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STAKEHOLDERS TEACHING-LEARNING ENGAGEMENT

STAKEHOLDERS TEACHING-LEARNING ENGAGEMENT DURING THE

PANDEMIC: A SEQUENTIAL EXPLORATORY STUDY FOR A

DISTANCE LEARNING FRAMEWORK

Presented To

The Graduate School Faculty

Don Honorio Ventura State University

Bacolor, Pampanga

In Partial Fulfilment of the

Requirements for the Degree

Master of Education

Major in Educational Management

By:

Jane Tricia D. Nuqui

June 2021

ACKNOWLEDGEMENT
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Many people have been invaluable to me as I journeyed on this road to subject

research; however, my deepest gratitude goes to our professor Dr. Reynaldo C. Nicdao,

Don Honorio Ventura State University for the encouragement to start this research.

I also want to thank my future research participant for all the time and effort that

they will be lending into this study. The willingness to share their experiences and insight

is greatly appreciated. Their participation will make an important contribution to the field

of education.

And above all, to the Almighty God, for the health specially during this crisis, for

the gift of wisdom, perseverance, resiliency, and extra ordinary strength to bear the

unbearable, for being there always. Thank you, Lord.

TABLE OF CONTENT
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TITLE PAGE……………………………………………………………………… 1

ACKNOWLEDGEMENT………………………………………………………… 2

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction……………………………………………………………….. 4

Conceptual Framework…………………………………………………… 9

Statement of the Problem…………………………………………………. 10

Hypothesis…………………………………………………………………. 11

Significant of the Study……………………………………………………. 11

Scope and Delimitation……………………………………………………. 12

Definition of Terms………………………………………………………... 13

Acronyms………………………………………………………………….. 13

CHAPTER 2

METHOD

Research Design………………………………………………………….. 14

Key Informants…………………………………………………………… 16

Instruments……………………………………………………………….. 19

Data Collection…………………………………………………………… 21

Ethical Consideration……………………………………………………... 22

Data Analysis……………………………………………………………… 22

REFERENCES……………………………………………………………………..34

CURRICULUM VITAE………………………………………………………….. 29
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CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The Novel Coronavirus disease (COVID-19) pandemic, which has already

infected almost 3 million people in 148 countries has resulted in more than two hundred

thousand deaths worldwide and has wrecked chaos around the globe. The crisis has

already transformed into an economic and labor breakdown. From the time of the

outbreak of the coronavirus disease 2019 (COVID 19), people have been impacted in one

way or the other.

Countrywide lockdowns have strongly impacted the lives of people of all

occupations and all ages. We are only beginning to understand the economic impacts of

this virus, but many other issues have appeared and need to be urgently addressed, a lot

of nations experienced a shutdown of their economies which affected different sectors

and industries on a global pedestal like the closure of other companies, establishments,

and schools.

The flare-up has also affected the education system across the world and has

altered the lives of 1,576,021,818 learners in 188 countries (UNESCO, 2020). The

lockdowns have put an unprecedented challenge on the governments to ensure that there

should be continuity of learning (Chang & Yano, 2020). Many countries around the

world, including Britain, China, Taiwan, and the U.S. have temporarily closed schools.

School closures have been found effective in transmission reduction during previous

influenza outbreaks, including the Swine Flu and MRSA (Cowling et al., 2020; Nafisah

et al., 2018; Rashid et al., 2015). Several countries have adopted different measures to
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deal with the educational crisis. There is a big impact on learning and burden of

education on students, parents, and teachers. In the subsequent closure of schools, it

became apparent that parents had to assume the full-time role of educating their children

and support their learning virtually Incredibly, more than half a billion children (Cohen &

Kupferschmidt, 2020) have been forced to become virtual-school learners as they shelter

in their homes, while parents, siblings, and other family members have taken on the new

role of learning facilitators, pseudo teachers, and coaches.

