Republic

Republic ofof
thethe Philippines
Philippines
Cagayan
Cagayan SS tate
tate U niversity
U niversity
Sta.Maria,
Sta. Maria, Lal-lo,
Lal-lo, Cagayan
Cagayan

COLLEGE OF TEACHER EDUCATION

PREPAREDNESS LEVEL OF TEACHERS IN THE DELIVERY

INTRUCTION PRIOR TO AND DURING THE LIMITED FACE-TO-FACE
LEARNING

A Research Presented to the Faculty

of the College of Teacher Education
Cagayan State University
Lal-lo, Cagayan

In Partial Fulfilment of the Requirements for the Degree

Bachelor of Secondary Education

JHOAN COLLADO
LANDER POL D. MARZO
July 2022
 Republic
Republic ofof
thethe Philippines
Philippines
Cagayan
Cagayan SS tate
tate U niversity
U niversity
Sta.Maria,
Sta. Maria, Lal-lo,
Lal-lo, Cagayan
Cagayan

COLLEGE OF TEACHER EDUCATION

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

This chapter presents the introduction of the research study and its problem. It

includes the dependent and independent variable that are used in the study as well as

the significance and limitations.

Covid-19 pandemic becomes a worldwide problem. It affects our society, our

economic development and especially our educational system. The Commission on

Higher Education adopted and promulgated the following Guidelines on Flexible

Learning (FL) to be implemented by public and private Higher Education Institutions

(HEIs), in accordance with the pertinent provisions of Republic Act (RA) No. 7722,

otherwise known as the “Higher Education Act of 1994”, Republic Act No. 11469,

otherwise known as the “Bayanihan to Heal as One Act”, and by virtue of

Commission en Banc (CEB) Resolution No. 412-2020, series of 2020. The scope and

coverage of the memorandum includes the general guidelines on the implementation

of flexible learning and teaching options, approaches, strategies, systems, pedagogies

and modalities in the higher education programs, including those under permit status,

by all public and private HEIs in the country. This learning modality was adopted in

the beginning of AY 2020-2021 and extended upon the consultation with the

stakeholders concerned, and HEIs are subjected to midyear or annual monitoring

and/or assessment by the CHED Regional Offices.

 Republic
Republic ofof
thethe Philippines
Philippines
Cagayan
Cagayan SS tate
tate U niversity
U niversity
Sta.Maria,
Sta. Maria, Lal-lo,
Lal-lo, Cagayan
Cagayan

COLLEGE OF TEACHER EDUCATION

After a two-year hiatus caused by the COVID-19 pandemic, as the

circumstance gradually returns to normal, schools under Alert Level 2 are given

orders to participate on the pilot implementation of limited face-to-face classes.

. We know that teachers are having difficulties in preparing their lessons

because of the new normal education brought by Covid-19 pandemic.

Therefore, we conduct this study to determine their level of preparation prior

to and during the limited face-to-face learning.

 Republic
Republic ofof
thethe Philippines
Philippines
Cagayan
Cagayan SS tate
tate U niversity
U niversity
Sta.Maria,
Sta. Maria, Lal-lo,
Lal-lo, Cagayan
Cagayan

COLLEGE OF TEACHER EDUCATION

STATEMENT OF THE PROBLEM

This research study would like to find answers to the following questions that may

have determine teachers’ level of preparedness to limited face-to-face learning in the

delivery of instruction prior to First Semester and during Second Semester of

Academic Year 2021-2022.

1. What is the profile of the respondents in terms of:

a. Age

b. Sex

c. Field of Specialization

d. Highest Educational Attainment

e. Eligibility

f. Numbers of Seminars/Trainings Attended

g. Number of Years in Service

2. What problems and challenges do the respondents’ have encountered prior to

and during limited face-to-face learning?

3. What is the level of preparation of the respondents in the delivery of

instructions prior to and during limited face-to-face learning?

