LEARNING ACTIVITY SHEETS (LAS) PREPARATION:

NEWLY HIRED ELEMENTARY TEACHERS’

EXPERIENCES DURING
PANDEMIC

An Undergraduate Thesis
Presented to the
Faculty of the College of Education
Samar State University
Catbalogan, City

In Partial Fulfillment
of the Requirements for the Degree
BACHELOR OF ELEMENTARY EDUCATION

Jastin V. Alabanza
Noime C. Bajen
Ma. Melinda B. Empuesto
Elvin R. Olegario
Benson B. Pacula

June 2021
 ii

APPROVAL SHEET

This thesis entitled “LEARNING ACTIVITY SHEETS (LAS)

PREPARATION: NEWLY HIRED ELEMENTARY TEACHERS’
EXPERIENCES DURING PANDEMIC”, prepared and submitted by ELVIN
R. OLEGARIO, JASTIN V. ALABANZA, NOIME C. BAJEN, MA.
MELINDA B. EMPUESTO, and BENSON B. PACULA in partial fulfillment
of the requirements for the degree BACHELOR OF ELEMENTARY
EDUCATION has been examined and recommended for acceptance and
approval for Final Examination.

ROSYBELLE T. SABLAD, M.A.Ed.

Thesis Adviser

___________________________________________________________________________

Approved by the Committee on Final Oral Defense with a rating of

PASSED.

JHONIL C. BAJADO, M.A.T.

Faculty Member, CoEd
Chairperson

ALONA MEDALIA C. GABEJAN, D.A. JAKE BOY D. CARBONQUILLO, M.A.Ed.

Faculty Member, CoEd Faculty Member, CoEd
Member Member

___________________________________________________________________________

Accepted and approved in partial fulfillment of the requirements for

the degree, BACHELOR OF ELEMENTARY EDUCATION.

GINA U. ESPAÑO, Ph.D.

Dean, College of Education

June 25, 2021

Date of Final Oral Defense
 iii

ABSTRACT

Preparing instructional materials is not an easy task more particularly to those

newly hired teachers and with the pandemic that beleaguers the entire
educational system. This brought teachers to prepare Learning Activity Sheets
as it plays a vital role in achieving educational goals. This study sought to
determine and describe the experiences gained by ten (10) newly hired
elementary teachers in Basey I District in preparing Learning Activity Sheets
(LAS), who serve as the participants of the study.

A semi-structured open-ended interview questions was utilized as the key

instrument for data collection. This includes the Interview Guide which
consists of nine (9) main questions and follow up queries. Their perceptions
regarding Learning Activity Sheets (LAS), process in preparing LAS, as well
as their experiences and challenges were looked into.

Based on the analysis and interpretation of the data, three themes emerged.
First, Learning Activity Sheet or LAS is a leaning material utilized by teachers
to assess and understand students’ learning process during homeschooling.
Second, newly hired elementary teachers in Basey I District encountered
challenges and suffer from stress of LAS preparation due to lack of resources,
lack of teaching experiences, poor internet connection, headache, and work
overload. Third, the study revealed that the new teachers used a variety of
strategies to minimize the stresses of making LAS such as proper time
management, family and collegial support, seeking internet connection, being
resourceful as well as finding time to relax.

Keywords: Learning Activity Sheets (LAS), newly hired teachers, and Covid-19
pandemic
 iv

ACKNOWLEDGEMENT

The completion of this study undertaking could not have been possible

without the participation and assistance of so many people whose name may

not be enumerated. Their contribution is sincerely appreciated and gratefully

acknowledged. However, the group would like to express their deep

appreciation and indebtedness particularly to the following:

We are thankful to the District Supervisor and School Heads of Basey I

District for allowing us to conduct a research study. We are also grateful to

our sources of information. Although we were unable to reveal their names,

we want to express our gratitude and respect for generosity of their time,

assistance and transparency during our research. Their information has aided

us in finishing this thesis.

We are immensely grateful to our friends and classmates, especially to

Crestyl Yanto for the encouragement and unlimited support and also to Julius

Sabanyao for accompanying us in reaching our respondents.

Many thanks and appreciation to the dean of the College of Education,

Dr. Gina Españo together with the distinguished member of the panel Prof.

Jake Boy Carbonquillo, Prof. Jhonil Bajado, and Prof. Alona Gabejan, for the

approval of our work as well as for the pieces of advices and

recommendations to make this research possible.

A very special gratitude goes to our forever interested, encouraging,

and enthusiastic thesis adviser, Ma’am Rosybelle Sablad for her patience,
 v

support, advice, guidance, suggestions and utmost dedication in involvement

in every step throughout the process, this paper would not be accomplished.

Many thanks for sharing your pearls of wisdom with us during the course of

this research. We salute you, Ma’am!

We are forever indebted to our family, especially to our parents for

their unending love and support morally and financially and to our siblings

who motivated and supported us all throughout the process. None of this

could have happened without our families. This research stands as a

testament to your unconditional love and encouragement.

Above all, to our almighty God for guiding us, for giving us the

strength to pursue this study, for giving us wisdom and knowledge and for

all the blessings that he showered on us.

Thanks for all your encouragement. To God be the Glory!

DEDICATION
 vi

The researchers would like to dedicate this achievement to our father

and mother, who have supported us throughout this process with love and

effort, never hesitating to see our dreams, which are also their dreams, come

true. To Mrs. Rosybelle Sablad, who has always been there to help us achieve

our goals. To our friends, Julius Sabanyao and Crestyl Yanto, who helped us

through the difficult times, and to everyone else who helped us achieve this

goal: love and gratitude. And most of all to our Almighty God and savior

Jesus Christ. This humble work is lovely and gratefully dedicated.

Elvin Olegario

Jastin V. Alabanza

Noime C. Bajen

Ma. Melinda B. Empuesto

Benson B. Pacula

The Researchers

TABLE OF CONTENTS
PAGE

TITLE PAGE …………………………………………………...…………………… i

 vii

APPROVAL SHEET ………………………………………………………………..ii

APPROVAL SHEET...................................................................................................ii

ABSTRACT.................................................................................................................iii

ACKNOWLEDGEMENT..........................................................................................iv

DEDICATION............................................................................................................vi

TABLE OF CONTENTS...........................................................................................vii

LIST OF FIGURES.......................................................................................................x

LIST OF TABLES.........................................................................................................x

Chapter 1. PROBLEM AND ITS STATEMENT

Introduction.....................................................................................................1

Theoretical Anchorage....................................................................................4

Assumption of the Study...............................................................................8

Problem Statement..........................................................................................8

Scope and Delimitation..................................................................................9

Significance of the Study................................................................................9

Definition of Terms.......................................................................................11

Chapter 2. REVIEW OF RELATED LITERATURE AND STUDIES

Definition of Learning Activity Sheet (LAS).............................................13

Experiences in Preparing Learning Activity Sheet...................................16

Chapter 3. METHODOLOGY

Research Design............................................................................................18
 viii

Instrumentation.............................................................................................18

Validation of Instruments............................................................................20

Research Locale.............................................................................................21

Sampling Procedure......................................................................................21

Ethical Consideration...................................................................................21

Data Gathering Procedure...........................................................................24

Data Analysis.................................................................................................24

Chapter 4. RESULTS AND DISCUSSION

Findings from Interview Data.....................................................................27

Description of Participants..........................................................................28

Results and Discussion.................................................................................30

Perception of Learning Activity Sheets (LAS) Preparation....................30

Theme 1: Mga Tumong Hiunong Han Learning Activity Sheets

(Purpose-Driven).................................................................................30

Experiences of Newly Hired Elementary Teachers in Preparing

Learning Activity Sheets..............................................................................37

Theme 2: Mga Ayat Mahitungod Han Pagpreparar Han

Learning Activity Sheets (Challenges).............................................37

Theme 3: Mga Pitad Ha Pag-atubang Han Mga Ayat Han Pagpreparar

Han Learning Activity Sheets (Coping Strategies).....................................48

Chapter 5. SUMMARY, CONCLUSION, AND RECOMMENDATIONS

 ix

Summary........................................................................................................57

Conclusion......................................................................................................58

Recommendations.........................................................................................58

BIBLIOGRAPHY.......................................................................................................60

APPENDICES...............................................................................................................I

Appendix A. Letter to the Dean.....................................................................I

Appendix B. Access Letter Requesting Permission to Conduct Research

...........................................................................................................................III

Appendix C. Certificate of Ethics Approval..............................................VI

Appendix D. Participant Information Sheet.............................................VII

Appendix E. Participant Consent Form....................................................VIII

Appendix F. Letter to the Participant..........................................................IX

Appendix G. Interview Protocol...................................................................X

CURRICULUM VITAE ………………………………………………………. XIII

LIST OF FIGURES

Figure 1. Domains pf Learning.................................................................................7

 x

LIST OF TABLES

Table 1. Description of Participants........................................................................29

Table 2. Thematic Map on “Mga Tumong Hiunong Han Learning Activity

Sheets” (Purpose-Driven).........................................................................................31

Table 3. Thematic Map on “Mga Ayat Mahitungod Han Pagpreparar Han

Learning Activity Sheets” (Challenges).................................................................40

Table 4. Thematic Map on Coping Strategies.......................................................49

 Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

The teaching landscape is rapidly changing and in just a few years,

traditional delivery system is no longer the educational format. Consequently,

during this notable and unprecedented event, teachers are one of the most

affected especially the new teachers (Popat and Barrau, 2020) as teaching in

the first year is the most challenging (Salandanan, 2016).

At the core effort of the Philippine Government to deliver quality

distance education amidst the New Normal, the Department of Education

issued on the “Clarification on the Use of the Most Essential Learning

Competencies (MELC’s)” on last June 1, 2020 in which the memorandum

includes a task for teachers to prepare learning activity sheets weekly since

face-to-face classes will not be held at the time [ CITATION Dep20 \l 1033 ] . In

accordance, every region in the Philippines including the division of Samar

Region VIII [CITATION DepEd20 \l 1033 ] , institutionalize a memorandum in

which teachers are then liable to prepare Learning Activity Sheets in their

daily lessons to be able to deliver remote learning.

Learning Activity Sheet, a local term for activity sheets or worksheets, is a

widely used teaching material and plays a vital role in achieving educational

goals (Praswoto, 2014). Kaymakcı (2006) expressed that LAS is a printed

 2

instructional material that contains activities and questions that students need

to perform or answer at school or home. In Turkey, LAS, formerly called as

exercise notebooks in the 90’s, is one of the supplementary instructional

material used by educators to teach students with skills, knowledge, and

values (Kaymakci, 2006, p. 5). However, while examining various literature,

studies revealed that during the first year of teaching, multiple challenges are

faced by the newly hired teachers (Larkin et. al., 2016; Salandanan, 2005).

