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BRAVING IN THE NEW NORMAL: CHALLENGES ENCOUNTERED BY

SELECTED TEACHERS IN THE PROGRESSIVE EXPANDED FACE TO

FACE LEARNING MODALITY

An Undergraduate Thesis

Presented to the Faculty of School of Education

Marinduque Midwest College

In Partial Fulfillment of the Requirements for the Degree

Bachelor of Elementary Education

APRIL F. MANALO

PAMELA NICOLE V. PRIVADO

RONALYN S. MONTIANO

May, 2022
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CERTIFICATE OF COMMITTEE APPROVAL

This thesis entitled BRAVING IN THE NEW NORMAL: CHALLENGES

ENCOUNTERED BY SELECTED TEACHERS IN THE PROGRESSIVE EXPANDED
FACE TO FACE LEARNING MODALITY prepared and submitted by April F. Manalo,
Pamela Nicole V. Privado, Ronalyn S. Montiano in partial fulfillment of the requirements of the
course – Research in Education for the Degree Bachelor of Elementary Education in Marinduque
Midwest College, has been approved.

JHON MARK P. MERCENE JIMBERT S. CEDEÑO

Research Instructor Research Adviser
Date Signed: _________________ Date Signed: _______________

APPROVED and ACCEPTED by the Committee on Oral Examination

DR. VIRGINIA M. SOTTO Ed. D

Chairman

JHON MARK P. MERCENE

Co-Chairman

ACCEPTED in partial fulfillment of the requirements for the Degree of Bachelor of

Elementary Education.

DR. VIRGINIA M. SOTTO Ed. D

College Dean
Date Signed: _____________
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CERTIFICATION

This is to certify that this undergraduate research entitled BRAVING IN THE NEW

NORMAL: CHALLENGES ENCOUNTERED BY SELECTED TEACHERS IN THE

PROGRESSIVE EXPANDED FACE TO FACE LEARNING MODALITY written by April

F. Manalo, Pamela Nicole V. Privado, Ronalyn S. Montiano has been edited in accordance with

the recommendations and suggestions by the committee on Oral Examination during the Oral

Examination on last 2nd day of June, 2022.

JIMBERT S. CEDEÑO DR. VIRGINIA M. SOTTO Ed. D

Research Adviser/Statistician Dean of Education

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ACKNOWLEDGEMENT

First and foremost, praises and thanks to God, the Almighty, for His showers of blessings

throughout our research and its successful completion.

Immeasurable appreciation and deepest gratitude for the help and support are extended to

the following persons who in a way or another have contributed in making this study possible.

Mrs. Virginia M. Sotto, Dean of Education for her support and words of encouragement.

Mr. Jhon Mark Mercene, Research Instructor for his constant guidance and regular

interaction throughout our research work and giving a long period of time to depend this study.

Mr. Roy Merlin, Mr. Kyle David Atienza, Mrs. Jonane Saguid, Panelist for their

distinguished skills and talents in their own field as seen in their way of correction and ideas shared.

Mr. Jimbert Cedeño, adviser and statistician for providing us invaluable supervision and

support during the course of our research study. We would also like to thank him for his empathy,

patience and knowledge that he imparts unto us. It was a great privilege and honor to work and

study under his guidance.

Our thanks and appreciation also go to our respondents who willingly help with their full

cooperation which has made the research study achieve its completion. We would also like to give

thanks for the time and knowledge that you have given us to conduct this study.

Last but not the least, to our dearest parents for their deep consideration for the finances

and undying support throughout the making of the research study.

-The Researchers
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DEDICATION

This work is a fruit of countless and arduous sacrifices. Through the researchers’ effort,

this work is heartily and proudly dedicated to the people who serve as an inspiration. From parents

and guardians, to classmates and circle of friends whom extended their help in the midst of problem

while doing this work.

To the faculty and staff of Marinduque Midwest College, Gasan Marinduque. Above all,

to our God Almighty who showered us His blessings in our everyday lives, especially for the

strength, courage, patience, wisdom, time, and guidance in realization of this work.

-The Researchers
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ABSTRACT

TITLE: Braving in the New Normal: Challenges Encountered by Selected Teachers in the

Progressive Expanded Face to Face Learning Modality

RESEARCHERS: April F. Manalo, Pamela Nicole V. Privado, Ronalyn Montiano

RESEARCH DESIGN: Descriptive Research

SAMPLING METHOD: Convenient Sampling Method

STATISTICAL ANALYSIS: Percentage, Frequency and Weighted Arithmetic Mean.

KEY WORDS: challenges, progressive expanded face to face learning modality, teachers

EXECUTIVE SUMMARY:

The study explored the challenges encountered by selected teachers in the progressive

expanded face to face learning modality. This study employed the descriptive survey design under

quantitative method and analyzed the data gathered from 45 respondents composed of public

elementary teachers. It was found out that teachers were moderately prepared in terms of learning

resources, highly prepared in terms of limited face to face, and highly prepared in terms of teacher

support in the preparation made by public school teachers in the implementation of progressive

expanded face to face focusing on teaching and learning. It was concluded that to support the

teachers in the implementation of the progressive expanded face to face learning modality it was

recommended to have more trainings, increase in the payment to human resourcing and lessening

the paper work load, active participation and involvement of Barangay officials, parents and

teachers in the expansion of limited face to face learning modality, conduct well organized and

informative orientation to parents and teachers about the implementation of limited face to face
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learning modality and DepEd may implement programs to assist the teachers in lessening paper

works so they can focus on the teaching-learning process.