4. What is the relationship between the respondents’ level of preparedness in the

delivery of instruction prior to and during limited face-to-learning and the

following:

a. Profile variables; and

 Republic
Republic ofof
thethe Philippines
Philippines
Cagayan
Cagayan SS tate
tate U niversity
U niversity
Sta.Maria,
Sta. Maria, Lal-lo,
Lal-lo, Cagayan
Cagayan

COLLEGE OF TEACHER EDUCATION

b. Problems and challenges in the delivery of instruction prior to and during

limited face-to-face learning.

 Republic
Republic ofof
thethe Philippines
Philippines
Cagayan
Cagayan SS tate
tate U niversity
U niversity
Sta.Maria,
Sta. Maria, Lal-lo,
Lal-lo, Cagayan
Cagayan

COLLEGE OF TEACHER EDUCATION

SIGNIFICANCE OF THE STUDY

This study will be beneficial to the following:

Students. This study, will benefit the students as they able to recognize their

problems, challenges, and attitudes so that they can identify their coping mechanisms

and to effectively acquire quality education on the face-to-face leaning modality.

Teachers. The collected data in this study will help the teachers in designing

strategy appropriate for the students’ needs and interest through attending training and

joining webinars. This will also create an opportunity for them to identify the

problems in such learning modality.

Parents and Guardians. This study will provide information to the parents

and guardians of the possible resources that they will need, to support their children

financially, morally, and emotionally in any learning modality and educational setup

during pandemic era.

Local Government Unit. Since they are the strict implementer of Covid-19

protocols. They can use this study to facilitate the students’ engagement in returning

to face-to-face learning modality as to support the campus and teachers through

physical and material services as well as educational and financial assistance on

students.
 Republic
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COLLEGE OF TEACHER EDUCATION

Community. This study will be useful to the community in encouraging and

motivating stakeholders to finish their studies and to provide quality education despite

of the challenges brought by Covid-19 pandemic.

University. The results obtained in this study will serve as a guide in

formulating strategies and approaches to enhance their teaching skills and procure

more effective face-to-face learning modality. As well as providing appropriate

assistance to address the problems and ease the burden that teachers experience.

Other Researchers. This study will add to the body of knowledge that other

researchers can use as a reference material to determine where there are gaps in the

literature for future studies on relevant topics.

 Republic
Republic ofof
thethe Philippines
Philippines
Cagayan
Cagayan SS tate
tate U niversity
U niversity
Sta.Maria,
Sta. Maria, Lal-lo,
Lal-lo, Cagayan
Cagayan

COLLEGE OF TEACHER EDUCATION

SCOPE AND DELIMITATION OF THE STUDY

The study will focus on the preparedness level of teachers to limited face-to-face

learning in the delivery of instruction at Cagayan State University – Lal-lo Campus.

The study will be limited to teachers who taught in the pilot implementation of the

limited face-to-face classes prior to First Semester and during the Second Semester of

the Academic Year 2021-2022. The Questionnaires Checklist will be limited to the

following:

a. Profile Variables

b. Level of preparation of the respondents in the delivery of instructions prior

to and during limited face-to-face learning.

 Republic
Republic ofof
thethe Philippines
Philippines
Cagayan
Cagayan SS tate
tate U niversity
U niversity
Sta.Maria,
Sta. Maria, Lal-lo,
Lal-lo, Cagayan
Cagayan

COLLEGE OF TEACHER EDUCATION

DEFINITION OF TERMS

Conceptual Definition Theoretical Definition

Level of preparedness in this study, Instruction refers to the process of

portrays to the degree of teachers’ teaching and engaging students with

adaptability and flexibility towards the curriculum content.

upgrading of functions, development of Limited face-to-face refers to an in-

practices, and amendment of policies person learning of limited students who

which can be a huge help in attaining are opted to attend regular classes.

educational goals and objectives. Problems. A question raised for inquiry,

Challenges. Challenges in this context consideration, or solution. (Merriam-

constitute the problems that students and Webster)

teachers are encountering in the

transitioning of learning modality from

online to limited face to face.

Teachers’ Profile Variables. Includes

the age, sex, as well as the qualities that

can be measured with tests or derived

from the academic records or there are

elements that are liable to vary such as

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Cagayan
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Sta. Maria, Lal-lo,
Lal-lo, Cagayan
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COLLEGE OF TEACHER EDUCATION

teachers’ attitudes, qualification,

teaching skills, years of experiences and

enthusiasm, etc.

