Sunny Hillside School of Bataan, Inc.

Upper Ipag, Mariveles, Bataan

S.Y 2020-2021

“The Impact of New Learning System to the Teaching Strategies of Selected Teachers of Sunny

Hillside School of Bataan Inc. and LMI Integrated Formation and Education (L.I.F.E)

S.Y 2020-2021”

Angeles, Bench Jordan

Austria, Trish

Dantis, Angel

Devaras, Elgee

Enriquez, Tricia

Ferrer, John Daniel

Gervacio, Annaly

Sumipat, Sherlyn

Teodoro, Jordan

Macquiniana, Erika

Mateo, Jessica
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

Online teaching and learning is the newest and most popular form of distance education
today. Due to pandemic, learning system of the Philippines changed, face to face is no longer
required in terms of teaching. According to Department of Education, some 22.2 million
learners have registered in public and private schools nationwide for the 2020-2021 school year,
which is only 80 percent of last year's 27 million enrollees. In the new normal, all schools will
have blended or purely online courses. Training in using teaching and learning platforms will be
available for both teachers and students. Because of the Covid-19 movement restrictions, “the
DepEd has been encouraging students to continue their learning online.” Students and teachers
are struggling with engaging to the new learning system given the fact that few don't have strong
internet connection, limited of technology, computer literacy, online environment problems and
have different intellectual capacity to assure that they are aiming for learning and not just merely
passing the semester.

Teaching strategies is a way of the teachers to teach their students, teacher's used a
teaching strategy when online learning to better understand the lesson, helping the students
generate their interest and eagerness for more opportunities of learning in a conducive
environment, making all the individuals feel that they are being taught in their own unique way
being unique themselves. Sunny Hillside School and LMI Integrated Formation and Education
(L.I.F.E) teachers are trying to engage in this new normal type of teaching they have an
adjustment because of online learning, they create their own role, based on the specific situation
and respond to the learner’s need, taking initiative to improve their teaching strategies for
students’ improved learning.

New technologies to developed and have an impact of learning it can be bad impact or
good impact, improve students learning or not. Online learning allows schools and teachers to
learn new techniques of teaching. The effectiveness of innovation in school organization depends
on the extent to which people are aware of a problem, and therefore the need to be aware of
range alternative solutions and feel themselves in an appropriate regulatory environment.

Most of the populations; specially the parents and students complaining that "new normal
learning" are not that effective because of various reasoning. The aim of this study is to
investigate what teachers and school principals going to do in terms of operating a new
educational system in their school and how to improve the implementation outcome. The study
will emphasize the real impact of new learning system to the strategies of teachers. The reason
why the researchers conducting this research is to let teachers and students aware of the new
learning system that we are engaging right now, to determine the impact of online learning
activities on learning outcomes of students who participated in the blended learning course,
focusing specifically on skill-based courses.

BACKGROUND OF THE STUDY

The 21st century has brought about a massive change in the world of education. Gone are
those days when teaching was limited only within the confines of a classroom. The internet has
brought about a paradigm shift in the fundamental way in which learning is done. It has taken
learning beyond the hallowed walls of the universities and into the palms of everyone.

Though there are numerous examples of the usage of machines and tools in education
throughout history, e-learning in the modern sense of the term is a relatively new concept. Slide
projectors and television-based classes have been in use since the 1950s. However, one of the
first instances of online learning in the world can be traced back to 1960, at the University of
Illinois, USA. Though the internet wasn’t invented back then, students began learning from
computer terminals that were interlinked to form a network.

The first-ever completely online course was offered in 1984 by the University of Toronto.
In 1986, the Electronic University Network was established for being used in DOS and
Commodore 64 computers. Three years later, the University of Phoenix became the first
educational institution in the world to launch a wholly online collegiate institution, offering both
bachelors and master’s degrees. This was the beginning of a revolution whose potential was
largely unknown to the public back then, but one that would make learning greatly accessible
and within reach of what people could ever have imagined.

Online learning is booming in current times. Aided by the widespread availability of

high-speed internet, making use of new technologies such as 4G and the soon-to-be-released 5G,
online learning is expected to grow by leaps and bounds in the foreseeable future. The worldwide
market size of online learning is approximately $187.87 billion in 2019, a 400% increase over
what it was just six years ago. This phenomenal growth has been made possible not just by the
rapidly evolving scenario in the world of technology, but also by the spread of education in the
developing world. Experts predict that the next wave of online education will occur not in North
America and Europe, but newly emerging markets like Africa, India, and China.