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TABLE OF CONTENTS

Preliminaries Page

Title Page ………………………………………………………………………………… 1

Approval Sheet…………………………………………………………………………….2

Certification………………………………………………………………………………..3

Acknowledgement………………………………………………………………………....4

Dedication ……………………………………………………………………….. ……....5

Abstract ……………………………………………………………………………………6-7

Table of Contents …………………………………………………………………..……...8

List of Tables

Introduction and Rationale…………………………………………………………………9

Literature Review………………………………………………………………………….13-17

Conceptual Framework…………………………………………………………………….18

Research Questions………………………………………………………………………...19

Scope and Delimitation…………………………………………………………………….20

Significance of the Study…………………………………………………………………..21

Research Methodology…………………………………………………………………….22-24

Discussions of Results and Recommendations……………………………………………25-31

Dissemination and Advocacy Plans……………………………………………………….32

Conclusions………………………………………………………………………………..32-33

References…………………………………………………………………………………34-35

Appendix A: Research Questionnaire……………………………………………………..36-39

Appendix B: Letter to the District Supervisor…………………………………………….40

Appendix C: Letter to the School’s Principals…………………………………………....41

Curriculum Vitae…………………………………………………………………………42-45
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INTRODUCTION AND RATIONALE

The corona virus disease (COVID-19) pandemic is an adventitious challenge happened in

the world. In the field of education, this pandemic has led to the massive closure of face to face

classes of educational institutions in many countries in order to minimize gatherings, decrease and

prevent the transmission of the virus and mitigate its impact. According to UNESCO Learning

Portal, 2020, during lockdowns and quarantines 87% of the world’s student population was

affected and 1.52 billion learners were out of school and related educational institutions. Due to

the suddenness and uncertainty of COVID-19, education system was rush in addressing the

changing learning into online, modular or blended learning modalities in order to mitigate the risk

of face to face interaction. Universities and schools were forced to change their learning modality

from face to face delivery to online, modular or blended learning as a result of the pandemic.

The first day of school is a watershed event in a child’s life, ushering them into a life

changing personal development journey and progress. Most of us can recall numerous tiny things,

such as our clothes, our teachers name, and whom we sat next to. However, for millions of children,

that momentous occasion has been postponed indefinitely. Millions of learners have been waiting

for nearly a couple of years to see the inside of a classroom when classes resume in many areas of

the world. Millions more may not see one at all during the current school year. For the most

vulnerable, the likelihood of never entering a classroom in their lives is increasing (UNICEF,

2020). The coronavirus pandemic has placed a greater emphasis on one issue that has still to be

addressed: making education available to everybody, regardless of circumstance.

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UNICEF (2020) claimed that school closures had impacted more than 1.5 billion learners

of all ages globally. Shutdowns have disproportionately impacted youngsters. With the primary

goal of providing education as a fundamental human right, educational systems worldwide have

been challenged to develop new ways to sustain education efforts immediately. However, this does

not include providing answers to individual student difficulties. In general, the educational system

appears unprepared, which may have unintended implications during and after the crisis (Bozkurt

& Sharma, 2020)

In the Philippines, the Department of Education has come up with the guidelines to

implement online and modular distance learning delivery of instruction. This is to ensure the

students from being infected by the virus. However, plans to conduct the pilot implementation of

limited face to face delivery in low-risk areas of COVID-19 transmission have been approved but

later recalled due to the threat of new variant of COVID-19.

Moreover, teachers played a part in the equation. They were affected by the current

situation in the same manner as parents and pupils were. Since the beginning of remote learning,

teachers have faced challenges such as student passivity, instructional method, connection with

students, developing teamwork, and assessing learning progress (Alvarez, 2020).

It has been a couple of years since the immediate shutting down of schools. The Department

of Education is still looking for ways to continue education and ensure that quality education is

still offered and delivered to the Filipino youth. As for the School's Division of Marinduque,

District of Buenavista has switched to modular distance learning during school lockdowns.
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However, this sudden change has resulted problems especially for parent who does not have

enough knowledge to teach their children. The education sector in the province remains clueless

whether they can offer face-to-face learning and reopen the schools or stay with the current

education delivery system.

This research attempts to see the current situation the parents, teachers, learners and school

managers deal with by investigating the situation at hand with them. These people are the ones

who witnessed both the difficulties and the opportunities in these times. This study tries to assess

the “Challenges Encountered by Selected Teachers in the Progressive Expanded Face to Face

Learning Modality."
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LITERATURE REVIEW

This research makes use of relevant theories and current studies to enlighten the researcher

and readers about the current status, challenges of public elementary teachers concerning the

contagion. Areas of school administration and disaster risk reduction management theories and

concepts were used to see the present situation in a brighter angle of vision.

One of the most recent worldwide public health emergencies is the COVID-19 epidemic,

which began in China and spread to every country on Earth. This disease is caused by a new

coronavirus (SARS-CoV-2, formerly known as 2019-nCoV) and has garnered global interest due

to the epidemic's rapid spread and the need to eradicate the virus and flatten the infection curve

(Guo et al., 2020).

Cough, fever, and shortness of breath are just some of the symptoms that can be transmitted

by close contact with an infected individual via coughing, sneezing, respiratory droplets, or

aerosols (Shereen et al., 2020). Though it affects people of all ages, adults, children, and those

with pre-existing medical issues are particularly at risk (WHO, 2020b). Worldwide, the number of

infections and deaths continues to rise. To avoid infection, the World Health Organization

recommends containment, mitigation, contact tracing, self-isolation, social distancing, the use of

face masks, enhanced health care systems, hand-washing, and surface cleaning (WHO, 2020b).

