Golden Gate Colleges

Batangas City

GRADUATE SCHOOL
COMPREHENSIVE EXAMINATION
IN
ADVANCED RESEARCH METHODOLOGY
(THESIS)

Directions:
Please observe the following instructions during examination:

1. Do not attempt to cheat. If caught, you will be disqualified from taking

the exam.
2. Do not write your name in any of the answer sheet, just indicate your
examinee number based from your registry list.
3. Do not write at the back of the answer sheet.
4. Answer the questions as instructed.

Directions: Answer the following comprehensively.

From the given data/research paradigm, respond to the following:

1. Title of the Study

2. Abstract
3. Introduction
4. Research Paradigm
5. Research Questions
6. Scope, Delimitation and Limitation of the Study
7. Significance of the study.
8. Definition of Terms (operational meaning only)
9. Research Design
10. Subjects of the Study
11. Data Gathering Instruments and Procedure
12. Analysis, Interpretation of Data
13. Findings/ Conclusions/ Recommendations
14. Appendices

GOOD LUCK!
 READINESS OF TEACHERS IN THE FACE-TO-FACE DELIVERY OF
LEARNING

INPUT PROCESS OUTPUT

• Readiness of
teachers in the
face to face
learning
delivery mode
• Adherence to
IATF health • Focus group Proposed Activities to
protocols discussion ensure readiness of
Learning set-up teaches in the face to
• Documentary
face delivery of
Analysis
in the face to learning
• Unstructured
face delivery
interview
mode
• Challenges
encountered in the
face to face
learning delivery
mode

Figure 1 Research Paradigm of the Study

 READINESS OF TEACHERS IN THE FACE-TO-FACE DELIVERY OF
LEARNING

ABSTRACT

The necessity to evaluate the readiness of teachers in the face-to-face

learning delivery of learning determines the importance of this research. The

goal of this study is to look at the motivation and value-based, cognitive,

operational (operational-activity), emotional-volitional, and information

components of teachers' readiness to face the new normal way of teaching.

For this study, a sociological method was utilized, specifically, a

Method of surveying using a questionnaire. The diagnostic findings of

teachers' readiness to implement face-to-face learning delivery has been

analyzed, as well as their readiness to embrace this type of educational

system.

The research's findings and conclusions may be valuable to all public

schools, as well as private schools.

Keywords: face-to-face learning delivery, professional readiness,

sociological logistics
 INTRODUCTION

Face-to-face learning is an educational method in which a group of students

is taught course content and learning materials in person. This enables a

learner and teacher to engage in real time. It is the most conventional

method of learning. Learners also benefit from increased interaction with

their classmates. Students are held accountable for their progress in face-

to-face learning at the class's scheduled meeting time and date. Face-to-

face learning allows students to bond with one another while also ensuring

a greater grasp and retention of lesson content.

Face-to-face learning is primarily a teacher-centered mode of education that

varies greatly among cultures. Many modern educational systems have

transitioned away from conventional face-to-face types of educational

instruction in favor of meeting the requirements of individual pupils.

Lectures, capstones, team projects, labs, studios, and other features of

traditional (Face-to-Face) education (also known as in-person, F2F) are all

part of traditional (Face-to-Face) teaching. Teaching takes done

synchronously in a physical learning environment (with adequate safety

measures in place), which means that the students are "traditionally" in the

same place at the same time. Face-to-face interaction between the student

and the educator, as well as the students themselves, is a significant asset

of the traditional classroom. The teacher, as well as the other students,

provide encouragement to the students.

Last October 2020, we have some provinces in the Philippines that has

been under the Modified General Community Quarantine (MGCQ) status.

Based on the guidelines of Inter-Agency Task Force (IATF), areas under

MGCQ may conduct limited face-to-face learning in Higher Education

Institution as long as the IATF guidelines will be strictly implemented.