Online learning is no longer just limited to colleges and universities. Right since primary
school, online learning is gradually being incorporated into the curriculum. The recent COVID-
19 pandemic further illustrates the importance of online learning in today’s school system, as it
has proven to be a boon to both students and teachers alike who are unable to attend school due
to the risk of disease spread. Beyond high school, online learning is steadily increasing its market
share at the pre-university level. Furthermore, e-learning is expanding in presence beyond the
traditional fields as well.
 Teaching online is a different experience from that of teaching in a face-to-face setting.
Knowledge and skills developed for teaching face-to-face classes are not adequate preparation
for teaching online. In this study, the researchers choose Private Academic Institution which is,
Sunny Hillside School located in Upper Ipag, Mariveles, Bataan and was founded in the year of
1999 and LMI Integrated Formation and Education (L.I.F.E) located in Lakandula St, Mariveles,
Bataan and was founded in the year of 1951.

The researchers took this as a research locale because this school provides quality
education to its students; moreover, this school is also experiencing changing in terms of new
learning system and engaging with blended online learning. This research is directed to the
teachers of Sunny Hillside School Bataan, Inc. and LMI Integrated Formation and Education,
Inc. to serve as baseline information for the future researchers and awaken their mind to the
changes due to online classes.

THEORETICAL FRAMEWORK

According to Jahanzeb Jahan, Lecturer at University of education, Lahore Research

Proposal, in online learning, it requires the three main models, namely; the behaviorism,
constructive and blended learning model. In behavior model, it deals mostly about the
individual's attitude. It discusses how an individual responds to the environment. Online
education is useless if the students are not interested, focused and enthusiastic about their
education. In learning the individual and the educator as well as the equipment for learning will
work hand-in-hand in order to achieve information and become knowledgeable. On the other
hand in constructive model, it merely talks about the quality of software and the estimation of the
cost, effort and schedule in planning a new software development activity. In this model, it is
somehow helps in educating online. Furthermore the third model is blended learning model, in
which it describes the technique and strategy in gaining information through internet web which
is the primary source in online education. What makes this interesting and significant in online
education is that it describes a solution that combines several different delivery methods, such as
software collaboration, courses that is online base and practices in knowledge management.
Blended learning model has more advantages compared the other models because in this model it
really fits the meaning of online education, where it describe learning that mixes various event-
based activities, including face to face classrooms, live e-learning and self-paced learning. In
addition to this, blended learning model has three models, namely; Skill-driven model, behavior-
driven model and competency model. In Skill-driven model it discusses on how you the students
and the inductors interact with each other. In this case the instructors facilitate their students
through e-mail, forums.
CONCEPTUAL FRAMEWORK

The conceptual framework of this research is shown in the table below that the
independent variable (IV) is the teaching strategies of the teachers and the dependent variable
(DV) is the new learning system. This table shows what will be the relationship of these
variables and which of the two factors can affect the outcome of the research.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

New Learning Teaching Strategies

System of Teachers

STATEMENT OF THE PROBLEM

The study was conducted to determine the impact of new learning system to the teaching strategies of
selected teachers of Sunny Hillside School Bataan, Inc. and LMI Integrated Formation and Education
(L.I.F.E) S.Y 2020-2021.

Specifically,. It answered the following problems:

1. What are the profiles of the respondents?

1.1 Age

1.2 Gender

1.3 Subject Teaching specialties

1.4 Years of teaching

2. What are the problems encountered by the teachers in terms of new learning system?

3. What is the perception of the teachers regarding the delivery of lessons during online class?

4. How do teachers cope up with the new learning system?

5. What would be the best alternative teaching strategies for the new learning system?

6. What is the impact of the new learning system to the teacher's teaching strategies?

HYPOTHESIS OF THE STUDY

There is no significance relationship between new learning system and teaching strategies of
teachers in Sunny Hillside School Bataan, Inc. and LMI Integrated Formation and Education, Inc.

SCOPE AND DELIMITATION OF THE STUDY

This study is focus on teaching strategies in effective teaching-learning process and yearns to
identify on how can the variable “new learning system” affects the respondents in terms of teaching
strategies. It is limited viability of the references in resource materials in the internet. The respondents of
this research are the teachers teaching from Sunny Hillside School of Bataan Incorporated and LMI
Integrated Formation and Education (L.I.F.E) school year 2020-2021. The teachers will answer
through a research instrument that consist questions made by the researchers.

SIGNIFICANCE OF THE STUDY

This study is conducted to determine the effect of new learning system, which is online learning,
to the teaching strategies of the teachers and to find solutions on how to cope with this new system of
learning. This study provided the researchers with knowledge and new experience in the understanding of
the situation encountered during the COVID-19 pandemic.

The result of this study will be useful to the school premises, specifically in the identification of
possible improvement of a certain distribution.

To School, it would serve as a guide and eventually help Sunny Hillside School and LMI
Integrated Formation and Education (L.I.F.E) in the teaching strategy development, and improvement
of the school management.
 To Students of Sunny Hillside School Bataan, Inc. and LMI Integrated Formation and
Education Inc., this study will be a benefit for them because when the research is conducted, teachers
can be even better in terms of teaching strategy which will be better understand by the students and help
them learned new things successfully .

