THE PERCEPTION OF SHS STUDENTS TOWARDS THE TEACHING

METHODS EMPLOYED BY TEACHERS IN THE NEW NORMAL

FIEA ANN G. MAMARIL

CATHY JOYCE C. CATANUS

CHRISTIAN L. TABAUSARES

LESTER DAVE C. CANTOMAYOR

JOHN PATRICK S. ESTELLANA

CLARENZE JILENN L. FORTUNADO

A RESEARCH PROPOSAL SUBMITTED TO THE SENIOR HIGH SCHOOL

FACULTY OF SOUTHERN CHRISTIAN

COLLEGE, MIDSAYAP, COTABATO IN PARTIAL

FULFILLMENT OF THE REQUIREMENTS FOR INQUIRES, INVESTIGATIONS,

AND IMMERSION (HUMSS)

SEPTEMBER 2021
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Student perceptions are their thoughts, beliefs, and feelings about persons,

situations, and events. Studies show that student perceptions are an important determinant

of student behavior, and understanding these perceptions can be more useful in

explaining their behavior than the well-intentioned inferences sometimes made by

teachers. And everything is changing and adjusting to the new situation now that we are

in the grip of a pandemic-caused crisis. One of these is the method of teaching in schools,

which is more affected. Besides, communication and information technology are

currently developing so fast. Many of us use phones, laptops, computers, etc.

As a result, students and teachers are using technologies to cope-up the new

normal method classes. Where students and teachers had access to electronic devices and

reliable Internet connections, learning management systems such as Canvas, Moodle,

Blackboard, and applications like Google Hangouts, Zoom and Skype, were used. But

where students had limited access to computers or unreliable access to the Internet,

teachers and students used smartphones to exchange messages, notes, and materials,

through text messaging, e-mail, Facebook Messenger and Twitter. In some instances,

these arrangements became unsustainable and some schools had to suspend remote or

online classes because the uneven socioeconomic status of students affected their access

to these modalities of learning. Also, concerns regarding the mental health of both
students and teachers affected by the uncertainty became another reason to suspend

classes. (Simbulan, 2020).

However, the COVID-19 pandemic also affects the behaviors relationships and

lifestyles, and it has also effects in terms of the economic, political, cultural landscapes of

societies and especially the new method of study. The ECQ ordered that all residents

remain at home and all non-essential businesses, schools and universities, public

transportation facilities, malls, and shopping centers, churches, and other faith-based

institutions be closed. Checkpoints were set up to control people's movement around the

island.

From the confines of their homes, teachers and administrators were put to the

task of revising and adapting course syllabi and requirements as they shifted to

alternative or remote teaching modalities, both synchronous and asynchronous. Teachers'

beliefs and perceptions of learning and teaching affect their decisions and choice of their

teaching styles. Moreover, a new paradigm can be forged amid our discomfort, as

educators prepare for a "new normal" in the face of a pandemic like the Covid-19

outbreak. Now is the moment for schools to ensure that teachers do not just adapt their

classroom activities into their online lessons. In addition to discussions led by teachers

and extensive lectures are no longer the norm in this setting. Students in online learning

are frequently torn between their classes and their mobile devices. Normally it is easy for

students to complete their obligations, but the pandemic would make it more difficult.

(Gamiao, Jeanne, 2021).

 We choose this topic to students perceive that the teaching methods used by

Senior High teachers in SCC in this new normal are more beneficial because of the

freedom of choice of location, freedom of time, ease of access to them in terms of

communication, quick response in terms of feedback from teachers on incomprehensible

topics, and teachers' great understanding of students.

Statement of the Problem

This study aims to know the efficiency of the Teaching Methods in a New Normal
Situation. Specifically, this study sought to answer the following questions:

1. What are the extent problems encountered by the teachers as they learn about the
changes in their teaching method?
2. What is the importance of student understanding towards teachers in the new
normal?
3. What solution did the educators use for those who live in remote places?

Significance of the study

The study will be deemed important in recognizing the efficiency of the Teaching
Method in Senior High School teachers of Southern Christian College for the new normal
situation.