Furthermore, no other than the Commission on Higher Education (CHED)

Chair, Prospero De Vera in an interview conducted last December 1

suggested that HEI’s could have an option to conduct limited face-to-face

classes under certain restrictions and guidelines. The Joint Circular

Memorandum No. 01-2021 is highly considered in the implementation of the

guidelines.
 RESEARCH PARADIGM

INPUT PROCESS OUTPUT

• Readiness of
teachers in the
face-to-face
learning delivery
mode
• Adherence to
IATF health • Focus group Proposed Activities to
protocols discussion ensure readiness of
• Learning set- teaches in the face to
• Documentary
face delivery of
up in the face-to- Analysis
learning
face delivery mode • Unstructured
• Challenges
interview
encountered in the
face-to-face
learning delivery
mode

READINESS OF TEACHERS IN THE FACE-TO-FACE DELIVERY OF

LEARNING

Figure 1 Research Paradigm of the Study

 RESEARCH QUESTIONS

Statement of the Problem

The study determined the readiness of teachers in the face-to-face delivery

of learning.

Specifically, the study answered the following questions:

1. What are the roles of teacher in the face-to-face delivery mode?

2. What are the factors to be considered in conducting of face-to-face

learning delivery?

3. What kind of learning set-up should be imposed in the face-to-face

delivery mode?

4. What are the challenges encountered in the face-to-face delivery of

learning?

5. Is there significance between:

a. the readiness of teachers in the new normal

b. the face-to-face delivery of learning

SCOPE, DELIMITATION AND LIMITATION OF THE STUDY

The main focus of this study is to determine the readiness of teachers in the

face-to-face learning delivery mode. The independent variables are the

readiness of teachers and the face-to-face learning delivery.

The respondents of the study were the teachers in selected public

secondary schools in the Division of Lipa City, the research locale.

All constraints that were encountered in conducting this study were

considered as limitations or source of weaknesses that may weaken the

reliability of the findings of this study.

SIGNIFICANCE OF THE STUDY

The findings of this study will be beneficial to the following:

Supervisors. The findings of this study may inform them of the status of the

teacher’s readiness in face-to-face delivery mode of learning, from which

may emanate the strengths to be enhanced further and the weaknesses to

be minimized through effective supervision.

School Heads. They may use the results of this study in performing

supervisory functions particularly in assisting their teachers to be more

effective and efficient in their teaching.

Teachers. The findings of this study may provide additional information in

the different strategies for an interactive face-to-face learning development.

Learners. They are the major beneficiaries of the improvement that their

teachers may implement in the teaching-learning process based on the

recommendations of the study, wherein they will be clearly informed with the

rules and regulation in conducting face-to-face learning set up.

Future Researchers. The results of this study may be used as source of

related literature and studies when they conduct their own studies.
 DEFINITION OF TERMS

For a more facilitative and expeditious comprehension of the study some

terms are defined operationally in this section.

Face-to-face learning delivery - It is the most traditional type of learning

instruction. Face-to-face learning ensures a better understanding and

recollection of lesson content and gives class members a chance to bond

with one another.

IATF - Inter-Agency Task Force for the Management of Emerging

Infectious Diseases. It is a task force organized by the executive of the

government of the Philippines to respond to affairs concerning emerging

infectious diseases in the country.

Health protocols – Health protocols are agreed frameworks outlining the

care that will be provided to patients in a designated area of practice, such

as vision health screening for people who have diabetes. They do not

describe how a procedure is performed, but why, where, when and by

whom the care is given.

Guidelines - Guidelines are sets of evidence-based recommendations that

aid decision-making about care in specific health systems and resource

settings.

Readiness - Readiness is a quality of being able or willing to do something.

 RESEARCH DESIGN

This chapter presents the research methods and procedures used in the

study. It also discusses the type of research that employed, the supposed

respondents of the study, the data gathering tools, the data gathering tools,

the data gathering procedures and the statistical tools to be used in

treatment of data.

Research Design

This study aims primarily to determine the readiness of teachers in the face-

to-face learning delivery.

To attain the foregoing objective, the researcher used the descriptive

method of research since it focused on the description of the circumstances

obtaining in the venue of the study. It also took care of the comparison

between the groups of respondents on their perception of the research

variables.

On the other hand, correlation method was used to determine the significant

relationship between paired variables included in the study.

