From Modular Distance Learning to Face-to-Face Classes: Classroom Management

Approach of Kindergarten Teachers in Sariaya West District, Quezon, Province

CHAPTER 1

Introduction

The COVID-19 pandemic brought a huge challenge in education to countries

worldwide. In August 2020, the educational system of the Philippines drastically switched from

the traditional face-to-face classes to different learning modalities. All teachers both in public

and private schools were pushed to undergo learning and development through trainings and

seminars to meet the challenges of the new normal approaches in the teaching-learning

processes and deliver different learning modalities: Modular Distance Learning (MDL), Online

Distance Learning (ODL), and TV/Radio-Based Instruction (Cabato, P. 2022). The

implementation of different learning modalities ensured the continuity of learning yet brought

several challenges that included physical and digital distractions, technological and technical

difficulties, institutional and academic issues, and personal and psychological barriers (Belgica

et al 2022). In the school year 2022-2023, schools were mandated to gradually hold face-to-face

classes without compromising the students’ health and safety. Public schools were instructed to

hold 5-day face-to-face classes and private schools still have an option to conduct blended

(online and face-to-face learning).

Prior COVID-19, students especially those at a young age already have difficulty paying

attention for a significant period of time thus Department of Education (Dep Ed) in the K to 12

Curriculum Guide (2016) stated the provision on play-based activities to let the pupil natural

acquire the competencies and develop holistically. It was a challenge to kindergarten teachers as

1
they now have to convert the activities tailored from face-to-face interactions to modular

approach.

The kindergarten pupils in Sariaya West District started with Modular Distance Learning

(MDL) before switching to 5-day face-to-face classes. Most of the pupils belong to MDL

especially in the rural areas where internet connection was not always available and gadgets were

not affordable for all. Parents or guardians have to pick up the pupils’ modules in the school

weekly and submit accomplished modules as well. Assessments where done weekly with limited

teacher’s supervision. Instructions were given virtually through Facebook or through phone call,

as it is considered the cheapest, which sometimes lead to confusion and misdirection. Parents or

guardians now acted as the supervisor, tutor, and home-schooling teacher. Although parents still

bear the primary role for their child’s education, most were not prepared at all. Parents have

encountered various challenges from this new learning modality such as delivery of instruction,

unsatisfactory learning outcomes, financial difficulties, problems on health, and learning styles

(Agaton & Cueto 2021). Students’ academic development suffered as pupils have to finish their

module with limited teachers’ in-person guidance. On the other hand, parents at home were

challenged to replace teachers instruction. This set-up caused concern to parents who weren’t

used to teaching their children at home and resulted to lack of support which kindergarten pupils

heavily rely on. Academic integrity is also a question as parents naturally care for their children.

Because of this, some parents admitted to answering the assessments on their own because the

child is too tired to work which defeated the purpose to monitor the pupils’ learning and

progress.

The school establishes the atmosphere as a place to learn for pupils. The classroom serves

as a motivation for pupils to learn. It is a place where teachers effectively promote the pupils’

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developmental domains - physical, social, emotional, and intellectual development, and values

formation (K to 12 Basic Education Curriculum) to be ready for formal literacy. Because of

MDL, the achievement of the standards and competencies were put on hold. Although it

addressed the issue on education for underprivileged learners, pupils developmental domains

problems cascaded.

The teachers, now, were forced to extend their classroom management approaches to

homes where parents were physically present with the students. Affalla & Fabilico (2020) stated

that managing a classroom in an efficient, well-ordered, and effective means is a treasured mark

of a competent and capable teacher. This includes tenacious and persistent action towards

achieving the holistic development of the child, implementation of good conduct, and guidance

in the teaching-learning process that results to a pupils’ meaningful experience. The teacher is

now limited to communicating to parents or guardians the classroom management approach

suitable for their situation as teachers cannot manifest it on his or her. It limits the teachers’

authority in class. Classroom management implies how teachers manage to create a good

learning climate in classroom settings and facilitate both academic, behavioral, and social-

emotional learning among the students (Moltudal et al, 2019). Enforcing rules on pupils at home

was never possible due to limited face-to-face interactions. Despite the suggested, teachers’

professional practice, digital competence, and rapport with students bridge the gap (Botoy, J.

2020).

