SCHOOL FACTORS AFFECTING THE SOCIAL STUDIES INSTRUCTION UNDER

THE NEW NORMAL EDUCATION SYSTEM AT THE JUNIOR HIGH SCHOOL IN

CORON SCHOOL OF FISHERIES, SY 2020-2021: BASIS FOR MAXIMIZING
LEARNING EXPERIENCE

______________________________________________________________________________

An Undergraduate Thesis Presented to the Faculty of the North External Campuses-

Coron Campus Palawan State University

In Partial Fulfillment of the Requirements for the degree of Bachelor of Secondary

Education Major in Social Studies

By:
Daboc, Joden
Diocareza, Diana Rose
Gallenero, Dixie May
Gomez, Eliazar D.
Juan, Alvin D.

February 2021
 CHAPTER I
INTRODUCTION

Background of the Study

Students frequently are not positive about their social studies experiences. Even more

alarming are studies showing that young people do not feel social studies is a particularly

valuable or interesting part of the school curriculum. It is apparent that if social studies are

perceived by young people as not being valuable, then learning social studies will be adversely

affected. With low levels of civic literacy and the apparent lack of public confidence in the

quality of social studies teaching (Gallup, 1981), it is increasingly urgent that social studies

educators pay attention to what young people, as well as others, might be able to tell us about

ways to improve the social studies program. The question regarding this problem encounter in

teaching social studies are “is it in the content why learning social studies perceived as not

valuable or irrelevant to young people daily lives or it is in the teacher’s teaching style or

instructional methods used that do not engage or and inspire students to learn social studies?”.

Shaughnessy & Haladyna (1985) concluded that “it is the teacher who is key to what social

studies will be for the students. Instruction tends to be dominated by the lecture, textbook, or

worksheets….and social studies do not inspire students to learn”.

One of the most recent public health emergencies of global concern is the recent COVID-

19 pandemic, which started in China and almost infect every country in the whole world. This

disease is caused by a novel coronavirus (SARS-CoV-2, previously known as 2019 nCoV) and

has received global attention from growing infections and on how to eradicate the disease and

flatten the curve of infections (Guo et al. 2020). This pandemic have caused the world with so
much fear about what tomorrow will bring, . Hence, this pandemic had forced a lot of

schools/universities/colleges to conduct further studies about the treatment for Covid-19. Aside

from this, a lot of people have spoken too about what should be the system of education to

implement at this time. Education in most countries is one of the top priorities thus has become

one of the hottest problems faced by every country.

In the Philippines, the Covid-19 crisis has affected about 27 million learners, 1

million teachers, and non-teaching staff, as well as the families of learners. In response to this

situation, educational leaders decided to adopt the new normal in education. At the basic

education, the Department of Education (DepEd) will be implementing the Learning Continuity

Plan (LCP), which will be in effect in School year 2020-2021 and classes will open on August 4,

2020, instead of June 2020 (DepEd 2020). Unfortunately, because of not being prepared to

officially start the classes on the proposed date, the Learning Continuity Plan (LCP) was moved

to October 5, 2020. At this time, five modalities for meeting students have been identified and

was in effect : Face-to-face (traditional, pre-Covid-19 modality) Online classes (using web-based

and digitized lesson resources [LRs]) Online-Offline modular (using web-based and digitized

LRs ) Offline modular (using digitized LRs) Modular (using printed LRs).

With the DepED instruction of limited face-to-face contact, Principal Espulgar and

his teachers have decided to meet their pupils in shifts.. The implementation of online learning

posed different risks, problem, and challenges to what both the teachers and the students

especially in the higher education institution (HEIs) (Bao, 2020). Thus, offline and printed

modules are also utilized.

 The vision of the Department of Education is to make every learner functionally literate,

equipped with the life skills, appreciative of the art and sports, and imbued with the desirable

values of a person who is makabayan, makatao, makakalikasan, and maka-Diyos.

In line with the vision, the Department of Education has included the teaching of social

studies which aims to raise the quality of life of Filipino learners and graduates and empower

them for lifelong learning which requires the attainment of functional literacy. The teaching of

social studies provides the learner the quality time to demonstrate practical knowledge and skills

of empathy, vocational efficiency, and problem-solving in life. Teaching social studies plays an

important role in molding the child to the fullest thus producing educated and healthy people that

can help the improvement of the country.

In Palawan, there are lots of schools in rural and remote areas. Coron School of

Fisheries is one of those schools that may face varied problems in giving instructions to their

students. The challenge to effectively transfer what is taught in the face-to-face classroom to

distance learning continues to be a problem in Coron School of Fisheries that uses three

modalities for meeting the students such as Online-Offline modular (using web-based and

digitized LRs ) Offline modular (using digitized LRs) Modular (using printed LRs). It is in this

context that the researchers are deeply interested to know the school factors that social studies

instruction under the new normal education system and how to maximize the learning experience

of the students, especially that social studies is one of the critical subjects to handle and should

suppose to be taught to the students in a way that would empower them to have lifelong learning

and to be law-abiding citizens of the country.