Given that newly hired teachers are new in the field of education, Ören &

Ormanci (2012) study declared that they experience challenges and

frustrations particularly in preparing worksheets such as difficulty in

finding/selecting/formulating questions that are suitable for student’s

learning acquisitions, cognitive level and grade levels of the students,

problems relating to time, financial struggles; concerns, anxieties (Salandanan,

2005); stress, work overload, lack of self-confidence, feelings of inadequacy,

inferiority, inability to cope with circumstances (Guhao & Faciolan, 2016); and

lack of support from others (Agu et al., 2013). Chong (2011) study on the other

hand showed that problems are experienced by the newly hired teachers from

Hongkong in dealing with individual differences, teaching and lesson

preparation. Furthermore, lesson planning, learning activity sheet

preparation, lack of administrative support, and other school activities are the

common struggles faced by the new teachers in the Philippines (Llego, 2017).

The result is that many leave the profession after only a few years (Grossman

& Thompson, 2008; Kyriacou & Kunc, 2007; Roehrig, Pressley, & Talotta, 2002;

Scherff, 2008).
 3

Basey is a first-class municipality in the province of Samar. It is divided

into two district the Basey 1 and Basey 2, each of which has built a lot of

school in the municipality to provide education to students coming from

nearby barangays. Hence, the municipality is chosen as the study area for this

research with the goal to identify the experiences of new teachers that might

be considered unique in this part of the province. Basey is one of the

performing schools in the second district of Samar. In accordance to the

implementation of the ‘New Normal’ that no face-to-face classes shall be held,

the Department of Education come up with an alternative learning modality

to continue education while at home. Teachers are instructed to deliver Self-

Learning Modules (SLM’s) together with the Learning Activity Sheets (LAS)

to students. During this transition of the educational system, it is

relevant to examine the experiences that these beginning teachers have been

dealing with to obtain insights of their situation. Traditionally, teachers

prepare lesson plans in daily teaching [CITATION Der17 \l 1033 ]. Many

studies reveal about lesson planning, however, the review of the related

literature indicated that there are no studies about LAS in the Philippine

educational system particularly in Samar. In view of this, the aim of this study

is to explore the experiences in preparing Learning Activity Sheets among

newly hired elementary teachers in District I of Basey, Samar during the

pandemic. The findings of this study may be useful for the school

administrators in Basey I District in formulating plans that will address some

issues that affect the work quality and well-being of new teachers.
 4

Theoretical Anchorage

One of the skills that teachers should possess is to be able to carry out

their professional tasks by understanding how students learn and how to

organize the learning process. Thus, the teachers will be able to develop and

mold the learners’ character and understand how students are undergoing

their learning activities. In general, learning is an intended effort made by the

teacher for the learners by supplying adequate instruction in accordance with

other learning material to achieve the desired outcome (Trianto, 2007). One of

the components of success in the learning process is the existence of printed

teaching materials such as learning activity sheets (Assalma, Rahayu, & Sri,

2013). The learning activity sheet is the teaching materials that contains

exercises and tasks in a way that the students are expected to learn the

teaching material independently (Damayanti, Ngazizah, & K, 2012).

According to the study by (Churches, 2008), the use of Bloom’s Taxonomy in

Learning Activity Sheets is effective in promoting rational thinking and

higher-order thinking skills.

Learning (Sousa, 2016) has been encompassed into three domains:

studies by Benjamin Bloom (on cognitive domain), David Krathwohl

(affective domain) and Anita Harrow (Psychomotor domain). First, learning

helps develop an individual’s attitude as well as promote knowledge and

skills acquisition. The cognitive domain is aimed at developing the cognitive

skills and the acquisition of knowledge of an individual. Bloom (1956)

identifies the six categories of cognitive domain which encompasses

 5

knowledge; comprehension; application; analysis; synthesis; and evaluation. 

Adams (2015) define the six levels cognitive domain as (1) Knowledge, the

ability of the learner to recall or retain specific, discrete pieces of information,

(2) Comprehension, which assesses students ability to paraphrase the content

of knowledge in their own words, (3) Application, which shows the ability of

students to use knowledge, skills, or techniques in new situations,

(4)Analysis, which requires students to differentiate facts and opinions and

identify the claims upon which an argument is built, (5) Synthesis, the ability

to integrate concepts to create a novel product in a specific situation, and (6)

Evaluation, which entails the ability of students to critically make judgements

about the relevance of concepts.

The affective domain is the way an individual reacts emotionally. The

categories of this domain include receiving phenomena; responding to

phenomena; valuing; organization; and characterization (Anderson et al,

2011). The receiving phenomena creates the awareness of feelings and

emotions as well as the ability to utilize selected attention. The next sub

domain is responding to phenomena which involves active participation of

the part of the learner (Cannon and Feinstein, 2005). Valuing is concerned

with the ability of the student to see the worth or value of something and

express it. Organization on the other hand concerned with combining

different values, resolving conflicts between them, and beginning the building

of an internally consistent value system. Whereas the sub domain of

characterization explains the ability to internalize values and let them control

the behavior of the individual.

 6

The psychomotor domain is the ability to utilize motor skills and to

coordinate them. The categories of psychomotor include perception; set;

guided response; mechanism; complex overt response; adaptation; and

origination. Perception is the ability to use sensory information to motor

activity. Set involves the readiness to act. In relation to guided responses, it

includes imitation and trial-and-error method to resolve a situation (Sousa,

2016). The mechanism sub domain is the ability to convert learned responses

into habitual actions with proficiency and confidence.  Complex Overt

responses refers to the ability to perform complex patterns of actions.

Adaptability is an essential part of the domain which displays the ability of

the student to modify learned skills to fit special requirement. Lastly,

origination involves creating new movement patterns for a specific situation

or problem (Sincero, 2011).

 7

Figure 1. Domains pf Learning

The inclusion of all the three domains in constructing learning tasks for

students is vital in developing a holistic lesson. The diversity in such learning

 8

tasks help creates a comparatively well – rounded learning experience that

meets a number of learning styles and learning modalities. An increased level

of diversity in the preparing Learning Activity Sheets help engage students as

well as help with recollection of information and events. In general, learning

is an intended effort made by the teacher for the learners by supplying

adequate instruction in accordance with other learning material to achieve the

desired outcome (Trianto, 2007).

Assumption of the Study

This study has made three assumptions. First, it was assumed that newly

hired elementary teachers were experiencing challenges in preparing

Learning Activity Sheets. Second, it is assumed that their lack of proper

training in making LAS was one of the main reasons why they are

experiencing difficulties in making LAS. And lastly, it was assumed that the

educators teaching experience has a significant relationship with the

difficulties that they were encountering in preparing LAS.

Problem Statement

The immediate shift of the educational system from a traditional

setting to the new mode of learning has caused troubles to these teachers

particularly the newly hired teachers in preparing Learning Activity Sheets

[ CITATION ÖRE12 \l 1033 ]. There are no studies about it and a study is yet to

be conducted. Hence, the main focus of this study was to gather data that
 9

determines and describes the experiences of newly hired elementary teachers

in preparing Learning Activity Sheets during the pandemic.

Specifically, this study sought to answer threefold questions. 

1. How do newly hired elementary school teachers perceive the

preparation of Learning Activity Sheets (LAS)?

2. What are the teachers' experiences in preparing Learning Activity

Sheets?

Scope and Delimitation

The scope of this study covered the experiences of the newly hired

elementary teachers in preparing learning activity sheets (LAS) during the

pandemic and used an open-ended question interview to gather data as the

basis for an accurate information. This study used a descriptive research

design in explaining the result of the study. It is also delimited to the newly

hired elementary teachers from Basey I District. The selected 10 respondents

received a benefit of this study. Also, this study was conducted during the

school year of 2020-2021.

Significance of the Study

The findings which this study revealed to benefit certain groups and

the benefits that they would gain are as follows:

 10

1. Teachers. This study was beneficial to the teachers as they would

learn how to deal with the challenges in making learning activity

sheets.  

2. School Administrators. The result of the study may help school

heads provide newly hired teachers enriched training support and

assistance in making learning activity sheets (LAS), including the

use of schoolwide programs or additional services that would

increase the amount and quality of educational instruction.

3. Educator Planner. The result of this study served as an eye-opener

to improve the quality of Philippine education. In addition, this

may appraise the existing program in terms of the teacher's needs

through conducting training and seminars for continuing

professional development and progress of the newly hired teachers

concerning preparing learning activity sheets (LAS). 

4. Future researchers. This served as a useful reference for the future

researchers who plan to make related studies and also a basis for

their additional literature. 

 11

Definition of Terms

The following terms are defined conceptually and operationally to give

the readers a clearer understanding of the nature of this study.

Experiences- Dewey’s concept of experience is that it is based on the

interaction between humans and the world (Karseth, 2008). Operationally,

this is defined in the study as living through and is consciously a subject of

Learning Activity Sheets preparation and is aware by its effects on their well-

being.

Newly hired teacher- is a teacher with 0-3 years of experience in the

public school system and further classified as beginning teachers (Llego,

2017). Operationally, it is defined as a registered teacher with three years and

below teaching experience. They are Licensure Examination for Teachers

(LET) passers and are currently employed in the elementary public schools of

Basey I District.

Learning Activity Sheets (LAS)- is defined as a printed instructional

material that contains activities and questions that students need to perform

or answer at school or home (Kaymakcı, 2006). The same definition is

accepted in this study. Operationally, LAS includes the fundamental parts

namely: name of learner, grade level, section, date, title, background

information for learners, learning competency with code, direction or

instructions, exercises or activities, guide questions (if necessary), rubric for

 12

scoring, reflection, references for learners, answer key, and lastly, name of the

writer.
 13

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter covers the definition of Learning Activity Sheets and its

parts. This would also define the term ‘newly hired teacher’. In addition, this

would take a look at the studies relating to the experiences of the newly hired

teachers in preparing Learning Activity Sheets.

Definition of Learning Activity Sheet (LAS)

In this part of the review, the researchers look at the definition of

Learning Activity Sheets and found that it is also known as activity sheets or

worksheet. For a long time, LAS have been used in teaching practices.

Learning Activity Sheets have even become a driving force of curriculum in

some countries in modern times (M. Q. Martin Mullis & Stanco, 2012).

Learning Activity Sheet is defined in many ways according to several studies.

Kaymakcı (2006) find that LAS is a kind of printed instructional material that

contains exercises and questions that is used by teachers in order to help

students acquire knowledge, practice skills and values by encouraging them

to perform actively in and out of class. This is used to record, monitor, and

analyze the activities done by the students. Also, LAS are practical, useful and

economic materials to use in educational activities[ CITATION Sel12 \l 1033 ].

Similarly, Michaelis & Garcia (1996), Kurt (2002), and Çakır, 2004) state that

LAS are written materials that consists individual exercises which the

students will answer and is expected to learn independently. To Aydoğdu &

Kesercioğ
 14

(2005), LAS are significant instructional materials that organizes student’s

knowledge and process in performing or answering the task. Tomlinson

(2012) on the other hand stated that LAS is a tool that is informative, that

there is a clear learning experience and learning strategy, a motivation, and

encourages exploration to learners to develop learning experiences.

