EX FIDE AD VERITATEM

THE CHALLENGES OF ATA-MANOBO STUDENTS IN THE NEW NORMAL

TEACHING MODALITIES

A Thesis

Presented to the Faculty of the Graduate School

MARY ROSE B. LACIERDA

October 2021
 EX FIDE AD VERITATEM

THE CHALLENGES OF ATA-MANOBO STUDENTS IN THE NEW NORMAL

TEACHING MODALITIES

-----------------------------------------------

A Thesis

Presented to the Faculty of the Graduate School

----------------------------------------------

In Partial Fulfilment of the Requirements for the Degree

Master of Arts in Education

Major in Teaching Social Studies

-----------------------------------------------

MARY ROSE B. LACIERDA

October 2021
 ii

Approval Sheet

This thesis entitled “The Challenges of Ata-Manobo Students in the New

Normal Teaching Modalities” prepared and submitted by Mary Rose B.
Lacierda, in partial fulfillment of the requirements for the degree Masters of Arts
in Education major in Teaching Social Studies has been examined and is
hereby recommended for oral examination, approval and acceptance.

JED I. BETE, MAEd

Adviser

PANEL OF EXAMINERS

Approved by the committee on Oral Examination with a grade of PASSED.

MARIBETH Q. GALINDO, PhD

Chairperson

ARNULFO B. RAMOS, PhD RAUL D. DUHAYLUNGSOD, PhD

Member Member

KEVIN PAUL C. BONOTAN, MAEd

Member

Accepted in partial fulfillment of the requirements for the degree Master of Arts
in Education, major in Teaching Social Studies.

EDROSLYN J. FERNANDEZ, PhD

Dean, Graduate School

Comprehensive Examination : Passed

Acknowledgement
Date of Comprehensive Examination : August 2020
Oral Examination : Passed
Date of Oral Examination : July 2021
 iii

Acknowledgment

This study would not be made possible without the sacrifices, determination,

aspiration, and hard work of many individuals and institutions. To all of you, my

heartfelt gratitude. Specifically, I acknowledge the following in making the thesis

possible.

Dr. Maribeth Q. Galindo, the chairperson of the panel, for her unwavering

support, Dr. Arnulfo B. Ramos, Dr. Raul Duhaylungsod, and Kevin Paul Bonotan,

MAEd, the members of the panel for their scholarly comments and suggestions

which greatly improved this paper;

Jed I. Bete, MAEd, my thesis adviser, for his unconditional support, untiring

guidance, unending encouragement in making this thesis;

Dr. Edroslyn E. Fernandez, Dean of School of Teacher Education of the

Holy Cross of Davao College, for the opportunity and encouragement in the writing

of my study;

Dr. Ramil R. Cubelo, Dr. Maribeth Galindo, and Dr. Arnulfo Ramos, for

sharing their knowledge and expertise in validating the questionnaire which

allowed the researcher to continue the process of completing the study;

Dr. Rueter P. Diel, our supportive school head for his unending support and

encouragement to finish this study;

Dr. Loriefe C. Alindao and Dr. Wilson Gamao for their help and inspiration

to pursue and finish this study;

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Selected students and parents of Paradise Embac National High School,

for their trust and confidence in sharing their experiences in this study;

My loving mother, Merlyn B. Lacierda, my siblings, my friends, co-workers,

and churchmates for their love, declarations, support, and prayers at all times;

My fiancée, Jeffrey L. Luna, for the financial and moral support to finish this

study;

Most especially to the Lord God Almighty for giving me a great opportunity,

wisdom, patience, good health, guidance, protection, and providing all my needs

to be able to finish this thesis with great success.

To all of you, thank you very much!

MBL
 v

Abstract

The purpose of this study was to describe the challenges of the Ata- Manobo

students in the new normal teaching modalities. The study utilized the

phenomenological qualitative research design with 12 participants involved in the

in-depth interview and focus group discussion. Thematic analysis was used to find

patterns of meaning across the data. Conversely, it is found in the study that the

challenges of students revealed two major themes. The first major theme is

struggles in understanding modular lessons comprised of two sub-themes namely,

problems on comprehending words and meaning and difficulty in learning without

a teacher. The second major theme was the absence of gadgets and resources to

aid learning with two sub-themes, such as no smartphones to use in researching

and no electricity to aid learning. Moreover, two major themes emerged in their

coping strategies which include invigorating online and offline information search

and seeking support from others, and being resourceful and thorough.

Furthermore, the study underscored two major themes on the insights of the

participants on the new normal teaching modalities, namely, becoming productive

in maximizing time and the importance of becoming independent. From these

prevailing situations, it is hereby recommended that the Department of Education

give additional attention and special programs to students particularly the

indigenous learners to ensure that learning is not disadvantaged by the pandemic

and their economic status.

Keywords: COVID 19 pandemic, new normal teaching modality, indigenous

learners
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Table of Contents

Page

Title Page i

Approval Sheet ii

Acknowledgement iii

Abstract v

Table of Contents vi

List of Figures viii

CHAPTER

1 The Problem and its Scope 1

Introduction 1

Purpose of the Study 4

Research Objectives 7

Literature Review 7

Synthesis 41

Theoretical Lens 42

2 Methodology 45

Research Design 45

Research Participants 46

Research Instrument 47

Ethical Consideration 49
 vii

Role of the Researcher 55

Data Collection 56

Data Analysis 57

Trustworthiness of the Study 58

3 Results and Discussion 61

Challenges of Ata- Manobo Students 61

in the New Teaching Modalities

Coping Mechanisms of Ata- Manobo Students 92

in the New Teaching Modalities

Learning Insights of Ata- Manobo Students 124

in the New Teaching Modalities

4 Implications and Future Directions 152

Implications 154

Future Directions 155

References 158

Appendices 175

A. Interview Guide 175

B. Validation Sheets 177

C. Letters Seeking Approval to Conduct the Study 181

D. REC Certification 191

Curriculum Vitae 193

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LIST OF FIGURES

1 Emerging Themes Describing the Challenges 62

of Ata- Manobo Students in the New Teaching Modalities

2 Emerging Themes Describing the Coping Strategies 93

of Ata- Manobo Students in the New Teaching Modalities

3 Emerging Themes Describing the Learning Insights 125

of Ata- Manobo Students in the New Teaching Modalities
 CHAPTER 1

The Problem and Its Scope

Introduction

Like many other teachers, I am skeptical about the new learning modalities

introduced by the Department of Education, especially for the Indigenous Peoples

(IPs) with whom I am working with. With the shut-off of schools and the sudden

shift to distance learning as a result of the global pandemic, I now fear for the IP

communities, particularly for the education of the children. I hope that the new

modalities of learning become an opportunity for working together with the Ata

Manobo learners to discover new educational approaches. However, these new

ways of learning need to be sensitive to the context of IP education. Even before

the introduction of distance learning, the shortfall of state educational services is

most palpably felt by indigenous peoples. Normally, only 1 out of 10 Lumad

children knew how to read, write, and count in the normal face-to-face classroom

instruction. How much more when schools are shut off?

The covid-19 pandemic has changed many things in the world. One of the

sectors that were put into a virtual standstill is the education sector. As

governments in many countries imposed lockdown, schools were forced to close

due to COVID-19 (OECD, 2020). However, to continue the education of students,

some schools immediately shifted to online distant teaching and learning

modalities (Toquero, 2020). Some teachers recorded and uploaded their lessons
 2

online for the students to access and some were even more innovative and used

Google Classrooms, WebQuest, and other online sites, but most were unprepared

(Fox, 2007).

In the midst of the pandemic, whose consequences are seriously affecting

indigenous children and adolescents, The United Nations International Children’s

Emergency Fund, (UNICEF) makes a call to action for the governments of the

region to concentrate their efforts on strengthening Intercultural Bilingual

Education primary and secondary programs and prioritize the safe return of

indigenous children and adolescents to their schools, with support and

acceleration programs, as well as health, food and protection services (Bao, Qu,

Zhang, & Hogan, 2020).

The United Nations Educational, Scientific and Cultural Organizations,

(UNESCO) prepared the framework for reopening schools, which aims at

addressing the reopening of schools with attention to be paid to learners from

vulnerable backgrounds, including learners from indigenous communities. The

reopening of schools entails a number of challenges such as prioritizing target

groups (e.g., based on socio-economic background, education level, etc.),

determining the school calendar, organizing the teaching and learning processes

while maintaining physical social distancing, managing absenteeism and dropouts,

responding to special needs groups, implementing sanitary measures, etc

(UNESCO, 2020).

While online learning is one of the options for the blended approach,

disastrously, data shows that not all households in the Philippines have access to
 3

the internet. Citing data from the National Telecommunications Commission,

DepEd said that as of December 2019, 67% of the Philippine population have

access to the internet (Mateo, 2020). However, the Covid-19 pandemic really

forces educational institutions to look into different modes of delivery of lessons

and learning media for education to continue. For Abdelhafiz, et al., (2020)

knowledge is gained mainly through various novel media channels. Yet, it

becomes more difficult due to lack of access to internet and even electricity in

some parts of Mindanao.

But for the IP students who are living in far-flung areas, online and even

modular mode of education is still very challenging for them because of the lack of

gadgets, equipment, and internet connectivity. Their problems are really

connected to their economic conditions. Some of these IP students are student

scholars and because there are no more face-to-face classes, they are not also

needed. Thus, they are terminated from the scholarship grants in order for the

schools especially, private schools to also survive. UNESCO said that the lack of

access to technology or fast, reliable internet access can prevent students in rural

areas and from disadvantaged families (Baloran, 2020).

Educators in Mindanao have witnessed how challenging this new

educational set-up is to many students especially the poor and those living in the

far-flung areas for lack of gadgets equipment for online classes and also internet

connectivity problem. The modular mode also provided many challenges ranging

from lack of transportation to difficulty in crossing from one town to the others
 4

because of security and health protocols implemented by different local

government units.

The intention of the paper is to explore the different learning experiences of

Ata Manobo learners in Davao City in the new normal education and the

challenges and the needs of these vulnerable learners situated in the far-flung area

of Paquibato. Considering that this study ventures on something new such as the

new normal teaching modalities, no study has been conducted yet exploring

specifically the lived experiences of Ata Manobo in this endeavor. This research

will surely contribute to the body of knowledge, particularly in the fields of education

and social sciences.

Purpose of the Study

While several studies have focused on the perceptions on the quality of new

normal teaching modality, there has been a paucity of research on the experiences

of indigenous learners in the new normal education. This study investigated the

learning condition of IP learners in a remote area of the biggest city in Mindanao

by examining their struggles as well as their expected support from government

and educational authorities. Further, the findings of this study revealed empirical

information which provided a useful basis to improve distance education practices

for indigenous learners. Thus, although confronted with several confusions and

difficulties, this study provided enlightenment and inspiration for teachers,

administrators and policymakers in consonant with inclusive education.

 5

The study serves as an eye-opener to educators and administrators on the

existing learning condition of learners in the indigenous communities as the new

modality of instruction starts to operate. Results served as basis for innovation and

adjustments in the mode of instructional delivery and course design that suits the

diverse needs of the indigenous learners. Thus, helping school stakeholders and

policymakers devise systematic and practical support in the form of programs and

activities to achieve the quality new normal education for Ata Manobo learners.

Primarily, the study intended to leverage the school performance of Ata Manobo

learners in spite of crises brought by the pandemic. Recognizing why and how

these indigenous learners handled the requirements of the new learning modality

would lead to a smooth transition. The findings of this study suggested viable

actions that were congruent to the optimum capacity of these vulnerable learners

for them to be able to perform at par with regular students in urban areas.

The study is significant to the following brought about by the benefits

accrued through the findings of the study:

Department of Education. This study may benefit the curriculum designers

and policy-makers in creating guidelines, policies, and programs that would

strengthen the confidence and determination of teachers in handling indigenous

learners. This may contribute to the flagship of the department on equipping

teachers with skills and inspiring them to reach out these last-mile learners.

School Administrators. The study would serve as an eye-opener to the

educators and administrators on the existing learning condition of learners in the

indigenous communities as the new modality of instruction starts to operate.

 6

Results would serve as a basis for innovation and adjustments in the mode of

instructional delivery and course design that suits the diverse needs of the

indigenous learners, thus helping school stakeholders and policymakers devise

systematic and practical support in the form of programs and activities to achieve

the quality new normal education for Ata Manobo learners. They could provide

appropriate and effective programs and curricula to achieve the desired level of

competencies of students.

Ata Manobo. The result of this study would help establish strong ties of

cooperation and coordination between and among local government units and

other sectors in the local community distinguishing the vital role of the indigenous

people through the conceptualization of concrete and sustainable programs

towards distance learning and education itself. By burrowing the encounters and

difficulties of students in distance learning, the community and parents could

provide a platform to understand and better the conditions of students.

Social Studies Teachers. The outcome of this study would motivate the

teachers to modify their teaching approaches and to address the varying needs of

learners. This would give them the stimulus to adjust to the new academic ideas

and methods to ensure efficiency and effectiveness in teaching.

Ata Manobo Students. Primarily, the study intends to leverage the school

performance of Ata Manobo learners in spite of crises brought by the pandemic.

Recognizing why and how these indigenous learners handled the requirements of

the new learning modality led to a smooth transition. The findings of this study

would suggest viable actions that are congruent to the optimum capacity of these
 7

vulnerable learners for them to be able to perform at par with regular students in

urban areas.

Future Researchers. Future studies may utilize this study as a springboard

for future research on the perceptions, challenges, and recommendations of

students towards the new normal teaching modalities. This would afford

researchers to recognize some factors which brought challenges to students and

how they could adjust to them.

Research Objectives

This study aimed to delineate the challenges of Ata-Manobo students in the

new normal learning modalities. Specifically, this sought:

• To describe the challenges of Ata-Manobo students in the new

normal teaching modalities;

• To explore the coping strategies of Ata-Manobo students in the new

normal teaching modalities; and

• To draw out the insights of Ata-Manobo students in the new normal

teaching modalities.

Literature Review

Presented below are the significant works of literature describing the

students’ learning experiences in the new normal. Also, it highlighted detailed

descriptions of the Ata Manobo group and their educational practices.

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Identity of Ata Manobo

Manobo simply means “people” or “person”; alternate names include

Manuvu and Minuvu. The term may have originated from “Mansuba,” a

combination of man (people) and suba (river). Manobos are concentrated in

Agusan, Bukidnon, Cotabato, Davao, Misamis Oriental, and Surigao Del Sur. The

Manobo usually build their villages near small bodies of water or forest clearings,

although they also opt for hillsides, rivers, valleys, and plateaus. The communities

are small, consisting of only 4-12 houses. They practice slash-and-burn

agriculture. The Ubo are a Manobo sub-tribe who inhabit the more isolated

mountains of Southwest Cotabato in the area known as Datal Tabayong, as well

as, more southerly Davao del Sur. As of the last count, they numbered close to

17,000 (NCIP, 2013); a follow-up on their numbers in subsequent years has proved

difficult.

The Manobo are probably the most numerous of the ethnic groups of the

Philippines in terms of the relationships and names of the various groups that

belong to this family of languages. They occupy and have adapted to various

ecological niches ranging from the coastal to the rugged mountain highlands of the

interiors of Mindanao (National Commission and Culture of the Arts, 2016).

According to Cole (2010), the name “Ata” refers to a person who dwells in very

high places or at the peak of the mountain. Most of their territories are

underdeveloped, although recent provincial government efforts have been

established in some communities.

 9

In addition, Ata-Manobos were basically hunters wandering in the lush

forest for food and settlement. After having settled in one place consuming all

possible food in the forest, they transferred to another place to look for food. With

the degradation of their land and the depletion of food sources, they have now a

limited source of their sustenance. With the limited forestland left to roam and for

hunting they engaged in trade and farming. Now they settled more or less

permanently in one place. Their typical houses are lean-tos to deter wild animals

from attacking (Royo, 2017).

Known for their intricate casting, the Ubo fashion fine weaponry and jewelry

that they believe possess souls, making it harder for the maker to be part with

them. Agriculturally, they practice swidden, slash-and-burn farming, oft planting,

and harvesting rice, root crops, and vegetables for consumption. Like the Bagobo,

the Ubo believe in multiple deities headed by a central figure, Diwata (God); they

are animists, they also believe in ancestral spirits and unseen beings inhabiting

the animate and inanimate objects found throughout their environment. In their

religious beliefs, they believe that these spirits can intrude on human activities to

accomplish their desires. In civic matters, the political leader and Datu (Filipino

chieftain) of the village attain their position by virtue of wealth; speaking ability, and

knowledge of customary law, known as fendan. The primary obligation consists of

settling disputes among members of a family, neighbours, and the community.

When a fine is set and/or imposed by the Datu, the accused has to pay it to the

aggrieved party; if he's unable to, then he will become a servant to the one who

pays for him, otherwise known as dok (NCIP, 2013).

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Indigenous Education in the Philippines

The Philippines has been flagged as one of the “worst performers” in Asia

in terms of achieving the Millennium Development Goals (MDG) (Cayabyab,

2013). Education is one very critical area. In spite of a net enrollment of 91.21 %

in primary education, only 70.96 % have been able to complete elementary school

in 2011 (NSCB, 2013). The statistics can be more dismal for IP youths. There are

an estimated 5.1 million IPs under 18 years old in the Philippines (IIMA and VIDES

International 2011). However, only around 1.2 million IP children are enrolled in

elementary and high schools (Calunsod, 2013).

To a great extent, these statistics are not surprising. IP youths are

considered one of the most vulnerable groups for living in remote areas and having

“very limited access to basic services,” which include education (IIMA and VIDES

International, 2011). For those at school, many encounter various forms of

discrimination from the majority who reinforce stereotypes about them being

backward, uncivilized, or ignorant. Structurally, formal education may not

necessarily address their immediate needs in terms of language instruction, for

example, or modes of learning, especially when they decide to pursue higher

education (Adonis, 2010). Another problem that some indigenous communities

have encountered is the military conflict between government forces and

community insurgents in the countryside. Reports have been documented,

concerning schools being occupied by the military, exposing children to violence,

and leaving them traumatized (IDMC, 2011). Efforts have been initiated, however,
 11

to address the inaccessibility of education among IP youths. Such efforts have

been carried out by State and non-State actors.

In 2011, the Department of Education finally crafted a comprehensive

education framework for IPs. Apart from calling for universal access, the National

IP Education Policy Framework pursues the integration of indigenous knowledge

in schools where IP students are enrolled by promoting “mother tongue-based

multilingual education (MTB-MLE),” “culture-responsive education for sustainable

development,” and “alternative modes of instructional delivery to address the

peculiar needs of IP learners” (Department of Education, 2011). As a follow-up,

the Indigenous Peoples Education Office (IPsEO) was created to consolidate and

coordinate all efforts related to indigenous education in the country.

Arguably, the heightened sense of urgency to advance the education of IPs

in recent years has been driven by the country’s commitment to Education for All

(UNESCO, 2015) and the Millennium Development Goals (MDG), which both

demand universal and free access to primary schooling. In 2013, 15 regions in the

Philippines have been identified by the Department of Education to receive

targeted funding for capacity building (Carcamo, 2013). IPs, too, have been

identified as beneficiaries of the recently passed Enhanced Basic Education Act,

which adds two additional years to the secondary curriculum (Republic of the

Philippines, 2013).

Education for the Aetas

Ocampo and Ocampo (2014) mentioned that tribal people like the Aetas
 12

do not give much importance to formal education since their primary concern is on

their basic needs such as food. But as years passed by, their importance to formal

education has increased due to technological advancement and the challenges of

the new industrial era. Indigenous communities in the Philippines, however, have

been advocating for almost five decades for an education that is sensitive to, and

reflective of, their cultural context, aspirations, and concerns. This advocacy has

intensified during the last twenty-five years in light of the increasing number of

indigenous schools or education programs established and managed by the

indigenous communities despite the existence of public schools in the area (Victor

& Yano, 2015).

The country is one of the first nations in Asia to have passed a law

recognizing the specific needs of its indigenous people (IP). In 1997, the

Indigenous People’s Rights Act was passed into law to ensure that IPs have

access to basic health and education (Cornelio & de Castro, 2016). Jones and

Parkinson (2019) stressed that a culturally inclusive curriculum has increasingly

been considered beneficial to all students.

The Philippine Department of Education (DepEd) responded with a national

educational policy, the first comprehensive rights-based educational policy

framework of the government. The implementation of the Indigenous Peoples

Education (IPed) curriculum in the Philippines highlights the growing

dissatisfaction of the indigenous communities with the educational system of the

government, and their strong desire to provide an education that is deemed

appropriate to their children and youth.

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Soriano (2008) studied a Filipino indigenous tribe called the Aetas and their

experience of coping and survival in the public education system that is a product

of over four hundred years of colonization of the Philippines. Amidst the loud cry

by other indigenous groups in the Philippines for a culture-based education or the

recognition and implementation of the indigenous education system, the Aetas in

Bataan, oblivious to these efforts, have no other choice but to integrate into the

mainstream system of education. In the process, they are faced with various

factors that enable or disable their participation, performance, and survival in the

said system. These factors range from the students themselves, to the teacher,

their parents, school, and supporters. Culture proved to be an insignificant factor

to the Aetas' education, however, the majority of the Filipino IPs think otherwise.

They have children’s programme intended to encourage children to enter

the formal school system, which children mainly avoid on account of experiences

of discrimination. Within the Alternative Learning System, children’s literacy and

their motivation to return or to enter formal primary schools are supported.

Because of their specific lifestyle, the Aeta have problems in wider Philippine

society, so inclusion in the formal education system presents quite an effort for

them, particularly because they feel discriminated. In addition, the existence of

discrimination may be one of the reasons for the development of community

education (Veldhuis, 2005).

Community education can also foster isolation due to its alternative nature.

It is developed because of the people’s need to adapt to changes more easily, but

it can also mean closing themselves within their own group, since the education
 14

takes place within a closed community. Social integration is particularly mentioned

by the children’s teacher who wanted the children to go to a formal school and thus

become part of the wider social community. According to Tevez (2009) education

gives them the ability to protect their land.

Experiences of Indigenous Learners in the New Normal Teaching Modalities

With regard to education in the Philippines, the IPs are among those with

the lowest literacy rates. It is a challenge to serve their needs in remote areas, and

standard education programs fail to take into account their cultures, languages,

and current realities. In an attempt to respond to these challenges, the Department

of Education in the Philippines has recently adopted the Indigenous Peoples

Curriculum Education Framework in DepEd Order No. 32, s. 2015 as a guide for

IP educators in developing “culturally appropriate and responsive” curricula, lesson

plans, instructional materials, and teaching methods (Department of Education,

2015).

IP education is unique in that it often takes approaches different from those

used in traditional instruction. The importance of highlighting indigenous

knowledge, skills, practices, and values is acknowledged and incorporated. To

effectively teach IP learners, it is crucial to understand the world as perceived

through their eyes. Only when connections are made between new information

being presented and a child’s known way of life can learning be relevant and have

life-long value. Even as changes through education are intended for the good of
 15

their community, all efforts must respect to their identity as IPs (DolatreRanulfa,

2019).

As the global commitment to educational access has been established, so

too have new technologies been developed that hold tremendous promise for

expanding education’s reach. The potential of technology to expand education

access beyond national borders has resulted in innovative ways to deliver

educational programming that can reach remote and underrepresented groups

such as indigenous populations. Perhaps, for this reason, the potential connection

between information and communications technology (ICT), education, and

national economic development goals has been enthusiastically promoted by both

international agencies and national governments (Dutta, 2011).

There is no question that the Internet and mobile communications have

revolutionized the way people access and distribute information on a global scale.

Distance learning, open-source courseware, e-books, wikis, and many other

innovative technologies have forever affected the field of education by providing

the capacity to connect any topic in any discipline to any learner in any place, thus

greatly expanding opportunities for educational access. This new reality also

provides vastly expanded possibilities for international collaboration, knowledge

building, sharing of best practices, and new ways to teach. However, even as new

modes of providing education proliferate, the digital divide continues to grow,

raising new issues regarding effective ways in which to apply technology solutions

to expand educational access (Kan, 2012). Similarly, blended learning forces us

 16

to consider the characteristics of digital technology, in general, and information

communication technologies (ICTs), more specifically.

Floridi (2014) highlights that digital ICTs can process information on their

own, in some sense just as humans and other biological life. ICTs can also

communicate information to each other, without human intervention, but as linked

processes designed by humans. We have evolved to the point where humans are

not always “in the loop” of technology, but should be “on the loop” designing and

adapting the process. We perceive our world more and more in informational

terms, and not primarily as physical entities.

Increasingly, the educational world is dominated by information and our

economies rest primarily on that asset. So, our world is also blended, and it is

blended so much that we hardly see the individual components of the blend any

longer (Norberg, 2017). Learning analytics, adaptive learning, calibrated peer

review, and automated essay scoring (Balfour, 2013) are advanced processes

that, provided they are good interfaces, which can work well with the teacher

allowing students to concentrate on human attributes such as being caring,

creative, and engaging in problem-solving. This can, of course, as with all technical

advancements, be used to save resources and augment the role of the teacher.

Presently, the most preferred mode of distance learning is modular learning.

It is a form of learning that uses Self-Learning Modules (SLM) based on the most

essential learning competencies (MELCS) provided by DepEd (Manlangit,

Paglumotan & Sapera, 2020). The modules include sections on motivation and

assessment that serve as a complete guide of both teachers’ and students’ desired
 17

competencies. Teachers will monitor the learners’ progress through home visits

(following social distancing protocols) and feedback mechanisms, and guide those

who need special attention.

Challenges of Indigenous Learners in the New Normal Teaching Modalities

The lack of access to educational technologies and innovations continues

to be a challenge with novel educational technologies. One of the promises of

online technologies is that they can increase access to non-traditional and

underserved students by bringing a host of educational resources and experiences

to those who may have limited access to on-campus only higher education. A 2010

U.S. report shows that students with low socioeconomic status are less likely to

obtain higher levels of postsecondary education (Aud. et al., 2010). However, the

increasing availability of distance education has provided educational

opportunities to millions (Allen et al., 2016). Additionally, an emphasis on open

educational resources (OER) in recent years has resulted in significant cost

reductions without diminishing student performance outcomes (Robinson et al.

2014; Fischer et al. 2015; Hilton et al. 2016).

Unfortunately, the benefits of access may not be experienced evenly across

demographic groups. A 2015 study found that Hispanic and Black STEM majors

were significantly less likely to take online courses even when controlling for

academic preparation, socioeconomic status (SES), citizenship, and English as a

second language (ESL) status (Conway, Hachey, & Wladis, 2015). Also, questions

have been raised about whether the additional access afforded by online
 18

technologies has actually resulted in improved outcomes for underserved

populations. Bidjerano and Shea (2014, 2016) found that African American

community college students who took distance education courses completed

degrees at significantly lower rates than those who did not take distance education

courses.

On the other hand, a study of success factors in K-12 online learning found

that for ethnic minorities, only 1 out of 15 courses had significant gaps in student

test scores (Liu & Cavanaugh, 2011). More research needs to be conducted,

examining access and success rates for different populations when it comes to

learning in different modalities, including fully online and blended learning

environments.