Likewise, the findings of the study may improve useful to the following:
Students. This study will encourage students to continue learning even in a new normal
situation. It will make them realize that effective teaching can improve student
achievements. Therefore, they will find ways to organize tasking for everyone.
Teachers. The study will help the teacher in developing decision-making skills, problem-
solving skills, and critical thinking abilities. Students become more productive and
collaborate as a result of the new instructional methods.
Parents. The results of the study will help the parents and teachers to communicate ideas
through web videos. The teachers can advise parents on how to assist with specific
assignments, and parents can provide input on areas where their child may want
additional assistance.
School Administration and Supervisors. The result of this study may encourage
administrators and supervisors in helping their teachers by providing training and seminar
on how to improve their teaching methods, especially in the new normal situation.
Community. Efficient teaching methods extend to their community as well, if students
don't have efficient learning, they will feel bored and their eagerness to learn will slowly
disappear, and this leads to dropouts that may lead to a serious problem later in their
lives.

Scope and limitation

This study will focus on finding out the perception of senior high school students towards
the teaching methods employed by teachers in the new normal.

CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presents a review of the literature, which gives you more
understanding of the study. It contains the related literature, related study, theoretical
framework, conceptual framework, and definition of terms.

Review of Related Literature

 In recent years, the popularity of online classes has resulted in an increase in the
number of online course offerings by schools and colleges (Beatty and Ulasewicz, 2006;
Li and Akins, 2005). Furthermore, technological advancement and student demand for
online classes (Bennett and Lockyer, 2004; Britt, 2006) have influenced colleges and
universities to implement online classes alongside traditional courses. The important
point to remember here is that schools are not required to use online classrooms, but it is
seen as a modern tool for dealing with challenges throughout the learning process
(Agustina and Cahyono, 2017
Educators must consider the aims and priorities of assessment and grading
systems. The best way to encourage student learning is to hold them accountable for their
learning. Keeping students motivated from afar is a significant priority for lecturers who
will be teaching online classes. While you may have taught a few remote sessions in the
last weeks of the previous school year, the prospect of doing so for the rest of the year is
understandably scary. When you decided to become a teacher, you didn't intend to teach
pupils online. Nonetheless, until social distancing is no longer an issue, you must play
this role. It’s also a good idea to complement a student's work, pointing out what they did
well and where they might improve. Knowing that you are paying attention to a pupil and
that they are being given goals can help them stay motivated. Many fully remote
professors struggle to strike a balance between pedagogy and involvement. Teachers can
interact with their entire class at once using virtual video platforms like Zoom, Google
Hangouts, and Webex to give more engaging, effective online training. Watching a
PowerPoint or reading materials for an extended period, on the other hand, can leave
pupils bored and wanting more.
The COVID-19 pandemic has wreaked havoc on education systems around the
world, affecting approximately 1.6 billion students in over 200 nations. More than 94
percent of the world's student population has been touched by school, institution, and
other learning facility closures. This has resulted in significant changes in every part of
our life. Traditional educational techniques have been considerably disrupted by social
alienation and limited movement policies. The reopening of schools once the restrictions
have been lifted is another challenge, as many new standard operating procedures have
been implemented. Many scholars have contributed their teaching materials in the
aftermath of the COVID-19 pandemic.
To recap, the goals of this study were to (a) examine the impact of an online
flipped classroom on student learning performance as measured by final course grades,
and (b) define good practices for videoconferencing-assisted online flipped classrooms as
perceived by participants (students and teaching staff). To gain a better grasp of the
research problem, we used a mixed-methods strategy that included both quantitative and
qualitative methodologies (Ivankova et al. 2006). Teachers can employ interactive
modules on some virtual platforms to increase student involvement. Teachers can also
use PowerPoint add-ons that include exercises or games.
The study on the impact of the COVID-19 pandemic on teaching and learning
across the world concludes that although various studies have been carried out, in the
case of developing countries, suitable pedagogy and platform for different class levels of
higher secondary, middle, and primary education need to be explored further. Internet
bandwidth is relatively low with lesser access points, and data packages are costly in
