Abstract Edited

University of Northeastern Philippines
School of Graduate Studies and Research

Iriga City
rank orders of the respondents’ perceptions among the
ABSTRACT different congressional districts; the significant
Title: : Teachers’ Capabilities in Conducting difference of the teachers’ perceptions in conducting
Research and Their Perceptions on Its
Importance: Basis for a Virtual research and their profile; the capability levels of
Training Design (Webinar)
the respondents in conducting research; the
Author : Lady Anie B. Ramos
Doctor of Education significant agreement on the rank orders of the
Major in Educational Management
University of Northeastern Philippines capability levels of the respondents in conducting
Iriga City
July, 2021 research; the significant relationship between the
Keywords : Research Capabilities, Perceptions on teachers’ perceptions and the capability level in
the Importance of Conducting Research,
Challenges conducting research; the challenges encountered by the
respondents in conducting research; the significant

This study determined the senior high school
agreement on the rank orders of the challenges
teachers’ capability in conducting research and their
encountered by the respondents among the five
perceptions on its Importance. Further, it looked
congressional districts; and the formulated virtual
into: the professional profile, of the senior high
training design on research to improve the senior high
school teachers in the Division of Camarines Sur; the
school teachers’ research capabilities.
perceptions of the respondents on the importance of
conducting research; the significant agreement on the
1 2
The descriptive-evaluative-inferential- by College Graduate with 79 or 24%, Master’s
correlational methods of research was used to be able Degree Holder with 28 or 9%, has units in
to answer the specific questions in this study. The Doctorate Degree with 17 or 5%, has Master’s
total enumeration of the population consisted of three Degree with 7 or 2%, and a Doctorate Degree
hundred twenty-four (324). The statistical tools used Holder with 4 or 1%; Length of Service in
were weighted mean, proficiency level, standard Teaching: 1 – 5 years in teaching with 200 or
deviation, frequency count, percentage, rank order, 62%, 6 – 10 years in teaching with 69 or 21%,
Kendall Coefficient of Concordance W and its Less than a year in teaching with 36 or 11%, 11
corresponding chi-square and the chi-square test of – 15 years in teaching with 11 or 3%, 21 – 25
contingency of fit. years and 30 years and above in teaching both
The findings of the study were: with 3 or 1% and 16 – 25 years and 26 – 30 years
1. The Professional Profile of the senior high in teaching with 1 or almost a 0%; Number of
school teachers in the public secondary schools Research Conducted for the Last Three Years:0
of the Division of Camarines Sur were the with 194 or 60%, 1 – 2 with 125 or 39%, 3 – 6
following: Highest Educational Attainment: Out with 4 or 1%, 10 and above with 1 or almost a 0%
of three hundred twenty-four (324) respondents, and 7 – 9 with 0 or 0%.
189 or 58% has units in Master’s Degree, followed
3 4
2. The level of perceptions of the senior high Pedagogical Formation and Transformation;
school teachers in the importance of conducting 0.26137 and 9.15 (p>0.050) in Policy Formulation;
research were: Pedagogical Formation and while 0.18076 and 6.33 (p>0.050) in Personal and
Transformation, 4.70; Problem Solving and Professional Development. Thus, the null
Personal and Professional Development, 4.66; hypothesis was rejected on all the indicators
Policy Formulation, 4.60; and Knowledge except for Policy Formulation and Personal and
Dissemination and Generation, 4.56, all Professional Development.
interpreted as Very Much Necessary. 4. The test of significant difference between the
3. The test of significant agreement on the rank teachers’ level of perception on the importance
orders of the teachers’ perceptions on the of the conduct of research due to their
importance of conducting research among the professional profile, the Chi-square and its
different congressional districts, the corresponding Cramer Coefficient of C of the
Coefficient of Concordance W and its Level of Perception and Highest Educational
corresponding Chi-square yielded to: 0.49650 and Attainment were the following: Problem Solving
17.38 (p<0.025) in Problem Solving; 0.52989 and had 36.044 and 0.24 (p<0.001); Knowledge
18.55 (p<0.010) for Knowledge Dissemination and Dissemination and Generation had 34.662 and 0.23
Generation; 0.40779 and 14.27 (p<0.050) in (p<0.001); Pedagogical Formation and
5 6
Transformation had 17.516 and 0.16 (p>0.050); and 0.18 (p<0.005); Knowledge Dissemination and
Policy Formulation had 12.885 and 0.14 (p>0.050); Generation had 11.016 and 0.13 (p>0.050);
and Personal and Professional Development had Pedagogical Formation and Transformation had
22.274 and 0.19 (p<0.025). Meanwhile, the Chi- 15.714 and 0.16 (p<0.025); Policy Formulation had
square and its corresponding Cramer Coefficient 14.339 and 0.15 (p<0.025); and Personal and
C for the Length of Service in Teaching were the Professional Development had 2.219 and 0.06
following: Problem Solving had 63.527 and 0.99 (p>0.050). Thus, the null hypothesis was rejected
(p<0.001); Knowledge Dissemination and on almost all the indicators in favor of the
Generation had 59.051 and 0.30 (p<0.001); alternative hypothesis, except for Pedagogical
Pedagogical Formation and Transformation had Formation and Transformation and Policy
64.833 and 0.32 (p<0.001); Policy Formulation had Formulation in Highest Educational Attainment,
55.318 and 0.29 (p<0.001); and Personal and and Knowledge Dissemination and Generation and
Professional Development had 41.027 and 0.25 Personal and Professional Development in Number
(p<0.001). Finally, the Chi-square and its of Researches conducted over the last three
corresponding Cramer Coefficient C for the Number years.
of Research Conducted Over the Last Three Years 5. The level of capability of teachers in conducting
were the following: Problem Solving had 20.709 research were Background of Research, 4.29;
7 8
Research Problem, 4.34; Review of Related Treatment of the Data; 0.41403 and 35.19
Literature and Studies, 4.30; Research Designs (p<0.010)in the Presentation, Analysis and
and Methodologies, 4.22; Statistical Treatment Interpretation of Data. Thus, the null hypothesis
of the Data, 3.84; and Presentation, Analysis, was rejected on all the indicators except for
and Interpretation of the Data, 4.16. All were Review of Related Literature and Studies and
interpreted as Much Capable. Research Design and Methodology.
6. The test of significant agreement on the rank 7. On the test of significant relationship on the
orders of the senior high school teachers level teachers’ perceptions and the capability level
of capability in conducting research, the in conducting research, the Correlation
Coefficient of Concordance W and its Coefficient obtained the computed rs of 0.37 and
corresponding Chi-square resulted to: 0.49926 t-value of 7.16 (p<0.001). Thus, the null
and 27.46 (p<0.005) in Background of Research; hypothesis was rejected.
0.35397 and 21.24 (p<0.050) in Research Problem; 8. On the challenges encountered by the Senior High
0.33620 and 18.49 (p>0.050) in Review of Related School Teachers of the Division of Camarines Sur
Literature and Studies; 0.21405 and 13.91 in conducting research, top three rated Much
(p>0.050) in Research Designs and Methodologies; Serious were: insufficiency of time to do
0.41403 and 35.19 (p<0.010) in Statistical research, 4.39; incapability to finance
9 10
personally the research, 4.36; and too many not conduct any research over the last three
responsibilities at school, 4.34. years.
8.1. On the test of significant agreement on the rank 2. The level of perception of the senior high school
orders of the challenges encountered by the teachers in the Division of Camarines Sur in the
senior high school teachers in conducting importance of conducting research is Very Much
research, the Coefficient of Concordance W and Necessary.
its corresponding Chi-square was 0.70406 and 3. There is a highly significant agreement on the
52.80. (p<0.001). Thus, the null hypothesis was rank orders of the teachers’ perceptions in the
rejected in favor of the alternative hypothesis. importance of conducting research except in
9. A virtual training design (webinar) on research Policy Formulation and Personal and Professional
was proposed based from the findings of this Development.
study to improve the research capabilities of 4. There is a highly significant difference on the
senior high school teachers. level of the teachers’ perceptions on the
The following conclusions were drawn: importance of conducting research to their
1. Majority of the Senior High School teachers of professional profile.
the Division of Camarines Sur have units in
Master’s Degree, young in the service, and did
11 12
5. The level of research capability of the senior 8.1. There is a highly significant agreement on
high school teachers in the Division of Camarines the rank orders of the challenges
Sur is Much Capable. encountered by the senior high school
6. There is a highly significant agreement on the teachers.
rank orders of the level of research capabilities 9. A virtual training design on research is
of senior high school teachers of the Division generated to enhance the senior high school
of Camarines Sur except for Review of Related teachers’ capabilities in conducting research
Literature and Studies and Research Designs and in the Division of Camarines Sur.
Methodologies.
7. There is a highly significant relationship The following recommendations were offered:
between the teachers’ research capabilities and 1. The Senior High School teachers should continue
their perceptions on the importance of conducting pursuing their Advanced or Graduate Studies to
research. improve their research capabilities.
8. The senior high school teachers of the Division 2. The Senior High School teachers should explore
of Camarines Sur perceive all the challenges and read more thorough research journals and
encountered in conducting research as Much articles to let them be more informed and updated
Serious.
13 14
about the current trends in conducting research 6. School Heads should make sure that every teacher
in the educational field. in the school is involved in research activities,
3. Parents and other stakeholders must be strongly especially in doing action researches which will
involved and be supportive of the activities not only benefit the teacher himself / herself,
related to the research-related activities of the but the school and its students, in general.
school. 7. Shadowing and mentoring of teachers in conducting
4. School Heads should consider analyzing further research should be regularly conducted in school
the strengths and weaknesses of the Senior High level.
School teachers to solve their difficulties 8. The Local Government Units, through the
adequately and appropriately in conducting Sangguniang Bayan, should recognize the efforts
research. exerted by teacher-researchers whose researches
5. School Heads should also allow their teaching have made impact in the school and in the
personnel to attend trainings, workshops and municipality.
seminars related to the conduct of research, not 9. Training design developed by the researcher
just for promotion purposes, but more should be adapted and be regularly implemented
importantly, for their professional growth. to improve the research capabilities of teachers.
15 16
The following are the suggestions for future research: 6. Examine the research capabilities of senior high
1. Analyze the validity of this research in school teachers to their senior high school
different districts and division through students who are currently taking up Practical
replication of the components of this study. Research 1 & 2.
2. Correlate Academic Performance and Teachers’ 7. Compare Grades 10 and 12 students’ perceptions
Capability in conducting research may also be in the importance of the conduct of research.
conducted. 8. Research capabilities of school heads and master
3. Studies on the development of critical thinking teachers may be conducted.
skills of Senior High School teachers and 9. Studies on the development of module on writing
students through the use of research may be research for those teachers intending to conduct
conducted. their researches may be pushed through.
4. Conduct of studies related to research
appreciation and capabilities may also be
conducted to junior high school teachers.
5. Explore the relationship of the different
generations of teachers to their research
capabilities.
17 18
Iriga City
significant difference in the posttest scores of the
ABSTRACT experimental and control groups; the significant
Title: THE EFFECT OF EXPLICIT USING MOTHER TOUNGE difference between the posttest scores of the research
APPROACH IN TEACHING MATHEMATICS IN GRADE
1 IN BUENAVISTA DISTRICT I subjects who were exposed to the explicit approach
Author: GERLYN BABAO PEMENTEL using mother tongue and those who were not given the
Master of Arts in Education
Major in Administration and Supervision same strategy; and the pointers that can be devised
University Of Northeastern Philippines
Iriga City from the findings of the study.
September, 2021
The true experimental design utilizing pretest
Key Words: Explicit Approach, Mathematics
posttest control group design was used in this study.
This study determined the effect of Explicit The purposive sampling was used in the selection of
Approach using Mother Tongue in Teaching Mathematics the district, the school and the subject area of the
in Grade 1 in Buenavista District I. Further, it study.
looked into: the profile of the pretest scores in The statistical tools used in the treatment of
mathematics of Grade 1 pupils in the experimental the data were weighted mean, and standard deviation
group and the control group; the profile of the (SD), frequency count, percentage, Performance Level
posttest scores in Mathematics of Grade 1 pupils in (PL), and z-test for dependent and independent
the experimental and the control groups; the samples. The significance level was pegged at 0.05.
19 20
2.1 Control Group, the mean and PL of the control
The following findings of the study were group for the Addition of whole numbers were:
surfaced: 9.0 and 60.00, for Subtraction, 6.47 and
1. The profile of the research subjects’ Pretest 61.66, all under Needs Improvement levels.
scores in Mathematics 1 for the Second Grading 2.2 Experimental Group. The mean and PL for the
Period were: Addition of whole numbers were 13.63 and
1.1 Control group. The mean and Proficiency level 90.87, for Subtraction, 13.20 and 88.00,
in the Addition of whole numbers were 7.23 and interpreted as Very Satisfactory.
48.2, for Subtraction, 6.576 and 43.73 all 3. The significant improvement brought about by the
interpreted as Needs Improvement. use of the Explicit Instruction using Mother Tongue
1.2 Experimental group. The mean and PL for the in Mathematics 1: On Addition of Whole Numbers, the
Addition of whole numbers were 6.67 and 44.46, computed mean was 13.633 and z-test was
for Subtraction, 6.47 and 43.13 all under 12.5943(p<0.001); Subtraction of Whole Numbers,
Needs Improvement levels. 13.20, z-test was 12.312(p<0.001); and the whole
2. The profile of the research subjects’ Posttest test was 42.1667 and z-test of 22.3828(p<0.001).
performance in Mathematics 1 for the Second Grading Thus, the null hypothesis was rejected.
Period were:
21 22
4. On the test of significant difference between the between the two groups was 11.466659(p<0.001).
post-test scores of the learners who utilized the Thus, the null hypothesis was rejected.
Explicit Instruction in Mathematics 1 and those 5. The pointers that were generated based from the
who were not exposed to the strategy, the computed findings of the study were: Allow the learners to
z-value for the Addition of Whole Numbers: the use vernacular medium in answering the Explicit
control group has a population mean of 9.1667 while Instruction to improve their vocabulary; Use the
the experimental group has a population mean of Explicit Instruction using Mother Tongue in all
13.20, the computed z-value of the two groups was aspects of the lessons: whether in school or as
12.39097(p<0.001) in Subtraction of Whole Numbers, assignment to let learners work on their pace;
the control group has a population mean of 8.833 Develop a Strategic Intervention material together
and the experimental group has a population mean of with the Explicit Instruction using Mother Tongue
13.967 and the computed z-value of the two groups ; Integrate the use of pictures and similar
was 20.34042(p<0.001). For the whole test, the materials in the assessment parts of the lessons;
control group has a population mean of 27.7667 and Ask assistance of parents, other adults, and
the experimental group has a population mean of siblings in assisting the learners when they are
41.50 and the computed z-value of the difference answering at home; Develop podcasts strategies that
can use simultaneously with the activities; and Use
23 24
colorful materials in using and presenting lesson who used the Explicit Instruction in Mathematics
during, before and after the use of Explicit 1 than those learners who were not given the same
Instruction in Mathematics. opportunity.
The following conclusions were made in this study: 5. Pointers are formulated based from the findings
1. The performance of the learners in all content of the study to improve the mathematical
areas in the Second Grading Period is considered performance of the learners in Mathematics 1.
“Needs Improvement” during the pretest while in
the Posttest, the Control Group result is Based on the findings and conclusions, the
considered “Needs Improvement” and the following recommendations were offered:
Experimental group is rated “Very Satisfactory”. 1. Mathematics teachers must utilize the Explicit
2. The academic performance of the experimental Instruction in lessons in the elementary Grades.
group is Very Satisfactory. They can also develop a collaborative atmosphere
3. There is a highly significant improvement from where learners can work cooperatively, happily, and
pretest to the posttest of the experimental excitingly.
group. 2. School heads must encourage the teachers to utilize
4. There is a highly significant difference between the Explicit Instruction not just in Mathematics 1
the post test scores of the experimental group but in other subjects as well in order to improve
25 26
the skills and competence and critical thinking Iriga City
skills of the learners.

