UNVEILING THE ISSUES OF TEACHERS ON THE ALTERNATIVE DELIVERY MODES

FOR TEACHING SOCIAL STUDIES

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A Concept Paper

Presented to the Faculty of the Graduate School

Bataan Peninsula State University

City of Balanga Bataan

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In Partial Fulfillment of the Requirements for the Degree

Master of Arts in Education

Major in Social studies

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by:

JAYNE AMOR M. NOCOM

June 2020
 Chapter I

THE PROBLEM AND ITS BACKGROUND

Introduction

The COVID-19 pandemic has affected educational system worldwide leading to the

various and experimental changes in the educational system. It eventually led to the shifting of the

world’s way of living. Along with the world, Corona Virus gravely affected various aspects of the

lives of every Filipino. From jobs, health, well-being, and even education. The early ending of the

school year and dozens of varied proposals for the pursuit of education are clear signs of how the

educational system was caught off-guard by the pandemic.

Focusing on education, the Department of Education (DepEd) said that it is bracing for the

“new normal” in education amidst the COVID-19 situation in the country (Manlipot, 2020).

Manlipot further claimed that it all comes down to two major concerns: internet connectivity, and

the issue of the curriculum and educational materials that have to be adapted for use with a blended

learning environment. Access to educational materials through the Internet isn’t worth much if the

Internet itself is inaccessible due to lack of service or network infrastructure (Angara, 2020).

Angara elaborated that it would also be important to fast track the implementation of RA 10929,

the Free Internet Access in Public Places Act, which mandates that public basic education

institutions, state universities and colleges (SUCs), and Tesda technology institutions to have free

Wi-fi access.

With those considerations, in the new normal, teachers are demanded to transform how

they teach online, especially since online tools and resources present numerous affordances that

teachers and students can take advantage of (Tuscano, 2017). Teachers can curate the best online

learning resources about their topics and create learning playlists or menus that can make the

learning process a personal journey for every student. However, the new normal does not merely

focus on online learning as a means to deliver instruction to students who are at home.

The school leaders and decision-makers do not forget the students and families whom the

current problems on equitable access and lack of enough funding may put at a disadvantage. Every

child has the right to high-quality education. The role of educators is to break down walls or
barriers that prevent students from accessing and enjoying high-quality education such as the

unavailability of internet connection to the majority of learners.

In this regard, one of the major endeavors of the educational system is traced back to the

DepEd Order No. 54 series of 2012 also known as the Alternative Delivery Modes (ADMs) in the

formal education system in both elementary and secondary levels. As stipulated on the

Policy Guidelines on the Implementation of Alternative Delivery Modes, it primarily aims

to address the problem on classroom congestion and other situations and circumstances,

which prevent children from going to and staying in school. (Llego, 2020)

With the distance learning that DepEd is implementing right now, the public might get the

impression that it is the Department’s first actual attempt to venture into online learning, but it is

actually not. The Department of Education (DepEd) has existing Alternative Delivery Modes or

ADMs even before the global pandemic happened. But since the demand for this alternative mode

of learning has skyrocketed recently, the challenge that the Department is facing right now is

rolling out this alternative learning on a national scale. And It is a Herculean task to fully

implement this alternative learning nationally, and we have yet to see if the DepEd has what it

takes to bring what the teachers and students need in these challenging times.

ADMs has a very important role in Department of Education (DepEd) nowadays. It also

provides bridges for the advancement and development in the educational aspect of a certain

country. Now, the COVID-19 is creating a large new demand for them, increasing the insistence

for reforms. As the pandemic disturb and disrupts the Philippines’ basic education system, the

precedence is to give constant learning opportunities for students, and to prevent them from going

in school. Hence, ADMs will serve as a big help to the students for a continuous learning

opportunities despite of different happenings in the world. It is important to the country to help the

students from different places to continue their studies, to pursue their dreams and the most

important to all, is to continue learning. Therefore, continuity of learning must be prioritized.

In spite the ideal benefits of ADMs, a lot of issues had been tagged with the implementation

of such methods. Bautista & Torralba (2017) stated that there are some major difficulties that

schools had encountered in the utilization of ADMS. They specified some issues as the lack of

sustained financial support and the need for refresher activities or additional training programs
for implementers. Bautista and Torralba further emphasized that an adequate understanding and

preparedness of the teachers are essential to the success of the utilization of the Alternative

Delivery Modes.

The aforementioned scenarios fueled the researcher’s desire to unveil the issues of teacher

in Unveiling Issues on the Alternative Delivery Modes for Teaching Social Studies.

Statement of the Problem

The study aims to unveil the issues of teachers on the Alternative Delivery Modes for

teaching Social Studies.