To Teachers, they are the main benefactors of this study and once the research is conducted, it
will help them to have an additional insight on what strategy they may use to educate their students to be
able to impart knowledge.

Future Researchers, this study would serve as a reference or base lined information for the
future researchers. It can help them to be aware and knowledgeable in terms of effects of online learning
in the teachers and also to the students. It would help them to be better inquisitor.

DEFINITION OF TERMS

Blended Learning- A style of education in which students learn via electronic and online media as well
as traditional face-to-face teaching.

Computer Literacy- Is defined as the knowledge and ability to use computers and related technology
efficiently, with a range of skills covering levels from elementary use to programming and advanced
problem solving.

COVID-19- Is a disease caused by a new strain of coronavirus. ‘CO’ stands for corona, ‘VI’ for virus,
and ‘D’ for disease. Formerly, this disease was referred to as ‘2019 novel coronavirus’ or ‘2019- nCoV.’
The COVID-19 virus is a new virus linked to the same family of viruses as Severe Acute Respiratory
Syndrome (SARS) and some types of common cold.

Online Learning- Online learning is education that takes place over the Internet. It is often referred to as
“e-learning” among other terms. However, online learning is just one type of “distance learning” the
umbrella term for any learning that takes place across distance and not in a traditional classroom.

Teaching Strategies- Teaching strategies, also known as instructional strategies, are methods that
teachers use to deliver course material in ways that keep students engaged and practicing different skill
sets. An instructor may select different teaching strategies according to unit topic, grade level, class size,
and classroom resources.

On Cam Monitoring- This is kind of monitoring the students in meetings flat forms like Google Meet
were in the students can be seen by the teachers.

Curriculum-Based Measurement (CBM) - is a method teacher’s use to find out how students are
progressing in basic academic areas such as math, reading, writing, and spelling. When your child's
teacher uses CBM, he or she finds out how well your child is progressing in learning the content for the
academic year.

Asynchronous Instruction -Asynchronous learning is a general term used to describe forms of

education, instruction, and learning that do not occur in the same place or at the same time. It uses
resources that facilitate information sharing outside the constraints of time and place among a network of
people.

Simulations- A teaching method that recreates an event which could actually happen, so that participants
experience the situations.
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDY

This chapter provides a brief overview about the topic of the researchers presents related
literature and studies both from local and foreign sources. This also includes the purpose of the literature
review; the purpose of this literature review is to describe the relevance studies of impact of new learning
to the teaching strategies of teachers.

RELATED LITERATURE
According to Dyer and Osborne (1995, p. 260) students' thinking skills and problem solving
abilities can be developed by teaching activities, especially by the selection of an appropriate teaching
approach. Henson (1988, p.9) argued that the teacher's paramount purpose is to help students leam and to
give real help. He suggested three roles for teachers in planning a unit. The first is to "identify some of the
important ideas or concepts that will be developed in the unit and to explain the importance of this
material to the students." The second role is "to give students an opportunity to include areas within the
unit that they think should be studied." Lastly, teachers need to help in selecting activities necessary for
developing an understanding of the unit (Henson, 1988, p.17).

According to Kritzer (2009), “Electronic discussion boards are useful in allowing both a
demonstration of instructor presence as well as a facilitation of student community” (p.37). When
instructors interact with students by posting in discussion forums, they make their presence known.
However, there is a balance required for instructor participation. More participation by the instructor
demonstrates presence and interest; less participation by the instructor may alleviate the fears of students
of contributing something that may disagree with the instructor. It is important to find the balance that
allows students to feel comfortable contributing without the discussion being overwhelmed by the
instructor’s presence (Cole and Kritzer, 2009 p.38).

According to (Eickelmann and Gerick 2020) Teachers had to change to online teaching, requiring
them to use various digital tools and resources to solve problems and implement new approaches to
teaching and learning. Teaching online may have a positive impact on the teaching of some instructors.
Changes occurred in instructor reflection, course planning, student learning activities, and use of class
time. Instructors became increasingly focused on the student learning process (Lorna R. Kearns)

