1

ACKNOWLEDGEMENT

The researchers offered the deepest gratitude to all

individuals that help them to complete this study successfully.

Despite the occurring unanticipated obstacle, this research is

feasible because of constant guidance and support from different

persons.

First and above all, We praise our Almighty God

wholeheartedly for giving us the grace to become the strength that

we needed and an opportunity to finish this research.

Secondly, We sincerely appreciate the guidance from our research

adviser Mrs. Chealand T. Dela Cruz.

She is willing to give a lot of time and helping us in order to make

our research possible.

We would also like to give gratitude to Mr. Mark that has

dedicated himself to give several suggestions for the betterment of

our study.
 There are also professional teachers which is Mx. Xian, Ma'am

Rhea Pelayo, Ma'am Roann Manlalangit that we have the privilege

to thank for helping to find respondents and for giving suggestions.

Especial thanks to our Good schoolmates Gabriel Dioquino, Cristine

Magusip for helping us as well.

Last but not least, we incredibly appreciate our loving parents

and friends and Classmates for providing us constant support and

unconditional love.
 TABLE OF CONTENTS

Acknowledgement……………………………………………………………….

Abstract……………………………………………………………………………..

Table of Contents…………………………………………………………………

List of tables……………………………………………………………………….

List of Figures……………………………………………………………………..

Chapter 1: The Problem and It’s Background

Introduction………………………………………………………………………………………

Conceptual Framework…………………………………………………………………….

Statement of the Problem……………………………………………………………….

Hypothesis…………………………………………………….………………………………….

Significance Of the Study…………………………………………………………………

Scope And Delimitation of the Study…………………………….……………….

Definition of terms………………………………………………….……………………….

Chapter 2: Review of Related Literature and Studies

The Hindrance and Struggles of Baby Boomer Teachers in

Technology Adaptability………………………………………………………………….
Coping Mechanism of Baby Boomer Teachers in
Using Technology…………………………………………………………………………….
Advantages and Disadvantages of Online Class Among
Student and Teachers…………………………………………………………………….
Synthesis………………………………………………………………………………………….

Chapter 3: Research Design and Methodology

Research Design…………………………………………………..…………………………
 Population and Sampling Technique…………………………….…………………

Research Locale…………………………………………………...…………………………

Research Instruments……………………………………………..………………………

Data Gathering Procedures……………………………………….…………………….

Chapter 4: Results, Analysis and Interpretation of Data

Subtitles of topics/problems……………………………………………………………

Chapter 5: Summary, Conclusion and Recommendations

Summary of Findings………………………………………………………………………..

Conclusion…………………………………………………………..……………………………

Recommendation…………………………………………………..………………………….

BIBLIOGRAPHY……………………………………………………………………

APPENDICES

Appendix A

Research Instrument………………………………………………………………………..

Appendix B

Consent Letters………………………………………………………………………………..

Appendix C

Sample Surveys………………………………………………………………………………..

Appendix D

Statistical Treatment…………………………………………………………………………

Appendix E

Plagiarism and Grammarly Check……………………………………………………

Appendix F
Curriculum Vitae……………………………………………………………………………….
LIST OF TABLES

Table 1……………………………………………………………………………………………………….

Scale and Verbal Interpretation

Table 2……………………………………………………………………………………………………….

Profile of the Respondents in Terms of Age

Table 3……………………………………………………………………………………………………….

Profile of the Respondents in Terms of Educational Attainment

Table 4……………………………………………………………………………………………………….

Profile of the Respondents in Terms of Educational Attainment

Table 5……………………………………………………………………………………………………….

Distribution of the Respondents in Terms of Number of Devices

Used for Online Classes
Table 6……………………………………………………………………………………………………….

Distribution of the Respondents in Terms of the Type of Device

Used for Distance Learning
Table 7……………………………………………………………………………………………………….

Distribution of the Respondents in Terms of the Type of Device

They are Skilled of Manipulating
Table 8……………………………………………………………………………………………………….

Distribution of the Respondents in Terms of the Type of Device

They Find Difficult to Manipulate

Table 9……………………………………………………………………………………………………….

Distribution of the Respondents in Terms of Knowledge in Using

New Technology
Table 10……………………………………………………………………………………………………

Distribution of the Respondents in Terms of the Number of

Trainings or Webinar Programs Attended
Table 11……………………………………………………………………………………………………

Distribution of the Respondents in Terms of the Types of Online

Tasks They Are Comfortable of Doing
Table 12……………………………………………………………………………………………………

Effect of New Normal Online Teaching on Baby Boomer’s Health

Condition
Table 13……………………………………………………………………………………………………

Effect of New Normal Online Teaching on Baby Boomer’s Family

Time
Table 14……………………………………………………………………………………………………

Effect of New Normal Online Teaching on Baby Boomer’s

Teaching Competencies

LIST OF FIGURES

Figure 1……………………………………………………………………………………………………..

Research Paradigm

Figure 2……………………………………………………………………………………………………..

Data Gathering Procedure

 ABSTRACT

Pandemic brought by the COVID-19 virus affects education worldwide.

Students and teachers are restricted to attend a face to face classes to control

the widespread infection. Online class is the response of the government to

address the educational crisis. However, there are vulnerable individuals in

this kind of setup. Baby boomers teachers ages 57-64 years old, truly

struggling because of the unfamiliarity in the realms of technology.

The purpose of this study is to know what are the effects of online

classes on baby boomer teachers in new normal teaching set up, to distinguish

the possible assistance. Through this minimizing struggles of our elder

teachers would be possible.

General weighted mean of 2.83, agrees that new normal teaching

affects the health condition of baby boomer teachers. On the other hand, the

effect of new normal teaching on the family time of the respondents proven

by the 3.08 general weighted mean. Lastly, new normal teaching affected the

teaching competencies of the participants as implicit by 2.77 general weighted

means.

The result of the study verifies that baby boomer teachers' health

conditions, family time, and teaching competencies are affected by the new

normal teaching setup.

 Chapter 1

THE PROBLEM AND ITS BACKGROUND

Ever since the COVID-19 pandemic started, most of us were forced to

stay inside the comfort of our own houses and were restricted from going

outside. Students and teachers are not allowed to attend school physically.

Therefore, the government was pushed to adopt online classes, which gave a

headache to many. Online learning is our government’s way, particularly the

Department of Education, to ensure learning continuity amidst the pandemic.

Students and teachers have encountered a lot of struggles when online

learning begins. This platform became a burden especially for those teachers

who are not too familiar with technology. In today's world, technology is very

fast and can reach many people with just one tap. However, baby boomers

who are post-war babies have little time or have no time to be at phase with

this modern world trend because they are too busy facing every day’s life. As

parents and grandparents with a lot of responsibilities, many of them were

not able to go with the flow with today's generation.

With schools still closed due to the pandemic and with classes being

conducted in full swing through digital medium, teachers, professors, and

tutors, have had to equip themselves with new skills in the realm of

technology; an uncharted area of teaching that initially was exceptionally

challenging for most of the senior staff. During the lockdown months, these

people tried hard to gain knowledge about using Zoom, WhatsApp video, and

1
other online applications and tools to deliver lessons over the internet inside

the comfort of their homes. (The New Indian Express, 2020)

According to Hans (2020), the faculty was not mentally prepared for the

shift from normal class to online class because the pandemic and the resultant

lockdown was so sudden. However, Zambrano (2020) believes that Filipino

teachers, students, and parents are trying their best to adapt to distance

learning. She pointed out that even though this is the case, elderly teachers,

who are not accustomed to new technologies, are having an especially harder

time to cope.

The Ateneo Salt Institute (2020) recognizes that no amount of

preparation can fully eliminate the roadblocks ahead in online classes.

Challenges due to lack of stable internet connection, students and teachers

who can't afford to buy the necessary gadgets, and having a home

environment not conducive to learning will always be there.

As Zlotnick (2020) said, it would be difficult for teachers of all ages to

adapt to online learning even having the proper amount of time to prepare.