Over the last decade, there have been at least five meta-analyses that have

addressed the impact of blended learning environments and its relationship to

learning effectiveness (Means et al. 2010, 2013; Bernard et al. 2014). Each of

these studies has found small to moderate positive effect sizes in favor of blended

learning when compared to fully online or traditional face-to-face environments.

However, there are several considerations inherent in these studies that impact

our understanding of the generalizability of outcomes.

It is difficult to envision any well-planned and researched distance education

program not being an appropriate alternative to traditional face-to-face education.

With proper assessment of the community and students, virtually any subject can

be delivered by distance education to remote indigenous communities. However,

not completing a technology needs assessments, or not properly using the

 19

assessments can lead to student and program failure (Richardson, Jayson, & Scott

McLeod, 2011).

Technology has become an integral part of distance learning and the

incorporation of the appropriate method has a direct impact on the success of the

delivery. While distance education is the only practical means of reaching some

target groups, the medium has traditionally consisted of print-based material.

These traditional methods were not always able to provide the accessibility,

interaction, and support necessary for tribal student’s success (Kan, 2012).

With the introduction of new technologies, student access has increased

but unfortunately, many of the other barriers to student success remained.

Researching the needs of the student and adapting curriculum and technology to

meet these needs, it is possible to correctly incorporate the appropriate

technology. The debate over computer-based learning versus computer-

mediated learning continues. Computer-based learning, as with unsupported text-

based correspondence material, is seldom successful as Aboriginal students are

unable to build a relationship with textbooks or technology. As such, this system

does not respect the cultural or social needs of native students. Computer-

mediated learning includes synchronous (same time) and asynchronous (different

time) interaction between the students and the instructor. This model is more

effective since indigenous learning is traditionally based on storytellingg,

relationships, and experiential activities and is not a text-based classroom

environment (Aud et. al., 2010). As learning is traditionally obtained through these

relationships and experiences; computer-mediated communication can be

 20

effective if opportunities for experiential learning and relationship building are

incorporated into the course design and delivery.

On the other hand, access to appropriate technology can be affected by a

number of factors; including, demographics, standardisation, institutional policies,

and the definition of the target group (Bates, 1997). Access to technology is also

limited by costs. Many new technologies require large capital investments to

purchase hardware or software and require the student and the institution to be

trained on how to use the technology. Failure to provide this financial

commitment and technical support will eliminate any advantage the technology

provides. The latest technology is not necessarily the best option. Communities

and institutions need to be aware of student access to different technologies to

determine the best option available to ensure technology is a motivator, not a

barrier.

In rural areas and with low economic status, the inavailability of

smartphones is a challenge. Smartphones are mobile phones that have a

computer-like function. Understanding its and other technologies is becoming

more and more important in the school and other areas. Likewise, competing with

peers in the 21st-century simply necessitates the need for technological finesse. It

is illustrated that the usage of electronic gadgets could make tasks more flexible

and accessible. Sadia (2020) postulates that students who do not own any gadget

will have a more difficult time adjustig to distance learning, for instance, the

indigenous learners. The development of technology should be utilized as well as

possible, in which the students can learn not only on the source of the book, but
 21

can use the internet services and electronic books that can be accessed freely

without limit of time and space. It is supporting the effectiveness and efficiency of

the learning process. In addition, based on SWS, 58% of the students in Mindanao

have no devices for distance learning.

According to Haruna (2016), mobile phones are the most necessary

medium of communication for students. This implies that mobile gadgets can be

an even more significant learning tool today and in the near future. Therefore,

mobile phone technologies can support students in their learning by exploring their

world through these technologies. Jairus (2017) also found out in his study that

mobile phone usage has the significant influence on academic performance

among secondary school students. Technology provides students with easy-to-

access information, accelerated learning, and fun opportunities to practice what

they learn.

Bhati and Gorra (2016) pointed out that access to information increases the

awareness of students, helps them in increasing thinking and creativity in learning

tasks, provides quick access to subject material and engages them in adopting

strategies which can help them in maximizing the quality of learning. The process

of learning can become very rich if students have access to latest information on

subjects, can analyze the information quickly by manipulating it on computers or

smartphones.

As Ebiye (2015) postulates a smartphone is a smart device used for fast

access to knowledge, geared towards students achieving their teaching and

learning. People around the world have adopted this technology as an important
 22

facility in the everyday life. Furthermore, Mokoena (2012) claimed that the use of

smartphones by students improves collaborative learning through its connection

to the internet. This is a vivid indication on numerous supports that smartphones

have brought to the students; it advances their understanding by increasing

academic performance, social media participation and information sharing; it helps

their social skills by giving them opportunities to seek academic assistance and

support, and many more.

Jung (2014) also brought to bear that smartphone users are able to

download recorded online lectures, and electronic books to enhance learning.

They support learning either offline or online. When we say offline access, it

enables students to store any form of learning materials such as pdf, powerpoint,

word, excel, pictures, animations, symbols; irrespective of the geographical

location, whether they are located in the rural or urban areas. Ifeanyi and

Chukwuere (2018) claimed that students use smartphones to explain the facts,

illustrations, and concepts.

It is the internet, some studies suggest, that serves as one of the best tools

for exposing students to a broad set of information and experiences that can

become central to their education, socialization, and future employment. Internet

provision has been statistically correlated with higher rates of school completion,

higher rates of literacy, trade openness, and even income. This makes the internet

one of the key tools in bridging a “digital divide” between rich and poor as it

integrates students into a global culture and can also mobilize civic participation

and deliberative democracy. Davis (2021) points out that this skill can improve the
 23

quality of education. It opens doorways to a wealth of information, knowledge and

educational resources, increasing opportunities for learning in and beyond the

classroom.

This is consistent to the study of Gagan and Rakesh (2013) who pointed

out that the internet has become an important component in the academic

institutions as it plays a pivotal role in gathering information and communication

needs of institutions and individuals. This is supported by Kan (2012) who

articulated that the internet could serve as a tutor to the students. Students can

use the internet for quick purposes to avail information and the knowledge they

need for the projects and assignments and most educators also believe that using

internet can help them to create an individualized and interactive learning

environment, which can make learning more effective and efficient. Internet gives

opportunities for life–long learning.

In general, studies show that students report high levels of satisfaction with

the use of educational technology as it allows them to interactively engage in

learning (Miller, Milholland & Gould, 2012). The use of technology is intended to

enhance the traditional classroom setting and provide new opportunities for

adapting technologies in virtual environment. According to Bolu-Steve, Oyeyemi,

and Amali (2015) the internet has transformed education into students centered

learning rather than institution and faculty-centered instruction. It has also

encouraged collaboration and collaborative arrangement between academic

institutions.

Educational technology plays an important role in education, particularly in

 24

distance education. Immense resources are already available on the web. Al-

Haddad (2014) points out that technology serves as a vehicle through which the

course is conducted. The students’ social interaction in the context of the course

forms the foundation of the learning community. Dabrowski (2020) conjectured that

another important reason for technology integration is the necessity of today's

students to have 21st century skills.

Likewise, electrity is also an issue in most of the Ata- Manobo tribe in the

far-flung areas. The lack of electricity at schools and home is unfortunate, because

of the multiple services it can provide to students. In fact, researches reveal that

electricity allows the access of students to lighting, communication, as well as a

variety of educational delivery opportunities (Goodwin, 2013). Without electricity,

students are not able to connect to the internet to research what activities or

materials are available online.

Hasheem (2013) explicates that the lack of access to many necessities

caused by energy poverty is a major problem. Children are oftentimes forced to

collect firewood or clean water for cooking, heating, and drinking instead of

attending to classes, preparing for an exam, or completing assignments. This is

consistent to UNDESA (2014) which points out that access to electricity can impact

education in various ways. For one, it extends teaching and studying hours either

in the morning and/or in the evening, provides access to better learning tools such

as computers and televisions, causes less truancy and higher enrolment and

completion rates, and enhances other social and economic developments, such
 25

as health and sanitation. Energy services are important in ensuring a satisfactory

quality of life for people and students and promoting economic development.

Consequently, in the Philippines those who lack access to electricity are in

an even more disadvantaged position (Valerio, 2014). Many studies support that

electricity can increase educational attainment by reducing the amount of manual

labor needed in the home or by extending the number of daylight hours allowing

for more time to study. Energy poverty greatly reduces teaching resources and

classroom materials. UNESCO (2020) supports the idea on the importance of

electricity. They highlight that every child must have the opportunity to gain

information through different media as to widen their scope of knowledge. Closing

them off from electricity, is like closing them off from the infinite possibilities of

convenient learning. In many developing countries, the majority of social

institutions in rural areas do not have access to electricity, which leads to inferior

education services in comparison to electrified institutions. Harman (2018)

highlights that electricity results to improved conditions for reading and studying

of school children.

In a study done in the Philippines, it was determined that access to

electricity provided families with improved education as children could study more

easily after dark. It decreases the absences rate of students since they are more

motivated to study and to go to school (International Energy Agency, 2014).

However, approximately 2.36 million households in the Philippines are still without

electricity as of July 2016 or some areas, especially those in the southern

Philippine Island on Mindanao, the study says energy access is still significantly
 26

below the national average. Similarly, it is found out that electrification of

households, particularly in the rural areas, remains a big challenge for the

government (Yinglun, 2021).

This situation is true to the statement of Santos (2020) where many students

still need the internet to do supplemental research on more complex assignments.

DepEd survey shows that, of the 6.5 million students who have access to the

internet, approximately 20 percent use computer shops or other public places to

go online. Worse, 2.8 million students have no way of going online at all. This is

especially common in the rural areas where 53 percent of the population live and

where both internet access and speed can be a challenge. Provincial government

data indicates that 600 students in “off-the-grid schools,” which includes schools

in island villages do not have electricity.

However, energy poverty, defined as the lack of access to modern energy

sources, such as electricity still dominates much of the developing world. One of

the argued benefits of electricity access is that it can increase education, which is

an important contributor to productivity growth and improved household welfare

(World Bank, 2016). In addition, extended lighted hours, powered by electricity,

allow school-age children to read at night and potentially lead to better educational

outcomes. In terms of school attendance, Squires (2015) finds that access to

electricity reduces school attendance and the completed years of schooling;

however, it also decreases the hazard of dropping out in the last few years of

school. This is in parallel to the statement of Angelou and Bhatia (2015) that

electricity is a requisite that narrows digital divide and improve literacy rates. It
 27

increases the motivation of students to attend to classes and do other school-

related tasks.

Another challenge is the practice of independent learning. Students are not

accustomed to doing tasks and studying without a teacher. It is stressed that most

indigenous students lack resources in learning, give less emphasis on education

and prefer to spend the hours of the day helping the family in the farm. Therefore,

developing strategies for them to learn on their own has been given less priority.

This is true to the statement of Mason and Hagaman (2012) emphasizing that

explicit instruction contributes significantly to children’s reading comprehension

growth, especially in the early grades.

This is true to the statement of Beale (2019) that it is more effective if

students are provided with instruction and guidance on effective methods of

independent learning such as collaborative group discussions, revision

techniques, and operative note-taking and methods of reading which usually exist

in the classroom setting. However, even with distance leanrng, teachers have to

make themselves available to studnets.

As Tarek (2016) emphasized that since distance learning entails high level

of interaction between the teacher and students, the teacher must meet the

learning problems that students might encounter taking into account the individual

needs of the students in terms of their learning styles. This contradicts to the

findings of the study of Nardo (2017) which pointed out that using modules for

instruction helps in the acquisition of learning skills among students. Students

engage themselves in learning concepts presented in the module. With little or no

 28

assistance from the teacher, the learners progress on their own.

This challenge is consistent to the findings on the study of Abuhammad

(2020) who found out that there are barriers to distance learning in parents’

perspective. These barriers could be personal, technical and logistical. Personal

barriers include parents’ lack of training, and support, lack of technical expertise,

and inadequate communication with professionals. Technical barriers mean

insufficient connectivity of internet. As parents cannot be expected to teach

children, as what teachers do, parents have to be responsible for interacting with

teachers, barangay representatives, and other stakeholders to acquire the various

materials and resources needed by the learner and regularly check the child’s

workweek plan.

Lahtinen (2017) highlights that teachers have a high degree of pedagogical

freedom and at the same time a great responsibility to follow those general lines

written in the core curriculum and acts. The pedagogical freedom means that

teachers have freedom to choose their methods to teach and to assess. Teachers

are the number one in school who could greatly influence on student achievement.

Research shows that poor- quality teaching disrupts learning and has a negative

impact on students' ability to graduate from school and career-ready.

Dangle and Sumaoang (2020) posit that the learners may ask assistance

from the teacher via e-mail, telephone, text message/instant messaging among

others. Teacher’s skills and ways of communication motivate the students to

increase their ability in the field of education. Unavailability of teachers and poor

communication by teachers are the major factors that have led students to
 29

abandon their studies at a certain level (Dinu, 2015). Along with the use of

particular strategies that contribute to the resiliency; well-being, emotions, and

motivation to work and exerting all possible effort are necessary (Mansfield,

Beltman, Broadley & Weatherby-Fell, 2016). Teachers are the closest companions

expected to bring out the best in students and inspire them to strive for greatness.

Likewise, research shows that students who hava a connection to teachers

and both adults and peers in the school community are more engaged in learning

(Pope, 2020). It also shows that children who perform well in school are often

cushioned by a supportive force back at home. Studies revealed that when

adolescents report more support available from their brothers and sisters they are

more likely to report positive school attitudes (Alfaro & Umana-Taylor, 2011). It has

a positive impact on their performance in school. It could be inferred that

participants have confidence to their siblings in terms of improving their academic

performance.

According to Kostyszyn and Samson (2015), students in this pandemic has

to collaborate with others whom to share with their thoughts and challenges. It is

suggested that they work with others in order for them not to feel the heavy loads

brought by the new normal. Briggs (2021) highlights that families involved in their

child’s education at home and at school have higher academic achievements than

those who do not. Therefore, other members in the family have the role to monitor

and guide students in their learning. The role of parents during the Covid-19

pandemic in general is to become educators, mentors and supervisors as well as

providers of a sense of security and comfort when children are at home.

 30

In the same vein, the practice of independent leanrning in the new modality

is another concern. They have struggle in independent learning because of their

poor reading comprehension skills and language learning. Indigenous learners

also have insufficiencies in learning the language which generate troubles with

understanding and interacting Leano, Rabi, and Piragasam (2019). When

confronted with language complication in English or Filipino, they have problem in

processing information, difficulty in sustaining one’s span of attention and struggles

in focusing during instructions. According to San Jose (2013) lack of confidence,

limited proficiency and poor comprehension were also noted as having correlation

in learning the target language which is generally a barrier to comprehension and

understanding of the language.

Similarly, students struggle because they received inadequate reading

instruction. They lack reading strategies that would help them analyze and interpret

meanings hidden in the text. They have no enough abilities to draw out meanings

from the text read. Sanford (2015) also articulated that due to students’ limited

vocabulary and background knowledge, they have lower levels of reading

comprehension. According to Fernando (2020), modular learning is challenging

because learners are required to read and reread. There are instructions or

explanation written which pose tremendous difficulty to students so they may opt

not to answer them.

Reading is a fundamental skill to acquire information, for it is a process that

aids in meaningful construction (Ata & Edillo, 2020). This is indeed a tool subject

for it is a prerequisite in understanding all learning areas. It serves as a cornerstone

 31

for every student to learn other subjects because students who have difficulty in

reading, may encounter also difficulties in all learning areas. It is indispensable as

it develops their mind and improves their critical thinking skills. Whitten and

Sullivan (2018) emphasize that reading would obviously have a positive influence

on reading comprehension, grammar, and vocabulary; the impact it has on

students’ success in other core subjects could not be understated. Students who

read independently have greater reading comprehension, verbal fluency and

general knowledge than those who do not.

Reading can be explained as a cognitive activity in which the reader takes

part in a conversation with the author through text. It is an integral part of every

educational process as all the subjects taught at all levels of the educational

system involve reading (Cimmiyotti, 2013). Tien (2015) conjectures that extensive

reading is essential for the enhancement of readings skills and acquisition of

knowledge. Therefore, reading is an indispensable skill; it is also fundamentally

interrelated to the process of education and to students achieving educational

success. Nord Anglia Education (2021) highlights that child's reading skills are

important to their success in school as they will allow them to access the breadth

of the curriculum and improve their communication and language skills.

Rexlin Jose and Raja (2011) express that teachers must emphasize all

kinds of reading, especially critical reading which is not just reading on the lines

but it deals with reading between and beyond the lines. According to Ainley,

Fraillon, Gebhardt, and Schulz (2016) it is essential that students know on how to

manage and communicate information in order to solve problems. Sen (2019)

 32

theorizes that teachers can gear up to help students to understand knowledge and

concepts outside the textbook. The more the teachers interact with the students

with viable, real-life examples, students will have a better understanding and more

awareness of the subject. With real-life examples, they can apply their lessons to

many subjects.

Insights of Indigenous Learners in the New Normal Teaching Modalities

Some of the insights of IP learners are those related to language and

culture. For example, the top two most used languages on the Internet are English

and Chinese, together comprising more than half of the total number of websites,

and 82 % of all websites are in one of only ten of the world’s languages

(Internatonal World Stats, 2011). However, there are 6,000 languages across the

world, and most of these do not appear on the Internet at all. These languages use

many different written scripts, and some do not have written 68 R.A. Clothey scripts

at all (Clothey, 2011). In any case, many of the major software packages are

currently incapable of producing letters or characters for some local languages,

meaning that providing a culturally relevant curriculum online for a linguistic

minority student population may present an impossible challenge to overcome.

Cultural practices may also impact the way individuals interact in online

settings. Uzuner (2009) describes numerous studies that show students’ cultural

differences may impact the way they interact, even in online settings, and cause

them to experience “feelings of isolation, alienation, and dissonance out of conflict

 33

with the dominant educational culture.” While these findings also support the

research on cultural differences in face-to-face classrooms (Spradlin & Parsons,

2008), they also contradict common assumptions about online learning. More

specifically, they contradict the assumption that online learning is beneficial among

socially diverse groups because of the inability within an online course to

differentiate students’ gender, ethnic or racial differences unless they are explicitly

stated (Clothey, 2011).

According to Walsh (2007), educational providers of technology-based

educational programs attempt to “remove” the cultural specificity of content in order

to make a course universally applicable. However, as he also notes, most e-

learning frameworks and software packages tend to be developed in the English

language, and originate in North America. Walsh (2007) suggests that similarly to

how European education models were used across cultures during the colonial

era, so too are Western e-learning models applied to different societies with “little

thought of the cultural compatibility of their pedagogical frameworks.” Ignoring the

local cultures, he argues, does damage to the target population and may also lead

to challenges in future efforts to implement educational innovations.

To add to this complexity, although developing countries have 80 % of the

world’s population, they have just 5 % of the world’s Internet hosts. This means

that not only are most software packages created in English, as noted, but most of

the world’s Internet content is also created in North America. Iseke-Barnes and

Deborah (2007) argue that this results in the reproduction of indigenous

stereotypes, which are perpetuated through the Internet by the dominant culture
 34

that creates them. Despite these studies, culture remains an underexplored facet

of instructional design and technology use (Young, 2008).

The WHO advised educators and students to conduct alternative learning

due to the COVID-19 outbreak to mitigate school cancellation of classes through

providing a resource list of the World Bank’s Edtech teams to provide some online

materials that can be used during the pandemic. The program aims to elevate the

loss of learning and provide remote learning opportunities while schools are

closed. Furthermore, the mandate provides guiding principles and delivery of

online classes and approaches to be given by stakeholders like teachers and

parents (World Bank, 2020). Fernando (2020), modular learning is challenging

because learners are required to read and reread.

Whilst Nigeria is stepping up in the business of distance learning in

education, there are a few factors that prove difficult for the students to get the best

of the available education which are lack of accessible updated technology and

equipment (Guo et al., 2020). The COVID19 is not just causing health crises

around the world, but it is also affecting all spheres of life, including the field of

education. Educators resorted to online platforms to reach out to students,

webinars became a temporary classroom, parents were called for monitoring at

home, and students got deprived of social interaction among peers.

Various countries around the world, Colombia, Italy, Japan, Poland etc.,

including the Philippines, responded to the call of WHO through their respective

Ministry of Education. Various educational platforms were utilized like YouTube,

learning management system (LMS), digital library, internet streaming or

 35

broadcast, repositories like Open Educational Resources (REA), and the like

based on their availability in a particular country. Higher education makes use of

Zoom and Google Hangouts, while teachers were encouraged to take advantage

of various websites, such as Facebook, WhatsApp, Google forms. EdTech Hub,

UNESCO Education Alliance, Learning Keeps Going (U.S. consortium), Inter-

Agency Network for Education in Emergencies (INEE), Commonwealth of

Learning, and many others (World Bank, 2020).

Responding to the call of WHO, the Department of Education (DepEd,

Philippines), created a series of DepEd Memorandum (DM) No. 15, 21, 23, 31 and

34 in the first quarter of 2020 entitled “Creation of a Task Force for the

Management of Department of Education Response to Novel Coronavirus Acute

Respiratory Disease (2019-nCoV ARD)” (Department of Education, 2020). The

DepEd, Philippines, also created a learning website called DepEd Commons

catering for Alternative Learning School (ALS) students, Out-of-School-Youth

(OSYA), regular learners from Kindergarten to Grade 8 is available both for public

and private schools all over the country. The website aims to reinforce education

anytime and anywhere suitable for learners who have access to the internet using

equipment such as smartphones, tablets, laptops, and desktop computers

(Department of Education, 2020).

The Technical Education Skills Development Authority (TESDA), has

recorded 19,598 enrollees in technical-vocational courses that use various

platforms online in the first three weeks of enforced Luzon-wide lockdown

(Esguerra, 2020). As the students studying in the major cities moved to the
 36

provinces as persons under monitoring or persons under investigation for at least

14 days, the majority of families and households had to adjust to community

quarantine that eventually modified into Enhanced Community Quarantine (ECQ).

The ECQ became an opportunity for many people to enroll in various technical-

vocational courses online, such as the overseas Filipino workers (OFW) around

the world. The latter was also affected by massive lockdown.

In the global context of the work stoppage eventually, fast track adoption of

digital transformation led to unprecedented changes like work from home and

widespread use of online learning applications (Quimba et al. (2018). When the

community quarantine started, it was almost the end of the school year among the

K to 12 learners; hence, teachers used the Learners’ Information System (LIS)

online to finish their classes to submit the last quarter grades of their students.

School year and semester had ended within the ECQ, which led the basic

education schools and universities to adapt the distance learning education.

The COVID-19 pandemic led educators to online education readiness.

According to Dang and Phan (2017), factors such as training, attitude, technical

competence, time constraints, pedagogy, and methodology were among the major

distance learning education elements. In a study conducted by Ventayin (2018) on

the readiness of DepEd Teachers to online teaching, showed that teachers have

limited experience in distance education as well as technical skills, time

management, knowledge and attitude in online education which are necessary to

cope with the trends in distance learning. Moreover, unpreparedness was also

found among prospective teachers in other countries like Turkey and Thailand in
 37

terms of web-based education (Ozturk, Ozturk & Ozen, 2018; and Akarawang,

Kidrakran & Nuangchalerm, 2015).

Further, in the study on the response from 205 online faculty of higher

institutions in the United States in terms of readiness, attitude and ability to teach

online in terms of course design, course communication, time management and

technical aspects most of the responses were low (Budhrani, Martin, & Wang,

2019). Another study on distance education readiness found 90% of the total

special education and preschool teachers surveyed got motivated to implement

distance education despite having diverse students, lack of specialists, home-

schooled, under long medical treatment, attending short stay with group or family

and private school (Fedina et al., 2017).

Likewise, in another study, higher education mentors show a positive

attitude and motivation to teach university students special needs like hearing and

visually impaired despite the risk and challenges in learning materials, pedagogy,

monitoring, implementation, and psychological understanding (Akhmetova, et. al,

2018). As this pandemic is slated to exist until the preventive vaccine is discovered,

it is essential to know how the educators who are the prime facilitators of the

education adjusted to this transition and what challenges they faced while adapting

to this transition as their preparedness for the coming times. Indigenous learners

must learn the value of being productive and having good time management to

meet the demands in the new normal.

Adams and Blair (2019) conducted a study to undergraduate engineering

students found out that time management behaviors influence academic

 38

performance. Good time management skills have been identified as having a

“buffering” effect on stress and are a key indication of higher performance and

lower stress and anxiety in higher education. They must take the necessary

approaches and apply those strategies in order to be effective and more

productive. Cyril (2014) opines that time management is very useful in a student's

hectic schedule. It ensures that students are well prepared, organized and focused

to manage their daily lives and complete academic assignments on time. It helps

them to be on track on the things that they have to accomplish.

Fazal (2012) elucidates that students must learn to manage time effectively

to improve their grades. Every student should have time management skills to

organize tasks effectively, identify goals, and focus on improving tasks that require

immediate attention over others. Students' ability to make decisions could be

improved by using time. According to Pehlivan (2013) students struggle with

prioritization because they lack a clear direction in their studies, are easily

distracted and disorganized in their assignments, and cannot plan and prioritize

tasks. Students might be amazed by their responsibilities to the point where they

postpone schoolwork, spend more time hanging out with friends, or worry about

the upcoming examination, class project, and papers rather than finishing them.

Adams and Blair (2019) opined that effective time management is

correlated with greater academic performance and huge probability of success in

life. Scherer, Talley, and Fife (2017) found that non- cognitive personal behaviors

such as a student’s time perspective are effective predictors of academic

outcomes as poor time management approaches mean that students find it hard
 39

to plan their work and may feel stressed toward the end. Moreover, making

effective use of time involves maximizing functions such as starting a task, staying

focused, and balancing one task against another (Baothman, Aljefri, Agha, & Khan,

2018).

Being productive means having a balance among academic, social, and

personal life without making it a daunting task. If students are productive then they

are efficient enough to meet the challenges and tasks that are needed to achieve

their goals and aspirations. Rai (2016) points out that learners should be shown

the possibilities ahead, while teaching them to be self-driven and motivated.

Managing one's time effectively can help one control his workload, increase one's

productivity and improve one's confidence which would result in a lesser inclination

to procrastinate and will be able to enjoy a healthy and balance studying and other

activities.

As Shkullaku (2012) mentions, “Goal setting is fundamental to the long-term

success of any student”. It’s hard for any learner to achieve their dreams before

knowing how and when to achieve them. As Carnegie (2021) so clearly pointed

out, setting a goal can keep thoughts focused, direct energy, and inspire the hope

that is needed to move through and beyond a moment of despair. Hope is a vital

component of human existence. According to Mayse (2016), a major factor in

establishing motivation for students is to ensure that they take ownership in their

learning and goals. Goal-setting can allow students to focus more because they

have the opportunity to self-motivate to meet their goals based on a review of

previous academic performance or previous set goals.

 40

Nordengren (2019) supports that creating individual goals helps students

focus on their needs, as well as what they want to accomplish for themselves.