Moreover, Mortensen and Smartt (2007) describe LAS as a strategy used by

teachers that encourages control to learners own learning as it allows them to

decide how and where to use the assigned tasks.

LAS plays a significant role in meeting educational goals and is one of

the widely used teaching material (Praswoto, 2014). It plays a variety of

functions in different contexts. (Lee, 2014) stated that LAS can be beneficial to

academic achievement in a variety of ways. Worksheets, for example, can be

used as supplements to textbooks to add information for specific classes.

Furthermore, blanks in LAS are opportunities for students to fill in gaps; they

are opportunities for knowledge construction. When combined with

appropriate teaching methods, well-designed questions in worksheets can

pique students' interest. Furthermore, the use of Bloom's Taxonomy in

Learning Activity Sheets is effective in promoting rational thinking and

higher-order thinking skills, according to a study by (Churches, 2008).

Demirciolu et al. (2004) define LAS as an important tool for guiding

students, assisting them in making independent decisions, and facilitating

participation in the learning process. The presence of printed teaching

materials such as Learning Activity Sheets is one of the components of success

 15

in the learning process. As Elvan (2012) highlights, activities in a classroom

should be redirected so that students become active doers rather than passive

observers. As a result, learners should have the right to be held accountable

for their own learning experiences.

The welfare and the safety of the leaners is the primary concern of the

Department of Education here in the Philippines most especially in this time

of COVID19 pandemic. The educational system has been changed and the

new way of teaching and learning is being utilized. Relative to this, the

Department of Education issued a memorandum on the “Clarification on the

Use of the Most Essential Learning Competencies (MELC’s)”. Learning

Activity Sheets is significant that teachers must prepare weekly in accordance

with the said memorandum which includes the fundamental parts as follows

name of learner, grade level, section, date, title, background information for

learners, learning competency with code, direction or instructions, exercises

or activities, guide questions (if necessary), rubric for scoring, reflection,

references for learners, answer key, and lastly name of the writer. Knowledge

and skills are essential in worksheets design for increasing learner’s learning

experiences.

According to Putra, Herman, & Sumarmo (2017) LAS was developed

into three parts: the first part consists of title, page, preface and table of

contents; the second part is the content section consisting the title of the

chapter on the rules of the enumeration and contextual problems that exist in

the student’s life; lastly, the reflection and evaluation of the material
 16

presented on students’ worksheets for future revision. Likely, Bakri, Permana,

Wulandari, & Muliyati, (2020) studied on how worksheets perceive with AR

Videos through ensuing standards in terms of cover size, cover layout, cover

typography, component of the student’s worksheet, typography and

illustration and contents. Also, reading text and the questions presented in the

content, constructs, and language in preparing worksheets regards the

suitability (Effendi, Putri, & Yaniawati 2019).

Experiences in Preparing Learning Activity Sheet

In this part of the review, researchers look at the varied experiences of

beginning teachers particularly in their preration of Learning Activity Sheets.

According to Bilbao (2015), becoming a teacher is not easy. Much is

expected of teachers because teaching is one of the most demanding, stressful,

and challenging professions (Salandan, 2005). Work can be more complicated

than expected at times because teachers have a lot of responsibilities (Musah,

Al-Hudawi, Tahir, & Kamil, 2015). They have multiple roles and a lot of

responsibilities on their shoulders. As a result, there is evidence that new

teachers struggle to adapt to the challenges of working life, resulting in high

rates of job turnover during the first five years of teaching [ CITATION

Dic15 \l 1033 ]. As the study of Weiss (1999) suggested, teachers in their early

years of teaching experience are more vulnerable to stress if their working

conditions are poor. Some of the reasons include a lack of materials and

supplies, discipline and classroom management, individual differences

among students, assessment, a lack of material support, the use of effective

 17

strategies, planning, and time management [ CITATION SCh11 \l 1033 ]. On

the other hand, [CITATION Jom17 \l 1033 ] asserted in their study that

workload challenges are perceived to be serious as it gives new teachers a

considerable amount of stress and trouble. In connection the teacher must

recognize the learning style and help the student understand their choice of

learning style can help optimize both instruction and learning (Lane, 1999).

Besides, identifying how a child learns best can assist teachers in providing an

optimal learning environment [ CITATION Fin03 \l 1033 ]. However, Ören &

Ormanci (2012) study display that majority of pre-service for teachers

occurred problems while preparing worksheets in

finding/selecting/formulating suitable questions and suitable for learning

acquisitions. Thus, in preparing worksheets suitable for the cognitive level

and grade levels, participants experience difficulty in terms of time and

financial struggles.

In a , designs of student worksheets consist of three parts. Beginning consists

of a title

page, preface and table of contents. The content section containing the
title of the

chapter on the rules of the enumeration and contextual problems that

exist in the

students’ life. Closing as a reflection and evaluation of the material

presented on

student worksheets for the next revision.

designs of student worksheets consist of three parts. Beginning consists of a

title

page, preface and table of contents. The content section containing the
title of the
 18

chapter on the rules of the enumeration and contextual problems that

exist in the

students’ life. Closing as a reflection and evaluation of the material

presented on

student worksheets for the next revision.

designs of student worksheets consist of three parts. Beginning consists of a

title

page, preface and table of contents. The content section containing the
title of the

chapter on the rules of the enumeration and contextual problems that

exist in the

students’ life. Closing as a reflection and evaluation of the material

presented on

student worksheets for the next revision.

designs of student worksheets consist of three parts. Beginning consists of a

title

page, preface and table of contents. The content section containing the
title of the

chapter on the rules of the enumeration and contextual problems that

exist in the

students’ life. Closing as a reflection and evaluation of the material

presented on

student worksheets for the next revision

Furthermore, in a recent study, Jomuad, et al., (2017) asserted in their

study that workload challenges are perceived to be serious as it gives new

teachers a considerable amount of stress and trouble. As a result, evidences

showed that beginning teachers struggle to adapt to the challenges of

working life.[ CITATION Dic15 \l 1033 ].

 19

Chapter 3

METHODOLOGY

The researchers employed a qualitative method in data gathering as it

was the most appropriate method to be employed in the study. Thus, this

section presents the procedure for conducting the studies. It includes the

discussion of research design and research instrumentation and its validation,

sampling procedure, data gathering procedure, and data analysis.

Research Design

A descriptive phenomenological research design was explored in this

study as it directly investigates the current experiences of those newly hired

elementary teachers who prepare Learning Activity Sheets in their teaching

practice. In addition, Descriptive phenomenology stimulates the perception of

lived experience while emphasizing its richness, breadth, and depth

[ CITATION HSp75 \l 1033 ]. In addition, semi-structured open-ended

interview questions will be utilized as the key instrument for data collection.

Instrumentation

To assemble relevant and dependable data, the researcher used the

semi-structured open-ended interview questions to gather data and as the

basis for accurate information. The interview questions were open-ended and
 20

is obligated to more than yes or no. Respondents were interviewed face-to-

face, in which of course following the health protocols such as wearing a

medical mask, eye protection, washing of hands, and a one (1) meter physical

distancing (World Health Organization, 2020).

The interview has three sections: a. Introductory protocol, b. Introduction,

and c. Interview Proper. Researchers informed the respondents about the

study discretion and their participant’s rights. The second section, on the

other hand, will be the introduction. Researchers introduced themselves and

discussed to the participants what was the study all about, and why their

participation in the study was significant. Also, for the last part, the interview

covered a total of 10 questions: 1. Respondents were asked first to introduce

themselves. They were requested to tell their name, the institution where they

are currently teaching, the total months/years they have taught in their

current institution and the total year/s of their teaching experience. Also,

their current teaching assignment grade level; 2. What do participants

understand about Learning Activity Sheets; 3. What makes it different from

other activity sheets or worksheets; 4. Why do participants have to make

Learning Activity Sheets; 5. How do they prepare Learning Activity Sheets.

To probe further answer, participants were asked to describe several ways or

steps that they always do when they prepare LAS; 6. What is the goal of

Learning Activity Sheets; 7. What happened during their first month of LAS

preparation. To probe, are there things that they need to consider in preparing

LAS? If yes, then they are requested to give an example/s; 8. From the first

day of LAS implementation up to the present, participants have to describe

 21

the best/worst things that had happened relating to their LAS preparation.

The probing questions are what did they feel during the whole time and how

did you manage; 9. From the first day of their LAS preparation up to the

present, were there any challenge/s that you encountered? If yes, they are

requested to tell the time/situation when they encountered difficulties or

trouble in preparing LAS. And finally, 10. they were requested to describe

how they were able to deal with or solve these challenges. To prober further

answers from the participants, they were asked what is/are their coping

mechanism/s.

Validation of Instruments

The semi-structured questions designed for the study were subjected to a

validation process for content validity. Content validity has been defined by

Haynes and his colleagues (1995) as an extent to which the elements within a

measurement procedure are representative of the construct. The researchers

drafted the interview questions and after which a copy was given to their

adviser for possible comments and suggestions. Further refinement was

made after the pre-oral defense based on the comments and suggestions of

the panel members. Besides, suggestions and comments from experts in the

field of Psychology were also followed.

Research Locale
 22

This study was conducted at Basey I District School as the researchers

believe that they can gather data in these schools needed for this study.

Sampling Procedure

The type of sampling employed in this study was non-probability

sampling, specifically purposive sampling. According to Creswell (2007), in

purposeful sampling, researchers can specifically select the research locale of

the study and who will be the participants that will significantly provide

understanding to the research problem. The ten (10) potential respondents

were selected using the criteria: a) teachers identify themselves as newly hired

full-time public school elementary teachers in Basey I District, b) teachers

specify that they have employed learning activity sheets in their professional

practice, and c) teachers must have employed learning activity sheets for at

least 3 months of academic teaching in the new normal.

Ethical Consideration

In conducting the research study, the researchers sent out first a consent

letter to the dean of the College of Education of the school (Samar State

University-Main Campus Catbalogan City) to allow the conduct of a research

study outside the academe, and also to the principal and teachers of

elementary schools in Basey I District, and informed them that there with the

study conducted to their school.

 23

The potential respondents were also personally informed about the study.

A consent statement was given to them prior to the completion of the

interview. Two copies were given to them, one was returned once they signed

as an agreement of their participation, and the other one served as their copy.

This consent form used in this study was a guide form from a sample research

proposal of York St John University [pdf].

The consent letter was sent out to the potential participants containing the

details of the study. The consent process involved free (voluntary) consent,

understanding of the subjects asked, and competence for consent for the

involved persons. This means that participants were properly informed about

research, understood the information, and were opted to choose whether they

are willing to be involved in the research study or not. Respondents were

directed to read the statement of consent before commencing to a face-to-face

interview. Only after a thorough explanation for the research process were the

participant given an agreement to participate in this study. The potential

participants were approached separately, and the purpose of the study and

data collection process was explained. Participants were given the time to ask

questions and deal with any concerns or issues. It was clearly explained that

their participation, as it were voluntary, would not affect their job if they

refused or revoked the study while it is in progress. The study was further

explained by a participant information sheet. The potential participants were

given the time necessary to read the information sheet (in this case from 24

hours to one week) and decide whether to participate in this study or not.