Support from their district, aids in technology, and help from their colleagues

will always be needed. But it is especially harder for older teachers to be

thrown into this world of online teaching since it is not something they have

grown up with and it is not something that's comparable to in-person learning

at all.

2
 Teaching online encounters many challenges. Even those teachers who

are complete with the gadgets experienced minor problems that can lead to

major problems. A good example of this are internet problems that are beyond

our control. Struggles in online classes are indeed inevitable. Baby boomer

teachers who are too old must be guided by the people around them to keep

up in their lessons and successfully give their students the quality education

they deserve.

Therefore, the researchers designed this study to further evaluate the

situation of seasoned teachers during the new normal teaching environment.

For them to cope up with the struggles they have, the people around them

should know what are the effects of the new normal teaching on their everyday

life. Teachers encounter many problems that the student might not know. As

Zlotnick (2020) discussed, teachers obviously want to do their best for their

students. But teaching through a computer screen is much more difficult than

teaching in person. Teaching is not an easy job. People tend to underestimate

the enormous skill it takes to educate children. Teaching is not babysitting. It

is hard to do well and it is even harder now that teachers are expected to

reach kids through so many layers of technology. But teachers are so readily

blamed when things don't go exactly to plan.

3
CONCEPTUAL FRAMEWORK

Figure 1
Research Paradigm
In analyzing the effects of using various online technology to baby

boomer teachers in the new normal teaching the flow and the expected goal

of this study are illustrated in the research paradigm. The study will apply IPO

(input-process-output) system in order to present the conceptual framework

of this study. The researcher will select respondents based on their

characteristics. Participants must be a baby boomer teacher (57-64 years old),

currently teaching during the pandemic and before the pandemic in the chosen

schools in Valenzuela City. For the process, the instrument of this research is

a survey questionnaire in the form of drop down and Likert’s scale questions,

it will be sent through an online messaging app. Furthermore, the gathered

data will analyze to know how technology affects the Baby Boomer Teachers

in the New Normal Teaching.

4
STATEMENT OF THE PROBLEM

This study aims to determine the effects of new normal teaching to the

baby boomer teachers using online technologies that may affect the learning

capacity of the students. The undertaking of this research can help all of us

to be aware that some of the baby boomer teachers are striving. This study

tries to discover the struggles of baby boomer teachers in the world of

technology.

This study will seek to answer the following questions:

1.) What is the profile of the teachers in terms of:

1.1 Age?

1.2 Sex

1.2 Educational attainment

1.4 Accessibility to Gadgets?

1.5 Number of technology training or webinar program attended?

2) To what extent does new normal online teaching affect the baby

boomer teachers in terms of:

2.1 Health Condition

2.2 Family Time

2.3 Teaching Competencies

3) What are the effects of using various online technologies among baby boomer

5
 teachers in the new normal education set-up?

Alternative Hypothesis

This study will try to evaluate the effects of using various online

technologies among baby boomer teachers in the new normal education set-

up. It will try to test the succeeding hypothesis at 0.05 level of significance.

Ha: The used of various online technologies during the new normal

education set-up gives positive effects to the health condition, family time and

teaching competencies of baby boomer teachers.

SIGNIFICANCE OF THE STUDY

Everyone must be informed of the challenges faced by teachers since

COVID-19 pandemic began. Teachers are now expected to acquire knowledge

about technology, since this skill is necessary in the use of online platforms

where they can connect and teach their students virtually. Baby boomer

generation teachers faced a different level of difficulties during this health

emergency because this generation is slower to adapt to technologies as

compared to younger adults.

With such, the purpose of this study is to discover the effects of using

various online technologies among baby boomer teachers during the new

normal teaching.

The findings of this research will be beneficial to the following sectors of

the society:

6
Students. This research will show how challenging for older teachers the

mode of instruction is today. Because of this awareness, students will realize

that it is not only them who are adjusting to the new normal set-up but their

teachers as well. They will understand their teachers more and will not make

fun of them once they commit mistakes.

Teachers. This study will benefit the teachers because it will awaken the

minds of the readers that baby boomer instructors are having difficult times.

Help and assistance may overflow once the public learns their current

situation.

School Administrators. This study will guide them to determine the

advantages and disadvantages of online classes among baby boomer

generation teachers. Knowing their situation may enable them to come up

with a learning continuity plan which will be easy not just for younger

generations but for baby boomer teachers as well.

Future researchers. This study may serve as a springboard for a more

significant study in the future.

7
SCOPE AND DELIMITATIONS OF THE STUDY

This study will focus on the effects of using various online technologies

among baby boomer teachers during the conduct of new normal teaching in

Valenzuela City.

The baby boomer teachers’ performance refers to their knowledge on how

to use modern technologies and how it affects their performance in teaching.

The teachers' profile: age, educational attainment, accessibility to gadgets

and the technology training or webinar program attended, are considered. The

effects of online technology on teachers in terms of; health condition, family

time, and teaching competencies are also included.

The study will be conducted in the following selected schools in

Valenzuela City: Malinta Elementary School, Maysan Elementary School,

Lingunan Elementary School, and Maysan National High School. They will

serve as the research locale of the investigation and are categorized as public

schools. Most government schools in the Philippines have insufficient internet

access, gadgets, and experience in the realm of technology. Researchers will

select 5 teachers born from 1946 to 1957 for every school mentioned above.

These teachers have ages ranging from 57 to 64 years old. This age group are

classified as the baby boomers or the post-war babies. The researchers will

gather information from these teacher-respondents through a close-ended

survey questionnaire.

8
DEFINITION OF TERMS

The following terms were defined operationally and conceptually to help

the readers understand the study better:

Baby Boomer Teachers. This refer to 57 to 75 years old teachers who are

born from 1946 to 1964 who struggles in the use of online technology as a

platform for new normal teaching. They are the respondents of the study.

New Normal Teaching. It refers to the mode of instruction delivery during

this time of the pandemic.

Online Technology. It refers to various learning tools a teacher and students

used to communicate and access information during distance learning.

COVID-19. It refers to an infectious disease caused by a newly discovered

coronavirus. Most people infected with the COVID-19 virus experienced mild

to moderate respiratory illnesses and recovered without requiring special

treatment. This health emergency is the main reason why the education

system shifted from traditional face-to-face instruction to distance learning.

9
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

To establish a thesis, an analysis of relevant literature is crucial. It

emphasizes the accuracy and the reliability of the subject. This section of the

paper will provide more facts, make a study credible, and allows the

researchers to collect data that will help them gain more information about

their subject matter. It can also provide valuable suggestions for the

advancement of the study.

The Hindrance and Struggles of Baby Boomer Teachers in Technology

Adaptability

Based on Shoyu Kim and John Tomas (2019), the advancement of

technologies was formed when the baby boomers were in their late ages.

Computer and PC-based internet highly impacted the world while baby

boomers go through their aging. As a result, this generation doesn't highly

appreciate the usefulness of the technology, unlike the succeeding generation.

LeRouge et.al (2014) claims that the absence of awareness in

technology and its uses conflicts with the adoption of it. Baby boomers prefer

to have smartphones, desktop computers, and laptop computers but not really

into upgrading their technologies. They know to use the basics of some

applications but are not aware of how to explore them. Lack of knowledge in

a certain technology can be a hindrance too. As an example, many know the

10
kiosks but don't know how to use them and what is the advantage of using

this machine. In a survey aiming to know what modality is preferred by

teachers during the new normal education, the younger age group chose the

online modality (H1=-39.46, P=. 03) while the older group(H1=-76.58, P)

chose the modular version. Baby boomers agree on the fact they do not know

what are the technologies aside from the smartphone and are not fully aware

of using gadgets except to blog and wiki. As we can conclude dissimilarly to

the younger group, the older group is not comfortable in using technology.

Baby boomers agree on the fact they do not know what are the technologies

besides the smartphone and are not fully aware of using gadgets except to

blog and wiki. As we can conclude dissimilarly to the younger group, the older

group is not comfortable in using technology.