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter shows a retrospective presentation of previously written material:

research literature and conceptual that has relevance and significance to the

research under considered.

COVID-19 has posed a significant threat to the global education system.

Rethinking alternative classes for continuous education is the major issue for coping

with the new-normal system. In this regime of global lock-down of educational

institutions, technologically advanced countries are equipped with all the tools

required for online education, whereas developing countries are yet to implement

online education in full-fledge. The findings conclude that majority of the students

marked lack of technological infrastructure, high cost of internet, low speed of

internet, the financial crisis of the family, and mental pressure for the students are the

prime hindrances for online education (Md Ramij, 2020).This has caused educational

institutions to seek the best practices to deliver course content online, engage students

and conduct assessments (Hosseini, Egodawatte, & Ruzgar, 2021).

A growing number of students are now opting for online classes. They find the

traditional classroom modality restrictive, inflexible, and impractical. In this age of

technological advancement, schools can now provide effective classroom teaching via
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COLLEGE OF TEACHER EDUCATION

the Web. This shift in pedagogical medium is forcing academic institutions to rethink

how they want to deliver their course content (Jasmine Paul, Felicia Jefferson, 2019)

However, a study concludes that blended learning can be considered as an

efficient approach of distance learning in terms of students’ learning experience,

student-student interaction as well as student-instructor interaction and is likely to

emerge as the predominant education model in the future (Tayebinik, et. al 2012).

We have also identified three major issues that need to be addressed from an

educational standpoint: insufficient emphasis on public health emergency

preparedness; unsophisticated mechanisms for interdisciplinary cooperation; and

inadequate guidance in medical ethics (Da-Ya Yang et. al., 2020)

(Oye et al.) point out that online-learning is more student-centered, compared

to face-to-face learning, which is more teacher-centered, as it does not focus

exclusively on instructions and guidelines coming from teachers, but it is individually

adjustable to the student.

The use of online education platforms has become a necessity and has spread

rapidly since 2020, however, there are also reasons for which the students might

prefer more traditional in class activities. Although social connectedness can be

derived online (Grieve et. al.,2013), most students feel that face-to-face contact is

essential for building a sense of community (Conole et al., 2008). Even when classes

are only partially online, students may feel that online discussion detracts from this

feeling of the community with their peers and tutor.

 Republic
Republic ofof
thethe Philippines
Philippines
Cagayan
Cagayan SS tate
tate U niversity
U niversity
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Sta. Maria, Lal-lo,
Lal-lo, Cagayan
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COLLEGE OF TEACHER EDUCATION

(Jung et al. 2021) uncertainty associated with online/blended teaching has,

heightened faculty workload, disrupted work routines, and increased the prevalence of

anxiety and psychological issues associated with isolation. Thus, there is a consensus

the pandemic has a negative short-term influence on educators and academic

institutions.
 Republic
Republic ofof
thethe Philippines
Philippines
Cagayan
Cagayan SS tate
tate U niversity
U niversity
Sta.Maria,
Sta. Maria, Lal-lo,
Lal-lo, Cagayan
Cagayan

COLLEGE OF TEACHER EDUCATION

CHAPTER III

RESEARCH METHODOLOGY

This chapter covers the research design and methodology, including sampling,

population, establishing rigour during and after data collection, ethical

considerations and data analysis used in the conduct of the study.

RESEARCH DESIGN

In this study, descriptive-correlational design will be used. In view of the nature of the

descriptive-correlational design, the researchers seek if the respondents’ profile

variables, and problems and challenges faced by them in the delivery of instruction

prior to and during limited face-to-face learning correlates with their level of

preparedness since changes on the instruction have been finalized for the new normal

learning.

LOCALE OF THE STUDY

The study will be conducted at Cagayan State University - Lal-lo Campus, Sta. Maria,

Lal-lo, Cagayan. The campus has four Departments namely: College of Teacher

Education, College of Information and Computing Sciences, College of Hospitality

Management, and College of Agriculture.