When students are provided time to set individual goals, they demonstrated higher

academic achievement and engagement in the classroom. Setting goals not only

provides a clear direction for what academic work needs to be mastered, but it also

helps students keep focused on the desired outcome. Riopel (2021) asserts that

goals do not only affect behaviour and job performance, but also help mobilize

energy which leads to a higher effort overall. Higher effort leads to an increase in

persistent effort. It also helps motivate students to develop strategies that will

enable them to perform at the required goal level. A study conducted by Travers,

Morisano and Locke (2014) to high school students found that setting goals directly

affected academic achievement and increase students’ chances of reaching the

benchmarks the student identified for themselves.

This is parallel to the statement of Mitchell (2015) that being resourceful is

a very empowering quality that provides students the opportunity to succeed.

Moreover, an attitude of resourcefulness inspires students to go out-of-the-box

thinking, the generation of new ideas, and the ability to visualize all the possible

ways to achieve what you desire (Campbell, 2016). Davis (2021) advances that it

is ability to solve problems or handle situations using the limited available

resources. It is about getting things done in the face of obstacles and constraints.

A handful of studies in Australia, North America, and Asia have all found

that resourceful students are better able to handle academic stress and enjoy

healthier mindsets than non-resourceful students. Both of these factors have been
 41

found to lead to higher academic performance (Briggs, 2015). In another study,

the Faculty of Education of Kocaeli University in Turkey found that highly

resourceful students had better coping skills, used more positive reappraisal

techniques, were more likely to seek social support, and were less likely to use

escape-avoidance strategies during exams.

Above and beyond, resourcefulness involves certain attitudes that help an

individual to effectively cope with external stressors, as well as to achieve control

over problematic and stressful life events. Mitchell (2015) accentuates that when

students imagine multiple outcomes, set objectives, experiment with new

approaches, and negotiate challenges, because of their resourcefulness, they

make important connections between knowledge and goal achievement. They

become conscientious creators of their own futures.

Synthesis

This study unveils the experiences and challenges of the indigenous

learners in the new teaching modality. This reveals various circumstances brought

by the sudden shift in learning that may challenge DepEd officials to come up with

systems and programs that would help elevate knowledge and performance of the

learners. These students are considered underprivileged in terms of their

education due to their economic status and lack of technologies accessible in

school. They are geographically challenged and away from the internet access, or

even away from an electricity which is considered one of the best tools in distance
 42

learning. Likewise, this perhaps confronts school administrators and teachers to

go beyond the classroom in equipping students with life-long learning.

In the core of this pandemic, distance learning becomes a necessity for

learners and educators all over the world. Similarly, the setting modifies the roles

of teachers and students. Teachers are expected to share their knowledge and

experience to students by providing consultation, assistance, direction, and

counseling. They have to work closely with the professional learning community

members to innovate and create self-learning modules or lessons that are

considered exciting and motivating to students. Conversely, students have to learn

independently. Distance learning entails high level of interaction between students

and teachers to ensure that effective learning exists.

Theoretical Lens

The framework of this study was based mainly on two theories; the

constructivist theory of Vygotsky (1962) and behaviouristic theory of Watson

(1913). Theoretically, constructivism focuses on creating cognitive tools that reflect

the wisdom of the culture in which they are used as well as the insights and

experiences of learning. Vygotsky (1962) emphasized the social role of learning

because of its impact on cognitive development through learning and interaction

between children and their peers, parents, and teachers. Constructivism equates

to learning that involves constructing, creating, and inventing, basically for

individuals to develop their own knowledge and meaning. Constructivists believe

 43

that an understanding of the brain informs teaching (Lenjani, 2016). Akpan and

Beard (2016) stated, "constructivism is the best paradigm for teaching all learners,

but particularly students with special educational needs".

Practically, constructivism-based inclusive education practices are the

applications of constructivism in indigenous peoples’ education settings which is

the focus of this study, which would involve new instructional methods and

strategies to assist IP learners in the context of learning social studies at home.

Ertmer and Newby (2013) emphasized possible strategies which include situating

tasks in real-world contexts and using real-life examples, utilizing cognitive

apprenticeships, presenting multiple perspectives, including social negotiations,

encouraging reflective awareness, and providing considerable guidance on the

use of constructive processes. Interactive learning resource program for Aboriginal

people includes strategies that help Indigenous students stay connected to their

studies and long-term goals which is covered in the constructivist theory.

Promoting awareness about how IP learners are performing academically isn't just

about their culture and wellbeing. Often, it's about saving their lives as the World

Health Organisation (WHO) recently raised serious concerns over how COVID-19

is disproportionately affecting indigenous communities (World Bank, 2020).

The second theory that underpins the education of indigenous learners is

the behaviouristic theory of Watson (1913). Watson recognized the role of internal

mental events, and while he agreed such private events could not be used to

explain behavior he proposed they should be explained in the analysis of behavior.

Behaviourism occurs when consequences are associated with the stimulus or

 44

response that is followed by reinforcement to be maintained (Ertmer & Newby,

2013). The key principles of behaviourism that support education are: behaviour is

learned, behaviour is governed by the setting in which it occurs, teaching does not

occur without learning, learning equates to changing behaviour, behaviour is

governed by what follows actions, and there needs to be a focus on the observable

(Harold & Corcoran, 2013).

Practically, behaviourism-based inclusive education practices include the

application of behaviourism in IP education settings. It clearly emphasizes student

behaviour and performance in manipulating stimulus materials. Like

constructivism, the theory of behaviorism will support the responses of Ata Manobo

on the delivery of the new learning modalities in the absence of in-class instruction.
 45

CHAPTER 2

Method

This section highlighted the method that was used in the study. This

comprised of philosophical assumptions, qualitative stance of the study, research

design, participants, ethical considerations, role of the researcher, data collection,

data analysis and trustworthiness of the data.

Research Design

This study uilized a qualitative approach. A qualitative approach is

described as an approach for exploring and understanding the meaning individuals

or groups ascribe to a social or human problem (Creswell, 2013). The process of

research involves emerging questions and procedures, data typically collected in

the participants setting, data analysis inductively building from particular to general

themes, and the researcher making interpretations of the meaning of data.

According to Levitt, Motulsky, Wertz, Morrow, and Ponterotto (2017) a qualitative

approach systematically focuses on how people or groups of people can have

different ways of looking at reality. This is appropriate to the present study since it

sought to discover and explain the challenges of indigenous learners in the new

normal.
 46

In the context of the study, I identified phenomenological design as the best

means for this type of study in order to seek reality from the narratives of Ata

Manobo learners about their experiences and feelings regarding distance

education, and to produce in-depth descriptions of the phenomenon.

Phenomenologist, in contrast to positivists, believes that the researcher cannot be

detached from his/her own presuppositions and that the researcher should not

pretend otherwise (Creswell, 2013). The intention of this research, at the outset

(preliminary focus), was to gather data regarding the perspectives of research

participants about the phenomenon of IP learners having experienced the

implementation of new normal teaching modalities.

Research Participants

The study employed purposive sampling technique in identifying potential

participants. Purposive sampling is a technique widely used in qualitative research

for the identification and selection of information-rich cases for the most effective

use of limited resources (Saunders, Lewis, & Thornhill, 2012). This involves

identifying and selecting individuals or groups of individuals that are especially

knowledgeable about or experienced with a phenomenon of interest (Creswell &

Plano Clark, 2011). In addition to knowledge and experience, Wisdom, Cavaleri,

Onwuegbuzie, and Green (2011) note the importance of availability and

willingness to participate, and the ability to communicate experiences and opinions

in an articulate, expressive, and reflective manner.

 47

The participants of this study included 6 Ata-Manobo learners for IDI and 6

Ata-Manobo parents for FGD- in a public school in Paquibato District. The school

is situated in a far-flung district. The research focused on finding strengths and

areas for improvement within the implementation and outcomes of blended

learning in an indigenous community that could be generalized to larger groups of

Ata-Manobo learners and educators and common practices. The identified six (6)

learners were interviewed for IDI and 6 parents underwent FGD to validate the

responses and establish triangulation.

The participants were selected for the following criteria. First, learners were

currently enrolled using the new normal learning delivery modalities. Second,

identified learners and parents were Ata-Manobo residing within Paquibato

District.

Research Instrument

The researcher used open-ended questions to acquire the needed

information from the participants. In this study, there were sets of sub-questions to

answer the three research problems which was done face to face with the

participants. The set of questions elicited responses on the relevant experiences,

challenges and insights of both the Ata Manobo learners and parents who were

involved in the delivery of the new learning modalities which were done home-

based. Interviews or interaction questions were posed by the researcher to elicit

verbal responses from the participants. A semi-structured in-depth interview were

 48

employed in the study. In this study, each participant was interviewed by the

researcher using the validated interview guide. The interview was tape-recorded

with the permission of the participants.

According to Guion, Diehl, and McDonald (2011), an in-depth semi-

structured interview is described as a positive discussion of specific topics taken

to individuals with a similar background and common interest. Meanwhile,

secondary data were taken from existing studies and other printed materials and

were processed through a desk review. Often audiotapes were utilized to allow for

more consistent transcription (Creswell, 2012).

Content validation of the FGD interview guide used in this study was

performed to evaluate whether items were inclusive and sufficiently reflect what

the Ata Manobo learners encountered during the implementation of distance

learning. This study involved two important processes: development and content

validation of the FGD guide. A semi-structured FGD interview guide was

developed based on the knowledge in the field as well as an extensive review of

the literature. This approach was selected because it was flexible and would allow

interviewees to provide more information than they would have from other

procedures. This type of interview is neither too rigid nor too open; rather, it is a

moderate form in which a great amount of data can be generated from the

interviewees (Zohrabi, 2013).

After the development of guide questions, a panel of content experts

representing a range of disciplines, including academicians, a qualitative

researcher, and a teacher were invited to evaluate the FGD guide with respect to
 49

the relevance, clarity, and comprehensiveness of the interview questions. The

experts were selected according to their work experiences and research expertise.

Letters of invitation and appointment were sent to the experts by e-mail. The email

message contained an attached file titled the FGD Interview Guide Content

Validation Form for Expert Panel. The experts were directed to evaluate each

interview question including probes of the interview guide using three response

options; essential, useful, or unnecessary to indicate its degree of relevance and

clarity. Experts were given the opportunity to provide feedback on the questions

and suggest additional items.

Ethical Consideration

Ethics are norms or standards for conduct that distinguish between right

and wrong. It also helps determine the differences between acceptable and

unacceptable behaviors. Ethical consideration is important in a research study; it

prevents the fabrication or falsification of data and therefore, promotes the pursuit

of knowledge and truth which primary goal of the esearcher.

Additionally, this qualitative study is bound in the principles of ethical

research postulated by Baines, Taylor & Vanclay (2013), which bear the following:

social value, informed consent, risks, benefits, and safety, privacy and

confidentiality of information, justice, transparency, qualification of researcher,

adequacy of facilities, community involvement. Thus, the researcher guaranteed

that all participants that were carefully selected understood their rights to withdraw
 50

their information at any time up to the completions of the data collection process

and their voluntary participation is highly emphasized.

With regard to the protection of the participants, no interview transcripts

were seen by the researcher’s adviser before they were being verified and

amended. Even so, this study would not make use of deceit in any stage of

implementation. The researcher reserved the right to employ the use of

pseudonyms and changing names in the interest of the protection of the identity of

the participants in all subsequent data analysis. The researcher certainly respected

the privacy of the participants. She assured the confidentiality of the participants

by not revealing their identity unless they would give their consent (Creswell,

2014).

Social Value details the anticipated benefits of the research to the

participants and society. The immediate dissemination of the findings of the study

would trigger or call the attention of educational leaders or heads of the division or

region to look into the needs of the Ata-Manobo students. The researcher believed

that the study is relevant to the community and national needs due to the outbreak

of the novel corona virus. Educators have been instrumental in creating online and

offline learning materials to ensure that children continue to learn. When

developing the timetable and lesson plan, it's essential to strike a balance between

online and offline activities.

Informed Consent and Assent speak about how the researcher and

participants come in the middle of understanding the terms and conditions as far

as the study is concerned. To this process, the researcher provided an informed

 51

consent to the parents and informed assent to the children- participants. The

consent signified their voluntary participation. The researcher communicated the

parents and asked their approval for their child to participate in the study and also

asked their consent to participate, as well. The identified participants were

gathered by the researcher. They were oriented on the purpose of the study which

was to uncover their experiences in the new normal teaching modalities. Also, they

were oriented on their roles and rights in this study. They were free to withdraw

anytime if they felt inconvenience. Additionally, they were informed that they would

be subjected to focus group discussion and in-depth interview. Moreover, they

were assured that their identity would be kept in confidentiality and would not be

revealed in the presentation and analysis of the findings.

Risks, Benefits, and Safety. For security purposes, the researcher

explained the effect and significance of the study. Certainly, the researcher made

certain that the conduct of the focus group discussion and in-depth interview would

be set at the participants’ convenient time. Another risk this study would have is

the disclosure of experiences that may be considered unpleasant or undesirable,

and for others disappointing or demoralizing. In such situations, the researcher

was considerate and sincere in addressing their emotional state and acted

accordingly. Likewise, this study was qualitative in form and it needed a series of

iinterviews. Since the setting had difficulty in accessing internet, face to face

interview and discussion was employed. Yet, due to the pandemic, minimum

health standard protocols such as wearing of face mask, face shield, and one-

meter social distancing were strictly observed. Furthermore, when we speak of

 52

benefits, the results, discussions, and findings from this study may also spark

evidence-based information which can be used by policy makers, school

administrators, and teachers. School administrators as well may find this study as

a reference material in making productivity improvement of the school. Likewise,

scholars and future researchers can benefit from this research as a way of

providing them ideas for their future research endeavours.

Privacy and confidentiality of Information warrants the research subjects’

assurance that any information generated through the means of the conduct of the

study would not be disclosed as a sign of respect to the research subjects’

autonomy. The study observed the Data Privacy Act of 2002 to assure that the

data cannot be traced back to their real sources to protect their identities.

Pseudonyms were utilized to protect the identity of the participants in any printed

materials. There was no mention of the actual name of the participants. Besides,

there was proper safekeeping and disposal of data during and after the completion

of the study. Moreover, the responses of the learners and parents were kept with

confidentiality. Divulging information about the result is a violation of ethics of

research. In presenting the results, the researcher refrained from revealing the

names of the participants. In cases where participants opted to withdraw their

statements, or their participation from the study, the researcher would readily allow

the request. The researcher was conscientious in asking questions and using

language that would be fair and free of bias. The researcher was also compelled

to orient her research assistants, documenters, transcribers on the terms and

conditions of privacy and confidentiality observed in this study.

 53

Justice is explained as the ethical obligation on the distribution of the

benefits and burdens of research fairly. In this study, the participants were selected

purposely and with fairness. There were six Ata-Manobo students and six Ata-

Manobo parents of Paradise Embac National High School deliberately selected to

participate in this study. To compensate for the time spent during data gathering,

the researcher gave tokens of appreciation to all participants. Additionally, results

and discussions of the study can be used by policy makers, school administrators,

teachers, and future researchers.

Transparency is the responsibility of the researcher to make data, analysis,

methods, and interpretive choices underlying their claims visible in a way that allow

others to evaluate them. Similarly, in this research, the researcher ensured the

proper implementation of the methods used in the study. That was processed

efficiently. All the necessary data or information were provided by the researcher

to support the data analysis and interpretation and made sure that the readers

could access those pieces of information. Also, the findings of the study were

discussed comprehensively especially that it may have an effect on the

presentation of the results to give importance to transparency. Further, the

researcher described the level of her involvement and how she maintained

objectivity in analyzing the data and presenting the results of the study.

Qualification of Researcher. The researcher has the bachelor’s degree

major in Social Studies and currently she is undergoing her master’s degree in

teaching the said subject. She has an experience in doing research and good

understanding in research methodologies. She has also attended trainings and

 54

seminars in doing research. In the conduct of this study, the researcher had the

assistance and guidance of her research adviser who is also proficient and

experienced. Further, she was guided by this expert to implement the method

properly to be able to gather the needed data for the intended purpose. She was

abetted in the entire research process.

Adequacy of Facilities indicates the availability, accessibility and

appropriateness of facilities. In this setting, the researcher gathered the

participants for the focus group discussion and in- depth interview in their tribal hall

situated at Barangay Paradise Embac Paquibato District, Davao City. The

researcher ensured the availability and accessibility of the needed facilities in this

study. Also, she found ways to gather relevant sources about her study if library

and internet connections were not possible in the area. Additionally, audio

recorders, camera, and other materials needed were available. Finally, the group

of experts who would provide valuable feedback and suggestions were identified

to help the researcher in conducting the study and communicating results.

Community Involvement is a process of inclusive participation that supports

mutual respect of values, strategies, and actions for authentic partnership of

people affiliated with or self-identified by geographic proximity, special interest, or

similar situation. The researcher made certain that all times she would respect for

local traditions and culture of the participants. The researcher ensured that the

participants and the public were aware of the purpose of her study, the stances

which include what to observe and how to observe, the importance of keeping field

notes and consent are all in place prior to the conduct of the study (McLeod &
 55

Thomson, 2009). She emphasized that the recording of any form would not be

used for exploitation and it would not place them at undue risk. Respect became

pivotal during the data gathering. The researcher communicated in clear and

appropriate language to guarantee a smooth interaction and avoid potential issues

that would arise according to Nowell, Norris, White, and Moules (2017).

Role of the Researcher

The role of the researcher in the qualitative data gathering is to attempt to

access the thoughts and feelings of the study participants. This is not an easy task

as it involves asking people to talk about things that may be very personal to them.

Sometimes the experiences being explored are fresh in the participants’ mind,

whereas on other occasions reliving past experiences may be difficult.

As an interviewer and recorder, I met the participants personally, asked

exact questions which were open-ended to encourage them to give long

elaborated answers which were recorded on tape. The participants’ body

expressions and the atmosphere during the interview were noted. Part of the work

of a recorder was to secure transcription of the recordings by assisting personnel.

As a documenter, I performed the coding, analyzing and verifying of the

data. In coding and analyzing the data, the researcher used her personal

knowledge and experiences as tools to make sense of the material (McCracken,

1988). The data collected from learners were validated by information gathered

from teachers’ responses.

 56

Finally, reporting covers the part of the research process where the

researcher wrote a report to present the findings. Interpretations of the responses

were presented following the standard writing style of a phenomenological

research and specific devices to reveal the participants lived experiences.

Data Collection

In the gathering of data, the following steps were carried out. First, the

researcher sought endorsement from the Dean of Graduate School. Permission

letter was sent to the National Commission for the Indigenous Peoples and to the

community leader. Individual letter was submitted to the participants on their

respective residence. Written communication was also submitted to the Office of

the Division Superintendent requesting permission to conduct the study.

Subsequently, a letter to inform the school heads was made with the attached

approval of the Schools Division Superintendent. The collection of qualitative data

was done through an in-depth interview (IDI). During the conduct of interview and

focused group discussion with the participants, proper protocols to avoid the Covid

19 pandemic were strictly observed as instructed by the Inter-Agency Task Force

(IATF). The health protocols included social distancing, wearing of face mask and

face shield and washing of hands. During IDI, three main questions were raised;

these were (1) challenges; (2) the coping strategies Ata Manobo Learners and (3)

the insights learned by Ata Manobo Learners in New Normal Teaching Modality. I

performed interview, observation, document analysis, and prepared other feasible

 57

materials that were related to the study. Further, all interviews were audio-taped

and transcribed verbatim.

Data Analysis

For this study, thematic data analysis was used in order to find patterns of

meaning across the data. The process involves analyzing transcripts to identify

themes from the gathered data from an interview transcript Nowell, Norris, White,

and Moules (2017).

The first step in thematic analysis involves becoming immersed in the data

through reading and re-reading the interview transcriptions to obtain an

understanding of the data and a general picture of what is going on in the study

(Hancock et al., 2009). When reading the transcripts, I made memo notes of my

first impressions of the data.

The second step was the coding of the data. Coding is the process of

identifying and labeling key ideas in the data that may lead to answering the

research questions. Initial codes are generated in the process of reading and re-

reading the transcripts. This is usually known as open coding. In this process, the

researcher summarizes each unit by making sense of it in a few words, on a line-

by-line basis (Hancock et al., 2009).

The next step involves searching for categories. After generating codes, I

created clusters or groups of codes (ideas that are related) to form categories. I

grouped the categories to form themes that provided answers to the questions.
 58

The responses recorded were assumed to be each studied distinctly in order to

gain a fuller understanding of the concept human dignity. Data that had been

collected through document analysis were examined and themes were developed.

Data collected through interviews were transcribed. Transcripts were typed and

coded. Themes were also developed from interviews.

Document analysis - The themes were developed from the data collected

through document analysis: these include how Ata Manobo learners were engaged

in the new learning modalities by recording their specific experiences, challenges

and insights and putting together under proper heading the statements with

common contents and ideas.

To ensure anonymity and confidentiality of the institution, the school was

given pseudonym. Through the perusal of documents received from the school,

appropriate information was gathered.

Trustworthiness of the Data

Qualitative research requires an appraisal of the rigour, or trustworthiness

of the study and these are the following;

Credibility is to show confident the qualitative researcher is in the truth of

the research study finding. First thing to achieve credibility of the study is to anchor

to emerging theory (McKenna, 1997). This study is sought through the lens of the

constructivist theory of Vygotsky (1962) and behaviouristic theory of Watson

(1913). Another well-established process which phenomenological research

 59

method gains credibility is by consulting the interview guide question to identified

experts who will help determine the most appropriate interview question to be

given to the participants. Lastly, to ensure credibility, I guaranteed prolonged

engagement, persistent observation, and triangulation. In prolonged engagement,

investing sufficient time to become familiar with the setting and context was

needed to test for misinformation, to build trust, and to get to know the data to get

rich data. In persistent observation, I identified those characteristics and elements

which were most relevant to the problem or issue under study, on which I focused

in detail. In triangulation, I gathered separate information from parents to validate

responses gathered from learners.

Transferability is how the qualitative research demonstrates that the

research findings are applicable to another context. As the researcher, I would

ensure that sufficient contextual information about the study was well provided for

the readers to be able to make transfer. I ascertained that there was thick

description of the findings of the study not only describing the specific behavior

and experiences of the participants but also showed how these findings would be

applied to different related context and perspective of different readers.

Lastly, dependability and confirmability is the degree of neutrality in the

research findings and transparently describing the research steps taken from the

start of a research project to the development and reporting of the findings. The

records of the research path were kept throughout the study. As the researcher, I

ensured that the research findings were based on the participants’ actual

responses from the research questions and not from any potential bias or personal
 60

motivations by the research. As the researcher of this study, I was responsible for

providing a complete set of notes such as raw data, analysis notes, coding notes,

process notes, and report on decisions made during the research process,

research team meetings, reflective thoughts, sampling, research materials

adopted, emergence of the findings and information about the data management.

This enables the transparency of the research path.

 61

CHAPTER 3

Results and Discussion

This section presents the results of the study and the discussion of the

findings about the challenges of Ata- Manobo students in the new normal teaching

modalities. Based on the methodology, the collected data from the individual

interviews were analyzed and supported with a focus group discussion to identify

the concepts. Evidences from each participant in every case were summarized

and coded under broad thematic headings, and then summarized with themes

across cases with a brief citation of the primary evidence. Themes were compared

across cases for similarities and differences.

Challenges of the Ata- Manobo Students in the New Normal Teaching

Modalities

After a careful analysis of the responses of the participants in the in-depth

interview and focus- group discussion: two (2) essential themes emerged: These

were struggles in understanding modular lessons and in doing self- learning with

two (2) sub-themes the problems on comprehending words and meaning and

difficulty in learning without a teacher and the second major theme is the absence

of gadgets and resources to aid in learning with two (2) sub-themes such as no

smartphones to use in researching and no electricity to aid in learning.

 62

Challenges of Ata- Manobo

Students in the New Normal
Teaching Modalities

Struggles in Absence of
understanding Gadgets and
modular lessons Resources to
and in doing self- Aid Learning
learning

Problems No
Difficulty in No Smart Electricity
on phones to
Learning to Aid
Compre Use in
Without a Learning
hending Teacher Resear
Words ching
and
Meaning

Figure 1. Emerging Themes Describing the Challenges of Ata- Manobo

Students in the New Normal Teaching Modalities
 63

Struggles in understanding modular lessons and in doing self- learning

The first theme that was generated based on the experiences and

challenges shared by the Ata- Manobo Students in the new normal teaching

modalities is struggle in understanding modular lessons and in doing self- learning.

Modular- based learning is a new delivery mode used by most of the schools in

the Department of Education. This is in consonance to the desire of the

government to continue the learning of the students despite the pandemic and the

use of the self-learning modules is deemed appropriate to students in the far- flung

areas. The participants illustrate that learning through the modules is challenging

since they encountered problems in comprehending words and meaning.

Likewise, when we say, self- learning it means having the control of their own

learning and at the same time assessing their own learning. It is said that it is best

for students to acquire independent learning. However, this is noted as a challenge

to the participants especially that they are not accustomed to learning without a

teacher and faced with inexplicable topics.

Problems on Comprehending Words and Meaning. This sub-theme unveils

that participants have difficulty in comprehending particularly the English language.

In the secondary education, English and Filipino are the primary medium of

instruction and both are considered important languages which could lead to more

economic opportunities to students in the future. These languages are expected to

be easily grasped by students. However, in this study, the participants had

experienced difficulty in understanding the language. This could be attested by one

of the participants during the in-depth interview who directly stated that,
 64

“Like nay usahay sa module ma’am nay uban laglom

kayo lisod kayo sabton mao ng lain kayo lahi ra jud nga
nay maestra sa atubangan kay usahay
makapangutana man ka “ma’am unsaon ni ma’am”
pero kung walay teacher kinahanglan jud nimo sabton,
balik-balikon nimo ug basa kay nay uban bisan unsaon
na nimo ug basa dili gihapon ka kasabot.” (Like there
are times in the modules, we encounter unfamiliar
words which are very challenging to fathom. That is
why it is very distressing. It is really different if there is
a teacher to be asked. Ma’am, how to do this? Since
there is no teacher, we really have to comprehend it,
read it several times. However, there are certainly
words which are unfathomable despite reading it many
times.) IDI- P1-L81-111

In this response, it could be inferred that there are words and expressions

which are unfamiliar and are beyond their prior knowledge. When it comes to

answering the modules with vast concepts, the participant asserted that she has

to read it numerous times to gain more accurate meanings and answers to the

modules. They admitted that they have difficulty in extracting meaning from the

text or passages presented in the modules. Their knowledge on words and

meaning is limited.

This is true to some researches for instance the work of Leano and Rabi

(2019) who posit that indigenous learners have insufficiencies in learning the

language which generate troubles with understanding and interacting. Moreover,

indigenous learners who are confronted with language complication in English or

Filipino may have problem in processing information, difficulty in sustaining one’s

span of attention and struggles in focusing during instructions. Many of the

indigenous students have struggles on comprehension which gives serious strain

to them on learning the subjects. They lack the ability to understand, interpret,
 65

analyze and infer written information. These different experiences and challenges

are also affirmed by the statements of another participant who shared similar

experience.