Sociodemographic variables like age and education have highly

impacted the behavior and acceptance of the technology of older adults. The

attitude of being passive produce by aging together with the active attitude

generated by the knowledge and experience of baby boomers contributes to

their technology adoption. (Kim and Brady, 2019)

The current emergency of our community which is in the epicenter of it

vastly disturbed the remote teaching. Many are worried because resources are

far short of need. It's never been easy to immediately transfer teaching online.

(Lederman, 2020)

11
 Technology is the main tool in enhancing training and learning skills in

the workplace. Consequently, learning how to adapt to modern technology is

mandatory for old workers. (Huber and Watson, 2014)

Likewise, literature shows that because of the emerging technology as

the main platform used in the classroom and training environments to

cultivate instruction and program facilitation, older workers as instructors or

trainers are forced to know new technologies. If they have a choice between

adaptation or retirement, they would choose to retire and live a peaceful life

rather than gaining headaches in adapting to newer technologies. (Ahituv and

Zeira, 2011)

According to Hoskin (2010) and Kraan et.al 2014. Aged individuals have

a vast amount of tension because some of them have difficulty on how to use

new technologies as they interact with the modern ones. The workplace brings

much pressure to them plus the pressure on both social and economic

adversity just to comprehend modern technologies.

In the time of Baby Boomers, the only technology that merely occurred

is the television. It says that during their world, the productive years are

distinguished by the revolution of the world and slump. (Wiley, 2020)

Rajab et.al (2020) claims that most of the teachers are neither worried

nor confident enough for the reason that they are not good at dealing with

computers and software and one reason is they are technophobic people.

12
 It is confirmed by Huyler and Crocca (2016) in the baby boomers

perspective that face-to-face interaction is more important and better than

using digital networks or communicating through social media.

Struggle is not easy to deal with, according to

Kapoor (2020):

“I know how to attend a meeting on Zoom by using the link. But if

someone asks me to create the link and add the students, that is
something I am not comfortable with, and I would have to take the help
of my children. However, I have grown fairly comfortable with the
various tools we use on WhatsApp like sharing files, making group video
calls or a broadcast group.”
Based on the study in the International Journal of Advanced Culture

Technology (2019), baby boomers have already accepted that they need to

adapt to modern technology, eight respondents confirmed that they can learn

the changes in ICT due to modern technology, which is more difficult than

before, although they can study modern technology, they are not comfortable

with it and it can affect their confidence and experience.

Tishman, Van Looy, & Bruyère (2010), concluded that there is a

difference in the use of technology in each generation. For younger people, it

is easier but for baby boomers, it is difficult to use For example if it is used in

the field of education online, baby boomers resist the urge to adapt

themselves to modern technology that is not fit for them.

13
 As indicated by Houston (2020), adapting new things will help him

capture student’s interests. Online teaching is hard and confusing. Online

courses will have to be extremely enticing to students to retain their interest.

Teachers are frustrated by the virtual learning environment created by

the current situation, which is likely to continue into the upcoming school year

and beyond. As mentioned by Heubeck (2020) Teachers are frustrated by the

virtual learning environment created by the current situation, which is likely

to continue into the upcoming school year and beyond.

The vice president of educator community and partnership at course

Hero, Tara Graham (2020) analyzed that the early-career faculty considered

the electronically supported learning that relies on the internet is stressful

workload.

Debaro and Ciocca (2014) claim that the baby boomers are using

technology to improve their daily living. They do not want to depend on their

life in technology, therefore, boomers are slower to learn different online

platforms as a result they have a lack of opportunity to train themselves on

how to use technology.

Coping Mechanism of Baby Boomer Teachers in Using Technology.

As stated by Elizabeth Huebeck (2020), it is important to support baby

boomer teachers by their colleagues to improve their knowledge in using

technologies to teach the students confidently.

14
 As eloquently stated by Abell and Garrett-Wright (2014) the Concerns-

Based Adoption Model (CBAM) provides seven stages that contain information

to help Baby Boomer teachers manage anxiety on how to utilize advancements

in modern technology. Stage zero is the mindfulness stage, where there is

some worry about the advancement. Stage one is the enlightening stage,

where there is a goal to find out about the advancement. Stage two is the

individual stage, where individual concerns become obvious and the people

are muddled about the burdens of executing the development. Stage three is

the administration stage, where subtleties are the principal accentuation of

the development. Stage fourth is the result stage, where the people stress

over the impact the development will have on the understudies. Stage five is

the joint effort stage, where cooperating arises. The last stage will be stage

six, the pulling together stage, where different advantages of the

advancement are searched out by the client.

Advantages and Disadvantages of Online Class Among Student and

Teachers

Gautom (2020) eloquently stated that online learning has its

advantages and disadvantages like some form of teaching methods. Grasping

and Considering all of these can produce a major help in every institute, it can

assist them in producing the most effective way to create systematic teaching

and learning style. These are the advantages of learning online; It can be

efficient for everyone, to ease the instructor's work, online learning proposes

15
an efficient way for teachers in delivering the lessons to their learners. There

are many tools to utilize such as videos, PDFs, and podcasts; Accessibility of

Time and Place can be managed. The students can attend their online classes

in their comfortable places. Geographic boundaries are no longer a hindrance

to school in reaching out to many students. Online lectures can be recorded,

archived, and shared, it allows the students to go back to their lesson if they

needed; This mode of learning is affordable. Online learning can lessen the

cost of every student compared to physical learning there are more expenses

like transportation and many more. Online learning does not have supposed

pressure to use paper, instead of using online materials.

It will Improve student attendance; Students can easily access online

classes, there's no reason to miss their class; It suits a variety of learning

styles. Each student has a distinct learning style. Some are comfortable with

visual learning; others easily catch up through audio. Online classes can do

both of them. Comparably, some are excellent in the classroom but others

prefer to be alone because they easily get distracted in crowded places. One

disadvantage of E-learning is the inability to focus on screens.

The teacher needs to be interactive during online class that helps the

students to stay focused on the lecture. Some of the students are having a

hard time with distractions. Some of them got easily distracted from the

notifications of their social media accounts or any other website. In that way,

the students struggle in focusing; Technology Issues could be a problem. One

16
of the problems during online classes is the internet connection. Some of the

students have problems with inconsistent internet connectivity that can be a

damaging effect on the process of education; the sense of Isolation is not easy

to deal with. Face-to-face classes help students and their peers get along and

learn a lesson from them. Online classes restrict the physical interaction

between the teacher and the student. The school is responsible for this

situation, they must conduct different forms of communication such as emails,

online messages, and video conferencing that can diminish the sense of

isolation; The teacher needs training. Teachers need at least basic knowledge

of the latest updates in using technology but other cases such as lack of

resources and tools in managing online classes can be a problem; Managing

screen time is hard. Children in online classes spend most of their time on the

screen, crutches for a long period causes them to have bad posture and many

physical health problems. Parents are worried about it; the health of their

children might be damaged.

Khadijah et al. (2020) indicated that online learning has many

advantages that both the teachers and students could benefit such as; writing

a lesson plan and marking attendance is now unnecessary because it could be

executing digitally, online learning is lessening the cost expenses of students

than the traditional class, and the new system of learning is accessible in many

students. On the other hand, online learning has limitations too. Faculty

members and students both find it difficult to teach and learn the true essence

17
of work. Teachers only assess student's knowledge components but not the

level of their understanding due to lack of immediate feedback. Some teachers

also noticed the wrong behavior of students while doing tasks during online

classes by accessing resources online.

Synthesis

When online learning starts, the beginnings of the struggles of many

baby boomer teachers also began, which hinders them from easily getting into

the online world. This generation is classified as post-war babies (Kasasa,

2021). Meaning, when they are born the world is recovering from all the wars

that happened. Enhancing technology in their time is quite impossible because

they are undergoing some crisis in these times. While they were kids,

technology is not that popular, they prefer to adopt natural ways. Kim and

Tomas (2019) mentioned that advancement of technology emerges when they

are at a late age where they are already busy doing parent and grandparents

stuff, they have no time to enhance their skills in technology which is the

reason why age and education affect the acceptance behavior of old people in

technology. Baby boomers are aware of technology but somehow, they are

not confident in using it, technophobia endured by the teachers causes them

to have low confidence in manipulating online platforms. (Rajab et.al, 2020).