ABSTRACT
3. The curriculum writers may enjoin developing
Title: THE JOURNEY OF COLORS AND ITS IMPACT
instructional materials in Mathematics and other ON THETEACHING OF CONTEMPORARY ISSUES
ON LESBIANS, GAYS, BI-SEXUALS AND
subjects to enhance the effectiveness of teaching
TRANSGENDERS(LGBT) COMMUNITY
strategies utilized by elementary teachers. THROUGDISTANCE MODULAR LAEARNING
4. Buenavista District may adopt the Explicit Author: RAY MARK ABRENICA BISA
MASTER OF ARTS IN EDUCATION
Instruction in order to improve the learners’ MAJOR IN ADMINISTRATION & SUPERVISION
academic performance in the elementary schools of Iriga City
July, 2021
Buenavista.
Keywords : The Journey of Colors, Contemporary
5. DepEd Key Officials should consider the Issues, Lgbt Community, Distance Modular
Learning
implementation of relevant policies integrating the
This study determined the Journey of Colors and
use of Explicit Instruction in Mathematics and in
other subject areas as well. Its Impact on the Teaching of Contemporary Issues on
Lesbian, Gay, Bisexual and Transgender (LGBT)through
modular distance learning for school year 2020 – 2021.
Further, it determined: the perception of the
27 28
respondents on the journey of the colors of LGBT were gathered using a questionnaire, a 5-point rating
community in terms of: Sex, Gender, Gender Type, and scale. Statistical tools used in the treatment of the
LGBT Community; the extent of the impact on the teaching data were mean, frequency count, weighted mean,
of contemporary issues on LGBT community through percentage, rank, Mann Whitney U-Test and Spearman Rank
modular distance learning along: History of LGBT Order Coefficient Correlation. The significance level
community in the Philippines, Awareness on the was set at 0.05.
existence of the LGBT community, and LGBT Rights; the The following findings have surfaced:
significant difference on the rank orders of the 1. On the perceptions of the respondents on the
perceptions of the respondents on the journey of LGBT Journey of Colors, Sex, 4.64 was rated “Very Much
community and its impact on the teaching of Evident”; and rated Much Evident were: Gender, 4.52;
contemporary issues among the different groups of LGBT Community, 4.46; and Gender Type, 4.25.
respondents; the significant relationship between the 2. On the impact of journey of colors on the
journey of colors and its impact on teaching teaching of contemporary issues on LGBT community
contemporary issues; and the policy recommendations through modular distance learning, all dimensions were
derived from the findings of the study. rated Much Evident as follows: LGBT Righrs, 4.33;
The descriptive-evaluative-correlational method Awareness on the existence of LGBT Community in the
was utilized. The data pertinent to the present study
29 30
Philippines, 4.31; and History of LGBT Community in the of respondents, the computed rs gained a value of,
Philippines, 4.20. (0.686); and the t-value was, (4.99); at (0.05) level
3. On the Test of Significant Difference on the of significance, thus, the null hypothesis was
rank orders of the journey of colors of the LGBT rejected.
community, the computed z the probability associated 5. The Policy Recommendations generated from the
with the z yielded to: sex, 2.16 and 0.0308 (p<0.05); findings of the study were:
gender, 1.25 and 0.2112 (p>0.05); gender type, -3.06
School heads must develop or adopt a nondiscrimination
and 1.9978 (p>0.05); LGBT Community, 3.74 and 1.9978 policy for teacher to demonstrate ongoing leadership
(p>0.05); thus, the null hypothesis was accepted except commitment to inclusivity for LGBT; Department of
on sex. While on the impact of the journey of colors education must initiate programs to be aware of
on the teaching of contemporary issues, the results misconceptions, bias stereotypes, and other
were: awareness, -3.37 and 1.9992 (p>0.05); history, - communications barriers; The school heads must educate
2.53 and 1.9886 (p>0.05); and LGBT Rights, -3.74 and
staff on LGBT employee concerns and training for all
1.9998 (p>0.05).
staff is critical to creating and maintaining trained
4. On the Test of Significant Relationship between
environments that deemed safe for LGBT; the teachers
The Journey of LGBT community and its impact on the
should ensure that communications and community
teaching contemporary issues among the different groups
outreach activities reflect a commitment to the LGBT
31 32
community and help in the recognition of self- 4. There is a significant relationship between The
identification and behaviors that do not always align; Journey of Colors and Its Impact on the Teaching of
and School heads should honor and respect the Contemporary Issues on LGBT community Through Modular
individual's decision and pacing in providing Distance Learning.
information, teachers must update themselves to become 5. Policy recommendations are introduced to
familiar with online and local resources for LGBT. improve schools’ performance.
The following Conclusions were drawn: The following Recommendations were formulated:
1. The Journey of Colors from the two districts 1. This social issue requires more in-depth
are “Much Evident”. exploration especially in the classroom to promote its
2. Its impact on the teaching of contemporary significance and determine its applicability and
issues on LGBT community through modular distance effectiveness.
learning between the two districts are “Much Evident”. 2. The DepEd must recognize the existence of all
3. There is no significant difference on the rank LGBT and gender-diverse persons under their
orders of The Journey of Colors and its impact on the jurisdiction and address the multiple and intersecting
teaching of contemporary issues on LGBT community forms of discrimination affecting them and the
through modular distance learning except on sex. compounded negative impact of the pandemic upon the
enjoyment of their rights, and adopt measures to
33 34
incorporate their concerns and challenges into the 1. A study on the Policy Recommendations to
design, implementation and evaluation of the measures Improve the Quality of Life for LGBT Older Adults
for pandemic response and recover. 2. A study on the Problems Faced by LGBT People
3. The existence of diverse family units should in the Mainstream Society: Some Recommendations.
be acknowledged, as should the community and social 3. A study about the Integrating Gender and
networks that unite LGBT persons. Development (GAD) in the classroom: The Case of
4. COVID-19 response should be free from violence Lucsuhin National High School, Department of Education-
and discrimination based on sexual orientation and Philippines.
gender identity and triggered a social media campaign 4. A study about the Impact of the Covid-19
for them to be considered by a wide range of Pandemic on the Human Rights of LGBT Person.
stakeholders. 5. A study about the Protection against violence
5. Schools and teacher education programmes should and discrimination based on sexual orientation and
address issues and concerns to help in the promotion gender identity.
of the health and safety among LGBT youth.
The following topics for Further Research are
suggested:
35 36
Iriga City Educational Attainment, and Training on the different
Learning Delivery Modalities; the learning delivery

ABSTRACT modalities utilized by the Private elementary schools;
Title: THE READINESS OF THE PRIVATE ELEMENTARY the readiness on the utilization of the Learning
SCHOOLS ON THE UTILIZATION OF THE
LEARNING DELIVERY MODALITY (LDM) IN THE Delivery Modalities; the test of significant agreement
NEW NORMAL EDUCATION IN THE DIVISION OF
IRIGA CITY on the rank orders of the extent of the readiness of
Author: ROMAR V. BELEN
Master of Arts in Education, the utilization of the learning delivery modalities;
Major in Administration and Supervision
University of Northeastern Philippines the problems encountered by the teachers on the
Iriga City
September, 2021 implementation of the teaching modality used; coping
Keywords: Readiness, Learning Delivery Modalities strategies offered to address the problems
encountered; the test of significant agreement on the

This study determined the readiness of the
rank orders of the problems encountered and the coping
private elementary schools on the utilization of the
strategies; and the Policy Recommendations formulated
learning delivery modality in the new normal education
based from the findings of the study.
in the Division of Iriga City, for School Year 2020-
The Descriptive-Evaluative-Correlational method
2021. It also looked into the profile of private
of research was employed in this study. The
elementary teachers in terms of Grade level Handled,
respondents of the study were composed of private
Number of Enrollees, Technology utilized, Highest
37 38
elementary teachers in the Division of Iriga City. private elementary teachers, 47 were Bachelor's
The statistical tools used in the treatment of the Degree, 9 With Units in Masteral, and 3 Masteral
data were frequency count, percentage technique, Graduate.
weighted mean rank, and Kendall Coefficient of 1.5 Training on the different Learning Delivery
Concordance (W) and the X2. The significance level was Modalities. These were: 0-1 training; 4-5 Training,
pegged at 0.05. and 2-3 Training.
The following findings have surfaced: 2. On the learning delivery modalities utilized
1. On the Profile of Private Elementary Teachers. by the Private elementary schools, 100 percent used
1.1 Grade level Handled. The Grade level handled blended learning.
by the private elementary teachers were Grades 1-2, 3. On the Extent of the Readiness on the
followed by Grades 5-6, and Grade 3-4. Utilization of the Learning Delivery Modalities, top
1.2 Number of Enrollees. The enrollees were 16- 5 indicators rated Much Ready were: Has strategic
20, 35 and above, 21-25, 26-30, and 31-35. plans to monitor the progress of the students, (4.53);
1.3 Technology Utilized. Teachers used Familiarized different Learning Delivery Modalities,
Laptop/Netbook, Cellphone, Personal Wifi and Personal (4.49); Learning facilitators are oriented about the
Computer. learning process at home, (4.44); Can teach well using
1.4 Highest Educational Attainment. Out of 57 other learning modalities, (4.44); and Structured a
39 40
well-designed lesson plan, (4.34). 7. On the Test of Significant Agreement on the
4. On the Test of Significant Agreement on the Rank Orders of the Problems Encountered and the Coping
Extent of the Readiness of the Utilization of the Strategies, the Concordance W and computed X2 yielded
Learning Delivery Modalities, the Coefficient of to Problems Encountered, 0.305 and 16.92 (p<.05), and
Concordance W and computed X2 yielded to 0.243 and Coping Strategies 0.724 and 19.63 (p>.05). Thus, the
26.73 (p>.05). Thus, null hypothesis was Accepted. null hypothesis was accepted, except on Coping
5. On the Problems Encountered by the Teachers Strategies.
in the Implementation of the Learning Delivery 8. The Policy Recommendations based on the
Modalities Used, Top 3 indicators rated Serious were findings of the study were: The National Government
Limited physical contact (3.30); Lack of online should increase the fund of the Department of
facilities (2.99); Teachers are over-fatigued (2.58). Education for the purchase of the facilities and other
6. On Coping Strategies Offered to Address the resources needed on the implementation of the learning
Problems Encountered, indicator rated Very Much delivery modalities. The Department of Education must
Evident were Time is well-managed, (4.59); and look closely into the needs, strengths, and areas of
indicators rated as Much Evident were Self-care is improvement to better the implementation of the
practiced, (4.49); and Mindfulness is observed, different learning delivery modalities. The
(4.42). Department of Education must assist and support
41 42
teachers, learners, parents, and other stakeholders delivery modalities must be revisited.
on the utilization of Modular Distance Learning. The
Learning Resources Management and Development System The following conclusions were drawn.
should produce instructional materials needed in the 1. Most of the private elementary teachers are
implementation of learning delivery modalities. teaching Grades 1-2, with 16-20, enrollees using
Administrators need to initiate ways on how the school Laptop/Netbook, Bachelor's Degree holders, and with
continuity plan and the learning delivery modalities 0-1 training on the different Learning Delivery
will be implemented. Teachers should stay grounded in Modalities.
their commitment to the delivery of quality education 2. Blended learning is the Learning Delivery
and do the best they can as their oath implies. Modalities used by private elementary schools.
Teachers should gain training and other professional 3. The private elementary schools are Much Ready
development relevant to the changing times. Parents on the Utilization of the Learning Delivery
and Other stakeholders must suggest ways on how to Modalities.
improve the implementation of the DepEd programs and 4. There is a significant agreement on the extent
services. Students should be open to changes and of readiness on the utilization of the learning
embrace the new normal education. Policies and delivery modalities.
guidelines on the implementation of the learning
43 44
5. The Problems Encountered by the Teachers in 3. Schools must prepare and be ready with their
the Implementation of the Learning Delivery Modalities facilities and other learning resources.
Used are Fairly Serious.

4. Teachers need to address the problems
6. The Coping Strategies Offered to Address the
encountered to adjust to the situation.
Problems Encountered are Much Evident.
5. Time management is one of the best ways to
7. There is a significant agreement on the rank
cope with the stress and the anxiety brought about by
orders of the problems encountered and the coping
the problems encountered.
strategies.
8. There are Policy recommendations generated to 6. Parents and other stakeholders should give
improve the readiness of private elementary schools their full support to all the endeavors of the
in the delivery of the learning delivery modalities. Department of Education.
The following recommendations were formulated: 7. Students must stay patient as schools adopt
1. Teachers must engage in continuing the learning continuity plan.
professional development such as getting a master's 8. Policy Recommendations be adopted by

degree. policymakers.
2. Blended learning must be adopted in all Recommendations for Further Research

schools, public or private.
45 46
The following are recommended for further Iriga City
research.
ABSTRACT
1. A replicated study can be conducted to test
Title : INSTITUTIONAL STRESS FACTORS
the validity and reliability of the gathered data. IN RELATION TO THE TEACHING
PERFORMANCE OF THE TEACHERS IN
LOPEZ EAST DISTRICT
2. Other variables can also be considered that
Author : JESSAMAE R. MARAVILLA
is related to learning delivery modalities. Master of Arts in Education
Major in Administration and
3. The School Readiness of Public and Private Supervision
University Of Northeastern Philippines
Secondary Schools in Iriga City Division Iriga City
July, 2020
4. Teacher’s Preparedness in the Implementation Keywords : Institutional, Stress factors, Teaching

performance
of Learning Delivery Modalities for School Year 2021-
2022 This study determined the level of institutional
stress factors in relation to the teaching performance of
the teachers in Lopez East District, School Year 2018-
2019.
Specifically, it tackled on the following topics:
the level of institutional stress factors experienced
by the teachers of Lopez East ; the test of significant

47 48
agreement on the rank orders on the level of was a significant relationship on the institutional stress
institutional stress factors experienced by the factors and the level of teachers’ teaching performance in
teachers of Lopez East District among the different Lopez East District. The data gathered were processed
through the following statistical tools: frequency count,

zones; the level of teaching performance of teachers
percentage, rank order, weighted mean, rank, and
in Lopez East District as appraised by themselves ;
percentage, Kendal Coefficient of concordance W, and
the test of significant agreement on the rank orders
Spearman Rank Correlation were used.
on the level of teaching performance of teachers in
Lopez East District; the test of significant The following are the significant findings of
relationship between the level of institutional stress this study:
factors experienced by the teachers and the level of 1. The level of institutional stress factors experienced
teaching performance of teachers in Lopez East by the teachers were: Working environment (3.76);
District; the policy recommendations that can be Relationship with colleagues (3.56); Teaching
formulated based from the result of the study. learning process, and (2.75) Immediate superior
The researcher utilized the descriptive-evaluative (1.47). With an average of (2.89) interpreted as
correlational method of research. The researcher used the “evident”.
descriptive method for the institutional stress factors 2. The Coefficient of Concordance W and X2 resulted to:
and teachers’ teaching performance in Lopez East District. Working environment 5.78 and 0.18(p>0.05);
The correlation method was used to determine whether there Relationship with colleagues 7.93 and 0.28 (p>0.05);
49 50
Teaching learning process 20.10 and 0.72 (p<0.05), 0.050 level of significance. The Computed r and t
and Immediate superior 5.01 and 0.18 (p>0.05). arrived at 0.92986 and 1.68(p>0.005). Thus, null
3. The level of teaching performance of teachers in hypothesis was rejected.
Lopez East District the teachers of Lopez East 6. The following policy recommendations were arrived at
District along: Teaching-Learning Process (3.76), in the findings of the study: Schools must give
Learning Environment and diversity of learners priorities for the rehabilitations of the classrooms
(4.29), Curriculum Planning (3.88), and Assessment for conducive learning environment; Teachers must
and Reporting (3.94) which gained 3.96 with update themselves to the latest classroom strategies
interpretation of “satisfactory”. in the delivery of instructions; Create a conducive
4. The Coefficient of Concordance W and X2 resulted to: learning environment to promote positive learning
teaching and learning process 99.02 and 619(p>0.05); attitude among the learners; Send teachers to
Learning Environment and Diversity Of learners 0.39 seminars and trainings that will Make them explore
and 160 (p>0.05); Curriculum planning 0.26 and 160 the 21st century ways of handling challenges in the
(p>0.05), and Assessment and reporting 6.93 and 160 classroom; Open communication to the teachers in
(p>0.05). their professional growth. Skills in instruction and
5. On the test of significant relationship, the classroom management of the teachers are very
summation of squared deviation from the mean is important as facilitators of learning; Keep the
5332.5 and 41 indicators, r-value of 0.5 was highest dignity of leadership and public servant.
computed, degree of freedom(40), tabular value at Teacher look up to the school head as their leader;
51 52
Implement the mandated order for the equal GAD for the development and awareness of professional
distribution of trainings and seminars among the ethics along human rights and bullying.
teacher; Make a monitoring tool for the teacher and

Conclusions
school heads that will update their attendance in
In the light of the findings, the following
seminars and training for proper guidance and
conclusions were drawn:
monitoring; School heads must make an intervention
plan for the teacher who needs technical assistance

1. The institutional Stress level in different zones of
together with the monitoring tool for the welfare of
Lopez East district in Lopez Quezon is evidently
the teacher and the learners; School heads should
experienced by the Teachers.
provide a bank of teaching strategies for the teacher
2. There is no significant agreement on the rank order
as instructional support for their performance as
of
classroom teacher for the effective delivery of the
the level of institutional stress factors experienced
instruction; Teachers should provide monitoring tools
by the teachers of Lopez East District except on
for the utilization of the appropriate strategies for
teaching-learning process.
effective and efficient teaching learning process;
3. The level of teaching performance of teachers in
School heads must design and conduct school-based
Lopez East District the teachers of Lopez East
training for the teachers to upgrade teachers’
District is “satisfactory”.
teaching skills; and School heads must utilize the
53 54
4. There is a significant agreement on the level of 2. To improve the work relation of the teachers,
teaching performance of teachers in Lopez East there should be an open communication and
District. interaction between the school head and teachers.
5. There is a significant relationship between the level
3. Teachers should always attend the latest training
of institutional stress factors experienced by the
in
teachers and the level of teaching performance of
keeping themselves abreast of the trends in
teachers in Lopez East District.
teaching and learning and instructional delivery
6. Policy recommendations are formulated based from
systems.
the findings of the study.
4. Teacher must equip himself with the different and
appropriate approach and strategies in dealing