In effective classroom management, teachers play a vital role. Kindergarten teachers are

deemed important in the motivation of the pupils. They were demanded to manage pupils’

academic, behavioral, and social-emotional skills which became more challenging as the number

of kindergarten pupils’ serious social, emotional and academic challenges continues to rise

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(Agbaria, Q. 2021). Since most of the kindergarten students had been used to staying at home

with their parents, they now develop a difficulty in adjusting when they attend face-to-face

classes alone. The pupils routine had been developed at home and they got used to the Modular

Distance Learning. When the pupils realize that they now have to go to school for 5 days and

learn without the Part of the classroom management focuses on the academic achievement of the

students but teachers were struggling to collect modules and assessment from students as not all

were committed do finish the module, some parents do the tasks instead, and parents would had a

hard time teaching the students their module (Anzaldo, G. 2021). There were also barriers such

as lack of communication as there are parents that were hard to contact due to incorrect phone

numbers or no internet connections. Monitoring the need of the student and validating their

academic performance were also put on hold. Monitoring cannot be done as face-to-face

interactions impose health-risks and some students were taught my tutors, parents, and guardians

at home. Teachers classroom management have extended beyond the corners of the classroom

and is still limited as they have to seek the help of parents and guardians at home. Assessments,

observations, and monitoring had been indefinite and questionable. The teachers’ struggle is not

anymore focused on classroom management but on the effectiveness and validity of the learning

modality.

However, shifting back to face-to-face classes from MDL ensued new challenges for

kindergarten school teachers. The adjustment of the teachers from construction of classroom

suitable for module distribution, production and distribution of modules for modular learning,

and presentation of scripts and visual recording for TV/Radio based instruction to renovation of

schools and classrooms to accommodate all students, restoration of classroom materials, and

modification of skills and lessons for face-to-face classes opened new challenges. Furthermore,

4
the kindergarten teachers’ observation on pupils’ development with respect to development

domains from being confined at the safety of their homes needs to be addressed. Teachers must

focus on classroom management even with the challenge of students learning at home as it is

essential for students' academic achievement and correcting behavioral problems (Dumaguing,

M. & Yango, A. R. 2023).

Teachers have important roles in the cognitive, behavioral, and social development of

the pupils. Contradictions to the achievement of this role surface with the implementation of the

Modular Distance Learning (MDL). The age of the kindergarten students was a challenge in

relation to their interest and readiness to learn. There is a limited number of studies discussing

the shift of kindergarten students who experienced MDL to face-to-face classes and the skills

they acquired and the classroom management approach that kindergarten teachers used.

Problems and challenges may be discovered as the student shows manifestations of the

achievement of standards and competencies and if the child is already equipped to transition to

formal literacy as a product of Modular Distance Learning modality. This study will present

insights on classroom management approaches of kindergarten teachers in dealing with pupils

who were products of the Modular Distance Learning now that the learning modality shifted

back to face-to-face classes.

Background of the Study

In July 2022, the Department of Education released a memorandum through DO 34, s. 2022

stating all public and private schools shall have gradually transitioned to 5 days of in-person

classes by November that year which was later on amended in October 2022 allowing private

schools to offer blended learning modality and full distance learning options to their students.

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This is the Philippine educational system way of assuring that education is not just for those who

can afford it, but all. The Sustainable Development Goal Four (SDG 4) focuses on the

accessibility quality education. The learning modalities proposed by Department of Education

became crucial to the realization of SDG 4 as they offer three learning modalities: Modular

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

Due to the availability of internet connection and gadget use, rural areas sought to implement the

Modular Distance Learning where lesson were grouped weekly. Parents or guardians would pick

up these modules in school and some were delivered to their houses. The assessment is also done

weekly and parents are encouraged to be the teacher at home. Kindergarten pupils had to finish

their modules at home. Although the activities in the modules were tailored to cater to the

holistic development of the pupils, some areas are still lacking such as the natural ability of the

pupil to explore the environment, interact, and play outdoors to create meaningful learning

experiences as proposed by John Dewey’s Theory of Experiential Learning and Friedrich

Froebel’s Theory of Education.