Specifically, the study will seek answers to the following research questions:

1. How may the teachers describe the Alternative Delivery Modes in teaching Social Studies?

2. How do teachers perceive the usability of alternative delivery modes for teaching Social

Studies?

3. Based on the narratives, what are the advantages and disadvantages of Alternative Delivery

Modes for teaching Social Studies?

4. Based on the narratives, what are the issues unveiled regarding the Alternative Delivery

Modes for teaching Social Studies?

Significance of the Study

The following stakeholders will be tapped directly or indirectly to benefit from the

findings of this research undertaking:

Social Studies Teachers. Social Studies teachers may use the findings of the study in getting

contrived experiences regarding issues in Alternative Delivery Modes and further improve their

response to the “new normal” in education by making improvements on the materials that they

will be making.

Learners. As the end client of the teaching learning process, learners will benefit from this study

as it will unveil the different issues encountered by teachers in the Alternative Delivery Mode

under their respective specialization – Social Studies. Knowing such issues will help fellow

teachers and other stakeholders to further improve the production of such materials which will lead

to quality education for the learners.

Parents. As the saturated stated roles of the parents arise and they currently tagged as the “primary

supervisors” of learning during distance learning, the findings of the study may orient parents

regarding different strategies in providing assistance to their children when accomplishing the

different tasks that come with the Alternative Delivery Modes. Moreover, as the findings will

layout the different issues and concerns of the teachers, the data gathered in this study may be a

good springboard in providing basis for the betterment of the learner’s setup at home.

Curriculum planners. Curriculum planners may consider the findings of the study in remediating

the issues and concerns of the teachers in the conduct of the Alternative Delivery Mode and gear

towards the betterment of the teaching-learning process amidst the demand of the utilization of

different distance learning platforms.

Future researchers. Future researchers may use the outcomes of the study as baseline for their

research undertaking. They may include variables they deemed integral to substantiate and enrich

further the exploration of this body of research.

Scope and Delimitation

The study will concentrate on unveiling the issues of teachers on the Alternative Delivery

Modes for teaching Social Studies.

This is a qualitative type of study that will utilize Narrative Inquiry as its underlying

framework.

The respondents of the study will be 10 Social Studies teachers in Dinalupihan District

who are selected using purposive sampling technique. The researcher will select teachers teaching

Social Studies and have active participation in the Department’s and Division’s endeavors to

providing Alternative Delivery Mode to the learners.

To unveil the issues of teachers on the Alternative Delivery Mode in teaching Social

Studies, the researcher will use interview guided questions in extracting narratives from the

respondents.

Moreover, data will be narrated and data will be interpreted using Thematic Analysis while

considering the level of saturation of the answers of the respondents.

The study likewise has its limitations. Since the data gathering procedure of the study is

done during the pandemic, the researcher will not have any physical interaction with the
respondents. The interview and other means of collecting data will be done virtually – with the use

of Google Forms, Google Meet, and other platforms that may be utilized.

Lastly, the participants of the study specifically fall under the category of high school

teachers teaching Social Studies.

 NOTES IN CHAPTER 1

Malipot, Merlina H. 2020. DepEd prepares for the ‘new normal’ in education amid

COVID-19 situation. Published April 17, 2020, 4:25 PM. Accessed 18 June 2020 at

https://news.mb.com.ph/2020/04/17/deped-prepares-for-the-new-normal-in-education-amid-

covid-19-situation/

Angara, Sonny M. 2020. The challenge of education in the new normal. Published June 19,

2020. https://businessmirror.com.ph/2020/06/19/the-challenge-of-education-in-the-new-normal/

Tuscano, Francis J. 2017. Internationally-Recognized Filipino Teacher, EdTech Coach &

Digital Learning & Innovation Consultant, Apple Distinguished Educator, 2017 Global Teacher

Prize Finalis. https://francisjimtuscano.com/2020/05/07/its-not-about-online-learning-a-

reflection-on-the-new-normal-in-education-part-2/

Llego, Mark A. 2020. Department of Education (2020, May). The Basic Education

Learning Continuity Plan in the Time of COVID-19. Retrieved June 15, 2020. DepEd’s Readiness

for Distance Learning. https://www.teacherph.com/deped-readiness-distance-learning/

DO 54, s. 2012. June 15, 2012 DO 54, s. 2012 – Policy Guidelines on the Implementation

of Alternative Delivery Modes (ADMs) https://www.deped.gov.ph/2012/06/15/do-54-s-2012-

policy-guidelines-on-the-implementation-of-alternative-delivery-modes-adms/

Bautista, Lauren N. & Torralba Katherine. 2017. Best Practices of Secondary Level

Alternative Delivery Modes (ADMs) in Southeast Asia: A Case Study of the Open High School

Program in the Philippines. retrieved from https://www.seameo-innotech.org/wp-

content/uploads/2017/10/ADM-Philippines-V16.pdf