Finalist 2

i
PRACTICES AND CHALLENGES OF PRE-SERVICE TEACHERS ON

FLEXIBLE LEARNING MODALITY IN THE POST-PANDEMIC TIME
An Undergraduate Thesis
Presented to the
Faculty of the College of Education
Caraga State University
Ampayon, Butuan City
In Partial Fulfillment
of the Requirements for the Degree of
Bachelor of Elementary Education
Jorelle R. Escote
Shenna Heart Olavides
Ian S. Samosino
March 2024
ii
APPROVAL SHEET
The undergraduate thesis attached here, entitled “PRACTICES AND

CHALLENGES OF PRE-SERVICE TEACHERS ON FLEXIBLE LEARNING
MODALITY IN THE POST-PANDEMIC TIME,” prepared and submitted by
Jorelle R. Escote, Shenna Heart Olavides, and Ian S. Samosino in partial
fulfillment of the requirements for the degree Bachelor of Elementary Education
is hereby accepted.
THESIS ADVISORY COMMITTEE

LEO L. CODILLA, JR. EdD
Thesis Adviser
ARIEL U. CUBILLAS, PhD TRIXIE E. CUBILLAS, PhD

Panel Member Panel Member
Recommending Approval:
TRIXIE E. CUBILLAS, PhD ________________________

Department Chairperson Date signed
Approved:
LEO L. CODILLA JR., EdD ________________________

Dean, College of Education Date signed
iii
ACKNOWLEDGMENT
The researchers would like to thank the following great people for their
invaluable and generous assistance in the conception and completion of this
study project:
Dr. Leo L. Codilla, Jr., their research adviser, for his invaluable pieces of
advice, knowledge, constructive criticism, recommendations, and assistance
throughout the study process. His consistent and trustworthy feedback greatly
improved their work;
Dr. Trixie E. Cubillas and Dr. Ariel U. Cubillas, members of the oral
examination panel, for their excellent insights, comments, and ideas that
significantly improved their study;
All research participants, for their understanding and support in allowing
the researchers’ to expedite their survey checklist, as well as their active
engagement in the conduct of their study.
The Researchers
iv
DEDICATION
We would like to dedicate this work to our family, who have been our constant
source of love, encouragement, and support throughout our thesis journey.
To our peers, whose camaraderie and of understanding enriched our
journey and made the climb less lonely. To our family, whose
boundless love, sacrifices, and encouragement sustained
us through the long nights and daunting obstacles.
To our significant others, who always believe
in our abilities and cheerful spirits
provided the necessary
respite and motivation
to keep going.
To all those names may not grace these pages but whose
influence is woven into the fabric of this work, we offer
our deepest gratitude. May this thesis serve as a
humble token of appreciation for your
contributions to our growth
and learning.
Jorelle, Shenna, Ian

v
ABSTRACT
Title : PRACTICES AND CHALLENGES OF PRE-SERVICE

TEACHERS ON FLEXIBLE LEARNING MODALITY IN THE
POST-PANDEMIC TIME
Author : Jorelle R. Escote, Shenna Heart Olavides, and Ian S.
Samosino
Degree : Bachelor of Elementary Education
Adviser : Leo L. Codilla, Jr., EdD
School : Caraga State University
This study aimed to examine the level of the pre-service teachers’ practices in
terms of adaptability, time management, utilization of LMS, and submission of
outputs, and the extent of the challenges in terms of internet connectivity,
learning environment, availability of gadgets, and financial constraints on flexible
learning modality in the post-pandemic time. The study pursued further to look
into the relationship between pre-service teachers’ practices and their
challenges. The findings were utilized to produce an intervention material. The
study employed a descriptive-correlational approach to comprehensively
understand the practices utilized by pre-service teachers and the challenges they
encounter in adapting to flexible learning modality. The results revealed that all of
the practices of pre-service teachers on flexible learning modality is high and all
of the extent of challenges is high. The results concluded that all of the variables
in the study have the r-value: .357** indicating that there is a significant
relationship with the challenges they face on flexible learning modality. The study
recommends the pre-service teachers to improve their practices in terms of
adaptability, time management, utilization of LMS, and submission of outputs and
the College of Education to adopt the crafted flyers to help pre-service teachers
in navigating challenges, and look into the result of this study and improve its
outcome by conducting a more extensive study on the challenges faced by the
pre-service teachers.
Keywords: challenges, flexible learning modality, post-pandemic time,

practices, pre-service teachers
TABLE OF CONTENTS
vi
Pages
TITLE………………………………………………………………….…………. i
ACKNOWLEDGEMENT……………………………………………………….. ii
DEDICATION……………………………………………………………………. iii
TABLE OF CONTENTS……………………………………………………….. iv
LIST OF TABLES………………………………………………………………. v
LIST OF FIGURES……………………………………………………………… vi
CHAPTER
1 THE PROBLEM 1
Introduction 1
Theoretical Framework 3
Conceptual Framework 5
Schematic Diagram 6
Statement of the Problem 7
Hypothesis of the Study 8
Significance of the Study 8
Scope and Delimitation of the Study 9
Definition of Terms 9
2 REVIEW OF LITERATURE 12
Flexible Learning Modality 12
Pre-Service Teacher in Post-Pandemic Time 14
Challenges of Pre-Service Teachers in Flexible Learning 15

vii
Practices for Pre-Service Teachers in Online Education 19
Technology Integration in Teaching and Learning Processes 22
Learning Outcomes in Flexible Learning Environment 24
3 RESEARCH METHODOLOGY 28
Research Design 28
Research Locale 29
Participants of the Study 31
Sampling Design 31
Research Instrument 32
Data Gathering Procedures 32
Statistical Treatment 34
4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA 36
The level of the practices of the 36

Pre-service Teachers on flexible learning
modality in the post-pandemic time
The extent of the challenges faced by 45

Pre-service Teachers on flexible learning
modality in post-pandemic time
Significant relationship between the 55

practices and challenges of pre-service
viii
teachers with flexible learning modalities
Intervention material to be developed 57
5 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 63
Summary 63
Conclusions 64
Recommendations 70
REFERENCES 71
APPENDICES 76
Appendix 1 Request Letters for Validators 77
Appendix 2 Request Letters for Try-out Testing 79
Appendix 3 Nomination of Thesis Advisory Committee 80
Appendix 4 Application for Oral Thesis Defense 81
Appendix 5 Survey Check-list 82

vii
LIST OF TABLES
Tables Titles Pages
1 Participants of the Study 31
2 Mean distribution of the level of the practices 37
of the Pre-service Teachers on flexible learning
modality in post-pandemic in terms of adaptability
3 Mean distribution of the level of the practices of the 39
Pre-service Teachers on flexible learning modality
in the post-pandemic time in terms of time management
Pre-service Teachers on flexible learning modality in
the post-pandemic time in terms of utilization of LMS
Pre-service Teachers on flexible learning modality
in the post-pandemic time in terms of submission
of outputs
6 Mean distribution of the extent of the challenges faced 46
by Pre-service Teachers on flexible learning modality
in post-pandemic time in terms of Internet Connectivity

viii
7 Mean distribution of the extent of the challenges 48
faced by Pre-service Teachers on flexible learning
modality in post-pandemic time in terms of
learning environment
modality in post-pandemic time in terms
of availability of gadgets
modality in post-pandemic time in terms of
financial constraints
10 Significant relationship between the practices 55
and challenges of pre-service teachers with
flexible learning modalities

ix
LIST OF FIGURES
Figures Titles Pages
1 The Schematic Diagram of the Study 6
2 Map of the Research Locale 30
3 Intervention Material 61
Chapter 1
THE PROBLEM
Introduction
The United Nations Educational, Scientific, and Cultural Organization
(UNESCO) asserted that COVID-19 outbreak evidently has had a major impact
on education, resulting in considerable modifications to teaching methods and
learning environments. With the closure of schools and a need for social
distancing, there has been an immediate trend towards online learning and the
incorporation of technology into education. This change has presented both
problems and possibilities for students and teachers as they adjust to new styles
of education and participation. In this context, it is vital to look into the numerous
ways in which the pandemic has impacted the educational landscape and the
experiences of individuals affected (UNESCO, 2020).
In light of this, the educational institution takes prompt action to protect
students, faculty, and other stakeholders from the virus by implementing
preventative measures. Through Memorandum Order (CMO) No. 04, Series
2020, the Higher Education institutions (HEIs) establish a learning delivery
strategy that permits all academic institutions to use online platforms. For this
reason, most colleges and universities have been using flexible learning since
AY 2020–2021. In the post-pandemic time, flexible learning modes have still
been in use, allowing pre-service teachers to be both active in online and offline
modes of learning and teaching processes. Santiago et al. (2021) defined flexible
learning as a combination of digital and non-digital technology, ensuring the

2
continuity of an inclusive and accessible quality education in the form of online,
offline, or blended modes of teaching and learning processes.
According to Muller and Mildenberger (2021), blended learning
environments are not associated with poorer learning outcomes but are
equivalent to conventional classroom instruction. In the post pandemic era,
students’ interest in blended learning, catering to their needs, and safety
contributed to decreasing the challenges they were facing. Thus, higher
education should offer students flexibility when it comes to time and place in their
study, thereby making quality education accessible to a broader section of
society.
Aguilera-Hermida (2020) asserted, yet, that only the use of technology
increased following the switch to online learning, with motivation, self-efficacy,
and cognitive engagement decreasing. Therefore, one possible reason for the
difficulties pre-service teachers faced was the implementation of flexible learning.
In addition, according to Marquez (2023), one of the difficulties faced by pre-
service teachers in the flexible learning modality is their tendency to procrastinate
because they find the online environment comfortable, which results in rush and
incomplete tasks. Therefore, understanding their practices is essential to
determining whether or not these practices have a major impact on the difficulties
they encounter in the post-pandemic flexible learning modality.
In response to evolving post pandemic demands, the researchers’ aim to
highlight promising practices and innovative ways to overcome challenges to
enable pre-service teachers to reach their full potential. With this being said, the
3
researchers’ aim to develop intervention material to provide helpful
recommendations for the challenges that pre-service teachers face in using the
flexible learning modality, ensuring accessibility to quality education amidst post-
pandemic time.
Theoretical Framework
This study is anchored on Carl Rogers Humanistic Approach Theory
(1969). This theory is relevant to this study as it addresses the behaviors of
students that can be rooted in the challenges; they are facing with flexible
learning modes in post-pandemic time.
The Humanistic Approach Theory by Carl Rogers (1969) posited that
people have free will, can make choices in how they act, and are self-
determining. He coined the term personal agency, which refers to the choices we
make in life and the consequences of our actions. This theory is used to
understand how pre-service teachers make their own choices of practice and
how those practices contribute to the challenges they face.
In addition, the Humanistic Approach Theory is a viewpoint that places
emphasis on appreciating the individuality and holistic aspects of each person.
The existential presumptions that humans have free will and are driven to realize
their potential and become fully human are the foundation of humanistic
psychology (McLeod, 2024).
It is expected of students to demonstrate traits of independence, bravery,
and an appreciation for self-governance, in which they are not unnecessarily