The National Early Learning Framework (NELF) was used as a basis of making the K-12

Basic Education Curriculum. It articulated the seven developmental domains that should be

developed on a five-year old Filipino child. This includes socio-emotional development, values

development, physical health and motor development, aesthetic/creative development,

mathematics, understanding of the physical and natural environment, and language, literacy, and

communication. The interconnectedness of the domains produces holistic development of

children. In the production of the modules for MDL, the kindergarten teachers have to modify

and make activities that are suitable to do at home since pupils aren’t allowed to go outside. This

standards and competencies were important to help the child transition from informal to formal

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literacy. Pupils develop naturally through interaction which wasn’t possible during the onset of

COVID-19. Most of the children stayed at home, learned with their parents, played with adults in

the house, watch television, and as a whole immobilized. This is contrary to the needs of the

child as they crave for exploration. Pupils were observed to be less interactive, lack confidence,

afraid to take part on a new environment, and cannot be separated with their parents. These were

observed when the Philippine education system mandated all public schools to conduct a 5-day

face-to-face class. The pupils who started education through modules now have to go to school

every day and be left there with a teacher and a community of new people.

The kindergarten teachers of Sariaya West District of Quezon Province were directly

affected when the MDL students shifted back to face-to-face classes. It was directly observed

that pupils developed problems on their cognitive, behavioral, and social skills. These skills are

essential and natural to children their age. To be able to address this problems, the teacher now

has to adjust the classroom management approach to the students who got used to learning at

home. Classroom management implies how teachers manage to create a good learning climate in

classroom settings and facilitate both academic, behavioral, and social-emotional learning among

the students as stated by Moltudal et al (2019). The pupils must be able to feel that the school is a

safe environment for them so the teachers can guide them in achieving academic, behavioral, and

social learning experiences. The traditional way of classroom management is not deemed

suitable anymore in dealing with the pupils. The kindergarten teacher have to vary their approach

and adapt to the new environment which the pupils got used to upon staying at home. Classroom

management approaches have to be connected and relatable to the new normal environment thus

the old class management routine must be modified.

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 Recently, the Philippine educational system was struck with a global crisis. In response,

curriculum revisions, provision for technological resources and infrastructure, shift in the

academic calendar, and policies on instructional delivery and assessment were implemented.

These changes aggravated and challenged the teachers as they are the ones dealing with the

pupils directly. These changes were final until the face-to-face learning modality was allowed.

Due to this revisions, some pupils entered school and built their own routine as a student learning

at home. The impact on the pupils cognitive, behavioral, and social development of the new

learning modality should be considered by the kindergarten teachers in today’s classroom.

Approaches on classroom management must also be revised and meet the learning gaps of the

kindergarten students who is now experiencing a new learning set up. The understanding of

effective classroom management approaches during face-to-face classes of kindergarten pupils

who started learning through modules must be understood to overcome the challenges and

problems in the classroom today.

Theoretical Framework

This study was based primarily on three theories – John Dewey’s Theory of Experiential

Learning, Friedrich Froebel’s Theory of Education, and Erikson’s Psychosocial Theory.

John Dewey’s Theory of Experiential Learning highlighted that children learn while doing.

He stressed the importance of actively engaging to a learning material rather than passively

listening or memorizing lessons. He promoted interactions inside the classroom to promote

meaningful education. In short, this theory relied on the practicality of experiences. The pupils

were expected to have gain experience through engaging in activities, social interactions, and

classroom experiences to learn.

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 Meanwhile, Friedrich Froebel’s Theory of Education emphasized on the importance of play

and hands-on experiences in the environment in fostering a child’s intellectual, emotional, and

physical growth. This approach stressed on the holistic development of a child in kindergarten.

He believed that through play, children would naturally explore and make sense of the world.

Consequently, Froebel contradicted the idea of play a a leisure but an to allow the child to have a

meaningful and purposeful learning experience. He viewed nature or environment as an ideal

place to spark curiosity and appreciation of the world. Froebel recognized the individuality of

each child and the uniqueness of their potential. This theory expounded on the need of the pupils

to play outdoors and learn in the nature.

However, Erikson’s Psychosocial Theory argued on the significance of social experiences in

all stages of life that would help him develop positive virtues. He stated that in each stage, a

person would experience a conflict and once successful, it will help him acquire certain values

that he will carry out through life. Erikson’s Stage 3 of development occurs in preschool, ages 3

to 5, where the child is expected to assert their power and gain control through play and social

interactions. Pupils who were successful would acquire skills that makes him confident, capable,

and able to lead other. Those who fail were left with a sense of guilt, self-doubt, and less likely to

show initiative. A sense of initiative is the basis for ambition, creativity, and purpose in adult life

(Branje et al 2018). Parents and teachers could hinder this development whenever they express

discipline and control towards the learning process of the pupil.

