Chapter 4

PRESENTATION, ANALYSIS OF DATA AND

INTERPRETATION OF FINDINGS

The chapter presents the data gathered, the results of the statistical analysis

done, and the interpretation and analysis of findings. These are presented in

tables following the problems presented in the study.

Profile of the Araling Panlipunan Teachers’ Respondents

The profile of the Araling Panlipunan Teachers is described in terms of age,

sex, highest educational attainment, trainings/seminars attended, length of

service, position, designation, membership tot the professional organization, and

IPCRF.

The profile of the respondents is shown in Table 2.

Table 2
Profile of the Araling Panlipunan Teachers
(n=37)
Profile Variables Frequency Percentage
Age
21-30 years old 14 37.8
31-40 years old 12 32.4
41 years old and above 11 29.7
Sex
Male 11 29.7
Female 26 70.3
Highest Educational Attainment
Bachelor's Degree 9 24.3
Academic Requirements in Master's Degree 10 27.0
Master's Degree 11 29.7
Academic Requirements in Doctorate Degree 5 13.5
Doctorate Degree 2 5.4
Trainings/Seminars Attended
National 18 48.6
Regional 5 13.5
 Division 22 59.5
District 1 2.7
School 12 32.4
Length of Service
5-9 years 16 43.2
10-14 years 8 21.6
15-19 years 5 13.5
20-24 years 2 5.4
25 years and above 6 16.2
Position
Teacher I 7 18.9
Teacher II 8 21.6
Teacher III 17 45.9
Master Teacher I 3 8.1
Master Teacher II 2 5.4
Designation
None 26 70.3
School AP Coordinator 2 5.4
Division AP Coordinator 1 2.7
IS Coordinator 2 5.4
ICT Coordinator 2 5.4
SSG Adviser 2 5.4
BE Focal Person 2 5.4
Membership to the Professional Organization
Local
None 33 89.2
1-3 3 8.1
10-12 1 2.7
Regional
None 36 97.3
1-3 1 2.7
National
None 36 97.3
1-3 1 2.7
International
None 34 91.9
1-3 3 8.1
Performance Rating
IPCRF rating 2020-2021
Very Satisfactory 7 18.9
Outstanding 30 81.1
IPCRF rating 2021-2022
Very Satisfactory 3 8.1
Outstanding 34 91.9
 Age. The data revealed that as regards to age of the Araling Panlipunan

teachers’ respondents had undertaken, 14 of them or 37.8 % are ages from 21 to

30 years old. On the other hand, there are 12 or 32.4% are ages from 31 to 40

years old. Furthermore, there are 11 or 29.7% are ages from 41 years old and

above. As seen majority of Araling Panlipunan teachers’ respondents are in the

stage of late adolescences or young adulthood. This is a time of life when very

little is normative. It is a period of frequent change and exploration that covers

many aspects of their life: home, family, work, school, resources, and role.

Sex. As to the sex of the Araling Panlipunan teachers’ respondents

teaching Araling Panlipunan subjects in Tarlac City Schools Division. As

perceived, most of the Araling Panlipunan teachers’ respondents teaching

Araling Panlipunan subjects in Tarlac City Schools Division are female, of which

26 or 70.3 percent while 11 or 29.7 percent are male. Over-all, the result showed

that there is a greater number of female Araling Panlipunan teachers’

respondents teaching Araling Panlipunan subjects in the Tarlac City Schools

Division.

Highest Educational Attainment. The highest educational attainment of

the Araling Panlipunan teachers’ respondents. As seen, Araling Panlipunan

teachers’ respondents who have earned their bachelor’s degree, of which 9 or

24.3 % are BSED graduates. 10 or 27.0 % are currently taking acquired their

academic requirements in their master’s degree. 11 or 29.7 % have already

earned their master’s degree. Most of the teachers earned their master’s degree

under Eduardo Cojuangco Foundation Program. 5 or 13.5 % have already

acquired their academic requirements in their doctorate degree. Additionally,

there were 2 or 5.4 % who are successfully finished their doctorate degree.

Training/Seminars Attended. The related trainings/seminars of the

Araling Panlipunan teachers’ respondents were based on their attended level of

trainings/seminars. As seen, majority 22 or 59.5% of the physical education

teachers’ participants attended the division level trainings/seminars. This was

followed by 18 or 48.6% who were attend in the National level. Additionally, there

were 12 or 32.4% who were attended the school level trainings/Seminars, there

were 5 or 13.5% who were attended the regional level trainings/Seminars,

followed by 1 or 2.7% who were attended the district level trainings/Seminars.

Unfortunately, none of the Araling Panlipunan teachers’ respondents who attend

the international level trainings/Seminars.

Length of Service. The length of service of the Araling Panlipunan

teachers’ respondents. The highest number of Araling Panlipunan teachers’

respondents 16 or with a percentage of 43.2 % have already rendered five to

nine years (5-9) years of teaching in Tarlac City Schools Division. This was

followed by those who already taught from ten to fourteen (10-14) years with a

frequency of 8 and a percentage of 21.6. More so, Araling Panlipunan teachers’

respondents or 16.2% rendered in service with 25 years and above; followed

then by those 5 or 13.5% Araling Panlipunan teachers’ respondents rendered

services in teaching araling panlipunan with fifteen to nineteen (15-19) years in

teaching and last those are those 2 or 5.4 % Araling Panlipunan teachers’

respondents who rendered twenty to twenty-four (20-24) years in service.

 Position. The Position of the Araling Panlipunan teachers’ respondents.

As seen, majority or the highest number of Araling Panlipunan teachers’

respondents in terms of position is Teacher III got 17 or with a percentage of 45.9

%. There were 8 or 21.6 % who are in the position of Teacher II, next those who

got 7 or 18.9 % are Teacher I. Additionally, 3 or 8.1 are Master Teacher I and 2

or 5.4% are Master Teacher II in Tarlac City Schools Division.

Designation. As shown in the table, majority of the Araling Panlipunan

Teacher’s respondents, 26 or 70.3 % are not handling any other designation or

additional workload in their respective school. Followed by as to regards to the

category of School AP Coordinator, IS Coordinator, ICT Coordinator, SSG

Adviser, and BE Focal Person with the same frequency of 2 and a percentage of

5.4 %, and lastly as regards to the category of Division Araling Panlipunan

Coordinator the araling panlipunan teacher’s respondents got 1 or 2.7 %.

Membership to the Professional Organization. The above table shows that

number of memberships to the professional organization in the category of local

answered by the araling panlipunan teachers’ respondents. The highest number

of araling panlipunan teachers’ respondents was 33 or 89.2 % are not member of

any local professional organization, which was followed by 3 or 8.1% or there are

3 araling panipunan teachers’ respondents as member up to 1-3 membership,

next is 1 or 2.7% or there is 1 araling panlipunan teachers’ respondents as

member up to 10-12 membership in a local category.

As to the regional and national membership, number of memberships to

the professional organization in the category of regional and national answered

by the araling panlipunan teachers’ respondents was 36 or 97.3% are not

member of any regional and national professional organization, which was

followed by 1 or 2.71% or there is one both regional and national araling

panipunan teachers’ respondents as member up to 1-3 membership.

Lastly, as to the membership of international number of memberships to

the professional organization in the category of international answered by the

araling panlipunan teachers’ respondents was 34 or 91.9% are not member of

any international professional organization, which was followed by 3 or 8.1% or

there are three araling panipunan teachers’ respondents as member up to 1-3

membership in the international category.

IPCRF Rating. The data revealed that as regards to performance rating of

the araling panlipunan teachers’ respondents had undertaken, 7 of them or 74.0

% got Very Satisfactory performance rating followed by 30 or 81.1 % got the

Outstanding performance rating for the school year 2020-2021. Additionally, for

the school year 2021-2022, data revealed that as regards to performance rating

of the araling panlipunan teachers’ respondents had undertaken, 3 of them or 8.1

% got Very Satisfactory performance rating and followed by 34 or 91.9 % got the

Outstanding performance rating.

Extent of Adequacy of Teaching-Learning Resources Used by the

Araling Panlipunan Teachers

The extent of adequacy in teaching-learning resources used by the Araling

Panlipunan teachers is determined in terms of online class; printed modules;

digital modules; video lessons; radio-based instructions; portfolio; and library

learning resources.

Online Class

This refers to a course conducted by Araling Panlipunan Teachers over the

Internet. They are generally conducted through a learning management system.

Table 3 shows that Adequacy of the Araling Panlipunan Teachers of

Tarlac City Schools Division as to Online Class.