Many teachers, families, and learners have been unprepared for this sudden shift,

bringing some of the hardships and issues of increased parental involvement to the

surface while engaging and trying to assist their children in various levels and types of

distance learning. Parental involvement is an important factor for student achievement in

traditional school settings. However, parents must take on new and unfamiliar roles and

responsibilities as their children participate in new normal education while experiencing

increasing instructional responsibility for their child’s learning. Schools and teachers

simply do not have enough guidance to improve the parental engagement experience,

especially with the effective use of technology (Goodall, 2016). Challenges that may

impact stakeholder’s involvement in remote learning settings includes economic

resources: lack of internet, lack of interest of in using technology; and unable in using

gadgets. In past school years, teachers have identified the following parental scaffolds as

helpful to the virtual learner: organizing and managing students' schedules, (b) nurturing

relationships and interactions, (c) monitoring and motivating student engagement, and (d)

instructing students as necessary (Borup, 2016).

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In the Philippines, It was the third week of April 2020, five weeks since Metro

Manila and other provinces were put under “enhanced community quarantine” (ECQ).

Under ECQ, mass gatherings were prohibited, government offices were run with a

skeletal workforce, businesses were closed except for those providing essential goods and

services, mass transportation was restricted, and people were ordered to observe social

distancing measures and to stay at home. School and university classes were suspended in

all levels were suspended in mid-March of 2020,

School closures has affected more than more than28 million learners in the

Philippines (UNESCO, 2020). As Crawford et al., cited in a research, Responses like

community lockdown and community quarantine of several countries have led students

and teachers to study and work from home which led to the delivery of online learning

platforms (Tria, 2020).

Our country was forced to adopt distance-learning solutions to ensure education

continuity, and much of the debate focuses on how much students learned (or missed)

during school closures. The Department of Education emphasized that it would not

necessarily mean that teachers and learners will go to schools and learn inside the

classrooms and devised various modalities to ensure that online learning a choice among

all others in this new learning environment (DepEd, 2020).

In response to these situations, educational leaders decided to adopt the new

normal in education. At the basic education, the Department of Education (DepEd) will

be implementing the Learning Continuity Plan (LCP), which will be in effect School

Year 2020-2021 and classes will open on August 24,2020 instead of June 2020 (DepEd,

2020). Distance Learning refers to a learning delivery modality where learning takes
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place between the teacher and the learners who are geographically remote from each

other during instruction. In this learning situation, stakeholders play a significant role.

There are many different theories and models of education that may use in this

study, one of this is Vygotsky's Sociocultural Theory, Vygotsky’s sociocultural theory of

human learning describes learning as a social process and the origination of human

intelligence in society or culture. The major theme of Vygotsky’s theoretical framework

is that social interaction plays a fundamental role in the development of cognition.

Sociocultural theory also suggested that parents, caregivers, peers, and the culture at large

were responsible for developing higher-order functions. In Vygotsky's view, learning is

an inherently social process. Through interacting with others, learning becomes

integrated into an individual's understanding of the world. This child development theory

also introduced the concept of the zone of proximal development, which is the gap

between what a person can do with help and what they can do on their own. It is with the

help of more knowledgeable others that people can progressively learn and increase their

skills and scope of understanding.

Vygotsky's sociocultural theory views human development as a socially mediated

process in which children acquire their cultural values, beliefs, and problem-solving

strategies through collaborative dialogues with more knowledgeable members of society.

Vygotsky's theories stress the fundamental role of social interaction in the development

of cognition (Vygotsky, 1978), as he believed strongly that community plays a central

role in the process of "making meaning."

The other theory is Piaget's Cognitive Developmental Theory. Piaget has

identified 4 sequential stages through which every individual progress incognitive

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development. Each stage has an age span with distinctive learning capabilities. This

would be helpful in framing curriculum. And understanding of this development

sequence is indispensable for parents as well as for teachers because these influences a

great deal during infancy, childhood, and adolescence.

Piaget believed that children take an active role in the learning process, acting

much like little scientists as they perform experiments, make observations, and learn

about the world. As kids interact with the world around them, they continually add new

knowledge, build upon existing knowledge, and adapt previously held ideas to

accommodate new information.