Recommendations
problems and stress to address the properly.
In the light of the findings and conclusions,
5. Teachers must be informed with DepEd orders in
the following recommendations were formulated:
dealing with the proper implementation,
1. Teachers must be given attention in the mental
monitoring and assessment of the learners in
being and medical attention in the stress
instructional delivery.
management.
55 56
6. For high-quality stress free and improved 6. Best practices of teachers in coping with stress
teaching performance, the policy recommendation at work.
formulated in this study be adopted.
Recommendations for Future Research
Based on the recommendations of the study, the
researcher suggests the following topics for future
research:
1. Similar study in schools’ division in Region V.
2. Problems in identifying the problems in teaching
performance.
3. Challenges met and encountered by the teachers
in teaching learning practices.
4. Effective strategies in Classroom management
practices.
5. Factors affecting stress management and
practices of teachers.
57 58
Iriga City Specifically, the study attempted to answer the
following: the transitions of Mathematics teachers in

ABSTRACT
terms of: Implementation, Instructional adjustments,
Title: THE TRANSITION OF MATHEMATICS TEACHERS IN Gathering Resources, Learners Learning Styles,
LEARNING DELIVERY MODALITIES IN RELATION TO
THEIR LEARNERS’ PERFORMANCE IN THE NEW Instructional delivery, Parental Involvement; the
NORMAL
test of significant difference on the rank orders of
Author: JANICE A. ALMAREZ
Master of Arts in Education the transition of Grade 10 Mathematics teachers in
University Of Northeastern Philippines learning delivery modalities between the two
Iriga City
July, 2021 Districts; the level of learners’ performance in
Key Words: Transition of Mathematics, Learning Mathematics between District I and II in terms of:
Delivery
Modalities, Learners’ Performance Knowledge, Comprehension, Analysis, Application, and
This study aimed to identify the transitions of Evaluation; the test of significant difference of the
Grade 10 Mathematics teachers in learning delivery learners’ performances
modalities in relation to their performance during the in mathematics between the District I and District
new normal in Tagkawayan District I and II for School II; the test of significant relationship of the
Year 2020-2021. transition of mathematics teachers with the learners’
59 60
performance; and the policy recommendations that can ranked first with 4.15 mean and interpreted as Much
be generated based from the findings of the study. Evident. Instructional adjustments, (4.11); Parental
The method used was the descriptive-evaluative- Involvement, (4.01); Gathering Resources, (3.93);
inferential-correlational method of research. The use Implementation, (3.87); and, Instructional delivery,
of researcher-prepared questionnaire and inferential (3.71) were also rated Much Evident. The average
technique to determine the transition process of weighted mean of the Teacher’s Assessment on their
mathematics teachers in Tagkawayan District I and II Transition in Learning Delivery Modalities in the
in the new learning delivery modality in the new New Normal was 3.96 or Much Evident.
normal. The statistical tools used were percentage, 2. Wilcoxon Mann Whitney U-test was employed in
rank, weighted mean, Wilcoxon Mann Whitney U-Test and determining the significant difference on the rank
Spearman Rho. The level of significance was set at orders of the transition of Grade 10 Mathematics
0.05. teachers in learning delivery modalities between
District I and District II. The summation of the

Findings
ranks for Implementation (63.5); Instructional
The findings are summarized as follows:
adjustments, (141.5); Gathering Resources, (82);
1. The Teachers’ Transition in Learning Delivery
Learners learning style, (136); and, Instructional
Modalities in the New Normal among two Districts:
delivery, (87) and Parental Involvement, (104). The
among the six strands, Learners Learning Styles
61 62
computed z-values were: performance in Mathematics between the clusters in
Implementation,2.22(p>0.05), Instructional Tagkawayan District I and II. The computed z-values
adjustments, 1.95(p>0.05), Gathering Resources, resulted to: knowledge 0.05 (p>0.05), comprehension
1.20 (p>0.05), Learners learning style, 1.64 0.02 (p>0.05), analysis 0.07 (p>0.05), application
(p>0.05), and Instructional delivery, 0.93(p>0.05), 0.02 (p>0.05) and evaluation 0.13 (p>0,.05). Based
and Parental Involvement,0.03(p>0.05). Based on the on the results, the researcher decided to accept
results, the researcher decided to accept the null the null hypothesis on the given aspects of
hypothesis on the given aspects of teachers’ learners’ achievement in Mathematics.
instructional competence. 5. Spearman Rank Correlation was employed to determine
3. The assessment of the teachers, knowledge was the significant relationship between teachers’
perceived to be 3.50 or “Much Evident”, instructional competence and learners’ achievement
comprehension 3.42 or “Evident”, analysis 3.24 or in Mathematics. The computed rs gained a value of
“Evident”, application 3.47 or “Evident”, and 0.3826 and the t-value was 5.60 at 0.05 level of
evaluation 3.31 or “Evident”. significance, thus the null hypothesis is rejected.
4. Wilcoxon Mann Whitney U-test was employed in 6. Policy recommendations were formulated to improve
determining the significant difference on the rank learners’ performance were: Teachers must be
orders of the perceptions of teachers on learners’ motivated to explore various instructional
63 64
strategies; Teachers must make sure that the school various exercises to promote mastery of the lesson
has appropriate resources to develop learners’ and must adopt the explicit way of teaching;
knowledge and skills especially in Mathematics; Stakeholders should help teachers in developing
Teachers must set clear objectives for the lesson.; learners’ Mathematical proficiency by means of
Teachers must be creative in preparing the lesson follow up activities at home; Teachers must give
and the instructional materials; Teachers must emphasis in developing problem solving skills of
provide more drills and exercises that will help learners that enable them to answer difficult word
develop learners’ Mathematical skills; Teachers problems; Teachers must adopt latest innovations in
must be motivated to explore various instructional teaching Mathematics to improve their instruction;
strategies; Teachers must make sure that the school School heads should strictly monitor the
has appropriate resources to develop learners’ implementation of intervention program to address
knowledge and skills especially in Mathematics; the unique needs of learners to ensure greater
School heads should ensure that teachers work; proficiency in Mathematics; Curriculum writers must
according to school’s educational goals; Teachers include activities and strategies that will help
should help learners who have difficulties in enhance learners’ Mathematical proficiency.
Mathematics by means of remedial instruction and

Conclusions
enrichment activities.; Teachers should give
The following are the conclusions in this study:
65 66
1. The teachers’ transition in Learning Delivery 6. Policy recommendations are introduced to improve
Modalities learners’ performance.
in the New Normal is Much Evident.

Recommendations
2. There is no significant difference on the teachers’
Pursuant to the conclusions stated ahead, the
Assessment on their Transition in Learning Delivery
following recommendations were made:
Modalities in the New Normal.
1. Teachers must continue enhancing their
3. The learners’ performance in Mathematics from the
instructional competence through trainings and
two districts is “Evident” along the different
seminars. They must inspire learners to improve
aspects.
their Mathematical proficiency by showing them and
4. There is no significant difference on the learners’
letting them experience the fun and excitement of
performance in Mathematics between the two
learning Mathematics.
Districts.
2. Teachers, together with their school heads, must
5. There is a significant relationship between the
support every aspect of learners’ learning. They
teachers’ transition in learning delivery
should work hand in hand to provide for them while
modalities and the learners’ performance in
involving their parents and the community in the
Mathematics.
ultimate goal.
67 68
3. Department of Education must conduct annual School of Graduate Studies and Research
Iriga City
assessment to evaluate the instructional competence
of teachers.
ABSTRACT
4. Teachers must analyze and reflect on their own
Title: THE UTILIZATION OF ACTIVE
instructional competence and must always provide a
LEARNING STRATEGIES IN GRADE 11
room for improvement. MATHEMATICS IN LOPEZ EAST AND
WEST DISTRICTS: BASIS FOR A VIRTUAL
5. Teachers must exercise their best instructional TRAINING DESIGN(WEBINAR)
competence in teaching to bring out better Author: MARY JOY O. JACILA

Master of Arts in Education,
performance of learners. Major in Mathematics
6. Department of Education must spearhead trainings Iriga City
May, 2021
and seminars for teachers in order for them to
Keywords: Learning Strategies, Instructional
enhance their instructional competence and develop
Strategies
their skills in creating and innovating strategies
and learning materials to help improve learners’ This study determined the utilization of active
performance. learning strategies in teaching Grade 11 learners in
Mathematics in Lopez East and West District in Quezon
Province for SY 2019-2020. Further, it looked into:
69 70
the personal and professional attributes of teachers; 1. On the Personal and Professional Attributes of
the active learning strategies of the teachers; its Grade 11 Mathematics in Lopez East and West
significant difference due to their personal and District Teachers were: Mostly female with 17 or
professional attributes; and the training design based 52%; 21-30 years old with 12 or 37.50%; Teacher
from the findings of the study. II with 18 or 56.25%; for the numbers of years
This study used the descriptive-evaluative- length of service there were 10 or 31.25% with 5
inferential methods of research in Utilization of years and below and 10 or 31.25% with 6-10 years;
active learning strategies in Grade 11 Mathematics in and 24 or 75% SHS teacher with Master’s units.
Lopez East and West District Teachers. Purposive 2. On the utilization of active learning strategies
sampling was used in the choice of Lopez East and West in Grade 11 Mathematics, rated Very Much Observed
District as the venue of the study. were: Accomodative,4.02; Transformative, 3.89;
The statistical tools used includes frequency and Assimilative,3.55; while considered Observed
count, percentage, weighted mean, Wilcoxon test, was Cummulative,3.26.
Whitney U-Test, and chi square. The level of 3. On the significant differences on the active
significance was set at 0.05. learning strategies utilized between the teachers
of Lopez and East District, the computed z-values

The findings were summarized as follows:
with equivalent probability associated with the z
71 72
yielded to: assimilative, 2.49 and 0.0064 5. The virtual training design formulated emphasize
(p<0.01); cumulative, 3.74 and 0.0001 (p<0.001); the content and would measure how much teachers
transformative, 3.66 and 0.0001 (p<0.001); and understand the utilization of such strategy to
accommodative, 3.59 and 0.0001(p<0.001). The develop the teachers’ weaknesses on the employment
computed probability values were all greater than of the said strategy. Through this, it is believed
alpha. Hence, the hypothesis was rejected. that mathematics teachers would have an improved
4. On the significant differences on the active pedagogical knowledge and skills on the employment
learning strategies utilized between the teachers of this active learning strategy that could lead
personal and professional attributes resulted to to positive students’ outcome.
the computed t-value and f-value for sex other

The researcher conclusions were drawn:
attributes such as 0.36, 1.89, 1.47, 2.09 and 0.68
1. Majority of the mathematics teachers are young with
for sex, age, designation, length of service and
Teacher II position item; young in the service;
highest educational attainment respectively as
with units in the Masteral degree.
compared to the respective critical values such
2. SHS Mathematics teachers evidently utilize the
as 2.04, 2.69, 2.69, 2.53 and 2.92 which are all
active learning strategies such as the assimilative,
greater than the computed values. Thus, the
transformative and accommodative active learning
researcher accepted all the null hypotheses.
strategies.
73 74
3. There is no significant difference on the 2. The teachers must continue the utilization of the
utilization of active learning strategies among active learning strategies and assess their
teachers in Lopez West and East districts. effectiveness in connection with the attainment
4. There is no significant difference on the of the different learning competencies in
utilization of active learning strategies utilized mathematics.
by the teachers and their personal and professional 3. The teachers must continue using varied strategies
attributes. depending on the situation and learners’ needs.
5. A training design is formulated to improve the 4. The School Heads should monitor the utilization
utilization of the active learning strategies by of active learning strategies in mathematics
the mathematics teachers. particularly on how these strategies should
improve the learners’ performance in the subject.
5. The virtual workshop about the active learning

The following recommendations were suggested.
strategies in mathematics be delivered and
1. The teachers should continue their graduate evaluated as to assess also how such workshop
studies to help them acquire pedagogical could improve the teachers’ pedagogical
competencies competence particularly in terms of the use of
the active learning strategies.
75 76
that will bring out the abilities of those from
The following are recommended for further other learning styles.
research: 4. Future researchers can look for the specific
1. Future researchers should find the reason for the relationship between gender, length of service,
stagnation in professional development and and educational attainment with the teacher’s
propose solutions, the leaders should encourage choice in instructional strategy.
their teachers to continue their pursuit of
professional development, and the government
could aid the teachers who need assistance.
2. Future researchers could expound on the
relationship between the instructional
strategies. Department heads should encourage
the diversification in teaching strategies.
3. Although students are mainly composed of
accommodative and transformative learners,
teachers should strive to integrate activities
77 78
School of Graduate Studies and Research study. Purposive sampling was used in determining the
Iriga City
respondents in Lopez, Quezon. Stratified random
ABSTRACT sampling was also used to determine one hundred
Title: PANDEMIC RESILIENCY IN ninety-one (191) public junior secondary teachers of

RELATION TO THE TEACHING PERFORMANCE
OF PUBLIC SECONDARY SCHOOL TEACHERS Lopez East and West districts. The statistical tools
IN LOPEZ EAST AND WEST DISTRICTS
used were percentage, rank, weighted mean, Wilcoxon
Author : ROSALEA R. RUIZO Mann Whitney U-Test and Spearman Rho. The level of
Major in Administration and Supervision significance was set at 0.05.
Iriga City
July, 2021 Findings
Keywords: Relationship, Pandemic Resiliency, The findings were summarized as follows:

Teaching Performance
1. From the assessment of teachers, physical aspect
This study investigated the relationship
was
between pandemic resiliency of teachers and their
perceived to be 4.03, emotional aspects 3.97,
teaching performance between the two districts in
social aspects 4.10 and spiritual aspects 4.01.
Lopez, Quezon.
They were perceived as “Much Evident”.
The descriptive-evaluative-inferential-
2. Wilcoxon Mann Whitney U-test was employed in
correlational method of research was used in this
determining the significant difference on the rank
79 80
orders of the pandemic resiliency of teachers Whitney U-test, The computed z-values and the
between Lopez East and West districts. The computed probabilities associated with z-values resulted to:
z-values and the probabilities associated with z- preparation of modules 0.260 and .7948 (p>0.05);
values resulted to: physical aspects 0.34 and learning activity sheets -0.41 and 0.6818 (p>0.05);
0.7336 (p>0.05); emotional aspects 0 and 1.00 distribution and retrieval of self-learning modules
(p>0.05); social aspects 0.34 and 0.7336 (p>0.05); -0.56 and 0.5754 (p>0.05); monitoring 0.30 and
and spiritual aspects -0.26. and 0.7948 (p>0.05). 0.7641 (p>0.05); and assessment -0.11 and 0.9124
Thus, the null hypothesis was accepted. (p>0.05). Thus, the null hypothesis was accepted.
3. From the assessment of teachers, preparation of 5. Spearman Rank Correlation was employed to determine
modules was perceived 3.90, learning activity the significant relationship between the pandemic
sheets 3.80, distribution and retrieval of self- resiliency of teachers and their teaching
learning modules 4.20, monitoring 4.27 and performance. The computed rs gained a value of
assessment 4.06. They were perceived as “Much 0.7662 and the t-value was 16.37 at 0.05 level of
Evident”. significance, thus the null hypothesis is rejected.
4. The significant difference on the rank orders of 6. Policy recommendations formulated to improve
the teachers’ teaching performance between Lopez schools’ performance were: Teachers must consider
East and West districts using the Wilcoxon Mann improving physical health by participating in
81 82
physical activities like Zumba exercises; motivate teachers spiritually by organizing school-
Department of Education must conduct seminars on based seminars about spiritual upliftment;
how to get away from stress and anxieties to develop Department of Education must train teachers on how
teachers’ physical health in this time of pandemic; to develop appropriate activities suited to the
School heads must encourage teachers to keep their abilities and need of learners; School heads must
composure to maintain their positive outlook in utilize all the available funds to provide quality
life; Teachers must manage their time properly in assured learning materials to promote quality
order to balance their activities and keep their education; Learning activity sheets must be
concentration active in doing their job; Government localized and indigenized in order for learners to
officials must spearhead a campaign to promote relate with them. Trainings on contextualization of
self-isolation among teachers to prevent themselves activity sheets must be conducted by the Department
from contacting viruses; Inter-Agency Task Force of Education; Module writers must ensure that
should be consistent and active in monitoring activities on the modules are sequentially designed
community health and safety protocols especially in to promote maximum learning and continuity of
schools; Teachers must update themselves on the new lessons; Teachers must practice their
normal ways of communication in order to guide and resourcefulness by sourcing out additional learning
monitor learners effectively; School heads must materials and references using internet and
83 84
connections; School heads must encourage teachers They must be updated on the new ways of dealing and
to be flexible in delivering instruction and giving communicating with them.
of activities. They should consider In-Service
trainings as an activity which improves teachers’ Conclusions
skills; Curriculum writers must provide materials The following are the conclusions in this study:
which includes variety of assessment procedures to 1. Pandemic resiliency of teachers from the two
help teachers evaluate learning effectively; School districts is interpreted as “Much Evident” along:
heads should give opportunities to teachers and physical,
parents to have one-on-one conferences to discuss emotional, social and spiritual aspects.
issues and progress of students. This may be done 2. There is no significant difference on the rank
following health and safety protocols; Teachers orders on the pandemic resiliency of teachers
must assess students by giving comments and between the two districts along: physical,
suggestions to guide them and inspire them in emotional, social and spiritual aspects.
accomplishing tasks and activities; Teachers must 3. The level of teachers’ teaching performance from
find ways to record, interpret and discuss results the two districts is interpreted as “Much Evident”
with parents and students to promote transparency. along: preparation of modules, learning activity
85 86
sheets, distribution and retrieval of self-learning 1. Department of Education must initiate trainings and
modules, monitoring and assessment. seminars about health awareness to give teachers
4. There is no significant difference on the rank updated
orders on the teachers’ teaching performance knowledge and information on pandemic resilience.
between the two districts along: preparation of 2. School heads must support teachers in this time of
modules, learning activity sheets, distribution and pandemic by providing them what they need and
retrieval of self-learning modules, monitoring and listening to their voices in order for them to be
assessment. physically, emotionally, socially and spiritually
5. There is a significant relationship between the healthy.
pandemic resiliency of teachers and their teaching 3. Department of education must consistently evaluate
performance. teachers’ performance and conduct seminars and
6. Policy recommendations are introduced to improve trainings about new normal ways of teaching to
teachers’ performance. further develop their skills and strategies in
teaching.
Recommendations 4. Teachers must update themselves on the new trends
Pursuant to the conclusions stated ahead, the in teaching to be able to cope up with the new ways
following recommendations were made: of learning.
87 88
5. Department of Education must prioritize the health 3. A study about the impact of health awareness
and safety of teachers in delivering instruction trainings on the work performance of teachers.
this pandemic in order for them to feel secure and 4. A study about the relationship between teachers’
perform their duties well. emotional adaptation and leadership skills.
6. School leaders must give teachers the opportunity
to practice flexible learning and strategize on how
they deliver instruction to students while
considering health and safety protocols.
Recommendations for Further Research
The following are recommended for further
research:
1. A study on the effect of teachers’ pandemic
resiliency
on their professional development.
2. A study on the relationship of psychological
stress and teaching performance.
89 90
School of Graduate Studies and Research Portfolio, and Performance Evaluation; the test of
Iriga City
significant agreement on the rank orders of the
ABSTRACT teachers' classroom assessment practices, the results
Title: UTILIZATION OF CLASSROOM INSTRUCTIONAL of the teachers' assessment utilized for the
ASSESSMENT
RESULTS OF TEACHERS IN LOPEZ EAST DISTRICT improvement of the classroom instruction, the test of
Author: ALTHEA ORTNERO ALTAMIRA significant agreement on the rank orders of the
Major in Administration and Supervision utilization of the test results; and a virtual
Iriga City training design (webinar) formulated based from the
July, 2021
findings of the study.
Keywords: instructional assessment results elementary
teachers This study was primarily conducted in Lopez East
District, Lopez, Quezon. It employed a descriptive-

This study determined the utilization of
evaluative-correlational research design with the use
classroom instructional assessment results of
of a survey questionnaire. The researcher utilized the
teachers of Lopez East District, SY 2020-2021.
purposive sampling technique, specifically total
Specifically, this study answered the following
enumeration. One hundred (100) teacher-respondents
questions: the classroom instructional practices and
and thirty (30) school heads were involved in the
the extent had these been employed by the teachers in
study.
terms of: Formative, Periodical, Daily Quizzes,
91 92
In the analysis of the data, the researcher used school heads, the Coefficient of Concordance W and
the following statistical tools: Frequency count, Chi-square X2 resulted to: Formative, 0.373 and
percentage, ranking, weighted mean, and Kendall's 8.956(p>0.05); Periodicals, 0.149 and
Coefficient of Concordance W. The level of 2.238(p>0.05); Daily Quizzes,0.128 and
significance was set to 0.50. 1.533(p>0.05); Portfolio,0.183 and 4.378(p>0.05);
and Performance Evaluation,0.057 and

The findings derived from the study were:
1.194(p>0.05). Thus, the null hypothesis was
1. The classroom instructional practices and to the
accepted in all indicators. As perceived by the
extent had these been employed by the teachers in
teachers, the Concordance W and Chi-square X2
Lopez East District. For the school Heads, the
resulted to: Formative, 0.381 and 9.133(p>0.05);
following indicators were arranged in descending
Periodicals, 0.441 and 6.619(p>0.05); Daily
order: Portfolio, 4.62; Performance Evaluation, 4.60;
Daily Quizzes, 4.56; Periodicals, 4.54; and Formative Quizzes,0.200 and 2.400(p>0.05); Portfolio,0.153
4.45. For the teachers: Daily Quizzes, 4.49; and 3.667 (p>0.05); and Performance
Periodicals, 4.42; Portfolio, 4.41; Performance Evaluation,0.452 and 9.5(p>0.05). Thus, the null
Evaluation 4.38; and Formative 4.27. hypothesis was accepted in all indicators.
2. On the test of significant agreement orders of the 3. The utilization of assessment results, the top
classroom assessment practices, as perceived by the three indicators rated Very Much Utilized in
93 94
descending order were: for the School Heads, helps null hypothesis was accepted.
parents become more informed about the education 5. A virtual training design (webinar) was formulated
and learning progress of their children, 4.68; based on the findings of the study.
inform in-process teaching and learning

The conclusions were summarized as follows:
modifications, 4.68; and Revise or improve a work
1. The teachers and school heads perceive teachers'
product,4.55. As perceived by the teachers:
classroom instructional assessment practices and
encourage students to build on their strengths
extent of employment in Lopez East District as Very
rather than fixate or dwell on their deficits,
Much Practiced.
4.53; Help parents become more informed about
2. There is no significant agreement on the mean
their children’s education and learning progress
scores on the perceptions of school heads and
of their children, 4.49; gain a clearer
teachers on the classroom instructional assessment
understanding of what is expected to them, 4.38.
practices and extent of employment. The null
4. On the test of significant agreement on the rank
hypothesis is accepted.
orders of the utilization of the assessment
3. Both teachers and school heads perceive the
results as perceived by school heads and teachers,
utilization of assessment results for classroom
the Concordance W and Chi-square X2 yielded to:
improvement in Lopez East District as Very Much
0.753 and 13.555(p>0.05). Thus, the
Utilized.
95 96
4. There is no significant agreement on the rank 2. Both teachers and school administrators could
orders on the utilization of assessment results. increase the extent to which classroom assessment
The researcher accepted the null hypothesis. practices are used by incorporating additional
5. A virtual training design (webinar) is formulated assessment forms to assess learners' performance
based on the findings of the study. more accurately and help them improve their
strengths and address their weaknesses.

The following were the recommendations of the
study: 3. The teachers should provide students with more
1. The researcher recommends that additional detailed, objective, and valuable information
training, about their performance and assist them in
seminars, and workshops be provided to teachers developing a greater awareness of their learning
to help them gain a better understanding of how needs, strengths, and interests to assume greater
to use formative assessments to determine where responsibility for their educational growth.
students are in the learning process, quickly 4. Both teachers and school administrators could
identify when students are struggling with a improve their use of assessment results to promote
particular subject, and adjust their teaching learning by providing critical guidance on student
strategies to assist students in staying on track. academic success and assisting in identifying
learning difficulties.
97 98
The researcher recommends to adopt the developed School of Graduate Studies and Research
Iriga City
virtual training design (webinar) for improved
utilization of assessment results.
ABSTRACT
Title: TEACHERS’ PERCEPTIONS ON

THE REMOTE ASSESSMENT
AND GRADING SYSTEM UNDER
THE NEW NORMAL IN BALATAN DISTRICT
Author: ANA TERESA V. BAYBAYON
Iriga City, 2021
Keywords: Teachers’ Perceptions, Remote Assessment,

Grading System, New Normal
This study determined the Teachers’
Perceptions on the Remote Assessment and Grading
System under the New Normal in Balatan District, S/Y
2020-2021. Further it looked into: the teachers’
perceptions and to what extent is the remote
99 100
assessment in terms of: Assessment as Learning, This study applied the descriptive-
Assessment for Learning, and Assessment of Learning; evaluative- correlational method of research. The
the test of significant agreement on the rank orders research respondents answered the researcher-made
of the teachers’ perception on the remote assessment questionnaire to assess the Teachers’ Perceptions on
along the aforementioned aspects; the extent of the the Remote Assessment and Grading System under the
personal view of the teachers about grading system in New Normal in Balatan District. Frequency count,
terms of: performance task and written works; the test percentage, weighted mean, rank, and Kendall
of significant agreement on the rank orders of Coefficient of Concordance were used to treat the data
teachers’ perceptions on the remote assessment and statistically. Significance level was set at 0.05.
grading system; the challenges encountered by the

The findings derived from this study were as follows:
teachers on the remote assessment and grading system;
the possible solutions to the challenges encountered 1.The Extent of Teachers’ Perceptions on the Remote
by the teachers on the remote assessment and grading Assessment was evaluated by the respondents Highly
system; the test of significant agreement on the rank Evident as follows: Assessment as Learning, 4.87;
orders of the challenges encountered and solutions Assessment of Learning, 4.87; and Assessment for
offered; and pointers that can be generated from the Learning, 4.85.
101 102
2. One the Test of Significant Agreement on the Rank resulted to: Performance Task 0.485 and 11.64 (p>0.05)
Orders of the Teachers’ Perception on the Remote and Written Work 0.269 and 6.456 (p>0.05). Thus, the
Assessment, the computed Coefficient of Concordance W null hypothesis was accepted.
and chi square (x²) resulted to: Assessment as

5. The Challenges Encountered by the Teachers on the
Learning 0.442 and 10.608 (p>0.05); Assessment for
Remote Assessment and Grading System, were all rated
Learning 0.336 and 8.064 (p>0.05) and Assessment of
Very Much Serious in descending order: Judging
Learning 0.337 and 8.088 (p>0.05). Thus, the null
learner’s assessment and grading decisions with
hypothesis was accepted.
average weighted mean of 5.00; Modular classes somehow
3. The Extent of the Personal View of the Teachers limit the social cues for the teachers to see if the
about Grading System was evaluated by the respondents learners have absorbed lessons (4.99); There is a lack
also as Highly Evident such as: Performance Task, of training for new strategies and the use of
4.86; and Written works, 4.85. technology for the assessment (4.98).
4. The Test of Significant Agreement on the Rank 6. The Possible Solutions to the Challenges
Orders of the Personal View of the Teachers about Encountered by the Teachers on the Remote Assessment
Remote Assessment and Grading System, the computed and Grading System, all indicators were rated by the
Coefficient of Concordance W and chi square (x²) respondents Very Much Needed in descending order:
103 104
Communicating with parents/ guardians about learners’ understand and appreciate the central role of remote
needs, progress and challenges encountered with assessment and grading system in their learners’
average weighted mean of 4.93; Assessment must also learning; Motivate learners to be flexible in
be effective, transparent, and feasible (4.87); performance task and written works; Allow teachers to
Setting up mechanisms and monitor and record attend trainings or webinars; Strengthen parents’
progress remotely (4.85). support by tapping them to participate; Allow teachers
to know the strategies on how to help learners manage

7. The Test of Significant Agreement on the Rank
risks and protect themselves from stressors during
Orders of the Challenges Encountered and Solutions
pandemic.
Offered, the computed Coefficient of Concordance W and
chi square (x²) resulted to: Challenges encountered Based on the findings of the study the following
0.536 and 12.864 (p>0.05) and Solution offered 0.215 conclusions were drawn:
and 5.166 (p>0.05). Thus, the null hypothesis was

1. The extent of teachers’ perceptions on the remote
accepted.
assessment in the new normal in terms of: Assessment
8. Pointers generated based from the findings of the as Learning, Assessment for Learning, and Assessment
study were: Encourage the teachers to utilize remote of Learning are considered “Highly Evident”.
assessment and grading system; Allow teachers to
105 106
2. There is no significant agreement on the rank 6. There are possible solutions to the challenges
orders of the teachers’ perception on the remote encountered by the teachers on the remote assessment
assessment under the new normal along the and grading system under the new normal.
aforementioned aspects.
7. There is no significant agreement on the rank
3. The extent of the personal view of the teachers orders of the challenges encountered and solutions
about grading system in the new normal in terms of: offered.
performance task and written works are considered

8. There are pointers formulated from the findings of
“Highly Evident”.
the study to effectively use the remote assessment
4. There is no significant agreement on the rank and grading system under new normal.
orders of the personal view of the teachers about

Pursuant to the aforementioned conclusions the
remote assessment and grading system under the new
following recommendations were given:
normal.
1. The teachers should utilize the remote assessment

5. There are challenges encountered by the teachers
and grading system in the new normal education.
on the remote assessment and grading system under
the new normal.
107 108
2. The district must conduct a training on how to remote assessment and grading system in the new normal
utilize the remote assessment and grading system in education.
the new normal education.

7.Stakeholders should be tapped to sponsor the
3. Regular and close monitoring of the School Heads, sourcing of possible benefactors in skills enhancement
Educational Program Supervisor (EPS), and teachers and remedial programs for improvement.
concerned are essential in determining the progress

8. The pointers must be considered for a more improved
of the assessment on the learners.
remote assessment and Grading system under the new
4. The school heads should monitor the utilization of normal.
remote assessment and grading system in the new normal

Recommendations for Future Researcher:
education.
1. Replication of this study in another district to

5. Parents should also have concern through extending
verify the validity of this study.
extra effort to follow-up their children and guide
them to study. 2. Factors that affect the remote assessment and
grading system in the new normal.

6. DepEd Key Officials should consider the
implementation of relevant policies integrating the
109 110
3. A case study on remote assessment and grading School of Graduate Studies and Research
Iriga City
system in the new normal in different areas and locale
and its impact.