4
dominated or constrained by external viewpoints or pressures. They also have to
be responsible for regulating their own decisions, practices, and character traits
while still being obedient to the rules, customs, disciplinary actions, and ethical
standards that are in place in the classroom (Putri et al., 2024).
Moreover, the theory holds that the environment in which students are
situated has an impact on their behavior. Humanist schools are thought of as
establishments that employ ideas like responsibility, democracy, respect for one
another, and mutual aid, viewing students as fellow humans with the spiritual
capacity to foster a good environment. In addition to establishing the traits of high
intelligence, such as IQ, EQ, and SQ, these institutions seek to create a peaceful
community between staff, students, and other school members. Furthermore,
humanist schools promote human values, morals, and strive to develop students'
character (Haryanto & Dwiningrum, 2020).
The theory mentioned above helps the researchers understand how pre-
service teachers’ practices, namely adaptability, time management, utilization of
LMS, and submission of outputs, have something to do with the challenges they
are facing in terms of internet connectivity, learning environment, availability of
gadgets, and financial constraints with flexible learning modes in post-pandemic
time.
Conceptual Framework
The study looked into the relationship between the practices and
challenges of pre-service teachers with flexible learning modality in post-

5
pandemic time. The practices of the pre-service teachers on flexible learning
modality in terms of adaptability, time management, utilization of LMS, and
submission of outputs might have significance when it comes to the extent of
challenges they are facing, such as internet connectivity, learning environment,
availability of gadgets, and financial constraints.
In this study, of the pre-service teachers refer to their ways of going
through with their studies, even though the mode of teaching and learning
processes transitioned from traditional to flexible learning modality. Through
reflective practices and ongoing feedback, student teachers continuously evolve
and grow, preparing themselves for the challenges and rewards of a career in
education. On the other hand, the challenges points to barriers towards achieving
their academic goals which affects their holistic capabilities in terms of internet
connectivity, learning environment, availability of gadgets, and financial
constraints.
Additionally, the study looked into developing intervention material to
provide helpful recommendations that could supplement their performance in
school and to lessen or completely eradicate those challenges they are facing in
the post-pandemic period, where flexible learning is a means of teaching and
learning processes.
6
Practices of the Pre- service

teachers on flexible learning
modality in the Post-Pandemic
Time
 adaptability
 time management
 utilization of LMS
 submission of outputs
Proposed Intervention
Material
Challenges faced by the Pre-

service teachers on flexible
learning modality in the Post-
Pandemic Time
 internet connectivity
 learning environment
 availability of gadgets
 financial constraints
Figure 1. Schematic Diagram of the Study

7
Statement of the Problem
This study aims to identify the relationship between the practices and
challenges of pre-service teachers in flexible learning modality in the post-
pandemic time. It sought to answer the following questions:
1. What is the level of the practices of the pre-service teachers on flexible
learning modality in the post-pandemic in terms of:
1.1 adaptability;
1.2 time management;
1.3 utilization of LMS; and
1.4 submission of outputs?
2. What is the extent of the challenges faced by pre-service teachers on flexible
learning modality in the post-pandemic time in terms of:
2.1 internet connectivity;
2.2 learning environment;
2.3 availability of gadgets; and
2.4 financial constraints?
3. Is there a significant relationship between the practices and challenges of pre-
service teachers with flexible learning modality?
4. Based on the findings, what intervention material will be developed?

8
Hypothesis of the Study
This study intended to test the hypothesis at a 0.05 level of significance:
H0: There is no significant relationship between the practices and
challenges of pre-service teachers on flexible learning modality.
Significance of the Study
The researchers believed that this study would provide new insights on
the practices and challenges of pre-service teachers on flexible learning modality
in the post-pandemic time. Moreover, the intervention material that was
developed in this study may be utilized and be presented the following
advantages to:
Pre-service Teachers. This would be a great benefit to pre-service
teachers who are having a difficult time with flexible learning modes. Knowing the
findings and receiving intervention material can supplement their school
performance both online and offline.
Instructors. This would be a great avenue for teachers to understand and
empathize with their students who are having low school performances.
University Administration. This could give them a glimpse of the
challenges that the pre-service teachers face, leading to a supply of intervention
material for all year levels in the college of education.
Parents. This would give the parents awareness on what are the
challenges that their children is experiencing.

9
Future Researchers. This could serve as a reference for other
researchers with similar subject matter to prove its validity and reliability.
Scope and Delimitation of the Study
This study focused on the practices and challenges that pre-service
teachers face with flexible learning modality in the post-pandemic time.
Moreover, the practices include their adaptability, time management, utilization of
LMS, and submission of outputs that may be resulting in difficulties, such as
internet connectivity, learning environment, availability of gadgets, and financial
constraints. Based on the findings, intervention material was developed and
would be administered to the pre-service teachers in the College of Education on
the Caraga State University-main campus in academic year 2023-2024.
This study was conducted on the main campus of the College of Education
at Caraga State University with 158 respondents that were identified through
simple random sampling. To gather the data, a validated checklist survey was
given to the participants to determine the significant relationship between the
practices and challenges of pre-service teachers with flexible learning modality in
the post-pandemic time.
Definition of Terms
The following definitions were created to provide clear meanings for the
important words used in the study. This will help everyone understand the study
better and ensure there are no confusing parts in the results:

10
Availability of Gadgets. This refers to the available gadgets in the homes
of pre-service teachers that can be used in flexible learning modes.
Adaptability. This refers on how the pre-service teachers adapt to the
transition of traditional to flexible learning modality.
Challenges. This pertains to the difficulties faced by pre-service teachers
in flexible learning modes.
Financial Constraints. The weekly or monthly amount of money received
by pre-service teachers.
Flexible Learning Modality. This is a mode of learning and teaching
using online platforms and in-person classes.
Internet Connectivity. This denotes the access to services on the
internet to use various applications and websites.
Intervention Material. This is a brochure for pre-service teachers that
contains recommendations and suggestions on how to manage challenges.
Learning Environments. This is an area where the learning and teaching
process happens.
Post Pandemic Time. This is the period shortly after the pandemic when
lesser restrictions are in place.
Practices. This is an everyday act done on a regular basis by pre-service
teachers.
11
Pre-service Teachers. These pertain to the education students in the
college of education at Caraga State University – Main Campus.
Time Management. This refers to the time allocated for various activities
each day to maximize the efficiency of the pre-service teachers.
Utilization of LMS. This pertains to pre-service teachers' use of LMS in
flexible learning modalities.
Submission of Outputs. This refers on a completed tasks or activity that
the students submit on the certain courses.

12
Chapter 2
REVIEW OF LITERATURE
This chapter presents related studies in the literature gathered by the
researchers through further readings of the existing literature in this field.
Flexible Learning Modality
An educational approach known as "flexible learning" allows for the
delivery of instructional content across a variety of media outlets, including
interactive materials, video lectures, and online resources. It gives students the
freedom to interact with course materials and activities at their own pace and
convenience, frequently incorporating components of independent study and
self-directed learning. This approach ensures that education continues even
when universities close, which is especially helpful in the COVID-19 pandemic
setting where traditional in-person instruction may not be feasible (Cortes, 2020).
Similarly, Grampil (2022) defined flexible learning as an educational
approach that allows students to have control over certain aspects of their
learning, such as the time, place, and pace of their studies. It often involves a mix
of in-person and online learning, as well as various modes of instruction,
including synchronous and asynchronous methods. One model of blended
learning which is commonly used and increasingly discussed in the literature is
the flipped classroom.
In addition, Licayan et al. (2020) stated that Flexible learning modality
encompasses an educational strategy that embraces diverse content delivery

13
modes, including online learning, blended learning, or unconventional
approaches. It grants students the freedom to access educational materials and
engage in learning activities through various mediums, often utilizing technology
and digital resources. Tailored to accommodate a range of learning styles,
preferences, and circumstances, this approach enables students to interact with
course materials, instructors, and peers in ways that align with their individual
needs and schedules.
According to Gobin (2023), flexible learning is an instructional approach
that accommodates several modalities of learning, including blended, in-person,
and online learning. It also entails designing physically flexible classroom
environments that can meet a range of teaching and learning requirements.
In this period of health crisis, the use of flexible learning as the mode of
delivery for courses provided in Higher Education allows students to choose how,
when, and where they learn. Assignments can be safely completed by students
at home. Teachers can also alter the material and delivery to better suit the
needs of their pupils (Aller & Tangonan, 2023). Moreover, Müller et al. (2018)
stated that students have attained access and flexibility in at least one of the
following areas: pace, learning style, material, assessment, and learning
directions.
The shift to flexible learning modality has led to the development of new
skills and habits among students and educators, as well as a realization of the
importance of utilizing technology for learning. Students' ability to adjust to the
demands and strains of the new normal has been highlighted by this adaptability,
14
which has demonstrated the respondents' level of commitment to discipline,
dedication, and purpose. To further promote the shift to flexible learning
modalities, parents, teachers, and educational institutions have responded pro-
actively (Olila, 2021).
Pre- Service Teacher in Post Pandemic Era
The time after an immense worldwide health a crisis, as the COVID-19
pandemic, is referred to as the "post-pandemic era." The pandemic's long-term
consequences on a number of societal issues, including education, are being
studied, along with recovery and adaptation. The post-pandemic era in education
entails addressing the effects of the pandemic on education, community ties,
student views of education, technological and demographic factors, and the
necessity of preventive measures to guarantee the provision of high-quality
education going forward (Estelami & Bezzone, 2022).
According to the findings, students' financial, social, and emotional well-
being has been greatly influenced by the COVID-19 pandemic, which has
resulted in a decline in their motivation and enthusiasm for learning. Numerous
students discussed their experiences both good and bad with the classroom
settings they came across during the pandemic, highlighting the difficulties they
had juggling their coursework with extracurricular activities. Overall, the results
highlight how important it is to assist students in navigating the post-pandemic
educational landscape while also promoting their learning engagement and well-
being (Cahapin et al., 2022).

15
The analysis also brought to light some difficulties that students
encountered when learning online. Students, for example, said that they needed
to receive early notice about classes and that the lectures should be spread out
across a week. A few students also brought up the difficulty of having to decide
which class to attend because there were several going on at once and the
necessity of having a set schedule like in actual schools (Annamalai, 2021).
Moreover, teachers will play a crucial role in addressing the challenges
faced by students due to the COVID-19 pandemic. Pre-service teachers will need
to adapt instructional approaches based on modality to teach differently, as their
future students might face a lot of academic and non-academic challenges.
Teachers will need to be prepared to address the educational disparities and
challenges faced by low-income students, especially those who have been
affected by poverty (Hill, 2021).
Challenges of Pre- Service Teachers in Flexible Learning
Although there are many different types of challenges, a few typical ones
are financial capabilities, academic overload, and access to learning materials.
These difficulties may have an impact on students' educational experiences and
force them to adjust and come up with solutions in order to finish their education.
For instance, some students could find it difficult to pay for the gadgets required
for online education, while others might feel overburdened by their educational
tasks. These difficulties may hinder their ability to excel academically and may
call for assistance and resources to resolve (Ortiguero et al., 2023).

