REPUBLIC OF THE PHILIPPINES

ILOILO STATE COLLEGE OF FISHERIES

College of Education
Graduate School
Tiwi, Barotac Nuevo, Iloilo
5007 Philippines

ED 502 Educ. Research Design and & Methods

ASSIGNMENT 2

ALFRED H. JUSTO
JANE STEPHANIE D. GUILLERMO
ROSE DE CHERY
ROSANA MENAJE C. PELERE
MARIA LUZ L. DIMZON
Master in Educational Management Students

DR. ANDIE A. PADERNILLA

Course Facilitator

Identify one qualitative and one quantitative research title. Write a position paper on its conduct
in public schools.
Direction: Create a position paper on how your qualitative and quantitative research titles should
be done in public schools. In the position paper, highlight the ethical and construct-related
concerns that you will encounter.

QUALITATIVE RESEARCH TITLE: ELEMENTARY TEACHERS CHALLENGES AND

COPING MECHANISM IN THE IMPLEMENTATION OF NEW NORMAL FACE TO FACE
MODALITY
This study aims to hear the thoughts of teachers who struggles in time of pandemic.
Pandemic gives a hard time to everyone especially teachers. Started from modular learning,
blended and now the face-to-face classes. As the teachers observes that the students need more
attention in reading and numeracy. Seeing the performances of students at school, it proves that
modular and blended learning is less effective than at school. Face-to-face classes is a risk but
we need to consider some things. At school, they will develop socialization and real time
interaction. There are also less distraction and teaches accountability and responsibility. It also
promotes collaborative learning and encourages critical thinking skills. Let us consider these
things and pursue the face-to face classes. We will also learn how the teachers cope with the
problems brought by the recent scenarios. This study may help each teacher on how to deal with
the students in face-to-face class. Amid an unprecedented closing of schools, education systems
have responded by developing remote learning plans, which rely on multichannel strategies that
combine different technologies (print materials, radio, TV, Internet, and/or mobile) and
incorporate synchronous and asynchronous learning. Given these new modes of delivery, it is not
surprising that many teachers are finding it difficult to navigate this new reality. Often, they are
burdened with having to quickly adapt lesson content they designed to deliver in a physical
setting to an online or remote format. The ability to instruct effectively depends on several
factors, such as having the appropriate skills and capacity to adapt to the new context, while
continuing to interact and effectively engage with learners and caregivers. To appropriately
support teachers as they cope through this crisis, it’s crucial that remote learning plans
acknowledge the unique constraints of home-based learning.
This crisis has shown that maintaining quality education is not only about hardware
(technical infrastructure and connectivity), software (platforms), and content. It requires
significant dedication from teachers, who are expected to maintain strong relationships with their
students and deliver lesson content remotely, while also managing children’s learning and coping
with the stress related to the pandemic. Simultaneously, education systems need to ensure that
 REPUBLIC OF THE PHILIPPINES
ILOILO STATE COLLEGE OF FISHERIES
College of Education
Graduate School
Tiwi, Barotac Nuevo, Iloilo
5007 Philippines

schools reopen safely, student dropout is minimized, and lost learning can start being recovered.
Thus, ensuring a high-quality remote learning experience for all students is predicated on an
education system’s ability to provide teachers with technological and pedagogical support to
cope in the short term and remain resilient as we all adapt to the new normal.
As education systems emerge from this crisis, it is clear that a new chapter is waiting to
be written with detailed medium- and long-term actions (e.g., increasing investments in remote
learning, adopting blended models when schools partially reopen, or creating remedial e-
courses), which can help educational systems build back stronger and become more equitable.
As part of this process, it will be crucial to recognize the relevance of developing technological
and digital pedagogies for a larger sector of teachers. During the COVID-19 Pandemic, working
and learning from home became normality across the world. To help stop the spread of the virus,
students and workers started working remotely within the safety of their houses. Since then,
numerous workplaces and education institutions have continued to offer the option to work from
home. Working from home can be extremely beneficial for some individuals but in saying that,
face to face learning can be beneficial for others.
All individuals learn differently and work more productively in different environments.
ONE of the sectors that took a beating at the height of the Covid-19 pandemic was education.
The Unicef (United Nations International Children's Emergency Fund), which continues to
advocate for the resumption of in-person classes in various countries, has noted that while
schools globally were forced to suspend operations for an average of 79 days, those in the
Philippines did not hold face-to-face classes for over a year and opted instead to conduct classes
through online and distant learning modalities. The indefinite suspension of classes and the
subsequent and abrupt shift to new learning modalities created challenges such as unequal access
to gadgets and online resources, particularly for marginalized students. This was another blow to
the country, which prior to the pandemic was already struggling to raise the quality of basic
education. If there is a silver lining, the pandemic shone a light on a not-so-glaring truth: the
pivotal role that educational institutions play in child-rearing and caretaking. Parents struggled to
fulfill their duties as employees and home keepers while working from home. Public school
teachers agree with the government’s push to fully implement face-to-face classes in public
schools by November, but reiterated their position that schools and mentors should be properly
prepared for in-person sessions.
This study will be conducted using In-Depth Interview among elementary teachers’
challenges and coping mechanism in the implementation of new normal face to face modality in
the school. All teachers in school are participants using purposive sampling. The ethical
considerations were determined prior to the conduct of the study. The participants will sign the
informed consent form prior to the conduct of the interview and the purpose of the study and the
interview will be explained. The researcher will prepare a semi-structured interview guided that
focuses on the elementary teachers’ challenges and coping mechanism in the implementation of
new normal face to face modality.