comparison to the income of the people in many developing countries, thus making
accessibility and affordability inadequate. Policy-level intervention is required to improve
this situation. Further exploration and investigation on effective pedagogy for online
teaching and l
Although various studies have been conducted, the study on the impact of the
COVID-19 pandemic on teaching and learning around the world concludes that, in the
case of developing countries, appropriate pedagogy and platforms for different class
levels of higher secondary, middle, and primary education need to be explored further.
Internet bandwidth is limited, with fewer connection points, and data packages are
expensive in contrast to people's income in many developing nations, limiting
accessibility and affordability. To ameliorate the situation, policy involvement is
essential. More research and exploration into effective pedagogy for online teaching and
learning
As educators prepare for the "new normal" set-up in the face of the Covid-19 pandemic,
now is the time to harness our discomfort to construct a new paradigm. It is now up to
schools to guarantee that teachers do not simply translate what they teach in the
classroom to their online classes. In this situation, teacher-led conversations and lengthy
lectures are no longer the norms. When it comes to online learning, students' attention is
nearly always split between their classes and their mobile devices.
The teacher's input would serve as a "punishment" to help students improve their
grades. The pandemic would have a significant impact on students' ability to complete
their obligations, which in turn would harm the economy.
The extant literature on online teaching and learning contains a wide range of themes.
These terms have various meanings, yet they are occasionally used interchangeably (e.g.,
distance education, online teaching, emergency online education, remote teaching). The
scope of this study does not allow for a thorough examination of such topics.
For example, Bozkurt and Sharma (2020, ii) define distance education as a process
marked by "distance in time and/or space," and remote education as an environment
marked by "spatial distance." For this review, we will look at online settings that allow
teachers to educate and interact with their students from a distance, giving a variety of
learning opportunities. In this context, concerns of agency, accountability, flexibility, and
choice, as well as "careful planning, designing, and setting of purposes to establish an
effective learning ecosystem," are critical components (Bozkurt and Sharma 2020, ii). As
a result, online teaching and learning require a distinct process that is obvious in the
results of roles, competencies, and approaches to professional development (N Shé et al.
2019), as well as in the curriculum, pedagogy, assessment, and type of participant
interaction. It's crucial to figure out how and why online teaching and learning occurs in
teacher education, as well as to consider the repercussions, especially in the current
emergency remote scenario.
The search was limited to articles published between January 2000 and April
2020 that dealt with online teaching and learning in the context of teacher education.
Because online learning developed after the development of the World Wide Web and
the widespread usage of the Internet in many homes, the search was confined to this
period (Bates 2005). This date also corresponds with the birth of virtual learning
initiatives as a result of internationalization and competitiveness among European higher
education institutions in the context of European higher education convergence as a direct
result of the Bologna Process (1999).
 A search of the databases Web of Science (main collection) and Education
Resources Information Centre was used to choose the literature for the current review
(ERIC). Publications with the term "online learning" in the title (or the terms "digital
learning," "e-learning," "web-based learning," "remote learning," "distance learning," or
"virtual learning") and that responded to the descriptors/topics "teacher education,"
"teacher training," or "teacher preparation" were sought. Although online, e-learning,
virtual, digital, web-based, remote, or distance learning are all distinct concepts, they
were considered relevant for this study.
In terms of the focus of the literature reviewed, a preliminary examination reveals
that a significant number of the papers examined examine the impact of online learning
programs, approaches, or specific resources as tools to improve the effectiveness of
issues related to the teaching-learning process, particularly from the perspectives of
teachers, student teachers, and teacher educators (e.g., Alabbassi 2018; Bicen, Ozdamli,
and Uzunboylu 2014; Daniel et al. 2016; Ducan and Barnett 2009). While these studies
look into the effects of a variety of online concerns on various areas of learning, a few of
them looked into using technology as a ‘medium' to improve the effectiveness of
learning.
Some of the conditions that encouraged collaboration were already mentioned in the
section on Social Presence. Additional intervention tactics, from a pedagogical approach,
included explicitly outlining the course's participation criteria, asking questions about the
integration of ideas, and playing a visible role in helping students toward the achievement
of learning goals (Pawan et al. 2003). The function of teachers in effective online