ABSTRACT
4. Extent of implementation of the remote assessment Title: THE EFFECTIVENESS OF THE UTILIZATION OF THE
MODULAR DISTANCE LEARNING(MDL) IN ENGLISH
and grading system in the new normal perspective and 6 IN LUPI DISTRICT
programs. Author: MYRA B. MARTIN

5. Conduct experiment on the most effective strategies University Of Northeastern Philippines
Iriga City
in assessing learners this time of pandemic. September, 2022
Key Words: Effectiveness, Modular Distance Learning
This study determined the effectiveness of the
utilization of the Modular Distance Learning (MDL) in
English 6 in Lupi District.
Further, this study looked into: the extent of
effectiveness of the modular distance learning in
English 6 as perceived by the teachers in terms of:
Objectives, Content, Activities, and Assessment;
111 112
tested the significant agreement on the rank orders This study used descriptive-evaluative-
of the effectiveness of the modular distance learning correlational method of research. Purposive sampling
in English 6 as perceived by the teachers among the was used in the choice of Elementary schools in Lupi
different types of schools; the pedagogical tools District as the venue of the study. Total enumeration
utilized in the implementation of the modular distance was employed by the researcher in choosing the
learning along: Self-Learning Modules, Learning respondents which consists of thirty-three (33)
Activity Sheets, Performance-Based Assessment, Weekly English 6 teachers from the different types of schools
Home Learning Plan, Individual Learning Monitoring at Lupi District. The statistical tools used were
Plan, and Learner’s Packet; tested the significant weighted mean, frequency count, percentage, rank
agreement on the rank orders of the pedagogical tools order, Kendall Coefficient of Concordance W and its
utilized by the teachers using modular distance corresponding chi-square test. The level of
learning; the constraints encountered by the significance was set at 0.05.
respondents on the implementation of the modular

The findings are summarized as follows:
distance learning; the significant agreement on the
1. The effectiveness of the utilization of the
rank orders of the constraints encountered among the
modular distance learning in English 6 as
groups of respondents; the policy recommendations
perceived by the teachers were rated Very Much
derived based from the findings of the study.
Effective in descending order were: Objectives,
113 114
4.79; Assessment, 4.67; Activities, 4.66; and Monitoring Plan, 4.67; Learning Activity Sheets,
Contents, 4.65. The average was 4.69 or Very Much 4.61; Performance-Based Assessment, 4.58; Weekly
Effective. Home Learning Plan, 4.55; and Self-Learning
2. On the test of significant agreement on the rank Modules, 4.50. The average was 4.61 or Very Much
orders of the effectiveness of the modular Utilized.
distance learning (MDL) in English 6 as perceived 4. On the test of the significant agreement on the
by the teachers, the Kendall Coefficient of rank orders of the pedagogical tools utilized in
Concordance W and X2 resulted to: Objectives, the implementation of Modular Distance Learning
0.562 and 13.48(p>0.05); Assessment, 0.713 and (MDL),the Kendall Coefficient of Concordance W and
21.39(p<0.025); Activities, 0.413 and its corresponding Chi- Square X2 yielded to: Self-
9.91(p>0.05); and Contents, 0.461 and Learning Modules (SLM), 0.775 and 20.93(p<0.025);
13.83(p>0.05). Thus, the null hypothesis was Learning Activity Sheets (LAS), 0.275 and 7.46
accepted except for Assessment. (p<0.05); Performance-Based Assessment (PBA),
3. The pedagogical tools utilized in the 0.553 and 14.93 (p>0.05); Weekly Home Learning Plan
implementation of Modular Distance Learning (MDL) (WHLP), 0.339 and 9.15 (p>0.05); Individual
were rated Very Much Utilized in descending order Learning Monitoring Plan (ILMP), 0.517 and 19.96
were: Learner’s Packet, 4.73; Individual Learning (p>0.05); and Learner’s Packet (LP), 0.181and 4.89
115 116
(p>0.05). Thus, the null hypothesis was accepted 7. The policy recommendations were formulated based
except for Self-Learning Modules. on the aforementioned findings of this study: The
5. The top three constraints encountered in the School Heads should monitor the teachers in the
implementation of Modular Distance Learning were: implementation of modular distance learning to
Current assessment techniques of student work are identify the needs for improvement and the
complex and unrewarding, 4.12; Difficulty in weaknesses of their teachers; The Parents should
profiling learners into levels, 4.07; Resistant attend PTA meeting to inform them about their
parents in fulfilling roles as support to their child’s progress in academic and let them
child’s learning, 4.03. understand the process of modular distance
6. On the test of the significant agreement on the learning; DepEd should provide trainings and
rank orders of the constraints encountered in the seminars to improve the teachers’ teaching
implementation of Modular Distance Learning (MDL), strategies in the implementation of modular
the Kendall Coefficient of Concordance W and its distance learning; Department of Budget (DBM)
corresponding Chi-Square X2 for the constraints should release PBB (Performance Based Bonus) as
encountered arrived at: 0.229 and 6.18(p>0.05). early as possible so that teachers will be
Thus, the null hypothesis was accepted. motivated to do their task well; The teachers
should communicate with parents through text,
117 118
email, or phone calls to be sure that those parents teachers using modular distance learning except
will be updated of their children’s progress. for Self-Learning Modules.
Based from the findings of the study, the following 5. The constraints encountered by the respondents
conclusions were drawn: on the implementation of the modular distance
1. The extent on the effectiveness of the modular learning are
distance learning in English 6 as perceived by generally rated Much Serious.
the teachers is rated Very Much Effective. 6. There is no significant on the rank orders of
2. There is no significant agreement on the rank the constraints encountered among the groups of
orders of the effectiveness of modular distance respondents.
learning in English 6 as perceived by the teachers 7. The policy recommendations are formulated to
among the different types of schools except for improve the effectiveness of modular distance
Assessment. learning towards quality education.
3. The pedagogical tools utilized in the Pursuant to the findings and conclusions stated
implementation of the modular distance learning ahead, the following recommendations were given.
are generally rated Very Much Utilized. 1. School Heads should set up clear and concise
4. There is no significant agreement on the rank objectives of modular distance learning to
orders of the pedagogical tools utilized by the teachers by monitoring their activities. The
119 120
school must also not forget the parents as they 4. School administrators should also do their own
are integral in understanding the circumstances surveys
and situations of learners. on utilization of pedagogical tools as they are
2. Collaborative implementation of modular distance positioned to do so because of their access to
learning that promote unity and encourage sharing resources and research and development budgets.
of knowledge and ideas on how modular distance 5. School administrators must acknowledge the
learning be effective to promote quality challenges in the modular distance learning and
education. give an adequate response to it. In addition,
3. The school administration should regularly every school must have an outlet for teachers to
evaluate the WHLPs as part of pedagogical tool narrate the challenges they are facing.
and make necessary improvements thereon. In 6. The DepEd should develop a teacher-based
addition, the parents can be involved in the trainings and programs accentuating the
evaluations before the quarter ends. This way, importance of modular distance learning not only
teachers will have an idea of how students to learners but also for the teachers as they
interacted with the WHLPs as part modular are in the middle of this scenario.
distance learning. 7. Policy recommendations formulated be adopted and
its implementation be monitored.
121 122
The following are recommendations for future research: 4. Studies of modular distance learning issues,
1. Studies to improve the relationship among concerns, and challenges should first conduct
teachers and parents to improve the modular situational pre-surveys.
distance learning. 5. A feasibility type of research is recommended to
2. Studies on how teachers communicate with parents provide for a viable solution to improve modular
and other stakeholders for the improvement of the distance learning.
implementation of modular distance learning.
3. Studies involving a larger sample of teachers
grouped into school environmental variables, like
school size and socioeconomic situation. However,
this similar distribution of scores have shown
that the sampling limitations consisted of single
representatives from each school. Future
researchers should either increase sample size or
include multigrade or other grade levels in the
same subject to recognize significant patterns.
123 124
School of Graduate Studies and Research the preparedness of public elementary school teachers
Iriga City
in Tagkawayan District II in terms of: Utilization of
the different learning modalities, Physical

ABSTRACT
resources, Work processes, Technological support, and
Title : THE PREPAREDNESS OF THE PUBLIC Organizational system; the significant difference on
ELEMENTARY SCHOOL TEACHERS IN
RELATION TO THE COMPLIANCE TO THE the rank orders of the level of the preparedness of
COVID-19 HEALTH PROTOCOLS OF THE PUBLIC
ELEMENTARY SCHOOL TEACHERS IN TAGKAWAYAN public elementary school teachers between the two
DISTRICT II
clusters of the district; the extent of the extent is
Author : RHEA R. MARQUEZ the compliance of schools to the Covid 19 health

University of Northeastern Philippines protocols along: COVID-19 knowledge, Health and safety
Iriga City
September, 2022 protocol, and Precautionary behaviour; the
Keywords: Relationship, Preparedness, Compliance to significant difference on the rank orders of the
the
COVID-19 Health Protocols compliance of schools to the Covid 19 health protocols
This study determined the preparedness of the between the two clusters of the district; the
public elementary school teachers to the compliance relationship between the preparedness and compliance
of the COVID-19 health protocols in Tagkawayan of public elementary schools to the COVID-19 health
District II. Further, it looked into: the level of protocols in Tagkawayan District II and the
125 126
formulation of policy recommendations based from the to: Utilization of the different learning
findings of the study. modalities,0.53 and 0.535 (p>0.05); Physical
The statistical tools used were percentage, rank, resources, 0.29 and 0.772 (p>0.05; Work processes,
weighted mean, Wilcoxon Mann Whitney U-Test, and 0.99 and 0.325 (p>0.05); Technological support,
Spearman Rank. The level of significance was set at 0.46 and 0.648 (p>0.05); and Organizational system,
0.05. 0.29 and 0.772 (p>0.05). Thus, the null hypothesis
was accepted. It implies that, there is no

Findings are summarized as follows:
significant difference between the rank orders of
1. The teachers’ level of preparedness in terms of:
the teachers’ preparedness between the two
Utilization of the different learning modalities
clusters.
,4.18, Physical resources, 3.93, Work processes,
3. The teachers’ compliance to the COVID-19 health
3.97, Technological support 3.57 and Organizational
protocols in terms of: COVID-19 knowledge 4.37,
system 3.81. All were interpreted as “Much
Health and safety protocol 4.61 and Precautionary
evident”.
behaviour 4.58. All were weighted “Much evident”.
2. The significant difference on the rank orders of
4. The significant difference on the rank orders of
the preparedness of public elementary school
the compliance to the COVID-19 health protocols of
teachers had the computed z-values and the
public elementary school teachers had the computed
probability associated with the Z which resulted
127 128
z-values and the probability associated with the Z, Department of Education must provide training for
which revealed to: COVID-19 knowledge, 0.25 and 0.80 teachers to help them in the preparation and
(p>0.05); Health and safety protocol, 0.94 and 0.35 compliance in the COVID-19 health protocols.
(p>0.05) and Precautionary behaviour, 0.26 and 0.79

(p>0.05). Thus, the null hypothesis was accepted.
1. Teachers’ level of the preparedness from the two
5. The significant relationship between the teachers’
clusters is interpreted as “Much Evident” along:
preparedness and compliance to the COVID-19 health
Utilization of the different learning
protocols, the computed rs value of 0.91 and 72.909
modalities, Physical resources, Work processes,
(p<0.001), which led the to rejected the null
Technological support, and Organizational
hypothesis.
system.
6. Policy recommendations were formulated to improve
2. There is no significant difference on the
schools’ performance were: Government must secure
teachers’ level of the preparedness between the
that that the country's Health Department is doing
two clusters along: Utilization of the different
enough to prevent the outbreak from spreading,
learning modalities, Physical resources, Work
School heads and teachers must learn that
processes, Technological support, and
contingency plans should be in place to ensure the
Organizational system.
right to education even in times of crisis,
129 130
3. Teachers’ compliance in the COVID-19 health Pursuant to the conclusions stated ahead, the
protocols from the two clusters is interpreted following recommendations were made:
as “Much Evident” along: COVID-19 knowledge,

1. Department of Education must strengthen its level
Health and safety protocol, and Precautionary
of preparedness in terms of technical support for
behaviour.
teachers to support them in the distance learning
4. There is no significant difference on the where technology plays a vital rule.
teachers’ compliance to the COVID-19 health 2. School heads must encourage teachers to attend
protocols between the two clusters along: COVID- trainings and seminars about preparation of
19 knowledge, Health and teachers for blended learning amidst the COVID-
safety protocol, and Precautionary behaviour. 19 Pandemic.
5. There is a significant relationship between the 3. The government must provide accurate trainings
teachers’ preparedness and compliance in the and orientation for teachers for them to have a
COVID-19 health protocols. full knowledge about COVID-19 and further prepare
6. Policy recommendations are introduced to improve teachers for the limited face to face learning.
schools’ performance. 4. Teachers must analyze and reflect on their own
preparedness and compliance in the COVID-19
health protocols in order to identify their
131 132
strengths and weaknesses and do necessary 2. A study on the relationship of teachers’ attitude
adjustments. and compliance to the COVID-19 health protocols.
3. A study about the preparedness and compliance to

5. Curriculum planners must consider integrating
the COVID-19 health protocols and its impact on
preparedness and compliance in the COVID-19 health
the learners.
protocols on some lesson to also increase pupils’
4. A study about the relationship between teachers’
awareness.
compliance to the COVID-19 health protocols and
6. Dpartment of education must organize trainings and
their teaching styles.
seminars to update teachers on the proper
preparation and compliance to the COVID-19 health
protocols in preparation for limited face to face
teaching.
The following are recommended for further research:
1. A study on the effect of teachers’ preparedness
and compliance to the COVID-19 health protocols
on pupils’ performance.
133 134
School of Graduate Studies and Research perceived by themselves in terms of technological,
Iriga City
content, and pedagogical; the test of significant of
agreement on the rank orders of the teachers’

ABSTRACT
technological strategic integration as perceived by
Title: The Technological Strategic
Integration and Teaching Engagement
themselves among the three groups of respondents; the
of the Public Elementary
School Teachers in Sariaya West District,
teachers’ teaching engagement as perceived by
Division of Quezon
themselves in terms of: Cognitive, behavioral,
Author: MARIA JOAN R. DEDACE
Master of Arts in Education emotional, and social; the significant of agreement
on the rank orders of the teachers’ teaching
Iriga City
engagement as perceived by themselves among the three
September, 2022
groups of respondents; the test of significant
Keywords: Technological Strategic Integration,
Teaching Engagement relationship between the technological strategic
This study determined the technological integration and the teaching engagement and formulated
strategic integration and the teaching engagement of policy recommendation based on the findings of the
elementary school teachers among the three groups of study.
respondents. Further, the study looked into the The researcher utilized the descriptive
teachers’ technological strategic integration as evaluative- correlational method of research with
135 136
documentary analysis, using two sets of researchers’ Pedagogical, 3.66. All were rated as “Much
made questionnaires, the teachers’ technological Evident”.
strategic integration evaluation and the teaching 2. On the test of significant agreement on the rank
engagement evaluation. The respondents of this study orders of the teachers’ technological strategic
were composed of one hundred ninety-seven (197) public integration in the three groups of teachers as
elementary school teachers of Sariaya West District, perceived by themselves, the computed Coefficient
Division of Quezon. of Concordance W and the computed X2 value was
The statistical tools used were percentage, rank, resulted to: technological, 0.8417 and 22.73
weighted mean, Kendal Coefficient of Concordance W, (p<0.005); content, 0.8397 and 22.67 (p<0.005); and
and Spearman Rho. The level of significance was set pedagogical, 0.8181 and 22.09 (p<0.005). Thus, the
at 0.05. null hypothesis was rejected in all indicators
3. The teachers’ teaching engagement as perceived by

themselves: cognitive, 4.01; behavioral, 3.72;
1. The assessment of the teachers’ technological
emotional, 3.66 and social, 3.68. All were rated
strategic integration as perceived by themselves
Much Evident.
and their verbal interpretation in terms of
4. On the significant agreement on the rank orders of
technological, 3.68; Content, 3.60; and
the teachers’ teaching engagement in the three groups
137 138
of teachers in as perceived by themselves, the base programs in keeping information and data of
computed Coefficient of Concordance W and the students; School heads should encourage teachers to
computed X2 value of: 0.8871 and 18.63 (p<0.010) on use a video conferencing classroom and understands
cognitive; 0.4761 and 8.57(p>0.050) for behavioral; the basics of teaching with Video Conferencing;
0.5365 and 11.67 (p>0.050) on emotional, and 0.75 Teacher must integrate application of technology in
and 13.5 (p<0.05) for social aspect. Thus, the null teaching; Teacher must consider the content
hypothesis was rejected along cognitive and social decisions while integrating technology in teaching;
and accepted in terms of behavioral and emotional. School heads should encourage teachers to apply
5. The Spearman Rho was employed to determine the web-based technologies such as blogs or podcasts;
significant relationship between technological Parents and community should support the teachers
strategic integration and the teaching engagement. in creating and customizing pedagogical strategies
The computed rs gained a value of 0.4983 and the t- for effective learning; Teachers should align
value was 8.02 at 0.001 level of significance. Thus, instruction with principles and practices for
the null hypothesis was rejected cognitive engagement; Department of Education
6. Policy recommendations were formulated to improve should provide teachers with trainings to enhance
pupils’ academic performance towards quality their teaching strategies; School heads must
education: Teacher should learn how to use data motivate teachers to accomplish tasks with
139 140
eagerness and enthusiasm; School heads must in improving their technological strategic
motivate teachers to reach out to stakeholders and integration and teaching engagement.
shows a positive behaviour; Teachers must feel
secured when doing projects on time; Teachers must The following are the conclusions:
influence colleagues to be emotionally stable in 1. Technological strategic integration of teachers as
this challenging times; School heads should perceived by themselves is assessed “Much-Evident”
encourage teachers to participate in organization’s along: Technological knowledge, Content
celebrations and parties; District supervisors must knowledge, and Pedagogical knowledge.
facilitate bonding outside of the workspace through 2. There is a significant agreement on the rank
team building activities; School heads must orders of the technological strategic integration
encourage teachers to do learning lunches with of teachers among the three groups of teachers
colleagues to get along with them well; School heads along technological knowledge, content knowledge,
must ensure that teachers teach skills for academic and pedagogical knowledge.
success; District supervisors must provide in- 3. Teaching engagement of teachers as perceived by
service training about technological strategic themselves is “Much-Evident” along: Cognitive
integration and improving teaching engagement; and aspects, behavioral aspects, emotional aspects,
Department of Education must support the teachers and social aspects.
141 142
4. There is no significant agreement on the rank to update all teachers on latest innovation on
orders of the teaching engagement of teachers as using technology in teaching.
perceived by themselves except for cognitive and 3. Teachers should innovate and be updated on the
social aspects. latest trend on teaching using technological
5. There is a significant relationship between integration to be able to meet the demand of
technological strategic integration and the learning.
teaching engagement. 4. School heads must help their teachers to improve
6. Policy recommendations were introduced to improve their
the learning outcomes. teaching engagement.
5. Benchmark best practices in technological

strategic integration and teaching engagement to
following recommendations made:
enhance the skills and abilities of the teachers.
1. The school may offer trainings about
6. The formulated policy recommendations in this
technological
study must be closely monitored by Deped Key
strategic integration as faculty development
officials to develop teachers’ confidence in
programs on 21st century learning.
integrating technology on their teaching
2. Trainings to improve teachers’ technological
engagement.
strategic integration must be conducted annually
143 144
The following are recommended for further Iriga City
research
1. A study on the relationship of teachers’ ABSTRACT
technological strategic integration and their Title: THE ACCEPTABILITY AND THE DIFFICULTIES IN
USING THE DIVISION-MADE MODULES IN SCIENCE
pupils’ performance. 5 IN LUPI DISTRICT, DIVISION OF CAMARINES
SUR
2. A study on the relationship between technological
Author: CAROL LISTANGCO QUITEVIS
strategic integration and teachers’ performance. Master of Arts in Education,
Major in Administration and
3. A study on the teachers’ teaching engagement and Supervision
University of Northeastern
the academic performance of pupils. Philippines
Iriga City
4. A study about the teachers’ teaching engagement September, 2022
on teachers’ teaching performance. Keywords: Acceptability, Difficulty, Modules,