16
Distance learning is a solution for continuing the education system, but it
is difficult in developing countries because many parents have never gone to
school and there is a lack of Information and Communication Technology (ICT)
infrastructure, computers, radio, and television to provide distance learning.
Access to computers and the internet is crucial for successful distant teaching.
This is not guaranteed to all pupils in underdeveloped nations (Zhang, 2020).
Hence, students in the abrupt transfer in learning modality have been
struggling with numerous problems, including bad internet connection, difficulties
in managing time, and the unexpected challenges of adjusting to the new
environment (Eguia & Padro, 2023).
The comparatively high cost of internet connectivity and the challenge of
engagement and collaborative thinking in an online platform are among the
drawbacks of flexible learning modalities. Furthermore, the cost of using the
internet can be high for students who depend on data connections, particularly
when downloading documents that can empty their load balance. Working
collaboratively can also be tough because video conferencing can be problematic
because of bad connectivity and data use costs, and chat may not always be
productive. Students also mentioned that not everyone owns a laptop or other
necessary gadgets, that it can be difficult to follow instructions, and that they are
easily sidetracked by social media (Malonzo et al., 2021).
According to Matildo and Dagondon (2022) the challenges encountered by
faculty in the implementation of flexible learning are primarily caused by
technology limitations, particularly in terms of internet connectivity and access to

17
online learning devices. Additionally, the educational background of the students
and geographical location also affect the implementation of flexible learning. For
students, the challenges in flexible learning include access to necessary
technology and internet connectivity, as well as potential limitations in reading
comprehension and language proficiency. Geographical location and economic
factors also play a role in the challenges faced by students in flexible learning.
The challenges of pre-service teachers in flexible learning also include the
tendency towards procrastination due to the comfort of the online environment,
leading to rushed and incomplete activities (Marquez, 2023).
Moreover, Carpio and Indama (2019) pointed out that a constraint
associated with flexible learning is the difficulty in ensuring that students possess
the requisite technical skills to effectively interact with both online and offline
technology. This might be especially difficult in places with poor internet access,
as it might not be possible to have synchronous or online classes. This could
result in unequal access to educational resources.
The shift to online education was seamless for both teachers and
students, given their existing familiarity with the platform and the utilization of
modern educational technology, distinguishing it from traditional classroom
methods. Furthermore, hybrid campus models present distinct advantages over
fully online systems, particularly in alleviating exam anxiety through the provision
of familiar physical classroom settings for assessments. However, challenges
persist in online education, including the risk of self-isolation and diminished
communication skills for students learning remotely. Additionally, the absence of

18
a structured classroom environment can lead to issues with discipline and time
management. Moreover, successful implementation of online education
necessitates adequate training and infrastructure, highlighting disparities in
accessibility, especially in regions with limited resources (Keshavarz, 2020).
Going back to regular classes after doing school online because of
COVID-19 has been tough for university students. They are facing problems like
feeling stressed out by technology, being too connected all the time, and having
eye strain from staring at screens. When they switched back to in-person
classes, students in Peru felt less sad, anxious, and stressed. But going back to
normal classes has brought its own set of challenges for them, affecting how they
feel mentally. Schools need to find ways to help students deal with these
challenges and feel better during this time after the pandemic (Latorre et al.,
2023).
The study of Gherhes et al. (2021) the sources suggest that many people
prefer learning in person rather than online, especially those who have only tried
online learning. Online learning is seen as good because it saves time and is
comfortable, but it is criticized because you do not get to interact with others and
sometimes there are technical problems. However, some studies show that
online learning is flexible and cheaper, even though not everyone has the same
access to technology and you miss out on being with people physically. So, while
both ways of learning have their good and bad points, the research suggests that
a mix of both, where you learn partly in person and partly online, could be the
best way forward for education.

19
Practices for Pre- Service Teachers in Online Education
Pre-service teachers must gain skills in traditional and online teaching
methods for flexible learning. Programs should modify strategies for online
settings, readying them for crises like pandemics. Aiding them to overcome
teaching obstacles, encouraging reflection, and providing remote teaching
chances during disruptions like COVID-19 are vital for their preparation. (Spring
Nature, 2022).
According to Cabrejas and Mendoza (2023) time management is critical
for students to succeed in their educational goals and prevent procrastination.
Self-regulated learning and socio-cognitive theory can be used to assist students
build good time management abilities. Furthermore, students' participation with
their academic obligations has been shown to improve their performance. To
improve their time management and academic success, students should
prioritize their duties, make specific study goals, and actively interact with their
assignments. Seeking support from educators and using resources such as
study calendars and time management software can also help students manage
their time more successfully. Finally, acquiring good time management skills
might help students' overall performance in their academic endeavors.
The Learning Management System (LMS), which is another often utilized
technology in blended learning, is not just a basic software application utilized by
software specialists but also a crucial tool for overseeing the entire learning
process. It includes everything from dispersing online or blended classes to
maintaining training and academic records (Soudha & Kumari, 2024).

20
The Learning Management System (LMS) has been widely used by
institutions to improve online access to assignments, discussions, assessment
and grade books, registration, and transcripts. It has been positioned as a way to
enhance learning materials, improve learning results, and increase student
involvement. Furthermore, the LMS provides a way for institutions to shift their
teaching online or into blended modes, making the experience relatively common
for teachers and students (Mtebe & Gallagher, 2022).
Brauweller and Yerimpasheva (2021) pointed out that when the learning
management systems (LMS) is utilized effectively and with the goal of promoting
distant education, LMS have been shown to improve student achievement. It can
help with active participation, teacher communication, family support, students
feeling appreciated, and learning assistance, all of which are essential for
successful blended learning. Furthermore, the adoption of online learning tools,
such as LMS, has contributed to the preservation of educational infrastructure
and increased flexibility in the learning process. Despite the challenges,
emerging intelligent technologies, such as LMS, have undeniable benefits and
are intended to enhance long-term learning. As a result, the use of LMS is vital in
the post-pandemic era to preserve and improve the abilities acquired during
online education.
Practices of teaching online include the use of video conferencing tools
like "Zoom" and video-sharing platforms such as "YouTube". These platforms are
popular among professors and offer interactive experiences for students,
allowing for in-class questions and answers. The use of educational media
21
downloadable from YouTube provides a time-saving and relatively easy method
to deliver certain concepts to students (Adedoyin & Soykan, 2021).
A blended learning study has demonstrated the usefulness of Zoom and
YouTube for online learning. According to the study, students prefer to use
YouTube to comprehend the topic because of the videos that are provided, which
allow them to practice the material directly. Additionally, it was mentioned that
some students have trouble understanding the content on Zoom, suggesting that
even though it is a widely utilized platform, not all students will benefit equally
from it. Thus, Zoom may have limits with regard to student comprehension even
while YouTube seems to be useful for grasping the content (Marlina, 2020). The
effectiveness of online platforms in online education is influenced by various
factors, including the motivation and self-regulation of students. The study has
shown that students who lack self-motivation and independence tend to have
reduced success rates in online courses. Learners who lack self-regulation may
struggle to allocate sufficient time for completing assignments, leading to poor
quality work or late submissions (Rawashdeh et al., 2014).
De Guzman (2024) suggests that Learning Management Systems (LMS)
streamline the process of checking submissions, thereby reducing difficulty. By
enabling students to submit their outputs with a simple click, LMS significantly
simplifies the workload for both students and teachers. Furthermore, the
automated checking and recording of submissions reduce teachers' burden,
providing benefits for both parties involved.

22
Technology Integration in Teaching and Learning Processes
The integration of technology refers to the incorporation of technological
tools and resources into the educational environment to enhance student
engagement, motivation, and learning outcomes. The process of technology
integration in education requires advanced computer and technology literacy,
and educators need to continuously improve themselves to keep up with the
needs of the age (D'Angelo, 2018).
Rathore and Sonawat (2015) posited that technology integration must go
beyond basic computer skills and software programs, and instead, it should
happen across the curriculum to deepen and enhance the learning process. It
suggests that technology can support student-centered learning by promoting
active engagement, group participation, frequent interaction and feedback, and
connection to real-world experts.
Xhuraj et al. (2023) asserted that the inclusion of technology in school
environments has several benefits linked to it. One key benefit is its ability to
increase student engagement by making learning topics more interesting and
interactive. Furthermore, technology makes learning time more efficient by
streamlining processes and improving access to educational resources,
potentially speeding up comprehension and skill acquisition. Furthermore, the
use of technology allows for new and non-traditional approaches to learning,
which fosters creativity and adaptability in students as they navigate various
learning modes.
23
However, as technology becomes increasingly prevalent in educational
settings, many teachers grapple with integrating it into their classrooms,
uncertain of its suitability for their teaching methods. Common challenges
emerge, including the misuse of technology by students, difficulties in managing
distractions and inappropriate content consumption. Additionally, teachers often
face a steep learning curve regarding effective technology utilization, hindered by
a lack of training and professional development opportunities. Ensuring students'
online safety is paramount, requiring educators to safeguard against cyber
bullying and monitor online interactions. Financial constraints pose another
obstacle, as the cost of acquiring and maintaining new technology can strain
limited budgets. (GoGuardian, 2019).
Learning Outcomes in Flexible Learning Environment
Student learning outcomes in flexible learning are standards-based,
teacher-driven, student-centered, and data-informed goals that assess an
instructor's influence on students' learning progress within a specific instructional
period. These goals are made to be flexible and sensitive to the requirements of
specific students, so they can be changed as needed to accommodate those
who perform below or above the main goal (Girault, 2020).
Austrian Presidency of the Council of the European Union (2018) asserted
that in flexible learning, the teacher-driven aspect involves empowering individual
learners and implementing new approaches to teaching and learning. This
means that teachers play a role in creating a supportive framework of resources,
support, and guidance to ensure that courses are inclusive and that
24
comprehensive support systems are in place to prevent dropouts. In addition,
Ahmad (2016) asserted that in a teacher-driven approach, the learning outcomes
are often focused on the mastery of content knowledge and the ability to recall
and reproduce information. This approach typically emphasizes standardized
testing and the acquisition of predetermined knowledge and skills.
In the context of flexible learning, a student-centered approach refers to
instructional methods and practices that prioritize the needs, preferences, and
autonomy of the learners. This approach places the students at the center of the
learning process, allowing them to have a more active role in their education. It
involves tailoring teaching methods, content, and assessments to meet the
individual needs and learning styles of students, promoting learner autonomy and
self-directed learning (Siason, 2022).
Furthermore, in a student-centered approach, the learning outcomes are
geared towards fostering critical thinking, problem-solving, and the application of
knowledge in real-world contexts. This approach aims to develop students' ability
to collaborate, communicate effectively, and take ownership of their learning
(Ahmad, 2016).
In addition to the aforementioned student learning outcomes, Standard-
based goals may refer to educational objectives or learning outcomes that are
aligned with established standards or benchmarks. These goals are likely to be
focused on meeting specific criteria or expectations set by educational authorities
or institutions. In the context of flexible learning in higher education, standard-