“Sa module naa pud times dili pud ko kasabot bisan pa

balik-balikon nako basa sa modules kay lahi ra pud kay
sauna maexplain man jud ug tarong karon kay
basahon man jud nimo unya dili na maexplain sa
imoha kana lang ma’am.” (In the module, there are
times that I do not understand although I read it
numerous times. It is indeed different because before
it could be explained thoroughly unlike now that you
need to read because it could not be explained to you,
that’s it, ma’am.) IDI- P4-L158-184

It can be surmised from the response of another participant that she has a

dilemma in comprehending concepts and instructions even if she reads it several

times compared to her experience in a face-to-face instruction. She just relied on

her teacher’s explanations before. Students are accustomed to learning new

words with a teacher who could readily give them the explanation and specific

meaning of the unfamiliar words encountered. They are familiar with having the

guidance of the teacher in answering various class activities. The same challenge

is shared by IDI Participant wherein finding the meaning of the word is becoming

more difficult. She mentioned,

“Ako ang problema nga nasinatian sa pagtuon sa klase

kay usahay maglisod ug sabot kay nay uban nga
English or tagalog laglom na kayo unya lisod na kayo
siya sabton. Usahay kung iresearch pa jud kay dili pa
jud mao ang mugawas.” (The problem I experienced in
learning is sometimes I struggle to comprehend since
there are English or Tagalog terms which are profound
and are difficult to understand. Sometimes, when I
research, those found are not the accurate ones.) IDI-
P5-L67-94
 66

Based on the experience of the Participant, it could be noted that the

dilemma arises since they have inadequacies in learning English. The students

have less exposure on learning words. They have encountered words which are

unfamiliar to them. They admit that they have poor vocabulary since they are not

into reading, aside from the fact thay they have less time in studying since they

have to spend more time helping their parents in the farm or doing household

chores. Another reason is their dependence on learning with a teacher.

According to San Jose (2013) lack of confidence, limited proficiency and

poor comprehension were also noted as having correlation in learning the target

language which is generally a barrier to comprehension and understanding of the

language. Thus, the students must also exhaust some means to help themselves

understand the language used in the self-learning modules. They could utilize any

resources available to help themselves in doing and understanding the modules.

Similarly, Reading Rockets (2020) pointed out that students struggle

because they received inadequate reading instruction. They lack reading

strategies that would help them analyze and interpret meanings hidden in the text.

They have no enough abilities to draw out meanings from the text read. Sanford

(2015) also articulated that due to students’ limited vocabulary and background

knowledge, they have lower levels of reading comprehension. Knowledge on

words is one of the foundations in figuring out meanings of sentences and any

reading passages. In this study, the participants believe that they have inadequate

learning who further said:

“Ang mga kasinatian nga nitatak ug dili jud nako

makalimtan mao ang pag answer sa module nga
 67

gamay ra kayo ko ug nasabtan. Mao ng dili malikayan

nga nay ubang bahin sa module nga dili nako
maansweran tungod kay nalibog ko ug wala ko
makasabot. Mao lang akong makaya ug sabot mao
lang pud ang akong kaya nga maansweran.” (The
experience that remains and is considered
unforgettable to me is that I am learning less. That is
why it is inevitable that other activities in the modules
would not be answered. Only those which I can grasp,
I answer.) IDI- P6-L1-31

The Participant voiced out that there are certain tasks or parts of the

modules which are left unanswered. It is inevitable for her to do it since she has

difficulty in grasping it. The situation is disparate from face- to- face instruction that

they could ask some clarifications to the other students and teacher. When

confronted with difficult concepts, they opt to skip answering it since they have no

one to ask to and they also lack the resources at home which might aid them in

learning. Hence, they consider that the learning experience in the modular method

is ineffective and unsatisfactory.

According to Fernando (2020), modular learning is challenging because

learners are required to read and reread. There are instructions or explanation

written which pose tremendous difficulty to students so they may opt not to answer

them. It can be said that in a learning process which involves only less engagement

and supervision from teachers, students certainly encounter struggles in grasping

the concepts and skills. The effect has been devastating. This experience is also

admitted by one of the participants during the focus group discussion where she

articulated that,

“…mas maayo jud tong face to face kay naa jud

maestra nga makaexplain sa ilaha unsaon nila ma’am
nga makasabot sila. Makapasabot sa ila sa meaning
 68

ug unsaon pag answer.” (...it is preferable to have face-

to-face because there is a teacher who could explain it
to them. Lead them to understanding and facilitate on
how to do it.) FGD- P2-L192-208

Based on the response, it could be deduced that their efforts to grasp words

are so exhausting, and that they have no resources left for comprehension. It could

be that the participants have poor background knowledge and have less exposure

in reading. It is stressed that most indigenous students lack resources in learning,

give less emphasis on education and prefer to spend the hours of the day helping

the family in the farm. Therefore, developing strategies for them to learn on their

own has been given less priority.

This is true to the statement of Mason (2012) emphasizing that explicit

instruction contributes significantly to children’s reading comprehension growth,

especially in the early grades. For example, explicitly teaching children

comprehension strategies leads to stronger reading comprehension and

proficiency. Similarly, Kendeou, Papadopoulos, and Spanoudis (2015) highlight

that children’s spoken language skills provide a foundation for proficient reading

comprehension but, in the absence of effective instruction, developing proficient

literacy is not sufficient. The same dilemma is encountered by another Participant

during focus group discussion who said that:

“Actual na nasinati sa kato nga PE nga giingon ni

Datu.Sa tinood lang man gud sa PE bisan ang bata
maglisod siya ug sabot kay naa man jud sila certain
minute sa exercise tapos iresearch man pud nako siya
daghan manggawas dili jud siya accurate sa
gipangutana didto…(In my actual experience as
mentioned by the Datu, even in P.E. they have struggle
in understanding it because there are certain
incomprehensible exercises which could not be
 69

researched online, otherwise information given are the

irrelevant ones.) FGD- P5-L90-111

Conclusively, the participants’ issue on comprehension leads to a more

serious dilemma which is the difficulty in understanding the lessons and choosing

not to complete the tasks presented in the modules. They could not connect

individual sentences or pragraphs to make sense of what they have read.

Sometimes they lose interest in reading and might give up. They have struggle

understanding vocabulary, inferencing, verbal reasoning, and oral expression.

Comprehension is a cognitive process that the reader executes in decoding

the information using bottom-up, top-down, or interactive model (Azar, Vahedi, &

Seyyedrezaie, 2014). However, this skill is thought to be a never-ending issue for

the indigenous pupils as they were having a problem in conceptualizing the

information taught in class. Most of them are living in a rural area and not exposed

to the outside world, which leads to poor language proficiency. Given this premise,

teachers have to endow students with several reading strategies that would help

them improve their comprehension skill.

In a reading comprehension process, constructivists stress on teachers’

supportive roles to encourage the build of concept, values, activate schemata and

to encourage students’ active participation in high cognitive level activities. These

high cognitive level activities, for instance are problem solving, deep

understanding, and metacognition. Similarly, the importance of reading

comprehension must not be taken for granted as Minoza and Montero (2019)

opined that reading comprehension is closely related to achievement, the

achievement gap among students can be addressed when a gap in reading

 70

proficiency is resolved.

Difficulty in Learning without a Teacher. It has been perennial that students

learn with the guidance and engagement of a teacher. Conversely, the new

modality brings tremor to the participants since they have to learn and answer their

modules on their own. Given the fact that teachers in the new normal are expected

to monitor and constantly communicate to students about their learning. However,

it could not be denied that not everytime that students provide queries to teachers,

the latter could immediately respond to them or do home visits. This scenario

compels students to learn by themselves. In this study, the participants expressed

that they are perplexed on where to seek help about this difficulty.

“Mga lisod na kasinatian sa modular lisod kaayo na

walay teacher. Usahay nay word sa module lisod
sabton unya maglibog ka kung asa ka mudagan para
mangutana syempre layo man ang maestra lahi ra
gyud ma’am kung naay teacher magexplain gyud sa
imong atubangan or kana rang imong giresearch mas
nindot man ng nay moexplain kaysa imo rang basahon
nga ikaw ikaw lang kay nay usahay nga nay mga word
nga bisan na murag laglom na gyud kayo kay dili na
gyud nimo masabtan mao ng lisod nga nay uban word
nga dili ka kasabot.”(The terrible experience I
encountered in the modular is learning without a
teacher. When I came across unfamiliar words in the
module, arduous to comprehend, then I was perplexed
where to go and ask since the teacher is away from us.
It is really different learning with a teacher who
explains, or elucidates the concepts researched, than
reading it by yourself. There are words sometimes
which are really deep and incomprehensible.) IDI -P1-
L113-167

Participant clearly uttered that teachers are adept with skills which could

help students ease in learning. Teachers could transfer effective learning. One

cannot simply instruct students to complete certain tasks and be fruitful without the
 71

guidance of the teacher. The teachers have the ability to provide thorough

clarifications and make learning easy for students. Despite the fact, that the

internet could provide meanings, true learning is barely experienced without the

teacher. When learning happens in the classroom, several techniques are utilized

by the teachers to ensure effective instruction.

This is true to the statement of Beale (2019) that it is more effective if

students are provided with instruction and guidance on effective methods of

independent learning such as collaborative group discussions, revision

techniques, operative note-taking, and methods of reading which usually exist in

the classroom setting. Aside from the presence of the teachers in class, the

participants are more interested to learn with comrades who could be their

classmates whom they can share ideas with. In addition, Purandina and Winaya

(2020) emphasize that although the Covid- 19 pandemic limits space, teachers still

have to rise. Teachers have to make themselves available to students. They have

to exert more effort to communicate with students and facilitate them in their

learning. Another IDI Participant affirmed the difficulty of having less engagement

of teacher who mentioned that,

“Para sa akoa ma’am ang kalisod jud nga akong

nasinatian as a Grade 11 lisod na jud kayo amoa
ma’am kailangan jud nay teacher gaexplain jud kung
unsay boot ipasabot ana kay dili man gud tanan sa
among module naa sa google ma’am naa jud personal
nga kailangan jud ipangutana jud sa teacher. “(For me
ma’am, it is really challenging, as a Grade 11 student,
we truly need a teacher who would explain because not
everything could be found in google. There are queries
have to be directly asked to the teacher.) IDI -P3-L142-
174
 72

Based on the response of Participant, teachers must be accessible to

students even in the modular – based learning. In the new normal, teachers must

be available at all times even though they are working at home. Although, it is a bit

burden for the teachers, they need to be available online at all times in case of

queries from the students and parents. For an instance that students have less

accessibility of internet, the teachers have to seek ways to communicate students

and respond to their learning needs. They must ensure that students’ queries are

responded and that learning really exists. As Tarek (2016) emphasized that since

distance learning entails high level of interaction between the teacher and

students, the teacher must meet the learning problems that students might

encounter taking into account the individual needs of the students in terms of their

learning styles. In this circumstance, added by another Participant who pointed out

that it is not effective to learn without a teacher. Participant uttered that,

“Ang problema nga nasinati nako karon sa pagtuon sa

klase mao ang kulang jud siya sa pag explain, labi na
ng nay kalibog wala koy kapangutan-an kung unsaon
isip usa ka studyante nanginahanglan jud me ug
saktong pagtudlo ug pormal nga pagskwela aron naa
me matun-an.” (The hurdle I am confronted with in this
new mode is the lack of details from teacher mostly
when defied with confusions, there is no one to ask on
how to do it. As a student, we need sufficient and
effective teaching to learn.) IDI -P6-L58-84

Participant obviously agreed that there is no true learning without a teacher

particularly to the indigenous students who are accustomed to having the guidance

of teachers to learn. They are sometimes confounded with difficult ideas, which

need formal instruction from the teachers. More so, they have trouble to be

independent as they have not learned the skill, the strategies and the confidence
 73

yet. Aside from these, they also have no enough resources or any learning

materials which could replace teachers as they proceed to learning.

This contradicts to the findings of the study of Nardo (2017) in which it is

pointed out that using modules for instruction helps in the acquisition of learning

skills among students. Students engage themselves in learning concepts

presented in the module. With little or no assistance from the teacher, the learners

progress on their own. In this study, modular learning poses a great challenge to

the participants. For them, more time and preparations are needed for them to

cope with the new modality. Another participant also affirmed that it is difficult to

learn with no teacher particularly if they need explanations or answers to their

queries. Participant avowed,

“Naa siya’y mga pangutana dili nako matubag, for

example naa siya’y mga pangutana nga gikalibogan
niya so usahay makahuna-huna gyud siguro dili lang sa
amo nga ginikanan kung dili sa uban pud na mga
ginikanan mas maayo gyud nga nay maestra nga naa
sa ilang atubangan kung kanusa naa sila’y mga
pangutana matubag dayon.” (They have questions that
I could not answer. Then I would think that maybe other
parents are experiencing like ours so it is really
preferable to have a teacher to give prepared answers
to them.) FGD -P1- L 94-128

Participant clearly postulated that the new learning modality gives a

challenging role to parents. Despite the effort of every parent to provide help to

their children, it is undeniable that problem exists because they lack knowledge. It

is clear that the parents' own lack of training on how to handle distance learning

techniques and materials and the absence of trained personnel who could assist

them are key concerns. Moreover, parents with lower levels of education felt that
 74

they are not able to assist their children in studying specific subjects and in

handling the necessary technology.

This challenge is consistent to the findings on the study of Abuhammad

(2020) who found out that there are barriers to distance learning in parents’

perspective. These barriers could be personal, technical and logistical. Personal

barriers include parents’ lack of training, and support, lack of technical expertise,

and inadequate communication with professionals. Technical barriers mean

insufficient connectivity of internet. As parents cannot be expected to teach

children, as what teachers do, parents have to be responsible for interacting with

teachers, barangay representatives, and other stakeholders to acquire the various

materials and resources needed by the learner and regularly check the child’s

workweek plan. Moreover, parents with lower levels of education felt that they were

not able to assist their children in studying specific subjects and in handling the

necessary technology. FGD Participant added,

“Para nako ma’am lisod jud ma’am ang mga bata karun
murag wala jud sila’y makat-onan ma’am dire na lang
sila nagsalig sa module kami ang mag-answer, wala
pud mi ani wala jud kahibaloan ang mga bata ma’am.
So gwapo jud tong naa sa normal gyud na face to face
na klase kay naa jud sila’y makat-onan sa ilang
pagtudlo. Ma’am usahay dili ko kasabot sa ilang
module. Lahi gyud kung nay maestra para makatudlo,
makatabang sa ilaha. Mas maayo jud ang face to face.”
(For me ma’am, there is no transfer of effective learning
with modular based, they just rely on us to answer the
modules, and we ourselves also do not know about it.
Thus, it is more desirable to adopt face-to-face to
guarantee that they are learning. Sometimes, I do not
understand their module. It is certainly different with a
teacher who could teach them. Face to face is
preferable. ) FGD -P2-L157-201
 75

Obviously, the participant perceives the modular approach as a challenging

one. It is challenging in a sense that they are still learning on how to adjust with it.

Modular-based is beyond their comfort zone. The parents have no background

knowledge about it, since they have not experienced learning or they have not

been to school to learn about it. Therefore, it teaches them to redirect learning and

enables them to be actively engaged in their own learning rather than passively

waiting for their teachers to lead them towards understanding. When confronted

with thought- provoking questions, they just rely on the answers found at the latter

part of the modules.

In addition, the participants cannot expect the parents to help them as how

teachers provide them with learning. Students need someone that could assist

them and help them explain those difficult concepts written in the module. This is

parallel to the statement of Nardo (2017) that since students have varied learning

capacities, teachers who use modules must attend to the different students who

work on varied tasks. Parents provide guidance and support. Monitoring students’

activities can become more purposeful especially with students who need more

guidance and attention. Another participant also affirmed that it is difficult to learn

with no teacher. Participant avowed,

“Lisod sa amoa ma’am. Maglalis pa mi unsay tubag.

Naa pay time nga nay gipabuhat sa PE, wa man jud mi
kabalo. Gitagna tagna nalang namo.” (It is challenging
for us Maam. We argue on the answer. One time there
was a task in P.E. that we really did not know. We just
guess the answers.) FGD –P4-L 36-50
 76

Based on the response of Participant, it could be deduced that when

students are left without the close guidance and facilitation of teachers, they would

become reluctant to do anything related to actual learning. They choose not to do

it, which might lead them to becoming prey to ignorance. Equally, students have to

care about what they are learning and their end purpose, so that they could gain

the motivating spirit and confidence to pursue and finish towards the end. The

participants still need to go back and reflect to their purpose of studying, for them

to be more motivated to pursue learning despite its difficulties.

Lahtinen (2017) highlights that teachers have a high degree of pedagogical

freedom and at the same time a great responsibility to follow those general lines

written in the core curriculum and acts. The pedagogical freedom means that

teachers have freedom to choose their methods to teach and to assess. Teachers

are the number one in school who could greatly influence on student achievement

and research shows that poor- quality teaching disrupts learning and has a

negative impact on students' ability to graduate from school and career-ready.

Incontestably, the participants are still in tremor on the sudden shift of the

teaching modalities. They are having a hard time learning on their own. Aside from

the fact, that they have not developed independent learning yet, they are also

deprived of the resources that could help them as they proceed to learning. This is

supported by (DepEd Order No. 32, s. 2015) that with regard to education in the

Philippines, it is a challenge to serve the IPs in remote areas to cater their needs.

Thus, the Department of Education in the Philippines has recently adopted the

Indigenous Peoples Curriculum Education Framework as a guide for IP educators

 77

in developing “culturally appropriate and responsive” curricula, lesson plans,

instructional materials, and teaching methods. Moreover, teachers must also

adjust to the new normal and make themselves reachable to students. In

Vygotsky’s theory of constructivism, it is apt that teachers take active roles in

helping students making meaning and constructing new knowledge. Teachers

could include real-life examples for the indigenous learners to be more connected

and engaged.

Absence of Gadgets and Resources to Aid Learning.

Even as the Department of Education (DepEd) expands efforts to provide

education through the new teaching modalities such as online learning or modular-

based, students face huge challenges from the lack of gadgets. Still, the lack of

gadgets exists in the modular-based learning since students have to help

themselves in the various difficult concepts written in the modules. They believed

that those unfamilarities would be alleviated through research. However, the

participants lament that they have no cellphone, nor laptops and other resources

to be used in researching and no electricity that would aid them in learning.

No Smartphones to Use in Researching. Smartphones are mobile phones

that have a computer-like function. Understanding the function of smartphones and

other technologies is becoming more and more important in the school and other

areas. Likewise, competing with peers in the 21st-century simply necessitates the

need for technological finesse. In the new teaching modalities, the use of

smartphones has been a necessary to keep communication open between

teachers and students. This is to constantly monitor and update teachers with
 78

students’ progress. More so, to provide immediate responses possible if there are

queries from students. The same as, providing aid for students when they go on

researching difficult ideas and topics. However, in the case of the participants

during the in-depth interview, they shared that this is one of their dilemmas. They

expressed that they could not easily find information related to their modules or

topics due to the lack of smartphones or computer or any gadgets which would aid

them in their learning. This concern is expressed by one of the Participants during

IDI interview who uttered that,

“Challenging kayo ma’am, lisod kayo kay wla ko

cellphone para lang kay usahay na’ay question nga dili
nako matubag dili nako masabtan. Muhiram ko ug
cellphone magresearch.” (It is truly challenging,
ma’am. Challenging, because I have no cellphone,
there are times that questions are incomprehensible, I
borrow a phone to research.) IDI, P3, L33-47

It could be surmised that the Participant is struggling in the new mode of

learning due to paucity in gadgets. They could not help themselves when

confounded with various unfamiliar concepts. It is illustrated that the usage of

electronic gadgets could make tasks more flexible and accessible. Moreover, the

participants could develop independence and enhance their ability to control their

own learning pace with gadgets. Collaboration is easier between students and

teachers given the instructional features most gadgets have that can be utilized for

learning.

This is true to the statement of Sadia (2020) that students who do not own

any gadget will have a more difficult time adjusting to distance learning. The

development of technology should be utilized as well as possible, in which the

 79

students can learn not only on the source of the book, but can use the internet

services and electronic books that can be accessed freely without limit of time and

space. It is supporting the effectiveness and efficiency of the learning process. In

addition, based on SWS, 58% of the students in Mindanao have no devices for

distance learning which include the indigenous learners blossomed in Paquibato

District. The same predicament is shared by another Participant who emphasized,

“Challenging siya ma’am labi pa wala mi cellphone

para makaresearch. Wala mi magamit lain para
makatoon.” (It is indeed effortful, ma’am particularly
that we do not own a cellphone. There is nothing we
can use to research and learn.) IDI, P4, L53-64

It could be assumed that the Participant believes in the necessity of having

a smartphone. This tool supplements the teaching and learning process,

particularly in the new modality in which students and teachers are not contained

in one classroom. They could browse information through this. In addition, students

could barely communicate and ask support from their teachers as they do the tasks

in the modules without a phone. This helpful tool is used to assist the students in

accessing information from the web, transforming it, transferring it, and

collaborating it with other students. Mobile phone technologies are not only used

in communicating with others but are actually computers that are small as well as

portable and students carry this technology wherever they go, therefore these

technologies can be used for learning purposes.

According to Haruna (2016), mobile phones are the most necessary

medium of communication for adolescents. This implies that mobile gadgets can

be an even more significant learning tool today and in the near future. Therefore,
 80

mobile phone technologies can support students in their learning by exploring their

world through these technologies. Jairus (2017) also found out in his study that

mobile phone usage has the significant influence on academic performance

among secondary school students. Technology provides students with easy-to-

access information, accelerated learning, and fun opportunities to practice what

they learn. The absence and importance of smartphone in the modular learning is

further shared by IDI Participant who expressed that,

“Lisoran jud ko gamay ra mi natun na kay nagtoon pa

mi unsaon pagresearch, wala pud mi cellphone ug
computer maam. Lisod and modules.” (It is difficult
ma’am. We are learning less, because we are still
equipping ourselves on how to search online, we also
do not have a cellphone and computer to be used,
ma’am.) IDI, P6, L33-45

Basically, the participant affirmed the struggle that they experience in the

new modality. The consequence of not having the chance of owning a smartphone

has resulted to ineffective learning to students. Another thing also is that they

admitted that they are not endowed with technological skills which will help

themselves do the research. They believe that their learning has been limited only

to the resources around them. Therefore, it has been a disadvantage on their part

that they could not utilize technology to support and enhance their learning, and

would eventually impact their academic performance.

In the statement of Bhati and Gorra (2016) they pointed out that access to

information increases the awareness of students, helps them in increasing thinking

and creativity in learning tasks, provides quick access to subject material and

engages them in adopting strategies which can help them in maximizing the quality
 81

of learning. The process of learning can become very rich if students have access

to latest information on subjects, can analyze the information quickly by

manipulating it on computers or smartphones. Another scenario is also shared by

Participant 1 during the focus group discussion. FGD Participant avowed that it is

a heartbreak desiring to help your kids. However, the participant is hindered by the

truth that they lack gadgets.

“Naa silay mga pangutana nga wala pud me kabalo

unsay tubag or gusto na kayo namo silang tabangan
pero dili namo mabuhat kay wala man pud me grado,
kung magresearch dili man makaresearch among
cellphone.” (They have queries which we also do not
know the answer. We really like to help them, but we
could not because we are also uneducated, if we do
research, our cellphone cannot (referring to a simple
cellphone) FGD, P1, L130-155

Obviously, the Participant agreed that learning in the new normal has

become more difficult due to the fact that they could not easily access knowledge.

They have limited books nor gadgets that would aid them in their learning. This

dilemma that they experience might be minimized with the aid of a smartphone. It

is a fact that smartphones allow them to access supplementary materials for their

lessons. It bridges the gap between quarantine and teaching which gives students

the chance to explore topics which are difficult to comprehend with the use of self-

learning modules alone.

As Ebiye (2015) postulates a smartphone is a smart device used for fast

access to knowledge, geared towards students achieving their teaching and

learning. People around the world have adopted this technology as an important

facility in the everyday life. This tool is considered helpful since this aids students
 82

to communicate teachers and to ask for clarifications. Students have access to

mass information and many perspectives. Consequently, the use of gadgets has

been practically impossible to them and comes with its opportunity costs. FGD

Participant further shared the same experience, where she uttered that,

“Unsaon nila sa ilang mga project bisan inani naga

modular naa man gud kinahanglan nga iresearch nimo
sa internet kay kung dili man gud ka magpalaban ug
internet dili man gud to nimo Makita tong ginapangayo
pud sa question sa module. Maong ako ginadoolan ko
nila manghiram ug cellphone, naga connect ra pud na
sila sa wifi.” (How could they accomplish their projects.
Even it is modular, they are provided with modules there
are still things that they need to browse on the internet
because if you do not utilize the web, you could not find
answers to the questions written in the module. Hence,
they approach me, borrow my phone, or connect to wifi.)
FGD, P6, L200-225

Certainly, the importance of smartphones to students’ learning could not be

undermined. The participants expressed that gadgets or any other learning

resources would give them hope and interest towards pursuing education. It

provides them with the necessary ideas and information needed as they do the

tasks presented in the modules. This implies that the use of smartphones drives

students to be more engaged in learner-centered participation learning. The

smartphone has also made students’ lives easier, as they can access their school

information on the gadget through electronic learning (e-learning), and mobile

learning (m-learning).

Furthermore, Mokoena (2012) postulated that the use of smartphones by

students improves collaborative learning through its connection to the internet.

This is a vivid indication on numerous supports that smartphones have brought to

 83

the students; it advances their understanding by increasing academic

performance, social media participation and information sharing; it helps their

social skills by giving them opportunities to seek academic assistance and support,

and many more. This offers an edge over the traditional platform for learning and

teaching, which deals with books and chalkboards behind the four walls of

education institutions. Participant also shared that,

“Lisod pud gyud ma’am kay pareha sa iyang gisulti

walay madoolan nga teacher unya kay wala man mi
cellphone o computer para makaresearch.” (It is truly
difficult ma’am just like what she (referring to another
participant) said, it is not easy to communicate with
teacher, then, we have no cellphone or computer to be
used for research.) FGD, P6, L67-82

Obviously, it could be inferred that smartphones bring a huge help in

distance education. It increases students’ learning, social interactions,

collaborative learning, and socialization. It allows the participants to access

information and comprehend difficult concepts. Smartphones support students’

learning activities in myriads of ways such as downloading of study materials,

recording of live lectures, accessing lecture slides at a convenient time, aiding in

research work and doing assignments.