Table 3
Extent of Adequacy Teaching-Learning Through Online Class
(n-37)

WM VERBAL
DESCRIPTION
Online Class
FB Page Group 3.95 Adequate
Google Classroom 3.76 Adequate
MS Teams 3.76 Adequate
Zoom 3.08 Moderately Adequate
Pear Deck 2.78 Moderately Adequate
Average Weighted Mean 3.46 Adequate
The ratings given by the 37 Araling Panlipunan Teachers’ Respondents

that assessed the online classes. It can be noticed that the ratings given by the

Araling Panlipunan Teachers’ Respondents are adequate and moderately

adequate in verbal description. As regard to indicator FG group page with a

mean of 3.95 or adequate in verbal description. Followed by google classrooms

and MS teams with the same mean of 3.76 or adequate in verbal description.
Next, as regards to online class using zoom with a mean of 3.08 or moderately

adequate and lastly using pear deck as an online class got mean of 2.78 or

moderately adequate.

This implies that education systems in Tarlac City Schools Division find

an alternative to face-to-face instruction. As a result, online teaching and learning

have been used by teachers and students is adequate on an unprecedented

scale. it is important for Araling Panlipunan Teachers’ respondents to identify

which policies can maximize the effectiveness of online learning. This policy brief

examines the role of students’ attitudes towards learning in maximizing the

potential of online schooling when regular face-to-face instruction cannot take

place. Since parents and teachers play a fundamental role in supporting students

to develop these online learning, particularly in the current situation, targeted

policy interventions should be designed with the aim of reducing the burden on

parents and help araling panlipunan teachers’ and schools make the most of

digital learning.

Data revealed that as regards perceived in online class of the Araling

Panlipunan Teacher’s respondents, most of them rated themselves under

adequate and moderately adequate in verbal description. There is also a need to

look into the indicators which they think are strongest and weakest. They rated

two (2) indicators as “moderately adequate”.

In summary, as to the rating for the Grand mean of Online Class, the data

revealed that Araling Panlipunan Teacher’s respondents has 3.46 mean or

Adequate in verbal description, this goes to show that the Araling Panlipunan
Teacher’s respondents are adequate in using different online platform or learning

management system like Fb group page, Google meet, MS teams, zoom, and

peak deck.

As supported in the study of Nhu-Ty Nguyen (2021), different online class

platform or a learning management system (LMS) is considered as an important

means of knowledge acquisition and learning management in the digital era. As

users could be seen as the key stakeholders who impact the system’s survival,

their attitudes toward system are put in high consideration. LMS has become the

dominant flat form for learning administration at university including: schooling

announcement, lecture delivers, exam revision, report submission, online

assignment and courses registration. According to a report from Ndegeya

(2019), Facebook is the most common learning management system in the

world. Of 78% of organizations who reported using LMS, 33% of them had

requirement to replace and upgrade to the new version technology (Akbar et al.,

2019; Nguyen, 2019, 2020; Nguyen & Tran, 2015). As the rapid development of

technology, the need of enhancement LMS is increasing considerably.

Printed Modules

This refers to learning features individualized instruction that

allows learners to use self-learning modules (SLMs) and learning activity

sheets given by the Araling Panlipunan Teachers.

 Table 4
Extent of Adequacy of Teaching-Learning Through Printed Modules
(n-37)

PRINTED MODULES WM VERBAL

DESCRIPTION
Self-Learning Modules 3.32 Moderately Adequate
Learning Activity Sheets 3.32 Moderately Adequate
Average Weighted Mean 3.32 Moderately Adequate

It shows the adequacy of Araling Panlipunan Teachers’ respondents of

Tarlac City Schools Division as to Printed Modules.

It can be collected in the table that majority of the 37 respondents agreed

that the Araling Panlipunan Teachers’ respondents fall under MODERATELY

ADEQUATE in verbal description for the indicator in this Printed Modules. As to

indicator Self-learning modules and Learning Activity Sheets the Araling

Panlipunan Teachers’ respondents rate themselves moderately adequate in

verbal description with the same mean of 3.32.

In summary, the grand mean of 3.32 or moderately adequate in verbal

description the overall findings shows that the Araling Panlipunan Teachers’

respondents teaching Araling Panlipunan subjects in Tarlac City Schools Division

under the Printed Modules- Self Learning Modules and Learning Activity sheets

are moderately adequate. It denotes that most of them rated themselves under

moderately adequate in verbal description. There is also a need to look into the
indicators which they think and weakest that need to be address and further give

solution to improve the quality education given to the students.

According to the study of Sumaong, Johnine (2020), Face to face learning

engagement of students and teachers within the school has been suspended due

to the COVID-19 pandemic. This pandemic has paved the way to the

implementation of Modular Distance Learning as an urgent response to ensure

continuity of education. The Philippines is in the process of adapting to the new

normal form of education at present, and continuous innovations of educators

and active involvement of other stakeholders are the driving force for its success.

Face to face engagement of students and teachers within the school has also

been suspended. The Philippines is in the process of adapting to the new normal

form of education at present, and continuous innovations of educators and active

involvement of other stakeholders are the driving force for its success. For the

continuity of education and for every school to still attain its mission and vision

which is to provide quality education to every Filipino learner, the Department of

Education implemented the Modular Distance Learning. Distance Learning refers

to a learning delivery modality, where learning takes place between the teacher

and the learners who are geographically remote from each other during

instruction. This modality has three types: Modular Distance Learning (MDL),

Online Distance Learning (ODL), and TV/Radio-Based Instruction. (Quinones,

2020)
Digital Modules

This refers to distance learning, where in Araling Panlipunan Teachers

give digital copies of the lessons to the students of soft copy send through

different social media platform like messenger of fb or put in a flash drive.

Table 5
Extent of Adequacy of Teaching-Learning Through Digital Modules
(n-37)

DIGITAL MODULES WM VERBAL

DESCRIPTION
Self-Learning Modules (Soft Copy) 3.70 Moderately Adequate
Learning Activity Sheets (Soft Copy) 2.49 Moderately Adequate
Average Weighted Mean 3.09 Moderately Adequate

It shows the adequacy of Araling Panlipunan Teachers’ respondents of

Tarlac City Schools Division as to Digital Modules.

It can be collected in the table that majority of the 37 respondents agreed

that the Araling Panlipunan Teachers’ respondents fall under MODERATELY

ADEQUATE in verbal description for the indicator in this Digital Modules. As to

indicator Self-learning modules (soft copy) with a mean of 3.70 or Moderately

Adequate and Learning Activity Sheets (soft copy) with a mean of 2.49 or

Moderately Adequate in verbal description. It implies that because of moderately

adequate it turns out that the learner cannot gain or hold an attention to the

lessons, it cannot provide visual aspect to process techniques, it cannot focus

attention on highlights of key points, and it cannot have a great impact to the

students.

In summary, the grand mean of 3.09 or moderately adequate in verbal

description the overall findings shows that the Araling Panlipunan Teachers’

respondents teaching Araling Panlipunan subjects in Tarlac City Schools Division

under the digital Modules- Self Learning Modules (Soft copy) and Learning

Activity Sheets (Soft copy) are moderately adequate. It denotes that most of

them rated themselves under moderately adequate in verbal description. These

are the indicators which they think weakest that need to be address and further

give solution to improve the quality education given to the students.

Video Lessons

This refers to a video which presents educational material for a topic

which is to be learned and given by Araling Panlipunan Teachers. The format

may vary. It might be a video of a teacher speaking to the camera,

photographs and text about the topic or some mixture of these.

Table 6
Extent of Adequacy of Teaching-Learning Through Video Lessons
(n-37)

VIDEO LESSON WM VERBAL

DESCRIPTION
Araling Panlipunan video lesson using Very Adequate
4.68
Canva
Araling Panlipunan video lesson using 4.46 Very Adequate
Filmora
Araling Panlipunan video lesson using VLC 4.38 Very Adequate
Media Player
Araling Panlipunan video lesson using 2.73 Moderately Adequate
 Windows Media Player
Average Weighted Mean 4.59 Very Adequate
Table above presents the Adequacy of Araling Palipunan teachers’

respondents of Tarlac City Schools Division as to Video Lessons.

It can be collected that majority of the 37 Araling Palipunan teachers’

respondents plunge under VERY ADEQUATE in verbal description for the

indicator of the video lessons. However, it was observed that for the indicator

Araling Panlipunan video lesson using Windows Media Player has the lowest

mean of 2.73 or Moderately Adequate. This implies that the Araling Palipunan

teachers’ respondents should use and master the use of windows media payer in

creating theier lessons in Araling Panlipunan in delivering quality and technical

way of teaching to the students. The ratings gathered for these indicators have

shown a slight difference of the mean score ranging from 4.68-2.73. The

indicator Araling Panlipunan video lesson using Canva has the highest mean

score of 4.68.