Prior to the interview, they were designated to sign the informed consent for
 24

their permission to participate in the study and this signature was confirmed

in advance of the interview. Potential participants were clearly told that, even

after the informed consent was signed, they have the right at any time to

withdraw from the study. There was also a requested consent to audio-record

the interview.

Furthermore, researchers ensured that this study was guided by ethical

principles as described by (Mack et al, 2005), namely: respect for persons,

beneficence, justice, consent, and confidentiality. Hence, participation in this

study from the interview presents no potential risks to the participants. In

addition, in collecting, analyzing and reporting the findings of the study, the

participants' anonymity and confidentiality were preserved by not revealing

their names and identities in subsequent write-ups or in material submitted

for publication. During the face-to-face interview sessions, data analysis, and

dissemination of the results, privacy and confidentiality of interviews were

also be carefully managed.

Data Gathering Procedure

The researchers gathered data through face-to-face interviews using

semi-structured open-ended questions. Before commencing to interview,

participants were then distributed first with the printed consent letter.
 25

Participants, upon choosing to participate in the study, then proceeded

to interview. Throughout the interview, respondents’ responses were audio-

recorded for purpose of transcriptions and data analysis. The interview

utilized semi-structured open-ended questions. Respondents were asked

about their time available for the purpose of the planning of the interview

schedule. The first part of the interview with the participants took 10-15

minutes. They were first presented with the study discretion, the purpose of

the study, and their participants’ rights. The second part on the other hand

was the actual interview that took thirty to forty-five minutes. Furthermore,

researchers also included in this part of the study what certain problems did

researchers encounter during the data gathering process and how were they

able to deal with it.

Data Analysis

Thematic analysis was used in this study. Thematic analysis is a good

approach to research when examining data about people’s views, opinions,

knowledge, experiences, or values from a set of qualitative data such

as interview transcripts [CITATION Jac20 \l 1033 ]. With this, the researchers

will adapt the “Six Phases of Reflective Thematic Analysis of Braun and

Clarke”. The thematic analysis had the following phases: 1. Becoming familiar

with the Data, 2. Initial Coding, 3. Establish Themes, 4. Review Themes, 5.

Define and Name Themes, and 6. Final Analysis and Reporting (Braun &

Clarke, 2006). In the initial part of the phase, researchers undergo an

interview transcription as the data collected were in a form of audio.

 26

Researchers generally read through the text and write up initial notes to

become familiar with the data. Next, the data were coded by highlighting

relevant and potentially interesting phrases or sentences from the text.

Together, all the data were collated into groups identified by code. These

codes allow researchers to gain a condensed overview of the main points and

common meanings that recur throughout the data. In phase three, codes were

analyzed to identify patterns among them and to be able to come up with

themes. Fourth, themes were reviewed by making refinements and making

sure that the themes are relevant and an accurate representation of data.

Then, after coming up with the lists of themes, researchers proceeded to

defining and naming themes. And lastly, in the final phase, upon establishing

accurate themes, themes were interpreted and a report was produced.

 27

Chapter 4

RESULTS AND DISCUSSION

The qualitative research aim is to ensure that the problem is clearly

understood. This method is used for obtaining information about how and

what people think, feel and act (Pharm, 2015). In this section of research,

individual interviews were carried out with ten (10) newly engaged

elementary teachers in Basel I District. The collected information was

presented in a narrative form including the data description and analysis. The

results of the interviews with those interviewed are discussed together with

the analysis of their verbal responses during the interviews. Long and semi-

structured interviews were carried out with subjects concerning their

perceptions, preparatory processes, and experiences in LAS development. The

purpose was to find out what are their experiences relating to Learning

Activity Sheets (LAS) development. Also, this chapter provides a factual

account of the study's findings. Generally, findings are organized around the

research questions.

Findings from Interview Data

Upon completion of the interviews, the researchers first transcribed the

interviewees' audio-recorded responses into text for easier analysis and to

 28

allow researchers to become more immersed in the data collected. After

familiarization of the data, researchers proceeded to coding using the In-Vivo

process with interview transcripts coded inductively and the emerging

themes examined to give a thorough synthesis of the data. The initial coding

scheme was developed by the entire research team based on reading,

discussion, and preliminary coding of the interviews. The team as a whole

discussed and refined emerging themes. When the initial coding of all

interview transcripts was completed, a final coding scheme was agreed upon,

and all transcripts were re-coded to ensure consistent coding of the entire

dataset. After the final coding scheme, the team proceeded to categorize the

codes and then agreed upon the name of the themes. During data collection

and analysis, all perspectives, discussions, and decisions were documented.

Moreover, the findings from the interviews begin from the description

of the participants, moving to the emerging themes and subthemes from the

respondents’ answers to questions posed to them.

Description of Participants

This section provides descriptions of all the participants’ basic

characteristics including their teaching assignment grade level, sex, and the

number of years of their teaching experience.

Participant Sex Teaching Number of

 29

Months/Years of
Assignment
Teaching
Grade Level
Experiences
P01 F 2 11 months
P02 F 3 and 4 10 months
P03 M - 3 years
2 years and 6
P04 M 5 and 6
months
P05 F 1 and 2 Almost 3 years
P06 F 2 3 years
P07 F 1 and 2 Almost 3 years
P08 F K-6 11 months
More than 2
P09 F 6
years
P10 F 6 3 years
Table 1. Description of Participants

Based on the respondents’ profile, two (2) participants are male, while

the rest eight (8) participants are female. Four (4) of the participants are

currently assigned in a monograde class, five (5) are assigned in a multigrade

class, whereas one respondent chose not to answer his current grade level

teaching assignment. Their teaching experiences however range from ten (10)

months as the shortest and three (3) years as the longest. Two (2) are less than

a year, two (2) are more than 2 years, three (3) are almost 3 years, and three (3)

who are already three years in service.

Results and Discussion

The thematic analysis that the researchers performed on the interview

manuscripts yielded three (3) distinct themes discussed below.

 30

Theme one (1) answers research question number 1. How do newly

hired elementary school teachers perceive Learning Activity Sheets (LAS)?

Theme two (2) addresses research question number two (2), “What are the

teachers’ experiences in preparing Learning Activity Sheets?” Whereas theme

3 answers question number nine (9) in the interview guide, “Describe how

were you able to deal/solve these challenges. Probe: What is/are your coping

mechanism/s?”

Perception of Learning Activity Sheets (LAS) Preparation

Theme 1: Mga Tumong Hiunong Han Learning Activity Sheets (Purpose-

Driven)
Qualitative Data Extracted Code Theme
Learning Activity Sheets (LAS) is Assessment tool
an assessment tool. It can be used used to understand Mga Tumong
by the teachers to understand student’s processes Hiunong Han
student’s previous knowledge, of learning Learning
outcome of learning, and the Activity Sheets
(Purpose-
process of learning. At the same
Driven)
time, they can be used to enable
students to monitor the progress of Contextualized
their own learning (P3 L9-12). activity sheet made
Learning Activity Sheets (LAS) are to address learner’s
those activities that are made to needs
address the needs of the learners. It
is a contextualized activity sheet
because there are different learning Alternative material
levels of our students (P4 L13-15). used for the
Regarding Learning Activity Sheets unavailability/dela
(LAS), it is only an alternative y of modules
material when Alternative Delivery
Module (ADM) or the modules are
not available. LAS is also localized Additional activity
as it needs to be contextualized (P5 utilized in home
L16-18). schooling to deepen
The learning activity sheets is an students learning
additional learning sheet that can
provide and to deepen the level of
understanding of the students,
because I cannot only rely on the It is used for
 31

module. You need to have a independent

backup just like file for children to learning
understand well and continue the
learning of the students (P8 L28-
31).
LAS is a guide and this is used in
independent learning of children
since there is no face-to-face
classes. This is just similar like
before in face-to-face learning Learning material
wherein the teacher gives
additional activities to students
only that in las, the children would
have to read from the front page
and understand what should they
do. Unlike before that the teacher
discusses what the students should
do and all they have to do is to
perform the activity (P9 L32-37).
For me, LAS is a learning material
designed or made by the leader to
be given to the learners or students
which serves as activity sheets in
every subject which are really
needed by the learners (P10 L38-
39).
Table 2. Thematic Map on “Mga Tumong Hiunong Han Learning Activity Sheets”
(Purpose-Driven)

1.1. Assessment tool used to understand student’s processes of learning

The result of the study showed how Learning Activity Sheets are

viewed by the newly hired elementary teacher. As what Mr. R (pseudonym)

highlighted,

Learning Activity Sheets (LAS) is an assessment tool. It can be used by the

teachers to understand student’s previous knowledge, outcome of learning,
and the process of learning. At the same time, they can be used to enable
students to monitor the progress of their own learning.

LAS is a valuable tool for guiding students, assisting them in making

independent decisions, and facilitating participation in the learning process

 32

(Demirciolu et. al., 2004). One of the components of learning success is the

presence of printed teaching materials, such as learning activity sheets.

Educators can use instructional materials to help students improve their

knowledge, abilities, and skills, track their progress, and contribute to their

overall development and upbringing. As a result, students can rest assured

that they will gain knowledge that will help them develop critical thinking

skills.

1.2. Contextualized activity sheet made to address learner’s needs

Based on the gathered data, teachers interpreted Learning Activity

Sheets as a contextualized activity sheet made to address learner needs. Mr. A

(pseudonym) insisted that,

Learning Activity Sheets (LAS) are those activities that are made to address
the needs of the learners. It is a contextualized activity sheet because there are
different learning levels of our students

As Elvan (2012) highlights, activities in a classroom should be

redirected so that students become active doers rather passive observers.

Teachers perceive that the contextualization of LAS would help to address

and meet the learners’ need particularly to learners who are living in remote

areas and has no internet access. Contextualized instruction links the learning

of fundamental skills with academic or occupational content by focusing

teaching and learning squarely on concrete applications in a specific context

that is of interest to the student many people learn in better and faster, and

retain information longer, when they are taught concepts in text. The goal of

contextualizing Learning Activity Sheets is to create conditions for more

 33

effective learning, expressed for example in higher grades and rates of

retention in courses, and through progression to more advance course work.

1.3. Alternative material used for the unavailability/delay of modules

When ask about their understanding of learning activity sheets, Ms. B

(pseudonym) stated that,

…it is only an alternative material when Alternative Delivery Module

(ADM) or the modules are not available.

This means that LAS should be simple and easy to understand to

secure the learning of the students. That means everything in LAS should be

easy to understand to secure the learning of the students. As the pandemic

continues, the education field is producing a growing body of useful

resources to support student learning and well-being during school closures.