In conclusion, the use of smartphone is necessary for students as it helps

them find information which would lead them to understanding the ideas in the

modules. Similarly, the use of smartphone has made students’ lives easier, as

they can access their school information on the gadget through electronic

learning and mobile learning. Smartphones have made learning more flexible,

easy and have helped to reduce the ultimate inherent conventional classroom
 84

learning. For instance, a smartphone makes it possible for students to access

educational materials at anytime, anywhere and it is highly cost-effective since

this opportunity is just a function of smartphones. Jung (2014) also brought to

bear that smartphone users are able to download recorded online lectures, and

electronic books to enhance learning. They support learning either offline or

online. When we say offline access, it enables students to store any form of

learning materials such as pdf, powerpoint, word, excel, pictures, animations,

symbols; irrespective of the geographical location, whether they are located in

the rural or urban areas. Ifeanyi and Chukwuere (2018) claimed that students

use smartphones to explain the facts, illustrations, and concepts.

On the contrary, the lack of access to educational technologies and

innovations continues to be a challenge with novel educational technologies.

Technology has become an integral part of distance learning and the incorporation

of the appropriate method has a direct impact on the success of the delivery. While

distance education is the only practical means of reaching some target groups, the

medium has traditionally consisted of print-based material. These traditional

methods were not always able to provide the accessibility, interaction and support

necessary for a tribal student success (Kan, 2012). It is the internet, some studies

suggest, that serves as one of the best tools for exposing students to a broad set

of information and experiences that can become central to their education,

socialization, and future employment. Internet provision has been statistically

correlated with higher rates of school completion, higher rates of literacy, trade

openness, and even income. This makes the internet one of the key tools in
 85

bridging a “digital divide” between rich and poor as it integrates students into a

global culture and can also mobilize civic participation and deliberative democracy.

In this manner, relating to constructivism, the usage of smartphone aids students

to construct knowledge rather than passively take in information.

No Electricity to Aid in Learning. The lack of electricity at schools and home

is unfortunate, because of the multiple services it can provide to students. In fact,

researches reveal that electricity allows the access of students to lighting,

communication, as well as a variety of educational delivery opportunities

(Goodwin, 2013). Without electricity, students are not able to connect to the

internet to research what activities or materials are available online. They also

cannot access online resources, such as videos and other multimedia sources as

valuable methods for learning. They are often forced to seek other sources outside

their houses in order to have enough light to complete their schoolwork. In the

conduct of the study, the participants revealed that they lack the electricity to aid

in their learning. The Participant shared that it is burdensome to study when she

wants to do research, yet she has to charge her phone to her neighbours.

“Usahay maglisod ug answer, lisod siya sa question

gani labi na ug lowbat ang cellphone kinahanglan pa
jud mag charge layo baryo ug magload para
makaresearch ka.” (It is sometimes arduous to answer
the questions particularly if the cellphone has low
battery; then, I have to ask from the other part of the
barangay to charge my phone. I also have to buy load
to do the research.) IDI, P2, L69-83

It could be assumed that the Participant has no access to electricity and this

poses a great concern in her part. Her access to knowledge and skills is limited

given the fact that she wants to browse the internet for some information; however,
 86

her action is restricted. The participant has greater difficulty to access online

sources, or other learning materials available online. This also implies limited

working hours to study and complete the assignments since during daytime, they

have to spend their hours working in the farm or do the chores at home and at

night they have the struggle to study because of the absence of electricity.

Hasheem (2013) explicates that the lack of access to many necessities

caused by energy poverty is a major problem. Children are oftentimes forced to

collect firewood or clean water for cooking, heating, and drinking instead of

attending to classes, preparing for an exam, or completing assignments. Education

is hampered. Furthermore, energy access has real implications for educational

attainment across the continent. Heavy loads are carried away or set with the help

of electricity. It does not only attract students and enhance their learning

experience; it can also enhance retention and lead to better teacher training.

Another Participant also affirmed that it is never easy to study in the new normal

with no electricity to aid in learning. She encountered inexplicable topics and ideas

with no further information that could be found to supplement her learning who

admitted that,

“Katong kami-kami nagtinabangay me ug answer kung

unsay dapat buhaton nagtinabangay me kay dili man
mi makaresearch, maglisod mi pangita ug tubag,
makahiram unta mi ug cellphone pero kelangan pa mi
mangita ug kachargan-Maglisod pa jud mi ug answer
sa gabii. Sa buntag paspasan namo kay motrabaho pa
mam mi sa bukid.” (In our case, we collaborate with
each other. We help each other on what to do because
we cannot do research. It is hard for us to find answers.
We could borrow a cellphone, yet we still need to seek
areas where to charge. It is hard for us the answer in
the evening so we have to answer it in the morning
 87

quickly, because we also have to go to the farm.) IDI,

P4, L1-36

Based on the response of the Participant, the lack of electricity is making

their experience in the new normal more difficult. It has resulted great impact to

the other indigenous learners. There are times that they could not answer their

modules in the evening which is supposedly the time of the day that they are more

available for the module, because at daytime they are supposed to be in the farm.

If they choose to go to the other part of the barangay for some electricity, then it

would be more challenging for them particularly going out at night. Sometimes,

they have to hurry their work in the farm or set aside chores at home, to give time

doing the modules at daytime.

This is consistent to UNDESA (2014) which points out that access to

electricity can impact education in various ways. For one, it extends teaching and

studying hours either in the morning and/or in the evening, provides access to

better learning tools such as computers and televisions, causes less truancy and

higher enrolment and completion rates, and enhances other social and economic

developments, such as health and sanitation. Energy services are important in

ensuring a satisfactory quality of life for people and students and promoting

economic development. The same concern is shared by IDI Participant who

mentioned that:

“Challenging siya ma’am ug enjoy pud siya. Kanang

moadto ko sa balay sa akong classmates, makigamit
sa iyang cellphone ug makisaksak. basin naay
instructions si maam. Makiresearch pud ko sa akong
classmates. (It is challenging and at the same time
enjoyable. Especially when I have to collaborate with
 88

my classmate, ask to use her cellphone or charge my

cellphone expecting for some instructions given by the
teacher. I go to my classmate’s house to charge my
phone.) IDI, P5, L46-70

Based on the response of the Participant, it could be inferred that the

students seek for ways to suffice their resources for their learning, despite from not

having the electricity to aid in their learning. It must not be undermined that

electricity is essential for it is a channel which helps students to get more content

and knowledge. Without it, education infrastructure is affected, integration of

modern resources and internet access is obstructed. Therefore, electricity plays

an important role as it enhances students’ learning. It has a very essential part in

the students’ learning.

Consequently, in the Philippines those who lack access to electricity are in

an even more disadvantaged position (Valerio, 2014). Many studies support that

electricity can increase educational attainment by reducing the amount of manual

labor needed in the home or by extending the number of daylight hours allowing

for more time to study. Energy poverty greatly reduces teaching resources and

classroom materials. Access to electricity in education facilities increases the time

students spend at school and improves children’s and teachers’ experience. The

same dilemma is shared by the Participant in the focus group discussion. She

affirmed that,

“Makita namo among anak nga nagapaningkamot,

pero maglisod na siya ug study sa gabii kay wala man
mi kuryente. Usahay mopasa nalang na siya walay
answers. Usahay pud moadto na siya sa hayag
mabuhat iyang modules. Usahay moadto na siya sa
iyang classmate para nay mapangutan an.” (We could
see that our child is trying her best. However, she has
 89

difficulty in studying at night due to lack of electricity.

Sometimes she submits the modules with no answers.
Sometimes, she tries her best to do the modules in
daytime. Sometimes, she goes to her classmate to
ask.) FGD, P1, L48-79

The participant confirmed that the absence of electricity at home is one of

the major concerns that they have to deal with in the new normal. Despite the fact,

that they have been accustomed to living with no access to electricity. However,

this time is a pressing concern since they are at home and they could not go to

school to do the assignments or other related tasks. The use of electricity this time

is becoming more important since they have to research and download related

learning materials. They have to communicate with teachers and classmates for

some queries and updates. Unlike before that they could do school- related tasks

in school, where electricity is accessible.

UNDESA (2014) highlights that electricity has a major impact in education.

It leads to less truancy and absenteeism, higher enrolment rates, graduation and

completion rates, and achievement rate. Undeniably, in the Philippines, there is a

struggle to provide the people with sustainable electricity, particularly in rural

areas. Few rural areas have not been given access to electricity. Generally, it

allows the access of lower-income people to lighting, communication, and a variety

of educational delivery opportunities more so in reducing illiteracy and improving

the quality of education. However, the participant in the scenario has limited

access to it who shared.

“Ako isip ginikanan, malooy ko sa akong anak, ilabi na

usahay maam na kelangan pa niya moadto sa baryo
para makastudy, adto siya sa balay sa iyang classmate.
Mangita siya asa siya pwede makaavail ug kuryente.”
 90

(As a parent, I feel pity to my child. Especially

sometimes that she has to go to the barrio to study. She
goes to her classmate’s residence. She asks someone
where she could avail the electrity.) FGD, P4, L52-67

Obviously, the participant is frustrated with their experience in the new

modality. The level of their students’ learning is weak as they could not access

communication and the internet. There is no electricity nor technology that could

help them to become more engaged and empowered learners. They are

sometimes left in the corner helpless from the fact that electricity is not available

within their reach. These students could not access online resources to research

information valuable to their learning, or have online-based learning from home

during emergencies. Moreover, the experience of having to go out, particularly at

night is unsafe.

UNESCO (2020) supports the idea of the importance of electricity. They

highlight that every child must have the opportunity to gain information through

different media as to widen their scope of knowledge. Closing them off from

electricity, is like closing them off from the infinite possibilities of convenient

learning. In many developing countries, the majority of social institutions in rural

areas do not have access to electricity, which leads to inferior education services

in comparison to electrified institutions. Harman (2018) highlights that electricity

results to improved conditions for reading and studying of school children. If

schools have access to electricity, classes for children or adults can take place

even in the evening hours due to improved lighting. This dilemma is also shared

by FGD Participant as she voiced out,

 91

“Ang isa pud sa kalisod nga nasinati namo maam kay

ang pag kontak sa adviser ug mga maestra niya. Kay
wala man mi cellphone, wa gani pud mi kuryente. Dili
mi kabalo kung unsa nay dagan sa modules
Ginasubay nalang nako moadto kada Lunes.” (One
struggle that we experience in this modality is the
communication to the adviser and other teachers
because we have no cellphone. In fact, we do not
have an electricity at home. We are unaware of the
whereabouts in school and in the modules. I just visit
the school every Monday.) FGD, P5, L24-43

It could be inferred that the participant is distressed with the absence of

electricity. Basically, electricity provides students with lights and possibility of

modern tools for learning and communicating. This helps learning easier and

more accessible for them. However, the participants have to admit that the quality

of learning they are pursuing is difficult to attain due to the absence of energy.

Based on the responses of the participants, it could be concluded that having no

electricity is still experienced to some inhabitants in the other parts of Paquibato

District.

Electricity is considered as an important aid to keep students updated with

the latest and best information. It is believed to be able to better support teaching

and learning by engaging and empowering the individual learner, compared to

what is usually found in formal education settings which are not keeping up with

the changing needs of students in a technologically driven world. The challenge,

however, is that not everyone has the privilege of accessing electricity. Garcia and

Weiss (2020) opine that unlike other children around the world, these students

with no electricity at home could not access online resources to research on

information valuable to their learning, or have online-based learning from home.

 92

This is like closing them off from the infinite possibilities of convenient learning.

In a study done in the Philippines, it was determined that access to

electricity provided families with improved education as children could study more

easily after dark. It decreases the absences rate of students since they are more

motivated to study and to go to school (International Energy Agency, 2017).

However, approximately 2.36 million households in the Philippines are still without

electricity as of July 2016 or some areas, especially those in the southern

Philippine Island on Mindanao. The study says energy access is still significantly

below the national average. Similarly, it is found out that electrification of

households, particularly in the rural areas, remains a big challenge for the

government (Yinglun, 2021). Likewise, this availability of electricity is a great

reinforcement for students to proceed to learning considering the behavioustic

approach.

Coping Strategies in the New Normal Teaching Modalities

From the data collected, there are two major themes presented in Figure 2,

which emerged from the participants' responses on their coping strategies in the

new normal teaching modalities. These themes are invigorating online and offline

information search and seeking support from others with two (2) sub-themes like

utilizing the internet to do research and reading of books and asking help from

teachers and others in understanding the modules, and the second major theme.
 93

Coping Strategies of Ata-

Manobo Students in the New
Normal Teaching Modalities

Invigorating
Online and Offline Being
Information Resourceful and
Search and Thorough
Seeking Support
from Others

Utilizing the Asking Help

internet to from Borrowing Going to
do research Teachers Gadgets Areas with
and and Others from Electricity
Reading of in Classmates to Charge
Books Understandi and Friends
ng the
Modules

Figure 2. Emerging Themes Describing the Coping Mechanisms of Ata-

Manobo Students in the New Normal Teaching Modalities
 94

is being resourceful and thorough with two (2) sub- themes like borrowing gadgets

from classmates and friends and going to areas with electricity to charge

Invigorating Online and Offline Information Search and Seeking Support

from Others

Students employ several coping strategies and techniques to offset the

changes in the new normal teaching modalities and maintain good disposition

towards learning. Given that everyone is adjusting in the new normal and learning

is oftentimes accompanied with challenges, it is plain that students initiate effective

coping strategies. Likewise, it is suggested that students are equipped with

research skills to strategize in this new normal. Reading of books and other

available and related materials aside from online research is valuable. Moreover,

coping skills help one deals with life’s difficult challenges in a healthy and

productive way (Carroll, Cornwall, Mueller, & Wililams, 2018).

Utilizing the internet to do research and reading of books. With the

accompanying consequence of the new teaching modalities wherein students

come across difficult words or even lead to problems on comprehension, the

participants agreed that reading of books and other related materials and

invigorating online search has been valuable to them. In this study, the participants

believe that the nternet provides a wealth of information that helps them produce

better work and satisfy their curiosity. They avowed the need of having internet

research skills as one of the best coping strategies amidst the pandemic.

O’Hanlon (2013) expressed that internet research skills is an invaluable guide to

students in carrying out tasks and projects. The participant admitted that research

enables her to understand some difficult concepts. She shared,

 95

“Sometimes nagapangutana ko kay naa man ko’y ate

nga nagskwela na sa college pero kasagaran
nagagamit ko ug internet magresearch ko para mas
masabtan sab nako ang mga nalisdan sab nako.”
(Sometimes I ask my older sister who is in college, but
most of the time I just do research for me to understand
those that I found difficult with.) IDI, P1, L185-202

Clearly, the Participant makes use of research to help herself in the

gathering of information. This is her way of finding meanings and answers to the

difficult questions she encounters in the modules. She could browse the internet

to find the related concepts that could lead her to understanding. There are many

relevant ideas that she could read in the internet and would be used in

understanding her modules. Distance learning demands much use of information

and communication technology. True enough that research skills have been an

important coping skill particularly in distance learning.

Davis (2021) points out that this skill can improve the quality of education.

It opens doorways to a wealth of information, knowledge and educational

resources, increasing opportunities for learning in and beyond the classroom. The

lack of research skills could quickly affect the success of the student in the new

modality of learning. Studies have revealed that lack of information searching skills

by students has been a significant factor hampering their use of computer and

electronic resources (Akande, 2011). The same strategy is shared by another

participant where she affirmed that,

“Research lang ma’am usahay mangita me ug signal

arun makaresearch me. Iresearch namo tong kailangan
namo nga wala namo nasabtan ma’am ba maong
iresearch namo ma’am. Magpalaban mi ug research.
Nakatoon pud mi unsaon pag research kay sauna di
man kayo mi moadto internetan o di man kayo mi
 96

makahiram ug cellphone karon maningkamot para

makaresearch.” (We do internet research ma’am. We
look for a signal to do research. We explore those we
need to understand. We depend on research. Actually,
we were able to learn how to research unlike before that
we rarely go to an internet café or borrow a cellphone.
Now, we try hard to research.) IDI, P2, L207-244

Based on the response of the participant, research is a helpful support for

learners to gain information that every student must equip himself or herself with.

This is a knowledge-enabling tool that enables efficient learning since this provides

the latest knowledge which could confidently explain about any topics. The

participants could explore and unearth difficult concepts with the aid of research.

In fact, there are studies reveal that research helps restore and protect memory

and enhances mathematic and problem-solving skills (Azim, 2020). Therefore, it

prepares the mind for a better understanding of concepts and theories. A person’s

learning capacity is improved and they can perform better in comparison who is

reluctant to research.

This is consistent to the study of Gagan and Rakesh (2013) who pointed

out that the internet has become an important component in the academic

institutions as it plays a pivotal role in gathering information and communication

needs of institutions and individuals. Students must expose themselves to internet,

which is considered as an emerging powerful medium for obtaining information on

a verity of subject published on-line. It is perhaps the most useful source for

obtaining the latest information IDI Participant further said:

“…and then ang ika duha nako nga paagi mao ang pag
research sa google kay mao ra jud ni ang akong
solusyon para maka answer kumbaga ang google ang
akong teacher karon.” (…then, our second technique is
 97

through researching in google because that is only key

for us to be able to answer. In other words, google is our
teacher now.) IDI, P6, L202-219

The Participant believes that the use of internet promotes the transfer of

information ensuring the better utilization of resources to provide her needs. She

believes that the internet is a very powerful worldwide instrument, which serves as

a good source for research and learning. It generates current information, facts-

finding, and is the most outstanding invention in the area of education. It gives

students extra resources, study materials, and educational games. Moreover, it is

evident that the internet is a source of enormous information that anything can

quickly and easily be reached.

This is supported by Khan (2012) who articulated that the internet could

serve as a tutor to the students. Students can use the internet for quick purposes

to avail information and the knowledge they need for the projects and assignments

and most educators also believe that using internet can help them to create an

individualized and interactive learning environment, which can make learning more

effective and efficient. Internet gives opportunities for life–long learning. Another

participant in the focus group discussion also affirmed the significance of internet

research. She admitted that there are things that the internet could provide to her

kids which they could not give. For instance, providing information which is beyond

their expertise. FGD Participant added,

“Kung kaya nako makatabang ginahatag nako akong

best arun matabangan nako akong anak pero kung dili
nagapatabang ra gyud sa google. Makiwifi sa silingan.”
(If I could help, I would give my best to support my
child. But, I could not then we would utilize google. Ask
for wifi from the neighbour.) FGD, P1, L224-239
 98

It could be construed that probing online has become part of their lives in

the new normal. This skill enables the participants to find, interpret and evaluate

information relevant to the topics studied. With the use of research, students are

able to get an in- depth information and detailed analysis of the given subjects.

They could get deep into the topic, which gives a more fruitful and enhanced

knowledge. It helps in clarifying complicated facts and figures. That is if the

students have any doubts on the subject, they could research and study it in detail

so as to remove all sorts of confusion and get a proper understanding of the

content of the modules. Another participant also shared the same coping strategy

who voiced out,

“Arun makatabang pud ko sa akong anak karun sa

iyang pagskwela gipaningkamotan gyud nako nga
makapalit ko ug cellphone, nagahiram mi sauna pero
lisod man. Palit nalang para magamit niya sa pag
internet kay lisod man kayo, dali ra mam mohatag ung
answers kung magresearch.” (In order for me to
support my child in her studies in the new normal, I
endeavour hard to purchase a cellphone. We used to
borrow before but it was difficult. I just bought one so
that she has her own to be used in research. Internet
provides quick answers.) FGD, P6, L280-309

Based on the response of the Participant, it could be inferred that it is

important for students to use the internet as this could provide many relevant

sources helpful in their studies. This enables students to find information as well

as allowing them to think critically and creatively, to become collaborative and

cooperative students. Therefore, parents must support them by providing such

tool, given the fact that this gadget could not be easily borrowed from others.

Owning one is necessary. Correspondingly, students could look for information

 99

and access it with low cost. It has a rich source of information that spread quickly

anytime and anywhere, even at home when the signal is accessible.

In addition, Chong (2019) suggested that the skill of conducting research is

an extremely useful life skill that can help students gather and analyze information,

build knowledge, think critically and exercise their minds. It is a skill that benefits

students beyond their academic life and enables students to understand the world

around them better. In the same manner, aside from the internet research that

students utilize to cope with the new modality, they also resort to reading of

available books. They assented that reading has been helpful in expanding their

vocabulary, and developing their comprehension skills. According to Anggraini

(2016) reading is a set of skills that involves making sense and deriving meaning

from the printed words. When students read, they try to learn and find the meaning

of what they are reading. In the in-depth interview, a Participant affirmed that she

has to read several times to figure out with the right meaning. She voiced out that,

“Usahay kay mag advance na lang ko ug study or kung

asa ko nalisuran balik-balikon nako. Aside sa modules
tan awon nako sa libro na gihatag sa eskwelahan kay
basin diay naa didto. Pangitaon pud nako sa dictionary
maam.” (Sometimes I study in advance, or to which I
found difficult with I read it several times. Aside from
the modules, I also refer it to the books distributed by
the school hoping that I could find answers to related
concepts there. I use a dictionary, as well, ma’am.) IDI,
P3, L204-224

It could be deduced that the Participant has resolved her dilemma in

understanding the lessons through detailed reading. She does not just rely on the

modules, but also resort to reading other related materials. An emphasis on

reading and student literacy helps develop higher levels of focus and
 100

concentration. It also forces the students to sort things out in their own mind –

including topics that might not be familiar to them. Reading is a fundamental skill

to acquire information, for it is a process that aids in meaningful construction (Ata

& Edillo, 2019). This is indeed a tool subject for it is a prerequisite in understanding

all learning areas. It serves as a cornerstone for every student to learn other

subjects because students who have difficulty in reading, may encounter also

difficulties in all learning areas. Another participant also shared that acquiring the

skill in reading is important to cope with difficulties who declared that,

“Maong kana na lang akong gibuhat ma’am kay

maglisod pa man gud ko ma’am, nagadownload ko
daan, para naa koy basahon inig mag answer nako sa
modules. Usahay kay isulat nako akong nabasahan
para di nako makalimtan. Kung di ka mobasa maam
looy gyud ka na estudyante, hinuktokan imong
modules.” (That is why I chose to do it, ma’am because
I struggle with learning. I download materials
beforehand, so when I answer the modules, I have
references. Sometimes, I write what I have read for me
not to forget it. If students do not read, they seem
pathetic to stare blankly at the modules.) IDI, P4, L268-
295

Clearly, the Participant helps herself to manage difficulties in

comprehension through widespread reading. She believes that the modular-

based learning must not discourage her to learning since there are many ways to

acquire information. Likewise, reading provides background knowledge and

comprehension skills necessary for students’ achievement. All that they have to

do is to learn its value and make it their habit. It is indispensable as it develops

their mind and improves their critical thinking skills. Whitten and Sullivan (2018)

emphasize that reading would obviously have a positive influence on reading

 101

comprehension, grammar, and vocabulary; the impact it has on students’ success

in other core subjects could not be understated. Students who read independently

have greater reading comprehension, verbal fluency and general knowledge than

those who do not. They become better readers, score higher on achievement tests

in all subject areas, and have greater content knowledge. It has obviously a

positive impact on students’ achievement.

In the study, since there is no face-to-face engagement between students

and teacher, the participants help themselves through downloading related

materials and reading at home. In the focus group discussion, the participant also

stressed the importance of reading other relevant materials to aid in their learning.

Participant 2 shared that,

“Para sa akoa ma’am dili jud kahulagway sa akong

kasinatian kay nalisdan jud ko ma’am sa karong
panahona usa ka ginikanan lisod jud ma’am. Maong
maningkamot makatoon akong anak, gipabasa nako ug
libro. Unsa man diay rason na gitagaan ug libro sa
eskwelahan, gamita na. Di kay magsalig sa uban ang
moanswer sa imong modules.” (For me ma’am, my
experience is inexpressible. It is truly challenging for me
as a parent. That is why I endeavour hard to educate
my child, I ask her to read books. What could be the
reason why the school lends you book. Use it and not
that you rely on to others to answer your modules.)
FGD, P2, L318-349

The Participant commits her child to learn through reading as this is

expected from the students to cope with the new normal. Sometimes, they could

not use the internet when there is nobody to lend a phone to her child. Therefore,

books distributed from the school are utilized to explore and gain understanding

about the topics. True enough that reading is a vital tool to succeed not only in
 102

this time of pandemic but to all times. Reading can be explained as a cognitive

activity in which the reader takes part in a conversation with the author through

text. It is an integral part of every educational process as all the subjects taught

at all levels of the educational system involve reading (Cimmiyotti, 2013).

Tien (2015) conjectures that extensive reading is essential for the

enhancement of readings skills and acquisition of knowledge. Therefore, reading

is an indispensable skill; it is also fundamentally interrelated to the process of

education and to students achieving educational success. Nord Anglia Education

(2021) highlights that child's reading skills are important to their success in school

as they will allow them to access the breadth of the curriculum and improve their

communication and language skills. Participant during FGD discussion mentioned

that,

“Nakita nako ang mga bata independent, nangita ug

pamaagi nga masulosyonan ilang module, usahay
manghangyo na moadto sa iyang classmate kay nay
cellphone makidownload kuno siya kay para naa siyay
basahon, naa siyay maaswer sa iyang modules. Ingon
siya dapat kuno mobasa kay walay maestra moexplain.”
(I could see the children become independent. They find
ways to provide solutions to their modules. Sometimes
she pleads to go to her classmate because she has a
cellphone. She asked to download materials for her to
be read, then she would have answers to her modules.
She uttered she needs to read since there is no teacher
to explain.) FGD, P4, L336-369

“Based on the response of the participant, reading helps her develop her

comprehension skills and aids her in answering the modules. She asks her

classmates to download relevant materials as her resource in learning. In fact, it

is one of the easiest coping mechanisms they employed to survive in the new
 103

normal. It develops higher levels of focus and sort things out in their mind. Reading

comprehension is well-thought-out as an interactive process. It consists of the

ability which helps students to make inferences from a passage and use critical

thinking skills to answer questions related to the text. Therefore, comprehension

skills must be taught and reinforced over an extended period of time to ensure that

students can master reading comprehension. Rexlin Jose and Raja (2011) express

that teachers must emphasize all kinds of reading, especially critical reading which

is not just reading on the lines but it deals with reading between and beyond the

lines. Teachers must encourage students to read and help develop reading

strategies.

Generally, the new teaching modalities necessitates the students to equip

themselves with research internet skills and reading skills which are two of the

major 21st century skills necessary to adapt and thrive in the ever-changing world.

According to Ainley et al., (2016) it is essential that students know on how to

manage and communicate information in order to solve problems. Roth (2013)

commented that research plays an important role in education to enhance

preparedness. It develops students to become more competitive and critical

thinker. Above and beyond, it is a powerful channel for sharing and accessing

information which allows people to access a significant amount of information

without geographic boundaries and time limits.

These skills are valued as life skills because they enable the people to both

receive messages and express themselves. In the present globalized world, where

so much depends on the skills of reading and researching, it is essential for them
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to be developed. A good student requires good reading skills because in order to

learn they need to be able to read. These are powerful learning tool and not

mastering these skills will lead to the students being hampered in their quest for

success. The importance of these cannot be denied; they are vital for achieving

academic success in education (Akabuike, 2012). These help the indigenous

learners stay connected to their studies as they are able to contruct and create

their own learning.