RELATED STUDY
Odubiyi (1988, p. 48), in her study regarding the level of effectiveness of teaching
methods and tools as perceived by teachers of vocational agriculture in Iowa, generated data
supporting the problem solving approach as the most effective teaching method in secondary
agriculture programs. Demonstration, individualized instruction, lecture-discussion, field trips,
and real-object approaches and tools also ranked highly in the same study while the following
tools and strategies magnetic boards, dramatic skits, opaque projectors, flip charts, radio
programs, seminars and learning centers were rarely used or not used at all. Similarly, another
study conducted by Kassem (1992, p. 47) to determine the effectiveness of teaching methods
used in formal education, corroborated Odubiyi's (1988) findings although both studies were
conducted in the state of Iowa.
 Ahmed Awad Amin Mahmoud Raba conducted a study, the study aimed to find out the
impact of effective teaching strategies on producing fast and good learning outcomes. The
researcher comes to a conclusion that is: Good and fast learning outcomes is the ultimate goal
that teachers and learners are seeking to achieve. This study examined the impact of effective
teaching strategies on producing good and fast learning outcomes. The study revealed that there
is a positive impact of effective teaching strategies on producing good and fast learning
outcomes. Also, the results showed that there were no statistical significant differences at
(α = .05) in the impact of effective teaching strategies on producing fast and good
learning outcomes due to the study variables. Based on these findings, the researcher
recommended the lecturers to use effective teaching strategies via continual improvement
and updating their teaching strategies.
According to Rodriguez (2011) in a study conveys the experiences of the teachers who
went to Bolivia from America. In the study teachers pointed out that they experienced cultural,
global and educational developments and improved their abilities. They also stressed that they
had the opportunity to compare the education system of Bolivia with their own and transferred
the practices of the Bolivian education system to their own countries and most of them claimed
that they achieved more positive results than they had in the past.
 CHAPTER III

RESEARCH METHODOLOGY

This chapter focuses on presentation of the following: (1) research methods used in the
study, (2) population, (3) the respondents for this study, (4) research instrument used in this
study, (5) validation of research Instrument, (6) data Gathering Procedure, and (7) statistical
treatment used in this study.

METHOD OF RESEARCH

To conduct the study concerning the impact of new learning system to the teaching
strategies of Selected Teachers of Sunny Hillside School of Bataan Inc. and LMI Integrated
Formation and Education (L.I.F.E), the researchers used a descriptive correlational method using
quantitative approaches. The reason why the researchers used Descriptive correlation design is as
follows, Descriptive research is “aimed at casting light on current issues or problems through a
process of data collection that enables them to describe the situation more completely than was
possible without employing this method.” Fox, W. & Bayat, M.S. (2007) at the same time a
correlational research design “measures a relationship between two variables without the
researcher controlling either of them” Shona McCombes. Descriptive correlational studies are
useful for describing how one phenomenon is related to another in situations where the
researcher has no control over the independent variables, the variables that are believed to cause
or influence the dependent or outcome variable (Lappe, Joan M. (2000). This chapter includes
the data collection or evidence for analysis in order to uncover new information or create better
understanding of a topic.

POPULATION

The study was conducted on the total population of selected teachers of Sunny Hillside
School of Bataan Inc. and LMI Integrated Formation and Education, Inc. There are Twenty four
(24) numbers of teachers in Sunny Hillside School of Bataan Incorporated and twenty five (25)
of teachers in the LMI Integrated Formation and Education, Inc. were used as a sample.
RESPONDENTS OF THE STUDY

TABLE 1

Frequency and Percentage Distribution of the Respondents in Terms of their School

SCHOOL NUMBER OF TEACHERS FREQUENCY PERCENTAGE (%)

SHSBI 24 19 54.29
LMI 25 16 45.71
Total: 45 35 100

Table 1 presents the frequency and percentage distribution of the respondents in terms of their
school. The respondents were the teachers of Sunny Hillside School Bataan, Inc. and LMI
Integrated Formation and Education, Inc. The total number of teachers in Sunny Hillside School is
about twenty four (24), while the total number of teachers in LMI is twenty five (25) with a total of forty
five (45) teachers. Among forty five (45) teachers who were expected to answer our questionnaire, only
thirty five (35) answered. Nineteen (19) or 54.29% of respondents composed of Sunny Hillside School
Bataan, Inc. and sixteen (16) or 45.71% composed of LMI Integrated Formation and Education, Inc.
teachers.

THE RESEARCH INSTRUMENT

Research instruments are tools used to obtain, measure, and analyze data from subjects
around the research topic. You need to decide the instrument to use based on the type of study
you are conducting: quantitative, qualitative, or mixed-method by Editage Insights (2020). A
questionnaire/checklist was used as the main instrument of the study. The researchers used a
questionnaire/checklist in order to determine how many teachers will have responded and to
gather data and information about the study.
The first part of questionnaire used is a demographic profile in order to obtain
information of the respondents. This part aims to get the name of the respondents which is
optional, age, sex, subject teaching specialties, and years of teaching experience.
The second part of questionnaires were formulated by the researchers to get the main
ideas needed for this study, problems that teachers encountered in the new learning system and
how they will overcome these problems. . This part also aims to get the perceptions of the
respondents on the teaching preparation in terms of teaching on new learning modality and
perception in terms of delivering lessons online.
VALIDATION OF RESEARCH INSTRUMENT

According to Dr. J. Patrick Biddix, validity is the extent to which an instrument measures
what it is supposed to measure and performs as it is designed to perform. It is rare, if nearly
impossible, that an instrument be 100% valid, so validity is generally measured in degrees. As a
process, validation involves collecting and analyzing data to assess the accuracy of an
instrument. According to Ghauri and Gronhaug, (2005) Validity explains how well the collected
data covers the actual area of investigation .Validity is a matter of degree rather than an all-or-
none matter (Nunnally 1967, p. 75; Messick 1989).
To ensure validity of instrument used in the study, the researchers consulted on their
research advisor, Ms. Alaissa Joy Caberto to validate their questionnaire. The advisor corrections
and suggestions will be noted and it will be included on the next validation.