That resource includes Learning Activity Sheets as an alternative material

used for unavailability/delay of modules. Instructional materials support

content learning, allow students to apply concepts, and provide an

opportunity for assessment. They've been designed to make it easier for

students to understand. These materials cover a wide range of topics and

provide in-depth information based on facts.

1.4. Additional activity utilized in home schooling to deepen students

learning

To give his view on LAS, Miss C (pseudonym) explained,

The learning activity sheets is an additional learning sheet that can provide
and to deepen the level of understanding of the students.
 34

She also added that I cannot only rely on the module. She needs to

have an alternative or backup if in case her students find it hard to

understand the modules. Kaymacki (2006) find that LAS is a kind of printed

instructional materials that contains exercises and questions that is used in

order to help students acquire knowledge, practice skills and values by

encouraging them to perform actively in and out of class. In other words. LAS

is a supplementary tool that teachers can utilize to enriched students’

knowledge especially during this time of pandemic.

Relative to the implementation of the new normal, the development of

the Learning Activity Sheets (LAS) shall be based on the Most Essential

Learning Competences (MELC) issued by the central office, DepEd. Activity

sheets provide the context and direction and importantly the process to

participate in activities, link to resources and publishing tools. Activity sheets

can be mapped against learning outcomes and performance criteria and

contextualized by other teachers. Learning activities, as the named suggests,

are activities designed or deployed by the teachers to bring about, or create

the conditions for learning.

1.5. It is used in independent learning

Michaelis & Garcia (1996), Kurt (2002) and Cakir (2004) state that LAS

are written materials that consists individual exercises which the students will

answer and is expected to learn independently. With regards to how P09

perceived LAS, she said,

LAS is a guide and this is used in independent learning of children since there
is no face-to-face classes. This is just similar like before in face-to-face learning
 35

wherein the teacher gives additional activities to students only that in las, the
children would have to read from the front page and understand what should
they do. Unlike before that the teacher discusses what the students should do
and all they have to do is to perform the activity.

With this, teachers perceived LAS as a learning support that could aid

students’ independent learning and help achieved desired learning objectives.

Learning becomes more interesting, practical, realistic, and appealing when

instructional materials are used. They also allow both teachers and students

to actively and effectively participate in class sessions. They allow for the

development of self-confidence and self-actualization as well as the

acquisition of skills and knowledge. The core information that students will

experience, learn, and apply during a course is provided by instructional

materials. They have the ability to motivate or demotivate students.

1.6. Learning material

LAS are significant instructional materials that organizes students’

knowledge and process in performing or answering the task (Aydogdu &

Keserciog, 2005). Based on Miss E, she said that,

LAS is a learning material designed or made by the leader to be given to the

learners or students which serves as activity sheets in every subject which are
really needed by the learners.

Instructional materials are additional channels of communication that a

teacher can use to communicate more vividly instructional information to

students. They show a variety of learners' vicarious experiences in a teaching-

 36

learning situation. Learner's materials/Learning materials are the resources

that teachers use to deliver instruction to students that will help them learn

and succeed. It cannot be devised or considered on its own without being

linked to the goals of an educational program. The use of instructional

materials can help a student make learning more exciting, interesting, and

interactive.

In conclusion, this implies that most of the teachers viewed learning

activity sheets as alternative learning material. Teachers prefer to use

Learning Activity Sheet as its justified and easy for learners to understand.

Students are encouraged to answer and do the tasks as it has lesser activity

compare with modules. Thus, Learning Activity Sheets after all plays a

significant role in meeting educational goals and is one of the widely used

teaching and learning material (Praswoto, 2014). It is a critical tool that aims

to guide students and help them with their independent learning

(Demircioğlu et al., 2004). This also implies that the main purpose of LAS is to

assess the student’s learning processes and progress. Assessment

encompasses a wide range of methods and procedures used to gather data on

students' learning achievement or competence [ CITATION Bro94 \l 1033 ]. With

the results, this signifies that Learning Activity Sheet is an effective

supplementary tool that teachers can utilize in understanding how learners

learn and acquire knowledge especially in this time of pandemic. In other

words, LAS is immensely useful in assessing the academic achievement of

individual students.
 37

Experiences of Newly Hired Elementary Teachers in Preparing Learning

Activity Sheets

Based on the gathered data from the participants, two themes emerged:

Theme 2: Mga Ayat Mahitungod Han Pagpreparar Han Learning Activity

Sheets (Challenges) and Mga Pitad Ha Pag-atubang Han Mga Ayat Han

Pagpreparar Han Learning Activity Sheets (Coping Strategies).

Theme 2: Mga Ayat Mahitungod Han Pagpreparar Han Learning Activity

Sheets (Challenges)

Qualitative Data Initial Code Theme

It was bloody. It was really hard in Mga Ayat

our part as we started making Mahitungod
Learning Activity Sheets without Han Pagpreparar
orientation. Like as a teacher, we are Han Learning
Activity Sheets
struggling how to start, what would
(Challenges)
be the content, and how are we going
to make these activities. They only
gave the format and example, and
then that’s it, we’ll be assigned to Planning and
prepare LAS for a particular subject content struggle
and it’s really hard (P4 L242-246).

It was really hard. And besides, it’s

an additional load. We already have
tons of workloads to do and then this
LAS adds. It also requires time (P5
L258-259).

At the start of giving assignments for

LAS preparation. It was given to us a
week before the submission. So, two
(2) subjects are five (5) LAS, so 10. On Work overload
my part, I made 5 LAS for TLE, 5 for
science, and 5 for Araling
Panlipunan, so 15 LAS without any
 38

orientation. It was really difficult!

And then you’ll be forced to submit
and the deadline is this and that. So,
your initial reaction is that you’ll be
annoyed. You’ll be pressured because
you have to meet the deadline and
submit it before the deadline. It’s
because if you’re not, if you can’t
submit on time, your attention would
be called out. You as a teacher, if you
don’t want your name to be called
out, you have to double time and
effort (P4 L247-257).

So, in the first day, I was so stressed Lack of training

and pressured to the point that I and seminars
would develop anxiety. Like my
mind needs to work 24/7 it’s because
I have a deadline that I need to meet.
So, even if I’m about to rest during
the night, even if I am about to sleep
at night, when I take a nap, I still
dream about it. You’ll going to think
what are the sentences that I need to
add? What activities should I add? So
that’s it. It was really very difficult at
first (P4 332-337).

I can’t really say that it is worst. Only

that I find it hard as I really have to
think of activities that is appropriate
or suitable for the students’ grade
level and the activities that you need
to prepare is not just only one. You
need to consider if the techniques are
suitable to the learners and will they
learn if you use that technique.
Whereas the best thing about LAS is
that students do not get bored (P6
346-350).
 39

I had a problem with the internet Time Pressured

connection especially as there is no
internet signal here. Internet
connection is needed when preparing
LAS especially when you need to use
pictures. So, you would have to go to
the town proper in order to access to
the internet (P6 L410-413).

We also had sometimes problems

with printing with the LAS. Some
printers are not functioning well
while others are not functioning
anymore (P6 413-414); The worst
things are the time pressure, lack of
materials and resources, and no
internet connection. (P7 L355-357).

As what I had said in my # 8 answer,

the challenges I’d encountered is that
I feel pain or headache seeing or
looking at the monitor for a long
period of time. In regards with the
subject content. I don’t have any
problem as long as the MELC and Difficulties of
Curriculum Guide are available and choosing
books or anything that has something appropriate
to do in making LAS. LAS is stressful activities suitable
and exhausting (P10 427-431). for student’s
grade level
 40

Poor internet
connection

Lack of resources

Headache

Table 3. Thematic Map on “Mga Ayat Mahitungod Han Pagpreparar Han Learning
Activity Sheets” (Challenges)

2.1. Planning and content struggle

 41

Based on the results of the study, newly hired elementary teachers

encounter content struggle with how and where to begin and with what

content to add in their LAS. Sir M (pseudonym) said:

…it was really hard on their part as they started making Learning Activity
Sheets without orientation. Like as a teacher, they are struggling how to start,
what would be the content, and how are they going to make the activities.

He added that they were only given the format and example. This

means that they would have to start from the scratch. According to Chong

(2011), individual differences among students and the use of effective

strategies are the common struggle of newly hired teachers when making

Learning Activity Sheets. This is particularly true as they are new with the

profession and they lack sufficient knowledge in the use of effective teaching

strategies. This implies that they would have to assess their learners carefully

to know the backgrounds of their learners specifically the cognitive level and

learning style of their learners. The recognition of the learning style of their

learners would help them understand the students’ choice of learning style

which can help optimize both instruction and learning (Lane, 1999).

2.2. Work overload

Work overload is believed to be a serious problem to new teachers

[CITATION FAC16 \l 1033 ]. On the experiences of making LAS, work overload is

believed to be a challenge to newly hired teachers. Ma’am B remarked:

 42

It was really hard. And besides, it’s an additional load. We already have tons
of workloads to do and then this LAS adds.

Ma’am B also added that it requires a lot of time. In other words, it is

time consuming. This particularly implies that they feel overwhelmed with

their workloads due to poor time management (Sahito et al., 2016).

Furthermore, teachers have a lot of school works and reports to do. They

already have a lot of responsibilities not just in school, as well as outside the

school academe. Much is expected of teachers because teaching is one of the

most demanding, stressful, and challenging professions (Salandan, 2005). This

implies that their work can be more complicated than expected at times

(Musah, Al-Hudawi, Tahir, & Kamil, 2015). As asserted by Jomuad, et al.,

(2017) in their study, workload challenges are perceived to be serious as it

gives new teachers a considerable amount of stress and trouble. As a result,

beginning teachers struggle to adapt to the challenges of working life.

[ CITATION Dic15 \l 1033 ].

2.3. Lack of training and seminars

The teachers emphasized that their lack of understanding and

preparedness in making LAS has an impact on their teaching methods.

Teachers who are creating LAS need to be oriented and guided on how to

deal with students who have different learning styles and cognitive levels, so

training and seminars are essential. Additionally, the teacher's knowledge is

enhanced through training and seminars because they participate in various

 43

workshops during seminars. Seminars and training provided an opportunity

for teachers to learn from and interact with a variety of teachers, each of

whom has experience and knowledge that can help them prepare for the LAS.

Teachers are underprepared to teach their students using LAS due to a lack of

training and seminars for teachers. The respondents felt that training and

seminars for teachers should be provided regularly and academic support

from the specialist on various issues of LAS development.

Sir M pointed out that the major factor of his challenge is the lack of

training for LAS development. He said:

At the start of giving assignments for LAS preparation. It was given to us a

week before the submission. So, two (2) subjects are five (5) LAS, so 10. On
my part, I made 5 LAS for TLE, 5 for science, and 5 for Araling Panlipunan,
so 15 LAS without any orientation. It was really difficult!