Asking Help from Teachers and Others in Understanding the Modules. This

theme stemmed out from participants’ responses such as teachers’ role is

irreplaceable, active learning subsists with the presence of a teacher, effective

learning is sought from educator and that they have the skills to strategize learning.

Working on the modules encourage learners to work on assigned tasks on their

own in their own pace. Accordingly, teachers have the role to monitor students

and ensure that the various learning needs of the students are provided. They take

the responsibility of monitoring the progress of the learners. This implies that

students need the company and comfort of others in order to survive.

In this study, the participants confessed that teachers provide the power of

education. Teachers simplify the complex and make abstract concepts accessible

to them. They also expose children to ideas and topics that they might otherwise

not have come into contact with. In addition, they can expand on interests and

push their students to do better. In this study, a Participant voiced out that she asks

her teacher to provide clarifications and examples since not everything could be

found in google. She posed,

 105

“Para sa ako ma’am nagapangutana jud ko kay ma’am

lisod na kayo siya kay wala siya sa google sige ko
huna-huna unsaon man nako ni nga lisod man jud kayo
pero mao to nangutana ko kay ma’am tapos gihatagan
lang pud me niya ug guide arun unsaon namo to siya
mao to makabalo na me kung unsaon siya pag-
answer.” (In my case ma’am, I really ask my teacher
because it is truly difficult. It could not be found in
google, so I thought hard on how to understand it, then
asked my teacher. Then, she gave us guides on how
to do the tasks then we could figure out on how to
answer it.) IDI, P3, L227-253

The participant underscored that having connection between students and

teachers fosters positive learning outcomes and well-being of the child. She makes

an effort to communicate and ask her teacher. She believes that her teacher could

satisfy her queries. Her teacher could possibly provide guides and examples which

will aid her in understanding. Likewise, communicating with the teacher establishes

a nurturing environment of trust and support. It provides students the confidence

and motivation to pursue learning. A good teacher creates their individual learning

process which is unique and not mainstream. This makes the students learn the

subject in a better manner. In other words, a good teacher ensures their students

are learning efficiently and scoring good marks.

Sen (2019) theorizes that teachers can gear up to help students to

understand knowledge and concepts outside the textbook. The more the teachers

interact with the students with viable, real-life examples, students will have a better

understanding and more awareness of the subject. With real-life examples, they

can apply their lessons to many subjects. A teacher is a consistent guide who helps

students in one lesson and another. This is one thing that another Participant feels

when she encountered difficulty in studying. She detailed,

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“Kailangan lang gyud ma’am maningkamot tapos kung

naa man uban nga imong gibasa nga dili kayo nimo
masabtan kay research lang sa. Mochat ko kay maam
usahay. Mangutana ko unsay bout pasabot. Moexplain
man pud si maam pero usahay maulaw lang ko.” (You
just need to make an effort. Then, if there are confusions
regarding on what you have read, try to research. I chat
with my teacher and ask about it. She explains,
however, I am at times reluctant to inquire.) IDI, P5,
L185-216

It could be deduced from the response that teachers are approachable and

available to students. However, the participant is reluctant to provide probing to

her teacher. With this scenario, it could be noted that even in the midst of the

pandemic, the teacher must take the responsibility of motivating and monitoring

the learning and progress of the students. She must inspire and encourage

students to communicate with them for assistance. Dangle and Sumaoang (2020)

posit that the learners may ask assistance from the teacher via e-mail, telephone,

text message/instant messaging among others. Where possible, the teacher shall

do home visits to learners needing remediation or assistance. Therefore, teachers

are recommended to be active online most of the time. They must be able to

address the sentiments of some parents and students. They have to be patient

enough in attending to their needs and respond to the queries immediately with

regards to learning. This insight is also shared by another participant who

mentioned,

“Ma’am basta ang problema ug English ba dili nako

madali-dali usahay mangutana ko sa teacher mangayo
ko ug examples. Moingon man pud si maam na kung nay
dili masabtan ingnon daw siya. Picturan nko ang
instructions isend kay maam.” (Ma’am, if I have a problem
in English, if it is not easy for me, I occasionally ask my
teacher. I ask for examples. Then the teacher is
 107

responsive enough and would tell me to provide pictures

about it and sent it to her.) IDI, P6, L235-259

Based on the response, the participant has established connection to her

teacher. The teacher is available for some questions and clarifications. In like

manner, the teachers must consistently work together with parents, and

guardians to recreate the learning experience in the safety of the learners’

homes. Effective learning must be sustained through constant communication

and collaboration to teachers. Teacher must keep students’ enthusiasm to

sustain in the new normal.

Effective communication plays an important role in building up the

character and standard of student’s education. Teacher’s skills and ways of

communication motivate the students to increase their ability in the field of

education. Unavailability of teachers and poor communication by teachers are

the major factors that have led students to abandon their study at a certain level

(Dinu, 2015). The success of students is directly related to the effective

communication of the teacher. In the focus group discussion, another Participant

also mentioned that they resort to communicating with the teacher for thorough

elucidations.

Kana lang akong gibuhat ma’am, dili man jud me

kasabot sa ilang mga module labi na anang English
nga dili jud me kasabot ana ma’am mao mochat akong
anak sa iyang maestra. Moreply man pud iyang maam
moingon unsaon unya asa pwede makakita ug
examples. (That is what we do ma’am. We could not
truly understand their modules particularly it is in
English. We could not really comprehend it, that is why
my child chats with her teacher. The teacher replies on
how to do it and where to possibly find examples.)
FGD, P2, L278-302
 108

Apparently, the participants need teachers’ creativity in providing means in

order to teach the indigenous learners. The teachers must cope with the situation

and be innovative enough to cope with the changes in the environment. They have

to strategize teaching despite the pandemic. They could provide contextualize

learning, that the learners would be able to grasp the lessons. Along with the use

of particular strategies that contribute to the resiliency; wellbeing, emotions and

motivation to work and exerting all possible effort are necessary (Mansfield,

Beltman, Broadley & Weatherby-Fell, 2016). Teachers are the closest companions

expected to bring out the best in students and inspire them to strive for greatness.

Likewise, research shows that students who have connection to teachers

and both adults and peers in the school community are more engaged in learning

(Pope, 2020). It also shows that children who perform well in school are often

cushioned by a supportive force back at home. Thus, the importance of family

involvement in every student’s success cannot be overstated. Older siblings play

an important role in the lives of their younger siblings. Like parents, older siblings

and relatives act as role models and teachers, helping their younger siblings learn

about the world. In the in-dept interview, the participants shared that they need to

ask from the other members in the family to figure out the modules. They believed

that their siblings, particularly the older ones are endowed with more knowledge

than them, which are deemed helpful in their learning. Participant 1 affirmed,

“Sometimes nagapangutana ko kay naa man ko’y ate

nga nagskwela na sa college nagapangutana ko sa
ilaha. Usahay kay mag advance na lang ko ug study or
kung asa ko nalisuran balik-balikon nako, pero daghan
gyud ug time nga nagapangutana ko sa akong mga
magulang.” (Sometimes, I ask because I have an older
 109

sister who is in college. I read in advance or read

several times those ideas I found difficult but most of the
time I ask my sister.) – IDI, P1, L185-202

The Participant often turns to her older siblings for guide and support in

learning. They are confident that their older sibilings have the knowledge to help

them in their modules, which pushes them to be more motivated to accomplish the

tasks present in it. Studies revealed that when adolescents report more support

available from their brothers and sisters, they are more likely to report positive

school attitudes (Alfaro & Umana-Taylor, 2011). It has a positive impact on their

performance in school. It could be inferred that participants have confidence to

their siblings in terms of improving their academic performance. They are more

familiar with the educational system; therefore, they are able to help the

participants with their schoolwork. Another Participant also added that she also

asks others if she encounters difficulties in her modules. She uttered that,

“Pag dili nako siya maansweran ma’am mupahulay

lang sa ko human ana pag relax-relax na ang utok
mangutana ko sa classmate unsaon pag ok na
muanswer nako. Mangayo ko ug examples.” (If I could
not answer it, I rest and if I feel relaxed, I ask my
classmate on how to answer it. I ask for examples.)
IDI, P2, L185-204

It could be inferred that this Participant needs her peer when she

experiences dilemma in her modules. When confronted with difficulties, the

participant resorts to asking her classmates. It supports to the notion that two is

better than one. The participant seeks collaboration with her classmates to help

her ease the tasks in the modules. Her peer could provide ideas which will be

helpful in her learning. The two could brainstorm and collaborate about the
 110

incomprehensible ideas and tasks.

Similarly, it is true that students influence students’ academic performance

and actions. Peers are considered their confidants whom they could share with.

According to Samson and Kostyszyn (2015), students in this pandemic has to

collaborate with others whom to share with their thoughts and challenges. It is

suggested that they work with others in order for them not to feel the heavy loads

brought by the new normal. A participant also voiced out that she asks her relative

if there are profound words that she encountered.

“Ang ako is maningkamot jud ko ug pangutana kay tito

kay dili man ko kasabot kay laglom na kayo ang
English maningkamot ko ug approach kay tito kung
unsaon ni siya unya ana siya iresearch na lang.Unya
ampo gyud pirme. (What I do is I exhaust to ask my
uncle because I could not comprehend profound
English words. I try hard to ask him then he would tell
me to research about it.) IDI, P5, L258-282

It could be inferred that relatives and other members of the family play a

significant role in the learning of students. They could facilitate and provide

encouragement as students deal with the heavy loads brought by the new

modality. Parents and guardians now have the important task of ensuring that their

children receive quality education without compromising their safety. This has

posed greater responsibility and flexibility to parents. Thus, parents’ and other

members at home have the role in supervising their children’s learning mostly

through accompanying their children’s study and developing self-regulation

strategies related to modular learning.

Briggs (2021) highlights that families involved in their child’s education at

home and at school have higher academic achievements than those who do not.
 111

Therefore, other members in the family have the role to monitor and guide students

in their learning. The role of parents during the Covid-19 pandemic in general is to

become educators, mentors and supervisors as well as providers of a sense of

security and comfort when children are at home. In other words, the influence of

parents as a motivator to foster children's motivation and interest in learning is the

most visible. A participant in the focus group discussion expressed that it is also

significant to help the other members of the tribe.

“Ginatabangan namo among anak sa kututubo sa

akong makaya pero kung dili na nagapatabang nako
sa akong mga anak nga nay mga grado ug sa internet.”
(We supervise the other children of the tribe on our
best, but if not, we ask my child to help them because
she is more educated and sometimes, we use the
internet.) FGD, P1, L250-264

Based on the response, it could be surmised that bayanihan still exists in

the tribe. Every member is willing to help other members. In particular, the

educated or knowledgeable one gathers the students in the purok (hut) to discuss

or provide lecture. It is no secret that the new modality poses great hurdles to

students especially in the far-flung areas. They have limited accessibility to internet

and inadequate learning resources. Hence, the more privileged and

knowledgeable members provide help to their tribe. They have taken the role of

guiding and directing learning. They perform the role as substitutes to teachers to

ensure that there is continuos learning that exists even amidst the pandemic.

Another participant also shared her coping strategy. She voiced out that,

“Ako lang ginabuhat ma’am, usahay dili man jud ko

pirmente sa balay ang ako lang ginabuhat sa akong
mga studyante naa man jud mga magulang ako silang
ginaingnan nga tabangi na langninyo inyong igsoon
 112

nga moanswer sa ilang mga module para maasweran

jud nila. Ako na lang sila gina advise-san.” (What I do
since I am seldom at home, I ask the older sibling to
supervise the younger ones in answering the module.
I advise them to help.) FGD, P2, L249-276

It is a fact that siblings can act as sources of support when misapprehension

exists. They are capable of giving guidance and explanations to their younger

siblings. Furthermore, the students are more confident to ask and share to their

siblings. They could provide an example by doing their own homework, helping

them with exercises, helping them learn lessons by heart; motivating and

encouraging them; and monitoring their marks. Aside from directing their siblings

to understanding, Smith (2020) found out that teaching younger siblings

encourages the intellectual development of the child.

Various studies suggest that siblings are a major source of educational

support in large families (Vanhée, Bois, Henri-Panabière, Court, Bertrand, 2013).

Moreover, in the case of the parents, it could be opined that parents are definitely

supportive to their children’s learning. However, their inadequacy in education and

lack of training is a tremendous challenge that hampers them in giving the

complete support which would likewise compel them to have face to face class if

given the right opportunity. Overall, parents are doing all they can, in enormously

difficult circumstances, to curtail and mitigate the significant disruption to learning

caused by school closures.

Being Resourceful and Thorough.

The second major theme that was generated is becoming resourceful and

thorough. In the study, to be resourceful means to be able to create useful and

unique solutions in challenging situations. This stemmed from the ideas of students
 113

to borrow gadgets from classmates and go to areas with access to electricity. In

the setting of this research, it was shared by the participants that not all inhabitants

in their tribe have access to electricity. Thus, they have to be resourceful in coming

up ways to cope with different concerns brought by the new normal teaching

modalities. They have to be thorough in identifying their needs and solving it.

Borrowing Gadgets from Classmates and Friends. Consequently, many

students faced the challenge of an unanticipated and accelerated move to distance

learning. This represents a crucial time to consider technology, pedagogy and

education (Cervera, Prestridge, Shonfeld, & Starkey, 2021). Technology plays a

significant role in enabling teachers to teach students at a distance using tools that

enabled both synchronous and asynchronous communication with whole class,

groups and individual children or young people; access to learning materials; and

interactive and collaborative activities. It does not only provide students with

access to countless online resources, but also aid them in the learning

process. Thus, the participants in this study, resort to borrowing gadgets from

classmates and friends or even relatives for them not to be left behind with the

pressing demands of education. A participant mentioned that she borrows

cellphone from her aunt and does the research. She articulated that,

“Manghiram pud ko ug cellphone sa akong iyaan,

maam. Makisearch ko. May gani mosabot akong iyaan.
Wala man mi ikapalit ug cellphone. Kanang lisod na di
masabtan ang module.” (I borrow the phone of my aunt,
ma’am and do the research. It is a good thing because
she allows and understand. We could not afford to buy
a phone, so borrow and I research those profound
ones.) IDI, P3, L204-219

It could be surmised that the Participant has no cellphone. Yet, she does
 114

not allow herself to be hindered by the circumstance. She makes use of the

cellphone of her aunt to help her in her learning. She believes that through the aid

of the cellphone she could explore new subjects and deepen her understanding of

the difficult concepts. The use of smartphone and other gadgets is more appealing

to them since it is flexible, accessible, easy to use, and encourages engagement.

This is seen to be a highly interactive learning tool that students could be utilized

more specifically in the modular learning.

In general, studies show that students report high levels of satisfaction with

the use of educational technology as it allows them to interactively engage in

learning (Miller et al., 2012). The use of technology is intended to enhance the

traditional classroom setting and provide new opportunities for adapting

technologies in virtual environment. It helps to improve the quality of learning by

facilitating access to resources and services, as well as remote exchange and

collaboration which could result in the improvement of learners’ academic

performance. It creates new ways of obtaining and presenting information and

gives them new ways of analyzing and understanding the world. Another

Participant also added that borrowing a phone is also her coping mechanism to

manage the modular based-learning. Participant mentioned,

“Research mao ra man mahimo namo, mangita ug

paraan na makahiram ug cellphone. Ilista na nako daan
unsay pangitaon sa internet kay para dali ra ko
mahuman, gamay ra pud akong magasto.” (Research is
the only recourse, thus we look for ways to borrow a
phone. I list the things that I need to research so I would
finish easily, then I would spend less.) IDI, P4, L229-249

Obviously, the Participant opts to borrow a smartphone to be utilized in the

 115

seeking of information. It is considered to be a tool which makes easier for the

participants to obtain the relevant ideas needed in the completion of her modules

and other tasks. This makes them more motivated to engage in learning. She

makes a list of what needs to be searched online, to be more productive, and to

spend less amount of money in researching and downloading. The use of the

internet has made her learning experience in the new modality easy, fun, and more

engaging.

According to Bolu-Steve, Oyeyemi, and Amali (2015) the internet has

transformed education into students centered learning rather than institution and

faculty-centered instruction. It has also encouraged collaboration and collaborative

arrangement between academic institutions. This can be used as source of

information for students in the knowledge of interest. In addition, the process of

learning has gone beyond consultation of text books and other library resources

as such with the use of internet which helps students update their knowledge. The

participants find this helpful. Definitely, Participant 6 also articulates the same

experience.

“Palaban ug internet, Palaban ug google, manghangyo

ko kay ate na mohiram ug cellphone or sa ate sa akong
classmate naa man laptop.” (I utilize the internet, use
google and ask my sister to allow me to borrow her
phone or even ask my classmate’s older sister to lend
her laptop.) IDI, P6, L220-232

The students see to it that they could manage the new mode through

accessing gadgets from the relatives. They ensure that the process of their

learning is meaningful by having access to latest information on subjects, and

analyzing the information quickly by manipulating it on computers or smartphones.

 116

They could download lectures and read from e-books. They could communicate to

other students through their cellphones to exchange notes, lectures, and

assignments and for productive academic discussions. In so doing, they would be

able to complete the modules on time. On the other hand, their learning experience

would be more worrying without the presence of a smartphone.

Similarly, Woodcock et al. (2012) reported that respondents in their study

believed that smartphones had allowed them to improve productivity and improve

their learning performance. The use of smartphone applications facilitates student

learning performance and timely completion of assignments, projects, and tasks.

The smartphone with the capability of always connected makes it much easier for

the students to avail this type of education facility and makes the smartphone a

perfect fit device for distance learning. Another Participant in the focus group

discussion, also accentuated the need to provide her child with a gadget as a tool

to curb the challenge. She articulated,

“Lisod jud ang sitwasyon karon. Isip usa ka ginikanan,

na dili nimo mahatag ang tanang suporta sa imong anak
sa ilang pag eskwela sakit pamalandungon. Mao na
manghangyo mi sa silingan o sa iyang ig agaw na
makahuram ug cellphone kay magsearch kuno siya.”
(The situation now has not been easy. As a parent who
could not give everything to your child in her education,
it is excruciating to bear. That is why, I plead to my
neighbour or cousin to lend their cellphone to my child,
to aid her in her research.) FGD, P4, L369-394

Based on the testimony of the Participant, smartphones have a significant

part to the students’ learning. It is a sad fact that as parents they could not provide

everything that their child needs to augment learning. With this, they have been

resourceful by resorting to borrowing smartphone or any gadgets from friends

 117

since this gadget helps the learning process easier for students to collaborate. It

can be concluded here that the right use of smartphone applications has the

potency to improve students’ overall grades because it makes communication

easier and faster among students and lecturers which enhances effective flow of

information and the sharing of ideas and knowledge among students. In addition,

another Participant also utters the same experience.

“Paningkamotan nga masuportahan sa mga ginikanan

ang ilang mga anak, sa akoang sitwasyon dasigon sila
pangutan on unsay kinahanglan. Unya kay wala kunoy
cellphone gihangyo nko iyang ate na pahirmon sa siya.
Sabton kay wa man tay mabuhat pandemic man.
Usahay kung molakaw iyang ate ginapabilin ang
cellphone para naa siyay magamit sa research.” (The
parents must endeavour hard to support their children.
In my situation, I encourage them and ask them what
they need. Then she said it’s a cellphone, so I ask her
older sister to lend it to her and just understand because
it is brought by the pandemic. Sometimes, when her
older sister is away, I ask her to leave her phone so her
sister could use it in research.) FGD, P6, L224-259

Clearly it could be inferred that technology is an indispensable tool in

learning. In many contexts, technology can provide learning continuity when

students cannot be physically present in their classrooms. It provides easy-to-

access information, accelerated learning, and fun opportunities to practice what

they learn. In the context of the study, this has been a very important tool to

continue their learning since they lack books and other learning resources at home.

This is the easiest and simplest way for students to seek information relevant to

their needs. Above and beyond, it enables students to be more productive and

creative.
 118

Educational technology plays an important role in distance education

system. Immense resources are already available on the web. Harman (2018)

points out that technology serves as a vehicle through which the course is

conducted. The students’ social interaction in the context of the course forms the

foundation of the learning community. As advances in technology drive

globalization and digital transformation, students can acquire the necessary skills

to succeed in the careers of the future. Despite the various barriers to successful

remote and online or modular learning driven by technology, including teacher

preparedness, access to online resources and devices, and student support in the

home, exhausting all means is necessary. Dabrowski (2020) conjectured that

another important reason for technology integration is the necessity of today’s

students to have 21st century skills. It includes personal and social responsibility,

planning, critical thinking, reasoning, and creativity. Moreover, utilizing the internet

helps students to actively consttuct their own knowledge and incorporate it to the

things that they learn.

Going to Areas with Electricity to Charge. Electricity is a form of energy that

can be carried by wires and is used for heating, lighting, and to provide power for

machines (Collins Dictionary, 2021). In the study, electricity is considered a vital

form of energy which could make or break students’ learning. This is an aid to the

participants which is very useful in accessing information and which in turn would

be converted to learning. Thus, in order to cope this tremendous concern of the

indigenous learners, they affirmed that they need to go to their neighbours’ house

to access some electricity and in a way would help them continue their modules.
 119

A participant stated that she has to expend time going to her classmate’s residence

for her cellphone to function. The Participant stated,

“Sus, Ma’am maningkamot gyud na mangita ug paraan

na makacharge ug cellphone. Naay suga mag answer
sa gabii. Kung magtinabangay mi sa akong classmates
mas maayo kay didto ra ko sa ila makicharge.” (I wrestle
hard to look for ways to charge my cellphone and to
have light as I answer in the evening. If I collaborate with
my classmate, then it is preferable, so that I could be
able to charge to them.) IDI, P2, L245-262

It could be noted that this Participant has no access to electricity which

makes learning more difficult. She could hardly communicate with her classmates

and teachers. She could barely access their lessons or even research related

information. Without electricity, the participants are not able to connect to the

internet to research what activities or materials are available online. Her learning

is sometimes dependent to the availabililty of resources. She has no drive to

pursue when she has no materials to be utilized as she proceeds to learning. Thus,

students must be provided with access to electricity.

This is parallel to the statement of Angelou and Bhatia (2015) that electricity

is a requisite that narrows digital divide and improve literacy rates. It increases the

motivation of students to attend to classes and do other school-related tasks.

Another participant also confirmed the dilemma of having no electricity. She

pointed out that she has to go to the barrio to charge her cellphone which is metres

away from their residence. She pointed out,

“Ah kami Maam maski dugay name walay kuryente,

mas nafeel nako lisod karon Maam kay daghan kayo
modules answeran, maabtan ug gabii. Mao na usahay
adto ko sa balay sa akong ig agaw matulog para
mahuman nako ang modules.” (In my case, Ma’am
 120

eventhough we have experienced having no electricity

ever since, I could feel that it is more challenging now
because of the modules that we have to answer, which
last until night. That is why sometimes, I opt to go to my
cousin’s house to have some light and answer my
modules.) IDI, P5, L288-316

Basically, distance learning requires access to electricity so that students

could watch TV, listen to radio, or use the internet to satisfy their learning. However,

based on the response of another Participant it has been a problem to experience

distance learning because of the unavailability of electricity. It has even made the

situation worse. That is why they have been resourceful enough through going to

the barrio or to their cousin’s house to avail it. There is an inherent inequality in

access to tools and technology threaten to deepen the global learning crisis. In

situation like this, it is deemed that local government produce offline leanring

materials aside from the self-learning modules to support the learning of the

indigenous learners or to all students in far-flung areas. Another participant

supports to the notion on the importance of electricity. She articulates that,

“Mao lagi maam kelangan namo makakita ug kuryente.

Pero naanad naman mi ani maam. Mao lang gyud kay
karon sa new normal mas kelangan magresearch kay
dili man face to-face, so mas kelangan naa mi magamit
para makachat sa maestra ug makaresearch. So adto
sa baryo makicharge.” (Truly that we need to access
electricity. Although, we are accustomed to it, the
situation has been more difficult in the new normal since
you need to research, it is not face-to-face. We need an
electricity for our cellphone to work and we could
communicate to the teacher and do research. So, we
have to go to the barrio, to charge.) IDI, P6, L291-319

Despite the fact, that the Participant has been accustomed to living with no

electricity, the experience has become more difficult for them due to the fact that
 121

they have to exert more effort just to access electricity away from their residence

and do research. Many have lost their jobs due to the pandemic, and thinking about

having no access to electrity is an additional burden for them. Hence, they

scramble themselves to acquire digital devices and electricity to proceed to their

learning.

This situation is true to the statement of Santos (2020) where many students

still need the internet to do supplemental research on more complex assignments.

DepEd survey shows that, of the 6.5 million students who have access to the

internet, approximately 20 percent use computer shops or other public places to

go online. Worse, 2.8 million students have no way of going online at all. This is

especially common in the rural areas where 53 percent of the population live and

where both internet access and speed can be a challenge. Provincial government

data indicates that 600 students in “off-the-grid schools,” which includes schools

in island villages do not have electricity. Another participant in the focus group

discussion also asserted that she has to provide consent to her child to go out in

the night to collaborate with her classmate in answering the module and at the

same time avail their electricity. FGD Participant shared,

“..kanang usahay nga kelangan daw nila magresearch,

mananghid na siya na moadto sa balay sa iyang
classmates para makagamit sa ilang kuryente. Ang
iyang ate nay cellphone, na makaresearch research,
kung mouli iyang ate, makahiram siya, makicharge ra
siya sa iyang classmates. Padayon sa pag eskwela
maski walay kuryente, makapakuryente ra ta pohon”
(There are times that they need to do research, she
asks permission from me to go to her classmate’s house
to use their electricity. She has an older sister with an
android phone, so when her sister comes, she could ask
to borrow it, and charge it to her clasmate’s. Continue
 122

on your studies despite the circumstance, we will

overcome this). FGD, P2, L351-378

Based on the response of the participant, obviously the importance of

electricity must not be undermined since it also has a lasting impact at the end.

The participants agree that it has been unfortunate for them to experience studying

without any electricity- an electricity which gives light and hope to their future.

However, the challenge has not stopped them from studying instead it serves as a

courage to push through and dream of something better so that the same plight

would not be experienced again in the future. Broadly, the literature supports the

idea that children living in households with access to electricity are better educated

than those in households with no electricity. For a sample of households in Peru,

Meier et al. (2010) observe that school-going children aged 6–18 years, living in

households with access to electricity, spend an average of 65 minutes reading

and/or studying every evening, whereas those in households without electricity

spend 51 minutes on such activities – the difference is found to be statistically

significant. Accordingly, the participants have been proactive. Aside from being

resourceful, the participants also believe the beauty of staying positive amidst the

circumstance. Another Participant enunciated,

“Sabton, mukalma lang ka sa ilang modular run atong

balikon pagngkolehiyo nato ilang subject mga
pagsulay nga kung dili nimo siya pangitaan ug
pamaagi dili pud nimo matabangan ang studyante.
Tagaan sa ilang pangayoon basta para sa kaayuhan.
Kung manghangyo na siya moadto sa classmate para
makahiram cellphone ug makicharge tugtan nako.”
(Understand, that I have to keep calm in the modular.
Their subjects are in college level and these are just
trials. Thus, we have to seek ways to support the
student. Provide their needs as long as it is for the
 123

good. If they ask to go to their classmate to borrow a

cellphone and charge, I allow.) FGD, P5, L224-252

The participant opted to be calm and be more understanding of the situation

instead of murmuring and complaining on the absence of electricity. Everything is

just a process that needs to be undergone to mold one to be better in the future.