Pressure in the workplace and surroundings has so much impact on them, the

reason to be afraid in advancing their knowledge in technology (Honskin,

2010; Kraan et. al, 2014). As stated by Huyler and Crooca (2016) old people

18
prefer physical contact rather than talking on the screen. When the pandemic

starts a bunch of bad news occurs, it triggers the depression of our

grandparents. Isolation is not easy to deal with, especially if you are in the

late stage of your life. However, there are many ways to assist baby boomer

teachers to engage in using technologies. Abell and Wright (2014) mentioned

that Concern- Based Adoption Model (CBAM) is the accurate response in

helping the teachers to conquer the unfamiliar advancement of technology.

Stage zero stage is the awareness stage, stage one is the informational stage,

next is the personal stage, third is the management stage, consequence stage

is the fourth, next is the collaboration stage, and lastly the refocusing stage.

No man is an island, baby boomer teachers need overwhelming support from

their colleagues and the people around them. It can help hugely in the

improvement of old people to their behavior in front of technology. On the

other hand, Gautom (2020) stated that online learning has a positive and

negative effect on both teachers and students. It is affordable and practical,

expenses like travel and food would be lessened. It gives comfort to learners

because they can learn in any place and in what ways they want. But this form

of learning modality can affect the concentration and health of students. Lack

of technologies and knowledge of using it is not easy to deal with.

19
 Chapter 3
RESEARCH DESIGN AND METHODOLOGY
This section of a research paper is significant because it discusses the

research design, research population, research locale, research instrument,

and data analysis tools that will be used to achieve the research objectives.

Research Design
The research design used in this study is evaluative. Under summative

evaluation, it seeks to understand the outcome or effects of something

(changing minds, n.d). Questions about effect or effectiveness are often

variously called summative evaluation (National Center for Biotechnology

Information [NCBI], n.d). The researcher will use an evaluative research

design to determine the effects of using various online technology on baby

boomer teachers in new normal teaching. Evaluative research aims to

contribute to solving a practical problem. It is a type of study that uses

standard social research methods for evaluative purposes, as a specific

research methodology, and as an assessment process that conveys special

techniques to the evaluation of the social program (Powell, 2006).

The researchers will use this research design to evaluate selected

schools in Valenzuela City: Malinta Elementary School, Maysan Elementary

School, Lingunan Elementary School, and Maysan National High School to

understand the impact of using various online technology on baby boomer

teachers in new normal teaching. According to RHIhub et. al (2020),

20
evaluative research also helps to find out if an approach would be appropriate

to use in other locations with similar needs.

Population and Sampling Technique

The population of this study will be the baby boomer teachers found in

Valenzuela City. Originally baby boomers are those who are age ranges from

57 to 75 years old. However, researchers will select participants who are in

57 to 64 years old only. The reason for this idea is because, according to

Republic act. 7641 section 1 art. 287 of Presidential Decree No.442 as

amended, otherwise known as the Labor Code of the Philippines, the optional

retirement age is early sixty (60) years old and the forced retirement age is

sixty-five (65) years old. The researchers will use a purposive sampling

technique, also called judgment sampling, which is the deliberate choice of a

participant due to the qualities the participant possesses, in choosing their

respondents. The idea behind purposive sampling is to concentrate on people

with particular characteristics who will better be able to assist with the

relevant research (Etikan, 2016). The researchers will gather data from twenty

(20) baby boomer teachers born between 1946 to 1957 or from those teachers

who are 57 to 64 years of age. Researchers will find baby boomer teachers

who are currently teaching using an online platform in selected schools in

Valenzuela City. The reason why the researchers have a small number of

samples is that, this age is somewhat near at the prefer retirement age of our

country, meaning only few of the baby boomer teachers are still working, most

21
of them are in their retirement stage. As cited by the Philippine Employment

Law, when the employee (who is not an underground mining employee)

reaches the compulsory retirement age of 65 years, his employer may retire

him and pay him with retirement pay.

Research Locale
This study will be conducted at selected public schools in Valenzuela

City: Malinta Elementary School, Maysan Elementary School, Lingunan

Elementary School, and Maysan National High School. It will be exclusive for

baby boomer teachers.

Research Instruments
In this study, the researchers will use survey questionnaires as a

research instrument. The use of a questionnaire will enable the researchers to

compile a massive proportion of usable answers. The questionnaire that will

be used can further evaluate the effects of online teaching on older teachers

who are 57 to 64 years old. The questionnaire form is composed of questions

that will allow the researchers to obtain factual information about how baby

boomer teachers deal with technology while online class is ongoing and it will

give insight into the respondents' frame of reference and perhaps their

justifications for their responses. Researchers will use two types of

questionnaires: the dropdown questionnaire and the Likert scale. The

dropdown question will provide choices to choose from. It is useful when you

have a limited set of options. It is also called a dropdown menu because it

22
allows respondents to choose from the list of options. Another type is the

Likert-type questions which will assess attitudes towards environmental

behaviors. Likert scale is designed with a variety of questions that measure

different aspects of this topic. (Likert, n.d) It is a popular scaling technique

that consists of a series of declarative statements that convey a point of view

on a given topic. The respondents will be asked to rate their level of agreement

with the given statements. Dropdown question and Likert scale will be applied

because it is the most fundamental and frequently used type of questionnaire

in educational and social sciences research. It is also the most efficient way,

especially at this pandemic time. These two types of a questionnaire are

suitable for the study because it helps to collect reliable and consistent

responses from the participants. This is a web-based questionnaire wherein

respondents can access it through google form.

DATA GATHERING PROCEDURE

In this section of methodology, the researcher will discuss the procedure

to gather the data from respondents. Data gathering is essential and relevant

when conducting quantitative research. The approach of data collection is

different according to the various fields of study and depends upon the

necessary data. In the beginning, the researcher will produce a request letter

for the selected respondents to get permission to conduct their study.

Moreover, the letter will be delivered through messaging application

platforms. The researcher will do their best to contact the authorities

23
particularly the principal of the selected schools while observing safety

protocols. Then, a questionnaire will be sent to field experts for validation.

Subsequently, the researcher will distribute the questionnaire to the target

respondents of the study. The questionnaire will be created in google form –

an online platform that functions to create an online survey form and provide

data validation. The respondents will be approached through messaging

application platforms and will not be met personally due to the restriction of

safety protocols. Then, the researchers will gather all the necessary data from

the questionnaire to arrange the data and compute it for analysis. Finally, the

researcher will consider stating the conclusion and possible recommendation

for this study.

Letter of Administer of Collection of Data

Permission Instrument

Conclusion and
Data Analysis
Recommendation

Figure 2

Data Gathering Procedure

Statistical Treatment of Data

To analyze and interpret the data gathered from the respondents, the

following statistical tool will be used:

24
Weighted Mean. The weighted mean will be used in calculating the data that

will be gathered. It is a type of mean that is calculated by multiplying the

weight (or probability) correlated with a particular event or outcome with its

associated quantitative outcome and then summing all the products together.

It is very useful when calculating a theoretically expected outcome where each

outcome has a different probability of occurring.

∑ (𝑤 ∙ 𝑥)
𝑥=
∑ 𝑤

Where:

∑ = summation

𝑤 = the weights
𝑥 = the value

Table 1
SCALE AND VERBAL INTERPRETATION

RANGE VERBAL INTERPRETAION

3.50-4.00 Strongly Agree
2.50-3.49 Agree
1.50-2.49 Disagree
1.00-1.49 Strongly Disagree

25
 Chapter 4
RESULT, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the results and discussions of the study. The
data gathered from the respondents were tabulated, analyzed and
interpreted by the researchers.

Profile of the Respondents in Terms of Age

The baby boomer teachers’ profile with regards to age are present in
table 2.