To relate these theories with the study, kindergarten teachers are class managers. Classroom

management heavily relies on the authority of the teacher in imposing rules and control over the

class which is a limitation to Erikson’s Psychosocial Theory as it allowed the pupils to learn with

little to no guidance of adults at all. On the other hand, Froebel’s and Dewey’s theories expressed

9
the importance of playing outdoors in the holistic development of the pupils. This identifies that

gap in the Modular Distance Learning (MDL) where pupils learn through modules with limited

exposure in the environment. This situation was reverted when the Department of Education

imposed the 5-day face-to face class in all elementary public schools in Sariaya West District.

The kindergarten teachers faced challenges and problems on conditioning the pupils to a new

concept of attending school every day. The cognitive, behavioral, and social development of the

pupils were affected and the adjustment to the current set up may take time. The teachers have to

be cautious on class management with regard to the theories stated above.

Conceptual Framework

The figure showed the conceptual framework of the study indicating the independent

variables and the dependent variables.

Independent Variable Dependent Variable

Classroom Management
Approaches of Kindergarten
Pupils’ Cognitive, Behavioral,
Teachers during Modular
and Social Development
Distance Learning and Face-
to-Face Classes

Figure 1. Research Paradigm

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 The first box showed the independent variables in this study. This is mainly the

classroom management approaches of the kindergarten teachers during the Modular Distance

Learning (MDL) and Face-to-Face classes.

For the second box, the dependent variables, the researcher enumerated the pupils’

development in terms of their cognitive, behavioral, and social skills.

Statement of the Problem

This study aims to determine the classroom management styles of kindergarten teachers from

blended learning to 5-day face-to-face classes. This study seeks to answer the following

questions:

1. What classroom management approaches were used by the kindergarten teachers in terms

of pupils;

a. Cognitive,

b. Behavioral, and

c. Social development?

2. What are the challenges faced by the teachers in class management in Modular Distance

Learning and Face-to-Face classes?

3. Is there a significant relationship between the teachers’ class management approach and

the kindergarten pupils?

Hypothesis

The following null hypothesis was tested in this study:

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 There is no significant relationship between the teachers’ class management approach

and the pupils during the Modular Distance Learning and Face-to-Face Classes in public

elementary schools in Sariaya West District of Quezon, Province.

Scope and Limitation

This study focused on the classroom management approaches of kindergarten teachers

and on pupils during the Modular Distance Learning and Face-to-Face Learning with respect to

their cognitive, behavioral, and social development.

Among the kindergarten teachers in public elementary schools in Sariaya West District,

this study only included the teachers who have experienced teaching pupils who started school

during with Modular Distance Learning and now attends Face-to-Face classes.

Significance of the Study

The study is significant to kindergarten teachers, parents, curriculum planners, and

students.

Kindergarten Teachers. The result in this study may provide them with suggestions on

how that they can address the possible learning gaps of pupils who transitioned from MDL to

face-to-face classes in achieving the seven developmental goals discussed by NELF. Moreover,

they can be more informed of the classroom management approaches that they can use in their

class.

Parents. Through this study, they may gain insight on how to deal with their children at

home and how to manage their behaviors. They may see the advantages and disadvantages of

education at home and in school.

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 Curriculum Planners. This study may enlighten them on result of the new learning

modalities that were implemented during the COVID-19 pandemic. They may find out the

positive outcomes and improve on the issues and challenges brought by the new learning

modality. This study may also be a basis in drafting the next curriculum for the educational

system in the Philippines during a pandemic or if the need arises.

Pupils. The kindergarten pupils will benefit on this study the most. The parents,

guardians, teachers, and schools will implement and improve on the quality of education and the

availability of the materials that will help them achieve the standards and competencies set by

the Republic Act 10157, or “The Kindergarten Education Act.”

Definition of Terms

For the reader’s understanding of the study, the following terms were defined:

Academic Integrity. This is defined as the expectation towards the teachers and students

to act with honesty, fairness, respect, and responsibility towards academic work.

Behavioral Development. This was used to describe and explain how a pupil behaves –

actions and reactions, in everyday situations and different environments.

Cognitive Development. This referred to the development of knowledge and skills that

helps pupils to think logically, solve problems, and figure things out.

Development. This was also known as growth or progress. It showed the process of a

change or improvement on the pupil holistically.

Holistic Development. This was the physical, mental, intellectual, and emotional growth

of a pupil.