environments was more about facilitation than knowledge transmission since they gave
students more responsibility to drive their learning (Forbes and Khoo 2015; Regan et al.
2012). (Chigeza and Halbert 2014).
Some teachers also allowed students to serve as discussion moderators (Chieu,
Herbst, and Weiss 2011; Phirangee 2016), allowing them to take a more active role in the
online process and become co-responsible for their own and their peers' learning.
A teaching presence engaged with the social and cognitive components in online learning
practices as the tying aspect to any educational intervention. Several practices relating to
the design and facilitation of online teaching and learning, as well as broader pedagogical
challenges, were addressed. Contextualized (e.g., based on everyday teaching situations),
personalized (e.g., targeting individual differences), social (e.g., resulting from
interaction with others), formative (e.g., focusing on the process), and integrated (e.g.,
considering both formal and informal ways of learning) practices were found to have an
impact on the effectiveness of online teaching and learning. Furthermore, all members of
the online learning environment must participate actively and thoughtfully. Previous
research has focused on the role of instructors (Komninou 2017; Stagg and Slotta 2009),
but this review has shown that effective online teaching and learning requires the
development of a student presence that fosters supportive and productive interactions that
mediate the learning process across presences.
The necessity for a thorough and strong vision of the pedagogy of online
education appears clear from a pedagogical standpoint. This should consider the
pedagogical possibilities associated with online tools, i.e., the suitability and affordances
of various technologies or online resources (e.g., blogs promote discussions and facilitate
reflective practice; videos help develop practical knowledge about the profession and
connect educational theory to practice; online forums allow for the sharing of narratives
that improve the skill of noticing; breakout or chat rooms create belonging and high
levels of participation.
Furthermore, this comprehensive view of online education pedagogy should
recognize the complex interactions among the components involved in the online
teaching and learning process (e.g., instructors, students, task, and technology factors
(Borba, Santana de Souza, and Rangel 2018; Mumford and Dikilitaş 2020), including
instructors' and students' prior experiences and dispositions to learn online (Borba,
Santana de Souza, and Rangel 2018; Mumford and Dikilitaş 2020), Modes: Issues linked
to technical access, as well as educational techniques (e.g., clear goal-setting, coherent
and adaptable designs, specific tasks, consistent and unambiguous monitoring and
evaluation) and varying levels of interaction and participation, are examples of such
elements. Third, it emphasizes the distinct nature of the roles and competencies required
to teach effectively in the online higher education setting (N Shé et al. 2019), while also
emphasizing the need to provide teacher educators with a set of competencies that
includes the socio-affective. Finally, there is a requirement to move beyond a purely
instrumental approach to online teaching and learning. For instance, student teachers and
teacher educators’ roles and responsibilities in online teaching and learning and their
implications for the process of learning to teach have to be taken into account. This also
includes the consideration of issues of power and control over teaching and learning, i.e.,
questions related to not only what and how but also who and why, which are aspects that
stand at the core of the development of professional knowledge and identity.
This research looked at the literature on online teaching and learning in the
context of teacher education, as well as the practices that lead to positive outcomes.
However, due to a large number of studies under review and word limits, this paper has
focused on the most common themes or aspects that were deemed to be the most
important for this paper and has left out other important issues (for example, other online
tools such as podcasts, MOOCs, gamification, or virtual worlds, and the description of
these tools).
Furthermore, despite the rapidly changing practices in this area and the relatively few
papers published during the period 2000–2010 (n = 36), this review included literature
published between January 2000 and April 2020, suggesting that these papers do not
accurately reflect the current state of online learning. Furthermore, the inclusion of papers
until April 2020 excludes more recent research that looks at challenges related to online
teaching and learning in the context of the COVID-19 epidemic.
Understanding the particularities of the period and the decisions made in the
transition from face-to-face to online format requires understanding the context and
circumstances in which higher education institutions had to establish these practices.
Because teacher education is an iterative and complex process that must look "backward,
forwards, inside-out, and outside-in" to meet the changing needs of a world that is
"moving, blurring, and shifting" (Ling 2017, 562), acknowledging and responding to the
current and changing exceptional circumstances that teachers and students are
experiencing in these unprecedented times is necessary and worrisome.
 Theoretical Framework