Policy Recommendations
5. A study on the relationship between
This study determined the Acceptability and the
technological strategic integration of teachers
Difficulties in using the Division-Made Modules in
and pupils’ motivation.
Science 5 in Lupi District, Division of Camarines Sur
for School Year 2021-2022. Further, it looked into:
the acceptability of the Division-Made modules along:
145 146
objectives, contents, activities, language level, The statistical tools used were weighted mean,
assessment, and time-frame; tested the significant verbal interpretation, frequency count, Kendall
agreement on the rank orders of the acceptability of Coefficient of Concordance W and its corresponding
the Division-made modules; the difficulties Chi-Square. The level of significance was set at 0.05.
encountered by the teachers in using the said modules

The findings generated in this study were the
in terms of: lack of appropriate technology, learner’s
following:
reluctance, parental support, and demotivation of
1. The level of acceptability of the division-made
teachers; tested the significant agreement on the rank
modules in Science 5 arrived at 4.39, and in every
orders of the level of difficulties encountered in
indicator were: Objectives, 4.34; Content, 4.38;
using the said modules; and the policy recommendations
Activities, 4.41; Language Level, 4.46;
can be formulated based from the findings of the
Assessment, 4.36; and Time Frame, 4.41. Thus, all
study.
indicators were verbally rated as Much Acceptable.
The descriptive-evaluative-correlational method 2. For the Acceptability of the Division-made modules
of research was used involving the population of a in Science 5, computed w and its corresponding X2
total of thirty-three (33) Grade 6 Science teachers value were: 0.57 and 16.68(p>0.05); Contents, 0.49
from the thirty-three (33) public elementary schools and 14.73 (p>0.05); Activities, 0.49 and
in Lupi District. 14.83(p>0.05); Language Level, 0.57 and 15.17
147 148
(p>0.05); and Assessment, 0.56 and 16.77 (p>0.05); 17.131 (p<0.05); Parental support, 0.4265 and
and Time Frame, 0.39 and 11.72 (p>0.05). Thus, the 10.236(p>0.05); and Demotivation of teachers,
null hypotheses were accepted in all indicators. 0.3648 and 8.7542 (p>0.05). Thus, the null
3. The level of difficulty encountered in using the hypothesis was rejected except for Parental
Division-made modules in Science 5 arrived at support, and Demotivation of teachers.
4.21; in every indicator were: Lack of appropriate 5. The policy recommendations developed in this study
technology, 4.37; Learner’s reluctance, 4.20; were the following: Curriculum writers should
Parental support, 4.10; and Demotivation of develop activities that are brief, concise and can
teachers, 4.18. All were verbally rated as Much be accomplished within a period. The instructions
encountered. and directions should be well defined and easy to
4. The test of significant agreement on the rank achieve in a 1 hour period; Teachers should include
orders of the difficulties encountered by the activities and working examples that contains
teachers in using the Division-made modules in opportunities for instruction. Questions included
Science 5 along the aforementioned aspects. The should develop the higher order thinking skills of
computed w and its corresponding X2 value, yielded learners; Module writers should include reading
to: Lack of appropriate technology, 0.7576 and activities that encourage learners to reflect and
18.1820(p<0.025); Learners’ reluctance, 0.6345 and express their own understanding. They should also
149 150
set-up situations within the modules wherein the The following conclusions are based from the
learners apply their own understanding to answer findings:
the activities are provided within the modules; 1. The public elementary Grade 5 teachers in Lupi
Science teachers should consider the individual District rate the acceptability of the division-
differences in giving activities and instructions made modules in Science as Much Acceptable.
so that their multiple intelligences can be of use 2. There is no significant agreement on the
in giving concepts to their varied learners; acceptability of the division-made modules in
Teachers should include questions that can rate Science.
each student based on individual performance; 3. The respondents reveal that they Much Encountered
Subject integration should be considered so that difficulties in using the Division-made modules
learners having limited vocabulary skills can in Science 5.
answer the activities within the division-made 4. There is a highly significant agreement on the
modules; and Training of parents in assisting their rank orders of the difficulties encountered by
learners in answering the module should be the teachers except for Parental support, and
conducted to reduce their pressure to their Demotivation of teachers.
children to answer perfectly or correctly.
151 152
5. Policy Recommendations are introduced by the 3. The curriculum writers may enjoin developing
researcher to improve the utilization of the instructional materials in Science and other subjects
Division-made modules in Science 5. to enhance the effectiveness of teaching strategies
Based on the findings and conclusions made, the utilized by elementary teachers especially during the
following recommendations are offered: pandemic and plan ahead for the post pandemic school
1. Science teachers should continue the year.
utilization of the division-made modules in science 5. Parents, community, and other stakeholders
even after the pandemic. They can also develop their should support the modular distance learning of the
own modules based on their challenges and learner’s despite of difficulties as it does not only
indigenization of resources within the community. improve academic performance, but also the feasible
2. School heads must encourage the teachers to option among all type of schools and socio-economic
utilize develop their own modules, use indigenization, background of learners.
collaborative and differentiated instruction in 6. Deped Key Officials should consider the
developing their own modules order to improve the implementation of relevant policies on modular
skills and competence and critical thinking skills of distance learning to assist learners and teachers in
the learners. science and in other subject areas as well.
153 154
The following suggestions were recommended for 5. Development of portfolio-based assessment
future researchers: together with other authentic and holistic assessments
1. Analyze the validity of this research in may also be conducted in the future.
different districts, schools and divisions through 6. Training of elementary teachers and parents
replication of the component of this study. on the use of the modules in science and other subject
2. Conduct studies similar to this study like areas can be conducted.
improving the academic performance, assessment of 7. Literacy studies complementary to the
students’ needs and intervention program in other development of scientific literacy of learners may be
subjects using the same set-up of the study. studied as well.
3. Studies on the critical thinking skills,
higher order thinking skills and integrative skills
of the learners who
utilized the division-made modules in science.
4. Longitudinal studies on the development of
Most Essential Learning Competencies as attained by
learners after another school year.
155 156
Iriga City Technological, Pedagogical, Didactical, Social
Networking, and ICT Applications; The test of

ABSTRACT significant difference on the level of seasoned
teachers’ competence in the utilization of Information

Title : THE SEASONED TEACHERS’ COMPETENCE IN THE
UTILIZATION OF THE INFORMATION AND Communication Technology; The seasoned teachers
COMMUNICATION TECHNOLOGY (ICT)IN
SAN ANDRES DISTRICT assessment of their competence in the utilization of
Author : MJATHM M. BANAL the Information Communication Technology along

Major in Administration and Supervision Innovation of Instructional Materials, Utilization of
Iriga City ICT in Teaching and Learning, Classroom Assessment,
Keywords: seasoned teachers, competencies, Communication and Knowledge Sharing, and Work
utilization, ICT Efficiency; The test of significance difference on the
This study determined the seasoned teachers’ rank orders of the seasoned teachers’ assessment of
competence in the utilization of the information and their competencies in the utilization of the
communication technology in San Andres District, for Information Communication Technology between the two
SY 2021-2022. Further, it looked into: The level of Clusters of San Andres District; The challenges
seasoned teachers’ competence in the utilization of encountered by the seasoned teachers in the
the Information Communication Technology in terms of: utilization of the Information Communication
157 158
Technology; The test of significance difference on the (2.92) were rated Competent, while, Technological,
rank orders of the challenges encountered by seasoned (2.43) were considered as Fairly Competent. The
teachers’ in the utilization of the Information average weighted mean among the two clusters was
Communication Technology; and The policy 2.92
recommendations formulated based from the findings of interpreted as Competent.
the study. 2. On the test of significant difference on the level
This study employed the descriptive-evaluative- of seasoned teachers’ competence in the utilization
inferential methods of research. The statistical tools of Information Communication Technology, the
used were frequency count, percentage, weighted mean, computed z-values and the probability associated
rank order, and Wilcoxon Mann Whitney U test set at with z were: Technological, -0.374 and
0.05 level of significance. 0.3557(p>0.05); Pedagogical, 0.187 and
0.4286(p>0.05); Didactical, -0.026 and 0.4920

(p>0.05); Social Networking, -1.12 and
1. The level of seasoned teachers’ competence in the
0.1314(p>0.05); and ICT Applications, -2.27 and
utilization of Information Communication
0.0116 (p<0.05). Thus, the null hypothesis was
Technology, the following areas were ranked as
accepted except for ICT Applications.
follows: Social Network, (3.23); Didactical,
(3.06); ICT Application, (2.94); Pedagogical,
159 160
3. The seasoned teachers assess their competence in z-values and probability associated with z resulted
the utilization of the Information Communication to: Innovation of Instructional Materials, -0.97
Technology, among the five strands, Innovation of and 0.16602; Utilization of ICT in Teaching and
Instructional Materials ranked first with 4.00 mean Learning, -0.42 and 0.34090; Classroom Assessment,
and interpreted as Much Utilized. This was followed -1.84 and 0.03288; Communication and Knowledge
by: Communication and Knowledge Sharing, (3.85) Sharing, -0.60 and 0.27425; and Work Efficiency, -
also rated as Much Utilized, while, Work 0.053 and 0.29608. Thus, the null hypothesis was
Efficiency, (3.19); Classroom Assessment, (3.02); accepted in all indicators.
Utilization of ICT in Teaching and Learning, (2.87) 5. On the challenges encountered by seasoned teachers
were all interpreted as Utilized. The average in the utilization of Information Communication
weighted mean among the two clusters was 3.39 or Technology, top three rated Much Serious were:
Utilized. There is lack of knowledge with the instructional
4. On the test of significance difference on the rank strategies in an e-classroom, (4.43); Home location
orders of the seasoned teachers’ assessment of affects distance education, (4.34); and Learning
their competence in the utilization of the facilitators are challenged to prepare
Information Communication Technology between the instructional materials, (4.31).
two Clusters of San Andres District, the computed
161 162
6. On the test of significant difference on the rank great help for the teachers and the learners to be
orders on the challenges encountered by the competent enough in using computers. Public Schools
seasoned teachers in the utilization of ICT, the District Supervisor should always monitor their
computed z and probability associated 0.60 and teachers’ Competencies in the utilization of ICT.
0.7257(p>.0.05). Thus, the null hypothesis was Department of Education must see to it that schools
accepted. are monitored to address their problems especially
7. The following were the formulated policy when it comes to the competencies of the teachers.
recommendations based from the findings of the
study: Teachers should undergo training about the Based from the findings of the study, the
utilization of ICT to improve their competencies by following conclusions were drawn:
determining their capabilities, needs, and 1. The level of seasoned teachers’ competence in the
strengths. The School Head must always support utilization of Information Communication Technology
their teachers in improving their Competencies in are generally rated Competent.
the Utilization of ICT by allocating funds from 2. There is no significant difference on the level of
their MOOE for the trainings of teachers. Every the seasoned teachers’ competence in the
school must provide an e-classroom for them to utilization of Information Communication Technology
receive a computer package because it will be a except for ICT Applications.
163 164
3. The seasoned teachers assessment of their
competence in the utilization of the Information Pursuant to the conclusions stated ahead the
Communication Technology is rated as Utilized. following
4. There is no significant difference on the rank recommendations were drawn.
orders of the seasoned teachers’ assessment of 1. Seasoned teachers must be competent enough in the
their competence in the utilization of the utilization of ICT.
Information Communication Technology between the 2. Teachers must teach the objectives using
two Clusters of San Andres District. appropriate mode of instruction suitable to the
5. The challenges encountered by seasoned teachers in needs of the learners to address their
the utilization of Information Communication difficulties in learning.
Technology is interpreted as Much Serious. 3. Seasoned teachers must know how to operate and use
6. There is no significant difference on the rank computers.
orders on the challenges encountered by the 4. Teachers should always attend trainings/seminars
seasoned teachers in the utilization of ICT. that are related with their profession so that
7. There are formulated policy recommendations to they can learn new ideas to make their teaching
improved the seasoned teachers’ competence in the more effective and productive.
utilization of ICT.
165 166
5. Teachers should always integrate technology in Iriga City
their teaching to make it more effective.
6. Relevant policies should also be implemented to

ABSTRACT
help both the teachers and learners to address
Title : SELF-EFFICACY AND PSYCHOLOGICAL
their difficulties when it comes to utilization WELLBEING OF PUBLIC SECONDARY
SCHOOL TEACHERS IN TAGKAWAYAN
of ICT. DISTRICT II, DIVISION OF QUEZON
Author : MANUEL RANDY S. DEL ROSARIO
7. Policy recommendations must be adopted.
Iriga City
Keywords: Relationship, Self-Efficacy, Psychological

Well Being
This study investigated the relationship
between Self-Efficacy and Psychological WellBeing of
teachers between the two zones in Tagkawayan District
II. Specifically, the study determined the level of
self-efficacy of the public secondary school teachers
in Tagkawayan District II along classroom management,
instructional strategies and student engagement; the
167 168
significant difference on the rank orders of the self- questionnaires for self-efficacy and psychological
efficacy of public secondary school teachers between wellbeing of teachers. The respondents of the study
the 2 zones of Tagkawayan District II, the level of consisted of one hundred forty-eight (148) public
psychological wellbeing of the public secondary school secondary school teachers of Tagkawayan District II.
teachers in Tagkawayan District II along depression, The statistical tools used were percentage, rank,
anxiety and stress; the significant difference on the weighted mean, Wilcoxon Mann Whitney U-Test and
rank orders of the psychological wellbeing of the Spearman Rho. The level of significance was set at
public secondary school teachers between the 2 zones 0.05.
of Tagkawayan District II; the significant

Findings
relationship between the self-efficacy and
psychological wellbeing of the public secondary school The findings are summarized as follows:
teachers in Tagkawayan District II and formulated 1. The self-efficacy of the teachers rated “much
policy recommendations derived from the findings of evident” were Student Engagement, (4.24);
the study. Instructional Strategies, (4.20); and
The researcher utilized the descriptive- Classroom Management, (4.10).
evaluative-inferential-correlational method of 2. The test of significant difference of the
research. It considered two (2) sets of teacher-made self-efficacy of the teachers between the two
169 170
zones, the computed z values and the and Stress, 0.35 and 0.7263 (P˃0.05); thus,
probability associated with the z, resulted the null hypothesis was accepted in favor of
to: Classroom Management, 0.19 and 0.8493 the alternative hypothesis.
(P˃0.05); Instructional Strategies, 0.23 and 5. The computed rs and the t-values yielded to
0.8180 (P˃0.05); and Student Engagement, 0.04 0.6616 and 10.66 (P˂0.001); thus, the null
and 0.9680 (P˃0.05); thus, the null hypothesis hypothesis is rejected.
was accepted. 6. Policy recommendations formulated to improve
3. The Psychological Wellbeing of the teachers the self-efficacy and psychological wellbeing
perceived as “Fairly Evident” were Stress, of teachers were The Department of Education
(1.83) and Depression, (1.78); while Anxiety, must conduct trainings to equip teachers with
(1.42), was perceived as “Not at All”. skills in handling most difficult students;
4. The test of significant difference of the Trainings to develop self-efficacy of teachers
psychological wellbeing of the teachers must be organized by the Department of
between the two zones, the computed z values Education to further improve teachers in
and the probability associated with the z, delivering instruction; School heads must be
resulted to: Depression, 0.16 and 0.8728 aware of the health conditions of every
(P˃0.05); Anxiety, 0.76 and 0.4472 (P˃0.05) teacher for early prevention of psychological
171 172
and emotional disorders among them; The teachers; Local Government Unit must provide
Department of Education must provide incentives to teachers performing beyond
activities and trainings to uplift the morale expectation to develop their psychological
of teachers; District Supervisors should wellbeing; and the Department of Education
reflect on the feedback of teachers regarding should regularly conduct trainings and
their teaching conditions in order for them to seminars on stress management for teachers and
implement activities which are suitable to school heads.
teachers’ needs; Policy makers must be

considerate in recreating department’s
1. The self-efficacy of teachers from the two zones
policies for teachers; Local Government Unit
is interpreted as “Much Evident” along Classroom
must support teachers psychologically by
management, Instructional strategies and Student
giving them opportunities to perform their
engagement.
duties with ease considering their work
2. There is no significant difference on the self-
arrangements in school; Inter-Agency Task
efficacy of teachers between the two zones along
Force must implement policies on health and
Classroom management, Instructional strategies
safety protocols; School heads must be
and Student engagement.
observant about the behaviors and actions of
173 174
3. The psychological wellbeing of teachers from the self-efficacy in order for them to develop sense
two zones is interpreted as “Fairly Evident” of responsibility and accountability in
along Depression and Stress and “Not at All” on teaching.
Anxiety. 2. School heads must encourage teachers to innovate
4. Tere is no significant difference on the and utilize variety of teaching strategies for
teachers’ psychological wellbeing between the maximized teaching-learning processes.
two zones along Depression and Anxiety and