Cognitive theory is concerned with the development of a person's thought

processes. It also looks at how these thought processes influence how we understand and

interact with the world. His cognitive theory seeks to describe and explain the

development of thought processes and mental states. Teachers and parents can help by

providing children with different experiences or ways to explore and experiment with

their environments. It’s through these experiences that children may gain understandings

of different concepts in a hands-on way.

Based on Becker and Varelas (2001), "Piaget related the importance of social

interaction for intellectual development to the role of language…"(P.22). They quote

Piaget statement: "The isolated individual would never be capable of complete

conservation and reversibility…and it is the exigencies of reciprocity which allow this

double conquest, through the intermediary of a common language and a common scale of

definitions"(ibid.). They mention however that the role of language for Piaget changed in

his later works. In Piaget's account, "it took me some time to see, it is true, that the roots
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of logical operation lie deeper than the linguistic connections"; "my early study of

thinking was centered too much on its linguistic aspects"; "some forty years ago, during

my first studies…I believed in the close relation between language and thought" (Piaget,

1972/1973, cited in Becker and Varelas, 2001, P.23)

This Research Topic will examine the experiences of the stakeholders in

pandemic teaching-learning process in formal and informal settings of education during

the pandemic. Characteristics of children and families and how these relate to their ability

to cope with the sudden changes in education is most concern. The researcher is

motivated to work on this research to help the stakeholders to familiarize in ways on how

they can make teaching-learning processes easy and meaningful during the pandemic.

Also, to accustom the view that stakeholder’s attitudes, behaviors, and activities related

to children’s education influences students’ learning and educational success.

Conceptual Framework

This study will adopt the Input-Process- Output (IPO) Model which is a

functional graph that identifies the inputs, processing tasks and output. The input frame

represents the flow of data into the process. The process frame includes all tasks required

to effect a transformation of the inputs. The output frame specifies the tangible

manifestation of the study.

Although a theoretical perspective may be present in a mixed methods design

(Creswell, Plano Clark, Gutmann, & Hanson, 2003), this study involved a conceptual

framework to understand the connections among stakeholder’s engagement in teaching-

learning, factors affects their involvement, and the possible framework that may help

them in addressing the challenges. As Punch (2014) explained, a conceptual framework is

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a representation of main concepts or variables and their presumed relationship with each

other.

Figure 1 shows the schematic diagram which illustrates the vital elements of the

study.

Input Process Output

Data Gathering
Engagement of
through:
stakeholders Survey
concerning instruments,
teaching-learning interview
during pandemic: questions.
teachers, parents, Best practices
Quantitative: framework for
learners.
survey instruments, stakeholders to curb
interview the challenges
questions, and data they’re facing.
Challenges that collection
have an impact in
stakeholder’s Qualitative:
involvement one-on-one, semi-
structured
learning during
interviews
pandemic

Figure 1. Schematic Diagram of the Study

Statement of the Problem

The main objective of the study was to explore stakeholders teaching-learning

engagement during the pandemic.

Specifically, it will seek answers to the following questions:

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1. How was the engagement of stakeholders concerning teaching-learning

during pandemic?

a) Teachers

b) Parents

c) Learners

2. What are the challenges that may impact stakeholder’s involvement in

teaching-learning during pandemic?

a) Teachers

b) Parents

c) Learners

3. Within the identified factors of stakeholder’s engagement, which areas can

cause positive and/or negative outcomes on teaching and learning?

4. What best practices framework for stakeholders may be presented to curb

the challenges they’re facing?

Hypothesis

1. There will be a significant positive correlation between stakeholder’s

engagement in teaching-learning during pandemic.

2. There is no significant relationship between stakeholders’ perceptions

regarding responsibilities toward teaching-learning during pandemic.

Significance of the Study

The findings of this study are intended to benefit the following:

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Learners. The learner plays the lead role in the educational process and as

stakeholders are expected to participate in the process. Although the student's primary

role is that of a recipient, students should be encouraged to exercise their decision-

making role in the education process specially in the new normal situation. Learners is

still adopting the new learning modalities that the government implemented. In this study,

knowing their perception regarding these matters is very important as this can make the

teaching-learning successful during this crucial time.