In summary, the grand mean of 4.59 the overall findings shows that the

Araling Palipunan teachers’ respondents teaching Araling Panlipunan subjects in

Tarlac City Schools Division to reflect on their teaching style on the attainment of

learning goals, help students to enhance learner’s confidence with the different

activities in Araling Panlipunan, provide opportunities for the students to depict

ideas or concepts through video lessons, video games interactive. The findings

for this video lessons that Araling Palipunan teachers’ respondents should create

an enjoyable and interesting learning environment for students that enhance their
ability to learn despite of pandemic and use variety of resources like video

lessons to assess the students in distance learning classes or progressive face-

to-face classes. It also means that the Araling Palipunan teachers’ respondents

are very creative in making different video lessons teaching araling panlipunan

subjects. These are the strength that need to be sustained and develop for

professional growth.

Instructional use of videos is undertaken in different ways and for different

purposes. For instance, videos are used for teacher candidates to observe their

classroom management skills by watching their own teaching process (Rosaen,

Lundeberg, Cooper, Fritzen, & Terpstra [27]) and to identify educational

strategies by observing their colleagues’ educational experiences (Sherin & Han

[30]). Literature review demonstrates the use of digital videos mostly in English

as a Second Language (ESL) classrooms and health and science classes (Smidt

and Hegelheimer [27]). Another common area of use of videos is in language

learning (Davidson [10]; Shrosbree [29]; Tschirner [34]; Özdener and Satar [25]).

In their study, Zhang, Lundeberg, Koehler and Eberhard [37] presented the

hardships and acquisitions in teachers’ professional development by having

teachers watch three different videos: a broadcasted video, their own video and

the video of a colleague. Recently, it has been observed that platforms to use

videos in educational manners through distance education are increasing parallel

to the impact of digital era (Birişçi, [5])

 Radio-Based Instruction

This refers to an alternative learning delivery modality that Araling Panlipunan

Teachers uses a radio broadcast to offer students lessons utilizing self-learning

modules (SLM).

Table 7
Extent of Adequacy of Teaching-Learning Through Radio-Based Instruction
(n-37)

RADIO-BASED INSTRUCTION WM VERBAL

DESCRIPTION
RTV-Tarlac Channel 26 4.73 Adequate
One Fm Tarlac 3.78 Adequate
Radyo Balibago 3.76 Adequate
Average Weighted Mean 3.77 Adequate

The adequacy of Araling Panlipunan teachers’ respondents of Tarlac City

Schools Division as to Radio-Based Instruction. The ratings given by the 37

respondents that assessed the of Araling Panlipunan teachers’ respondents. It

can be noticed that the ratings given by the of Araling Panlipunan teachers’

respondents are Adequate with regard to the 3 indicators under Radio-Based

Instruction. It can be noticed in table 14 that majority of the 37 of Araling

Panlipunan teachers’ respondents dropped under Adequate in verbal description

for the indicator RTV-Tarlac Channel, One Fm Tarlac, and Radyo Balibago. The

indicator RTV-Tarlac Channel 26 got the highest mean score of 4.73 with verbal
description of Adequate. Hence as to indicator, Radyo Balibago got the lowest

mean score of 3.76. These are the strength that need to sustain and develop

through proper tie-up or linkages tot the radio station in Tarlac city.

In summary, the grand mean of 3.77 the overall findings shows that the

Araling Panlipunan teachers’ respondents teaching Araling Panlipunan subjects

in the Tarlac City Schools Division are committed to their values as teacher’s

despite of pandemic. Finding and make a memorandum to the local Radio

Station I Tarlac City is pave way to give quality service of education specially to

those students who are in a far-flung and remote area. The findings for this

adequacy imply that the Araling Panlipunan teachers’ respondents should

committed in guiding and giving the students a positive direction despite of the

pandemic.

Radio networks are more straightforward and more accessible in some

areas (Jurriëns, 2009). This network can provide content knowledge or direct

teaching activities from teachers to students (Nwaerondu and Thompson, 1987).

In essence, the learning process is an instructor who encourages the

transmission of information that can direct students to explore the knowledge

they want to know and learn on their own so that students obtain learning

experiences that are useful for their growth (Kelly, 2016; Freire, 1985). However,

this cannot be achieved individually. There must be a commitment and

collaboration on the part of the different parties, such as the educational

community, the school, and the government, to use the network and establish

suitable learning methods so that learning can be carried out effectively.

Portfolio

This refers to a compilation of academic work and other forms of

educational evidence assembled for the purpose of evaluating coursework

quality conducted by the Araling Panlipunan Teachers. Learning progress,

and academic achievement; determining whether students have met learning

standards or other academic requirements for courses.

Table 8
Extent of Adequacy of Teaching-Learning Through Portfolio
(n-37)

PORTFOLIO WM VERBAL
DESCRIPTION
Digital Portfolio 3.65 Adequate
Print Portfolio 3.57 Adequate
Average Weighted Mean 3.60 Adequate

The Adequacy of Araling Palipunan teachers’ respondents of Tarlac City

Schools Division as to Portfolio.

The ratings given by the 37 respondents that assessed the of Araling

Palipunan teachers’ respondents. It can be noticed that the ratings given by the

of Araling Palipunan teachers’ respondents are Adequate with regard to the 3

indicators under portfolio. As to the indicator of Digital Portfolio got the highest

mean score of 3.65 and 3.57 mean for the print portfolio or adequate in verbal

description.
 This was a manifestation of that the Araling Panlipunan Teachers’

respondents considered the important of portfolio. Portfolio is a living and

changing collection of records that reflect the accomplishments of the students,

the skills, experiences, and attributes. It highlights and showcases samples of

some of best work of the students, along with life experiences, values and

achievements.

In summary, the grand mean of 3.60 or Adequate in verbal description the

overall findings shows that the Araling Panlipunan Teachers’ respondents

teaching Araling Panlipunan subjects in in the Tarlac City Schools Division under

the adequacy of portfolio can be print portfolio or digital portfolio is acceptable as

a written work or performance task of the students. It can also used strategies for

providing timely, accurate and constructive feedback to improve learner

performance during the progressive face-to-face new normal set-up of education,

Planned and delivered teaching strategies that are responsive to the educational

needs of learners especially those in the print portfolio or digital portfolio

modalities and asses their outputs, and make learning flexible by providing

activities that can be accomplished by individual learners. This are the practices

that need to sustain and further develop by teachers and students.

Accroding to Osman Birgin (2007), Recent educational developments

such as constructivism and multiple intelligence theories as well as society

requested new trends engendered to radical change in traditional approaches of

instruction and assessment. For this reason, alternative assessment approaches

are needed in assessing both learning process and learning product. Nowadays,
one of the alternative assessment techniques used in various disciplines such as

mathematics, science and social sciences so forth is portfolio. The portfolio is

considered a useful tool both for instruction and assessment. Properly designed

and implemented, it provides authentic language material for assessment,

increases learners’ involvement in learning process and promotes self-reflection.

Library Learning Resources

This refers to those materials, both print and non-print, found in school

libraries which support curricular and personal information needs. Print items

include books, magazines, newspapers, pamphlets, microfiche, or microfilm.

Table 9
Extent of Adequacy of Teaching-Learning Through Library Learning
Resources
(n-37)

LIBRARY LEARNING RESOURCES WM VERBAL

DESCRIPTION
Magazines 3.95 Adequate
Periodicals 3.92 Adequate
Books 3.54 Adequate
Newspaper 3.38 Moderately Adequate
Manuscripts 3.03 Moderately Adequate
Average Weighted Mean 3.60 Adequate

Table 16 shows that Adequacy of the Araling Panlipunan Teachers’

Respondents of Tarlac City Schools Division as to Library Learning Resources.

 The ratings given by the 37 Araling Panlipunan Teachers’ Respondents

that assessed the Library Learning Resources. It can be noticed that the ratings

given by the Araling Panlipunan Teachers’ Respondents are adequate and

moderately adequate in verbal description. As regard to indicator magazines with

a mean of 3.95 or adequate in verbal description. Followed by periodicals with

the mean of 3.92 or adequate in verbal description. Next, as regards to Library

Learning Resources using book with a mean of 3.54 or adequate in verbal

description. more so, there are two indicator got moderately adequate which

newspaper and manuscript with a mean of 3.38 and 3.03 respectively with

moderately adequate verbal description.