DATA GATHERING PROCEDURE

January 13, 2021, the researchers visited Sunny Hillside School Bataan, Inc, at Upper
Ipag, Mariveles. First the researchers asked the administrator of the school, Mr. Ricardo B.
Latauan for his permission using a letter of intent to be able to conduct the study. After that the
researchers went to Llamas Memorial Institute at Lakandula St, Mariveles, Bataan and asked
their current principal, Mrs. Ruth R. Pineda, to conduct a research using a letter of permission,
and then get approval on the same day.

January 17, 2021, the researchers provided the questionnaires answered in Google forms
via personal message (PM) to the teachers of Sunny Hillside School Bataan, Inc. with a total of
twenty four (24). The teachers are given enough time to answer the questionnaire.

January 18, 2021, the researchers went to Llamas Memorial Institute at Lakandula St,
Mariveles, Bataan. The researchers described and explained what the teachers need to do and to
know before distributing the questionnaires/checklist to the respective teachers. The researchers
distributed the survey questionnaires to eight (8) Senior High School teachers, four (4) of them
are males and another four (4) are females which is 22.85% of the total population.

January 25, 2021, the researchers go back to LMI Integrated Formation and Education,
Inc. to distribute survey questionnaire to the second batch consisting of Junior High School
teachers. The researchers personally collected the data right after the respondents finished
answering the questionnaires with a total of five (5) which is 14.29% of the total population.
After all the data was collected, the researchers used statistical treatment of data to get the
accurate outcome of data gathered.

STATISTICAL TREATMENT OF DATA

 A. Statistical Treatment of Data
In order to ensure the precision of the data gathered, the researchers used the following:

FREQUENCY

In statistics, the frequency (or absolute frequency) of an event, is the number of times the event
occurred in an experiment or study. These frequencies are often graphically represented in
histograms.

PERCENTAGE
In mathematics, a percentage is a number or ration expressed as a fraction of 100. It is often
denoted using the percent sign, “%”, or the abbreviation “pct”. We will use this to prove that all
the information we will get is complete using this formula

Number of respondents∨responses
x 100=Precentage
Total number of respondents∨responses

WEIGHTED MEANING

X= weighted mean

n= number of responses to the scale number

r= scale number

N=total number of respondents

n r 1 +n r 2 +n r 3 +n r 4
x=
N

Verbal Scale Weight

Interpretation
Strongly Agree 4 4
Agree 3.0-3.9 3
Disagree 2.0-2.9 2
Strongly 1.0-1.9 1
Disagree

PEARSON PRODUCT-MOMENT CORRELATION COEFFIENT

n= total number of respondents

r= relationship value of the variables

r =n ( ∑ xy ) −¿ ¿
 Computed r value Interpretation
0.00 to 0.10 No correlation
0.11 to 0.25 Negligible
0.26 to 0.50 Moderate
0.51 to 0.75 High
0.76 to 1.00 Very High or perfect
positive or negative
correlation

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

 This chapter presents the data gathered, the results of the statistical analysis done and

interpretation of findings. These are presented in tables following the sequence of the specific

research problem regarding “The Impact of New Learning System to the Teaching Strategies of

Selected Teachers of Sunny Hillside School, Bataan Inc. and LMI Integrated Formation and

Education (L.I.F.E) S.Y 2020-2021.

Table 2: Frequency and Percentage Distribution of Respondents in Terms of Age Group

Age Group Frequency Percentage (%)

20 - 25 22 62.9

26 - 30 3 8.6

31 - 35 6 17.1

36 - 40 2 5.7

41 - 45 0 0

46 - 50 0 0

51 and above 2 5.7

Total 35 100

Table 2 above presents the frequency and percentage distribution of respondents in terms

of their age group. It is shown that the respondents age have been divided into Seven (7) age

groups. 69.9 percent of them with Twenty-two (22) respondents were in the age group of 20-25

years old, 8.6 percent with Three (3) respondents were in the age group of 26-30 years old, 17.1
percent with Six (6) respondents were in the age group of 31-35 years old, 5.7 percent with Two

(2) respondents were in the age group 36-40, both of the age group 41-45 and 46-50 years old

have Zero (0) respondents and percentage of 0%. Lastly, 5.7 percent with a total of Two (2)

respondents were in the age group of 51years old and above. It shows that most of the

respondents are in the age group of 20-25 years old that is 69.9 percent or Twenty-two (22) of

the total population.