3. Local Government Unit must support teachers
Stress.
psychologically by providing assistance,
5. Tere is a significant relationship between the
incentives and rewards while understanding their
self-efficacy and psychological wellbeing of
working conditions.
teachers.
4. Inter-Agency Task Force must consider teachers’
6. Policy recommendations are introduced towards
duties and responsibilities in implementing
quality education.
guidelines about health and safety protocols in
schools.
following recommendations are given:
5. The Department of Education must organize
1. The Department of Education must spearhead
seminars and trainings about improving the
trainings and seminars in improving teachers’
175 176
psychological wellbeing and self-efficacy of 5. A study about the impact of COVID-19 pandemic
teachers. on the health and wellbeing of teachers.
6. School heads must support teachers in all areas
of their career in order for them to be motivated
and confident in working despite pandemic.
The following are recommended for further research:
1. A study about the relationship between morale
of teachers and teaching performance.
2. A study on the relationship between work
motivation and effective teaching strategies of
teachers.
3. A study about the impact of psychological
enhancement on the performance of teachers.
4. A study about the relationship between
teachers’ online learning strategies and stress
adaptation.
177 178
Iriga City Most Essential Learning Competencies (MELCs) in terms of:
teaching practices, content standards, sequence, content, time
ABSTRACT allotment, and level of difficulty; tested the significant
agreement on the rank orders of the strategies used by the

Title: THE STRATEGIES USED BY THE TEACHERS IN
ACHIEVING THE MOST ESSENTIAL LEARNING teachers in achieving the Most Essential Learning Competencies
COMPETENCIES (MELCs)IN LUPI DISTRICT,
DIVISION OF CAMARINES SUR (MELCs); the challenges that were faced by the teachers in
Author: LEIZEL A. VALENZUELA achieving the Most Essential Learning Competencies (MELCs);
Major in Administration and tested the significant agreement on the rank orders of the
Supervision
University of Northeastern challenges faced by the teachers among the different types of
Philippines
Iriga City schools; the policy recommendations formulated based from the
2022
Keywords: Strategies, Elementary Teachers, Most
Essential Learning Competencies
The descriptive-evaluative-correlational method of
This study determined the Strategies used by research was used to be able to answer the specific
Teachers in Achieving the Most Essential Learning questions in this study.
Competencies (MELCs) in Lupi District for School Year The population consists of a total of thirty-
2021-2022. Further, it looked into: the strategies used nine (39) Grade 6 Science teachers. These were taken
by the public elementary Grade 6 teachers in achieving the from the thirty-three (33) public elementary schools
179 180
in Lupi District. All are currently teaching and 4.23; and Level of Difficulty, 4.25. Thus, All
using the division-made modules in science during the indicators were verbally rated as Much Utilized.
school year 2021-2022. 2. On the test of significant agreement on the extent
The statistical tools used were weighted mean, of the utilization of the strategies by the public
verbal interpretation, frequency count, Kendall elementary Grade 6 teachers in achieving the Most
Coefficient of Concordance W and its corresponding Essential Learning Competencies (MELCs); the
Chi-Square. The level of significance was set 0.05. computed w and its corresponding X2 value, namely:
The findings generated in this study were the Teaching Practices, 0.4391 and 13.1734 (p>0.05);
following: Content Standards, 0.4326 and 12.9791 (p>0.05);
1. The respondents rated their utilization of Sequence, 0.4973 and 16.4120 (p>0.05); Content,
strategies that they used in achieving the Most 0.4579 and 13.7386 (p>0.05); time allotment,
Essential Learning Competencies (MELCs) as Much 0.4699 and 14.0993, (p>0.05); and Level of
Utilized as it arrived at an average mean of 4.25. Difficulty, 0.4959 and 13.3903 (p>0.05). Thus, the
The average of every indicator, were: Teaching null hypothesis wase accepted.
Practices, 4.22; Content Standards, 4.24; 3. The respondents revealed that they Much
Sequence, 4.31; Content, 4.25; Time Allotment, Encountered Challenges while utilizing various
strategies in achieving the Most Essential
181 182
Learning Competencies (MELCs) as it arrived to an activities within the division-made modules; DepEd
average mean of 4.27. Its highest rated indicators should procure enough computers and establish
were: Insufficient or lack of printer in school strong internet connection in school. Also, the
intended for the mass reproduction of division- Department of Information and Communications
made modules, 4.64; have limited vocabulary skills Technology is hereby urged to increase the public
to answer the activities within the division-made internet areas so that students can search
modules, 4.49. internet relative to their modules; Parents should
4. The computed w and its corresponding X2 value of balance their time or devote a portion of their
the challenges that were faced by the teachers in time since their learners need assistance in the
achieving the Most Essential Learning Competencies modular learning; Training of teachers in
(MELCs) was 0.3488 and 17.7871 (p>0.0.05). Thus, contextualization of modules and on its
the null hypothesis was accepted. development in order for them to understand how
5. The policy recommendations proposed by the the module is being developed; Non-Government
researcher were the following: Teachers should Organizations (NGOs) and Local Government Units
provide activities filled with subject integration (LGUs) should sponsor the giving of gadgets to
to improve or solve the limited vocabulary skills those less privileged families who do not have
of the learners so that they can answer the available gadget at home to support the learning
183 184
activities of the division-made modules among the 1. The public elementary Grade 6 teachers in Lupi
learners; Rewards, recognition and incentives District rate their utilization of strategies
schemes should be implemented by the schools in that they use in achieving the Most Essential
order to encourage parents and learners that are Learning Competencies (MELCs) as Much Utilized.
less responsive to the effort of the teachers and 2. There is no significant agreement on the extent
schools; Lack of computers and printers in school of the utilization of the strategies by the
intended for the mass reproduction of division- public elementary Grade 6 teachers in achieving
made modules should be purchased by the school the Most Essential Learning Competencies (MELCs)
through MOOE to address the said issue; Schools indicators.
need to consider the welfare of their teachers

3. The respondents reveal that they Much Encountered
since the latter find it hard to balance their
Challenges while utilizing various strategies in
finances, family and school works, that affect
achieving the Most Essential Learning
their motivation to integrate ways or strategies
Competencies (MELCs).
that can enhance their instructions.
4. There is no significant agreement on the
The following conclusions are based from the
challenges that were faced by the teachers in
findings:
achieving the Most
Essential Learning Competencies (MELCs).
185 186
5. Policy Recommendations are introduced by the assist students and teachers in Science and in
researcher to improve the utilization of the other areas as well.
lowest rated indicators of the utilization of the 3. Parent, community and other stakeholders should
strategies by the public elementary Grade 6 support the utilization of various strategies of
teachers in achieving the Most Essential Learning teachers in teaching especially in Science
Competencies (MELCs) and resolve the challenges subject because it does not only improve academic
met of the respondents on the same aspect. performance, but also enhances the learners’
Based on the findings and conclusions made, the critical thinking skills, higher order thinking
following recommendations are offered: skills and communication skills. It also allows
1. School Heads and Master Teachers should spearhead the learners to apply the relevance of the
district training on writing and developing lessons to real-life scenarios.
modules and using modular distance learning 4. Subject integration is recommended in order to
teaching strategies. improve the attainment of MELCs especially in
2. DepEd Key Officials should consider the core subjects. Also, indigenization of teaching
implementation of relevant policies integrating resources is encouraged in order to help teacher
the use of different teaching strategies to in the remote areas
5. Policy recommendations be adopted.
187 188
The following suggestions were the recommendations for 5. Metacognitive studies may be introduced to
future research: understand how the learners are learning while
1. Analyze the validity of this research in utilizing the strategies in achieving MELCs
different districts, schools and divisions introduced to them by their science teachers.
through replication of the component of this 6. Comparability studies on the academic
study. performance of learners based on the different
2. Conduct studies similar to this study like strategies employed by the teachers.
improving the academic performance, assessment 7. Development of lesson exemplar compilations and
of students’ needs and intervention program in on-line reference materials using the strategies
other subjects using the various teaching in achieving MELCs can be also conducted.
strategies. 8. Content analysis of the written texts of the
3. Longitudinal studies of the students taught learners may be also conducted.
during pandemic is imperative so that teachers 9. Follow-up studies on the teachers who served as
can monitor their progress. the respondents of this study may be conducted.
4. Portfolio assessment studies may be integrated 10. Training of mentors and master teachers on the
together with the strategies in achieving MELCs use of strategies in achieving MELCs may be
that were focused of this study. conducted.
189 190
agreement on the rank orders of the teachers’ online
Iriga City
learning attitudes as perceived by themselves among
the three clusters; the teachers’ digital skills as
ABSTRACT perceived by themselves in terms of operational

Title : THE ONLINE LEARNING ATTITUDES AND
skills, thinking skills, collaboration skills,
THE DIGITAL SKILLS OF THE
PUBLIC ELEMENTARY SCHOOL
communication applications and networking; the
TEACHERS IN TAGKAWAYAN DISTRICT I
significant agreement on the rank orders of the
Author : JENEFFER D. INCISO
digital skills of teachers as perceived by themselves
among the three clusters; the significant relationship
Iriga City
2022 between the teachers’ online learning attitudes and
Keywords: Relationship, Online Learning Attitudes,
Digital
the digital skills and formulated policy
Skills
recommendations based on the findings of the study.
This study determined the online learning
attitudes and digital skills of teachers in Tagkawayan The researcher utilized the descriptive-
District I. Further, the study looked into the inferential-correlational method of research. This
teachers’ online learning attitudes as perceived by study made use of two (2) sets of teacher-made
themselves in terms of cognitive aspects, emotional questionnaires. The respondents of the study are
aspects, and psychomotor aspects; the significant
191 192
composed of one hundred forty-eight (148) teachers in emotional aspects,0.9550 and 28.65 (p<0.005); and
the district. psychomotor aspects, 0.9592 and 23.02 (p<0.005).
The statistical tools used were percentage, rank, Thus, the null hypothesis was rejected in favor of
weighted mean, Kendall Coefficient of Concordance W the alternative hypothesis.
and Spearman Rho. The level of significance was set 3. The teachers’ digital skills as perceived by
at 0.05. themselves in
Tagkawayan District I, from the assessment of the

The following are the findings in this study:
teachers were communication applications, 4.04;
1. The teachers’ online learning attitudes as perceived
networking, 3.92; thinking skills, 3.78;
by themselves in Tagkawayan District I from the
collaboration skills, 3.75; and operational skills,
assessment of the teachers, psychomotor aspects,
3.73 - all dimensions of digital skills of teachers
4.01; emotional aspects, 3.92; and cognitive
were rated “Much Evident”.
aspects, 3.82 - all were rated “Much Evident”.
the digital skills of teachers among the clusters
the online learning attitudes of teachers among the
in Tagkawayan District I, the computed Coefficient
clusters in Tagkawayan District I, the Coefficient
of Concordance W and the computed X2 value of for
of Concordance W and the computed X2 value were for
operational skills are as follows, 0.8555 and 20.53
cognitive aspects, 0.9030 and 24.38 (p<0.005);
193 194
(p<0.010); on thinking skills, 0.9171 and 24.76 learners who are left behind during online classes;
(p<0.005), for collaboration skills, 0.9682 and School heads must organize an orientation in school
20.33 (p<0.005), for communication applications, to encourage parents and other people to promote
0.9629 and 23.11 (p<0.005) and for networking, online learning with their learners; and the
0.9629 and 23.11 (p<0.005). Thus, the null Department of Education must help teachers adapt
hypothesis was rejected in favor of the alternative with online learning by giving them the chance to
hypothesis. attend numerous teaching-centered conferences.
5. On the significant relationship between teachers’ The following are the conclusions in this study:
online learning attitudes and digital skills 1. Teachers’ online learning attitudes from the three
resulted to 0.7394 and 14.57 (p<0.001). Thus, the clusters are interpreted as “Much Evident” along
null hypothesis was rejected. cognitive aspects, emotional aspects, and
6. Policy recommendations formulated to improve psychomotor aspects.
schools’ performance were the Department of 2. There is a significant agreement on the teachers’
Education must organize trainings to equip teachers online learning attitudes among the three clusters
with different techniques in teaching online; School along: cognitive aspects, emotional aspects, and
heads should monitor teachers’ intervention psychomotor aspects.
activities to know whether they are reaching out to
195 196
3. Teachers’ digital skills from the three clusters 1. Teachers must be equipped with updated strategies
were interpreted as “Much Evident” along in teaching using online learning through
operational skills, thinking skills, trainings and webinars focusing on cognitive
collaboration skills, communication applications aspects of teachers.
and networking. 2. School ICT Coordinators must help teachers cope
4. There is a significant agreement on the teachers’ with the new ways of teaching by guiding them
digital skills among the three clusters in terms and providing relevant support in the district.
of operational skills, thinking skills, 3. The Department of Education must support teachers
collaboration skills, communication applications in promoting quality education in this time of
and networking. pandemic by providing digital tools and equipment
5. There is a significant relationship between the to enhance their actual operational skills.
teachers’ 4. Local Government Unit must support schools during
online learning attitudes and digital skills. crisis by giving learning materials and equipment
6. Policy recommendations were introduced to improve to help students cope with the changing
schools’ performance. modalities of learning.
Pursuant to the forgoing conclusions, the following 5. The Department of Education must conduct
are the recommendations in this study. monitoring and evaluation of the digital skills
197 198
and online learning attitudes to improve the School of Graduate Studies and Research
Iriga City
quality of teaching.
6. School Heads must continuously support teachers

ABTRACT
in the challenges brought about by pandemic by
Title: THE EFFECT OF THE PODCAST ON THE
providing opportunities for professional ACADEMIC PERFORMANCE IN MUSIC OF
THE GRADE 6 LEARNERS
development.
Author: EVELYN M. SALUMBIDES
Iriga City
September, 2022
Keywords: Podcast, Interactive Technology, Music, Academic