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 Learning Modalities. These were the ways on how the education will be accessible to all

pupils during the pandemic. The Philippines educational system provided the schools with three

kinds - Modular Distance Learning (MDL), Online Distance Learning (ODL), and TV/Radio-

Based Instruction.

Modular Distance Learning. This was a term used to describe a learning modality in

with modules were created by teachers and implemented for those pupils in rural areas where

internet connection is not available for all.

Face-to-Face Classes. This was a term used to describe a learning modality where

teachers and pupils physically interact with each other to learn.

Pupils. The word was used to describe young learners especially the kindergarten

students.

Social Development. This term was used to describe the progress of a child in terms of

interaction of other people, the ability to build positive connections, have conversations, and

foster relationships.

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 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature and studies essential to the

completion of the research.

Early Childhood Development during a Global Pandemic

Early childhood development is important in the formation of a child’s life. In this period,

a child experiences rapid growth and development. The United Nations Children’s Fund

(UNICEF) strategic plan for early childhood development (2018-2021) intensifies the

achievement of Sustainable Development Goal (SDG) 4 that ensures all children have access to

quality early childhood development, care, and pre-primary education so that they are ready for

primary education. The plan reiterated on creating windows for the child’s cognitive, social,

15
emotional, and physical development as a result of the interaction of the child and his

environment. When the world was struck by the global pandemic (COVID-19), the Philippine

educational system had to adjust its goals, including the kindergarten education. Although, in a

study conducted by Deoni et al (2021) stated that even in the absence of COVID-19, the

environmental changes associated COVID-19 pandemic is negatively affecting the child

development. Moreover, Friedrich Froebel’s Theory of Education believed that nature and

environment were two ideal places for children ages 3-5 to develop holistically. The environment

had become unsafe for children to help them develop the skills they need for formal literacy or

primary education. Social interactions in the environment had become risky due to the global

pandemic. Children were restricted and mandated to stay at home with their parents or guardians.

A study conducted by Egan et al (2021) highlighted the parents’ observations on the negative

impact of school closure to the child’s behavioral and social well-being. This resulted in

tantrums, anxiety, clinginess, boredom, and under-stimulation of the child. These areas are

essential to achieving holistic development of the child. The researchers saw this a challenge as

the new learning modalities have put on hold important variables to achieving quality early

childhood education.

Learning Modalities as Proposed by the Department of Education

Challenges and issues continue to rise in the continuity of teaching and learning across

the globe. For this reason, The Department of Education's Basic Education Learning Continuity

Plan underscores the utilization of various learning modalities to ensure the continuity of

education in the COVID-19 pandemic. Three new learning modalities were created - Modular

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

16
Samortin et all (2022) enumerated the challenges of this new learning modalities especially to

those that live in rural areas such as the pupils in Sariaya West District. The challenges

enumerated by the study were focused on pupils in financially disadvantaged or low

socioeconomic status - long-term educational disengagement, digital exclusion, poor technology

management, and increased psychosocial challenges. The new learning modalities proposed by

the Department of Education sought after the continuity of education. Some learning activities

that required social interaction which were valuable to early childhood and kindergarten students

were disregarded. The importance of environment such as schools and classroom and

conversations with children their age that helps pupils’ holistic growth wasn’t realized. It is a

challenge now to evaluate if the standards and competencies set by the K to 12 Basic Education

Curriculum and National Early Learning Framework (NELF) were met and prepared the

students for formal literacy or primary education.

Modular Distance Learning

On the other hand, the modular distance learning provided a more flexible and accessible

access to education. In this learning modality, Agaton & Cueto (2021) students were allowed to

learn at their own pace and the activities did not depend on face-to-face interaction with teachers

and classmates. Contrary to the theory proposed by John Dewey’s Experiential Learning which

relied heavily on interactions inside the classroom and the significance of practicality of

experiences that makes education meaningful. Moreover, this is regarded as the most convenient

for a typical Filipino learners and preferred by parents or guardians (Guiamalon, et al 2021). This

study stated the convenience of Modular Distance Learning but also the disadvantages such as

the parents and guardians expressed their incapability of teaching and explaining the modules to

17
the pupils. Guiamalon et al. (2021) emphasized that teachers were well-prepared and trained to

do their task on modular distance learning. In contrast, Castroverde & Acala (2021) identified the

challenges of teachers upon the implementation of Modular Distance Learning such as planning,

preparing, and distribution of modules, monitoring of students’ learning, and checking and

evaluating pupils’ outputs. The same study advised various ways to cope with the challenges

such as the improvement of classroom management and teaching strategies.