This infers that Araling Panliunan Teachers’ respodnents are resourceful

in utilizing their resources such as library in order for them to attend the lack of

resources brough by the pandemic. it is also a gateway to knowledge and

culture, libraries play a fundamental role in school community. The resources and

services offer create opportunities for learning, support literacy and education,

and help shape the new ideas and perspectives that are central to a creative and

innovative society

Data revealed that as regards perceived in Library Learning Resources of

the Araling Panlipunan Teacher’s respondents, most of them rated themselves

under adequate and moderately adequate in verbal description. There is also a

need to investigate the indicators which they think are strongest and weakest.

They rated two (2) indicators as “moderately adequate”.

 In summary, as to the rating for the Grand mean of Library Learning

Resources, the data revealed that Araling Panlipunan Teacher’s respondents

has 3.60 mean or Adequate in verbal description, this goes to show that the

Araling Panlipunan Teacher’s respondents are adequate in utilizing the library

resources for the cause of benefiting themselves as well as to the students

especially in these trying times brought about the pandemic.

The Role of Library in school is as significant as the role of library in other

academic areas. The role of library in school is pivotal, libraries have in-depth

resources in the form of books, journals, magazines, articles, and bibliographies.

Libraries offer space for students to learn and provide excellent environment for

research. Libraries have staff that can help students in locating the information

that a researcher might need. In addition to this, most libraries today have

systematic digitized information. Unless they provide digital access to the books

etc. they cannot maintain their importance in current information age. In a recent

research it was reported that electronic and digital services are the most

important service that a library can provide to its students. The digital library is a

new trend and has added convenience for the students to search any

information. Though there is still need to provide other research related support

and services to students in order to be more effective.

Extent in Frequency of Utilization of Teaching-Learning Resources Used by

the Araling Panlipunan Teachers

The extent in frequency of utilization in teaching-learning resources used

by the Araling Panlipunan teachers is determined in terms of online class; printed

modules; digital modules; video lessons; radio-based instructions; portfolio; and

library learning resources.

Online Class

This refers to a course conducted by Araling Panlipunan Teachers over

the Internet. They are generally conducted through a learning management

system.

Table 10
Extent of Utilization of Teaching-Learning Resources Through Online Class
(n-37)

ONLINE CLASS WM VERBAL

DESCRIPTION
Google Classroom 3.84 Often
MS Teams 3.73 Often
FB Page Group 3.03 Sometimes
Zoom 2.57 Rarely
Pear Deck 2.54 Rarely
Average Weighted Mean 3.49 Sometimes

Table 17 shows the frequency of utilization of the Araling Panlipunan

Teachers’ Respondents of Tarlac City Schools Division as to Online Class.

The ratings given by the 37 Araling Panlipunan Teachers’ Respondents

that assessed the online classes. It can be noticed that the ratings given by the

Araling Panlipunan Teachers’ Respondents are often, sometimes, and rarely in

verbal description. As regard to indicator google classroom with a mean of 3.84

or often in verbal description. Followed by MS teams with the mean of 3.73 or

often in verbal description. Next, as regards to FB Page Group with a mean of

3.03 or sometimes in verbal description, as to regards to the indicator zoom with

a mean of 2.57 or rarely in verbal description and lastly using pear deck as an

online class got mean of 2.54 or rarely in verbal description.

This implies that most of the secondary schools in Tarlac City Schools

Division used google classroom or MS team as their learning management

system in delivering quality education to the students. these are the strengths

that need to sustain and improve for better quality services to the stakeholders of

the school community.

Data revealed that as regards perceived in the frequency of utilization of

online class of the Araling Panlipunan Teacher’s respondents, few of them rated

themselves under often, sometimes, and rarely in verbal description. There is

also a need to look into the indicators which they think are strongest and

weakest. They rated three (3) indicators as “sometimes” and “rarely”.

In Summary, as to the rating for the Grand mean of Frequency in the

utilization of Online Class, the data revealed that Araling Panlipunan Teacher’s

respondents has 3.49 mean or sometimes e in verbal description, this goes to

show that the Araling Panlipunan Teacher’s respondents are utilize these

different online platform or learning management system like Fb group page,

Google meet, MS teams, zoom, and peak deck as stem to at least continuous
delivery of education during and up to this present times of the new normal set-

up of education.

The COVID-19 pandemic forced dental schools to close their campuses

and move didactic instruction online. The abrupt transition to online learning,

however, has raised several issues that have not been resolved. While several

studies have investigated students’ attitude towards online learning during the

pandemic, mixed results have been reported. Additionally, little research has

been conducted to identify and understand factors, especially pedagogical

factors, that impacted students’ acceptance of online learning during campus

closure. Furthermore, how online learning during the pandemic impacted

students’ learning performance has not been empirically investigated. In March

2020, the dental school studied here moved didactic instruction online in

response to government issued stay-at-home orders. This first-of-its-kind

comparative study examined students’ perceived effectiveness of online courses

during summer quarter 2020, explored pedagogical factors impacting their

acceptance of online courses, and empirically evaluated the impact of online

learning on students’ course performance, during the pandemic.

Printed Modules

This refers to learning features individualized instruction that

allows learners to use self-learning modules (SLMs) and learning activity sheets

given by the Araling Panlipunan Teachers.

Table 11
Extent of Utilization of Teaching-Learning Resources
 Through Printed Modules
(n-37)

PRINTED MODULES WM VERBAL DESCRIPTION

Self-Learning Modules 2.54 Rarely
Learning Activity Sheets 2.24 Rarely
Average Weighted Mean 2.21 Rarely

It shows the frequency of utilization of Araling Panlipunan Teachers of

Tarlac City Schools Division as to Printed Modules.

It can be collected in the table that majority of the 37 respondents agreed

that the Araling Panlipunan Teachers’ respondents fall under RARELY in verbal

description for the indicator in this Printed Modules in terms of frequency of

utilization. As to indicator Self-learning modules and Learning Activity Sheets the

Araling Panlipunan Teachers’ respondents rate themselves rarely in verbal

description with the mean of 2.54 and 2.24 or rarely in verbal description

respectively.

In summary, the grand mean of 2.21 or rarely in verbal description, the

overall findings shows that the Araling Panlipunan Teachers’ respondents

teaching Araling Panlipunan subjects in Tarlac City Schools Division under the

frequency of utilization of Printed Modules- Self Learning Modules and Learning

Activity sheets are rarely in verbal description. It signifies that most of them rated

themselves under rarely in verbal description because most of the students of the

Araling Panlipunan Teachers’ respondents are divided in to different modalities

based on the economic capabilities of the students. There is also a need to look
into the indicators which they think and weakest that need to be address and

further give solution to improve the quality education given to the students.

As supported by the article of Help Line Philippines, there are more

students who learn from the modules because they are open-minded. They are

those who are willing to accept changes and are flexible enough to handle their

lessons. The entire pandemic is a challenge to them to still learn their lessons

from the modules. This is the time where the parents realize that teaching is

never easy. They tend to absorb the feeling that they become the teachers now

that this pandemic is roaming. Those parents that realize this are those who are

optimistic and flexible as well. They don’t blame the teachers for this at all. The

students learn time management and scheduling. Many students nowadays find

it fulfilling to manage their time in doing the modules. here are actually lessons

which are not found in the modules but the students learn this pandemic. These

are the values of making an effort, time management, discipline and

experimentation. They also build their relationships with their parents from it.

Patience as well is evident in the making. Most teachers think of this pandemic

as a challenge for them. It is this time when they tend to put all their time and

effort in doing their modules into a realization. The lesson put into one module

alone is a very rigorous thing. In every hardship, there is always positivity that

waits. It depends on the people involve on how to open their minds and make it a

bright-side of life.

Digital Modules
 This refers to distance learning, where in Araling Panlipunan Teachers

give digital copies of the lessons to the students of soft copy send through

different social media platform like messenger of fb or put in a flash drive.

Table 12
Extent of Utilization of Teaching-Learning Resources
Through Digital Modules
(n-37)

DIGITAL MODULES WM VERBAL

DESCRIPTION
Learning Activity Sheets (Soft Copy) 2.24 Rarely
Self-Learning Modules (Soft Copy) 2.16 Rarely
Average Weighted Mean 2.21 Rarely

It shows the frequency of utilization of Araling Panlipunan Teachers’

respondents of Tarlac City Schools Division as to Digital Modules.