Descriptive research endeavors to describe systematically, functionally,

accurately and objectively a situation, problem or phenomena (Garcia and

Reganit, 2010)
Respondents of the Study

The study involved a total enumeration of 50 public school secondary

teachers in the Division of Lipa City. Universal sampling was used to

determine the number of teacher-respondents. Further, the student

respondents were selected through stratified random sampling since there

are so many learners in the whole division.

This was shown in the table that follows.

Table 1

Respondents of the Study

Name of School No. of Teachers No. of Learners

Anilao NHS 4 4
Bolbok INHS 4 4
Bugtongnapulo INHS 4 4
Bulacnin INHS 4 4
Fernando Air Base INHS 4 4
Inos-Marawoy INHS 3 3
Lipa City Science INHS 3 3
Lipa City INHS 3 3
Lodlod INHS 3 3
Lumbang INHS 3 3
Pinagkawitan INHS 3 3
Pinagtongulan INHS 3 3
Rizal INHS 3 3
San Celestino INHS 3 3
San Isidro INHS 3 3
Total 50 50
Research Instrument

The instrument used in this study was a survey questionnaire consisting of

two sets, one for the student-respondents and the other one for teacher-

respondents. For students’ questionnaire, it focused on their insights in

implementing face-to-face learning delivery. For teacher questionnaire, it

focused on their readiness in conducting classes in the face-to-face learning

delivery.

Validation of Research Instrument

The research instrument were tried to 4 teachers and 10 students of the

Division of Lipa City. They were not the actual respondents but used only for

the purpose of validation.

The Cronback Alpha was used in interpreting the reliability of the research

instrument.

Further, the instrument also undergoes content-validation by the research

adviser to ensure that the questionnaire items are clear and unequivocal.

Data Gathering Procedure

The researcher officially sought the approval of the Schools’ Division

Superintendent for the distribution of the copies of questionnaire to the

target respondents. Upon approval of this request, she wrote an official

letter to the school heads of the respondent schools for the administration of

the research instrument.

The researcher personally administered and retrieved the filled-up copies of

the instrument. The responses of the respondents were tallied, tabulated,

computed, analyzed, and interpreted in the context of statement of the

problem and hypotheses of the study.

Statistical Treatment of Data

The following statistical procedures were used in analyzing and interpreting

data gathered from the teacher respondents.

Frequency Distribution. Data of the demographic profile was presented in

frequency form to show the actual distribution of respondents according to

specific profile.

Simple Percentage. This was used to account for quantitative relation of a

portion of the respondents with the total population indicated in a particular

demographic profile. The formula for computing these statistics is as

follows:

P = F / N (100)

Where:

P = Computed Percentage

F = Frequency for each category

N = Total Number of Respondents

100 = Constant multiplier

Weighted Mean. This was used to determine the typicality of responses

chosen from options in the given scale on the teacher-respondents’

responses to the questionnaire items provided in the research instrument,

specifically on the teachers’ insights in the face-to-face learning delivery.

The formula for computing these statistics is as follows:

WM = ∑FW / N

Where:

WM = Computed Weighted Mean

∑ = Summation symbol

F = Frequency for each option

W = Assigned weight

N = Total number of frequencies

The following scale was used in interpreting the computed weighted mean.

Weight Scale/Range Description

4 3.51 – 4.00 Very Great Extent

3 2.51 – 3.50 Great Extent

2 1.51 – 2.50 Moderate Extent

1 1.00 – 1.50 Little Extent

The formula for computing the scale interval is as follows:

SI = UL – LL / N

Where:

SI = Scale Interval;

UL = Upper Limit;
 LL = Lower Limit (in reference to assigned weights); and

N = total number of assigned weights

ANALYSIS, INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of the gathered data

from the questionnaires. Such presentations are shown in accordance with

the specific questions posited on the statement of the problem.

