to-house nila” response from learners through
Learner F “may assistance from the teachers. various methods.
the teacher lalo po dun
sa lesson na di
maintindihan”
“pakikipag-ugnayan nang The teachers
Learner D madalas sa guro” provide regular
“may online kumustahan communication
Learner G at open communication” to learners.

Table 5 show how the participants appreciate the response and intervention
provided by the schools in ensuring the continuity of learning. Base on the identified
 Page 19 of 27

themes, the observable assistance provided to the participants are materials,

training and instructions.

Table 6. Themes on the school response that can still be improved on the
implementation of learning modality.
Participant Direct Quotation Initial Code Theme
Teacher A “stronger internet The school can Teaching
connection and enhance access requirements can
provision of equipment of teachers to be solve through
(printer, online platform. strengthening
computer etc.)” partnership with
Teacher B “mas malakas na internet stakeholders
para sa online classes” The school can
Teacher D “active involvement of seek
parents in assisting the assistance to
learners” stakeholders.
Teacher H “strengthen stakeholders
support to
learning modality” Online session
Parent C “training for parents kung Parent request provide a better
paano mag-turo sa mga further assistance instruction to
anak namin” from the teacher parents and
Parent H “mas malinaw na on learning learners.
paliwanag at pagbibigay modality.
ng powerpoint para mas
maintindihan ang
gawain” The school can
Parent A “mas madalas na online enhance session
classes” through online
Parent C “dalasan ang online platform.
kumustahan sa mga bata”
Parent G “mas habaan ang online The school can
classes” The teachers still enhance
Learner A “magkaroon ng mas can provide learning through
maraming information sa additional blended
topic” support materials. modality.
Learner E “additional learning
videos and
supplementary learning Online discussion
materials” can enhance
Learner C “meet more ang teacher instruction to
para mas maipaliwanag learning.
ang modyul at
magkaroon ng
discussion”
Learner H “magkaroon ng programa
para mas mapadali ang
pagsasagot sa m
modules”
 Page 20 of 27

Table 6 focus on the programs that required further improvement. Base on

the results, the schools can still strengthen its partnership with stakeholders and
also enhance the implementation of learning modality toward digital process.

Table 7. Themes on the participant’s challenges in the new learning set-up.

Participant Direct Quotation Initial Code Theme
Teacher A “difficulty in dealing with The teachers Instruction in the
parents” find it difficult to new learning set-
Teacher C ‘attitude of parents depend on up causes difficulty
regarding sa pag-aaral ng parents for in both parents
anak nila” instruction. and teachers.
Teacher B “maraming correction sa The teachers also
modyul, mahirap intindihin experience
yung panuto” difficulty in
Teacher F “self-learning understanding
modules instruction the learning
are difficult” materials.
Parent A “kulang sa oras ng pag- Parents gain Parents
guide sa bata dahil sa additional task of experience
trabaho” guiding their adjustment both
Parent F “nagkakaroon ng conflict children. in the daily
sa trabaho kaya routine and
kailangang mag-adjust ng personal
oras sa gawaing bahay” preparation in
Parent B “kami ay bumabalik sa Parents assisting their
pagiging estudyate, dahil experience children.
iba ang level ng lesson difficulty in
ngayon kailangan din assisting the
naming matuto” content of
Parent G “mahirap intidihin ang the lesson to
lesson at mahirap turuan their children.
ang bata”
Learner A “konti lang and Learners Learners
impormasyon sa modyul at experience experience
mahirap ang mga difficulty in difficulty base on
tanong” understanding their level of
Learner I “di maintindihan ang the content of understanding on
lesson” the lesson. the modules
content and
Learner D “walang tumutulong sa Learners require instruction.
pagsasagot sa mga assistance in
lesson” understanding
Learner G “di alam kung ano ang the instruction of
gagawin sa modyul” the modules.
 Page 21 of 27

Table 7 stress the challenges that the participants experience during the
implementation of distance learning modality. It shows that distant
communication can cause difficulty in instruction that required adjustment in both
parties.

Table 8. Themes on the participant’s coping mechanism in the new learning set-up.

Participant Direct Quotation Initial Code Theme

Teacher A “constant communication Teachers shorten Better way of
with the parents to avoid gaps with the communication
misconception” parents through would result to a
Teacher I “conduct online communication. better instruction.
kumustahan to both
parents and learners”
Teacher B “mas madalas ng pag Teachers provide
home visit at video calls” better
Teacher “extend time to send instruction
PowerPoint presentation through digital
and instructional videos” means.
Parent B “proper time scheduling” Parents learn to Parents develop
allot time in learning
assisting their responsibility to
Parent G “time management para children. their children.
mapagsabay yung
pagtuturo sa anak at iba
pang gawaing bahay”
Parent A “ask assistance to other Parents seek
member of the family assistance to their
about the topic” closest relatives
Parent H “magtanong kay teacher” and teachers.

