QUEZONIAN EDUCATIONAL COLLEGE INC.

633 Dr. Soler Street, ZONE II, Atimonan, Quezon

EDUCATION DEPARTMENT

APPROVAL SHEET

The Thesis of
Zenaida Ranay Nablo
Entitled

Perceived Challenges in the New Normal Learning Modality of Bachelor of Science in

Secondary Education Major in Mathematics Practice Teachers of Quezonian Educational
College Inc.
S.Y. 2021-2022

Submitted in Partial Fulfillment of the Requirements for the Degree of

Bachelor of Science in Secondary Education
Major in Mathematics

To the Education Department of Quezonian Educational College Inc.

And has been approved by the Committee

WILSON P. OFLARIA
Thesis Instructor

CARMENCITA L. ARAGON
School Administrator
 SURVEY QUESTIONAIRE

Direction: Read each statement and answer honestly. Decide whether you Strongly Agree,

Agree, Disagree or Strongly Disagree. Use the following numbers to express your response:

Legend:

4 – Strongly Agree

3 – Agree

2 – Disagree

1 – Strongly Disagree

A. Activity Sheets Preparation

Statements 4 3 2 1
1. I find it difficult to think of an activity and tasks in Mathematics
by which the students will discover the lessons on their own.

2. Due to lack or resources, we are forced to spend money from our

pockets on necessities that we should not be shouldering in the new
normal education.

3. I was stretched to my limits in finding what approaches will

effectively facilitate development to my learners in preparing tests.

4. There is no available printer or bond papers to print the activity

sheets for modular students.

5. Assessing students’ conceptual understanding in Mathematics is

hard because we don’t see their body languages or we can’t talk to
them in person.

6. Preparing activity sheets for remote students has forced us to

rethink what assessments are supposed to accomplish to facilitate
 learning in online dimension.

7. We are having a hard time on how to balance conceptual

understanding, procedural skills and fluency to real-world
application.

8. It is hard to secure a copy of modules and constructing our own

instructional activities for the learners increases our workloads.

9. It makes no sense to give an answer-getting test because distant

students will possibly just google the answer.

10. Due to power interruption and unstable internet connection,

teachers have to travel to locations with a reliable internet for the
preparation of the modules and communication with the students
with their parents.

B. Handling Online Class

Statements 4 3 2 1

1. The students are not that actively involved as I discuss the

lessons and they do not ask questions.

2. Some students are unresponsive no matter how good the lessons

are prepared and delivered during online class.

3. I cannot ensure that the students are listening especially when the
video is turned off when class is done online.

4. Students do not ask questions in order to finish the online session

right away.

5. We sometimes talk more than we teach if there’s a lot to cover in

a short period of time especially in teaching Mathematics, it’s hard
to tell the students how to solve a problem without showing them at
 all.

6. Noise is unavoidable due to students who opened their mic while

the online class is in progress.

7. Power interruption and unstable internet connections distracts the

online class and sometimes cut our classes.

8. There’s a lot of distractions to the teacher and the students due to

environments of both ends which are not conducive to learning.

9. Students with poor digital literacy can’t interact because they do

not know how to turn on their mic or which icon to press to raise a
hand to speak.

10. Learners who are bored will just listen to online class
discussions as radio while doing household chores thus making
them inactive when the teacher ask them to do something or call
their attention online.

C. Assessment and Evaluation

Statements 4 3 2 1

1. The students are not able to answer all items in the summative
test or short quiz that I have given to measure how much they learn
the competencies.

2. I am challenged with the students’ difficulty in understanding

the instructions because they have poor reading comprehension
ability even though the instructions given were clear and simple.

3. Recitations is not really gradable because you do not see/hear

that coaching is happening remotely because their mic is usually
muted and their cameras are mostly off during online classes.
 4. Implementing time management failed due to internet connection
issues especially in the time uploading questions and uploading
images to assess the students.

5. I am unfamiliar on how to complete the assessment because of

shortage of time.

6. Online assessment platforms speed up the process of evaluation

but very dependent on power supply and internet connection.

7. We do not want to focus on the test papers approach that requires

a lot of reading of modules but we do it because it’s the system
used in the new normal.

8. Teachers are facing problems in assessing subjective answers

which are uploaded because it is blurred and hazy.

9. Slow and delayed response of the students during the on-going

assessment is time-consuming.

10. There is health risk for the teachers in distributing and

retrieving of modules due to COVID-19.

D. Submitted Activity Sheets

Statements 4 3 2 1

1. The students left the activities and tasks unanswered when they
submit the weekly activity sheets.

2. Answers passed is copied from the google and their answers are
the same.

3. Health issues of teachers with their eyes is at stake in framing

papers uploaded especially if they handle a lot of students online.
 4. The students pass the activity sheet very late thus making the
teachers struggle to cope up with what’s needed to be done on time.

5. Images of activity sheets uploaded are blurred and is hard to read

and grade.

6. There are bunch of students who do not follow clear and simple
instructions in their module.

7. Dealing with students’ attitudes in submitting their modules is

very challenging.

8. Checking plagiarism for easy-type questions adds up to teacher’s

workloads.

9. Teachers have to explore online and offline means to retrieve the

modules of the students and this is very challenging for others who
have no personal tools like electronic devices and Wi-Fi.

10. The activity sheet is the only tool to base in tracking students’
development and monitoring their progress because there is no
face-to-face interactions.

E. Demonstration Teaching

Statements 4 3 2 1

1. It is hard to deliver the lesson, unlike during face to face classes

where students can be encouraged easily.

2. Traveling to locations with stronger internet connections is risky

because of the threat of COVID-19.

3. Online teaching is very dependent on power supply, unlike with

face-to-face wherein demo-teaching continues even when power
interruption happens because we can use other instructional
materials.

4. Reliance to electronic limits the students’ participation especially

the less fortunate who do not have access to technology.

5. Inadequate knowledge and skills of specific app or technology

limits the students to express their ideas or answers unlike with
face-to-face wherein they can easily write the formulas and their
ways in solving word problems on the board.

6. Time management is affected by delayed and unclear

communication between the learner and the teacher.

7. Lack of human connection makes other students lack focus

especially those who can’t study alone.

8. Difficulties in assessing students with special needs because

sometimes the parents or guardians were having a hard time to
follow simple instructions.

9. There is lack of instant communication and feedback due to

health protocols to be considered.

10. Making the learning fun is very challenging because mostly the
students is bored easily with Math.