Teachers. The teacher as a stakeholder is expected to possess the professional

knowledge to lead the students in instruction. As teachers, our primary goal for our

students is to promote learning, inspire them to bring out their best and help them become

productive members of the community. In this study the teacher will see the benefits of

stakeholder engagement in teaching-learning specially in this new normal in education

system. This will also emphasize the importance of parent-teacher partnership and

advocates a strong shared responsibility for children's achievement.

Parents. Parents have been known to be a child’s first teacher from the moment a

child is born and as they mature into adults, the traditional role of parents involve

teaching, guiding, and raising children to become strong standing members of their

communities. This study will contribute a bigger part to parents who struggles in

teaching their children specially during this time of pandemic where children can only be

at home to study.

Future Researchers. Finally, the findings of this study will serve as a reference

for future studies related to engagement of stakeholders during pandemic, particularly in

the Philippine context.

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Scope and Delimitation

This study will be delimited to the exploration of stakeholder’s engagement

experiences of participants which are classified as “learned” or “acquired”. Quantitative

data will be gathered from 300 teachers, parents, students within the 15 elementary

schools in Porac East District. Qualitative data will be gathered from eight basic

education specialist. The intended output will be constricted to a best practice’s

framework for teachers, parents, and learners. The study will be conducted during the

School Year 2021-2022.

Definition of Terms

To establish a better understanding of the frame of reference of this study the

following terms are defined correspondingly:

Stakeholders - typically refers to anyone who is invested in the welfare and

success of a school and its students, including administrators, teachers, staff members,

students, parents, families, community members, local business leaders, and elected

officials such as school board members, city councilors, and state representatives.

Teaching – engagement with learners to enable their understanding and

application of knowledge, concepts, and processes. It includes design, content selection,

delivery, assessment, and reflection.

Learning - activity or process of gaining knowledge or skill by studying,

practicing, being taught, or experiencing.

Acronyms

UNICEF - United Nations International Children's Emergency Fund

DEPED – Department of Education

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COVID – Corona Virus Disease

CHAPTER 2

METHOD

This chapter deals with the research design, participants, sampling technique,

instrument, data collection and data analysis which will be utilized in this study.

Research Design

The goal of this research design was to rely, as much as possible, on the

participants’ views of the situation being studied. A mixed methods approach was chosen

because of its strength to include both quantitative closed-ended response data and

qualitative open-ended personal data minimising the limitations of each method. Then the

findings of both quantitative and qualitative data were integrated and interpreted by

bringing findings together from quantitative and qualitative data as shown in Figure 2.

Creswell (2014) described three basic mixed methods designs: namely, convergent

parallel mixed methods; explanatory sequential mixed methods; and exploratory

sequential mixed methods. Out of the three designs, this study was based on explanatory

sequential mixed methods. Implementing a sequential design with the quantitative

component first and qualitative second, enabled to attain an added value in interpreting

results of both methods (Hesse-Biber, 2010). There are four criteria in a mixed methods

design, which are named as implementation, priority, integration, and theoretical

perspective (Creswell, Plano Clark, Gutmann, & Hanson, 2003). In sequential

explanatory design, quantitative data collection and analysis are implemented prior to

qualitative data collection and analysis while either type of data can be given priority, or
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both can be of equal priority. The sequential quantitative and qualitative components in

this study were equally important. Hence, the appropriate notation QUAN → QUAL was

applicable (Creswell, 2015). The stage of integration was at the interpretation phase of

the analysis. Accordingly, the procedure involved administering surveys, analysing

survey data, conducting interviews, analysing interview data, and interpretation.

Tashakkori and Teddlie defined mixed method as ‘a types of research design in

which QUAL and QUAN approaches are used in types of questions, research methods,

data collection and analysis procedures and inferences. In this regard, it would be worth

effective to mention Teddlie and Tashakkori as they say mixed method research provides

better inferences and minimizes unimethod bias.

An explanatory sequential design according to Plano Clark (2011) consists

of first collecting quantitative data and then collecting qualitative data to help explain or

elaborate on the quantitative results. The rational for this approach is that the quantitative

data and results provide a general picture of the research problem; more analysis,

specifically through qualitative data collection is needed to refine, extend, or explain the

general picture. This design starts with the collection and analysis of quantitative data.