25
based goals may be related to the attainment of learning outcomes that align with
recognized standards and competencies (Austrian Presidency of the Council of
the European Union, 2018).
In flexible learning, students are also expected to consider their emotional
state, as it has an impact on their academic performances. Students' emotional
experiences have an enormous effect on learning achievement, and it is critical
to include the affective domain in an online learning environment. Research has
shown the significance of students' emotional states and their relationship to
effective learning. Furthermore, there is an established connection between
students' views of teachers' online learning abilities and their emotional
experiences. Emotions are complicated experiences that reflect the personal
meaning of a thing, event, or condition, and they are inseparably linked to a
person's psychological well-being in the present. Therefore, it is crucial to
address the emotional experiences of students in the online learning environment
to promote positive learning results (Herliandary et al., 2020).
The transition to online education will continue to have an impact on
knowledge acquisition in the post-pandemic era. The pandemic has encouraged
the use of digital tools and resources for teaching in both synchronous and
asynchronous learning modes. This transition has highlighted the importance for
educators to acquire new competencies and skills in order to effectively promote
learning in virtual environments. Additionally, educators must rethink their
approach to online education, leveraging digital tools to manage knowledge and
create effective learning. The post-pandemic age will require an ongoing focus
26
on developing and utilizing digital tools to promote effective learning, as well as a
proactive and open approach to change in the education sector experiences
(Butter et al., 2020).
In a nutshell, the examination of literature pertaining to pre-service
teachers in the post-pandemic time illuminates their practices, challenges, and
the pivotal role of flexible learning styles in teacher preparation. Through an
exploration of these topics, this review underscores the importance of identifying
promising practices and strategies to address barriers in education. Embracing
innovative instructional methods, fostering continuous professional development,
and leveraging assistive technologies are identified as key actions to navigate
the evolving educational landscape. As pre-service teachers strive to adapt and
succeed in this dynamic environment, the emphasis on early adjustment and
ongoing adaptation becomes paramount. Moreover, the literature emphasizes
the necessity of sustained research efforts, collaborative initiatives, and the
integration of technology to equip pre-service teachers with the skills and
knowledge needed to effectively implement flexible educational strategies in the
post-pandemic time.
27
Chapter 3
RESEARCH METHODOLOGY
This chapter contains the research design, research locale, participants of
the study, sampling design, research instrument, data gathering procedure, and
statistical treatment. The researcher followed these methods to gather credible
data for this study.
Research Design
This study used a descriptive-correlational approach to look into post-
pandemic issues and practices among pre-service teachers, with an emphasis
on flexible learning. It used descriptive approach as the researchers collected
data from the College of Education specifically in the Bachelor of Elementary
program at Caraga State University-Main Campus to identify the challenges
faced by pre-service teachers and the practices they employ on flexible learning
modality, whereas correlational approach that looked into the relationship of
practices and challenges of pre-service teachers on flexible learning modality in
the post-pandemic time.
The study timeline carefully addressed unexpected challenges. The
expected outcomes are a full awareness of instructional strategies and obstacles
in flexible learning among pre-service teachers. Implications include improving
teacher preparation programs and providing insights to effective post-pandemic
learning strategies.
28
Research Locale
This study was conducted in the College of Education at Caraga State
University – Main Campus, Ampayon Butuan City. The College of Education is
located in the heart of the university. The Caraga State University is located in
Barangay Ampayon, one of the abundant cities of Butuan City. It was situated at
Caraga State University. This university is close to a highway and next to the
CHED office, it was easy to locate.
Northeastern Mindanao's Butuan City, hidden away in the Agusan Valley,
is well known for its flourishing trading, fishing, and agricultural sectors. With a
rich history in pre-colonial maritime trade, the city is still a significant hub of the
Caraga Region's business and industrial sectors. Butuan City is an exciting place
of economic activity and cross-cultural contact in the Philippines because of its
advantageous location, an abundance of natural resources, and its rich cultural
legacy.
This study took place at Caraga State University's-Main Campus in the
College of Education. It focused on Pre-Service teachers grappling with
challenges and implementing Flexible Learning Modality in the post-pandemic
time.
29
Figure 2. Map Showing the Research Locale

30
Participants of the Study
The participants of the study were the pre-service teachers of Caraga
State University-Main Campus taking up Bachelor of Elementary Education
specifically 1 st year, 2 nd year, and 3 rd year. The Bachelor of Elementary
students of College of Education has 306 Pre-Service Teachers and the
computed sample size using Cochran’s Formula was 158 which suggested
the appropriate sample size of the study.
Table 1
Participants of the Study
Year Level No. of Pre- Service Sample

Teachers
1st Year 100 52

2nd Year 100 52
3rd Year 106 54
Total 306 158
Sampling Design
The study used simple random sampling, where the sample size was
determined by applying Cochran’s Formula. Afterward, the participants was
randomly selected from the College of Education at Caraga State University –
Main Campus taking up Bachelor of Elementary Education specifically 1 st year,
2nd year, and 3rd year students to be the participants of the study through
answering the checklist survey provided by the researchers via accessing
Google forms.
31
Research Instrument
The purpose of this study tool was to investigate the methods and
difficulties that pre-service teachers faced when applying flexible learning
modalities in the aftermath of the pandemic. The checklist survey has two parts,
the first part tackles about the practices of pre-service teachers on flexible
learning modality in post pandemic time and on the second part it tackles about
the challenges of pre-service teachers on flexible learning modality in the post-
pandemic time.
The survey collected demographic data and explores the use of online
teaching practices, their frequency and efficacy, the degree of comfort in
developing virtual courses, and the incorporation of interactive components. It
also tackled problems including low student participation, technical difficulties,
and assessment adaptation. The study also looked into the efficacy and
accessibility of training, getting feedback on the kind of assistance and materials
that are required. Finally, pre-service teachers were invited to suggest ways to
improve adaptation and to imagine the role that flexible learning will play in the
future.
There were two experts who validated the research instrument. The
validation of the survey checklist was comprised of logical and content validation.
Regarding logical and content validation, the researcher submitted the survey
checklist to the panel of experts, both an instructor in the College of Education at
Caraga State University-Main Campus.

32
After retrieving the comments and suggestions from the experts, the
survey checklist was revised. It was tried out to twenty-five (25) pre-service
teachers from the Bachelor of Secondary Education major in English. The data
were tallied and analyzed. As computed, the Cronbach Alpha was 0.945
indicating that the survey checklist is valid and reliable.
Data Gathering Procedure
In the context of Caraga State University's College of Education, the data-
gathering process for the exploration of practices and challenges faced by pre-
service teachers in flexible learning modality in the post-pandemic time was
commenced with a comprehensive permission phase. Before the survey
administration, a permission form was distributed to the prospective participants
within the College of Education. This document explicitly outlined the study
objectives, methodologies, and potential implications for the participants.
The researchers then requested permission to the Dean of the College of
Education emphasizing the voluntary nature of participation, confidentiality
measures, and the option to withdraw at any point. The permission form sought
informed consent. The aim was to establish a foundation of trust and ethical
collaboration with the pre-service teachers, ensuring that their perspectives and
experiences contribute meaningfully to the research while safeguarding their
rights and privacy within the academic community of Caraga State University.
There were two types of survey check list: a printed survey check list for
participants who had difficulty using gadgets and had a slow internet connection,
and a soft copy via Google Forms for participants who were well-versed in the
33
use of technology and had a fast internet connection. The researchers gathered
the data from the survey check list. The data was then evaluated and analyzed
using descriptive-correlational approach. Below are the scales used to gauge the
level of the pre-service teachers’ practices and the extent of challenges on
flexible learning in post-pandemic time.
On the level of teachers’ practices, the following responses, scales,
ranges, and interpretations was be used:
Responses Scale Ranges Interpretations

Strongly agree 4 3.51-4.00 The level of pre-service
teachers' practices is very
high.
Agree 3 2.51-3.50 The level of pre-service
teachers' practices is high.
Disagree 2 1.51-2.50 The level of pre-service
teachers' practices is low.
Strongly disagree 1 1.00-1.50 The level of pre-service
teachers' practices is very
low.
On the extent of teachers’ challenges, the following responses, scales,
ranges, and interpretations was be used:
Responses Scale Range Interpretations

Strongly agree 4 3.51-4.00 The extent of pre-service
teachers’ challenges is very
high.
Agree 3 2.51-3.50 The extent of pre-service
teachers’ challenges is high.
Disagree 2 1.51-2.50 The extent of pre-service
teachers’ challenges is low.
Strongly disagree 1 1.00-1.50 The extent of pre-service
teachers’ challenges is very
low.
34
Statistical Treatment
After collecting the data needed, they were then tabulated and analyzed.
The following statistical tools were used for data treatment:
Weighted Mean. This was used to assess the practices and challenges
encountered by the pre-service teachers in the post-pandemic time regarding
flexible learning modalities.
Pearson Product-Moment Correlation. This was used to explore the
significant relationships between the practices and challenges of pre-service
teachers on flexible learning modality in the post-pandemic time.

35
Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the analysis and interpretation of the data that was
gathered from the participants’ responses to the survey checklist relative to the
research problem of the study. It discusses the level of the practices of the Pre-
service Teachers, the extent of the challenges faced by Pre-service Teachers,
and the significant relationship between the practices and challenges of pre-
service teachers with flexible learning modality in the post-pandemic time. To
simplify the discussions, tables are provided which summarize the collective
responses of the participants of the study.
Problem 1. What is the level of the practices of the Pre-service Teachers on

flexible learning modality in the post-pandemic time in terms of:
1.1 Adaptability;
Table 2 presents the level of the practices of the pre-service teachers on
flexible learning modality in the post-pandemic time in terms of adaptability. The
results indicate that the level of practices of the pre-service teachers’ Adaptability
on flexible learning modality is high. It can be gleaned that the statement,” I am
open-minded and willing to adopt various learning environments and
approaches”, got the highest mean score of 3.73, which is interpreted as the
level of practice is very high. On the other hand, the statement “I ask mentor
teachers, peers, and instructors for feedback to enhance my teaching methods
and flexibility”, got the lowest mean score of 3.28, which is interpreted as the
36
level of practice is high. The overall weighted mean score of 3.44 further
supports this interpretation.
Table 2
Mean distribution of the level of the practices of the Pre-service Teachers on flexible
learning modality in post-pandemic in terms of adaptability
Level of Readiness Interpretation

Indicators
Mean Description
1 I am open-minded and willing to The level of pre-service

Strongly
adopt various learning environments 3.73 teachers' practices is
Agree
and approaches. very high
2 I can effectively learn new concepts, The level of pre-service

skills, or technology, even if they are 3.36 Agree teachers' practices is
unfamiliar to me. high
3 I regularly reflect on my learning

experiences, recognizing areas for The level of pre-service
growth and adapting strategies 3.39 Agree teachers' practices is
accordingly. high
4 I actively look for chances to

participate in hands-on instructional The level of pre-service
experiences, like practice or 3.44 Agree teachers' practices is
seminars, in order to improve my high
adaptability abilities.
5 I ask mentor teachers, peers, and The level of pre-service

instructors for feedback to enhance 3.28 Agree teachers' practices is
my teaching methods and flexibility. high
The level of pre-service