This study is anchored to the Theory of Terry Anderson (2011), this is the Theory

and Practice of Online Learning,

This theory will investigate whether a common theory for online education can be

produced. While acknowledging that it is a difficult and possibly futile effort, he

investigates options and provides his idea, which he concedes is incomplete. Terry

Anderson (2011) investigated the prospect of developing an online education theory,

starting with the assumption that it would be a tough, if not impossible, effort. He

approached this project from the standpoint of distant education, having spent much of

his career in that field. A career at Athabasca University, Canada's largest higher

education distance education provider. While he admitted that many theorists and

practitioners regard online learning as a "subset," of general learning” (Anderson, 2011,

p. 46-47), he also claimed that “online learning, as a subset of distant education, has

always been concerned with providing access to educational experiences that are, at the

very least, more flexible in terms of time.” as well as in space as a campus-based

education (Anderson, 2011, p. 53). These two viewpoints (a subset of general learning

and a subset of remote education) complicate things. Any attempt to develop a unified

philosophy of online education Models of blended learning, for example, even though

they are becoming more popular, they do not easily fit into the remote education model, a

component of both traditional face-to-face and online learning contexts.

 CONCEPTUAL FRAMEWORK

finding out
the perception
of senior high
school
students

Teachers/
Educators

Teaching
methods
 Definition of Terms
The following terms were defined as they used in the study:
Senior High School Teacher- This refers to the teacher of Southern Christian College,
who are the respondents of the study.
Southern Christian College- It refers to the locale of the study and the school of the
respondent.
COVID-19 pandemic- a virus's nature, that particularly transmitted, and altered human
behaviors relationships, and lifestyles, and it has also effects in terms of the economic,
political, and cultural landscapes of societies all over the world.
ECQ- an order that all residents remain at home and all non-essential businesses, schools
and universities, public transportation facilities, malls, and shopping centers, churches,
and other faith-based institutions are closed.
Teaching Method- encompasses everything from general educational theory to specific
instructional strategies.
New Normal Education- its flexibility enables individuals to learn at their own pace as
they prepare for their future. It is fit in the time of the COVID-19 pandemic as it ensures
that learners will be able to continue their educational journey at home.
 CHAPTER 3

METHODOLOGY

This chapter contains the research method that will be used in this study. It
contains the research design, locale of the study, respondents, research instrument, data
gathering procedure, and data analysis.

Research Design

This research will be using a descriptive design since the result of the data will be
described qualitatively. The discussion and analysis are supported by the result of the
conducted survey.

Respondents and Locale of the study

Southern Christian College senior high school teachers will be involved in the
research. Respondents will be interviewed through Zoom, Messenger, or any other
medium that they prefer. Video chat will be used to interview these people. In the first
semester of the academic year 2021-2022, the research will be carried out.

Research Instrument

The main instrument used to collect the data was an online survey questionnaire.
This was supplemented with an interview which was designed and validated by the
researcher.
 Data Gathering Procedure

Will be asked to sign the assent form. This is to ensure the identified respondents’
participation is voluntary. As it is voluntary, it is explained to the respondents that they
could withdraw if they think they are uncomfortable with the questions. The respondents’
names are withheld with the utmost confidentiality. In the cases that the respondents have
questions, the researchers will inform them that they could contact the school for any
concerns regarding the question of the respondents. The letter will seek approval from the
Senior High School Principal and be noted by the research adviser for the permission of
the study. Upon approval, the researchers administer the online survey questionnaire to
the respondents of the study. An assent form will be sent to the respondents for signing to
signify their voluntary participation. For ethical purposes and consideration, respondents
the legibility of the study. Furthermore, after the conduct of the study, the questionnaire
will be kept in the researchers’ house.

Data Analysis

The data generated will be analyzed using the appropriate statistical measurements.
Descriptive measures such as frequency, mean, and percentage summarize the results.
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Where are your attached survey questionnaire and letter of

permission?