Therefore, she looks for ways which could help her child to proceed and enhance

her learning. The only thing that she could do to the present situation is support

her child. Electricity has been a pressing concern, but it is on how she responds to

it will solve the problem. A participant also shared the same coping strategy. She

uttered,

“Lisod na lagi daw ilang lesson, maam. So kung moadto

na sila sa ilang classmates, para makacharge akoa
rang suportaan. Mao ra man pud na akong mahatag sa
ila. Nanghangyo gani na makacellphone, pero dili pa
kaya.” (According to her, their lessons are thought-
provoking. So if they ask to go to their classmate’s
house to access electricity, we support them. That is the
only thing, we could give to them. They ask for a
cellphone, but really cannot afford it yet.) FGD, P6, L-
360-382

Obviously, the Participant resorts to permitting her child to go to their

classmates’ house to do school-related tasks. The tasks need access to internet,

which could be done through an aid of electrity. Without a doubt, electricity is

considered as an important aid to keep students updated with the latest and best

information, more so in distance learning. It is believed to be able to better support

teaching and learning by engaging and empowering the individual learner,

compared to what is usually found in formal education settings which are not

keeping up with the changing needs of students in a technologically driven world.

 124

However, energy poverty, defined as the lack of access to modern energy

sources, such as electricity still dominates much of the developing world. One of

the argued benefits of electricity access is that it can increase education, which is

an important contributor to productivity growth and improved household welfare

(World Bank, 2016). In addition, extended lighted hours, powered by electricity,

allow school-age children to read at night and potentially lead to better educational

outcomes. In terms of school attendance, Squires (2015) finds that access to

electricity reduces school attendance and the completed years of schooling;

however, it also decreases the hazard of dropping out in the last few years of

school.

Learning Insights of Ata- Manobo Students in the New Normal Teaching

Modalities

The sudden shift of the new normal has taught and equipped participants

with the necessary life-skills. In this study, the participants take into account the

learnings acquired from their experiences as students in the new normal teaching

modalities which include two major themes and these are becoming productive in

maximizing time and importance of being independent.

Becoming Productive in Maximizing Time.

The first theme that was revealed as one of their learning insights in the

new teaching modalities is the paramount significance of becoming productive in

maximizing time. Productivity is a measure of how much work is done in a given

 125

Learning Insights of Ata-

Manobo Students in the New
Normal Teaching Modalities

Becoming
Importance of
Productive in
Becoming
Maximizing
Independent
Time

Importance Meaningful
Significance Self- Being
of Setting Resource-
of Creating Goals
Monitoring
a Timetable and Self- ful
Correctly Evaluation

Figure 3. Emerging Themes Describing the Learning Insights of Ata-

Manobo Students in the New Normal Teaching Modalities
 126

amount of time. In the context of the study, students have to assure themselves

that they are able to get things complete in the time frame scheduled. Time

management has a significant impact on their lives particularly where there is little

teacher supervision. The participants emphasized that good time management

through creating a schedule and setting goals are essential.

Significance of Creating a Timetable. As students, there are other activities

aside from school works and completing their modules that they have to

accomplish. The participants shared that they have to take errands at home and

even have to assist their siblings in doing their school-related tasks. In this sense,

they realize they must be efficient and make certain that studying is accomplished

over a shorter period of time. They have to provide their own schedule as their

guide as they do their modules with little supervision and be able to finish it on the

deadline set by the teacher. For instance, in the case of a participant during the in-

depth interview who shared that:

“Mag set ko ug time nga karung Martes mao na akong

ting module Lunes mutabang sa ko adto ug uma
Merkeles ug mahuman na nako ang module sa martes
modeliver na ug kamote sa skwelahan para naa koy
gamay nga pangkwarta ug naa pud makat-onan. Naay
time management ma’am na’ay time mangwarta naa
pud time mag module.” (I set my own time. For
instance, on Tuesday I will do my modules, then every
Monday I help in the farm, so by Wednesday I would
be able to complete and submit the modules. In fact, if
I still have time on Tuesday, I would vend sweet
potatoes in school for me to have cash. So, earning, at
the same time learning. Having time-management,
maximizing time for earning and time for my modules.)
IDI, P2, L272- 303
 127

Certainly, the new mode enables the participant to work smarter since she

is able to organize and plan her time between tasks in the modules and tasks at

home. The situation helps students to improve time-management skills and

increase their productivity. It shows that through time- management, they can

complete their work on time, stay engaged with their learning, and have more free

time in pursuing other activities such as doing chores at home. This is also one

way for them to manage the pressures on their study while maintaining

productivity.

This is true to the study of Adams and Blair (2019) conducted to

undergraduate enginnering students which found out that time management

behaviors influence academic performance. Good time management skills have

been identified as having a “buffering” effect on stress and are a key indication of

higher performance and lower stress and anxiety in higher education. They must

take the necessary approaches and apply those strategies in order to be effective

and more productive. Having these skills gives students the ability to plan ahead

and prioritize upcoming assignments and events. This is an important factor in

keeping students organized and avoiding procrastination, and ultimately leads to

academic success. In fact, another Participant also shared the same experience,

she articulated that,

“Yes ma’am, nakat- onan nako gamiton ang oras ug

sakto, naa koy sariling schedule kay daghan pag time
nga gusto nimo buhaton daghan pud ka time sa module
dili pareha sauna sa face-to-face nga dapat kana jud.
Daghan pa ka time makatabang sa ginikanan.” (Indeed
ma’am. I learned about maximizing time wisely, I create
my own schedule for me to have more time to do more
things, and allocate more time in the modules unlike in
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the face-to-face that we have to focus on studying

alone. This time, I could have more time to help my
parents.) IDI, P4, L299-329

Obviously, the Participant has realized that it takes prudent planning of time

for her to be more productive. The circumstance necessitates her to work beyond

what is expected as a student because in the new normal they also have to do

some chores at home. Unlike in the face-to-face class that they could focus to

study for the entire day, in the new normal the participants realize that the available

amount of time is constant all that they can do is utilize it properly. They have to

do the modules and at the same time help at home even in the middle of doing the

different tasks in the module. They need to alter their habits and attitude in order

to derive the maximum utilization of the limited time. This also minimizes their

stress and adds their productivity. A participant articulated also the learning that

she acquired in the new normal who expressed that:

“Time management gyud kailangan man gyud if naa kay

time sa imong modules naa pud kay time sa inyong
balay. Pareha nako daghan man jud ko answeran nga
mga module sa akong mga manghod labi na ng daghan
ug lakaw-lkaw usahay ako’y maka answer
paningkamotan nako.” (Time management is needed. If
you have time to do the modules, you must also allocate
time doing chores at home. Just like me, I have to finish
the modules of my younger sibling. Then, also have to
take errands. Hence, I have to strive hard.) IDI, P5,
L217-247

Based on the response of the Participant, good time management helps

them to prioritize tasks and enable them to complete school work and

assignments. Becoming better at managing time allows them to become more

organized, more confident, and learn more effectively. It can also help them to
 129

avoid the dreaded procrastination problem, which can be a slippery slope to stress,

frustration, and poor grades. Time helps them make a good habit of structuring

and organizing daily activities. Students learn more effectively when they learn to

manage time in the right way. As it is more quantifiable for them, they allocate

study hours and stick to it. This helps in effectively developing their learning skills.

Cyril (2014) opines that time management is very useful in a student's hectic

schedule. It ensures that students are well prepared, organized and focused to

manage their daily lives and complete academic assignments on time. It helps

them to be on track on the things that they have to accomplish. It can lead to

improved success. Meanwhile, an FGD Participant had been so vocal that she has

to allocate time doing the tasks at home and at the same time guide the students

in the modules. She expressed that,

“Oras bahin-bahinon jud, pasensya sa kaugalingon, sa

mga bata usahay dili nila masabtan syempe
mangutana jud sila sa akoa, usahay naa ka sa kakapoy
sa trabaho so imo na lang jud iadjust imong
kaugalingon para gyud makahuman sila aning
panahon nga new normal nga pagskwela kana lang
siguro ma’am.” Oras ug pasensya. (Proper division
of time, then patience to the children particularly that I
have to guide them to times that they encounter
difficulties, despite being exhausted at work, I have to
adjust myself for them to be able to finish the modules
in this new normal. That’s time and patience.) FGD, P4,
L 347-381

Without a doubt, the situation has also been helpful for them in realizing the

importance to be more fecund and responsible. If one masters the art of time

management, they would be able to handle tasks better. The participants agreed

that this would also shun them from cramming in the next days. Sacrificing and
 130

prioritizing things at present, would lead them to easier and more fulfilling days

ahead. In fact, finishing tasks on time will help them avoid from getting mistakes,

which is a product of working last minute. Time management enables them to

complete the largest quantity of activities, using the same amount of time, which

means using time most effectively.

According to Alghaswyneh (2015) the lack of productive use of time has

several disadvantages at the personal level, including the psychological health an

attitudinal state, which leads to the lack of achievement of personal goals set for

the future. Time management is positively associated with monitoring motivation,

arranging the study environment, peer- and learning-oriented reasons for doing

homework, and family help in solving homework (Jianzhong, Ruiping, Brian, &

Melinda, 2014). Another participant also indicated that,

“Akong nakat-onan as parent ginaingon namo ganiha

kaning oras kay kung dili man gyd nimo sila hatagan ug
oras ang usa ka gimbuhaton dili pud nimo matabangan
imong studyante.” Naa pud silay oras sundon para sa
pag answer para mahuman. (My realization as a parent
is to split time properly. I also have to allot time in their
tasks to help them finish it. They have their own
schedule in answering to be able to manage it.) FGD,
P5, L 347-363

It could be inferred on the response of the Participant that her role as a

parent in the new modality has become more important. She obvsiouly has to

attend to her own child’s pace in doing the tasks in the modules, aside from asking

the students about her learning or any difficulties encountered. She also has to

guide the student on the proper division of time and see to it that no time is wasted.

Because time cannot be stored and its availability cannot be increased or

 131

decreased from twenty-four hours, time management structures the distribution

and delivery of timebased priorities among competing demands.

Cyril (2014) elucidates that students must learn to manage time effectively

to improve their grades. Every student should have time management skills to

organize tasks effectively, identify goals, and focus on improving tasks that require

immediate attention over others. Students' ability to make decisions could be

improved by using time. According to Pehlivan (2013) students struggle with

prioritization because they lack a clear direction in their studies, are easily

distracted and disorganized in their assignments, and cannot plan and prioritize

tasks. Students might be amazed by their responsibilities to the point where they

postpone schoolwork, spend more time hanging out with friends, or worry about

the upcoming examination, class project, and papers rather than finishing them.

Another participant also articulated that,

“Isip usa ka ginikanan, ginakumusta namo sila sa ilang

modules.Guide ra jud akong mahatag sa ila ug pag
advise na tarongon nila gamit ilang oras para dili sila
magkarakara unya usahay maabtan ug tapol ilabi na
sila sila ray mag answer. Time- management gyud nila
maam.” (As a parent, I ask my child on the status of their
modules. What I can only give to give is an advice to
productively spend their hours to avoid cramming and
listlessness particulary now that they have to do it on
their own. They need to have time- management.) FGD,
P6, L 273-326

Based on the experiences, it could be deduced that the new normal has

been helpful in some other ways. The circumstance has taught students practical

skills necessary for their growth and development. Students’ capacity to

successfully manage their time is the foundation of their good study habits and
 132

strategies for success. In addition, time management provides them the means to

structure and control their activities. Adams and Blair (2019) opined that effective

time management is correlated with greater academic performance and huge

probability of success in life.

Scherer, Talley, and Fife (2017) found that non- cognitive personal

behaviors such as a student’s time perspective are effective predictors of

academic outcomes as poor time management approaches mean that students

find it hard to plan their work and may feel stressed toward the end. Moreover,

making effective use of time involves maximizing functions such as starting a task,

staying focused, and balancing one task against another (Baothman, et.al, 2018).

If students are productive then they are efficient enough to meet the challenges

and tasks that are needed to achieve their goals and aspirations.

Importance of Setting Goals Correctly. Goals are the primary step towards

planning for the future which plays a fundamental role in the development of skills

in various facades of life. This means thinking about the ideal future, and

motivating oneself to turn that vision into reality. In the study, the participants are

goal-driven to finish their education even despite the pandemic and its impending

challenges. They are committed and determined to learn for this is one thing that

they consider the best wealth that one could ever have. They want to curtail the

notion that indigenous learners lack education and have low literacy rates and who

are contented of spending the rest of their lives in a farm. A participant confessed

that the new normal has not been easy. Yet, with her goal to finish, she provides

hardwork in her studies. She shared that,

 133

“Lahi ra gyud ang new normal kung dili ka magtoon,

magpursige ug gustong mohuman, wala jud ka.so
kinahanglan pud na maghunahuna mi ug maayong
kaugmaon para maguidan mi.di mi mawad an ug gana,
kay kapoy gyud ang new normal.” (Definitely, the new
normal is different. If you do not study, work hard and
pursue to finish; then, nothing would happen. We have
to think of a good future which serves as our guide in
our dealings and not to lose hope, because the new
normal is really tiring.) IDI P1, L 238-350

The participant affirmed that when somebody is goal-driven, everything is

possible. She desires to have a better life and having an education is her stepping

stone to achieve it. Having goals in life helps students to be aware of the learning

that they are expected to experience. Through this, they become more obligated

and responsible to take action, regardless of the obstacles that may take place.

They are able to effectively develop a plan. Even though the new mode of learning

requires much adjustments and hardwork, they pursue to accocmplish everything

because they have the goals that set their direction.

Rai (2016) points out that learners should be shown the possibilities ahead,

while teaching them to be self-driven and motivated. Managing one's time

effectively can help one control his workload, increase one's productivity and

improve one's confidence which would result in a lesser inclination to procrastinate

and will be able to enjoy a healthy and balance studying and other activities.

Students are introduced to goal setting, they learn about deadlines and handling

pressure, which will be applied in their area of work after school. Meanwhile,

another participant professed that it also requires mind-setting and perseverance

to do the modules to accomplish it on time who uttered that,

 134

Usahay lisod, usahay magets ra man pud nimo.

Paningkamotan na makabalo kay para mahuman ug
answer sa modules unya mapasa na sa maestra.
Dapat ibutang sa utok na humanon nimo. Kung nay
lain buhatonon, ako gyud paningkamotan mahuman
ang modules. (Sometimes it is unfathomable, yet
sometimes understandable. Strive hard to grasp the
lessons to finish in doing the modules, then submit it to
the teacher. It should be instilled in mind the
importance to complete it. Then, if there are other tasks
to be done, I have to persist to finish the modules.) IDI
P4, L 238-350

Undoubtedly, the Participant believed that setting goals is a requisite to help

her focus on the acquisition of knowledge and organize her time and resources.

With her goal to accomplish, she is able to withstand any difficulties brought by the

new normal. In fact, because she is driven with her goal to finish her studies and

elevate status in life, she is encouraged to solve problem easily and get a better

understanding of the situation in studies and the pandemic. She believes that there

must be no time for hopelessness in this midst, but be more motivated to

accomplish tasks to achieve her ultimate goals in life.

As Shkullaku (2012) mentions, “Goal setting is fundamental to the long-term

success of any student”. It’s hard for any learner to achieve their dreams before

knowing how and when to achieve them. Goals help students to focus on the

journey to set achievements, which means they will always be motivated by these

goals whenever they feel like giving up. The same realization is shared by a

participant where she declared that through hardwork and keeping goals, she

would be able to cope with the difficulties in her studies. Participant blatantly

shared,
 135

“Ang akong panglantaw karon dili jud siya sayon sa mga

estudyante pero inubanan sa pag ampo ug pagkugi,
makahuman ra jud hinoon. Wala may imposible basta
mangandoy ka unya molihok. Dapat naa kay goals sa
kinabuhi, goal nga mohuman ug mopasa sa modules.”
(What I see in the new normal is that it is not burden-
free for students, however with prayer and hardwork,
they would be able to accomplish it. There is nothing
impossible if we dream then we act on it. We should
have goals in life, goal to finish the modules and submit
it.) IDI P6, L 317-342

The participant confirmed that students must not get discouraged and lose

hope when faced with difficult times, instead upsurge their strength and keep focus

on the positive outcome of the actions. One of the main drivers of success is

persistence, perseverance and a resolution to keep on trying. They realize not to

allow thier environment and situation to plunge them into despair; instead, always

have hope that in turn fuels perseverance. Thus, they have to heighten their

motivation and enhance their commitment to their goals. When they dedicate all

their energies to their dream, they will clearly distinguish between reality and

perception.

As Carnegie (2021) so clearly pointed out, setting a goal can keep thoughts

focused, direct energy, and inspire the hope that is needed to move through and

beyond a moment of despair. Hope is a vital component of human existence.

Having hope gives you the courage to think that things would get better with time

despite the odds being not in your favor. In the focus- group discussion, a

participant also expressed that hope and dreams are vital to carry on in life. She

expressed that it has been her dream to elevate her child’s level of knowledge and

be able to find her better life in the future. She articulated,

 136

“Gikinahanglan gyud ang studyante nga mangandoy

bitaw kay kini lang sa pag module masinati gyud ang
kalisod sa new normal nga walay maestra nga matudlo
sa imo, walay maestra nga moexplain ug tarong sa
topic. Pero tungod kay naa kay pangandoy
makahuman, maningkamot gyud. It is indeed necessary
for students to dream. (Actually, in this modular –based,
students would experience how burdensome it is in the
new normal that no teacher could teach and explain the
topic thoroughly. But because you have a dream to
accomplish your studies, you will really work hard.)
FGD, P1, L 370-397

Obviously, the participant conformed to the idea that having goals is a

requisite to succeed. This imprints the spirit of motivation and perservarnce. This

is vital because it provides a direction and makes progress and achievement

recognizable. Without clearly defined goals, students would normally experience

feelings of stagnation, low motivation, and lack of purpose. Clearly defined goals

provide direction. It helps students understand their role and responsibilities in the

learning process. By allowing students to set their own goals, including their

parents, and developing ways to track and evaluate them, goal-setting would lead

them to their higher purpose and foster lifelong learning.

According to Mayse (2016), “a major factor in establishing motivation for

students is to ensure that they take ownership in their learning and goals”. Goal-

bsetting can allow students to focus more because they have the opportunity to

self-motivate to meet their goals based on a review of previous academic

performance or previous set goals. If goal-setting procedures are implemented,

students can set measurable and meaningful goals and take substantial ownership

over their learning. When students are able to set their individual goals, this helps

them become more self-aware of the work they are completing, independently,
 137

instead of focusing on what other students are completing. The same realization

is shared by another Participant, where she declared that through hardwork and

keeping goals, she would be able to cope with the difficulties. This participant

manifestly shared,

“Sa kalisod sa kinabuhi Maam, maski ang pang adlaw-

adlaw na pagkaon lisod pero amo jud ginadasig na
moeskwela na sila maam. Tan awon nila ang kahimtang
sa ilang mga ginikanan kung unsa kalisod kay wala
nakaeskwela. Dapat naa silay pangandoy na
makahuman kay para makabati pud sila ug trabaho nag
dili nalang pirminte sa bukid. Ginaingnan namo na sila
na manigkamot sa ilang modules para makalampos sa
pag eskwela.” (With the present plight, even finding our
everyday food is a struggle, we enourage them to be
educated. They have to see how difficult our life is
because of illiteracy. Thus, they have to dream to finish,
to get a better job aside from the jobs in the farm. We
remind them to stuggle hard to finish thier studies.)
FGD, P2, L 497-539

Undeniably, the parents consistenly remind the students to set goals to

avoid experiencing the same plight as their parents have experienced. They realize

that encouraging students to set their own goals can assist them in their academic

achievement and student engagement. Students are also taught a valuable

strategy in goal setting that has the potential to positively affect their lives. Goals

allow them to strive for and reach what it is they want to accomplish. Learning how

to plan for what a person wants to accomplish, and learning how to set realistic,

reachable goals is important in life.

Tough (2012) supports that creating individual goals helps students focus

on their needs, as well as what they want to accomplish for themselves. When

students are provided time to set individual goals, they demonstrated higher
 138

academic achievement and engagement in the classroom. Setting goals not only

provides a clear direction for what academic work needs to be mastered, but it also

helps students keep focused on the desired outcome. The keys to establishing

goals are to make them as specific as possible, make them measurable and

attainable, and while also making them time sensitive. One participant also

expressed that hope and dreams are vital to carry on in life. She expressed that it

has been her dream to elevate her child’s level of knowledge and be able to find

her better life in the future. She articulated,

“Importante na hunahunaon nila unsaon nila

makalampos sila. Di maghunahuna na lisod unya
moundang. Kini akong anak ginaingnan nako na kung
di ka maningkamot, mapareho jud ka sa imong mga
ginikanan. Dapat maghunahuna ug maayo, mangandoy
ug maayo.” (It is important for them to think on how they
could accomplish and not to think of it as difficult and
then stop from schooling. I always remind my child that
if they do not persevere, they would grow like their
parents. They have to think of good things, dream of
brighter things.) FGD, P3, L 553-580

Decisively, the participants were able to withstand and cope with the

looming hitches in the new normal teaching modalities thorough setting goals

correctly. They believe that through this, they will be able to have focus on doing

their modules. Students would see to it that they could allocate resources and time

more efficiently and could access motivation when they feel like giving up. Riopel

(2021) asserts that goals do not only affect behaviour and job performance, but

also help mobilize energy which leads to a higher effort overall. Higher effort leads

to an increase in persistent effort. It also helps motivate students to develop

strategies that will enable them to perform at the required goal level. A study
 139

conducted by Travers, Morisano, and Locke (2015) to high school students found

that setting goals directly affected academic achievement and increase students’

chances of reaching the benchmarks the student identified for themselves.

Importance of Becoming Independent. The second theme that was

generated based from their responses as their learning insights is the importance

of becoming independent. As Mullings (2019) highlighted independent learning is

when students set goals, monitor and evaluate their own academic development,

so they can manage their own motivation towards learning. In the context of the

study, the participants revealed that the modular-based learning enabled them to

ruminate that having the sense of independent learning is necessary. Students

must develop the capability to make their own choices and take responsibility for

their own learning. They have to develop a sense of accountability in

accomplishing the tasks provided in the module through meaningful self-

monitoring and self- evaluation and being resourceful.

Meaningful Self- Monitoring and Self- Assessment. In the responses,

participants unveiled that monitoring their own outputs and progress helped them

manage their studies in the new normal teaching modalities. They are able to

realize that as they track themselves, they could redirect and adjust their plan for

meeting their goals. Students kept a record of themselves to the modules that they

have to do and those which were done. Similarly, they become reflective on their

own learning, they could assess whether they have learned or not. A participant

shared her insight in the teaching modality, she pointed out that,
 140

“Nakalearn ko nga dili diay sa tanang panahon

kinahanglan nimo nga nay moguide sa imoha
kinahanglan ikaw-ikaw sa imong kaugalingon
maningkamot pud ka kay dili sa tanang panahon na naa
kay kauban nga mualalay sa imoha. Makabalo ka kung
naa ba kay natun –an o kelangan pa nako magstudy ani
ug maayo. Naa koy listahan sa kelangan nako
answeran na modules.” (I learned that not all the time
we need somebody to guide us in our study. It is also
important that you struggle hard for yourself because it
is not always that help is available for us. You have to
recognize whether you have learned or you need to
study more. I provide myself with checklist of the
modules that I have to complete.) IDI - P1-317-350

In the statement above, it could be construed that self- monitoring and

evaluation becomes necessary which aids student to set their own learning goals

and be reflective on their own learning. One way to do this is through providing

a checklist. Students must also develop the skills of monitoring and assessing

themselves, to help direct them on what they have to do. With the clear direction,

they have in mind the more focused they could be. This is in consistent to the

study of Nardo (2017) who suggested that students must learn how to learn; they

must be empowered. As Beale (2019) avers, “The best learner is one with

excellent skills in independent learning.” This is where students set their own

goals, monitor and evaluate their own academic development and in so doing,

manage their own motivation towards learning. Another participant also shared

the same realization who affirmed that,

“Dako jud ko ug nakat-onan ma’am, nakat-onan nako

nga dili magsalig sa uban,nakat-onan nako nga
mostand nga ako-ako lang. Nakat onan nako icheck
akong sarili ug mas magfocus sa pagtoon.Nakat-onan
nako nga maningkamot sa sarili.Lisod kayo labi na tong
dati kapoyon magsalig ko sa uban naa man pud
manghatag ug answer pero karun nakat-onan jud nako
 141

kinahanglan jud diay maningkamot ikaw ra kay dili sa

tanang panahon naa kay kauban.”Maningkamot ka
magtoon para sa imong sarili, dapat mahibal an nimo
kung unsa pay kelangan buhaton. (I learned a lot,
ma’am. I was able to reflect the significance of
becoming independent, to rely on my own. I learned to
monitor myself and focus on my studies. I pondered to
make an effort for myself. Unlike before, that when I feel
tired, I rely on to others to provide me with answers. But
now, I am able to contemplate that not all the time we
have someone to rely on. You strive to learn for yourself.
You need to know what else you have to do.) IDI, P3-
317-364

The participant realized that with self- evaluation, they would be able to

identify their gaps in understanding and able to discern how to improve their

performance. They learn independently and think critically to solve their own

problems towards learning. In fact, they realized that they have to make informed

choices and take responsibility for their own learning. They are able to appreciate

the value of reflecting on their learning and deciding whether it has been effective

or whether they need to try another approach. Learning without a teacher and with

a dream to pursue learning, they realized that they have to learn to be independent.

Khalid, Bashin, Amin (2020) posit that through independent learning,

students become responsible of their learning during learning process. In this

process, students are capable of assessing their own learning activities at any

stage. As it is an independent learning process, students can diagnose their

learning needs and goals. They can also identify relevant material resources and

practically apply different learning techniques to evaluate learning outcomes.

Another participant also divulge that the new mode enables them to be self-

reflective and more responsible who articulated that,

 142

“Nakarealize jud ko maam na maningkamot ug akoa.

Makapangutana man ko sa teachers pero dili sa
tanang higayon. Maulaw pud ko magsige pangutana.
Ginabasa nako, tan aw pud ang answer key sa likod
kung tama ba akong answer maam.” (I realized Ma’am
to strive hard for me. I could ask my teachers but not
all the time. I am also hesitant to always ask. So, what
I do is I read and evaluate myself through looking at the
key answers at the back.) IDI, P4-410-437

The participant understood that in this modular based learning the teacher’s

immediate response to their various queries would not be expected. There are

many hurdles such as teacher’s distance, lack of internet connection which

impedes communication. Hence, the participants have to help themselves to get

through these different concerns. They learn to be independent and monitor their

own learning, with the use of any resources available in their means. Indeed,

student self-assessment occurs when learners assess their own performance.