Table 3 Frequency and Percentage Distribution of Respondents in Terms of Sex

Sex Frequency Percentage (%)

Female 21 60

Male 14 40

Total 35 100

Table 3 above presents the frequency and percentage distribution of the respondents in

terms of sex. It states that out of 35 respondents, Twenty-one (21) of them are Female and

Fourteen (14) of them are male with a percentage of Forty (40).Therefore, most of the teachers

who answered are female with a total of Sixty (60%) percent than the male with a percentage of

Forty (40).

Table 4. Frequency and Percentage Distribution of Respondents in Terms of Teaching

Specialties

Subjects Frequency Percentage (%)

English 11 31.4
 Filipino 3 8.6

Math 4 11.4

Science 4 11.4

MAPEH 3 8.6

History 6 17.1

Others specify: 4 11.5

Total 35 100

Table 4 above presents the frequency and percentage distribution of respondents in terms

of teaching specialties. It is shown that the majority or eleven (11) of the respondents with a

percentage of 31.4% the teaching specialty is English, six (6) of the respondents with a

percentage of 17.1% teaching History subject. Math and science subjects got both four (4)

respondents with a percentage of 11.4% , on the other two subjects that is Filipino and MAPEH

comprises 8.6 per cent with a total respondents of three (3). However there are four (4)

respondents who specified their subject teaching specialties and that is the following:

Information and Communication Technologies (ICT) with a total of two (2) respondents and

percentage of 5.71%, Business Related subject, and Technology and Livelihood Education

(TLE) with both one (1) respondents and percentage of 2.86%, overall the total percentage of

subjects that are specified is 11.5% of population.

 Table 5. Frequency and Percentage Distribution of Respondents in Terms of Years of

Teaching

Years Frequency Percentage (%)

1–3 23 65.7

4–6 9 25.7

7–9 1 2.9

10 – 12 0 0

13 – 15 0 0

16 and above 2 5.7

Total 35 100

Table 5 above presents the frequency and percentage distribution of respondents in terms

of years of teaching. It indicates that out of Thirty-five (35) respondents, 23 respondents with a

percentage of 65.7% are teaching for 1-3 years, Nine (9) respondents with percentage of 25.7%

are teaching for 4-6 years, One (1) respondent with a percentage of 2.9% is teaching for 7-9

years, both 10-12 and 13-15 years of teaching have Zero (0) respondents as well as percentage,

and Two (2) respondents with a total of 5.7 percent are teaching for 16 years and above. Thus it

depicts that majority or 65.7 percent of the respondents are teaching for 1-3 years.

Table 6. Frequency and Percentage Distribution of Respondents in Terms of Problems

Encountered in the New Learning System

 Frequency Percentage (%)

Lack of Time for Planning 7 9.46

Lots of Paperwork 14 18.92

Difficulty in monitoring the 26 35.14

students’ progress

Conducting tests and exams 12 16.22

online

Difficulty in delivering 15 20.27

lessons most specially those

lessons like solving and

technical writings

Total 74 100

Table 6 above presents the frequency and percentage distribution of respondents in terms

of problems encountered in the new learning system. It states that most of the teachers with

35.14 percent or Twenty-six (26) of respondents are having Difficulty in monitoring the

students’ progress, 20.27 percent or Fifteen (15) of respondents having Difficulty in delivering

lessons most specially those lessons like solving and technical writings, 18.92 percent or

Fourteen (14) of respondents having Lots of Paperwork, 16.22 percent or Twelve (12) of

respondents having problem with Conducting tests and exams online, and 9.46 percent or Seven

(7) of the respondents having Lack of Time for Planning.

 Table 7. Frequency and Percentage Distribution of Respondents in Terms of Coping up

with the Problems Encountered in the New Learning System

Frequency Percentage (%)

Time Management 18 21.95

Make a schedule for class time 22 26.83

and homework time

Checking up on the students in 14 17.07

online class

Using Google forms when 13 15.85

conducting tests and exams

online

Making supplementary lecture 15 18.29

videos

Total 82 100

Table 7 above presents the frequency and percentage distribution of respondents in terms

of coping up with the problems encountered in the new learning system. It states that majority or

Twenty-two (22) of respondents with a percentage of 26.83% are making a schedule for class

time and homework time, 21.95 percent or Eighteen (18) of respondents are having time

Management, 18.29 percent or Fifteen (15) of respondents are making supplementary lecture

videos, 17.07 percent or Fourteen (14) of respondents are checking up on the students in online
class, and 15.85 percent or Thirteen (13) of respondents are using Google forms when

conducting tests and exams online.

Table 8. Frequency and Percentage Distribution of Respondents in Terms of Preferred

Strategies in which to use

Teaching Strategies Frequency Percentage (%)

Direct Instruction 26 36.11

Asynchronous instruction 8 11.11

Demonstrations 19 26.39

Video lectures 13 18.06

Simulations 6 8.33

Total 72 100

Table 8 above presents the type of strategies where the respondents prefer to use.