It can be collected in the table that majority of the 37 respondents agreed

that the Araling Panlipunan Teachers’ respondents fall under Rarely in verbal

description for the indicator Digital Modules under frequency of utilization. As to

indicator Self-learning modules (soft copy) with a mean of 2.16 or Rarely and

Learning Activity Sheets (soft copy) with a mean of 2.24 or Rarely in verbal

description. It entails that because of rarely used of this modality it turns out that

the learner who preferred this kind of modality have a quite short access in the

internet or have this gadget to access the modules given by their araling
panlipunan teachers’ respondents.it also convenient for every students to be

download and upload the digital modules of the students. this is also a way of

knowing the performances of the students by submitting electronically the soft

answered modules of the students.

In summary, the grand mean of 2.21 or rarely in verbal description, the

overall findings shows that the Araling Panlipunan Teachers’ respondents

teaching Araling Panlipunan subjects in Tarlac City Schools Division under the

digital Modules- Self Learning Modules (Soft copy) and Learning Activity Sheets

(Soft copy) are rarely in verbal description. It indicates that most of them rated

themselves under rarely in verbal description because other students of Araling

Panlipunan Teachers respondents used different modalities based on their

economic capability to continue their formal education. These are also the

indicators which they think weakest that need to be address and further give

solution to improve the quality education given to the students.

As supported by the study of Abeer Rashed Alelaimat (2012), the effect

of educational modules strategy on the direct and postponed study's

achievement of seventh primary grade students in science, in comparison with

the conventional approach. Learning is considered to be one of the most

important features and characteristics that play a significant role in nation's

progress, whereas it affects positively and comprehensively in rising new

generations while relying on modern and advanced scientific foundations. This

progress is measured by the extent of educators' knowledge of teaching

methods, means and theories; also on their knowledge with modern teaching
orientations. Scientific progress has added many more means which teachers

may benefit from in preparing interaction opportunities with learners' experience,

sharing and reviewing such experience for the purpose of preparing students

with high level of competency (Tobaji, 1981:5). In this context Tobaji (1986)

points out that, teacher's function is not only restricted on explanation and

following the conventional approaches, but his primary responsibility has become

to draw a layout of teaching strategies with teaching approaches and means in

order to achieve specific objectives. (Tobaji, 1986: 24)

Video Lessons

This refers to a video which presents educational material for a topic

which is to be learned and given by Araling Panlipunan Teachers. The format

may vary. It might be a video of a teacher speaking to the camera, photographs

and text about the topic or some mixture of these.

Table 13
Extent of Utilization of Teaching-Learning Resources
Through Video Lessons
(n-37)

VIDEO LESSON WM VERBAL

DESCRIPTION
Araling Panlipunan video lesson using 4.30 Always
Windows Media Player
Araling Panlipunan video lesson using 4.19 Often
Canva
Araling Panlipunan video lesson using VLC 3.54 Often
Media Player
Araling Panlipunan video lesson using 3.38 Sometimes
Filmora
Average Weighted Mean 3.91 Often
 Table 13 presents the frequency of utilization of Araling Palipunan

teachers of Tarlac City Schools Division as to Video Lessons.

It can be gathered that majority of the 37 Araling Palipunan teachers’

respondents lurch under OFTEN in verbal description for the indicator of the

video lessons under in the frequency of utilization. However, it was observed that

for the indicator Araling Panlipunan video lesson using Filmora has the lowest

mean of 3.38 or sometimes. This implies that the Araling Palipunan teachers’

respondents use this kind of application software in making a video lessons in

creating their lessons in Araling Panlipunan to delivering quality and technical

way of teaching to the students. The ratings gathered for these indicators have

shown a slight difference of the mean score ranging from 4.30-3.38. The

indicator Araling Panlipunan video lesson using Windows Media Player has the

highest mean score of 4.30.

In summary, the grand mean of 3.91 or often n verbal description, the

overall findings shows that the Araling Palipunan teachers’ respondents teaching

Araling Panlipunan subjects in Tarlac City Schools Division to reveal the

creativeness and teaching style on the attainment of learning goals, help

students to enhance learner’s confidence with different activities in Araling

Panlipunan using this different software application, provide opportunities for the

students to illustrate ideas or concepts through video lessons or video games

interactive. The findings for this video lessons that Araling Palipunan teachers’

respondents should create an enjoyable and interesting learning environment for

students that enhance their ability to learn despite of pandemic and use variety of
resources like video lessons to assess the students in distance learning classes

or progressive face-to-face classes. It also means that the Araling Palipunan

teachers’ respondents are innovative in making different video lessons teaching

araling panlipunan subjects. These are the strength that need to be sustained

and develop for professional growth.

Based on the study of Richard Boeteng(2016), video, one of the most

diversified and distinct virtual learning mediums captures and presents

information; and offers a sensory learning environment that allows learners to

understand more and retain information better (Fern et al. 2011; Syed 2001). The

value of videos also lies in the ways they are put to use in real life teaching and

learning situations (Karppinen 2005). Learning activities that students perform

with videos play a critical role in learning outcomes (Karppinen 2005;

Boyle 1997). Many educators and researchers have promoted video as an

important tool for providing the context or starting point for learning. Videos

provide good illustrations of digitized images, text and sound that can be

uploaded to a shared virtual community (Goldman 2007). Videos can also be

interlinked with slides, supporting texts, resource links, discussion boards, chat

platforms among others, as part of a virtual learning environment

(Karppinen 2005). The use of videos is ideal for providing feedback, conducting

assessments and also improving the quality of mentoring. Learning, through the

use of video technology has also proven to have an impact on the understanding

of dynamic events (Duffy and Cunningham 1996).

Radio-Based Instruction
 This refers to an alternative learning delivery modality that Araling

Panlipunan Teachers uses a radio broadcast to offer students lessons utilizing

self-learning modules (SLM).

Table 14
Extent of Utilization of Teaching-Learning Resources
Through Radio-Based Instruction
(n-37)

RADIO-BASED INSTRUCTION WM VERBAL

DESCRIPTION
RTV-Tarlac Channel 26 4.32 Always
One Fm Tarlac 3.32 Sometimes
Radyo Balibago 3.24 Sometimes
Average Weighted Mean 3.78 Often

The frequency of utilization of Araling Palipunan teachers of Tarlac City

Schools Division as to Radio-Based Instruction. The ratings given by the 37

respondents that assessed the of Araling Palipunan teachers. It can be noticed

that the ratings given by the Araling Palipunan teachers are Often with regard to

the frequency of utilization under Radio-Based Instruction. It can be noticed in

table 21 that majority of the 37 of Araling Palipunan teachers plunged under

always and somtimes in verbal description for the indicator RTV-Tarlac Channel,

One Fm Tarlac, and Radyo Balibago respectively. The indicator RTV-Tarlac

Channel 26 got the highest mean score of 4.32 or always verbal descriptio.

Hence as to indicator, Radyo Balibago got the lowest mean score of 3.24. These
are the strength that need to sustain and develop through proper tie-up or

linkages to the radio station in tarlac city.

In summary, the grand mean of 3.78, the overall findings shows that the

Araling Palipunan teachers’ respondents teaching Araling Panlipuna subjects in

the Tarlac City Schools Division are committed to their values as teacher’s

despite of pandemic. Finding and making a memorandum of agreement to this

radio network locally in Tarlac City is avenue to prosper quality education

specially to those students who underserved, living in a community where lack of

technological. The findings for this frequency in utilization infer that the Araling

Palipunan teachers’ respondents should be dedicated in supervising and giving

the students a positive direction despite of the pandemic.

The majority of Radio-based Instructions programmes focus on core

subjects such as maths, literacy and life skills. During the current pandemic,

curriculum specialists have looked to develop or re-purpose audio

material (⇡Richmond, 2020) to align with national education standards. The

provision of curriculum-aligned content can enable children to continue working

toward planned learning outcomes. A broadcast will explain a concept to

listeners before asking radio actors to practically apply new ideas and then

suggesting tasks for students to complete at home. Interactive home-based

activities can include quizzes, written exercises, role play and storytelling. In

response to the immediate education emergency, Radio-based Instructions has

the potential to enable the most isolated students to engage in education.

While less than a third of Sierra Leoneans have a 3G-enabled SIM card,
the majority (⇡Wittels & Maybanks, 2016) still have access to radio. In countries

with low connectivity rates, I Radio-based Instructions can help governments

mobilize pre-existing tech to ensure that learning goes on.

Portfolio

This refers to a compilation of academic work and other forms of

educational evidence assembled for the purpose of evaluating coursework

quality conducted by the Araling Panlipunan Teachers. Learning progress, and

academic achievement; determining whether students have met learning

standards or other academic requirements for courses.