For over two months during the pandemic, most countries worldwide temporarily closed

educational institutions to prevent the spread of the COVID-19 pandemic and minimize infection

rates (UNESCO, 2020). This closure has impacted over 1.2 billion students globally, including
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over 28 million students in the Philippines (UNESCO, 2020). Several countries' responses, such

as community lockdown and community quarantine, have prompted students and teachers to study

and work from home, resulting in the development of online learning platforms (Crawford et al.,

2020).

However, the deployment of online learning created new hazards, issues, and concerns for

professors and students alike, particularly in higher education institutions (HEIs) (Bao, 2020).

There were 10,794 cases in the Philippines as of May 11, 2020, and the number is continually

increasing (DOH, 2020), with more than four million cases worldwide (Worldometer, 2020). In

reaction to these circumstances, educational leaders resolved to establish a new educational

standard.

At the primary level, the Department of Education (DepEd) will implement the Learning

Continuity Plan (LCP) for School Year 2020-2021, with classes beginning on August 24, 2020,

rather than June 2020. (DepEd, 2020). The Commission on Higher Education mandated that HEIs

have academic independence and should make distance learning, e-learning, and other alternative

modes of delivery available to students (CHED, 2020).

Within the new normal, the scenario poses a particular challenge to the decision-making

process of every educational leader. According to Karalis (2020), what is worth studying after

returning to normalcy are the implications for the day after, i.e., what adjustments should be made,

the scope of the situation, and defining the fundamental dimensions of education and learning in

formal education systems and organizations in the face of educational disruptions.

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We are all now confined to our houses as a result of the government's lockdown program.

However, education should not come to a halt. Various countries worldwide have implemented

various solutions to maintain the education process during the epidemic, including distance

learning. These include Google, television broadcasts, guidelines, resources, video courses, and

online channels (UNESCO, 2020).

By about April 2020, there were effectively 186 countries affected by the pandemic virus

and had implemented school closures (Li & Lailani, 2020; Chang et al., 2020) at all levels of their

educational systems, as well as some countries controlling international student movements

(Bairagi 2020), all in the hope of protecting them all from this scourge.

The pandemic's multifaceted consequences affected the health and the educational, social,

and economic aspects of every person infected with or not infected with the terrible virus (Radwan

& Radwan, 2020; Usak et al., 2020). Higher education adopted a new direction with the

expectation of sustaining future academic progress (undergraduate and postgraduate level

students), thus abandoning the more traditional face-to-face teaching-learning strategy in favor of

online education system alternatives (Setiawan 2020; Blankenberger & Williams, 2020).

Similarly, the DepEd establishes a distance learning strategy that includes three

components: (1) delivery of printed modules to students, (2) access to DepEd Commons, an online

education platform developed by the DepEd to support alternative modes of learning, and (3) radio

and television delivery of lessons or self-learning modules. However, the particular standards for

implementing distant learning are continuously being revised (Magsambol, 2020).

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With schools reopening their doors soon, it is critical to determine how schools will

continue to fulfill their objective of providing quality education to all students. Since school is a

public space where crowding is inescapable and children are vulnerable, there is a need to enhance

policy in terms of instruction delivery - to allow for online learning platforms. The Philippines'

various educational sectors have offered numerous innovative projects. The Department of

Education underlined that this does not necessarily mean that teachers and students will attend

schools and learn in traditional classrooms, and it developed a variety of mechanisms to ensure

that online learning is a viable option in this new learning environment (DepEd, 2020).

Education is one of the sectors that the COVID19 pandemic has hardest hit. In the

Philippines, where COVID-19 infections are still increasing, despite advocating numerous

responses to the new normal, some identified obstacles and issues were identified. As a result,

schools at all levels must address these concerns and conduct a thorough review of their plans and

procedures for implementing the new normal. In these trying times, collaboration is critical. We

should assist in establishing the post-COVID-19 educational environment, assisting students in

transitioning to the new normal. As a result, the author advocates seizing the opportunity and

addressing the obstacles posed. The question here is how to supply and provide high-quality

education in the face of adversity, such as the COVID-19 epidemic, and how prepared we will be

for future crises (Tria, 2021)

For the Department of Education (DepEd), the start of the pilot implementation of

limited face-to-face classes in basic education this month was “fairly successful.” In a virtual

press briefing, Education Secretary Leonor Briones gave updates on the pilot face -to-face
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classes and other issues related to the education sector along with other officials of DepEd

from the Central and Regional Offices. “There were two major, major events that happened

these past weeks,” Briones said. Briones was referring to the opening of face-to-face classes

in public schools last Nov. 15 which now it’s followed by the opening of face -to-face classes

for private schools on Nov. 22. “The face-to-face classes were fairly successful for both the

public and private sector,” Briones said.

In the same briefing, DepEd Assistant Secretary for Field Operations Malcolm Garma

also gave updates on the number of participating learners and teachers as well as other related

concerns during the first week of pilot face-to-face classes in 100 public schools located in

low risk areas nationwide. Garma said that there were 7,324 students and 1,129 school

personnel who are participating in the pilot face-to-face classes in public schools. Citing

initial reports, Garma noted that “73.3 percent of students” who are attending limited in-

person classes are from Kinder to Grade 3 and 25 percent are learners from Senior High

School (SHS). Meanwhile, Garma said that 1.7 percent are both from Kinder to Grade 3 and

SHS levels.

Meanwhile, Garma also shared some challenges in ensuring safe school operations.

Based on initial reports from participating schools, he noted that among the challenges include

“insufficient budget for health essentials” as well as the compliance of students to health and

safety protocols. Another concern was the “improper disposal of infectious waste materials”

in the pilot schools. Meanwhile, among the challenges encountered by students and on the

teaching and learning aspect include “limited time to clarify lessons” and the difficulty of
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seeing what is written on the board due to physical distancing. Garma also noted that some

“learners cannot clearly hear what the teacher” because their speech is affected by the face

masks that they are wearing during the pilot face-to-face classes. Meanwhile, among the

challenges encountered by teachers include “limited time to accommodate concerns of

students” as well as “limited teaching and learning resources.” Teachers also raised concerns

about the multiple attention to learners in the face-to-face classes and those using modules. “Some

learners are not ready to participate in physical classes,” he added.