This first phase is followed by the subsequent collection and analysis of qualitative data.

The second, qualitative phase of the study is designed so that it follows from (or connects

to) the results of the first quantitative phase. Because this design begins quantitatively,

investigators typically place greater emphasis on the quantitative methods than the

qualitative methods. Aldridge et al.’s (1999) study (appendix C) of classroom

environments is an example of an Explanatory Design. They started with a quantitative

survey study and identified statistically significant differences and anomalous results.
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They then followed up these results with an in-depth qualitative study to explain why

these results occurred.

Figure 2. Sequential explanatory mixed method (Rivera, 2019)

Key Informants

Respondents. Mixed methods sampling and research participants as explained by

Kemper, Stringfield, and Teddlie (2003), there are two types of sampling techniques:

probability sampling and purposive sampling. In this study, larger samples in quantitative

studies were selected through probability sampling whereas smaller samples in

qualitative studies were selected through purposive sampling. Probability sampling

ensures generalisability or external validity by extrapolating findings to a larger

population. Out of the different kinds of probability sampling techniques, cluster

sampling was applicable to this study. Participating teachers, parents and children were
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considered as an output of cluster sampling, which consisted of a random sample of

groups within a population (Kemper, et al 2003). Purposive samples in qualitative studies

or interviews were intentionally selected specific cases who provided best information

and helped the researcher to understand the phenomenon under exploration (Creswell,

2015). Kemper, Stringfield, and Teddlie (2003) described this technique as typical case

sampling. The combination of probability and purposive sampling procedures is

commonly used in mixed methods where quantitative and qualitative findings are equally

important.

The respondents of the study will be the parents, students and elementary teachers

of 15 schools at Porac East District in the Division of Pampanga, Region III. Probability

sampling, particularly Stratified Random Sampling will be applied in the first phase of

the study. Stratified sampling is where the population is divided into strata (or subgroups)

and a random sample is taken from each subgroup. A subgroup is a natural set of items.

Subgroups might be based on company size, gender or occupation (to name but a few) so

that all schools will be presented. Stratified sampling is often used where there is a great

deal of variation within a population (Taherdoost, 2016).

There will be 300 public school elementary teachers, parents, and students in the

survey which is needed in qualitative data. Component of the survey contained questions

related to the parents’ and guardians’ participation in their child’s learning, at home along

with their perception of parental involvement. Table No. 1 presents the respondents in the

quantitative phase.
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Table 1.

Profile of the Respondents (Quantitative)

Schools Number of respondents

Teachers Parents Students
Babo Pangulo E/S 7 7 7
Babo Sacan E/S 7 7 7
Balik Barangay E/S 7 7 7
Calzadang Bayu E/S 7 7 7
Diaz E/S 2 2 2
Dolores E/S 7 7 7
Francisco Henson E/S 7 7 7
Mancatian Balik Barangay E/S 7 7 7
Manibaug Libutad E/S 7 7 7
Manibaug paralaya E/S 7 7 7
Porac E/S 7 7 7
Sapang Uwak E/S 7 7 7
Señura E/S 7 7 7
Sta. Cruz E/S 7 7 7
Villa Maria Integrated School 7 7 7
TOTAL 100 100 100

Participants. Participants for this study were selected through non-probability

sampling more specifically the purposeful sampling. Purposeful sampling is an

intentional practice wherein the researcher chooses participants and sites based on pre-

determined characteristics that are known to give rich information about the topic of

study (Creswell, 2012). There will be 8 basic education expert participants for the

conduct of the interview for the needed data.

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Instruments

Quantitative. Survey instruments, interview questions, and data collection. There are

three prerequisites to design any survey: which can be considered as the specification of

the exact purpose of the enquiry; the population on which it is to focus; and the resources

that are available (Cohen & Manion, 1994). In this study, the purpose of the enquiry was

to explore views of teachers, parents and students about stakeholder’s engagement in

school during pandemic.

The data collection instruments will be use in this part consist of two sections:

demographics and a set of three open-ended questions related to home learning.