Overall Weighted Mean 3.44 Agree teachers' practices is
high
Range of means: 1.00-1.50 Strongly Disagree; 1.51-2.50 Disagree; 2.51-3.50 Agree; 3.51-4.00Strongly Agree
This implies that pre-service teachers are willing to adopt various learning
environments and approaches where in the common goal is to teach and guide
learners on what they are expected to learn. As things change constantly,
students must learn in a variety of ways. Their ability to adapt indicates that they
can overcome obstacles and carry on. It makes individuals more prepared for
37
whatever comes next, such as technological advancements or fresh
opportunities. Additionally, students can tailor their educational experiences by
focusing on their areas of interest and learning at their own speed through
flexible learning. This method not only increases participation but also fosters a
love of learning that lasts a lifetime. Learners who are adaptable will be better
able to deal with uncertainty and make valuable contributions to their
communities as society develops.
Similar to the study of Grampil (2022) wherein his study he defined this
flexible learning as an educational approach that allows students to have control
over certain aspects of their learning, such as the time, place, and pace of their
studies. Also, Cortes (2020) it gives students the freedom to interact with course
materials and activities at their own pace and convenience, frequently
incorporating components of independent study and self-directed learning. This
approach ensures that education continues even when universities close, which
is especially helpful in the COVID-19 pandemic setting.
1.2 Time Management;
flexible learning modality in the post-pandemic time in terms of adaptability. The
results indicate that the level of practices of the pre-service teachers’ Time
Management on flexible learning modality is high. It can be gleaned that the
statement,” I set aside enough time for rest, relaxation, and self-care activities in
order to prevent burnout and preserve my general health”, got the highest mean
score of 3.39, which is interpreted as the level of practice is high. On the other
38
hand, the statement “In order to increase productivity during study sessions, I get
rid of distractions in order to increase productivity during study sessions”, got the
lowest mean score of 3.18, which indicates that the level of practice is high. The
overall weighted mean score of 3.26 further supports this interpretation.
Table 3
learning modality in the post-pandemic time in terms of time management
Indicators Level of Readiness Interpretation
Mean Description
1 I efficiently manage my time by prioritizing 3.23 Agree The level of pre-

my tasks and responsibilities. service teachers'
practices is high
2 I break larger assignments or projects into 3.24 Agree The level of pre-
smaller, achievable tasks to promote better service teachers'
time management. practices is high
3 I reflect on my time management skills and 3.28 Agree The level of pre-
identify areas for improvement to increase service teachers'
my overall efficiency and productivity. practices is high
4 I set aside enough time for rest, relaxation, 3.39 Agree The level of pre-
and self-care activities in order to prevent service teachers'
burnout and preserve my general health. practices is high
5 In order to increase productivity during study 3.18 Agree The level of pre-
sessions, I get rid of distractions in order to service teachers'
increase productivity during study sessions. practices is high
Overall Weighted Mean 3.26 Agree The level of pre-

service teachers'
practices is high
This implies that ensuring the holistic health and longevity of pre-service
teachers necessitates the deliberate allocation of time for self-care practices,
mitigating the risk of burnout and preserving their overall well-being.
Furthermore, by strategically minimizing distractions and fostering conducive

39
study environments, particularly in the context of flexible learning modalities,
these pre-service teachers can significantly amplify their productivity levels. This
concerted effort not only bolsters their academic pursuits but also propels them
towards realizing their full potential in their academic journey.
The results complement the findings of Cabrejas and Mendoza's study
(2023), which indicates that students' capacity to prioritize their studies, establish
specific goals, and take initiative in fulfilling their academic obligations is strongly
associated with successful time management and academic accomplishment.
Students can successfully discourage procrastination and keep their attention on
their learning goals by stressing these strategies. Thus, encouraging effective
time management for pre-service teachers gives them advantages to properly
divide their academic tasks with a certain amount of time, that would cater their
learning needs.
1.2 Utilization of LMS;
flexible learning modality in the post-pandemic time in terms of utilization of LMS.
The results indicate that the level of practices of the pre-service teachers’
Utilization of LMS on flexible learning modality is high. It can be gleaned that the
statement,” I utilize the resources and materials available in the LMS for studying
and learning”, got the highest mean score of 3.39, which is interpreted as the
level of practice is high. On the other hand, the statement “I seek guidance or
troubleshooting support when encountering technical challenges with the LMS”,
got the lowest mean score of 3.19, which indicates that the level of practice is
40
high. The overall weighted mean score of 3.30 further supports this
interpretation.
Table 4
learning modality in the post-pandemic time in terms of utilization of LMS
Level of Readiness Interpretation

Indicators
Mean Description
1 I constantly check the LMS for

updates, announcements, and 3.24 Agree
teachers' practices is high
course materials.
2 I utilize the resources and materials
available in the LMS for studying 3.39 Agree
and learning.
3 I seek guidance or troubleshooting
support when encountering 3.19 Agree
technical challenges with the LMS.
4 I am able to quickly access the
LMS website to find my grades,
course materials, and other The level of pre-service
relevant information. 3.38 Agree
5 I check important dates on the

course calendar, like due dates for
assignments and exams. 3.33 Agree

Overall Weighted Mean 3.30 Agree
This implies that utilization of the Learning Management System (LMS) by
pre-service teachers underscores their engagement in flexible learning
modalities, enabling them to access a wealth of resources and materials
essential for enriching their academic journey.

41
In view of the above assertion, a study by Brauweller and Yerimpasheva
(2021), asserted that learning management systems (LMS) have been
demonstrated to raise student achievement when used efficiently and with the
intention of boosting distance learning. It can aid in student engagement, teacher
communication, family support, making students feel valued, and learning
support all of which are necessary for blended learning to be effective. Adoption
of online learning technologies, such learning management systems (LMS), has
also aided in maintaining educational infrastructure and enhancing process
flexibility.
1.3 Submission of Outputs
flexible learning modality in the post-pandemic time in terms of submission of
outputs. The results indicate that the level of practices of the pre-service
teachers’ Submission of Outputs on flexible learning modality is high. It can be
gleaned that the statement,” I save a copy of my submission in a safe file for
backup”, got the highest mean score of 3.55, which is interpreted as the level of
practice is very high. On the other hand, the statement “I consistently submit my
assignments, projects, or exams on or before the specified deadlines”, got the
lowest mean score of 3.32, which indicates that the level of practice is high. The
overall weighted mean score of 3.44 further supports this interpretation.
Table 5
Mean distribution of the level of the practices of the Pre-service Teachers on
flexible learning modality in the post-pandemic time in terms of submission of
outputs
42
Extent of Realizations Interpretation

Indicators
Mean Description
1 I consistently submit my assignments, The level of pre-service

projects, or exams on or before the 3.32 Agree teachers' practices is
specified deadlines. high
2 I adhere to the submission rules
specified by teachers, including file
3.50 Agree teachers' practices is
format, naming conventions, and
high
submission platforms.
3 I am committed to avoiding plagiarism
by correctly referencing sources and
3.43 Agree teachers' practices is
acknowledging external references in
high
my submissions.
4 I put much effort on making outputs to
have a quality output to submit and The level of pre-service
check my writing for grammatical, 3.42 Agree teachers' practices is
spelling, and punctuation mistakes. high
5 I save a copy of my submission in a

safe file for backup. Strongly
3.55 teachers' practices is
Agree
very high

Overall Weighted Mean 3.44 Agree teachers' practices is
high
The diligent habit observed among pre-service teachers of securely
backing up their submitted outputs signifies a proactive approach to safeguarding
their academic work. By storing copies in a safe file post-submission, they
establish a reliable contingency plan, mitigating potential disruptions or technical
issues that could occur within the submission platform.
With a study of De Guzman (2024), they have suggested that Learning
Management Systems (LMS) streamline the process of checking submissions,
thereby reducing difficulty. By enabling students to submit their outputs with a
simple click, LMS significantly simplifies the workload for both students and
43
teachers. This allows the pre-service teachers to submit their outputs and
cautiously take preventive measures through saving a backup file of their
outputs. The submission of outputs is crucial for pre-service teachers because
their output serves as one of their academic performance. Neglecting to do their
academic obligations could affect their grade point average (GPA) at the end of
every semester.
2. What is the extent of the challenges faced by Pre-service Teachers on

flexible learning modality in post-pandemic time in terms of:
2.1 internet connectivity;
Table 6 presents the extent of challenges of the pre-service teachers on
flexible learning modality in the post-pandemic time in terms of internet
connectivity. The results indicate that the extent of challenges of the pre-service
teachers’ Internet Connectivity on flexible learning modality is high. It can be
gleaned that the statement,” I get worried, upset, or frustrated when difficulties
with internet connectivity interfere with my ability to learn or perform
academically”, got the highest mean score of 3.36, which is interpreted as extent
of challenge is high. On the other hand, the statement “I occasionally miss
deadlines, updates, or significant announcements due to internet access
problems”, got the lowest mean score of 2.70, which indicates that the extent of
challenge is high. The overall weighted mean score of 3.04 further supports this
interpretation.
Table 6
Mean distribution of the extent of the challenges faced by Pre-service Teachers on
flexible learning modality in post-pandemic time in terms of Internet Connectivity
44
Extent of Realizations Interpretation

Indicators
Mean Description
1 The internet speed is enough for me to The extent of pre-

participate in online activities. 3.05 Agree service teachers’
challenges is high
2 My internet connection has frequent The extent of pre-
disturbances or interruptions. 3.25 Agree service teachers’
challenges is high
3 I have difficulty getting secure internet The extent of pre-
connectivity in certain areas. 3.06 Agree service teachers’
challenges is high
4 I get worried, upset, or frustrated when
difficulties with internet connectivity
interfere with my ability to learn or The extent of pre-
perform academically. 3.36 Agree service teachers’
challenges is high
5 I occasionally miss deadlines, updates,

or significant announcements due to The extent of pre-
Strongly
internet access problems. 2.70 service teachers’
Agree
challenges is high
The extent of pre-

Overall Weighted Mean 3.04 Agree service teachers’
challenges is high
Pre-service teachers' academic performance is heavily affected by the
dependability of internet connectivity, which frequently causes anxiety,
frustration, and dismay. In addition to making it difficult for them to stay in touch,
the uncertainty around internet access makes them feel uneasy as they consider
the possible consequences of connectivity problems. As a result, these
difficulties prevent them from receiving important notifications, which causes
them to miss deadlines and negatively affects their performance in general.

45
Moreover, Malonzo et al. (2021) claimed that among the disadvantages of
flexible learning modalities are the relatively high cost of internet connectivity and
the difficulty of participation and collaborative thinking in an online environment.
Additionally, for students who rely on data connections, the cost of accessing the
internet can be considerable, especially when downloading documents that can
empty their load balance. Accessing internet connection given that not all places
has a strong internet and data connection will give them difficulties in
participating on their blended classes, as well as submitting their outputs through
online platforms.
2.2 Learning Environment;
flexible learning modality in the post-pandemic time in terms of learning
environment. The results indicate that the extent of challenges of the pre-service
teachers’ Learning Environment on flexible learning modality is high. It can be
gleaned that the statement,” External factors like temperature, light, and noise
interfere with my ability to focus and interact with the course materials”, got the
highest mean score of 3.23, which is interpreted as extent of challenge is high.
On the other hand, the statement “In my learning environment, I have access to
the tools and materials I need, like laptops, textbooks, and dependable internet”,
got the lowest mean score of 2.98, which indicates that the level of the extent is
high. The overall weighted mean score of 3.13 further supports this
interpretation.
Table 7
46

flexible learning modality in post-pandemic time in terms of learning environment
Extent of
Interpretation
Realizations
Indicators
Descrip
Mean
tion
1 My learning environment is comfortable The extent of pre-

and favorable to study. 3.09 Agree service teachers’
challenges is high
2 Distractions in my learning environment The extent of pre-
interfere with my ability to study or 3.15 Agree service teachers’
concentrate. challenges is high
3 My learning environment generates an The extent of pre-
inclusive atmosphere that makes me feel 3.19 Agree service teachers’
welcome and appreciated. challenges is high
4 In my learning environment, I have
access to the tools and materials I need, The extent of pre-
like laptops, textbooks, and dependable 2.98 Agree service teachers’
internet. challenges is high
5 External factors like temperature, light,

and noise interfere with my ability to focus The extent of pre-
and interact with the course materials. 3.23 Agree service teachers’
challenges is high
The extent of pre-

challenges is high
This implies that students using flexible learning modalities have a
significant influence on how they view their educational experiences. Whether in
a real or virtual setting, a supportive learning environment has a significant
impact on students' capacity to concentrate, pay attention, and remember
knowledge. An orderly, distraction-free atmosphere that fosters focus and
productivity is beneficial to students.