TABLE 2
Profile of the Respondents in Terms of Age

Age Frequency Percentage

57 to 62 19 95%

63 to 68 1 5%

69 to 75 0 0%

Total 20 100%

As shown in table 2, teachers with age ranging from fifty seven to

sixty two (57 – 62) got the highest frequency at ninety five (95) percent out

of the total number of respondents. The remaining five (5) percent of the 1

total respondents belong to the sixty three to sixty eight (63 - 68) age

bracket. Data represents most of the respondents are 57 to 62 years old.

As mentioned by the amending republic act 8291, the revised

government service insurance system act of 1997, for the purpose of lowering

the compulsory retirement age of public school teachers from 65 to 60 years

26
old and optional retirement age of 60 to 55 years old, this hill aims to lower

the compulsory retirement age of public school teachers from 65 to 60 years

old and the optional retirement age from 60 to 55 years old.

Profile of the Respondents in Terms of Sex

The possibility of having a high number of female teachers or male

teachers appears in table 3.

TABLE 3
Profile of the Respondents in Terms of Sex

Sex Frequency Percentage

Male
1 5%
Female
19 19%
Total
20 100%

Table 3 presents that nineteen (19) percent of the total respondents

were females while the remaining five (5) percent is equivalent to 1 male baby

boomer teacher. The number of female respondents is higher than males, as

the data implies.

According to census data, teaching is a predominantly female

occupation in the Philippines. In both public elementary and secondary

schools, there are more female teachers than male teachers.

27
Profile of the Respondents in Terms of Educational Attainment

This section manifests the frequency and percentage of the respondents

profile in terms of educational attainment.

TABLE 4
Profile of the Respondents in Terms of Educational Attainment

Educational Attainment Frequency Percentage

Associate Degree 0 0%
Bachelor’s Degree 6 30%
Master’s Unit 9 45%
Master’s Degree 1 5%
Doctoral Units 3 15%
Doctorate Degree 1 5%
Others 0 0%
Total 20 100%

Table 4 reflects the educational attainment most of the participants

attended. Master's unit with a Forty-five (45) percent and a frequency of

nine (9). Thirty (30) percent have a Bachelor's degree with a frequency of six

(6). Fifteen (15) percent or three (3) respondents have Doctoral units.

Doctorate and Master's degree are both five (5) percent and have a one (1)

respondent.

Sahlberg (2015), argued that master's unit requirement in Finland has

helped to attract highly talented and motivated individuals to the teaching

profession, raising the professional status of teaching and expanding

opportunities beyond the classroom, including educational administration,

training-related jobs in the private sector and doctoral studies.

28
Distribution of the Respondents in Terms of Number of Devices Used
for Online Classes
This part indicates the number of devices the respondents used during

online class.

TABLE 5
Distribution of the Respondents in Terms of Number of Devices Used
for Online Classes

Number of Devices Frequency Percentage

1 5 25%
2 4 20%
3 10 50%
4 and above 1 5%
Total 20 100%

Table 5 presents the highest number of devices used by baby boomer

teachers. Three (3) devices with a Fifty (50) percent and a frequency of ten

(10). Twenty-five (25) percent or five (5) over twenty (20) respondents used

1 device only. Twenty (20) percent or four (4) respondents used 2 devices

in online teaching.

As believed by Levine (2020), baby Boomers are adopting technology more

rapidly than we previously believed, but there are still variations in digital

preferences that brands will need to consider as we move into the next phase

of digital transformation. Considering the needs of users from all generations

will be key to developing a highly effective digital solution.

29
Distribution of the Respondents in Terms of the Type of Device Used
for Distance Learning
Table 6 tells about what kind of device teachers utilize during their new

normal teaching. The researchers provided multiple choices to find out what

kind of device(s) the baby boomer teachers use in their class.

TABLE 6
Distribution of the Respondents in Terms of the Type of Device Used
for Distance Learning

Type of Device Frequency Percentage

Laptop 18 42%
Desktop 6 14%
Tablet 4 9%
Smartphone 15 35%
Others 0 0%
Total 43 100%

Table 6 shows the number of baby boomer teachers using different

types of electronic devices they utilize in the new normal teaching. Based on

the data presented in the table 6, forty-two (42) percent or 18 respondents

chose laptop, forteen (14) percent or 6 respondents chose desktop or PC, six

(6) percent or 4 respondents chose tablet, thirty-five (35) percent or 15

respondents utilized smartphones, lastly none chose others. As a conclusion

in the data provided, a high number of the teachers used laptops as their tool

in conducting new normal teaching set-up.

In accordance with LeRouge et.al (2014), despite the scarcity of the

baby boomers' awareness in technology and having a hard time adapting to

it, they prefer to have smartphones, desktop computers, and laptop

30
computers though have no interest in upgrading their technologies. Baby

boomers know how to utilize the basic function of some application but aren't

mindful of how to explore it. The lack of knowledge in a certain technology is

an obstacle.

Distribution of the Respondents in Terms of the Type of Device They

are Skilled of Manipulating
Table 7 shows the tally of the device the respondents can manipulate

skillfully. The researchers provided options to choose such as laptop, desktop,

smartphone, tablet, and none.

TABLE 7
Distribution of the Respondents in Terms of the Type of Device They
are Skilled of Manipulating

Type of Device Frequency Percentage

Laptop 14 41%
Desktop 5 15%
Smartphone 13 38%
Tablet 2 6%
None 0 0%
Total 34 100%

Table 7 shows the distribution of the respondents in terms of the type

of device they are skilled in manipulating. Based on the data presented in the

table, forty-one (41) or 14 respondents select laptop for the device that they

are skilled to use in the means of manipulating, fifteen (15) percent or 5

respondents chose Desktop, thirty-eight (38) percent or 13 respondents

picked smartphone, six (6) or 2 respondents opted for tablet, and none that

31
resulted zero (0) percent is an indication that baby boomers have knowledge

in different kind of gadgets.

As stated by Huber and Watson (2014), technology is the primary

instrument for improving workplace training and learning capabilities. As a

result, knowing how to adapt to current technologies is a must for older

workers. However, according to Hoskin (2010) and Kraan et.al (2014), aged

people experience a great deal of stress since some of them struggle to learn

how to use new technologies when they engage with modern ones. The job

places a lot of strain on them, as well as social and economic adversities,

merely to understand modern technologies.

Distribution of the Respondents in Terms of the Type of Device They

Find Difficult to Manipulate
Different kinds of gadgets are provided as the respondents choices for

the researchers to find out what type of device the baby boomer teachers find

difficult to manipulate or maybe none, as manifested by table 8.

TABLE 8
Distribution of the Respondents in Terms of the Type of Device They
Find Difficult to Manipulate

Type of Device Frequency Percentage

Laptop 4 20%
Desktop 2 10%
Smartphone 4 20%
Tablet 2 10%
None 8 40%
Total 20 100%

32
 Table 8 reveals the type of devices participants find difficult to

manipulate. According to the computed data , Twenty (20) percent of the baby

boomer teachers, equivalent to four (4) as the frequency, are found operating

a laptop a challenging task, same as in using smartphone; ten (10) percent

having a hard time in desktop set-up acquiring a total score of two (2),

commensurable with the tablet; lastly, eight out of 20 respondents that

equivalent to (40) percent agreed that handling any of the gadgets listed

above are not that tough. The result gives an implication that most of the

baby boomer teachers are familiar in operating the gadgets, as their tool in

conducting online classes.

As associated in the study of Kavanaugh, Puckett, & Tatar (2013),

although older workers are stereotyped as having challenges with technology,

the introduction of mobile technology is increasing older workers’ functionality

with technology. Mobile devices have become more affordable, convenient,

and user friendly. Mastering mobile devices typically means connecting to new

digital environments and using technologies in unique ways.

Distribution of the Respondents in Terms of Knowledge in Using New

Technology
Table 9 stated the respondent’s knowledge in using new technology.

The researchers asked the respondents to rank their knowledge in using new

technology. The researchers also prepared options for them to choose from:

Novice, Advanced Beginner, Competent, Proficient and expert.