The responses back up Dutcher's (2004) assertion that teachers need

LAS training and instructional materials must be appropriate, available, and

interesting to students, as well as widely used. Learning is not progressive if

they are not used. Most teachers require methodology training in order to

take advantage of the benefits of teaching through LAS, which allows

children to grasp concepts more easily (Dutcher, 2004). This means that rote

learning is less important, and students are encouraged to think for

themselves, read, and come to their own conclusions (Dutcher, 2004).

 44

2.4. Time Pressured

Remote instruction has been even more challenging and time-

consuming. Majority of the participants felt that this kind of set up causes

them a lot of stress and pressure due to some factors. When asked about the

experiences in making LAS, Sir R said that in the first day, he was so stressed

and pressured to the point that he would develop anxiety. He explained:

…my mind needs to work 24/7 it’s because I have a deadline that I need to
meet. So, even if I’m about to rest during the night, even if I am about to sleep
at night, when I take a nap, I still dream about it.

In addition, he said,

You’ll be pressured because you have to meet the deadline and submit it before
the deadline. It’s because if you’re not, if you can’t submit on time, your
attention would be called out. You as a teacher, if you don’t want your name
to be called out, you have to double time and effort.

He pointed out that though he was annoyed with the situation, he can’t

do anything but to do his responsibility. He had to work overtime even when

he’s at home to be able to submit on time with the deadline. And this causes

him a lot of stress. This is due to poor working conditions, professional

responsibilities, and lack of teaching experience.

 45

Furthermore, work stress experienced by teachers can have a negative

impact on their students and the learning environment. Teacher’s stress may

result in an increase in teaching costs (Wiley, 2000). It was sympathetic and

worthwhile to research this issue in order to reduce the negative effects of

teacher work stress on students, classrooms, schools, and teachers themselves.

It was critical to research the issue of teacher work stress, and it was critical

for management and teachers to collaborate to improve the working

environment and conditions in order to combat stress.

2.5. Difficulties of choosing appropriate activities suitable for student’s

grade level

Ören & Ormanci (2012) said that finding/selecting/formulating

suitable activities for learning acquisitions in terms of choosing appropriate

activities suitable for student’s grade level, some participants find it difficult

as they don’t have enough knowledge about the background of the learners.

Participant number six asserted:

I find it hard as I really have to think of activities that is appropriate or

suitable for the students’ grade level and the activities that you need to
prepare is not just only one. You need to consider if the techniques are suitable
to the learners and will they learn if you use that technique.

Some participants shared that with them being new in the profession

and with this new mode of delivery of learning, they find it hard to know

their students background as well as assess their learners needs. They shared
 46

that sometimes, pupils return their Learning Activity Sheets without any

answer. Whereas other pupils answered activities while some were leaved as

blank. They feel disappointed as they think that they can not give the

appropriate activities that fit to their learners’ cognitive level.

2.6. Poor internet connection

Poor internet connection is seen as a top challenge in distance learning.

This is evident especially to new teachers who are assigned to teach in far-

flung areas. Sir R (pseudonym) said that,

…I had a problem with the internet connection especially as there is no

internet signal here. Internet connection is needed when preparing LAS
especially when you need to use pictures.

The problem with internet connectivity is beyond the control of many

educators nowadays. This causes teachers particularly from the far-flung

areas to feel that they fall behind.

2.7. Headache

Teachers' health may be adversely affected by stress [ CITATION CWi00 \l

1033 ]. One particular participant shared that the making of LAS has a

negative impact to her health. She remarked that,

…I feel pain or headache seeing or looking at the monitor for long period of
time.

This suggests that their workload is having a negative impact on their

health. Excessive workloads and out-of-hours work are placing a huge

 47

burden on newly hired elementary teachers in Basey I and having a harmful

effect on their health and wellbeing.

2.8. Lack of resources

[ CITATION MMu12 \l 1033 ] lamented on the shortage of resources as a

barrier in effective teaching and learning. Some participants shared their

concern that they find it difficult to prepare LAS due to the insufficient

availability of materials and supplies. Participant 3 addressed his concern that

he encountered,

…lack of resources for example bond papers…

In connection, participant number six shared that,

Some printers are not functioning well while others are not functioning
anymore.

That is why, some participants have some problems with printing with

the Learning Activity Sheets.

Schools may not always be able to provide all of the teaching materials

needed by new teachers to complete LAS. We are in the business of learning

in education, so teachers must do whatever is necessary, using whatever

materials and resources available, to best meet students' needs, whether or

not technology is used. New teachers must use their innovative skills to

develop LAS for effective teaching/learning. As the proverb goes, “a teacher

who uses a learning activity should be well-versed in how to support it with

appropriate and relevant media”. If at all possible, concrete examples should

be provided. The teacher must also understand how each type of media aids
 48

in learning. Based on the results, majority of the participants expressed that

they find it very difficult to develop Learning Activity Sheets because of the

challenges that they encounter. Many challenges were identified in this study

regarding the LAS development. And several authors asserted that it is just

normal for new teachers to be stressed and encounter difficulties (Artiles,

Mostert, & Tankersely 2014; Housner & Griffey 2015; and Szpieglea 2010) as

teachers with less experience are more concerned with the personal and social

aspects of teaching than academics (Guhao, 2016).

Thus implies that becoming a teacher is not easy (Bilbao, 2015).. It

implies that beginning teachers suffer from stress and difficulties as according

to several studies, stress was primarily related to poor time management

[ CITATION Bas15 \l 1033 ] and work overload [CITATION FAC16 \l 1033 ].

In addition, poor work conditions Weiss (1999) which include a lack of

materials and supplies, individual differences among students, assessment,

the use of effective strategies [ CITATION SCh11 \l 1033 ], and

finding/selecting/formulating suitable activities for learning acquisitions

(Ören & Ormanci, 2012) are the common struggle of newly hired teachers

when making Learning Activity Sheets. This implies that they would have to

assess their learners carefully to know the backgrounds of their learners

specifically the cognitive level and learning style of their learners. The

recognition of the learning style of their learners would help them understand

the students’ choice of learning style which can help optimize both instruction

and learning (Lane, 1999).

 49

Besides, identifying how a child learns best can assist teachers in

providing an optimal learning environment [ CITATION Fin03 \l 1033 ] . However,

this proves to be a concern to newly hired elementary teachers as they can’t

see their students perform physically in the classroom. This implies that they

would have to find ways to understand the cognitive background of their

students through differentiated instruction. These results also imply that new

teachers struggle to prepare LAS as they have to make it from scratch. Their

lack of teaching experience is a major factor in their stress.

Theme 3: Mga Pitad Ha Pag-atubang Han Mga Ayat Han Pagpreparar Han

Learning Activity Sheets (Coping Strategies)

This theme provides an answer to the question posed in interview

guide number nine (9) Describe how were you able to deal with or solve these

challenges? With probe question, what is/are your coping mechanism/s?

Qualitative Data Extracted Code Theme

I ask help from the other teachers Seek assistance
who are trained in making learning from more Mga Pitad Ha
activity sheets. I have to adjust experienced Pag-atubang
myself. I just asked help to my co- teachers Han Mga Ayat
teachers who is knowledgeable in Seek internet Han Pagpreparar
Han Learning
making LAS since I am a newly hired connection
Activity Sheets
teacher so it’s very hard to adjust. (Coping
Since we don’t have signal here, we Strategies)
go to town proper to find signal. So,
if bond papers are not available in Accept situation
our school, I will be the one who buy
bond papers, I am not waiting only
for the school, I used my own or
personal money (P3 L441-448).
 50

I was able to manage it because we

don’t have a choice as we have been Division of labor
told to do so (P6 L353-354).
Though we have complaints about it,
at the same time we enjoy it. During Seek support
that time, I was not the only one who from colleagues
was constructing the LAS. We were
many, and were seated on the table.
We helped each other. Some are
assigned to encode, while we make. Resourcefulness
In other words, there is division of
labor and there’s also food (P4 L451-
452).
Somehow, it lightens the load
because you have your colleagues to Find time to relax
talk to, ask to, and help from. There’s
someone who can give your idea. So, Seek support
by that, it somehow lessens the from family
pressure (P4 L453-455).
I have to borrow money to repair and
buy printer and pocket Wi-Fi.
Familiarize your students to see their
level of development and
understanding. We organize a
barangay learning tutorial team that Proper time
serves as backup or reinforcement to management
guide students in answering the LAS.
We conducted a training for parents
on the proper teaching for their child
(P7 L460-646).
Since LAS is too tiring, you have to
find time for yourself to relax (P7
L465).
Actually, with the help or support of
my husband/family. He’s one who
give courage to me. I was being
resourceful during that time, and I
just don’t rely on it. Sometimes I do
print to others for me to have a
module and for something to give to
the children. And in terms of
resources, we have enough bond
papers, inks etc. With regards to poor
internet connection, I go to proper of
Basey. Whereas for lack of
knowledge I self-research (P8 L466-
471).
I overcome the challenges by
 51

applying my strategy or technique

that during the process of making the
LAS I have to schedule time or day in
every subject so that I can manage or
I have time and to avoid my health
issues(headache). You should have
managed your time properly (P10
L479-482).
Table 4. Thematic Map on Coping Strategies

This theme provides an answer to the question posed in interview

guide number nine (9) Describe how were you able to deal with or solve these

challenges? With probe question, what is/are your coping mechanism/s?

3.1. Seek assistance from more experienced teachers

With the challenges that the newly hired elementary experienced in

preparing Learning Activity Sheets, teachers must be versatile on delivering

quality education most especially amidst the new normal. Upon the result of

the study, teachers coping strategies in dealing the challenges that they

encountered in preparing LAS is through seeking assistance from more

experienced teachers. Participant number 3 stated that,

I ask help from the other teachers who are trained in making learning
activity sheets.

More experienced teachers often mentor young teachers and help them

with their concerns. This strengthened the claim of the teachers that when

they find it difficult to create LAS, they ask help from their school heads as

well as from master teachers.

1.2. Seek internet connection

 52

In relation to poor internet connection, teachers who encountered this

challenge find ways to be able to access internet as they said that it is really

important since the making of LAS needs internet connection such as

attaching images or shapes. Participant three shared how he coped with this

challenge. He said,

Since we don’t have signal here, we go to town proper to find signal.

Some other participants also expressed that they have to go to a place

where there is a strong internet signal so that they can do and finish their LAS

on time. Perhaps, anything can be searched on internet and most of the

transactions today are through online.

1.3. Resourcefulness

Being resourceful is one of the essential skills that teachers should

develop. As schools can not provide all the necessary tools that they required

for making LAS, they should find other ways to ensure that they can deliver

learning to their students. Teachers are doing the best that they can in order to

continue the learning of the students. Based from the extract of P0’s response,

he said that,

…So, if bond papers are not available in our school, I will be the one who buy
bond papers, I am not waiting only for the school, I used my own or personal
money.