DepEd Director for Curriculum and Development Jocelyn Andaya also shared updates on

the pilot face-to-face classes in private schools. In the 18 private schools that pushed through with

the pilot face-to-face classes on Nov. 22, Andaya said that there were 555 Kinder to Grade 3

students and 1,732 SHS students. There were also 375 school personnel who joined the pilot run.

Meanwhile, Briones expressed confidence that more schools will participate in the pilot

implementation of limited face-to-face classes in the coming months. This after President Duterte

approved DepEd and the Department of Health (DOH) to decide on the expansion phase of the

limited face-to-face classes in its pilot run.

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CONCEPTUAL FRAMEWORK
INPUT PROCESS OUTPUT

ANALYSIS OF
INPUT
VARIABLES Suggestions and
WITH THE USE Recommendations
Teachers’ OF
Challenges
APPROPRIATE
STATISTICAL
1. learning resources
TOOLS
2. limited face to
face classes Interview
3. teacher support
Observation
Survey questionnaire

Figure 1. Paradigm of the Study

Figure 1 presents the schematic diagram of the study. The input involves the

implementation of the progressive expanded face to face learning modality. This study will also

identify the challenges in terms of the following indicators such as learning resources; limited face

to face classes and teacher support.

The process box which determines the procedures on how the inputs will be treated

accordingly. Interview, observation, survey, entry protocols and prior arrangements as well as the

analysis of input variables with the use of appropriate statistical tools. Lastly, the output is the

teachers’ challenges encountered in the implementation of progressive expanded face to face

learning modality.
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RESEARCH QUESTIONS

The main objective of this study is to determine the challenges encountered by selected

public elementary teachers in the implementation of progressive expanded face to face learning

modality.

Specifically, it sought to answer the following questions:

1. What is the level of preparation made by public school teachers in the implementation of

progressive expanded face to face in focusing on teaching and learning in terms of:

1.1 Learning resources;

1.2 Limited face to face classes;

1.3 Teacher support?

2. What are the challenges encountered by the teachers in the implementation of progressive

expanded face to face in focusing on teaching and learning in terms of:

2.1 Learning resources;

2.2 Limited face to face classes;

2.3 Teacher support?

3. What are the suggestions and recommendations to support the teachers in the

implementation of the progressive expanded face to face learning modality?

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SCOPE AND DELIMITATION

This study focused on the challenges encountered by selected teachers in the

implementation of progressive expanded face to face learning modality in focusing teaching and

learning in terms of the following indicators such as learning resources; limited face to face classes

and teacher support. Selected teachers from Zone 3 Elementary Schools (Libas, Yook, Binunga,

Lipata and Tungib) were the respondents of this study (SY 2021-2022). Each of the respondents

was given same questionnaire to answer. This study was limited only in determining the teachers’

challenges in the implementation of progressive expanded face to face learning modality.

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SIGNIFICANCE OF STUDY

This study was deemed significant not only to the Bachelor of Elementary Education

students but to the following as well.

The Local Government Units. This study could aid authorities in the creation of memos,

ordinances, and initiatives in their authority. This paper may assist them in providing appropriate

materials and ideas to propose accurate decisions to calibrate the country's schools to combat the

pandemic or any potential disruption of classes for the same reason.

The Department of Education. This study can be used to improve the department's plans and

provide advice to the overall educational system. This will help the department have a better

knowledge of the current situation that public elementary school teachers are most likely to face.

The Teachers. This research can be used to improve the department's strategies and offer advised

to the educational system as a whole. This will provide the department with a better understanding

of the current scenario that public elementary school teachers are likely to encounter. This will

help the department better grasp the current situation of public elementary school teachers.

The Parents. This study could highlight the department's and schools' efforts to help parents

educate their children in these tough times, since it intends to analyze the potential of opening

limited face-to-face classes in Libas Elementary School. The findings will demonstrate the schools'

commitment to reopening courses while parents struggle to keep track of their children's progress.

Future Researchers. The findings could be important to the researchers because they can use this

paper as a reference and guidance for future research.

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RESEARCH METHODOLOGY

A. Research Design

The researchers utilized the descriptive survey design of research under quantitative

method. The descriptive research method describes the nature of a condition during the research

and investigates the cause or causes of specific condition (Creswell, 1994).

The descriptive survey is the best option for this study because it focused on the

perceptions of Teachers in challenges encountered by selected public elementary teachers on

progressive expanded face to face learning modality.

B. Sampling Technique

This study utilized teachers from Zone 3. The respondents were chosen depending on their

availability at school. This study used a convenient sampling technique. This sampling is also

known availability sampling. It is a specific type of non-probability sampling method that relies

on the data collection from population members who are conveniently available to participate in

study.

C. Data Collection

This study used survey questionnaire as main instrument used in data gathering. The tool

is adopted in the DepEd Order No.71 s.2021 Enclosure No. 1.

The survey questionnaire was consisted of 3 sections with 5-point Likert scale items. The

1st scale which is “Highly Not Prepared” with the descriptive rating of 1.00-1.80. The 2nd scale

which is “Not Prepared” with the descriptive rating of 1.81-2.60. The 3rd scale is “Prepared” with
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the descriptive rating of 2.61-3.40. The 4th scale is “Moderately Prepared” with the descriptive

rating of 3.41-4.20. The 5th scale is “Highly Prepared” with the descriptive rating of 4.21-5.00.