Table 15
Extent of Utilization of Teaching-Learning Resources Through Portfolio
(n-37)

PORTFOLIO WM VERBAL
DESCRIPTION
Print Portfolio 3.22 Sometimes
Digital Portfolio 3.32 Sometimes
Average Weighted Mean 3.27 Sometimes

The frequency of utilization of Araling Palipunan teachers’ respondents of

Tarlac City Schools Division as to Portfolio.

The ratings given by the 37 respondents that assessed the of Araling

Palipunan teachers’ respondents. It can be observed that the ratings given by the

of Araling Palipunan teachers’ respondents are Sometimes with regard to the 3

indicators under portfolio in frequency of utilization. As to the indicator of Digital

Portfolio got the highest mean score of 3.32 and 3.22 mean for the print portfolio

or sometimes in verbal description.

This was an indicator of that the Araling Panlipunan Teachers considered

the important of utilizing porftfolio during pandemic up to progressive face-toface

situation. Portfolio is a existing and shifting collection of records that reveal the

accomplishments of the students, the skills, experiences, and attributes.

It highlights and showcases samples of some of best work of the students, along

with life experiences, values and achievements.

In summary, the grand mean of 3.27 or sometimes in verbal description,

the overall findings shows that the Araling Panlipunan Teachers’ respondents

teaching Araling Panlipunan subjects in in the Tarlac City Schools Division under

the frequency of utilization of portfolio can be print portfolio or digital portfolio is

acceptable as a written output/written work or performance task of the students.

It can also use to strategies for the progressive face-to-face new normal set-up of

education, Planned and delivered teaching strategies that are responsive to the

educational needs of learners especially those in the print portfolio or digital

portfolio modalities and asses their outputs, and make learning flexible by

providing activities that can be accomplished by individual learners. This are the

practices that need to be sustain and further develop by teachers and students

for a better school community.

In the article published by he help link society, A portfolio is a living and

changing collection of records that reflect your accomplishments, skills,

experiences, and attributes. It highlights and showcases samples of some of your

best work, along with life experiences, values and achievements. The personal

information that you incorporate into your portfolio can greatly reflect on your

abilities as an individual as well as become a useful tool in marketing yourself to

employers, corporations, colleges and universities. A portfolio does not take the

place of a resume, but it can accentuate your abilities and what you can offer in

the chosen field. A portfolio can set the student apart from other applicants,

whether in a professional or academic setting. It allows the student to be more

personal and creative in order to expand on and exhibit your skills, knowledge,

projects and experiences. A portfolio is a method of self-discovery and

confidence-building. It is a multi-faceted way to organize your accomplishments,

goals, aspirations, and personal thought. It showcases your personality to

potential employers and organizations. • It is a useful tool to include in an

interview. It provides tangible proof of your skills and abilities and demonstrates

to the employer that you are qualified for that specific job.

Library Learning Resources

This refers to those materials, both print and non-print, found in school

libraries which support curricular and personal information needs. Print items

include books, magazines, newspapers, pamphlets, microfiche, or microfilm.

Table 16
Extent of Utilization of Teaching-Learning Resources Through
Library Learning Resources
(n-37)

LIBRARY LEARNING RESOURCES WM VERBAL

DESCRIPTION
 Books 4.24 Always
Newspaper 3.27 Sometimes
Magazines 3.22 Sometimes
Periodicals 3.11 Sometimes
Manuscripts 3.11 Sometimes
Average Weighted Mean 3.38 Sometimes

Table 16 shows the frequency of utilization of the Araling Panlipunan

Teachers’ Respondents of Tarlac City Schools Division as to Library Learning

Resources.

The assessments given by the 37 Araling Panlipunan Teachers’

Respondents that assessed the Library Learning Resources. It can be perceived

that the ratings given by the Araling Panlipunan Teachers’ Respondents are

always and sometimes in verbal description. As regard to indicator books with a

mean of 4.24 or always in verbal description. Followed by newspaper with the

mean of 3.27 or sometimes in verbal description. Next, as regards to Library

Learning Resources using magazines with a mean of 3.22 or sometimes in

verbal description. More so, there are two indicators got sometimes in utilizing

the periodicals and manuscript with the same mean of 3.11 or sometimes verbal

description.

This concludes that Araling Panliunan Teachers’ respondents are

resourceful in utilizing their resources such as library in order for them to attend

the lack of resources brough by the pandemic. it is also a gateway to knowledge

and culture, and school libraries play a fundamental role in school community.
The resources and services offer create opportunities for learning, support

literacy and education, and help shape the new ideas and perspectives that are

central to a creative and innovative society

Data revealed that as regards perceived in Library Learning Resources of

the Araling Panlipunan Teacher’s respondents, most of them rated themselves

under always and sometimes in verbal description. There is also a need to

explore the other indicators which they think are strongest and weakest. They

rated four (4) indicators as “sometimes.

In summary, as to the rating for the Grand mean of Library Learning

Resources, the data revealed that Araling Panlipunan Teacher’s respondents

has 3.38 mean or sometimes in verbal description, this indicates that the Araling

Panlipunan Teacher’s utilize the library resources for the cause of benefiting

themselves as well as to the students especially in these trying times brought

about the pandemic and for the progressive face-to-face classes in Tarlac City

Schools Division.

There is no alternative for books even in the digital age. Books make us

knowledgeable and the most important part of education. The library is the

building or a room where a variety of books are accumulated and kept for

reading. The library helps students as well as teachers to gather more knowledge

about any particular subject. Spending in a library is the best thing one can do to

increase his or her knowledge. Library cards are issued in school to maintain the

record of book burrowed or deposited in the library during the need.

 The system of education is vast and need regular studies by studying

books on a different subject. Sometimes the academic books issued according to

the syllabus is not enough to make notes and assignments where you need a

library that offers a collection of books. Reading a book will make a person wise

with a deeper sense of understanding about any topic. Here, we will highlight the

importance of the library for school students and how it takes them towards

perfection.

Research provides compelling evidence that school libraries and library

staff have a positive impact on student achievement. Studies show that this

remains true when variables such as socioeconomic factors are accounted for.

Libraries offer free education and entertainment to the masses which can

be a student, a work professional or a common person of a community. It doesn't

matter what your economic status is, you can come in and have free access to

books that can inform and transform you. Though the use of school/college and

research libraries is limited only to the students of that particular school/college

but state and community libraries are open for all and anyone can avail the

benefits of these during working hours. It would not be wrong to say that a library

is the store-house for books of all kinds and on all subjects under the one roof. A

good modern library usually subscribes to practically all the important

newspapers and periodicals so that these are made available to all those

interested in these information sources.

Books, newspapers and periodicals are the main features of a library and

they represent the endeavors, achievements and glory of writers, statesmen,

scientists, philosophers and saints and one can learn a lot from these. A library

can act as a local museum of sorts, displaying the type of information which

simply can't be experienced on an online library through a computer or an I-pad.

A library is not just a source for reading books and newspapers, in fact, it means

a lot more than that. It should be a repository for local history, currently collected

in a haphazard and voluntary manner by local groups who often lack the facilities

to do so adequately. A library is a soul-nourishing place for people of any age,

and a natural focal point for the meeting of minds.

Significant Relationship Between the Extent of Adequacy and Frequency of

Utilization of Teaching-Learning Resources Used by the
Araling Panlipunan Teachers

Table 17 presents the relationship between the extent of adequacy and

frequency of utilization of teaching-learning resources used by the Araling

Panlipunan teachers.

Table 17
Significant Relationship Between the Extent of Adequacy and Frequency of
Utilization of Teaching-Learning Resources
(n-37)

Extent of adequacy Frequency of Utilization

r Sig.
Online Class .749** 0.000
Printed Module .828** 0.000
Digital Module .723** 0.000
Video Lesson .861** 0.000
Radio Based .802** 0.000
Portfolio .827** 0.000
Library .874** 0.000
 Overall Mean .883** 0.000
**. Correlation is significant at the 0.01 level (2-tailed).

To measure the direction and strength of the correlation between

variables, Spearman - rank Correlation Coefficient was computed. These

coefficients were inferentially tested to determine if the computed coefficients are

significantly different from zero. Results show that all coefficients are significantly

different from zero, indicating that there exists some degree of correlation

between the pair of variables being correlated. Moreover, all coefficients are

positive indicating that those respondents with high extent of adequacy tend to

have a high frequency of utilization of teaching – learning resources used in

Araling Panipunan. Hence, there is sufficient evidence to reject the null

hypothesis.