Performance of Grade 6 Learners
This study aimed to develop a Podcast for Music 6 and
determine its effectiveness on the academic performance among
the Grade 6 learners in Mapulot Elementary School. Further,
it looked into: the podcast program in Music that can be
developed to effectively facilitate teaching; the
acceptability of the developed Podcast in Music; tested the
199 200
significant agreement on the rank orders among the juror’s also used as the respondents who evaluated the acceptability
assessment on the acceptability of the Podcast; the profile of of the module.
the students’ academic performance in Music 6 before and after Data were treated statistically by employing frequency
their exposure to the utilization of the Podcast; the test of count, weighted mean, rank-order, standard deviation, Chi-
significant improvement brought about by the use of the square test, Kendal Coefficient of Concordance W, z-test for
Podcast; tested the significant difference between the post- dependent sample and the z test for independent samples, and
test scores of the students who utilized the Podcast and those t-test for correlation analysis. Significance level was pegged
who were not exposed to the strategy; and the pointers that at 0.05.
can be formulated from the findings of the study. The findings derived from this study were:
The descriptive-correlational-inferential method and the 1. A Podcast in Music was developed by the researcher to teach
true experimental method utilizing pre-test post-test control the Notes and Rest, Differentiate 2/4, 3/4 and 4/4
group design were employed. Purposive sampling was used in the Time Signatures, Differentiate 2/4, 3/4, 4/4, and
selection of the school and subject area of the study. Two 6/8 Time Signatures, Conduct 2/4, 3/4, 4/4, and 6/8
groups of Grade 6 learners were used as the research subjects Time Signatures, and Create Rhythmic Pattern in
consisted of forty (40) students, with twenty (20) males and 2/4, 3/4, and 4/4 Time Signatures.
twenty (20) females. Ten (10) DepEd Quezon Music teachers were 2. The Acceptability of the Developed Music Podcast for Grade
6 learners resulted to: Objective with an average mean of
201 202
4.50, interpreted as Highly Acceptable. In descending Signatures, 15.6 and 62.5%, Differentiate 2/4, 3/4,
order, Assessment (4.34); Time-frame (4.34); Content 4/4, and 6/8 Time Signatures 15.98 and 63.9%, Conduct
(4.30); and Language Level (4.25). All four were 2/4, 3/4, 4/4, and 6/8 Time Signatures 16.5 and 66%
interpreted as Very Much Acceptable with an overall and Create Rhythmic Pattern in 2/4, 3/4, and 4/4
weighted mean of 4.35. Time Signatures 8.2 and 62.5% respectively, Their
3. The test on the significance of the agreement among the Proficiency level in terms of all topics was Needs
rank orders of the jurors’ assessment on the developed Improvement during pre-test. Meanwhile, the Mean and Pl of
Podcasts, the Coefficient of Concordance W with X2 resulted the Experimental group for Notes and Rest was 15.625,
to: Objectives, 0.23 and 20.59; 0.56 and 50.59 for the 6.34, and 78.5%, for Differentiate 2/4, 3/4 and 4/4
Content; 0.457 and 40.39 for Language Level; 0.122 and Time Signatures, 22.75, 4.01 and 98%, while
11.01 for the Assessment and 0.16 and 14.51 for the Time Differentiate 2/4, 3/4, 4/4, and 6/8 Time
Frame. Thus, the null hypothesis was rejected except for Signatures 19.125 and 63.9% 19.125, 3.37, and 76.5% and
Assessment and Time-Frame. Conduct 2/4, 3/4, 4/4, and 6/8 Time Signatures
4. The profile of the learners’ academic performance in the 20.475, 3.19 and 81.9% and Create Rhythmic Pattern in
Third Grading Concepts of Music 6, resulted to the mean 2/4, 3/4, and 4/4 Time Signatures 21, and 0.86 and
and PL for the control group as follows: Notes and Rest, 84%, respectively. The performance Level of the
10.95 and 43.8%, Differentiate 2/4, 3/4 and 4/4 Time Experimental Group was under Satisfactory. On the test of
203 204
the significant of improvement in the learners’ performance learners; Develop a website to publish the Podcast for
from pre-test to the post test of the experimental group, learners’ consumption; Develop a separate learners’ guide
the computed mean was 38.275 which was composed of 1 group on how to use the Podcast effectively; Post pictures and
having 40 number of cases. The computed z-test was 10.980. videos related to the podcast develop; Utilize the develop
Thus, the null hypothesis was rejected. podcast using clear audio and video projector; and Share
5. On the test of significant difference between the post- the podcast files among the learners to facilitate
test scores of the learners who were exposed to the Music relearning of concepts.
Podcast and those who were not given the same privilege, The conclusions derived from this study were:
the computed z value was 6.783505 which was higher than 1. There are Podcast activities developed by the researcher
the z-tabular value which is 2.8891 at 78 degree of freedom to teach the topics for the Third Grading Period in Grade
at 0.0005 significance of difference. Thus, the null 6.
hypothesis was rejected. 2. The set of jurors evaluate the Music Podcast as Very Much
6. The pointers generated from the findings of the study were Acceptable” in terms of Objectives and “Much Acceptable”
intended for teachers, learners, school heads, parents and in Language Level, Assessment and Time-Frame while and
community stakeholders, curriculum writers such as: Use Contents.
the Podcast in the motivation and assignment parts of the 3. There is a significant agreement on the rank orders of the
lessons; Provide transcription of the Podcast for the Jurors’ evaluation on the acceptability of the Podcast
205 206
along Objectives, Content and Language Level except for In the light of the findings and conclusions, the
Assessment and Time-Frame. following recommendations were formulated:
4. The performance of the learners in all content areas in 1. There is a need to utilize the Music Podcast to enhance
the Third Grading Period is “Satisfactory” except for the learning outcomes, skills and knowledge of the
Differentiate 2/4, 3/4 and 4/4 Time Signatures learners.
topic. 2. Music teachers should use the Developed Podcast in Music 6
5. There is a highly significantly improvement in the academic because of its effectiveness and high acceptability.
performance after using the Podcast activities. 3. The Music podcast should be used by Grade 6 learners to
6. There is a highly significant difference between the post increase their academic performance, vocabulary, and
test scores of the experimental group who used the Music creative knowledge.
Podcast than those learners who were not given the same 4. Podcasts can also be used in the deepening and in the
opportunity. motivation phase of the lesson, associating concepts,
7. There are pointers generated in using the Music Podcast summing up the lessons, and can be very effective if
effectively and to guide the teacher-users of the said teacher will use rubrics to evaluate learners’ work.
instructional materials in teaching of Music 6 as well as 5. Development of podcasts in other grade levels/ Music and
to help other focus of Music 6 can be further developed.
learners obtain better performance for the same subject.
207 208
6. Publication of this research and the research output should 3. Development of e-media materials using podcast.
be made to encourage other Music teachers to utilize the 4. A development of lesson exemplar compilations and on-line
same technology in teaching Music specializations. reference materials using podcast.
7. The pointers should be adopted and implemented to 5. Conduct a similar study but in different locale, districts
facilitate learning and improve the academic performance and divisions.
of learners using the said technology. 6. Portfolio assessments and reflections while using
researcher-made podcast.
Based on the recommendations of the study, the researcher
suggests the following for future research:
1. Further study can be done on the effectiveness of Podcast
but in
other Grade Levels/Music, other subject areas, parts of
the lessons, and in other schools.
2. More studies can be conducted on the assessment of the
effectiveness of Podcast not just in learning but also in
other related Music endeavors such as in doing experiments,
creating scientific investigations, and other highly
relevant activities.
209 210
Iriga City from the participation in the In-Service Training
(INSET); tested the significant agreement on the rank
orders of the benefits derived from the participation

ABSTRACT
in the In-Service Training (INSET) among the three
Title : THE PARTICIPATION OF THE PUBLIC
ELEMENTARY SCHOOL TEACHERS IN THE clusters; the challenges encountered by public
IN- SERVICE TRAINING (INSET)
IN TAGKAWAYAN DISTRICT I AMIDST THE elementary school teachers in the participation during
COVID-19 PANDEMIC
the In-Service Training (INSET); tested the
Author : REMELYN T. OLIVARIO
Master of Arts in Education significant agreement on the rank orders of the
University of Northeastern Philippines challenges encountered by the public elementary school
Iriga City
teachers during the in-service training (inset)among
Keywords: COVID-19 pandemic In-Service training
(INSET), the three clusters, and the policy recommendations
participation,
derived based from the findings of the study.
This study determined the participation of the
The descriptive-evaluative-correlational method
public elementary school teachers in the In-Service
of research was used in this study. Purposive sampling
Training (INSET) in Tagkawayan District I amidst the
was used in the choice of Tagkawayan District I.
COVID-19 pandemic. Further, it looked into: the level
Stratified random sampling was also used for the one
of In-Service Training participated by the teachers in
Tagkawayan district; the benefits that can be derived
211 212
hundred seventy-eight (178) public elementary school Much Evident. The average was 4.55 or Very Much
teachers of Tagkawayan District I as respondents. Evident.
The statistical tools used were frequency count, 3. On the test of significant agreement on the rank
percentage, rank, weighted mean, and Kendall orders of the benefits derived from the
Coefficient of Concordance W. The level of participation in the In-Service Training (INSET)
significance was set at 0.05. among the three Clusters, the computed Kendall’s
Coefficient of Concordance W and the computed X2

resulted to: Teaching Competence, 0.838 and
1. The level of In-Service Training participated by the
27.64(p<0.005); Professional Growth, 0.629 and
teachers in Tagkawayan District I for the three clusters
15.09(p>0.05); Instructional Leadership, 0.853 and 15.35
were: National, 26; Regional, 59; Division, 81; District, 109;
(p>0.05); Earning CPD Units, 0.411 and 11.09(p>0.05).
and School, 99.
Thus, the null hypothesis was accepted except on
2. The benefits derived from the participation in the
Teaching Competence.
In-Service Training (INSET) were arranged in
4. The top three challenges encountered by Public
descending order were: Professional Growth, 4.73;
Elementary School Teachers were: Too much paper works
and Teaching Competence, 4.70 were rated Very Much
and prioritizing deadline of activities, 4.69; and
Evident, while, Earning CPD Units, 4.41; and
Participants/committees shoulder a part of
Instructional Leadership 4.37 were interpreted as
213 214
expenses, (4.50) interpreted as Very Much must review the rights and responsibilities of every
Challenging, while, Less allowance for communication teacher for their security; DepEd must spearhead
and transportation for teachers living far from the trainings and seminars for teachers in order for
venue, 4.49 was rated Much Challenging. them to enhance their COVID-19 pandemic knowledge
5. On the test of significant agreement on the rank orders that can stay relevant and up-to-date with changing
of the challenges encountered by the Public Elementary trends; Teachers in collaboration the school heads
School Teachers during the In-Service Training should inform parents about the new trends of
(INSET), the Kendall’s Coefficient of Concordance learning amidst pandemic.
W and the computed chi-square X2 value of challenges

The following conclusions in this study were drawn:
encountered arrived at 0.946 and 39.73 (p<0.001).
1. The In-Service Training participated by the teachers in
Thus, the null hypothesis was rejected in favor of
Tagkawayan District are enough to promote professional
the alternative hypothesis.
development and teaching skills both inside and outside the
6. The following were policy recommendations were
classroom.
generated based from the findings of the study:
2. The benefits derived from the participation in the
Public School District Supervisors should monitor
In-Service Training (INSET) are generally rated
the existing policies and regulations in the
Very Much
school; School heads, as the heart of education system
Evident.
215 216
3. There is no significant agreement on the rank orders and upgrade their professional knowledge, skills
of the benefits derived from the participation in and teaching practices that will promote quality
the In-Service Training (INSET) among the three education to learners.
Clusters except on Teaching Competence. 2. Teachers should maintain in attending the In-
4. The challenges encountered by the Public Elementary Service Training as this will sustain their
School Teachers are Much Challenging. capacity to provide quality teaching and learning
5. There is a significant agreement on the rank order inside the classroom.
of the challenges encountered by Public Elementary 3. Teachers must analyze and reflect on their own
School teaching performance and must always provide a room
Teachers in the In-Service Training (INSET). for improvement.
6. Policy recommendations are introduced to improve 4. Teachers must invest in a continues learning that
the participation in the In-Service Training would help them to be their edge in teaching
(INSET). strategies especially this time of pandemic to
bring out the

Pursuant to the conclusions, the following
schools’ and teachers’ better performance.
recommendations were made:
1. DepEd should continue to create professional
development opportunities for teachers to refresh
217 218
5. School heads must support their teachers in facing 5. Further research about the Issues and Challenges of
the challenges met by the teachers by giving the
adequate response to it. teachers in participating in the INSET.
6. The policy recommendations introduced to improve
the participation in the In-Service Training (INSET)
be adopted.
The following are recommended for further
research:
1. A study about the impact of the COVID-19 pandemic
on the teaching performance of teachers.
2. A study about the effectiveness of INSET on the
teachers’ work performance.
3. A study must be replicated in different district
and division to further verify its validity.
4. Research similar to this study like professional
standards can be conducted.
219 220
LIST OF THE STUDENT
ED-200 METHODS OF RESEARCH
HALLARE, CLARICE BENICO PENTOLO, MARK ANTHONY

ALMONTE, KRISNA GUAVES BUENAFLOR, DIANA BAWA
HILO, KRISALYN CEA QUEBRAL, JENIE EDAUGAL
AQUINO, GRACE BORDONADA CALABINES, ROWENA MECEDA
HUIT, DONNA CORBITO Ramirez, Julie Ann Ampongan
ASICO, EVERROME REYES CARILLA, SALVE BELMIN
ILLANZA, RUTH CASYAO REBAISON, JAMESON MARABELLA
AVILA, JOAN FAJARDO CATIMBANG, ANGELICA AVILA
LAYONES, MARY GRACE BELIBER RECTO, MANILYN BORRE
BACSAIN, BERNADETTE COMBO, ANGELIQUE FRANCES
BAYRANTE REYES
LUMABAS, MONABETH LAVAPIE RELLORA, CRISTY TRIÑANES
BALICTAR, JOHN MICHAEL DE LA VEGA, SHERLA ROMAN MANAOG, CARMELA EMBUESTRO REQUIÑO, EMILIE ANGELIE
SARTO
MALATE
DESALIZA, CYRA RUBIA NACARIO, MERRIBEL NALDO
BALICTAR, MARINEL SARTO
SALAZAR, MAUREEN
DIANELA, FRANCIA RUIZ
NARRA, SALVACION CERVANTES
BERMAS, MA. JESUSA MAE SA.
SARTO, MARYDEL COMPLOMA
DOTILLOS, MELODY BUENZALIDA NAVAL, LIWAY SAN FELIPE
BERNAS, SUSANA MANGANAAN
SENTILLAS, LALAINE
Esplana, Daria Trinidad OLANDEZ, JISSA MAGTUBA VILLADARES
BLANCO, LOLITA NARON
FAJARDO, MARCON BELDAD OLLETE, KRISTINE ABNER SERDEÑO, CATHERINE SIENNA
BOLIMA, MICHELLE LATAM
BERNALES
Gamban, Joy Oreñas PAMPARO, VANESSA ANDALIS
BONADOR, ROSIEL VISITACION SERTAN, DIANE CHRISTIANE
GARCIA, SALVE VASQUEZ PANTE, REBECCA RABINO REPUESTO
BOÑALES, CYNTHIA MARQUEZ
GUIRUELA, IRISH ORCINE PARDE, ESPERANZA ABRERA SIDLACAN, SOLITA TEBRERO
BUENA, JOSHUA MATA
221 TOMENIO, MA. THERESA222FEREZ

Sentillas, Lalaine Villadares
SERDEÑO, CATHERINE SIENNA BERNALES
SERTAN, DIANE CHRISTIANE REPUESTO
Sidlacan, Solita Tebrero
TOMENIO, MA. THERESA FEREZ
223 224

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University of Northeastern Philippines

School of Graduate Studies and Research

respondents in conducting research; the significant

conducting research; the significant agreement on the

contingency of fit. years and 30 years and above in teaching both

of three hundred twenty-four (324) respondents, and 7 – 9 with 0 or 0%.

189 or 58% has units in Master’s Degree, followed

Dissemination and Generation, 4.56, all Professional Development.

different congressional districts, the corresponding Cramer Coefficient of C of the

Coefficient of Concordance W and its Level of Perception and Highest Educational

Generation; 0.40779 and 14.27 (p<0.050) in (p<0.001); Pedagogical Formation and

corresponding Cramer Coefficient C for the Number years.

interpreted as Much Capable. Research Design and Methodology.

of capability in conducting research, the in conducting research, the Correlation

and 27.46 (p<0.005) in Background of Research; hypothesis was rejected.

(p>0.050) in Research Designs and Methodologies; Serious were: insufficiency of time to do

0.41403 and 35.19 (p<0.010) in Statistical research, 4.39; incapability to finance

responsibilities at school, 4.34. years.

research, the Coefficient of Concordance W and Necessary.

rejected in favor of the alternative hypothesis. importance of conducting research except in

was proposed based from the findings of this Development.

senior high school teachers. level of the teachers’ perceptions on the

The following conclusions were drawn: importance of conducting research to their

1. Majority of the Senior High School teachers of professional profile.

the Division of Camarines Sur have units in

Master’s Degree, young in the service, and did

Sur is Much Capable. encountered by the senior high school

6. There is a highly significant agreement on the teachers.

7. There is a highly significant relationship The following recommendations were offered:

research. improve their research capabilities.

in the educational field. in the school is involved in research activities,

school. 7. Shadowing and mentoring of teachers in conducting

the strengths and weaknesses of the Senior High level.

research. exerted by teacher-researchers whose researches

personnel to attend trainings, workshops and municipality.

replication of the components of this study. Research 1 & 2.

conducted. 8. Research capabilities of school heads and master

3. Studies on the development of critical thinking teachers may be conducted.

conducted. their researches may be pushed through.

4. Conduct of studies related to research

appreciation and capabilities may also be

conducted to junior high school teachers.

5. Explore the relationship of the different

generations of teachers to their research

surfaced: 9.0 and 60.00, for Subtraction, 6.47 and

Period were: Addition of whole numbers were 13.63 and

can use simultaneously with the activities; and Use

Instruction in Mathematics. opportunity.

“Needs Improvement” during the pretest while in

considered “Needs Improvement” and the following recommendations were offered:

group is Very Satisfactory. They can also develop a collaborative atmosphere

pretest to the posttest of the experimental excitingly.

group. 2. School heads must encourage the teachers to utilize

skills of the learners.

Lesbian, Gay, Bisexual and Transgender (LGBT)through

modular distance learning for school year 2020 – 2021.

Further, it determined: the perception of the

community in the Philippines, Awareness on the was set at 0.05.

The descriptive-evaluative-correlational method Awareness on the existence of LGBT Community in the

was utilized. The data pertinent to the present study

rank orders of the journey of colors of the LGBT rejected.

individual's decision and pacing in providing Distance Learning.

are “Much Evident”. exploration especially in the classroom to promote its

issues on LGBT community through modular distance effectiveness.