Majority or Twenty six (26) of the respondents with a percentage of 36.11% prefer to use Direct

Instruction, Nineteen (19) with a percentage of 26.39% prefer demonstrations, Thirteen (13) or

18.06% prefer Video Lectures, Eight (8) or 11.11% prefer Asynchronous instruction, and Six (6)

or 8.33% prefer the simulations.

Table 9. Effects of New Learning System in Terms of Teaching Preparation

4 3 2 1 WM VI

I am well-prepared and organized for 10 24 1 0 3.26 A

 Online Class

I provide timely, constructive feedback 8 27 0 0 3.23 A

to students about assignments and

questions

I have enough time to prepare my e- 9 23 3 0 3.17 A

learning materials

I use effective strategies and techniques 8 26 1 0 3.2 A

that actively engage students in the

learning process

I use multiple teaching strategies to 11 23 1 0 3.29 A

introduce and teach the content

knowledge

Table 9 presents the effects of new learning system in terms of teaching preparation. The

effects are the following: I use multiple teaching strategies to introduce and teach the content

knowledge, I am well-prepared and organized for Online Class, I provide timely, constructive

feedback to students about assignments and questions, I have enough time to prepare my e-

learning materials, I use effective strategies and techniques that actively engage students in the

learning process, Agree responses were generated from the respondents with weighted means of

(3.29), (3.26), (3.23), (3.17), and (3.2) respectively.

Table 10. Effects of New Learning System in Terms of Delivering Lessons

 4 3 2 1 WM VI

I can create teaching materials easier 6 25 4 0 3.06 A

I can use multiple online resources to 9 24 2 0 3.2 A

teach

I can give clear directions and 10 23 2 0 3.23 A

explanations

I implement inquiry-based learning 7 28 0 0 3.2 A

I can create a supportive learning 6 28 1 0 3.14 A

environment

Table 10 above describes the effects of new learning system in terms of delivering

lessons online. The following effects generated Agree responses from the respondents at the

weighted mean of (3.23), (3.14), (3.06), (3.2), and (3.2), respectively: I can give clear directions and

explanations, I can create a supportive learning environment, I can create teaching materials

easier, I can use multiple online resources to teach, and I implement inquiry-based learning.

Table 11.The relationship of the New learning system and Teaching Strategies

PEARSON PRODUCT- MOMENT VERBAL INTERPRETATION

CORRELATION COEFFICIENT

0.74 High Correlation

 The table above presents the relationship between new learning system and teaching

strategies using Pearson product- moment correlation coefficient. The Pearson coefficient got a

value of (0.74) and Verbal Interpretation of High Correlation. Therefore, the null hypothesis is

rejected. That means that the relationship of the new learning system and teaching strategies are

strongly related with a Pearson coefficient value of (0.74).

CHAPTER V

Summary, Conclusions, and Recommendations

The summary of research findings, conclusions and recommendations of the whole study

are included in this chapter. Generalizations and other interferences can be seen, the researchers'

suggestions to the beneficiaries of this study can also be seen in this chapter. Generally, this

chapter tries to cover up the final outcome of the research.

SUMMARY
The main focus of the research is all about the impact of new learning system to the
teaching strategies of teachers and the problem of this study is having a new learning system
itself where the teachers are not yet ready to teach online. The study made use of a descriptive -
correlational method the researchers from Sunny Hillside Senior High School ABM
(Accounting, Business and Management) utilized the questionnaire in gathering desired data
from the respondents. The respondents were the teachers of the two selected private schools
which are Sunny Hillside School Bataan, Inc. that has Nineteen (19) respondents and LMI
Integrated Formation and Education (L.I.F.E.) that has Sixteen (16) with a total of Thirty-five
(35).

Specifically,. It answered the following problems:

1. What are the profile of the respondents?

1.1 Age

1.2 Sex

1.3 Subject Teaching specialties

1.4 Years of teaching

2. What are the problems encountered by the teachers in terms of new learning system?

3. How do teachers cope up with the new learning system?

4. What would be the best alternative teaching strategies for the new learning system?

5. What is the impact of the new learning system to the teacher's teaching strategies?

SUMMARY OF FINDINGS

The significant findings of the study were summarized according to the statement of the
problems stated in chapter 1.

1. What are the profile of the respondents?

1.1. For age: The age group of 20-25 years old with a frequency of Twenty-two (22) is
the majority with a total mean of 62.9

1.2 For Sex: Majority of the respondents is female with a frequency of Twenty-one (21)
and percentage of Sixty (60%). On the other hand males comprised of Fourteen (14) respondents
with a percentage of Forty (40%).
 1.3 For Teaching Specialties: The subject specialties of 11 teachers who got the highest
population were English consisting of 31.4 percent and 4 of teaching specialties specified are
ICT with a frequency of Two (2) and percentage of 5.7%, TLE, and Business Related Subjects
with both frequency of One (1) and percentage of 2.9% with a total of 11.5 percent.