In addition, P06 also described,

I have to borrow money to repair and buy printer and pocket Wi-Fi.
 53

Adeogun (2001) discovered that instructional resources and academic

performance have a very strong positive relationship. According to Adeogun,

schools with more resources performed better than those with fewer

resources. This means that schools with a sufficient supply of teaching and

learning materials performed better (Babayomi, 1999). Mwiria (1985) also

believes that the quality and quantity of teaching and learning materials have

an impact on students' performance. According to the author, institutions

with adequate facilities have a better chance of performing well in

examinations than those with inadequate facilities. Therefore, poor

performance could be attributed to inadequate teaching and learning

materials and equipment.

1.4. Accept situation

Accepting situation for P06 is her way of coping with her stress. She
said,

I was able to manage it because we don’t have a choice as we have been told to
do so.

The result suggests that to be able to avoid emotional stress, teachers

chose to accept the reality and their situation. Like what P04 implied during

the interview, he said that since he chose this profession, and since he works

in DepEd, he had no choice but to do his responsibilities and comply with the

mandates of the agency. Teachers are encouraged to make LAS as they have

no choice if modules are not yet available. However, based on a study,

accepting situation is a negative coping strategy (Austin et. at., 2005).

1.5. Find time to relax

 54

Teachers have so much load of work that’s why they to give time for

themselves to relax. To manage the stress level of teachers, one participant

remarked (P07),

Since LAS is too tiring, you have to find time for yourself to relax.

“Finding time to relax,” according to Chan et al. (2010), who identified

sleeping, social interaction, relaxing, and watching television as the most

effective techniques. Furthermore, McGrath et al. (1989) state that previous

research shows that active strategies include pursuing hobbies and other

activities in their daily lives, as well as at school during their free time. In

addition, one of the “extremely effective” coping strategies is “taking a day

off.” It is believed that taking a day off from work allowed the teacher to

unwind, de-stress, and re-energize. In a similar vein, Gillespie and colleagues

(2001) state in their research that taking regular vacation breaks from work,

exercising, and using stress-relieving therapies like yoga and massage can

help.

1.6. Seek support from family

Family is considered to be the best source of moral and financial

support. Based on the gathered data, asking support from a family is a great

source of encouragement and motivation. They are the best support system

that we could have. Participant 8 stressed that:

Actually, with the help or support of my husband/family. He’s one who give
courage to me.

1.7. Division of labor

 55

When ask about their coping mechanism about the challenges they’ve

experienced, P04 highlighted;

During that time, I was not the only one who was constructing the LAS. We
were many, and were seated on the table. We helped each other. Some are
assigned to encode, while we make. In other words, there is division of labor.

Teachers should break large tasks into smaller manageable chunks,

and make sure to attach milestone deadlines to each task. Matching sections

of the work with milestone deadlines will help them to eventually meet the

final deadline right on time.

1.8. Seek support from colleagues

Gillespie et al. (2001) state that social interaction among peers alleviates

stress. These findings back up with the response generated from one of the

participants. P03 said,

Somehow, it lightens the load because you have your colleagues to talk to, ask
to, and help from. There’s someone who can give your idea. So, by that, it
somehow lessens the pressure.

1.9. Proper time management

Planning and time management are the key to handling work overload

and tight deadlines to make it all work. Sihato (2016) described that proper

time management could lead to job satisfaction and improved health. One

particular participant shared, that she scheduled her time in every subject so

that she can avoid her health issue. In this regard, many authors have

discussed the need of time management to improved their efforts and to

 56

make their working environment supportive (Wright, 2002; Ancona et al.,

2001; George & Jones, 2000; Macan, 1994). Among the extremely

effective coping strategies, Kabbi and his colleagues (2018) said that,

organizing your time and setting priorities corresponded to what was

identified as the main sources of stress namely: time pressure and work

overload.

On how the newly hired teachers cope with the stressors , this idea

describes how newly hired teachers should equip themselves with sufficient

knowledge and skills to be able to develop Learning Activity Sheets in order

to ensure the delivery of Learning Activity Sheets to learners. Beginning

teachers must make special efforts to protect themselves as well as ensure the

delivery of Learning Activity Sheets. In other words, it implies that there

should be sufficient training and webinars for teachers with regards to

preparing LAS as well as training for coping difficulties with regards to the

development of LAS to be able to develop effective instructional material.

According to (Moore, Abella, Abraham, & Boggs (1997, p. 47), a key feature of

effective teaching is effective instructional material. Instructional material, as

addressed by the University of Wisconsin-Madison (2021) should provide the

core information that students will encounter, learn, and apply during a

course. It has the ability to inspire and motivate students to learn. This is

especially true in the case of distance learning. Which rely on a well-designed

and comprehensive set of instructional materials that students can access,

explore, absorb, and refer to as they progress through a course. For maximum
 57

effect, such material must be carefully planned, selected, organized, refined,

and used in a course.

Further findings suggest that if there is effective instructional material,

there is a good chance that effective teaching and learning process will occur.

If teachers possess the characteristics of an effective teacher, they may be able

to cope with stressors in order to ensure effective teaching and learning,

particularly during this pandemic. They should be an effective teacher. And

that includes having good time management skills. According to [CITATION

Nor12 \l 1033 ] “time management is the process of consciously planning and

controlling the amount of time spent on specific activities, with the goal of

increasing effectiveness, efficiency, or productivity”. P10 on the other hand

shared that she has to manage her time properly in constructing LAS to avoid

her health issues. Individuals who can complete tasks within the specified

time frame can improve and balance their lives not only in their organization,

but also among their peers and family (Fleming, 2011).

That, the Department of Education (DepEd) may respond positively to

teachers' requests to reduce workload, particularly in remote areas; provide

funds for the availability of materials, supplies, and equipment such as

printers, bond papers, Wi-Fi, laptops, or computers; and provide good school

facilities and conduct educational training programs, particularly for newly

hired teachers. This implies further that the presence of a diligent, caring,

flexible, and dedicated teacher would not be enough to ensure effective

teaching-learning but they needed a well-equipped classroom. Hence,

 58

supporting newly hired teachers may help attain teacher professional

standards [CITATION Luf15 \l 1033 ].

 59

Chapter 5

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary of the findings, conclusions, and

recommendations regarding the Learning Activity Sheets (Las) Preparation:

Newly Hired Elementary Teachers’ Experiences During Pandemic.

Summary

This study sought to determine and describe the experiences gained by

ten (10) newly hired elementary teachers in Basey I District in Preparing

Learning Activity Sheets (LAS), who serve as the participants and key

informants of the study. This study used descriptive research design in

explaining the result of the study and semi-structured open-ended interview

questions were utilized as the key instrument for data collection. Their

perceptions regarding Learning Activity Sheets (LAS), their experiences, and

challenges were looked into. Based on the analysis and interpretation of the

data, three themes emerged and that includes: Mga Tumong Hiunong han

Learning Activity Sheets (LAS) (Purpose Driven), Mga Ayat Mahiunong ha

Pagpriparar han Learning Activity Sheets (LAS) (Challenges), and Mga Pitad ha

Pag-Atubang han mga Ayat ha Pagpriparar han Learning Activity Sheets (LAS)

(Coping Strategies).
 60

Conclusion

Based on the gathered data from the samples, the researchers were able to

come up with the following conclusions: first, Learning Activity Sheet is a

learning material utilized by teachers to assess and understand students’

learning process during homeschooling; second, newly hired elementary

teachers in Basey I District encountered challenges and suffer from stress of

LAS preparation due to lack of resources, lack of teaching experiences, no

internet connection, headache, and work overload; third, the study revealed

that the new teachers used a variety of strategies to minimize the stresses and

difficulties in making LAS such as time management, family and collegial

support, seeking internet connection, being resourceful as well as finding time

to relax.

Recommendations

The following recommendations were drawn from the results of the

study:

1. Teachers should plan carefully the development of Learning

Activity Sheet (LAS) as well as equipped themselves with varied

coping strategies to be effective in the making of the

instructional material;

2. School administrators should conduct regular supervision and

evaluation in preparing LAS as well as provision of funds by the

 61

school and government for printing materials,

laptops/computers, and Wi-Fi for teachers’ usage;

3. Education planner should provide enough training,

seminars/webinars for continuing professional development

and progress of the newly hired teachers concerning preparing

learning activity sheets (LAS); and

4. To the future researchers, the researchers suggest using a

different set of respondents from a different locale with a larger

population and modifying the interview guide instrument to

further improve future studies.

 62

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 I

APPENDICES

Appendix A. Letter to the Dean

May 2021
GINA UY-ESPAÑO, Ph.D.
Dean, College of Education
Samar State University (Main Campus)

Dear Dr. Españo

Greetings!

In partial fulfillment of the requirement for the degree BACHELOR OF

ELEMENTARY EDUCATION, We, third year Bachelor of Elementary
Education (BEEd) students, namely; Jastin V. Alabanza, Noime C. Bajen, Ma.
Melinda B. Empuesto, Elvin R. Olegario, and Benson B. Pacula, would like
to ask for your permission to conduct the research study entitled
“EXPERIENCES IN PREPARING LEARNING ACTIVITY SHEETS (LAS)
AMONG NEWLY HIRED ELEMENTARY TEACHERS IN BASEY I
DISTRICT.”

In relation to this, we would like to ask permission from your good office to
allow us to conduct interview in our chosen place which is in Basey, Samar.
We assure you that we will observe health protocols in interviewing the
newly hired teachers to avoid the risk of transmitting the coronavirus. Also,
rest assured that the data we will gather will be confidential and for academic
purposes only.

We hope for your positive response towards this matter. Your approval to
conduct this study will be greatly appreciated. More power to your office and
department!
Respectfully Yours,
ALABANZA, JASTIN V. ______________
BAJEN, NOIME B. ______________
EMPUESTO, MA. MELINDA B. ______________
OLEGARIO, ELVIN R. ______________
PACULA, BENSON B. ______________

The Researchers
 II

Noted:

ROSYBELLE T. SABLAD

Research Adviser
 III

Appendix B. Access Letter Requesting Permission to Conduct Research

IV
V
 VI

Appendix C. Certificate of Ethics Approval

 VII

Appendix D. Participant Information Sheet

PARTICIPANT INFORMATION SHEET

Program : Bachelor of Elementary Education

Researchers : Jastin V. Alabanza

Noime C. Bajen

Ma. Melinda B. Empuesto

Elvin R. Olegario

Benson B. Pacula

Thesis Title: EXPERIENCES IN PREPARING LEARNING ACTIVITY SHEETS (LAS)

AMONG NEWLY HIRED ELEMENTARY TEACHERS IN BASEY I
DISTRICT

Our names are Alabanza, Jastin V., Bajen, Noime C., Empuesto, Ma. Melinda B., Olegario, Elvin R.
and Pacula, Benson B. We are currently enrolled in the program of Bachelor of Elementary Education
in Samar State University. We are seeking your help in meeting the requirements of research for a thesis
course which forms substantial part of this degree.
This study aims to investigate the experiences of newly hired elementary teachers in making learning
activity sheets.
We request your participation in the following way:
 We will gather information through a semi-structured question interview that will run no
more than 45 minutes and no less than 30 minutes.
 The interviewer will record, transcribe, and distribute the interview, with the recording being
verified by a qualified expert who will sign a confidentiality agreement. All the information
that we collect about you during the course of the research will be kept strictly confidential.
You will not be able to be identified or identifiable in any reports or publications. Your
institution will also not be identified or identifiable. Any data collected about you in the
interview will be destroyed after transcriptions. Data collected may be shared in an
anonymised form to allow reuse by the research team and other third parties. These
anonymised data will not allow any individuals or their institutions to be identified or
identifiable.
 The participant would have the right to double-check the precision of the transcription.
 Once you agree to participate, we will be asking you to attach your sign on the consent letter
regarding the interview. It is understood that you may withdraw your consent within two
weeks after you have received the transcript from the researcher. Neither you nor your
respective organizations will be named in subsequent write ups and material submitted for
publication.
 We hope that you find this invitation to be of interest. Please take time to read the following
information carefully and discuss it with others if you wish. Ask us in the following contact
numbers, Facebook and messenger accounts below if there is anything that is not clear or if
you would like more information. Take time to decide whether or not you wish to take part.
Thank you for reading this.