Khiat (2015) asserts that with practice, students learn to objectively reflect

on and critically evaluate their own progress and skill development, identify gaps

in their understanding and capabilities, see the opportunities to develop their

ability, evaluate themselves, and make judgements about their own performance

and improve upon it. Likewise, it helps students to take control of their own learning

and assessment, giving them the chance to manage their own learning and

development more independently. Another participant in the focus- group

discussion also articulated that,

“Nakat-onan namo sa New Normal modalities kay

kinahanglan nga maningkamot ka ug imoha.
Maningkamot ka kay pareha sa akoa giingon ganiha
nga “wala man jud maestra ay makapangutana ka,
makachat ka’. Dili man jud jud dayon-dayon kay
naaman jud panahon nga busy ang maestra. Naay mga
 143

panahon nga dili ud dayon matubag ang mga

pangutana maong makapaningkamot jud ang mga bata
ug ila-ilaha ra. So, advantage dili lang magsalig pirme,
dili sila pareha sauna nga katong face to face pa
mugawas sila sa eskwelahan nga wala silay makat-
onan karun makaingon gyud ka kasagaran sa mga
studyante naa sila’y makat-onan makapaningkamot sila
ug ilaha.” Kami mismo sa among sarili makabalo kung
naa ba mi natun an o wala. Unsay dapat namo buhaton.
(I learned that we need to struggle on our own in the
new normal modalities. We have to make an effort as
what I have shared previously that there is no teacher
that we could ask, or chat with. You cannot immediately
get the response of your teacher since they are also
hectic. There are moments that you cannot expect
immediate response from them so students have to
endeavour on their own. It is considered as an
advantage also, because they are becoming
independent unlike during face-to-face that they just get
out from school with no learnings. Now, I could tell that
they are acquiring the skill of becoming self- regulating.
We ourselves could evaluate our own learning,
recognize what we have to accomplish.) FGD P1-L430-
504

The experience of the participant is an inevitable circumstance carried out

by the new normal. Incontestably, teachers could not be projected to provide

abrupt response to all queries of the students. Despite the number of students

that the teachers have to deal with, inaccessibility due to distance is also a

pressing problem. Hence, students have to help themselves develop

independent learning. On the other hand, teachers have a key part to play in

enabling and supporting independent learning though, for example, structuring

group work. Another participant also shared the same realization who confirmed

that,

“Ako jud nasabtan karon maam nga maski unsa kalisod,

mangita gyud ug paraan. Sa pag eskwela dapat
maningkamot gyud na makatoon sila. Sila mismo
 144

magmonitor sa ilang sarili unsay dapat buhaton, unsay

wala pa nabuhat ilabi na sa kadaghan sa modules kada
semana.” (I understand that in this midst even how
difficult life is, we have to find ways. Like in their studies,
they must help themselves to learn on their own. They
themselves could monitor on what to accomplish, and
what else have to be done especially with the number
of modules they have to do in the week.) FGD, P5 L589-
610

Decisively, the participants agreed to the pressing importance of learning

independently. With the number of modules that they have accomplish every week,

it is appropriate that they have to adopt ways on how to help themselves and

monitor their own learning. They have to reflect on how their own work and meets

the goals set for learning concepts and skills. In so doing, they would be able to

promote their metacognition about what is being learned, and apply effective

practices for learning.

The same realization is shared by one participant that students in the midst

of the pandemic must remained very determined and self- reflective to succeed.

She affirmed that,

“Nasabtan nako ang sitwasyon karon tungod sa

pandemya bisan pa nga walay pormal nga klase
makapadayon gihapon sa pagtuon ang mga bata
pinaagi niining modular, maningkamot magtoon na sila-
sila. Dapat i-encourage namo sila na hibal on kung unsa
pay kelangan matun –an kay kining pag eskwela para
gyud ni sa ilaha. Dapat maging responsible pud sila,
maski lisod gyud siya.” (I am able to realize that in this
situation, due to the pandemic and absence of face-to-
face learning, students have to be determined to finish
their studies, to learn independently on their own. We
have to encourage them to help themselves distinguish
what they have to learn because this is for their own.
They have to be responsible although it is difficult.)
FGD, P6, L370-407
 145

Obviously, the participants commented that independent learning is a

positive offshoot of the new normal. It enables them to find their own ways and

value their own work. They have to posess responsibility on their own learning for

their own learning. For them, this enable them to be active learners who make use

of problem-solving skills and feasible learning strategies to manage their own

learning. They can identify what they need during the learning process, set

individualized learning goals, control their own time and effort for learning, and

arrange feedbacks for their work.

Conyers and Wilson (2018) supported those ideas of independent learning

must be encouraged more in student life as students will have more flexible in time

to study and can catch up on other works and it even save teachers’ time. In

addition, Akbayeva, et. al. (2016) posited that self- evaluation has implications for

responsible decision making, as individuals are expected to analyze problems,

reflect their work, make decisions and take purposeful actions. To take

responsibility for their lives in times of rapid social change, students need to learn

on a life-long basis. As most aspects of our daily lives are likely to undergo

profound changes, independent learning will enable individuals to respond to the

changing demands of work, family and society.

Self- evaluation is an essential aspect which enables students to discover

new ideas, knowledge and helps to boost their imagination and creativity. As

individuals can learn without the same level of support from teacher that usually

get in school. The independent learning helps in self-discovery. On the part of the

teachers, they must provide students with opportunities to self-monitor, establish

 146

goals and receiving feedback from others and from oneself. Providing feedback on

homework is was found to improve students’ confidence in working independently

and to help them develop the reflective aspect of independent learning (Al-Bashir,

Kabir, & Rahman, 2016).

Significance of Being Resourceful. Conclusively, the participants also

shared that becoming resourceful is an important quality that the students must

possess in the new normal. They admitted that they are confronted with several

challenges brought by the new mode; therefore, they must have the ability to

approach those dilemmas in different ways. They must be creative enough to

pursue solutions and overcome difficulties. This is parallel to the statement of

Mitchell (2015) that being resourceful is a very empowering quality that provides

students the opportunity to succeed. Students must equip themselves with the

ability to get things done and understand that there are various ways for them to

acquire the knowledge even in modular –based learning.

This learning insight is a result from the thoughts shared by the participants.

Take the case of one participant where she uttered,

“Challenging kayo siya kay diria sa New Normal

Teaching Modalities diri ka makatuon ug pangita ug
paraan para makatoon ka, magresearch ka.” (It is
precisely challenging, ma’am because in the new
normal modalities you will learn to come up with ways
to learn such as researching.) IDI, P1-410-422

It is clear that despite the challenging shift of the new normal, the participant

is able to find ways for her to overcome difficulties and come up with better

solutions to help herself learn. In fact, the new mode has taught them to

manipulate smartphone and use the internet. There is no reason for them to stay
 147

in the comfort zone, they have to think creatively so that they are able to quickly

adapt to the situation, find solutions and manage with what they have available to

them. Being resourceful is a mindset which is extremely crucial to learn. Another

participant also affirmed the need of becoming resourceful to finish in her studies,

particularly that she has to support herself financially. The participant mentioned,

“Mahulagway nako siya ma’am nga enjoy siya ma’am

nga magsakit imong ulo kay wala jud sa amoa
nakahuman-human jud ug taas ba maglisod me ug
pangutana pero enjoy gihapon siya labi na ug magset
ta ug time pareha sa akoa magnegosyo-negosyo
paramaapalit,makapaload,magpacharge ug
cellophone ,makabayad ka ug pangcharge kay dyes
baya kayo unsaon nimo pabudget sakit sa ulo kay tubil
pa ka samantala sa cellphone dyes tapos sa motor 50
pesos maong enjoy kayo kay magsakit imo ulo unsaon
pagbudget sa kwarta.Unsaon pagbalanse.” ( I could tell
that it is enjoyable, while at the same time a headache.
Nobody in the family has achieved higher level in
education, so it is formidable for me to ask, but still it is
fun, particularly if we are able to set our time just like
me, I could do little business for my purchase, for load,
or be able to charge the cellphone, pay for the charging
of phones, it is pricey it costs 10.0, how would I budget
it, it is really a headache, the 50.00 for the motor
gasoline, hence, it is enjoyable but you will really have
a hard time on how to allocate, how to balance.) IDI,
P2-381-425

The participant felt that being resourceful and staying positive would allow

her minimize the impact of the challenging demands of the new normal. She lacks

financially, and she could ask nobody at home about her lessons. Instead of

worrying about the situation, she opts to embrace it, enjoy and take it as a

challenge to grow and learn. It is her dream of pursuing education which redirects

her and motivate her to move forward.

 148

Moreover, an attitude of resourcefulness inspires students to go out-of-the-box

thinking, the generation of new ideas, and the ability to visualize all the possible

ways to achieve what you desire (Campbell, 2016). Another participant also

expounded the same realization,

“Makaingon ko Maam na challenging, dili gyud sayon

Maam. Nakalitan pa mi sa pandemic pero
nagapaningkamot. Kanang walay kuryente, walay
cellphone, mangita jud ug kahirman. Moadto sa balay
sa akong classmates, para makapangutana ko unsa
nay update, unsay giingon ni teacher.” (I could say that
it is challenging, and never been easy. We are still
dazed by the pandemic, but we try endeavor hard.
Since there is no electricity, no cellphone, I have to
exhaust ways to borrow one. I go to my classmates’
house and ask about updates any communication
forwarded by the teacher.) IDI, P4-442-475

It could be inferred that the participant is still in tremor with the challenges

brought by the pandemic. It has been strenous for them to continue with their

studies given the present plight of not having the resources available. However, it

is also innate to the indigenous learners to strive hard and to survive. They realized

to exert all possible ways to help themselves in their studies, in that way they could

look continue with their education and find better future. Without a doubt, being

resourceful means the ability to respond better under stress. Davis (2021)

advances that it is ability to solve problems or handle situations using the limited

available resources. It is about getting things done in the face of obstacles and

constraints. This means approaching what's in front of you and optimizing what

you have, whether you're making something new or just thinking about how to do

something better. Participant in the focus group discussion also shared the same

learning insight. She articulated that,

 149

“Maningkamot mga bata nga ila-ilaha lang, mangita ug

paraan makakat on. Maski naa man gud mga times nga
kinahanglan gyud nila ug guidance sa mga maestra kay
bisan balik-balikon pa nila ug basa.” (Students strive to
learn on their own, find ways to learn. Even that there
are times they need the guidance of teachers, so they
just keep on reading to understand.) FGD, P1-397-415

The parent admitted that her child learns to love reading in order for the

latter to comprehend and accomplish the tasks in the modules. The students could

not afford to wait for the teachers to respond to all queries. The pandemic has

taught them to be capable of creatively and effectively use the available resources

to do the modules. On the other hand, resourcefulness requires persistence and

imagination. It reminds them that they have the tools, the skills, and the drive to

overcome whatever bump may lie in the road ahead. Similarly, they learned to

embody the growth mindset by staying positive and always pushing themselves to

improve. A handful of studies in Australia, North America, and Asia have all found

that resourceful students are better able to handle academic stress and enjoy

healthier mindsets than non-resourceful students. Both of these factors have been

found to lead to higher academic performance (Briggs, 2015). One participant also

affirmed the need to be more resourceful to overcome the situation. She admitted,

“Among nakat-onan nga maningkamot me nga

makakita me ug kwarta para sa eskwela nila, mag
packing me unya kulang ra among kwarta
maningkamot jud mi nga nay lahi nga pangwarta para
malagpasan namo ang problema.”(We understood that
we have to endeavour hard to support our financial
needs for their studies, if we do the packing (banana
packing) it could not suffice, so we need other source
of income, to surpass this problem.) FGD, P2-370-393
 150

Basically, aside from the resources which is a concern in doing and

completing the modules. The participant agreed that financial support is another

problem. With the outbreak of the pandemic, many have lost their jobs and have

to stay home for safety. Hence, the participants have to double their effort in finding

fund to support their studies. Their parents could not provide everything to them.

They may ask their neighbor for any job that could be given to them, with the

exchange of little amount of money. Life has been tougher for them, but with their

eagerness and resourcefulness, they are able to overcome it little by little. A

participant also expressed the same experience that she has to work in the

neighbor to fund his education. She mentioned,

“Kelangan jud ang pagpaningkamot, Maam.

Manghurnal sa mga silingan makatubil, makaadto
eskwelahan makakuha ug modules. Usahay
mamalihug ra na ipadala sa silingan para maisa ra.
Kana pug maglisod siya ug answer, mangita siya ug
kapangutan an.” (There is a need to strive hard. Ask
work from the neighbors, to buy gasoline for the
motorcycle. Then it that way, we could get the modules
in school. Sometimes, we ask from our neighbors to
bring our modules in school. Then at times, she has
difficulty in doing it, she would ask somebody to help
her.)

Based on the response, the participant demonstrated willingness to

embrace an array of possibilities and opportunities outside of their normal

repertoire. The participants take jobs while studying to support their needs. Indeed,

possessing a resourceful mindset requires one to stay positive. In fact, there is a

solution to every problem, even if that means a change in direction. Obviously, the

indigenous learners are becoming more resourceful individuals who are able to

slowly adjust the pandemic and the new learning modality and overcome those
 151

different hurdles. In another study, the Faculty of Education of Kocaeli University

in Turkey found that highly resourceful students had better coping skills, used more

positive reappraisal techniques, were more likely to seek social support, and were

less likely to use escape-avoidance strategies during exams. Resourcefulness is

the ability to make do with what you have, to see possibilities where no one else

does, and to anticipate the challenges required of you (Briggs, 2015).

Above and beyond, resourcefulness involves certain attitudes that help an

individual to effectively cope with external stressors, as well as to achieve control

over problematic and stressful life events. Mitchell (2015) accentuates that when

students imagine multiple outcomes, set objectives, experiment with new

approaches, and negotiate challenges, because of their resourcefulness, they

make important connections between knowledge and goal achievement. They

become conscientious creators of their own futures. As the theory of constructivism

denotes, learners construct knowledge rather than just passively take in

information. As students experience the world and reflect upon those experiences,

they build their own representations and incorporate new information into their pre-

existing knowledge.
 152

CHAPTER 4

Implications and Future Directions

Presented in this chapter are the implications drawn out from the results of

the study. A brief summary is first provided followed by the implications which are

directed towards indigenous learners and the new normal teaching modalities.

Future directions are also expressed.

This study aimed to describe the experiences of Ata- Manobo students

blossomed in Paquibato District Davao City in the new normal teaching modalities.

The specific objectives aimed to describe the challenges experienced by the

students in the new normal, their coping strategies and the realization they have

acquired. To achieve these objectives, the study utilized qualitative research

design using phenomenological approach. Purposive sampling was used to

identify the 12 interview participants of this study. They were 6 Ata – Manobo

students currently enrolled in the new normal teaching modality and 6 Ata Manobo-

Parents. To ensure ethical standards, informed consent was accomplished. Data

collection was with the aid of a researcher-made interview guide. Thematic coding

was used in the analysis of the data from the interview transcription.

Based on the analysis of the data, the following were revealed. The

challenges of the Ata- Manobo students in the new normal teaching modalities are

described in the following themes: struggles in understanding modular lessons and

in doing self- learning and absence of gadgets and resources to aid in learning.
 153

The participants revealed that they were still in tremor which put them in a difficult

situation. They encountered difficulties in the lessons such as problems on

comprehension regarding concepts and instructions and struggled in

understanding profound English and Filipino words. They need to widen their

vocabulary skills and develop abilities in reading. Another struggle is doing self-

learning, the students experienced having a hard time learning without a teacher

and lack of educated relatives to assist in their learning. Students were guided by

parents and relatives who are not knowledgeable enough about the lessons.

Added challenge was the absence of gadgets and other resources to aid in

learning. Students have no smartphones and electricity to do research and in doing

so would make their learning experience less strenuous in the new normal

teaching modalities.

The coping strategies used by participants to address the challenges in the

new normal teaching modalities generated two major themes like invigorating

online and offline information search and seeking support from others, and being

resourceful and thorough. Invigorating data search such as using internet and

other relevant materials such as books has become part of their system in dealing

with difficulties and unfamiliarity. Likewise, building connections and seeking

support from others has become a requirement for students as they wrestled in

doing their modules. The same is true with being resourceful and thorough to meet

the requirements and deadlines set by the teachers in spite of the number of

modules provided each week.

 154

The study also divulges the insights of the participants in the new normal

teaching modalities with two major themes and these are becoming productive in

maximizing time and importance of becoming independent. Students acquire the

knowledge that they have to maximize time through creating a timetable and set

goals correctly. As students they must be guided with their end goals and prioritize

tasks based on the degree of importance. Moreover, students also have reflected

that it is a requisite to manage self- monitoring and resourcefulness to be able to

work independently and accomplish tasks accordingly.

Implications

Based from the findings of the study, the following implications are obtained:

The changes in the new normal teaching modalities require students to be

more adaptive and strong-minded. They must equip themselves with life-long

learning skills to withstand to various impending challenges. Subsequently, it is a

challenge and opportunity for teachers to be more creative in providing effective

learning to students. They have to develop their competencies and adjust their

teaching strategies. Apparently, DepeD officials, both local and national, may give

additional attention and special programs to students particularly the indigenous

leaners to ensure that learning is not disadvantaged by the pandemic and their

economic status.

Building connections and seeking support from teachers and other

government officials must be strengthened between and among parties. The

 155

connection must center on how to sustain the willpower and grit of the students to

complete their studies. Providing gadgets to students is also a helpful move in the

new normal for students to endure from the various unfamiliar tasks present in the

modules. Students must be able to look to details and resort to ways which would

aid them to successful learning.

The participants are flabbergasted with the sudden shift of learning. They

are unprepared to face the modular – based because it is new to them and they

are accustomed to learning with the supervision of teachers. Therefore, teachers

must widen their antennae to perceive the various needs of the students. They

must equip students with life- survival skills and provide students the idea of

flexibility to be able to meet the demands of the new normal. Consequently,

teachers must also possess the competence in dealing with students in the new

mode to overcome uncertainties and make sure learning still subsists.

Future Directions

Based from the implications, future directions have been identified and are

presented in this section.

The modular-based learning poses difficulty to students. It involves contents

which are unfamiliar to them and require the supervision of the teacher. The

Department of Education, experts, and curriculum designers may re-evaluate the

existing materials and target the concepts and skills which are most relevant and
 156

most important. They may provide progrmans and incentives that help boost the

confidence and determination of teachers in handling indigenous learners.

School admininistrators may provide assistance, innovation, and

adjustments in the mode of instructional delivery and course design that suit the

diverse needs of the indigenous learners. They may communicate with

stakeholders and devise systematic and practical support in the form of programs

and activities to achieve quality normal education for students.

The Ata Manobo may establish strong ties of cooperation and coordination

to local government units and other sectors in the local community to distinguish

the vital role of the indigenous people through the conceptualization of concrete

and sustainable programs towards distance learning.

Teachers may modify their teaching approaches to address the varying

needs of learners. Teachers may adjust to new academic ideas and methods of

conveyance of educating, to ensure the effectiveness, efficiency and its relevance

of new learning modalities to the needs of the Ata Manobo learners and of the

industry.

The Ata Manobo Students may improve their academic performance in

spite of the crisis brought by the pandemic. Students in remote areas particularly

the indigenous learners may be given top priority in terms of having access to

school resources relevant in their learning such as gadgets. It must be recognized

how these indigenous learners handle the requirements of the new learning

modality for the smooth transition. They may be provided with programs and
 157

actions congruent to their optimum capacity to be able to perform at par with

regular students in urban areas.

Further studies on the new normal teaching modalities and indigenous

learners may be conducted to provide wider insights on this subject. School heads

and the local community may take part in a wide scale study so that scholars can

generate stronger foundation in forwarding the concerns of indigenous learners.

They can explore how learners and educators are getting to distance learning while

supporting the nature of the students. The tribal leaders and the NCIP may

participate in the large-scale study so that future researchers can build a stronger

foundation for voicing their concerns students’ education.

 158

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APPENDICES

A. Interview Guide

Research Questions Interview Guide Probing Questions

1. To describe the 1. What are the 1. How do you describe

experiences of Ata salient your experiences in
Manobo students in experiences of the new normal
new normal teaching ata- manobo teaching modalities?
modalities students in the
new normal Bisaya: Unsaon nimo
teaching paghulagway o pagdiscribe
modalities? sa imong mga kasinataan
Bisaya: Unsa na mga sa New Normal Teaching
kasinatian na nitatak o Modalities?
dili nimo makalimtan
karung New Normal
2. What are the things
Teaching Modalities? that you like in the
new normal teaching
modalities? Why?
2. What problems
Bisaya: Unsa na mga
have you
butang ang imong
encountered in
nagustohan sa New Normal
your class?
Teaching Modalities?
Ngano?
Bisaya:Unsa na mga
problema ang inyong
nasinati sa inyong 3. What difficulties have
pagtuon sa klase? you encountered in
the new normal
teaching modalities?

Bisaya:Unsa na mga lisod

nga kasinatian ang imong
nasinati karong New Normal
Teaching Modalities?

2. To explore the 1. What are your 1. What did you do in

coping strategies of strategies in dealing with the
Ata Manobo students meeting the difficulties in the new
in new normal challenges? normal teaching
teaching modalities. modalities?
 176

Bisaya: Unsa imong Bisaya: Unsa imong gibuhat

mga pamaagi arun arun makasagubang sa mga
malagpasan ang mga kalisod na imong naagian
pagsulay niining New karung New Normal
Normal Teaching Teaching Modalities?
modalities?

2. Why did you do it?

Bisaya: Nganong kana man

imong gibuhat?

3. To draw-out the 1. What are the 1. Do you like the new

insights of Ata insights that you normal teaching
Manobo students in have learned modalities? Why?
new normal teaching from your
modalities. experiences? Bisaya: Giganahan ba ka
aning New Normal Teaching
Bisaya: Unsa na mga Modalities? Ngano?
panglantaw ang imong
nakat-onan sa imong
mga kasinatian karung
2. Would you like to
New Normal Teaching
continue having this
Modalities? new normal teaching
modalities? Why?

Bisaya: Gusto ba ka nga

2. What learning’s
can be drawn ipadayon pa ang New
from your lessons Normal Teaching
and insights? Modalities? Ngano?

Bisaya: Unsa imong

mahulagway sa imong
nakat-onan base sa
imong panglantaw ?
 177

B. Validation Sheet

HOLY CROSS OF DAVAO COLLEGE, INC.

Sta. Ana Avenue, 8000 Davao City
Telephone No. (082) 221-9071-79

GRADUATE SCHOOL
Interview Guide Evaluation Sheet for Qualitative Research

Name of Evaluator : ____DR. ARNULFO B. RAMOS__________

Degree : ___________________________________
Position : ___________________________________
Institution : ___________________________________
To the Evaluator: Please Check the appropriate box for your ratings.
Points: 5 Excellent, 4- Very Good, 3- Good, 2-Fair, 1- Poor
Criteria/Indicators 5 4 3 2 1
1. Clarity of Directions and Items /
The interview suits the level of the
participants in terms if vocabulary,
language structure, and concept.
2. Presentation and Organization of /
Items
The interview guide is arranged in a
logical and progressive order.
3. Suitability of the Items /
The interview guide is appropriate and it
represents the substance of the
research.
4. Adequateness /
The interview guide is sufficient and
substantial in eliciting information from
the participants.
5. Attainment of Purpose /
The interview guide fulfills the
objectives for which it is constructed.
6. Objectivity /
The interview guide does not stimulate
bias nor lead to a premediated answer.
 178

Comments/Suggestions/Recommendations:
________________________________________________________________
____________Just follow my
suggestions/comments______________________________________________

Signature:
__________________
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C. Letters Seeking Approval to Conduct the Study

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183
184
185
186
187
188
189
190
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D. REC Certification

HOLY CROSS OF DAVAO

COLLEGE, INC.
Research Ethics Committee
Tel. No. (082) 221 – 9071 to 79 loc. 120
Email: : rec@hcdc.edu.ph
Main Campus: Sta. Ana Avenue cor. C. De
Guzman St., Brgy 14-B 8000 Davao City
Other Campuses: Camudmud (IGaCOS) and Bajada (SOS Drive)

May 21, 2021

Mary Rose B. Lacierda

HCDC-053
Graduate School, Holy Cross of Davao College

Dear Researchers,

The Research Ethics Chair reviewed and evaluated the resubmitted form
4E with the title “Delving The Lived Experiences of Ata-Manobo Student in the
New Normal Teaching Modalities”. After a thorough review, the Chair
APPROVES revisions as stipulated in the form.
The Research Ethics Committee expects to be informed about the progress
of the study via Amendments and Deviations Report, Early Termination Report and
Serious Adverse Effect Report and asks to be provided a copy of the Final Report
upon completion of the study.

This Certificate of Approval for Initial Review is valid until May 2022.

Yours faithfully,

De Mar M. Bangeles, MS, RPsy, RPm, SMRIPsych__

Member Secretary

Noted by:

Alona S. Galache, DRDev

Chair

*Type of Review: Expedited

 192

Tel. Nos.: (082) 221-9071 to 79 • Telefax: (082) 221-3008 • Website:

http://www.hcdc.edu.ph/ Accredited: PAASCU, PACUCOA, ISO 9001:2008
• Member: APCAS, APSCUR, ATEIM, BEAM, CEAP, CHED, COCOPEA,
DACS, DACUN, DCCII, FAAP, PAASCU, PACSB, PACUCOA, PAFTE,
PAMI, PERAA, UMAP
Putting you ahead by providing affordable, quality, Catholic education
 193

CURRICULUM VITAE

Mary Rose Belicario Lacierda

09612127219
maryrose.lacierda@hcdc.gov.ph
Paradise Embac National High School
Prk.3 Paradise,Paquibato District,Davao City

Academic Background:

Master of Arts in Education in Teaching Social Studies

Holy Cross of Davao College
2021

Certificate of Completion in Bible School

International One Way Outreach Bible School of Growth and Ministry
2018

National Certificate of Food and Beverage Services

Tagum City College
2017

Bachelor of Secondary Education major in Social Studies

Gabriel Taborin College of Davao Foundation Incorporated
2016

Employment History:

Teacher I
Paradise Embac National High School
September 4,2017

PrivateTeacher
Francisco Adlaon Learning Institute
June 1,2016
 194

Eligibility/Licensure:

Licensure Examination for Teachers

Relevant Seminars and Conferences:

International Seminar Workshop on Instructional Leadership in 21 st Century

Pedagogical Approaches
November 20,2020-December 2,2020
Via Zoom App in Quezon City, Philipines

Webinar on The New Normal Classroom Modality Teaching

June17, 2020-June 19,2020
Division of Davao City

Flexible Learning Pedagogy: Getting Ready for the New Normal

June 10,2020-June 12,2020
Vibal’s Webinar