47
Geographical location also plays a role in the challenges faced by
students in flexible learning. The challenges of pre-service teachers in flexible
learning also include the tendency towards procrastination due to the comfort of
the online environment, leading to rushed and incomplete activities (Marquez,
2023). Challenges with the learning environment, like light, noise, and
temperature, have a big influence on how well children learn in flexible learning
modalities. Noise disruptions whether they originate from outside sources or
occur within a student's own home can impair focus and comprehension, making
it challenging for them to interact with the course materials.
2.3 Availability of Gadgets;
flexible learning modality in the post-pandemic time in terms of availability of
gadgets. The results indicate that the extent of challenges of the pre-service
teachers’ Availability of Gadgets on flexible learning modality is high. It can be
gleaned that the statement,” I find it challenging to complete academic tasks
without my devices because I rely so heavily on them”, got the highest mean
score of 3.38, which is interpreted as extent of challenge is high. On the other
hand, the statement “I experience a significant impact on my ability to participate
effectively in remote learning due to the lack of gadgets”, got the lowest mean
score of 3.13, which indicates that the level of the extent is high. The overall
weighted mean score of 3.23 further supports this interpretation.
Table 8
flexible learning modality in post-pandemic time in terms of availability of gadgets
48
Challenges Interpretation
Indicators
Descrip
Mean
tion
1 I find it challenging to afford necessary electronics The extent of pre-

like computers or tablets due to their high 3.30 Agree service teachers’
expense. challenges is high
2 I find it challenging to complete academic tasks The extent of pre-
without my devices because I rely so heavily on 3.38 Agree service teachers’
them. challenges is high
3 I experience a significant impact on my ability to The extent of pre-
participate effectively in remote learning due to 3.13 Agree service teachers’
the lack of gadgets. challenges is high
4 I have trouble getting devices because of things
like limited availability, expensive prices, or The extent of pre-
technological difficulties. 3.18 Agree service teachers’
challenges is high
5 I maintain the devices I have access to up to date

with the required software and programs and The extent of pre-
actively manage and maintain them. 3.17 Agree service teachers’
challenges is high
The extent of pre-

challenges is high
The result implies that the availability of gadget has a significant impact on
students' success and engagement with flexible learning modalities in the post-
pandemic time. Devices like laptops, tablets, and smartphones are necessary for
gaining access to the internet, taking part in online courses, and finishing tasks.
Lack of access to these gadgets puts pre-service teachers at a serious
disadvantage when it comes to studying since it prevents them from connecting
with peers and teachers virtually or from fully engaging with course content.
The cost of the devices required for online learning may be expensive for
many students, preventing them from participating in the course. Students may
49
also face an excessive workload as a result of the shift to online instruction,
which could worsen their difficulties. These challenges may hinder their
academic success and advancement, thereby increasing already-existing gaps in
education. After these difficulties are recognized, it is essential that educational
institutions offer aid and materials to help students get through these barriers. It
is possible to create equal opportunity for all students to succeed in their
education by providing financial aid, access to technology, and academic support
services. (Ortiguero et al., 2023).
Access to devices is not only crucial for students but also for pre-service
teachers, as they rely on technology to access educational materials,
communicate with peers and instructors, and develop their teaching skills.
Without adequate devices, pre-service teachers may struggle to engage in online
coursework, hindering their preparation for future classrooms that increasingly
utilize technology.
2.4 Financial Constraints
flexible learning modality in the post-pandemic time in terms of financial
constraints. The results indicate that the extent of challenges of the pre-service
teachers’ Financial Constraints on flexible learning modality is high. It can be
gleaned that the statement,” I constantly struggle to manage and budget my
finances properly”, got the highest mean score of 3.22, which is interpreted as
extent of challenge is high. On the other hand, the statement “I have trouble
finding affordable boarding houses that fit my budget when I take facilities,
50
safety, and location into consideration’, got the lowest mean score of 2.78, which
indicates that the level of the extent is high. The overall weighted mean score of
3.03 further supports this interpretation.
Table 9
flexible learning modality in post-pandemic time in terms of financial constraints
Challenges Interpretation
Indicators
Mean Description
1 I find it difficult to cover living expenses like rent The extent of

and groceries. pre-service
3.05 Agree teachers’
challenges is
high
2 I find that transportation costs, like going to The extent of
university, weigh heavily on my budget. pre-service
challenges is
high
3 I constantly struggle to manage and budget my The extent of
finances properly. pre-service
challenges is
high
4 I have difficulty getting access to repairs or The extent of
updates for the computers, smartphones, and pre-service
tablets that I need for my education. 3.05 Agree teachers’
challenges is
high
5 I have trouble finding affordable boarding The extent of
houses that fit my budget when I take facilities, pre-service
safety, and location into consideration. 2.78 Agree teachers’
challenges is
high
The extent of
pre-service
Overall Weighted Mean 3.03 Agree teachers’
challenges is
high
51
The findings suggest that pre-service teachers working in flexible
learning environments often face financial hurdles. Relying on support from
family or others for financial assistance may make it harder for them to afford
necessities like advanced tech and fast internet. Their capacity to effectively
manage resources amid academic pressures is further complicated by
unexpected school fees and costs. Therefore, fostering financial literacy and
establishing support networks to help students overcome these challenges is
crucial for their well-being and academic success.
This supports to the study of Keefe (2020) wherein she stated that pre-
service teachers who rely on financial support from parents or sponsors may find
it difficult to afford the necessary resources for their education, such as advanced
technology and high-speed internet connectivity. Furthermore, unexpected
school fees and sudden expenses can put additional strain on their financial
resources, making it even more challenging to effectively manage their finances
while juggling their studies.
As what stated, managing finances can be particularly challenging for pre-
service teachers due to their limited income and high expenses associated with
education. Balancing school fees, other expenses that need to be paid right away
such as foods, medication, fares, personal hygiene that needs to budget in which
it requires careful planning and prioritization. Seeking out resources for financial
literacy and budgeting can greatly assist pre-service teachers in navigating these
challenges effectively. Additionally, establishing support networks within the
education community can provide valuable insights and assistance in managing

52
finances, alleviating some of the burdens associated with the financial challenges
faced by pre-service teachers.
3. Is there a significant relationship between the practices and challenges

of pre-service teachers with flexible learning modalities?
Table 10 illustrates the correlation analysis of the significant relationship
between the practices and challenges of pre-service teachers with flexible
learning modalities in the post-pandemic time.
Table 10
Variable 1 Variable 2 r-value p-value Decision Significant

Level of the Extent of the
Practices Challenges .357** .000 Reject Ho Significant
Correlation is significant at 0.05 level (2-tailed)
The results revealed that the level of the practices of the pre-service
teachers and the extent of the challenges of the pre-service teachers (p-value:
.000) with flexible learning modalities have a significant relationship.
All the variables adaptability, time management, utilization of LMS,
submission of outputs, internet connectivity, learning environment, availability of
gadgets, and financial constraints have the r-value: .357**. These results suggest
that the practices of pre-service teachers on flexible learning modality in the post-
pandemic time have a significant relationship with the challenges they face.
The results showed that the practices of pre-service teachers specifically
adaptability, submission of outputs, time management, and utilization of LMS has
something to do with the challenges they face on flexible learning modality in the
post-pandemic time specifically internet connectivity, learning environment,

53
availability of gadgets, and financial constraints. Understanding the relationship
between these key practices and the challenges they encounter can inform
targeted interventions and support systems to enhance the adaptability and
success of pre-service teachers in navigating challenges on flexible learning
modalities.
The results show a clear relationship between the challenges faced by
pre-service teachers on flexible learning modality in post-pandemic time and the
practices of pre-service teachers, specifically in the areas of adaptability, time
management, submission of outputs, and Learning Management System (LMS)
utilization.
Pre-service teachers who adapt better often overcome hurdles easily, like
missing deadlines or slow internet. With smart time management, they can
schedule virtual sessions smoothly and handle learning needs despite
disruptions. Using Learning Management System (LMS) platforms effectively
enables pre-service teachers to distribute resources and communicate efficiently,
ensuring equitable access for all, regardless of financial background. The
practices of pre-service teachers and the flexible learning challenges posed by
the pandemic highlight the need for practical solutions to lessen these difficulties.
4. Based on the findings, what intervention material will be developed?
As observed in the data collected with a thorough discussion and
interpretation, the practices of pre-service teachers on flexible learning modality
influence to the challenges they face namely submission of outputs, internet

54
constraints in the post-pandemic time. To address these challenges, the
researchers drafted this intervention material specifically a flyers in which it offers
the pre-service teachers a tips in navigating the challenges they face.
I. Title: “Fostering Resilience: Triumphing over Hurdles in Flexible Learning
Modality”
II. Description:
Fostering Resilience: Triumphing Over Hurdles in Flexible Learning
Modality is the title of the proposed intervention material, which is a flyer to be
distributed to the pre-service teachers of the College of Education at Caraga
State University-Main Campus. This flyer has the following inclusions;
Front Page:
1. Title: “Fostering Resilience: Triumphing Over Hurdles in Flexible Learning
Modality”
2. Statement of Purpose
"Are you ready to turn obstacles into opportunities? Check out these helpful tips
to conquer connectivity blocks, crush learning barriers, bridge the gadget gap,
and navigate financial challenges with ease!"
Back Page:
1. Tips on navigating the challenges of pre-service teachers:

55
 internet connectivity
o connect to the school’s free Wi-Fi
o find a place that has good signal
 learning environment
o find a safe and comfortable space when having an online
class
o build a positive relationship with your instructors and with
your classmates
 availability of gadgets
o buy a budget-friendly yet quality gadgets
o prioritize the gadgets that you need the most
 financial constraints
o create a budget plan and keep tract with your expenses
o take control–prioritized your needs rather than wants
2. Quotation: “Teachers can open the door; but you must enter it yourself”.
III. Rationale
Navigating the challenges that hinders pre-service teachers on giving their
full potential in their academic performance allows them to change their practices
that constitutes to the challenges they face. Based on the findings, it is proven
that the practices and challenges of the pre-service teachers have a significant
relationship with each other, thus the researchers came up with an intervention
material. Providing the pre-service teachers flyers embedded with tips in