Learner A “mag research, self- Learners become Learners develop

learning at mag-taong sa independent their own strategy
guro” with minor in understanding
Learner G “magbasa ng ibang libro assistance from the topic.
at magmessage kay the teacher.
teacher”
Learner C “magtataong kay ate at Learners seek
sa magulang” assistance to their
Learner E “magpapatulong sa mga family members.
magulang at kapatid”

Table 8 indicate realization on how participants can overcome challenges

in the implementation of the new learning set-up, the results shows that each
participants should learn to take responsibility as part of the new teaching and
learning process.
 Page 22 of 27

Table 9. Themes on the long term implication of the new learning set-up.

Participant Direct Quotation Initial Code Theme

Teacher D “magigig mababa ang Teachers were Teachers will
kalidad ng edukasyon” frustrated since bridge the
the quality of gaps on the
Teacher G “hilaw ang pagkatuto
learning will learning
sapagkat limitado and
be sacrifices. through
pedeng ipagawa sa mga
enhancing their
bata”
competencies.
Teacher E “enhancement of skills in Teachers shall
ICT such preparation adapt the new
of video lessons” learning set-
Teacher I “continuous training for up through
teachers on the delivery of enhancing
learning modality” teaching
competencies.
Parent B “magiging relax ang mga Parent believe Despite decrease
bata at di na iitindihin that the new in the quality of
ang pag-aaral. learning set-up learning, parents
Parent F “magiging dependent will bring will still support their
ang mga mag-aaral sa drawback to children.
magulang” education.
Parent C “masasanay na sila sa Parents will
online at modular na pag- move with the
aaral” flow of
Parent D “gagawin na lamang educational
kung ano ang dapat para system and
matulungan ang mga fulfill their part.
bata sa pag-aaral”
Learner F “hindi nag-aaral ng husto Learners will Learner’s
dahil nagsesearch na lang tend to learn interaction with
sa internet” alone and other will diminish
Learner I “less interaction with fellow depend to and seek media as
learners” internet for learning partner.
learning.
Learner A “mag-aaral na lang ng Learners will be
sarili at masasanay sa isolated and
bahay ” learn to use
Learner H “masasanay gumamit ng available device.
gadget sa pag-aaral”
 Page 23 of 27

Table 9 emphasize on the drawback cause by the pandemic to the new

learning process. The results clearly state how the quality of learning was affected. This
is due to limited interaction between the component of the learning process.
Although, one theme shows a positive implication of pandemic, this describe how
the participants show full support to learners against whatever situation.
Organizing the results and themes established intervention model on the
implementation of the learning delivery modality. Figure 2 below shows how
relevant terms were connected to one another. This model will serve as basis in
developing local policy in education.

Teacher

Support
Parent Learner

Participation

Parental Education Independent Learning

Figure 2. Three-way Teaching and Learning Process in the New Normal.

The model integrate process between each participant such observation,

communication, instruction, interaction, support and participation. This
processes were found to be significant in ensuring the success of the new learning
set-up. The corners of the triangle states the focus interventions: communication
access, professional development, digital collaboration, independent learning,
stakeholder engagement and parental education.
 Page 24 of 27

IMPLICATION AND RECOMMENDATION

The situation affects the quality of education. Although the Department of

Education focus was to continue the process amidst of pandemic. Then,
enhancing distance learning process is inevitable, this can be achieved by
capacitating all the key proponent of the new learning set-up. Equip both
teachers and parents with relevant competencies on how they can communicate
teaching and provide guidance to the learners.
The contribution of stakeholders, specifically the parents show a crucial
effect to learning. Thus, strengthening partnership and stakeholder’s engagement
through periodic and consistent communication and instruction can provide
solutions on the gap created by the pandemic.
Lastly, relative to the difference on the performance of learning between
modality such modular and online can be minimize by gradual shift from modular
to digital modular and online distance learning. The learning that can be acquire
from digital materials will highly influence the learner’s performance.

POLICY BRIEF
The “Three-way Teaching and Learning Process in the New Normal” model
will be adopted as strategic framework of the Division Learning Continuity Plan for
S. Y.
2021- 2022. The strategies for the implementation of learning modality will be
based on the identified processes and target interventions.

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