Challenges Encountered by the Araling Panlipunan Teachers in Using

Teaching-Learning Resources during the Distance Learning to
Progressive Face-to-Face Classes
Online Class

Table 18 shows the challenges encountered by Araling Panlipunan

teachers of Tarlac City Schools Division as to Online Class.

Table 18
Challenges Encountered by Araling Panlipunan Teachers in Using
Teaching-Learning Resources Through Online Class
(n-37)

ONLINE CLASS WM VERBAL

DESCRIPTION
Lack of mobile gadgets to use for online Very Challenging
4.54
classes. It hampers a student’s education.
 Lack of in-person interaction. The teacher Very Challenging
and student encountered problem of
4.49
vagueness in teaching the lessons
because of virtual class.
Students who live in the rural areas lack Very Challenging
internet connection. A slow internet 4.41
connection is a problem.
Digital literacy. 4.24 Challenging
Time management. 3.92 Challenging
Average Weighted Mean 4.31 Very Challenging

It can be observed that the ratings given by the Araling Panlipunan

teachers’ respondents are very challenging and challenging with regard to 5

indicators under challenges encountered in Online Class. As to regards to

indicator Lack of mobile gadgets to use for online classes. It hampers a student’s

education with mean of 4.54 or very challenging in verbal description. The

Araling Panlipunan teachers’ respondents shown one of the main problems

they’ve encounters lack of mobile devices used in online class especially those

students of them belongs to the marginalized sector and having a hard time

accessing the internet during in this trying times. As to indicator Lack of in-person

interaction. The teacher and student encountered problem of vagueness in

teaching the lessons because of virtual class got a mean of 4.49 or very

challenging in verbal description that implies a low performance of the students in

their quizzes and quarterly examination, lack of face-to-face lass leads and stem

into many problems like vagueness of the lessons and sometimes

miscommunications between teachers and students pertaining to the lessons.

More so, as to indicator students who live in the rural areas lack internet

connection. A slow internet connection is a problem got a mean of 4.41 or very

challenging in verbal description. this denotes that students who live in a far-

flung areas or remote areas encountered problem in accessing internet

connectivity prior to their online class. Furthermore, as to regard to the

indicators Digital literacy and time management got a mean of 4.24 and 3.93

respectively and with a challenging in verbal description. It signifies that digital

literacy for the students is a big challenge for the araling panlipuan teachers’

respondents to cope with the technological advancement of this present epoch.

teaching the students on how to access technology is one of the challenges or

problems of the teacher instead they should focus on the topic or subject matter

they should talk or discuss with. it also a challenge for the teachers on how to

encourage the students to manage their time because of pandemic. most of the

students of the Araling Panlipunan teachers’ respondents are working to help

their parents especially in this challenging time of covid-19 pandemic.

Data revealed that as regards seeming challenges encountered of the

araling panlipuan teachers’ respondents, most of them rated themselves under

very challenging in verbal description. There is also a need to look to all these

indicators which they think are weakest or challenge them.

In summary, as to the rating for the Grand mean of Interest, the data

revealed that araling panlipuan teachers’ respondents has 4.31 mean or very

challenging in verbal description, this goes to show that the araling panlipuan

teachers’ respondents are challenge by this online problem of Lack of mobile

gadgets to use for online classes. It hampers a student’s education, Lack of in-

person interaction. The teacher and student encountered problem of vagueness

in teaching the lessons because of virtual class, Students who live in the rural

areas lack internet connection. A slow internet connection is a problem, Digital

literacy., and time management. These are the identified weakness. Weakness

has to be solve and enhance for professional growth.

Printed Modules
Table 19 present the challenges encountered by Araling Panlipunan
teachers’ respondents of Tarlac City Schools Division as to Printed Modules.

Table 19
Challenges Encountered by Araling Panlipunan Teachers in Using
Teaching-Learning Resources Through Printed Modules
(n-37)

PRINTED MODULES WM VERBAL

DESCRIPTION
High volume printing. 4.05 Challenging
Problems in reproduction or printing of Challenging
self-learning modules and learning activity 4.00
sheet
Uncontrolled printing cost. 3.89 Challenging
Problems of unclear Instruction of self- Challenging
learning modules and learning activity 3.81
sheet
Problems of wrong spelling and wrong Challenging
meaning of the other word/s of self-
3.76
learning modules and learning activity
sheet
Average Weighted Mean 3.90 Challenging

It can be collected that majority of the 37 respondents of Araling

Panlipunan teachers’ respondents drop under CHALLENGING in verbal

description for the indicator in these printed modules. However, it was observed

that for the indicator Problems of wrong spelling and wrong meaning of the other

word/s of self-learning modules and learning activity sheet has the lowest mean

of 3.76. This implies that the Araling Panlipunan teachers’ respondents challenge
them in correcting those miswritten and wrong spelling of those self-learning

modules and learning activity sheet given by the department of education to be

used by the students. it cost time to correct and check those miswritten instead

that time correcting those wrong spelling uses by the Araling Panlipunan

teachers’ respondents in other matter like focusing to his/her lessons, making an

innovation, or research for better understanding of the lesson of the students.

The ratings gathered for these indicators have shown a slight difference of the

mean score ranging from 4.05-3.76. The indicator High volume printing has the

highest mean score of 4.05.

In summary, the grand mean of 3.90 or challenging in verbal description,

the overall findings shows that the Araling Panlipunan teachers’ respondents s

teaching Araling Panlipunan subjects in the Tarlac City Schools Division to reflect

on their encountered Problems of unclear Instruction of self-learning modules

and learning activity sheet and Problems of wrong spelling and wrong meaning of

the other word/s of self-learning modules and learning activity sheet. These are

the weakness that need to be solve and address for professional growth.

Digital Modules

Table 20 shows the challenges encountered by Araling Panlipunan

teachers of Tarlac City Schools Division as to Digital Modules.

Table 20
Challenges Encountered by Araling Panlipunan Teachers in Using
Teaching-Learning Resources Through Digital Modules
(n-37)

DIGITAL MODULES WM VERBAL

DESCRIPTION
 Many students have difficulty communicating Challenging
and engaging with their teachers via digital 4.14
learning.
Problems on the corrupted files given by the Challenging
4.00
teachers to the students.
Teachers are using non-supported apps. 3.86 Challenging
Diminished Social Interactions. Online platforms Challenging
go to the loss of many social aspect special in
3.81
personal communication of teachers and
students
Problems in accessing (download and upload) Challenging
the soft copy of self-learning modules and 3.78
learning activity sheet
Average Weighted Mean 3.91 Challenging

The statement, many students have difficulty communicating and

engaging with their teachers via digital learning, got the highest weighted mean

of 4.14; Problems on the corrupted files given by the teachers to the students.

got a weighted mean of 4.00, Teachers are using non-supported apps has a

weighted mean of 3.86, Diminished Social Interactions. Online platforms go to

the loss of many social aspect special in personal communication of teachers

and students has a weighted mean of 3.81, and Problems in accessing

(download and upload) the soft copy of self-learning modules and learning

activity sheet, got the lowest weighted mean of 3.78.

In summary, the weighted mean is 3.91 with a verbal description of

challenging. The data show that the Araling Panlipunan Teachers’ Respondents

challenge on Many students have difficulty communicating and engaging with

their teachers via digital learning, Problems on the corrupted files given by the

teachers to the students, Teachers are using non-supported application, they

also encountered challenges pertaining to Diminished Social Interactions. Online

platforms go to the loss of many social aspect special in personal communication

of teachers and students and Problems in accessing (download and upload) the

soft copy of self-learning modules and learning activity sheet. These are the

challenges that need to be solve and address for professional growth and for

better quality education for the students.

Video Lesson

Table 21 shows the challenges encountered by Araling Panlipunan

teachers of Tarlac City Schools Division as to Video Lessons.