33
 TABLE 9
Distribution of the Respondents in Terms of Knowledge in Using New
Technology

Knowledge in Using New Frequency Percentage

Technology
Novice 0 0%
Advanced Beginner 8 40%
Competent 11 55%
Proficient 1 5%
Expert 0 0%
Total 20 100%

In Table 9, zero (0) percent or no one in the respondents are novice,

also none of the teachers admit that they are expert in using technologies;

forty (40) percent of the respondents revealed that they are advanced

beginner that is correspond in the total of eight (8); fifty-five (55) percent of

the population concede that they are competent in using new technology that

is equivalent of eleven (11) total score; while five (5) percent is proficient,

having one (1) as the total score. The outcome of the table above infer that a

large percent of baby boomer teachers is competent in using technology,

which means necessary ability, knowledge, or skill to do something

successfully are acquired by the participants.

Hachiya (2010) approves Although younger individuals typically view

mobile technology as a social presentation of themselves, older workers view

and utilize mobile technologies as devices that can enhance their quality of

life.

34
 Referring to Kim (2012), baby boomers did not grow up with technology,

but they started to adopt it. They use information technology mostly for

communication and research purposes . Furthermore, Prensky, (2011)

believes that they are characterized with a “digital immigrant accent” which

means that they use technology and the internet, but, compared to the

millennials, it is not their first choice for every purpose. However, on the basis

of Sullivan & Hyun (2016), baby boomers have adapted to the main technical

advances. In a study conducted by Pew Research (2010, 2011), 81% regularly

use the internet and 86% have a mobile phone. They use their mobile phone

for various purposes, but still to a lesser extent than the millennials.

Distribution of the Respondents in Terms of the Number of

Trainings or Webinar Programs Attended
The baby boomers teachers had training or webinar programs

attended before online class started. Table 10 proclaims how many times the

respondents take time in getting attention to listening and discovering new

proficiency about using technologies.

TABLE 10
Distribution of the Respondents in Terms of the Number of Trainings
or Webinar Programs Attended

Number of Trainings and Webinars Frequency Percentage

Attended
None 3 15%
Less than 5 times 6 30%
5 to 10 times 6 30%
More than 10 times 5 25%
Total 20 100%

35
 Table 10 shows the number of training and seminars attended by baby

boomer teachers. Utilizing this modified questionnaire composed by the

researchers, the respondents’ interrelated numbers of training and webinars

attended were identified. Fifteen (15) percent equivalent to three (3) from

twenty (20) selected Baby Boomers Teachers have not attended training and

webinar seminars; thirty (30) percent equals to six (6) have less than 5 times.

In addition, another thirty (30) percent for those six (6) respondents who have

attended 5 to 10 times, and respectively, twenty-five (25) percent that was

parallel to five (5) teachers who attended more than 10 times of training and

webinar. To sum up, most of the baby boomers acquire online training and

webinars.

Mary Burns (2020) claims that, COVID-19 has disrupted face-to-face

education worldwide as teachers everywhere scramble to “put their courses

online” and create virtual learning experiences for students. LeRouge et.al

(2014) declare that the absence of awareness in technology and its uses

conflicts with the adoption of it. As stated by Elizabeth Huebeck (2020), it is

important to support baby boomer teachers by their colleagues to improve

their knowledge in using technologies to teach the students confidently.

Consequently, learning how to adapt to modern technology is mandatory for

old workers. In addition, Huber and Watson (2014) agreed that experts say

teachers ideally should receive several days, weeks or better months of in-

36
depth preparation before launching an online learning program. Training

should include strategies to make the instruction engaging and allow ample

time to practice the technology before going live.

Distribution of the Respondents in Terms of the Types of Online Tasks

They are Comfortable of Doing
Table 10 is all about the type of online tasks that the respondents are

comfortable with. In this table, seven (7) different selections identify what

device can be easily accessed by the baby boomers teachers.

TABLE 11
Distribution of the Respondents in Terms of the Types of Online
Tasks They Are Comfortable of Doing

Type of Online Task Frequency Percentage

Generating link for an online meeting 16 27%
Using Google classroom 10 17%
Using FB Messenger to communicate 17 28%
with students
Editing video lesson 1 2%
Using FB page to assign a task 8 13%
Using Google form for assessment 8 13%
Others 0 0%
Total 60 100%

Table 11 presents the types of online tasks participants are comfortable

doing. Based on the gathered data, sixteen (16) out of 20 respondents are

easily generates link for an online meeting that is twenty-seven (27) percent;

ten (10) or seventeen (17) percent of teachers undoubtedly uses google

classroom; twenty-eight (28) percent seventeen (17) coordinates uses FB

Messenger to communicate with students, only one (1) teacher can edit video

37
lesson that is only two (2) percent; eight (8) teachers were well matched with

thirteen (13) percent, who are using FB page to assign task; and lastly, eight

(8) out of twenty (20) that is equals to thirteen (13) percent are using google

form for assessment. The outcome of the data inferred that baby boomer

teachers have a knowledge in the realm of online technologies.

Based on Shoyu and Tomas (2019), baby boomers prefer smartphones,

desktop computers, and laptop computers but not really into upgrading their

technologies. They know how to use the basics of some applications but are

not aware of how to explore them. Lack of knowledge in a certain technology

can be a hindrance too. Debaro and Ciocca (2014), affirmed that the baby

boomers are using technology to improve their daily living. They do not want

to depend on their life in technology. Therefore, boomers are slower to learn

different online platforms. Consequently, they have a lack of opportunity to

train themselves on how to use technology.

Effect of New Normal Online Teaching on Baby Boomer’s Health

Condition

This table stated how new normal online teaching influenced the health

condition of baby boomer teachers

38
 TABLE 12
Effect of New Normal Online Teaching on Baby Boomer’s Health
Condition

Weighted Verbal
Health Condition
Mean Interpretation
I get enough sleep at least 7 to 9 hours a day. 2.85 AGREE
I continuously do exercise at least 2 to 3 times 2.8 AGREE
a week.
I eat healthy foods and don’t skip meals. 3.45 AGREE
I experienced pain or condition in my body 3.25 AGREE
throughout the day of an online class.
This pain or condition affects my performance 2.5 AGREE
as a teacher.
My health condition is normal and I don’t feel 2.5 AGREE
any discomfort in my body while online class
is ongoing.
My health condition worsened when I worked 2.45 AGREE
at home as a teacher.
General Weighted Mean 2.83 AGREE

The first health condition has a mean of 2.85 with a verbal

interpretation: Agree, represents that most of the respondents got enough

sleep at least 7 to 9 hours a day. Moreover, The second health condition has

a mean of 2.8 or agree that implies that baby boomer teachers still have time

to do an exercise 2 to 3 times a week. The third condition got a mean of 3.45

verbally interpreted as agree. This means respondents still ate healthy food

and did not skip meals. The fourth health condition has a mean of 3.25 with a

verbal interpretation “agree” which means respondents experienced pain

during online class. The fifth and sixth health conditions got a mean of 2.5

verbally interpreted agree implies that the pain experienced by the

respondents affects their performance as a teacher. However, some of the

39
respondents have a health condition and do not have any discomfort while

online class is ongoing. The last health condition has a mean of 2.45 with a

verbal interpretation: agree, shows that the baby boomer teacher's health

condition is worse when they work at home, but older teachers are doing their

best in keeping their body healthy.

Overall, the seven health conditions got a general weighted mean of

2.83 with a verbal interpretation of "agree". This data implies that New Normal

Teaching setup affects the health condition of baby boomer teachers who are

experiencing discomfort in an online class setup, yet maintaining a healthy

body is not declined by the respondents.

According to Schneoder (2007), poor conditions make it more difficult

for teachers to deliver an adequate education to their students, adversely

affects teachers' health.

Effect of New Normal Online Teaching on Baby Boomer’s Family Time

This table illustrates the computed weighted mean and determines the

verbal interpretation of collected data from respondents. Its purpose is to

analyze the effect of new online teaching on Baby Boomer's Family time.