Section 1 included questions intended to know what are the preparation made by public school

teachers in the implementation of progressive expanded face to face in focusing on teaching and

learning in terms of: learning resources; limited face to face and teacher support. Section 2 of the

questionnaire was about the challenges encountered by the teachers in the implementation of

progressive expanded face to face in focusing on teaching and learning in terms of learning

resources; limited face to face and teacher support. Section 3 of the questionnaire was about the

suggestions and recommendations to support the teachers in the implementation of progressive

expanded face to face learning modality.

The researchers provided proposal letter to asked permission to the principals of Zone 3

Elementary Schools to conduct a survey to a Public Elementary Teachers. Also, the researchers

asked permission to the respondents to answer the questionnaires at their most convenient time.

The researchers distributed the survey questionnaires to the respondents.

D. Ethical Issues

For ethical considerations, the researchers sent letter to the School Head to ask permission

that they will be conducting a study. Similarly, the researchers asked permission to the respective

teachers who are concerned in the study, they discussed how the study conducted, who are the

concerns in the study, when the study was conducted and how long will it take to finish the study.

Then, the researchers launched the questionnaire in most convenient time of the respondents. The
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respondents was given enough time to answer the questionnaire. When the questionnaires were

collected, the researcher made tabulations of the gathered data and subjected them to analysis.

E. Data Analysis Plan

For the analysis and interpretation of the gathered data, the researcher used the following

statistical tools such as percentage, frequency and weighted arithmetic mean.

The researcher will use Statistical Package for Social Science to compute and analyze the

data.
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DISCUSSION OF RESULTS AND RECCOMMENDATIONS

1. PREPARATION MADE BY PUBLIC SCHOOL TEACHERS IN THE

IMPLEMENTATION OF PROGRESSIVE EXPANDED FACE TO FACE IN FOCUSING
ON TEACHING AND LEARNING.

Table 1

Preparation made by Public School Teachers in the Implementation of Progressive Expanded

Face to Face focusing on teaching and learning in terms of Learning Resources
Statement Mean Descriptive Rating
Secured sufficient supply of learning resources needed for the face-to- 4.18 Moderately Prepared
face classes.
Implementation of 1:1 Student to Self-Learning Module (SLM) to lessen 4.53 Highly Prepared
student interaction during class hours
Implementation of 1:1 Student to Textbook ratio to lessen student 3.68 Moderately Prepared
interaction during class hours

Prepared other learning resources for remediation and intervention 3.95 Moderately Prepared

Overall Mean 4.09 Moderately Prepared

Table 1 presents the preparation made by public school teachers in the implementation of

progressive expanded face to face focusing on teaching and learning in terms of learning resources

got an overall rating “Moderately Prepared” with a mean of 4.09.

Delving deeper on the table it shows that the selected teachers from Zone 3 Elementary

Schools (Libas, Yook, Binunga, Lipata and Tungib) are “highly prepared” with a mean of 4.53 in

the implementation of 1:1 student to Self-Leaming Module (SLM) to lessen student interaction

during class hours. Likewise, secured sufficient supply of learning resources needed for the face-

to-face classes, prepared other learning resources for remediation and intervention and

implementation of 1:1 Student to Textbook ratio to lessen student interaction during class hours

got a rating of “moderately prepared” with a mean of 4.18, 3.95 and 3.68 respectively.
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Table 2

Preparation made by Public School Teachers in the Implementation of Progressive Expanded

Face to Face focusing on teaching and learning in terms of Limited Face to Face Classes
Statement Mean Descriptive Rating

Designed class program/s that cater both learners of the limited face-to- 4.68 Highly Prepared
face classes arrangement and distance education while observing the
maximum & hour classroom teaching hours
Arrangement of the number of class sections in a way that each class 4.68 Highly Prepared
section will be able to attend face-to-face classes
Class program indicating specific schedule/breakdown of hours for the 4.70 Highly Prepared
face-to-face classes including staggered start and close of the school day
per grade level.
Class program indicating specific schedule/breakdown of hours for 4.63 Highly Prepared
distance learners including staggered start and close of the school day
per grade level
Class program indicating schedule of staggered break time hours 4.63 Highly Prepared
Signages on protocols prohibiting activities that require large gatherings 4.60 Highly Prepared
Implementation of the maximum hours of stay of the learners in schools 4.60 Highly Prepared
(4.5 hours for G1-6 learners and 3 hours for kindergarten learners)
Comprehensively profiled learners who will participate in the 4.55 Highly Prepared
implementation of the face-to-face classes
Ensured an attendance monitoring of learners to determine which 4.48 Highly Prepared
participating learners are exhibiting difficulties in coming to school and
which learners who cannot participate in face-to-face classes will revert
to full distance learning.
The school has informed teachers to conduct consultations with 4.65 Highly Prepared
parents,provision of feedback and instructional support for learners,
facilitation of assessment, preparation of Weekly Home Learning PIan
(WHLP), and other related tasks after face-to-face classes.
Ensured prohibition of conduct of physical or face-to-face large 4.65 Highly Prepared
gatherings, group work or activities that will require close contact or
where physical distancing may not be possible (e.g., school activities,
field trips, sports festivals, flag ceremonies)

Overall Mean 4.62 Highly Prepared

Table 2 presents the preparation made by public school teachers in the implementation of

progressive expanded face to face focusing on teaching and learning in terms of limited face to

face classes got an overall rating “Highly Prepared” with a mean of 4.62.
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The variable mentioned in the table that the selected teachers from Zone 3 Elementary