56
navigating the challenges they face on flexible learning modality enables them to
lessen those mentioned challenges.
The intervention material is crafted to respond with the challenges that
pre-service teachers encounter on flexible learning modality in the post-pandemic
time. It aims to address the mentioned challenges by providing flyers that may
help them to counter those challenges and change their practices that suits best
with flexible learning modality.
IV. Objectives:
The primary purpose of this intervention material is to provide pre-service
teachers with flyers wherein it can help them to lessen the challenges they face
on flexible learning modality.
V. Phases of Distribution:
This giving of intervention material to the respondents comprises four phases
of distribution: the planning and preparation phase, distribution phase, and
execution phase. Each phase includes the following activities:
Phase I. Planning and Preparation. This stage includes in identifying how many
pre-service teachers that will be given an intervention material.
The researchers also look for areas were pre-service teachers gather
between classes or during breaks are prime locations for the distribution of the
intervention material.
Also, the researchers must develop engaging content of the intervention
materials to create visually appealing and informative flyers that address the
57
challenges student teachers may face and provide practical tips for overcoming
them.
Phase II. Distribution Phase. To effectively distribute the intervention materials,
the researchers set schedule for distribution times that align with the availability
of pre-service teachers. Choosing times before or after classes ensures that pre-
service teachers are more likely to be present and receptive to receiving
informational materials.
Once the distribution times are determined, the next step is to mobilize
distribution teams. This involves recruiting volunteers and friends of the
researchers who can assist in the distribution process. By enlisting the help of
others, the distribution efforts can be more efficiently carried out across the
Bachelor of Elementary Education program in the Caraga State Univesity-Main
Campus.
Additionally, it's essential to assign distribution locations strategically.
Dividing distribution locations among researchers helps ensure comprehensive
coverage of the entire Bachelor of Elementary Education program, maximizing
the visibility of the intervention and reaching as many pre-service teachers as
possible.
Phase III. Execution Phase. This stage is the distribution process which
involves assigning the researchers on respective year level in Bachelor of
Elementary Education program. When giving out intervention material to the pre-
service teachers, the researchers should talk with them for a bit. They explain
58
why the information on the intervention material is important. Talking personally
like this helps grab their attention and makes it more likely that they remembered
the content of the intervention material.
Additionally, the researchers should also give pre-service teachers a
chance to ask questions or talked about what they think of the information. This
helps the researchers to know if the intervention material were helpful and if they
reached the pre-service teachers well. Getting this feedback helps improve how
they distributed the intervention material in the future.
Intervention Material
59
60
61
Chapter 5
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the findings, the conclusions based on the results,
and the recommendations.
Summary
The study aimed to identify the relationship between the level practices
and the extent of the challenges of pre-service teachers in flexible learning
modality in the post-pandemic time at the College of Education – Bachelor of
Elementary Education at Caraga State University-Main Campus.
The findings of the study were outlined as follows: level of practices of the
pre-service teachers on flexible learning modality in the post-pandemic time in
terms of adaptability, time management, utilization of LMS, and submission of
outputs; and the extent of the challenges faced by pre-service teachers in terms
of internet connectivity, learning environment, availability of gadgets, and
financial constraints.
In terms of the level of practices, the pre-service teachers have a high
level of practices when it comes to adaptability, time management, utilization of
LMS, and submission of outputs. The pre-service teachers are open-minded and
willing to adopt various learning environments and approaches, set aside enough
time for rest, relaxation, and self-care activities in order to prevent burnout and
preserve their general health, utilize the resources and materials available in the
62
LMS for studying and learning, and save a copy of their submissions in a safe file
for backup.
For the extent of challenges, the pre-service teachers have a high level of
extent when it comes to internet connectivity, learning environment, availability of
gadgets, and financial constraints. The pre-service teachers gets worried, upset,
or frustrated when difficulties with internet connectivity interfere with their abilities
to learn or perform academically, external factors like temperature, light, and
noise interfere with their abilities to focus and interact with the course materials,
they find it challenging to complete academic tasks without devices because they
rely so heavily on them, and they constantly struggle to manage and budget their
finances properly.
The correlation analysis between the level of practices in terms of
adaptability, time management, utilization of LMS, and submission of outputs
show a significant relationship with the extent of challenges in terms of internet
constraints.
Addressing the challenges faced by pre-service teachers on flexible
learning modality in the post-pandemic time, the intervention material, “Fostering
Resilience: Triumphing Over Hurdles in Flexible Learning Modality” was crafted.
Conclusions
Considering the findings of the study, the following conclusions are drawn:
The adaptability demonstrated by pre-service teachers, as highlighted in
the study, underscores their capacity to overcome obstacles and thrive amidst
63
evolving educational landscapes. Prepared for technological advancements, they
embrace each new learning environment as an opportunity for growth.
Additionally, effective time management skills enable pre-service teachers to
balance coursework, engage in meaningful activities, and prioritize self-care,
enhancing their overall well-being and resilience. Utilizing Learning Management
Systems (LMS) provides pre-service teachers with a wealth of educational
On the other hand, challenges such as internet connectivity and
environmental factors like temperature and noise can hinder their academic
performance and engagement. Moreover, the availability of gadgets significantly
impacts their success in flexible learning modalities, emphasizing the need for
equitable access to essential devices. Furthermore, financial constraints pose a
considerable challenge for pre-service teachers, requiring careful budgeting and
prioritization. Seeking resources for financial literacy and implementing effective
budgeting techniques can alleviate stress and promote financial stability, allowing
pre-service teachers to focus on their academic and professional pursuits with
confidence.
Recommendations
In line with the summary of findings and conclusions, the following
recommendations are hereby proposed:
1. The pre-service teachers may improve their practices in terms of
adaptability, time management, utilization of LMS, and submission of
outputs.
64
2. The pre-service teachers may seek support from their parents and look for
scholarship grants and aids.
3. The College of Education may provide initiative to enhance support
systems to enhance the adaptability and success of pre-service teachers
in navigating challenges on flexible learning modalities.
4. The College of Education may adopt the crafted flyers to help pre-service
teachers in navigating challenges on flexible learning modality in the post-
pandemic time.
5. For further study, it is recommended to look into the result of this study
and improve its outcome by conducting a more extensive study on the
challenges faced by the pre-service teachers.

65
REFERENCES:
Aguilera-Hermida, A. P. (2020). College students’ use and acceptance of

emergency online learning due to COVID-19. International journal of
educational research open, 1, 100011.
Al Rawashdeh, A. Z., Mohammed, E. Y., Al Arab, A. R., Alara, M., & Al-
Rawashdeh, B. (2021). Advantages and disadvantages of using e-
learning in university education: Analyzing students’
perspectives. Electronic Journal of E-learning, 19(3), 107-117.
Aller, A. Y. S., & Tangonan, L. F. (2023). Perceptions of Community College

Students to Flexible Learning Modality: Inputs for Pedagogical
Interventions. American Journal of Multidisciplinary Research and
Innovation, 2(5), 29-39.
Annamalai, N. (2021). Online learning during COVID-19 Pandemic. Are

Malaysian high school students ready? Pertanika Journal of Social
Sciences & Humanities, 29(3).
Baldomar, T. B., Cunanan, G. M. G., Marquez, B. J. G., Ortiguero Jr, F. P.,

Padre, M. C., & Rey, H. L. (2023). The Challenges of Pre-Service
Teachers in the New Normal Set up of Field Study Amidst COVID-19
Pandemic. Advanced Journal of STEM Education, 1(1), 20-37.
Benefits and Challenges of Technology in the Classroom Retrieved from

https://www.goguardian.com/blog/technology-in-the-classroom-
importance-challenges
Brauweiler, H., & Yerimpasheva, A. (2021). Moving to blended learning in the

post-pandemic era. J. Dyczkowska (red.). The impact of COVID–19 on
accounting, business practice and education (1st ed., pp. 104–120).
Publishing House of Wroclaw University of Economics and Business.
Retrieved, 2.
Cabrejas, M. M., & Mendoza, R. O. (2023). College Students’ Engagement and

Self-Regulated Learning Strategies: Its Influence to The Academic
66
Performance in The Flexible Learning Modality. British Journal of

Multidisciplinary and Advanced Studies, 4(3), 73-84.
Cahapin, E. L., Santiago Jr, C. S., Malabag, B. A., Reyes, J. L., Legaspi, G. S.,
Benedicto, M. J., ... & Legaspi, G. S. (2023). Sentiment Analysis of
Students’ Perception towards the Implementation of Limited In-Person
Learning: A Post-Pandemic Perspective. International Journal of
Computing Sciences Research, 7, 1664-1684.
Carpio, C. O., & Indama, A. C. (2019). Onsite learning and flexible learning
modalities: A comparative analysis of students’ academic
performance. Retrieved on December, 12, 2020.
Cortes, S. T. (2020). Flexible learning as an instructional modality in

environmental science course during COVID-19. Aquademia, 4(2),
ep20024.
D'Angelo, C. (2018). The impact of technology: Student engagement and

success. Technology and the Curriculum: Summer 2018.
De Guzman, E. K. (2024). Problems And Benefits Of Online Schooling. Epra

International Journal of Multidisciplinary Research (IJMR), 10(1), 415-
421.
Dwiningrum, S. I. A. (2020). Humanistic Approaches In Education System of The

Industrial Revolution 4.0. PalArch's Journal of Archaeology of
Egypt/Egyptology, 17(3), 258-274.
Eguia, J. U., & Padro, P. C. (2023). The Lived Experiences Of Beed Students On
The Academic Transition From Distance Education To Limited Face-To-
Face Learning Modality-A Qualitative Inquiry. Epra International Journal
of Multidisciplinary Research (IJMR), 9(10), 343-354.
Elisa F. Grampil (2022). Effectiveness of Flexible Learning on the Academic

Performance of Students Retrieved from
https://www.irejournals.com/formatedpaper/1703712.pdf
67
Estelami, H., & Bezzone, A. (2022). The Post-Pandemic Effects of Distance

Education on Business Students: A Review of Expert Reports. World
Journal of Education, 12(1), 34-44.
Farfán-Latorre, M., Estrada-Araoz, E. G., Lavilla-Condori, W. G., Ulloa-Gallardo,

N. J., Calcina-Álvarez, D. A., Meza-Orue, L. A., ... & Rengifo Ramírez, S.
S. (2023). Mental health in the post-pandemic period: Depression,
anxiety, and stress in Peruvian university students upon return to face-to-
face classes. Sustainability, 15(15), 11924.
Girault, M. C. (2020). Adaptive learning environments and student learning

outcomes (Doctoral dissertation, Rowan University).
Gobin, D. D. (2023). Flexible Learning Space Choice Model (FLSCM) for Student
Engagement and Satisfaction (Doctoral dissertation, Arizona State
University).
Haryanto, S. I. A. D. (2020). Humanistic Approaches In Education System of

The Industrial Revolution 4.0.
Jerell B. Hill (2021). Pre-Service Teacher Experiences during COVID 19:

Exploring the Uncertainties between Clinical Practice and Distance
Learning https://files.eric.ed.gov/fulltext/EJ1315472.pdf
Keefe, S. (2020). Addressing Financial Challenges Faced by Pre-Service

Teachers in Flexible Learning Modes
Keshavarz, M. (2020). The Effect of Distance Education on Print Literacy: Case