1.4 For Years of Teaching: Most respondents are in a group of 1-3 years of teaching
having 23 teachers with 65.7 percent of population and there are Two (2) respondents who have
been teaching for Sixteen (16) years and above.

2. What are the problems encountered by the teachers in terms of new learning system? Most of
the teachers said that the most problem they encountered in the new learning system is difficulty
in monitoring the students’ progress having 35.14 percent of the population with a frequency of
Twenty-six (26) and the second most highest percentage with 20.27 percent is difficulty in
delivering lessons most specially those lessons like solving and technical writings. According to
Dyer and Osborne (1995, p. 260) students' thinking skills and problem solving abilities can be
developed by teaching activities, especially by the selection of an appropriate teaching approach.
Henson (1988, p.9) argued that the teacher's paramount purpose is to help students learn and to
give real help. He suggested three roles for teachers in planning a unit. The first is to "identify
some of the important ideas or concepts that will be developed in the unit and to explain the
importance of this material to the students." The second role is "to give students an opportunity
to include areas within the unit that they think should be studied." Lastly, teachers need to help in
selecting activities necessary for developing an understanding of the unit (Henson, 1988, p.17).

3. How do teachers cope up with the new learning system? Making a schedule for class time and
homework time was the most common which teachers do to cope up with the new learning
system with a percentage of 26.83% and frequency of Twenty-two (22) and the second most
highest percentage with 18.29 percent is making supplementary lecture videos. According to
(Eickelmann and Gerick 2020) Teachers had to change to online teaching, requiring them to use
various digital tools and resources to solve problems and implement new approaches to teaching
and learning. Teaching online may have a positive impact on the teaching of some instructors.
Changes occurred in instructor reflection, course planning, student learning activities, and use of
class time. Instructors became increasingly focused on the student learning process (Lorna R.
Kearns)

4. What would be the best alternative teaching strategies for the new learning system? Most of
the teachers who answered or Twenty-six (26) of respondents and of 36.11 percent of population
would prefer to use Direct Instruction as a teaching strategy in terms of new learning system.
Kritzer (2009), “Electronic discussion boards are useful in allowing both a demonstration of
instructor presence as well as a facilitation of student community” (p.37). When instructors
interact with students by posting in discussion forums, they make their presence known.
However, there is a balance required for instructor participation. More participation by the
instructor demonstrates presence and interest; less participation by the instructor may alleviate
the fears of students of contributing something that may disagree with the instructor. It is
important to find the balance that allows students to feel comfortable contributing without the
discussion being overwhelmed by the instructor’s presence (Cole and Kritzer, 2009 p.38).

5. What is the impact of the new learning system to the teacher's teaching strategies? The
relationships between new learning system and teaching strategies have been found as high
correlation with a Pearson coefficient value of 0.74.

CONCLUSIONS

Based on the research findings stated above, the researchers’ conclusions were drawn:

1. The mean age of the respondents were in the age group of 20-25 years old, most are females
and English teachers, and teaching for 1-3 years.

2. The most common problem that the teachers encountered in terms of new learning system was
difficulty in monitoring the students’ progress and followed by difficulty in delivering lessons
most specially those lessons like solving and technical writings..

3. To cope up with the new learning system the teachers are making a schedule for class time and
homework time and also making supplementary lecture videos.

4. The cooperating teachers’ perception on the best alternative strategies is having Direct
Instruction.

5. There is a high correlation between the factors of new learning system and teaching strategies
of teachers.

RECOMMENDATIONS

Based on the research findings and conclusion stated above, the researchers recommendation
drawn:

1. The teachers of Sunny Hillside School Bataan, Inc. and LMI Integrated formation and
Education, Inc. could conduct curriculum based monitoring tests also known as Curriculum-
Based Measurement (CMB) to measure the students mastery, aside from that teachers could
implement various strategies, the researchers recommended to collaborate with their students’
parents to keep students active and engaged in terms of new learning system, through this the
teachers can monitor if a student is making progress as well as parents.
2. Parents and older siblings should encourage, motivate and guide their children and younger
siblings to ensure good student learning outcomes.

3. Making a schedule for class time and homework time is not enough, the teachers need to
monitor their time spent for example in Google forms, submitted works has a time stamp of the
students which can be used to determine how long they spent on their activities.

4. Teachers could implement on cam monitoring during the time when the students are doing
their activities to ensure they are making progress. Moreover, this kind of monitoring could also
increase the interactions of the students and the teachers.

5. The researchers recommended making supplementary lecture videos to be able to address

difficulty in delivering lessons most especially those lessons like solving and technical writings.
This will help students better understand the subject. It is also an opportunity for the students to
have self-study at an individual pace.