Schools (Libas, Yook, Binunga, Lipata and Tungib) are “highly prepared” in class program

indicating specific schedule/breakdown of hours for the face-to-face classes including staggered

start and close of the school day per grade level (𝑥̅ =4.70), designed class program/s that cater both

learners of the limited face-to-face classes arrangement and distance education while observing

the maximum & hour classroom teaching hours (𝑥̅ =4.68), arrangement of the number of class

sections in a way that each class section will be able to attend face-to-face classes (𝑥̅ =4.68),

ensured prohibition of conduct of physical or face-to-face large gatherings, group work or

activities that will require close contact or where physical distancing may not be possible (e.g.,

school activities, field trips, sports festivals, flag ceremonies) (𝑥̅ =4.65), the school has informed

teachers to conduct consultations with parents, provision of feedback and instructional support for

learners, facilitation of assessment, preparation of Weekly Home Learning PIan (WHLP), and

other related tasks after face-to-face classes, ( 𝑥̅ =4.65), class program indicating specific

schedule/breakdown of hours for distance learners including staggered start and close of the school

day per grade level, (𝑥̅ =4.63), signages on protocols prohibiting activities that require large

gatherings (𝑥̅ =4.60), implementation of the maximum hours of stay of the learners in schools (4.5

hours for G1-6 learners and 3 hours for kindergarten learners) (𝑥̅ =4.60), comprehensively profiled

learners who will participate in the implementation of the face-to-face classes (𝑥̅ =4.55), and

ensured an attendance monitoring of learners to determine which participating learners are

exhibiting difficulties in coming to school and which learners who cannot participate in face-to-

face classes will revert to full distance learning (𝑥̅ =4.48).

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Table 3

Preparation made by Public School Teachers in the Implementation of Progressive Expanded

Face to Face focusing on teaching and learning in terms of Teacher Support
Statement Mean Descriptive Rating

Provided an appropriate learning and development support plan in 4.43 Highly Prepared
providing better quality basic education services.
Oriented teachers on their budget of work and ensured that the school 4.53 Highly Prepared
requirement for the learners is in observance of academic ease.
Orientation on the implementation of the Most Essential Learning 4.63 Highly Prepared
Competencies (MELCs) included in their budget of work during the limited
face-to-face classes
Orientation on the observance of academic ease and provision of 4.58 Highly Prepared
flexibility to learners in managing limited face-to-face classes

Overall Mean 4.54 Highly Prepared

Table 3 presents the preparation made by public school teachers in the implementation of

progressive expanded face to face focusing on teaching and learning in terms of teacher support

got an overall rating “Highly Prepared” with a mean of 4.54.

The table shows that the selected teachers from Zone 3 Elementary Schools (Libas, Yook,

Binunga, Lipata and Tungib) are “highly prepared” in the orientation on the implementation of

the Most Essential Learning Competencies (MELCs) included in their budget of work during the

limited face-to-face classes ( 𝑥̅ =4.63), Orientation on the observance of academic ease and

provision of flexibility to learners in managing limited face-to-face classes, (𝑥̅ =4.63), Oriented

teachers on their budget of work and ensured that the school requirement for the learners is in

observance of academic ease (𝑥̅ =4.58), and provided an appropriate learning and development

support plan in providing better quality basic education services (𝑥̅ =4.43).
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2. CHALLENGES ENCOUNTERED BY THE TEACHERS IN THE IMPLEMENTATION

OF PROGRESSIVE EXPANDED FACE TO FACE IN FOCUSING ON TEACHING AND
LEARNING IN TERMS OF:

2.1 Learning resources

• lack/insufficient textbooks/modules

• activity sheets/modules were not properly answered by the pupils

• needing more resources both monetary and in kind

• lack of supplies of printing material

• poor signal/internet connection to download learning resources.

2.2 Limited face to face classes

• preparation of requirements from the DepEd

• insufficient gadget for teacher like projector and internet connection

• less contact hours with the learners

• willingness of parent to accompany and fetch their children every day

• willingness of learners to stay in school without their parents

• some learners are not ready to some situations in the school

• limited time allotted for face to face

• lack of materials and resources needed in preparation for limited face to face

• difficulty in preparation of classroom in a short period of time

• making of WLP and DLIR at the same time

• time consuming in preparation of teaching/learning resources

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• some parents were not supportive in the preparation of limited face to face

• majority of the pupils are not vaccinated

2.3 Teacher Support

• awareness of teachers to other trends in connection with face-to-face classes

implementation

• manage teaching/learning process

• Lack of funds

• time management to accommodate all the required reports

• teachers are not properly oriented because of some paper works

• teacher can’t give their full attention to pupils due to health protocols

• some confusion for the teachers in some aspects

• late information regarding the memorandum of implementing expanded face to face

• poor internet during virtual trainings

• availability of health materials for the teachers and lack of support from the stakeholders.

This finding was supported by Garma (2021) that based on initial reports from

participating schools, he noted that among the challenges include “insufficient budget for

health essentials” as well as the compliance of students to health and safety protocols. Another

concern was the “improper disposal of infectious waste materials” in the pilot schools.

Meanwhile, among the challenges encountered by students and on the teaching and learning
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aspect include “limited time to clarify lessons” and the difficulty of seeing wha t is written on

the board due to physical distancing.

Garma (2021) also noted that some “learners cannot clearly hear what the teacher”

because their speech is affected by the face masks that they are wearing during the pilot face -

to-face classes. Meanwhile, among the challenges encountered by teachers include “limited

time to accommodate concerns of students” as well as “limited teaching and learning

resources.” Teachers also raised concerns about the multiple attention to learners in the face -

to-face classes and those using modules. “Some learners are not ready to participate in physical

classes,” he added.