Study: Iran. Distance Learning, 17(2), 41-55.
Licayan Jr, R., Herrera, A. B., Bersano, M. S., & Idul, R. G. R. (2021). Readiness
of Students in Flexible Learning Modality: A Convergent Parallel Mixed-
Methods Study. Online Submission, 2(4), 514-530.
68
Malonzo, A. M., Vallejo, C. A., & Vargas, D. (2021). Adjusting to the new normal:
exploring alternative learning strategies for Devcom students. Available at
SSRN 3829784.
Marlina, W. A., Rahmi, D. Y., & Antoni, R. (2021, February). Blended Learning
Methods (Youtube, I-Learn, Zoom Application) in Operation Research
Subject. In The 3rd International Conference on Educational
Development and Quality Assurance (ICED-QA 2020) (pp. 36-43).
Atlantis Press.
Marquez, B. J., Andrada, J., Baldomar, T., Cunanan, G. M., Ortiguero, F., Padre,
M., & Rey, H. (2023). The Challenges of Pre-Service Teachers in the
New Normal Set up of Field Study Amidst COVID-19 Pandemic: A Case
Study. International Journal of Research in STEM Education, 5(1), 29-37.
Matildo, E. L. L., & Dagondon, R. K. (2022). Experiences and Challenges of the

Faculty in the Implementation of Flexible Learning. Sci. Int.(Lahore), 34,
313-319.
Mtebe, J., & Gallagher, M. (2022). Continued Usage Intentions of Digital

Technologies Post-Pandemic through the Expectation-Confirmation
Model: The Case of a Tanzanian University. International Journal of
Education and Development using Information and Communication
Technology, 18(1), 125-145.
Müller, C., & Mildenberger, T. (2021). Facilitating flexible learning by replacing

classroom time with an online learning environment: A systematic review
of blended learning in higher education. Educational Research
Review, 34, 100394.
Olila, R. (2021). Learning Difficulties and Coping Mechanisms of Education

Students in the Shift to Flexible Learning Modality amidst COVID-19
Pandemic. JPAIR Institutional Research, 17(1), 60-75.
Putri, N. H., Yusuf, A., Prayuga, N. G. A. P., & Syafira, N. P. (2024). Learning
Theory According To Humanistic Psychology And Its Implementation In
Students. Progres Pendidikan, 5(1), 64-70.
69
Rathore, M. K., & Sonawat, R. E. E. T. A. (2015). Integration of technology in

education and its impact on learning of students. Internaltional Journal of
Applied Home Science, 2(7-8), 235-246.
Saul Mcleod, PhD. (2024). Humanistic Approach In Psychology (Humanism):

Definition & Examples Retrieved from
https://www.simplypsychology.org/humanistic.html
Siason Jr, N. (2022). Flexible Learning Experiences (Flex) during a Pandemic:

Transactional Distance and Pedagogical Approaches of Faculty in a
Higher Education Institution. International Journal of Science and
Management Studies (IJSMS), 5(2), 56-65.
Sping Nature. (2022). Preservice Teachers’ Online Teaching Experiences During

COVID-19. Retrieved from
https://link.springer.com/article/10.1007/s10643-022-01316-3
Unesco (2020) Education: From COVID-19 school closures to recovery.

Retrieved from https://www.unesco.org/en/covid-19/education-response
Vesile Gherhes, Claudia E. Stoian, Dr. Marcela Alina Farcasiu, Miroslav Stanic.
E-Learning vs. Face-To-Face Learning: Analyzing Students’ Preferences
and Behaviors https://www.mdpi.com/2071-1050/13/8/4381
Xhuraj, M., Mehmetaj, B., & Berisha, R. (2023). Challenges And Advantages Of
Technology Integration In The Learning Process. Education Journal Of
Educational Research, 5(9-10), 117-127.
Zhang, J., Lou, X., Zhang, H., & Zhang, J. (2019). Modeling collective attention in
online and flexible learning environments. Distance Education, 40(2),
278-301.
70
APPENDICES
71
Appendix 1
Request Letters for Validators
72
73
Appendix 2
Request Letters for Try-out Testing
74
Appendix 3
Nomination of Thesis Advisory Committee
75
Appendix 4
Application for Oral Thesis Defense
76
Appendix 5
Survey Check-list
Dear Pre-service Teachers Participant:
Please answer the following questions honestly. Rest assured that your
responses will be treated with utmost care and confidentiality.
Thank you, and God bless!
JORELLE R. ESCOTE
SHENNA HEART OLAVIDES
IAN S. SAMOSINO
Researchers
Directions: Please carefully consider each statement as you complete the
checklist, and then choose the rating that most accurately represents your
perspective or experience. Select 'Strongly Agree (4)' if you strongly feel that the
statement accurately represents your perspective without a doubt. Choose
'Agree (3)' if, while generally in agreement, you have some concerns or small
uncertainties. On the other hand, select 'Disagree (2)' if you have strong
concerns or doubts about the statement in question but aren't ready to reject it
completely. Select 'Strongly Disagree (1)' if you strongly feel that the statement
does not accurately reflects your perspective or experience. Your honest ratings
will ensure the accuracy and usefulness of the checklist results. Thank you for
participating.
I. Practices of Pre-service teachers on flexible learning modality.
Adaptability 4 3 2 1
1. I am open-minded and
willing to adopt various
77
learning environments and

approaches.
2. I can effectively learn new
concepts, skills, or
technology, even if they
are unfamiliar to me.
3. I regularly reflect on my
learning experiences,
recognizing areas for
growth and adapting
strategies accordingly.
4. I actively look for chances
to participate in hands-on
instructional experiences,
like practice or seminars,
in order to improve my
adaptability abilities.
5. I ask mentor teachers,
peers, and instructors for
feedback to enhance my
teaching methods and
flexibility.
Time Management
1. I efficiently manage my
time by prioritizing my
tasks and responsibilities.
2. I break larger assignments
or projects into smaller,
achievable tasks to
promote better time
management.
3. I reflect on my time
management skills and
identify areas for
improvement to increase
my overall efficiency and
productivity.
4. I set aside enough time for
rest, relaxation, and self-
care activities in order to
prevent burnout and
preserve my general
health.
5. In order to increase
productivity during study
sessions, I get rid of
78
distractions in order to
increase productivity
during study sessions.
Utilization of LMS
1. I constantly check the LMS
for updates,
announcements, and
course materials.
2. I utilize the resources and
materials available in the
LMS for studying and
learning.
3. I seek guidance or
troubleshooting support
when encountering
technical challenges with
the LMS.
4. I am able to quickly access
the LMS website to find my
grades, course materials,
and other relevant
information.
5. I check important dates on
the course calendar, like
due dates for assignments
and exams.
Submission of Outputs
1. I consistently submit my
assignments, projects, or
exams on or before the
specified deadlines.
2. I adhere to the submission
rules specified by
teachers, including file
format, naming
conventions, and
submission platforms.
3. I am committed to avoiding
plagiarism by correctly
referencing sources and
acknowledging external
references in my
submissions.
4. I put much effort on
making outputs to have a
quality output to submit
79
and check my writing for

grammatical, spelling, and
punctuation mistakes.
5. I save a copy of my
submission in a safe file
for backup.
II. Challenges of Pre-service teachers on flexible learning modality.

Internet Connectivity 4 3 2 1
1. The internet speed is
enough for me to
participate in online
activities.
2. My internet connection
has frequent
disturbances or
interruptions.
3. I have difficulty getting
secure internet
connectivity in certain
areas.
4. I get worried, upset, or
frustrated when
difficulties with internet
connectivity interfere
with my ability to learn
or perform
academically.
5. I occasionally miss
deadlines, updates, or
significant
announcements due to
internet access
problems.
Learning Environment
1. My learning
environment is
comfortable and
favorable to study.
2. Distractions in my
learning environment
interfere with my ability
to study or concentrate.
3. My learning
environment generates
80
an inclusive atmosphere
that makes me feel
welcome and
appreciated.
4. In my learning
environment, I have
access to the tools and
materials I need, like
laptops, textbooks, and
dependable internet.
5. External factors like
temperature, light, and
noise interfere with my
ability to focus and
interact with the course
materials.
Availability of Gadgets
1. I find it challenging to
afford necessary
electronics like
computers or tablets
due to their high
expense.
2. I find it challenging to
complete academic
tasks without my
devices because I rely
so heavily on them.
3. I experience a
significant impact on my
ability to participate
effectively in remote
learning due to the lack
of gadgets.
4. I have trouble getting
devices because of
things like limited
availability, expensive
prices, or technological
difficulties.
5. I maintain the devices I
have access to up to
81
date with the required

software and programs
and actively manage
and maintain them.
Financial Constraints
1. I find it difficult to cover
living expenses like rent
and groceries.
2. I find that transportation
costs, like going to
university, weigh heavily
on my budget.
3. I constantly struggle to
manage and budget my
finances properly.
4. I have difficulty getting
access to repairs or
updates for the
computers,
smartphones, and
tablets that I need for
my education.
5. I have trouble finding
affordable boarding
houses that fit my
budget when I take
facilities, safety, and
location into
consideration.

Finalist 2

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Finalist 2

Uploaded by

Copyright:

Available Formats

i

PRACTICES AND CHALLENGES OF PRE-SERVICE TEACHERS ON

The undergraduate thesis attached here, entitled “PRACTICES AND

THESIS ADVISORY COMMITTEE

ARIEL U. CUBILLAS, PhD TRIXIE E. CUBILLAS, PhD

TRIXIE E. CUBILLAS, PhD ________________________

LEO L. CODILLA JR., EdD ________________________

invaluable and generous assistance in the conception and completion of this

advice, knowledge, constructive criticism, recommendations, and assistance

improved their work;

significantly improved their study;

All research participants, for their understanding and support in allowing

the researchers’ to expedite their survey checklist, as well as their active

engagement in the conduct of their study.

source of love, encouragement, and support throughout our thesis journey.

To our peers, whose camaraderie and of understanding enriched our

boundless love, sacrifices, and encouragement sustained

us through the long nights and daunting obstacles.

To our significant others, who always believe

in our abilities and cheerful spirits

provided the necessary

respite and motivation

influence is woven into the fabric of this work, we offer

our deepest gratitude. May this thesis serve as a

humble token of appreciation for your

contributions to our growth

Jorelle, Shenna, Ian

Title : PRACTICES AND CHALLENGES OF PRE-SERVICE

Keywords: challenges, flexible learning modality, post-pandemic time,

Statement of the Problem 7

Hypothesis of the Study 8

Significance of the Study 8

Scope and Delimitation of the Study 9

Flexible Learning Modality 12

Pre-Service Teacher in Post-Pandemic Time 14

Challenges of Pre-Service Teachers in Flexible Learning 15

Practices for Pre-Service Teachers in Online Education 19

Technology Integration in Teaching and Learning Processes 22

Learning Outcomes in Flexible Learning Environment 24

Participants of the Study 31

Data Gathering Procedures 32

4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA 36

The level of the practices of the 36

The extent of the challenges faced by 45

Significant relationship between the 55

teachers with flexible learning modalities

Intervention material to be developed 57

5 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 63

Appendix 1 Request Letters for Validators 77

Appendix 2 Request Letters for Try-out Testing 79

Appendix 3 Nomination of Thesis Advisory Committee 80

Appendix 4 Application for Oral Thesis Defense 81

Appendix 5 Survey Check-list 82

Tables Titles Pages

1 Participants of the Study 31

2 Mean distribution of the level of the practices 37

of the Pre-service Teachers on flexible learning

modality in post-pandemic in terms of adaptability

3 Mean distribution of the level of the practices of the 39

Pre-service Teachers on flexible learning modality

in the post-pandemic time in terms of time management

4 Mean distribution of the level of the practices of the 41

Pre-service Teachers on flexible learning modality in

the post-pandemic time in terms of utilization of LMS