Description of Students’ Insights in the Face-to-face learning Delivery

Table 1

Students’ Insights in the Face-to-face learning Delivery

Weighted Mean VI

I agree with the 3.83 Very Great Extent

implementation of face-
to-face learning
delivery.
I am not ready in the 2.21 Moderate Extent
conduct of face-to-face
learning delivery.
I want an online mode 2.03 Moderate Extent
of learning.
I want a modular- 2.92 Great Extent
printed mode of
learning delivery.
Composite Mean 2.75 Great Extent

Weight Scale/Range Description

4 3.51 – 4.00 Very Great Extent

3 2.51 – 3.50 Great Extent

2 1.51 – 2.50 Moderate Extent

1 1.00 – 1.50 Little Extent

As stated in Table 1, students agreed with the implementation of face-to-

face learning delivery made the highest weighted means of 3.83. This

finding indicates that most of the students are ready and want a face-to face

learning modality.

FINDINGS/ CONCLUSIONS/ RECOMMENDATIONS

This chapter presents the summary of the different findings based on the

different data gathered, presented in tabular form, analyzed, and

interpreted. Also, this chapter presents the conclusions and the

recommendations.

The important findings of the study are presented in the section in

accordance with the statement of the problem.

Conclusions

1. The majority of the students agreed on the implementation of face-to-face

learning delivery.

2. The students strongly believe that they can easily catch up all the

learnings during face-to-face unlike in the online or modular mode of

learning.

3. The teachers are completely ready to conduct face-to-face learning

delivery guided that teachers, students, and parents will follow all the

guidelines and/ or health protocols mandated by the IATF.

4. There is a strong relationship between the readiness of teachers and in

the face-to-face learning delivery.

5. The designed action plan aimed to improve the teaching during face-to-

face.

Recommendations

Based on the different findings of the study, the following are the

recommendations drawn:

1. Teachers need to be completely ready in the conduct of face-to-face

learning delivery in the new normal system of education.

2. Teachers and school head should think better ways on how keep the

learning set-up safe and effectively.

3. The future researcher should conduct similar study but focus on the

variable of the effects of switching of learning modality for learners. That the

same process be conducted in other schools of the Division of Batangas to

compare the findings reached in this study.

 APPENDICES

Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Lipa City

November 27, 2021

Homer N. Mendoza
ASDS/OIC-Office of the SDS
Division of Lipa City
Lipa City

Sir:

The undersigned is presently conducting a research study entitled

“READINESS OF TEACHERS IN THE FACE-TO-FACE DELIVERY OF
LEARNING” , is a partial fulfilment of the requirements for the degree of
Master of Arts in Education Major in Filipino at the Golden Gate Colleges,
Batangas City.

In view of this, she is humbly requesting your good office for the approval to
distribute, administer, and retrieve the questionnaires to the selected
secondary school teachers and learners in the Division of Lipa City who are
the respondents of the study.

Your generosity and kind approval will be deeply appreciated. Thank you
very much.

Respectfully yours,

MARY ROSE B. DELA CRUZ

Researcher
 CURRICULUM VITAE

DELA CRUZ, MARY ROSE B., LPT.

P3, B5, L6, St. Joseph Homes Subd.,
Brgy. Inosluban, Lipa City, Batangas
Email: maryrose.delacruz002@deped.gov.ph
Mobile No: (+63) 9207075959

Personal Information:
Nationality: Filipino
Date of Birth: May 14, 1994
Age: 27
Sex: Female
Civil Status: Married
Father’s Name: Romeo G. Basi
Mother’s Name: Mary Jane V. Basi

Educational Background:
Post Graduate: Golden Gate Colleges
Master of Arts in Education
Filipino
2020-present

Tanauan Institute, Inc.

Master of Arts in Education
Educational Management
2019

Tertiary: Kolehiyo ng Lungsod ng Lipa

Bachelor of Secondary Education
Filipino
2010-2015

Secondary: Pinagtongulan National High School

2006-2010

Primary: Duhatan Elementary School

2000-2006

Work Experiences
Bugtongnapulo Integrated National High School
June 14, 2017 – present
Teacher I

Lipa Montessori School of Learning Inc.

May 2015-May 2017
High School Teacher

MARY ROSE B. DELA CRUZ