Face-to-Face classes

UNICEF (2021) advised the return of face-to face classes immediately to avoid the negative

effects on the child and their development. Moreover, a study by Salamuddine (2021) found out

that most of the students find face-to-face learning more significant and had huge impact on

learning, disagreeing on modular distance learning. Several studies support this claim (Tugano,

& Tria 2022, Espineli 2021, Cabato 2022, Ramirez & Naparan 2022, and Cabato 2022).

Teacher’s Approach in Classroom Management

Teachers have a big job to make sure all students get a good education, even during the

pandemic. In the transition from modular to face-to-face classes, a study by Secuya, & Abadiano

(2022) provided a theory that highlighted teachers’ roles as instruction specialist. Their study

revealed essential themes to help the teacher in the transition such as recognition of the role of a

teacher, understanding of the teachers’ function to foster education, resilience and efforts on

difficult situations, and teachers’ resilient in adjustment to times like the pandemic. With respect

to resilience and efforts, the transition to face-to-face requires kindergarten teachers to modify

their classroom management approach and make it more inclined with the pupils who had

18
experience Modular Distance Learning in the previous school years. Presenting the effects,

results, and evidences, it is imperative that face-to-face class is more appropriate for kindergarten

students. It is also evident that the Modular Distance Learning modality hindered the natural

growth of the child and the freedom to learn through interaction and environment. In the

transition for Modular Distance Learning to Face-to-Face Classes, teachers play a significant role

as instruction specialist. This study will rely on the classroom management approaches of

kindergarten teachers to in the transition or shift. This study will focus on the Modular Distance

Learning modality and how it affects the development of the pupils now that they shifted back to

Face-to-Face classes and the need for the kindergarten teachers to adjust and modify their

classroom management approach

CHAPTER 3

METHODOLOGY

Research Design

This research utilized descriptive quantitative approach. According to Bryman (2001),

quantitative research approach is the research that places emphasis on numbers and figures in

the collection and analysis of data. Quantitative research was used to analyze numerical data

between variables. Dullock, H. (1993) defined descriptive research as describing systematically

and accurately the facts and characteristics of a given population. Descriptive method was used

to understand the phenomena and the underlying factors that cause it.

Research Locale

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 This study was conducted in the Sariaya West District of Quezon Province. The Sariaya

West District of Quezon Province had chosen the Modular Distance Learning as their learning

modality due several concerns of the parents and students such as poor internet connection and

lack of gadgets.

Respondents of the Study

Respondents in the survey included 40 kindergarten teachers in elementary public

schools of Sariaya West District which were selected using purposive sampling. Purposive

sampling or subjective sampling is a kind of nonprobability sampling technique in which

researchers select participants based on their own judgment. Etikan (2016) called it as judgment

sampling and defined it as the researchers’ deliberate choice of a participant due to the qualities

the participant possesses. The researchers selected the respondents based on their experiences

that were anchored to what the study needed.

Research Instrument

This study used a researcher-made survey questionnaire and Likert scale to collect data.

This was used because of the population of the respondents and it gathered data faster.

The survey questions were validated by three experts in the field of research instrument

and quantitative research approach before the distribution. The questionnaire was also pilot

tested and refinements were made – objective and not biased, related to the study, and relevant to

the research problem.

20
 The survey questionnaire was distributed to the respondents through the online platform –

Google forms. In this way, the respondents from different public schools in Sariaya West District

would be able to answer it conveniently and with ease.

Data Gathering

The survey questionnaire was encoded in Google forms after the validation of the

experts. The settings was set to only one response for each respondent. The researcher also

prepared a letter of request to the principals of the concerned schools.

The letter of request were sent to the principal via electronic mail. The respondents were

reached through their Dep Ed domain electronic email addresses provided by the school

involved. In the content of the email, the researcher stated the objective of the study and

explained the details to help the respondents accomplish the survey. The researcher assured the

confidentiality of the information shared.

The data collected undergone statistical analysis. Data gathered were carefully organized,

tabulated, analyzed, and presented through the use of tables for interpretation.

Statistical Treatment

For the statistical analysis of the study, the study used frequency and percentage in

determining the most effective to least effective classroom management approach of the

respondents. The researchers utilized the Likert scale in interpreting the survey questionnaire

result.

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