Table 21
Challenges Encountered by Araling Panlipunan Teachers in Using
Teaching-Learning Resources Through Video Lesson
(n-37)

VIDEO LESSON WM VERBAL

DESCRIPTION
Process on the recording of the lessons. 4.05 Challenging
The giving of the video lessons to the Challenging
4.03
students because of the big file size.
The process on Storing Video Files 3.92 Challenging
Finding of the right video content. 3.86 Challenging
The content in a video is not easy to
scan by the naked eye like text or 3.81 Challenging
images.
Average Weighted Mean 3.93 Challenging

The statement, Process on the recording of the lessons, got the highest

weighted mean of 4.05; The giving of the video lessons to the students because

of the big file size got a weighted mean of 4.03, The process on Storing Video

Files has a weighted mean of 3.92, Finding of the right video content has a

weighted mean of 3.86, and The content in a video is not easy to scan by the

naked eye like text or images, got the lowest weighted mean of 3.81.
 In summary, the weighted mean is 3.93 with a verbal description of

challenging. The data show implies that the Araling Panlipunan Teachers’

Respondents challenge on the content in a video is not easy to scan by the

naked eye like text or images, Finding of the right video content, The process on

Storing Video Files , The giving of the video lessons to the students because of

the big file size , and Process on the recording of the lessons . According to

Hansch et al. (2015) The widespread use of video in education during the past

decade was made possible by the ready-to-use camera available in mobile

devices, free streaming media hosting and sharing platforms, and recording

studios available on many campuses. The rapid advancement of video

technologies has made available a large variety of design options These are the

challenges that need to be solve and address for professional growth and for

better quality education for the students.

Radio-Based Instruction

Table 22 shows the challenges encountered by Araling Panlipunan

teachers’ respondents of Tarlac City Schools Division as to Radio-Based

Instruction

Table 22
Challenges Encountered by Araling Panlipunan Teachers in Using
Teaching-Learning Resources Through Radio-Based Instruction
(n-37)

RADIO-BASED INSTRUCTION WM VERBAL

DESCRIPTION
Difficulties in finding tied-up network Challenging
4.05
station in radio-based instruction
1Difficulties in preparing script in radio- Challenging
4.00
based lesson
 Poor Radio signal 4.00 Challenging
Students may become uninterested and Challenging
non-attentive after listening continuously 4.00
to the radio.
It is difficult to schedule programs which
will be acceptable to the majority of 3.97 Challenging
students.
Average Weighted Mean 4.00 Challenging

It can be collected that majority of the 37 respondents of Araling

Panlipunan teachers’ respondents’ descent under CHALLENGING in verbal

description for the indicator in this Radio-Based Instruction. The statement,

Difficulties in finding tied-up network station in radio-based instruction got the

highest weighted mean of 4.05 or challenging in verbal description. it was

followed by the indicators difficulties in preparing script in radio-based lesson,

Poor Radio signal, and Students may become uninterested and non-attentive

after listening with the same mean of 4.00 and as to indicator It is difficult to

schedule programs which will be acceptable to the majority of students. got the

lowest weighted mean of 3.97.

In summary, the weighted mean is 4.00 with a verbal description of

challenging. The data show implies that the Araling Panlipunan Teachers’

Respondents challenge on Difficulties in finding tied-up network station in radio-

based instruction, Difficulties in preparing script in radio-based lesson, Poor

Radio signal, Students may become uninterested and non-attentive after

listening continuously to the radio, It is difficult to schedule programs which will

be acceptable to the majority of students.

 The content in a video is not easy to scan by the naked eye like text or

images, Finding of the right video content, The process on Storing Video Files ,

The giving of the video lessons to the students because of the big file size , and

Process on the recording of the lessons . As Mandated by the Aide Memoire

dated April 10, 2021, by department of Education. it was aiding that The

Department of Education (DepEd) has made use of radio-based instruction (RBI)

mainly as one of the options to reach learners in the Alternative Learning System

(ALS) program. Primarily used as a form of distance learning to teach learners

who are unable to attend face-to-face lessons or who are in remote areas, radio-

based instruction enables them to continue their education despite these

challenges. Through the years, radio-based instruction has reached out of school

youth (OSY), persons deprived of liberty (PDL), persons with disabilities (PWD),

working students, indigenous peoples (IP), farmers, and others who are unable

to attend day-to-day classes. These are the challenges that need to be solve and

address for professional growth and for better quality education for the students.

Portfolio

Table 23 shows the challenges encountered by Araling Panlipunan

teachers’ respondents of Tarlac City Schools Division as to Portfolio.

Table 23
Challenges Encountered by Araling Panlipunan Teachers in Using
Teaching-Learning Resources Through Portfolio
(n-37)

PORTFOLIO WM VERBAL
DESCRIPTION
Portfolio is becoming a paper trail. 3.95 Challenging
Most of the students do not know how to 3.92 Challenging
 create portfolio
Problems on the output of the children in 3.73 Challenging
making portfolio (mostly unfinished
portfolio)
Creating a portfolio is very time 3.73 Challenging
consuming.
Problems on instructing the students in 3.68 Challenging
creating their portfolio
Average Weighted Mean 3.83 Challenging

The statement, Portfolio is becoming a paper trail got the highest weighted

mean of 3.95 or challenging in verbal description. it was followed by the indicator

Most of the students do not know how to create portfolio with a mean of 3.92 or

challenging in verbal description and to to the two indicators with the same mean

of 3.73 as to indicator Problems on the output of the children in making portfolio

(mostly unfinished portfolio) and creating a portfolio is very time consuming.

Lastly, as to indicator Problems on instructing the students in creating their

portfolio got the lowest weighted mean of 3.68.

In summary, the weighted mean is 3.83 with a verbal description of

challenging. The findings revealed that the 37 Araling Panlipunan teachers’

respondents teaching Araling Panlipunan subjects in the Tarlac City Schools

Division are challenge by this modality which is making portfolio for the students

shows portfolio is becoming a paper only for them, then most of the students do

not know how to create portfolio. More so, portfolio is also a problem on the

output of the children in making portfolio (mostly unfinished portfolio) and

Creating a portfolio is very time consuming and Problems on instructing the

students in creating their portfolio. These are the challenges that need to be
solve and address for professional growth and for better quality education for the

students.

Library Learning Resources

Table 24 shows the challenges encountered by Araling Panlipunan

teachers of Tarlac City Schools Division as to Library Learning Resources.

Table 24
Challenges Encountered by Araling Panlipunan Teachers in Using
Teaching-Learning Resources Through Library Learning Resources
(n-37)

LIBRARY LEARNING RESOURCES WM VERBAL

DESCRIPTION
Lack of library materials 3.78 Challenging
Some of the resources in the library are Challenging
3.78
outdated
Embedding their services fully in the researcher
3.68 Challenging
and student workflow.
Access routes and all the various vendor Challenging
platforms are a complex landscape for both 3.59
readers and the librarians.
Library is always closed. 3.32 Challenging
Average Weighted Mean 3.63 Challenging

It can be collected that majority of the 37 Araling Panlipunan teachers

plunged under CHALLENGING in verbal description for the indicator in this

Library Learning Resources. The statement, Lack of library materials and Some

of the resources in the library are outdated got the same and highest weighted

mean of 3.78 or challenging in verbal description. it was followed by the

indicators Embedding their services fully in the researcher and student workflow

with a mean of 3.68. Next, as to indicator Access routes and all the various

vendor platforms are a complex landscape for both readers and the librarians
with a mean of 3.59 or challenging in verbal description. Lastly, as to indicator

Library is always closed got the lowest weighted mean of 3.32.

In summary, the weighted mean is 3.63 with a verbal description of

challenging.

The data show implies that the Araling Panlipunan Teachers’

Respondents experienced challenges pertains on lack of library materials and

Some of the resources in the library are outdated it also challenge how

Embedding their services fully in the researcher and student workflow and to

Access routes and all the various vendor platforms are a complex landscape for

both readers and the librarians. But the main challenges for the araling

panlipunan teachers’ respondents is the Library is always closed. for this, it will

not use the library learning resources that supposedly supplement the lack of

school materials and instructional materials needed by the teachers and

students.

Intervention activities can be proposed based on the findings of the study

Based on the findings of the study, it was found out that the Araling

Panlipunan Teachers’ Respondents in adequacy particularly in Online Class,

Digital Modules, Video lessons, Radio-Based Instruction, Portfolio, and Library

Learning Resources was interpreted Very Adequate and Adequate in verbal

description. Hence, the Araling Panlipunan Teachers’ Respondents rate the

adequacy in teaching-learning resources as moderately adequate in variables

printed Modules, there were some indicators which Araling Panlipunan Teachers’

Respondents considered as their weakness and these verbal description of

moderately adequate that need to address and take action. Furthermore, the first

six variables namely: Online Class, Digital Modules, Video lessons, Radio-Based

Instruction, Portfolio, and Library Learning Resources was interpreted with verbal

description of Very Adequate and Adequate. These are the strengths that must

be sustained and enhanced through trainings for professional developments to

be assured.

As an output of the study, the researcher designed an intervention activity for

Araling Panlipunan Teachers’ Respondents’ teaching Araling Panlipuna subjects

in the Tarlac City Schools Division and to enhance the delivery of Araling

Panlipunan curriculum.