 Republic
Republic ofof
thethe Philippines
Philippines
Cagayan
Cagayan SS tate
tate U niversity
U niversity
Sta.Maria,
Sta. Maria, Lal-lo,
Lal-lo, Cagayan
Cagayan

COLLEGE OF TEACHER EDUCATION

SAMPLES AND SAMPLING TECHNIQUES

The respondents of this study are the teachers who taught in the pilot implementation

of the limited face-to-face classes prior to and during the Second Semester of the

Academic Year 2021-2022. The respondents are categorized with being Regular and

Irregular Faculty.

College No. of Regular Percentage Irregular Percentage

Respondents Faculty Faculty
Agriculture
Hospitality
Management

Information
and
Computing
Sciences

Teacher
Education
Total

Purposive sampling will be employed in this study as it will only include teachers of

Cagayan State University – Lal-lo Campus who taught in the pilot implementation of

the limited face to face classes prior to and during the Second Semester of the

Academic Year 2021-2022.

 Republic
Republic ofof
thethe Philippines
Philippines
Cagayan
Cagayan SS tate
tate U niversity
U niversity
Sta.Maria,
Sta. Maria, Lal-lo,
Lal-lo, Cagayan
Cagayan

COLLEGE OF TEACHER EDUCATION

RESEARCH INSTRUMENT

A questionnaire will serve as the main instrument in gathering the data and

information. The questionnaire consists of three parts. Part I will elicit data regarding

profile of the respondents. Part II will gather information on the problems and

challenges faced by teachers. Part III will collect information regarding the

preparedness level of teachers in the delivery of instruction towards the transitioning

of learning modality from online to limited face to face.

COLLECTION OF DATA

The researchers will seek permission, through a request letter to the Campus

Executive Officer and to the office of the Dean of the College of Teacher Education

for the conduct of the study.

With their approval, the researchers will personally administer the sets of

questionnaire to the respondents. To ensure 100% retrieval of information or

questionnaires, other method of gathering data will be used like Google Form. The

respondents will just send their responses to the questionnaires through Google Form.
 Republic
Republic ofof
thethe Philippines
Philippines
Cagayan
Cagayan SS tate
tate U niversity
U niversity
Sta.Maria,
Sta. Maria, Lal-lo,
Lal-lo, Cagayan
Cagayan

COLLEGE OF TEACHER EDUCATION

DATA ANALYSIS

In the analysis of data, the statements mentioned in the questionnaires will be rated

using the Likert 4-point scale.

Numerical Rating Descriptive Value

4 Well Prepared

3 Relatively Prepared

2 Prepared

1 Unprepared

Regarding the relationship of profile variables and level of preparedness of teachers in

the delivery of instruction prior to First Semester and during Second Semester of

Academic Year 2021-2022, the statistical tool will be Pearson-R.

 Republic
Republic ofof
thethe Philippines
Philippines
Cagayan
Cagayan SS tate
tate U niversity
U niversity
Sta.Maria,
Sta. Maria, Lal-lo,
Lal-lo, Cagayan
Cagayan

COLLEGE OF TEACHER EDUCATION

Letter to the Respondents

Dear Respondents,

We, the undersigned researchers, are currently conducting a study titled

“PREPAREDNESS LEVEL OF TEACHERS IN THE DELIVERY OF
INSTRUCTION PRIOR TO AND DURING THE LIMITED FACE-TO-FACE
LEARNING”.

In this regard, we humbly request you to answer honestly and correctly all the
items in this questionnaire. Please do not leave any item blank. Rest assured that all
responses will be treated confidentially.

Thank you for your great participation. God bless!