Researchers often collect demographic information in research to answer their research

questions, which can involve analyzing demographic information to determine whether

identity is causing an individual to do a specific thing (i.e., independent variable) or if

something is causing an individual to adopt a certain identity (i.e., dependent variable;

Abdelal, Herrera, Johnston, & McDermott, 2009). While Open-Ended Questions on

Questionnaires (Creswell, 2012). Creswell recommends using only open-ended questions

during interviews, since they are primarily qualitative.

The questionnaire includes some socio-demographic characteristics such as the

stakeholder’s role, age, gender, birthplace, socioeconomic level, family type. In Part B

there were five open-ended questions that required the respondents to share other

information such as how the COVID-19 pandemic had affected their experiences with

teaching-learning such as supervisions/mentorships, assessment and workload, teaching,

and administrative support, as well as their own performance and expectations.

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To assess the suitability of the content of the instrument, this will be validated by

various experts. Their suggestions were incorporated in the modified instrument so that

the questionnaire items will measure what they are intended to quantify. The instrument

was pre-tested on 5 teachers, parents, and students who were not part of the.

Qualitative. Data collection method for this research study will consist of one-on-

one, semi-structured interviews with eight basic educational experts. The participants will

be asked to answer open-ended interview questions regarding the role of the stakeholders

in teaching-learning process during the pandemic. According to Farrell (2016), “the most

important benefit of open-ended questions is that they allow you to find more than you

anticipate”. Participants may share their viewpoints and give the response in their own

words.

This study will offer participants an opportunity for discussion through interviews

lasting 30-45 minutes, with follow-up as needed and agreed upon by the participant. An

interview protocol which will be present by the researcher. The protocol will feature five

questions, as well as follow-up questions that sought more specific information when not

provided by the participant, this included follow-up questions to clarify facts, opinions,

and insights. As the interviews will semi-structured, the researcher relied on her

experience and inserted prompts as needed to refocus or redirect the participant.

Interview questions and sessions extended beyond the protocol and the initial interview

as necessary to capture critical data or to learn more about unanticipated phenomena.

The open-ended questions are exploratory in nature and offered the researchers with

rich qualitative data. The instrument will be validated by an English Professor with

extensive experience in the development of research instruments.

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Data Collection

The researcher will request permission from the district supervisor of Porac East

District before doing the study. After obtaining permission from relevant authorities to

carry out the research in schools, an information sheet about the research and a consent

form will be distributed among principals of selected schools to seek their permission to

carry out the survey and interviews in schools.) After permission granted by a principal,

an information sheet, consent form, and the links to the teacher, parent and child surveys

will distributed by the researcher through online platform google sheet. To give enough

time to answer, one week will be given to the respondents, taking the consideration of the

busy schedule and following the health and safety protocol.

For the interview in QUALI part, the researcher will send a letter asking a

permission for an interview. Time and platform will used will be scheduled by the

researcher depending on the availability of the participants.

As with stand-alone methods, it needs to establish validity of quantitative

measures as well as qualitative findings in mixed methods too. In both quantitative and

qualitative studies, validity serves the purpose of checking on the quality of the data and

the results (Creswell & Plano Clark, 2007). The use of qualitative sample from the

quantitative sample increased the validity of data in this study. In explanatory sequential

mixed methods designs a large sample for quantitative and small sample for qualitative

are recommended (Creswell & Plano Clark, 2007).

Ethical Consideration

The responses will be handed ensuring anonymity and confidentiality of

participants all the time. In the survey of this study, participants’ privacy will guarantee
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by ensuring complete and total anonymity. A participant is considered anonymous when

the researcher or another person cannot identify the participant from the information

provided (Cohen and Manion, 1994).

The participants will give an informed consent message via social media

platform and will ask to volunteer for the study understanding all the rights of withdrawal

and refusal. For the participants agreeing to a face-to-face interview confidentiality will

promise by all means. Names of participants or any other personal details of

identification will not use in publications. Instead, pseudonyms for names of participants

and their schools will use to describe them. Although the researcher sometimes knew

who had provided the information or, will be able to identify participants from the

responses, it will assure that the information will not be available publicly.