3. RECOMMENDATIONS

Based on the findings of the study, the following recommendations are hereby presented:

1. Teachers may have more trainings, increase in the payment to human resourcing and

lessening the paper work load.

2. Barangay officials, parents and other stakeholders may have active participation and

involvement in the expansion of limited face to face learning modality.

3. DepEd may conduct well organized and informative orientation to parents and teachers

about the implementation of Limited face to face learning modality.

4. Availability of different health resources

5. Practical innovations/plans that will really enhance the learning of the learners.
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6. DepEd may implement programs to assist the teachers in lessening paper works so they can

focus on the teaching-learning process.

DISSEMINATION AND ADVOCACY PLANS

The completed research will be submitted to the research committee and Planning Office

of Buenavista District. The result of the study will be submitted for the approval of designated

officials and implemented in the district/division and also be used in conducting trainings/seminars

related to the topic.

Lastly, the result of the study will be presented to the available conferences/colloquium,

research summit such as district, division and regional summit.

CONCLUSION

The conclusion of the findings of this research on the “Challenges Encountered by Selected
Public Elementary Teachers in the Implementation of the Progressive Expanded Face to Face
Learning Modality’ is based on their experiences in the teaching and learning process. The
conclusions are as stated below:

The findings revealed that selected public teachers of Zone 3 are Moderately Prepared in terms
of learning resources, Highly Prepared in terms of limited face to face, and Highly Prepared in
terms of teacher support in the preparation made by public school teachers in the implementation
of progressive expanded face to face focusing on teaching and learning.

In additional, the findings in this study illustrated that the challenges encountered by the
selected teachers from Zone 3 Elementary Schools (Libas, Yook, Binunga, Lipata and Tungib) in
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terms of learning resources are lack/insufficient textbooks/modules, activity sheets/modules were

not properly answered by the pupils, needing more resources both monetary and in kind, lack of
supplies of printing material, and poor signal/internet connection to download learning resources.
Moreover, in terms of limited face to face classes the challenges encountered by the teachers are
preparation of requirements from the DepEd, insufficient gadget for teacher like projector and
internet connection, less contact hours with the learners, willingness of parent to accompany and
fetch their children every day, lack of materials and resources needed in preparation for limited
face to face, difficulty in preparation of classroom in a short period of time, time consuming in
preparation of teaching/learning resources, some parents were not supportive in the preparation of
limited face to face and majority of the pupils are not vaccinated. Lastly, in terms of teacher
support the challenges encountered by the teachers are awareness of teachers to other trends in
connection with face-to-face classes implementation, Lack of funds, time management to
accommodate all the required reports, teachers are not properly oriented because of some paper
works, teacher can’t give their full attention to pupils due to health protocols, availability of health
materials for the teachers and lack of support from the stakeholders.
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REFERENCES

Alvarez Jr, A. V (2020). The phenomenon of learning at a distance through emergency remote

teaching amidst the pandemic crisis. Asian Journal of Distance Education.

https://eric.ed.gov/?id=EJ1289949

Bozkurt, A. & Sharma R.C (2020). Emergency Remote Teaching in a time of global crisis due to

coronavirus pandemic. https://doi.org/10.5281/zenodo.3878572

Commission on Higher Education 2020.

Crawford, J., Butler-Henderson, K., Jurgen, R., Malkawi, B. H., Glowatz, M., Burton, R., Magni,

P., & Lam, S. (2020). COVID-19: 20 countries’ higher education intra-period digital

pedagogy responses. Journal of Applied Learning & Teaching, 3.

https://doi.org/10.37074/jalt.2020.3.1.7

Department of Education (2020). Official Statement Department of Education. Retrieved from

https://www.deped.gov.ph/2020/05/06/official-statement-2

Department of Health. (2020). Department of Health Philippines. Retrieved from

http://www.doh.gov.ph/2019-nCoV

Garma, 2021. Despite some challenges, DepEd says pilot face-to-face classes in public, private

schools were ‘fairly successful’. https://mb.com.ph/2021/11/23/despite-some-challenges-

deped-says-pilot-face-to-face-classes-in-public-private-schools-were-fairly-successful/
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Guo, Y.-R., Cao, Q.-D., Hong, Z.-S., Tan, Y.-Y., Chen, S.-D., Jin, H.-J., … Yan, Y. (2020). The

origin, transmission and clinical therapies on coronavirus disease 2019 (COVID-19)

outbreak - an update on the status. Military Medical Research, 7.

https://doi.org/10.1186/s40779-020-00240-0

Tria 2021. Education is one of the sectors that the COVID19 pandemic has hardest hit.

UNESCO Learning Portal (2020)https://en.unesco.org/covid19/educationresponse/globalcoalition

UNICEF (2020). Filipino Children continue missing education opportunities in another year of

School closure. https://www.unicef.org >Philippines

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APPENDIX A
Research Questionnaire
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QUESTIONNAIRE
Dear Respondents,
This questionnaire is intended to gather data for a research paper entitled “BRAVING IN
THE NEW NORMAL: CHALLENGES ENCOUNTERED BY SELECTED TEACHERS IN
THE PROGRESSIVE EXPANDED FACE TO FACE LEARNING MODALITY”.
In connection with this, kindly answer this questionnaire as sincerely as you can by
supplying the data on the space provided. Please do not leave any item unanswered.

Your answer will be held confidential.

Thank you very much.