 Republic
Republic ofof
thethe Philippines
Philippines
Cagayan
Cagayan SS tate
tate U niversity
U niversity
Sta.Maria,
Sta. Maria, Lal-lo,
Lal-lo, Cagayan
Cagayan

COLLEGE OF TEACHER EDUCATION

Part I – Profile

Age: _____

Gender:

o Male
_____
o Female
_____

Field of Specialization:
o ____________________

Highest Educational Attainment

Elementary Undergraduate

Elementary Graduate

High school Undergraduate

High school Graduate

College Undergraduate

College Graduate

Master Graduate

PhD
 Republic
Republic ofof
thethe Philippines
Philippines
Cagayan
Cagayan SS tate
tate U niversity
U niversity
Sta.Maria,
Sta. Maria, Lal-lo,
Lal-lo, Cagayan
Cagayan

COLLEGE OF TEACHER EDUCATION

Eligibility:

o _______________

o _______________

o _______________

o _______________

o _______________

Numbers of Seminars/Trainings Attended

0
1-5
6-10
11-15
16-20

Number of Years in Service

1-5
6-10
11-15
16-20
21-25
26-30
More than 30
 Republic
Republic ofof
thethe Philippines
Philippines
Cagayan
Cagayan SS tate
tate U niversity
U niversity
Sta.Maria,
Sta. Maria, Lal-lo,
Lal-lo, Cagayan
Cagayan

COLLEGE OF TEACHER EDUCATION

Part II – Problems and Challenges encountered

Problems

Prior to Yes No
1. Is internet connection loss affects the
teaching and learning process during online
class?

2. Were the students on time on passing

their outputs and activities?

3. Did you experience environmental

disruptions like; barking dogs, passing
motorcycles and shouting parents while
having online and virtual discussions?

4. Did you ever caught student/s doing

something while having online and virtual
discussions?

5. Did you experience having anxiety and

sleeping disorders from the transition
happened?

During Yes No
 Republic
Republic ofof
thethe Philippines
Philippines
Cagayan
Cagayan SS tate
tate U niversity
U niversity
Sta.Maria,
Sta. Maria, Lal-lo,
Lal-lo, Cagayan
Cagayan

COLLEGE OF TEACHER EDUCATION

1. Were your students always present?

2. Were the students abide with the safety

and health protocols?
3. Did anyone use their mobile phones; play
games, watch videos and scroll on their
social media accounts while you were
teaching?
4. Did your students made their activities
during class hours?
5. Did your students attentively listening to
the class discussion?

Challenges
 Republic
Republic ofof
thethe Philippines
Philippines
Cagayan
Cagayan SS tate
tate U niversity
U niversity
Sta.Maria,
Sta. Maria, Lal-lo,
Lal-lo, Cagayan
Cagayan

COLLEGE OF TEACHER EDUCATION

Prior to Yes No
1.Were you able to manipulate effectively
the different educational applications and
websites during online class?
2. Were you able to handle your students’
behaviour while having online and
virtual discussions?
3. Were you able to adjust
instantly/immediately from online to limited
face-to-face class?
4. Were you physically and mentally
prepared to teach in the limited face-to-face
class?

5. Did you think of not including yourself to

be part of the limited face-to-face class
because of the chance being infected by
Covid-19??

During Yes No
 Republic
Republic ofof
thethe Philippines
Philippines
Cagayan
Cagayan SS tate
tate U niversity
U niversity
Sta.Maria,
Sta. Maria, Lal-lo,
Lal-lo, Cagayan
Cagayan

COLLEGE OF TEACHER EDUCATION

1. Did you experience difficulty in hearing

the learners’ response due to mandatory
wearing of facemasks and face shields?
2. Did you experience difficulty in breathing
while teaching due to mandatory wearing of
facemasks and face shields?
3. Did you find it hard to keep all your
students motivated and engaged in the
teaching and learning process?

4. Did you find it difficult to maintain the

safety and health protocols while you were
teaching?
5. Did you experience fatigue and
overworked that you forget to bond with
your family?
 Republic
Republic ofof
thethe Philippines
Philippines
Cagayan
Cagayan SS tate
tate U niversity
U niversity
Sta.Maria,
Sta. Maria, Lal-lo,
Lal-lo, Cagayan
Cagayan

COLLEGE OF TEACHER EDUCATION

Part III – Level of preparedness prior to and during limited face-to-face learning

The statements mentioned will be rated using the Likert 4-point scale.

Numerical Rating Descriptive Value

4 Well Prepared
3 Relatively Prepared
2 Prepared
1 Unprepared

Well Relatively Prepared Unprepared

Prepared Prepared
Prior to

During

Total