QUANTITATIVE RESEARCH TITLE: USAGE OF LANGUAGE LEARNING

STRATEGY AND INTEGRATIVE TEST COMPETENCE OF ELEMENTARY LEARNERS
Language is based on the tenets of language teaching. So, it is imperative for
language teachers to give tests, which are congruent, to what have been discussed in terms of
methods, and approaches applied by the teacher as a form of measuring the amount of learning
the learners have taken in. Integrative test is one type of test that will measure the
communicative competence of the learners.
 REPUBLIC OF THE PHILIPPINES
ILOILO STATE COLLEGE OF FISHERIES
College of Education
Graduate School
Tiwi, Barotac Nuevo, Iloilo
5007 Philippines

Nowadays, most students, particularly in the elementary level, are observed to have
poor performance in terms of their communicative competence, especially in understanding of
the taken up lessons in the classroom. As observed, they do not give more importance in learning
the language not knowing that by gaining communicative skills can help them obtain easy
communication in any situations not just locally but also globally. Given their very hectic
schedule at a very young age, learners are forced to balance their time among academics and
extra- curricular activities, friends and family that they get to have lesser time to focus on
improving their English language skills. Moreover, they tend to be more passive since at this age,
they just consider it as part of the curriculum that they have to study and not as a necessary skill
that will help them in the future. Thus, the knowledge of the language learning strategy can be of
help in improving or developing the proficiency and interest of the English Language.
Students may be conscious of how they learn, how they look at themselves as learners,
and how they could acquire the learning skills to attain the competence that they need. They may
be aware of the factors that affect their learning. They may have questions in mind that have to
be given answers. If one is conscious on how he learns, then he can keep track of his progress in
the acquisition of knowledge of the language. He may be able to find a way to cope with the
demands of learning and to discover their need for improvement.
Wenden (in Macaro, 2009) clarified that being able to do something requires one to
have the knowledge to do it. He added that strategy included the knowledge that learners have of
themselves as learners. It just seems logical that in order for a learner to have knowledge as a
learner, he needs to know the strategies that he might use even if he does not use them.

Integrative testing is helpful to both teacher and learners. Using this type of test does
not only measure one skill but rather it measures many skills at the same time. The minds of the
students become open to further understanding of the lesson. Therefore, integrative testing tends
to know how far or how deeply the students learned the language. Therefore, the knowledge on
how students respond to integrative test is very important to give insights to language teachers on
the importance of teaching language as a whole at the same time testing it integratively to
measure the communicative competence of the learner.
The researcher finds it necessary to be able to use techniques and strategies in order to
find out the strengths and weaknesses of the students when it comes to language proficiency. By
this, teachers can intensify additional reinforcement of lessons and activities to aid students
acquire the skills that they need thus, this study on language learning strategy.
Integrative competence is an essential tool for lifelong learning. Language learning
strategy immense importance in the language acquisition. Being competent in the English
language will be a bridge towards a more productive and successful future.
This survey- correlational study aimed at determining the usage of language learning
strategy and integrative test competence of the elementary learners. The survey correlational
method of gathering data was used. The ethical consideration that will be observed in this study
is the process how respondents should answer the questionnaire. Also, the construction of the
instrument will be considered during pandemic times. The respondents will be determined using
simple random sampling.
 REPUBLIC OF THE PHILIPPINES
ILOILO STATE COLLEGE OF FISHERIES
College of Education
Graduate School
Tiwi, Barotac Nuevo, Iloilo
5007 Philippines