Researchers

PART I. PREPARATION MADE BY PUBLIC SCHOOL TEACHERS IN THE

IMPLEMENTATION OF PROGRESSIVE EXPANDED FACE TO FACE IN FOCUSING
ON TEACHING AND LEARNING.
Directions: Using the Likert scale below please put a (√) check mark on the box that corresponds
to your answer. The numbers corresponds the following:.
Scale Descriptive Rating Verbal Interpretation
5 4.21 - 5.00 Highly Prepared

4 3.41 - 4.20 Moderately Prepared

3 2.61 - 3.40 Prepared

2 1.81 - 2.60 Not Prepared

1 1.00 - 1.80 Highly Not Prepared

STATEMENT 5 4 3 2 1
1.1 LEARNING RESOURCES
Secured sufficient supply of learning resources needed for the face-to-face
classes.
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Implementation of 1:1 Student to Self-Leaming Module (SLM) to lessen

student interaction during class hours
Implementation of 1:1 Student to Textbook ratio to lessen student interaction
during class hours
Prepared other learning resources for remediation and intervention
1.2 LIMITED FACE TO FACE CLASSES
Designed class program/s that cater both learners of the limited face-to-face
classes arrangement and distance education while observing the maximum &
hour classroom teaching hours
Arrangement of the number of class sections in a way that each class section
will be able to attend face-to-face classes
Class program indicating specific schedule/breakdown of hours for the face-
to-face classes including staggered start and close of the school day per grade
level.
Class program indicating specific schedule/breakdown of hours for distance
learners including staggered start and close of the school day per grade level
Class program indicating schedule of staggered break time hours
Signages on protocols prohibiting activities that require large gatherings
Implementation of the maximum hours of stay of the learners in schools (4.5
hours for G1-6 learners and 3 hours for kindergarten learners)
Comprehensively profiled learners who will participate in the
implementation of the face-to-face classes
Ensured an attendance monitoring of learners to determine which
participating learners are exhibiting difficulties in coming to school and
which learners who cannot participate in face-to-face classes will revert to
full distance learning.
The school has informed teachers to conduct consultations with
parents,provision of feedback and instructional support for learners,
facilitation of assessment, preparation of Weekly Home Learning PIan
(WHLP), and other related tasks after face-to-face classes.
Ensured prohibition of conduct of physical or face-to-face large gatherings,
group work or activities that will require close contact or where physical
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distancing may not be possible (e.g., school activities, field trips, sports
festivals, flag ceremonies)

1. 3 TEACHER SUPPORT
Provided an appropriate learning and development support plan in providing
better quality basic education services.
Oriented teachers on their budget of work and ensured that the school
requirement for the learners is in observance of academic ease.
Orientation on the implementation of the Most Essential Learning
Competencies (MELCs) included in their budget of work during the limited
face-to-face classes
Orientation on the observance of academic ease and provision of flexibility
to learners in managing limited face-to-face classes

PART II. CHALLENGES ENCOUNTERED BY THE TEACHERS IN THE

IMPLEMENTATION OF PROGRESSIVE EXPANDED FACE TO FACE IN FOCUSING
ON TEACHING AND LEARNING
1. Learning resources_____________________________________________________
_____________________________________________________________________________
2. Limited face to face classes______________________________________________
_____________________________________________________________________________
3. Teacher support_______________________________________________________
_____________________________________________________________________________
PART II. SUGGESTIONS AND RECOMMENDATIONS TO SUPPORT THE
TEACHERS IN THE IMPLEMENTATION OF THE PROGRESSIVE EXPANDED FACE
TO FACE LEARNING MODALITY

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

THANK YOU!
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APPENDIX B
Letter to the District
Supervisor
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APPENDIX C
Letter to the School
Principals
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CURRICULUM
VITAE
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I. PERSONAL DATA
Name: April Famarin Manalo
Nickname: “Gands”
Age: 22
Date of Birth: April 18, 2000
Home Address: Libas, Buenavista Marinduque
Email Address: manaloapril500@gmail.com
Parents: Herminia Famarin Manalo
Porferio Vicentico Manalo

II. PHILOSOPHY IN LIFE

“”

III. EDUCATIONAL BACKGROUND

Elementary Education Libas Elementary School

Libas Buenavista, Marinduque

2011 – 2012

Secondary Education Buenavista National High School

Brgy. Uno Buenavista Marinduque

2015 – 2016

Tertiary Education Marinduque Midwest College

Dili, Gasan Marinduque

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I. PERSONAL DATA

Name: Pamela Nicole V. Privado

Nickname: “Pam”

Age: 21

Date of Birth: February 24, 2001

Home Address: Yook, Buenavista Marinduque

Email Address: pamelanicoleprivado02@gmail.com

Parents: Norman R. Privado

Merla V. Privado

II. PHILOSOPHY IN LIFE

“Believe in your dreams and the only thing that stands between dreams and reality is your own hands

to make it happen.”

III. EDUCATIONAL BACKGROUND

Elementary Education Yook Elementary School

Yook Buenavista, Marinduque

2012 – 2013

Secondary Education Yook National High School

Yook Buenavista Marinduque

2016– 2017

Tertiary Education Marinduque Midwest College

Dili, Gasan Marinduque

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I. PERSONAL DATA

Name: Ronalyn Sosa Montiano

Nickname: “Rona”

Age: 21

Date of Birth: November 14, 2000

Home Address: Bagtingon, Buenavista Marinduque

Email Address: ronalynmontiano51@gmail.com

Parents: Ronelo S. Montiano

Benilda S. Montiano

II. PHILOSOPHY IN LIFE

“I believe that each child is an individual and as an educator, I will value and develop each child’s

strengths, interests, skills, abilities and knowledge to extend their learning.”

III. EDUCATIONAL BACKGROUND

Elementary Education Bagtingon Elementary School

Bagtingon Buenavista, Marinduque

2012 – 2013

Secondary Education Bagtingon National High School

Bagtingon Buenavista Marinduque

2016– 2017

Tertiary Education Marinduque Midwest College

Dili, Gasan Marinduque