40
 TABLE 13
Effect of New Normal Online Teaching on Baby Boomer’s Family Time

Weighted Verbal
Family Time
Mean Interpretation
Even though I have online classes; I can give
time to my family every day. 3.1 AGREE
As a teacher and a parent, I can still bond with
my family every day. 3.1 AGREE
Excessive workload brought by online classes
weakens my connection to my family. 2.4 DISAGREE
Many workloads are a hindrance to finding
time to bond with my family. 2.6 AGREE
I don't have time to bond with my family since
the online class started. 2.1 DISAGREE
My communication with my family is still the
same as before. 3.1 AGREE
Working at home and my duty to my family
are balanced. 3.05 AGREE
General Weighted Mean 3.08 AGREE

Table 13 depicts the attained weighted mean for the two variables "Even

though I have online classes; I can give time to my family every day" and "As

a teacher and a parent, I can still bond with my family every day" is 3.1 with

"agree" verbal interpretation. Moreover, the computed weighted mean is 2.4

in the variable states that excessive workload weakens the connection of the

baby boomer teacher's family given the disagree interpretation.

Most of the teachers find that several workloads are a hindrance to

bonding time with their family that has a weighted mean of 2.6, considered

as "agree" in verbal interpretation.

41
However, the verbal interpretation is "disagree" in the 5th situation, it means

that respondents have time to bond with their family, and 2.1 is the attained

weighted mean. In addition, the communication with the baby boomer

teacher's family is still the same with a weighted mean of 3.1 was attained

with an interpretation of "agree". The verbal interpretation "agree" was also

gained in the last variable "working at home and my duty to my family are

balanced" and has a weighted mean of 3.05. Overall, the average weighted

mean of 3.08 was obtained with an interpretation of "Agree" including all the

variables utilized in getting the Effect of New Normal Online Teaching on Baby

Boomer's Family Time. The data stated that most of the baby boomer teachers

assent that their.

As argued by Cavanaugh (2005), there is a range of advantages to teaching

online. It allows instructors to be more flexible with their schedules and is a

rewarding format for professors who are passionate about using technology

in their classrooms. Teaching online was substantially less time-consuming,

despite the high time expectations.

Effect of New Normal Online Teaching on Baby Boomer’s Teaching

Competencies
To identify the effects of new normal teaching on the teaching

competencies of baby boomer teachers, the data gathered were statistically

computed and interpreted as shown in table 14.

42
 TABLE 14
Effect of New Normal Online Teaching on Baby Boomer’s Teaching
Competencies

Weighted Verbal
Teaching Competencies
Mean Interpretation
1. My ability as a competitive educator is still 3 AGREE
observed in an online class.
2. Teaching remotely is limited for me to give 2.6 AGREE
accurate instruction to my students.
3. Students are still learning the lessons they 3.1 AGREE
must acquire to discover new skills.
4. I am confident that my students understand 2.85 AGREE
the lesson I discuss during synchronous class.
5. Online classes limit the student and teacher 2.6 AGREE
to explore the world of academics.
6. Online class is an effective platform for 2.25 DISAGREE
students that have a different kind of needs.
7. As a teacher I cannot fully give the lesson 2.55 AGREE
that my student deserves because of the
narrow workplace.
8. As an instructor I’m confidently helpful in 3.1 AGREE
guiding the class towards understanding
course topics in a way that helps students
clarify their thinking.
9. Various uses of teaching methods to 2.85 AGREE
accommodate students' different learning
styles are still distinguished in my online
class.
General Weighted Mean 2.77 AGREE

Table 14 shows the calculation of the weighted mean used for data interpretation

of the survey conducted. The data shows that the ability as a competitive educator of a

baby boomer teacher has still been observed in an online class as weighted mean results

in 3, correspond with the "agree" on the interpretation. Students are still learning the

lesson they must acquire to discover new skills is acceptable because it comes up with a

3.1 weighted mean meaning its interpretation is "agree". The confidence of teachers that

43
their students understand the lesson discussed during synchronous class calculates 2.85

weighted means (Agree). Most teachers agree that the various uses of teaching methods

to accommodate students' different learning styles are still distinguished in the online

class and come up with a 2.85 weighted mean (Agree). However, teachers accepted the

fact that online class limits the teachers and the students to explore the world of

academics that falls into 2.6 weighted mean (agree), also teaching remotely limits the

instructors to give accurate instruction to their learners lies on 2.6 weighted mean (agree).

Teachers also admit that as an educator they cannot fully give the lesson that students

deserve because of the narrow workplace resulting in a 2.55 weighted mean (Agree).

Data provided a result of a total weighted mean of 2.77, which indicates "agree" as the

verbal interpretation. The result implies that the new normal teaching has affected the

teaching competencies of baby boomer teachers. Online class limits the teachers and

students in acquiring the knowledge because of many barriers brought by the said setup.

In the elder teachers' view, online classes are not an effective platform for teaching and

learning. Nevertheless, the table showed that all questions about the confidence of baby

boomer teachers in their teaching competency have a high value, mostly fall into "agree"

interpretation. It implies that the teaching competencies of baby boomer teachers are still

observed in an online class. On the teacher's part, they are self-assured that they gave

their full potential as a competitive educator. As an educator, they are trying their best to

be competitive even online class set up have its limits.

In line with Bhamani et al. (2020), then up until now, most parents and research

found that online class is limited especially in time of the pandemic.

44
 Huang and Liaw (2015) believe that the positive attitudes of teachers towards their

competence in using computers will affect how they deliver knowledge to the students. In

proportion to Bigatel et al. (2012), to assure learner success in a technology-rich setting,

the online educator must possess a larger set of skills and competencies. Identifying and

prioritizing the teacher’s specific behaviors would be a great help to sufficiently address

the necessary skills and competencies of an instructor for success in online teaching.

Effects of Using Various Online Technologies among Baby Boomer

Teachers in the New Normal Education Setup
The given data implies how the baby boomer teachers are affected by the new

normal teaching setup. Maintaining good health among teachers is necessary to perform

well in online classes. The data shows the discipline of the participants in keeping good

health. Even though the teachers have a busy schedule and have a bunch of things to do

on today's setup, learning to take care of themselves is not to be set aside. Teachers

agreed that most of them get enough sleep, continuously doing exercise, eating healthy

food, and don't forget to take meals on time. Those are the basic habits to consider to

lessen the stress that online classes bring to teachers. Maxine (2019) enumerates the

simple tips to maintain your health. Those are the; eat a healthy and balanced diet, stay

active, and improve sleep quality. Nevertheless, despite having healthy habits, teachers

experience physical pain in conducting an online class setup. Getting health problems

has a high probability as a human gets older. Shali, MD (2018) stated that baby boomers

must deal with the challenges of aging. In terms of family time, almost of the participants

recognized that despite being busy teachers, they have still treasured the importance of

family time. Bonding and communicating with family are still observed at their home. Yet,

there is a portion of the elder teachers who stated that excessive workloads lessen the

45
connection between their families. In accordance with Bhamani et al. (2020), parents

recognize that online classes give more opportunity to increase bonding and engage in

various activities among families.

Lastly, the teaching competencies of baby boomer teachers were affected as the mode

of classes changed. Baby boomers bravely adapt to the new normal teaching as their

level of confidence in their teaching competencies becomes high on the result of the data

provided. On the other hand, the fact that online classes have a restriction in conducting

a more complex educational system.

As explained by Pappas (2015), It is true that, although online learning might be

convenient and flexible, it is also a solo act. It will not be easy for all of your learners to

feel comfortable when participating in online discussions and engaging more actively with

their online instructors or their virtual classmates. Furthermore, some people absolutely

need personal contact with their educators or trainers in order to learn successfully.

Chapter 5
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

Summary of Findings

1. What is the profile of the teachers in terms of age, Educational

attainment, accessibility to gadgets, and Number of technology

training or webinar program attended?

Most of the respondents are females that age ranges from 57 to 68

years having a ninety-five (95) percentage. A high number of participants

46
currently taking master's units resulted in a forty-five (45) percentage. Baby

boomers teachers confidently revealed that they are competent in using

technologies. Few of them admitted that they having a hard time manipulating

technologies while many of them know about operating different kinds of

gadgets. It implies that less than five to 10 times of attending webinar

programs for technology training are effective.