Data Analysis

Mixed research, the third methodological paradigm—alongside qualitative and

quantitative research—involves “mix[ing] or combin[ing] quantitative and qualitative

research techniques, methods, approaches, concepts or language into a single study”

(Johnson & Onwuegbuzie, 2004, p. 17). Because of its complexity relative to qualitative

and quantitative research, one of the more challenging steps in the mixed research

process is that of analyzing data. Mixed researchers have to be competent in utilizing

quantitative and qualitative data analysis techniques or employ team members (i.e., co-

researchers) who can conduct several types of analyses. To assist mixed researchers,

Onwuegbuzie and Combs (2010) developed an inclusive framework for mixed analyses.

Mixed data analysis can involve both qualitative and quantitative data (Creswell

& Plano Clark, 2007, 2010). Conversely, mixed analysis can occur with just one data
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type (Onwuegbuzie et al., 2007). For example, according to Onwuegbuzie et al., if the

data type is qualitative then the first phase of the mixed analysis would be qualitative and

in the second phase, data would be converted into a quantitative form or quantitized (i.e.,

transformed into numerical codes that can be analyzed statistically; Miles & Huberman,

1994; Tashakkori & Teddlie, 1998). Conversely, quantitative data, after being subjected

to a quantitative analysis, can then be qualitized (i.e., transformed into narrative data that

can be analyzed qualitatively; Tashakkori & Teddlie, 1998).

The quantitative analysis phase is conducted first, which then informs the

subsequent qualitative analysis phase (i.e., sequential quantitative-qualitative analysis). In

addition, the qualitative and quantitative analyses can occur sequentially in more than

two phases (i.e., iterative sequential mixed analysis, Teddlie & Tashakkori, 2009).

The purpose of this study is to identify, compare, and analyze stakeholders

teaching-learning engagement during the pandemic. Collected quantitative data from the

teacher, parent and student data files will be recorded and analyse. To analyse

quantitative data descriptive and statistical analysis techniques such as correlation, cross-

tabulation, independent samples t-tests, and analysis of variance.

With the qualitative interview data, content analysis techniques such as coding

and querying will be employed. Then, data will be synthesized, re-coded, and described

using thematic analysis. Finally, results of both quantitative and qualitative analyses were

connected drawing interpretations to answer each research question.

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References

Abdelal, Rawi E, Alastair Iain Johnston, Yoshiko Margaret Herrera, and Rose

McDermott. (2009). Measuring Identity: A Guide for Social Scientists. Cambridge

University Press. Copy at http://www.tinyurl.com/y3u9fwc4

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CURRICULUM VITAE
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JANE TRICIA DELA PEÑA NUQUI

Pampanga Purok 4, Babo Pangulo, Porac,
0956-845-4359
janelaxa14@gmail.com

PERSONAL INFORMATION
Date of Birth: February 27, 1984
Place of Birth: Sta. Rita Pampanga
Height: 5’5
Weight: 62
Civil Status: Married
Nationality: Filipino
Religion: Catholic

EDUCATIONAL BACKGROUND

Graduate School: Don Honorio Ventura Technological State University

Master of Arts in Education
Major in Bachelor of Elementary Education
Bacolor, Pampanga
(2018-Present)

Tertiary: Don Honorio Ventura Technological State University

Bachelor of Elementary Education
Major in Preschool
Bacolor, Pampanga
2010-2014
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STAKEHOLDERS TEACHING-LEARNING ENGAGEMENT

Secondary Education: Pulung Santol High School (Annex)

Poblacion, Porac, Pampanga
2004-2008

Elementary Education: Babo Pangulo Elementary School

Babo Pangulo, Porac, Pampanga
1998-2004

WORK EXPERIENCE
Teacher 1: Porac Elementary School
Poblacion, Porac, Pampanga
June 5 2017 - Present

Kindergarten Teacher:Maccim Royal Academy Inc.

Pasbul,Lubao Pampanga
March 2014- April 2016

Cashier: Double Happiness Restaurant

Lubao, Pampanga
April 2013- June 2013
Stakeholders Teaching-Learning Engagement During the Pandemic
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