Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

The literature and studies cited in this chapter tackle the different concept, understanding, and ideas,
generalization or conclusions and different development related to study of the enrollment from the
past up to the present and which serves as the researchers guide in developing the project. Those that
were also included in this chapter helps in familiarizing information that are relevant and similar to the
present study.

Pedagogical Practices and Learning Performance in New Normal 

Classrooms
In early January 2020, scientists identified a new infectious disease caused by a novel coronavirus. Since
then, the COVID-19 pandemic has caused widespread disruptions to schools and universities. According
to UNESCO, as of April 10, 2020, more than 188 countries had implemented nationwide school and
university closures, impacting over 91% of the world’s student population (UNESCO n.d.).

(Hodges et al. 2020) states that online learning is often stigmatized as a weaker option that provides a
lower quality education than in-person face-to-face learning (Hodges et al. 2020). Indeed, such negative
attitudes to fully online learning were revealed by a large EDUCAUSE survey by (Pomerantz and
Brooks 2017).

Clearly, many faculty members and students do not see the value of fully online learning, despite the
fact that online learning has been around for many decades. During the current health crisis, many
instructors have had to improvise quick online learning solutions by (Hodges et al. 2020).

According to (Bates and Galloway 2012) these online methods may be an efficient method of delivering
content, they are not particularly effective in promoting active learning and interest.

As one student remarked, “Sitting in front of my computer to watch a 2-h live lecture without any active
learning activities such as group work is pretty boring!” Indeed, without any active learning activities
such as peer interaction, a fully online course will feel more like an interactive book than a classroom
(Sutterlin 2018).
Education in the time of Pandemic
(Alvarez, 2021; Anzaldo 2021; Castroverde & Acala, 2021) said that teachers in the new normal
face challenges brought by the COVID-19 pandemic which posted rapid adjustments in the
educational system, including parents of the students (Guiamalon et al., 2021; Kintanar et al.,
2021; Pascual, 2021).

Even though other countries have already been rid of the virus’s menace, the Philippines
remains one of the most seriously hit. The pandemic has a significant impact on education in
the country, where academic institutions and schools encounter major adjustments. The
pandemic caused hindrances to face-to-face education by (Abbas, 2021; Cos et al., 2021).

The education sectors work together to ensure the continuity of education and that every
school continues to achieve its goal and vision of providing excellent education to every Filipino
student (Dangle & Sumaoang, 2020).

As a result, the Department of Education (DepEd) instituted DepEd Order No.12 series of 2020,
which formulated new learning delivery modalities at all levels, as represented in the Learning
Continuity Plan (LCP) for the school year 2020-2021 up to the present (Guiamalon et al., 2021).

Different learning modalities presented include online distance learning, blended learning,
homeschooling, and modular distance learning in digital or printed format. Among the different
modalities offered, the use of printed self-learning modules is the method used by most public
schools. It is because only a few learners, especially in remote areas can access the internet
since only a few have gadgets and there is a limited internet connection.

Teachers in Time of Pandemic

Tosun et al. (2021) noted the lack of experience among teachers towards the current situation.
Regardless of any circumstances.
(Pentang 2021) stated that teachers must use available and applicable pedagogy to effectively
deliver their lessons. Despite the challenges posed by the COVID-19 pandemic, teachers
continue to serve by developing modules that act as students’ learning guides (Lapada et al.,
2020).

However, Malipot (2020) stressed that teachers also air their problems on modular distance
learning such as: reproduction costs and being forced to attend school as late as 11:00 p.m. to
complete the printing on time.

Macaraeg et al. (2021) mentioned that the country’s Teachers Dignity Coalition claimed that
modular distance learning has created extra workload, health risks, and additional expenses
which causes teachers to beg for donations of bond paper and ink to print. These only evidently
show that challenges really do exist in the connectivity. This confirms that possible procedures
can be employed to learn from the experiences of the teachers which is necessary for the
current study.

Exploring the practices of secondary school teachers in preparing for classroom

observation amidst the new normal of education

According to the Department of Education (2021) our teachers and students are being retrained and
retooled to support schools' adoption of distance learning delivery modalities.

Castillo (2021) conducted a qualitative study to understand junior high school teachers' perceptions and
experiences of conducting class observation during the COVID-19 pandemic in 2020-2021. The study did
identify remarkable perceptions of junior high school educators regarding the importance of conducting
the class observation. A phenomenological research design is used in conjunction with an
accommodating interview with 15 teachers as study informants. The study found that instructional
leaders and teachers could coordinate and plan class observation tasks to benefit both parties

Another study, by Butron (2021) evaluated teachers' responsiveness, emotional reactions, and activities
to ascertain the level of support they require at home to perform the task and responsibilities efficiently
and effectively in the new normal of education. Educators report completing daily tasks, according to
the findings. Despite working from home, teachers maintain a connection to the school, and their
primary responsibility under the new educational standard is to evaluate participants' progress.
Also, Joshi, Vinay, M., and Bhaskar (2020) analyzed the strategies used by higher education institutions
to continue imparting education during a lockdown. Additionally, the study discusses the difficulties that
teachers face when teaching online from their homes. The outcomes indicated that higher education
institutions (HEIs) had held numerous programs to impart education in this pandemic situation.
However, from the teacher's perspective, these initiatives have been a failure. Teachers face various
challenges when teaching online, including a lack of technical resources, interruptions from family, a lack
of training, clarity, direction, and a lack of knowledge.

Furthermore, Ali and Kaur (2020) assessed how teachers coped with online learning after nationwide
school closures. They used a meta-synthesis methodology and cited relevant literature to understand
the essence of continuous learning during these unexpected times. The findings indicate that teachers
were gradually adopting aspects of online learning. Similarly, Barrera, Jaminal, and Arcilla (2020)
surveyed their students and teachers regarding readiness to flexible learning in the new normal of
education. The results discovered that teachers should be trained in online teaching, and the education
system should be revised to cater to the paradigm shift.

Glimpses of Teaching in the New Normal: Changes, Challenges, and Chances

Teachers most especially are prompted to reimagine education and find ways to humanize the learning
process by focusing on students’ needs first to the best extent possible by (Dhawan, 2020).

(Singh & Thurman, 2019) defined that online learning encounters in both synchronous and
asynchronous environments utilizing the internet with mobile phones, laptops, 278 etc. so it provides
students opportunities to learn and interact with their teachers anywhere and anytime.

Miyagawa and Perdue (2020) revealed that many instructors found teaching in the new normal not just
challenging but also rewarding since the situation has made them become more creative. It has also
made them evaluate the curricula and reflect on what is essential.

Considering the heavy task to balance teaching, research, and other obligations, designing materials and
other tasks related to the novel environment of online teaching has added to the stress and workload of
faculty by (Joaquin et al., 2020).