Jastin V. Alabanza (09633711247)

Noime C. Bajen (09380239424)
Elvin R. Olegario (09557154108)
Benson B. Pacula (09655286149)
Ma. Melinda B. Empuesto (09518826162)
 VIII

Our Research adviser is Rosybelle T. Sablad and may be contacted via phone number 09173793862.

Appendix E. Participant Consent Form

PARTICIPANT CONSENT FORM

Program : Bachelor of Elementary Education

Researchers : Jastin V. Alabanza

Noime C. Bajen
Ma. Melinda B. Empuesto
Elvin R. Olegario
Benson B. Pacula

Thesis Title: EXPERIENCES IN PREPARING LEARNING ACTIVITY

SHEETS (LAS) AMONG NEWLY HIRED ELEMENTARY TEACHERS IN
BASEY I DISTRICT

Dear Researchers,
 I have had the research satisfactorily explained to me in written form
by the researcher.
 I am aware that the research will involve a 45-minute to 1 hour time for
answering and completing the interview.
 I am aware that I may withdraw from this study at any time without
having to give an explanation.
 I understand that all information about me will be treated in strict
confidence and that I will not be named in any written work arising
from this study.
 I am aware that any data collected will be used solely for research
purposes and will be erased on completion of the research
 I fully understand that any audiotape and/or video recording material
of me will be used solely for research purposes and will be destroyed
on completion of your research.
 I understand that the data will only be discussed within the research
team.
 I understand that study participants and their respective organizations
will not be named in subsequent write ups and material submitted for
publication.
 I freely give my consent to participate in this research study and have
been given a copy of this form for my own information.
 IX

(Printed Name with Signature) (Date)

Appendix F. Letter to the Participant

LETTER TO THE PARTICIPANT

May 2021

Dear Participant,

We are students from Samar State University Catbalogan City (Main Campus) taking up
Bachelor in Elementary Education, and we are conducting a study that aims to determine the
experiences of the newly hired elementary teachers in preparing Learning Activity Sheet for
the academic year 2020-2021. The results and findings of this study aim to communicate
knowledge on how newly hired elementary teachers prepare Learning Activity Sheets and
what are their experiences encountered.

It is our understanding that you are qualified to take part in the research study that we would
like to conduct as one of our participants. We are deeply interested in your experiences in
preparing Learning Activity Sheets as a newly hired elementary teacher and we would like to
ask you a series of questions about it.

We would like to highlight that your participation in this study is voluntary and your
identity and personal information will be strictly kept confidential. Your participation in this
study will not cause you any disadvantages or risks as a teacher. 

We have attached a consent form at the back of this letter. Please read the form carefully and
if you have any further inquiries about our study, please do not hesitate to contact us through
email: olegarioelvin11@gmail.com or text/call us at 09557154108/ 09953495082. It is up to you to
decide whether you are willing to take part or not. If you do decide to take part you will be
able to keep a copy of this information sheet and you should indicate your agreement to the
consent form by signing. You can withdraw at any time. You do not have to explain or give
reason. 

We look forward to your participation in the study. Your participation will be greatly
appreciated.

Sincerely yours,
Jastin V. Alabanza
Noime C. Bajen
Ma. Melinda B. Empuesto
Elvin R. Olegario
Benson B. Pacula
Researchers

Noted by:
 X

ROSYBELLE T. SABLAD

Adviser

Appendix G. Interview Protocol

INTERVIEW PROTOCOL

Researchers conducting session: Elvin Olegario; Jastin Alabanza; Noime

Bajen; Ma. Melinda Empuesto; and Benson Pacula

Introductory Protocol

To facilitate our note-taking, we would like to video and/or audiotape our

conversations today. Please endorse your sign on the consent form. For your
information, after the transcriptions of your responses, the tapes which will
eventually be destroyed. Besides, you must sign a form devised to meet our
human subject requirements. Essentially, this document states that: (1) all
information will be held confidential, (2) your participation is voluntary and
you may withdraw at any time if you feel uncomfortable, and (3) we do not
intend to cause any harm. Thank you for your participation. We have
planned this interview to last no longer than an hour. During this time, we
have series of questions that we would like to cover. If time begins to run
short, it may be necessary to push ahead and to interrupt you to complete this
line of questioning.

Introduction:

My name is Elvin Olegario and I will be facilitating this individual interview

along with my colleague(s) Jastin Alabanza; Noime Bajen; Ma. Melinda
Empuesto; and Benson Pacula. The goal of this project is to gather data that
will determine and describe the experiences in preparing Learning Activity
Sheets among newly hired elementary teachers. As a newly hired elementary
teacher, we value your experiences. We want to know what you know about
LAS such as the use and its organization, and how you prepare it in your
teaching practice. Ultimately this study will enhance the ability of newly
hired teachers in LAS preparation. The information gleaned from this effort
will be shared with the school and to the Department of Education.
 XI

You have been selected to speak with us today because you have been
identified as someone who has a great deal to share about experiences in
preparing Learning Activity Sheets as a newly hired teacher. Our research
study as a whole, focuses on the improvement of LAS preparation, with
particular interest in understanding how newly hired teachers in academic
programs are engaged in this activity, how they understand the use of LAS,
and whether we can begin to share what we know about making a difference
in elementary education.

Did each of you bring your consent letter? If not, I have some here for you.
(copies distributed). Do you have any questions?

If there are no further questions, let’s get started with the first question.

Name (Optional): _____________________________ Date: _________________

School: __________________________________________

To get started, please introduce first yourself. In your introduction, please tell
us who you are, the school where you are currently teaching, the total
months/years you have taught in your current institution and the total years
of your teaching experience. Also, please tell us your current teaching
assignment grade level.

1. What is your understanding of Learning Activity Sheets?

2. What makes it different with other activity sheets or worksheets?

3. Why do you have to make Learning Activity Sheets?

4. How do you prepare Learning Activity Sheets? Please describe several

ways or steps that you always do when you prepare LAS.

5. What is the goal of Learning Activity Sheets?

6. Tell me what happened during your first month of LAS preparation.

Probe: Are there things that you need to consider in preparing LAS? If yes,
can you give me example/s?

7. From the first day of LAS implementation up to the present, describe the
best/worst things that had happened relating to your LAS preparation.
Probe: What did you feel during the whole time?
 XII

Probe: How did you manage?

8. From the first day of your LAS preparation up to the present, were there
any challenge/s that you encountered? If yes, please tell us the
time/situation when you encountered difficulties or trouble in preparing
LAS.

9. Describe how were you able to deal with or solve these challenges.
Probe: What is/are your coping mechanism/s?
 XIII

CURRICULUM VITAE

I. PERSONAL BACKGROUND
 XIV

Name: Jastin V. Alabanza

Address: Brgy. Dolongan Basey, Samar

Date of Birth: May 10, 1998

Place of Birth: Lope de Vega Sta. Cruz

Manila

Civil Status: Single

Name of Mother: Jenelyn V. Alabanza

Name of Father: Roger D. Obejas (Deceased)

II. EDUCATIONAL BACKGROUND

Elementary: Dolongan Elementary School

Basey, Samar

2006-2012

Junior High School: Valeriano C. Yancha Memorial Agricultural School

Basey, Samar

2012-2016

Senior High School: Valeriano C. Yancha Memorial Agricultural School

Basey, Samar

2016-2018

Tertiary: Samar State University

Bachelor in Elementary Education (Generalist)

Catbalogan City, Samar Philippines

I. PERSONAL BACKGROUND

Name: Noime C. Bajen

 XV

Address: Brgy. Bacubac Basey, Samar

Date of Birth: December 24, 1999

Place of Birth: Basey, Samar

Civil Status: Single

Name of Mother: Marilyn C. Bajen

Name of Father: Noel Jose E. Bajen

II. EDUCATIONAL BACKGROUND

Elementary: Basey I Central Elementary School

Basey, Samar

2006-2012

Junior High School: Basey National High School

Basey, Samar

2012-2016

Senior High School: Basey National High School

Basey, Samar

2016-2018

Tertiary: Samar State University

Bachelor in Elementary Education (Generalist)

Catbalogan City, Samar Philippines

I. PERSONAL BACKGROUND
 XVI

Name: Ma. Melinda B. Empuesto

Address: Brgy. Guintigui-an Basey,

Samar

Date of Birth: April 18, 2000

Place of Birth: Brgy. Guintigui-an Basey, Samar

Civil Status: Single

Name of Mother: Melinda B. Empuesto

Name of Father: Ernesto E. Empuesto

II. EDUCATIONAL BACKGROUND

Elementary: Guintigui-an Elementary School

Basey, Samar

2006-2012

Junior High School: Valeriano C. Yancha Memorial Agricultural School

Basey, Samar

2012-2016

Senior High School: Valeriano C. Yancha Memorial Agricultural School

Basey, Samar

2016-2018

Tertiary: Samar State University

Bachelor in Elementary Education (Generalist)

Catbalogan City, Samar Philippines

I. PERSONAL BACKGROUND

Name: Elvin R. Olegario

 XVII

Address: Brgy. Magsaysay Sta. Rita,

Samar

Date of Birth: November 24, 1998

Place of Birth: Sta. Rita, Samar

Civil Status: Single

Name of Mother: Editha R. Olegario

Name of Father: Rogelio H. Olegario

II. EDUCATIONAL BACKGROUND

Elementary: Magsaysay Elementary School

Sta. Rita, Samar

2006-2012

Junior High School: Valeriano C. Yancha Memorial Agricultural School

Basey, Samar

2012-2016

Senior High School: Valeriano C. Yancha Memorial Agricultural School

Basey, Samar

2016-2018

Tertiary: Samar State University

Bachelor in Elementary Education (Generalist)

Catbalogan City, Samar Philippines