2. To what extent does new normal online teaching affect the baby

boomer teachers in terms of health condition, family time, and

teaching competencies?

In health conditions, the general weighted mean of 2.83 implies that baby boomer

teachers experienced discomfort when online class setup began, yet respondents are

not denied that they still have time to maintain a healthy body. In the aspect of family

time, the data results got a general weighted mean of 3.08 , signifying that most of the

Baby boomer teachers agreed that New normal teaching affects the time they spend with

their family. Teaching competencies also affected, teaching online is hard to the baby

boomer teachers, yet they still gave their full potential to teach their students , The data

results stated that the New normal teaching has a big impact on the baby boomer

teachers teaching competencies with a total weighted mean of 2.77.

3. What are the effects of using various online technologies among

baby boomer teachers in the new normal education set-up?

Using Different online technology during online class affects the baby

boomers in terms of the following: It affects their health where they are

47
experiencing uncomfortably in an online class setting. Moreover, the Teaching

competencies of each teacher are also negatively affected. According to the

results, it impedes the ability of teachers to perform a good teaching strategy

for their students but they are making an effort to deliver the education that

students must need to acquire. In contrast, the new system for teaching has

a good impact on baby boomer teacher's family time.

Conclusion

Baby boomer teachers, ages 57-68 years old have participated are mostly

females. A higher amount of them currently taking master's units for teachers. The

respondents usually used 3 gadgets for their online class, including; the laptop,

smartphones, and desktop. A high number of participants have no worries about

manipulating gadgets.

In fact, they find comfort in operating laptops. Baby boomer teachers revealed that most

of them are competent in using technology, which means that they have certain

knowledge to use gadgets. Seminars attended by the teachers that range from five (5) to

ten (10) times are a great advantage to become familiar with using technologies. In an

online set-up based on the baby boomer teacher perception using FB messenger to

communicate with their students is very accessible.

Health conditions of baby boomer teachers had been affected by the new normal

teacher setup. Physical pain is often experienced by the participants, however, they are

trying their best to become healthy. The teaching competencies of the participant are also

influenced by online classes. The narrow workplace hinders teachers from proper

48
communication between them and their students. Nevertheless, baby boomer teachers

are confident in trying their best to give their full potential as an educator. On the other

hand, the online teaching setup brought a positive impact to the family time of the

participants. Working at home will allow teachers to bond with their families more often.

Recommendations

From the summary of findings and conclusions drawn, the following recommendations

are hereby offered.

1. Future researchers may conduct new concepts and expand their perception about this

research study.

2. Future researchers may have a bigger population of subjects.

3. Future researchers can utilize this study as a reference for their future study that is

related to our study.

4. Future researchers may conduct research that is related to the topic and can use this

study as their review of related literature .

5. Future researchers may improve the study but in different research locales.

49
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APPENDICES

52
 APPENDIX A

Research Instrument

NAME: SEX:
SCHOOL: NUMBER:
EMAIL ADDRESS:
PART I:
Choose an answer that you are comfortable with. You can choose more than one
answer if it applies to the given question.
1. To what age group do you belong?
o 57-62
o 63-68
o 69-75
2. What is your sex?
o Female
o Male
3. What is your highest academic qualification?
o Associate Degree
o Bachelor’s Degree
o Master’s Units
o Master’s Degree
o Doctoral Units
o Doctorate Degree
o Others (please specify)

4. How many devices do you usually use in an online class?

o 1
o 2
o 3
o 4 and above
5. What device(s) do you use for distance learning?
o Laptop
o Desktop
o Tablet
o Smartphone
o Others (please specify)
6. What device(s) are you skilled in manipulating?
o Laptop
o Desktop
o Smartphone

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 o Tablet
o None
7. What device(s) do you find difficult to manipulate?
o Laptop
o Desktop
o Smartphone
o Tablet
o None
8. Rate your knowledge in using new technology.
o Novice
o Advanced beginner
o Competent
o Proficient
o Expert
9. Did you attend training or webinar programs as an equipment tool for
online classes?
o Yes
o No
10. How many times did you attend training or webinar programs?
o Less than 5 times
o 5 to 10 times
o More than 10 times
11. Please check the following if you are comfortable doing it.
o Generating link for an online meeting
o Use google classroom
o Using FB Messenger to communicate to students
o Editing video lesson
o Using FB page to assign a task
o Using google form for assessment
o Others (please specify)

PART II
Please rate your level of agreement with the following statement in regards to the
effects of using various online technologies during the new normal education
setup on your health condition.
1. I get enough sleep at least 7 to 9 hours a day.
Strongly Agree| Agree | Disagree | Strongly Disagree
2. I continuously do exercise at least 2 to 3 times a week.

Strongly Agree| Agree | Disagree | Strongly Disagree

3. I eat healthy foods and don’t skip meals.

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 Strongly Agree| Agree | Disagree | Strongly Disagree

4. I experienced pain or condition in my body throughout the day of an online

class.
Strongly Agree| Agree | Disagree | Strongly Disagree

5. This pain or condition affects my performance as a teacher.

Strongly Agree| Agree | Disagree | Strongly Disagree

6. My health condition is normal and I don’t feel any discomfort in my body while
online class is ongoing.

Strongly Agree| Agree | Disagree | Strongly Disagree

7. My health condition worsened when I worked at home as a teacher.

Strongly Agree| Agree | Disagree | Strongly Disagree

Please rate your level of agreement with the following statement in regards to the
effects of using various online technologies during the new normal education
setup on your family time.
1. Even though I have online classes; I can give time to my family every day.

Strongly Agree| Agree | Disagree | Strongly Disagree

2. As a teacher and a parent, I can still bond with my family every day.

Strongly Agree| Agree | Disagree | Strongly Disagree

3. Excessive workload brought by online class weakens my connection to my

family.

Strongly Agree| Agree | Disagree | Strongly Disagree

4. Many workloads are a hindrance to finding time to bond with my family.

Strongly Agree| Agree | Disagree | Strongly Disagree

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5. I don't have time to bond with my family since the online class started.

Strongly Agree| Agree | Disagree | Strongly Disagree

6. My communication with my family is still the same as before.

Strongly Agree| Agree | Disagree | Strongly Disagree

7. Working at home and my duty to my family are balanced.

Strongly Agree| Agree | Disagree | Strongly Disagree

Please rate your level of agreement with the following statement in regards to the
effects of using various online technologies during the new normal education
setup on your teaching competency.
1. My ability as a competitive educator is still observed in an online class.

Strongly Agree| Agree | Disagree | Strongly Disagree

2. Teaching remotely is limited for me to give accurate instruction to my students.

Strongly Agree| Agree | Disagree | Strongly Disagree

3. Students are still learning the lesson they must acquire to discover new skills.

Strongly Agree| Agree | Disagree | Strongly Disagree

4. I am confident that my students understand the lesson I discuss during

synchronous class.

Strongly Agree| Agree | Disagree | Strongly Disagree

5. Online classes limit the student and teacher to explore the world of academics.

Strongly Agree| Agree | Disagree | Strongly Disagree

6. Online class is an effective platform for students that have a different kind of
needs.

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 Strongly Agree| Agree | Disagree | Strongly Disagree

7. As a teacher I cannot fully give the lesson that my student deserves because of
the narrow workplace.

Strongly Agree| Agree | Disagree | Strongly Disagree

8. As an instructor I’m confidently helpful in guiding the class towards

understanding course topics in a way that helps students clarify their thinking.

Strongly Agree| Agree | Disagree | Strongly Disagree

9. Various uses of teaching methods to accommodate students' different learning

styles are still distinguished in my online class.

Strongly Agree| Agree | Disagree | Strongly Disagree

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 APPENDIX B

Consent Letters

Sample Letter #1 Sample Letter #2

Sample Letter #3

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 APPENDIX C
Sample Survey

59
 APPENDIX D
Statistical Treatment

60
 APPENDIX E
Plagiarism and Grammarly Check

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