Statement of the Problem

This study sought to determine the factors that affect social studies instruction under the

new normal education system at junior high school in Coron School of Fisheries.

1. What are the school factors affecting social studies instruction under the new normal

education system at the Junior high school department at Coron School of Fisheries in terms of:

1.1 Modular approach materials; and

1.2 Instructors?

2. How do these identified factors affect social studies instruction under the new normal

education system in Coron School of Fisheries?

3. What is the level of effect of these identified factors on the social studies instructions under

the new normal education system?

4. What are the respondents’ suggestions in order to improve social studies instruction under the

new normal education system?

Significance of the Study

Every learner must be given high attention especially to the weaknesses they have; they

must be shown opportunities where they can develop their personalities to the highest possible

level. This objective can be attained through the proper teaching of social studies, adequate

facilities and equipment, and the application of different teaching strategies. Unfortunately, due
to the pandemic, teachers cannot do these things since they were limited by the situation. In this

sense, there must be a review of how social studies instruction is given these days to determine

the existing school factors that limit teachers to perform their tasks well.

Thus, this study shall benefit the following:

Department of Education - this will also give awareness among government officials

specifically the Department of Education about the existing factors in teaching Social Studies

under the new normal education system so that they could have their programs of action to be

taken.

Coron School of Fisheries school administrators – it will serve as a basis in maximizing the

learning experiences of the students specifically in Social Studies towards identifying the

existing school factors in order to develop new strategies to at least minimize the problems

encountered by the teachers to have social studies instruction effective under the new normal

education system.

The Teachers- the findings of this study may provide a source of awareness to teachers

specifically those who are handling Social Studies to be prepared at all times not just in

situations like pandemic but also to the possible situations that may interrupt their instructions.

Parents- this research may also be a source of awareness among parents who should be involved

in guiding their children towards their studies and full development.

Students- Finally, the results of this study may provide a source of awareness among students

about their direct responsibility in honing and molding their ability to be self-developed persons

which is the main foundation of being patriotic, mindful of humanity, respectful of nature, and

Godly at this point of time.

Future researchers- On the part of the future researchers, this will serve as their guide in

making their own study.

Palawan State University- this study will benefit Palawan State University because they can

use it as a reference for future studies and also a source of awareness to be prepared all the time

for whatever may interrupt their instructions specifically in social studies disciplines that are to

be taught to the students.

To sum up it all, this study will serve as a resource to all the stakeholders mentioned

above that in times of pandemic and other possible situations that would hindrance effective

instruction, they must be aware and prepared.

Scope and Limitation of the Study

This study will focus on identifying factors that Social Studies instruction under the new

normal education system in Junior high school at Coron School of Fisheries-Coron, Palawan.

The scope of the study will cover those who are handling Araling Panlipunan or Social Studies

in its different disciplines only in Coron School of Fisheries-Coron, Palawan. The study will be

limited only to the school factors such as modular approach materials and teacher factors under

the new normal education system.

This study will start in October 2020 and will end in February 2021.
 Chapter II

THEORETICAL FRAMEWORK

This chapter contains the relevant literature and studies, which are pertinent to this study.

It also includes the conceptual framework, the research paradigm, the research assumption, and

the operational definition of terms.

Review of Related Studies

Foreign

Many empirical studies have been conducted to examine the quality of online courses

from various aspects. studies have identified and examine critical issues such as communication,

technology, time management, pedagogy, and assessment (Limperos, et al., 2015). There are also

organizations such as Quality Matters and Online Learning Consortium that focus on improving
the quality of online education in higher education by providing resources as well as

opportunities for collaboration on communication development.

As the world faces a pandemic at this point of time which become the reason to the

chages in education system, it is said that teachers must be flexible especially in integrating new

teaching methods in online learning as better as in the usual teaching. A study was conducted

that supports this which stated that applying course redesign strategies is another effective way

for instructors to appropriately transition their face-to-face courses to online courses and

successfully integrate technology into an online course. Furthermore, course redesign reduces

cost and raises retention rates (Spiceland, Spiceland, & Schaeffer, 2015). In connection with

what Brocato et al., (2015) said, instructors must participate actively and engage with students,

which means be available for learners and gain their trust and confidence. Student motivation

increases when learners can construct relative knowledge and demonstrate learning. Thus,

student motivations towards online learning are enhanced with clear organization,

communication, interaction, and presence of the instructors.

Technology is one of the tools that is needed in order to deal with situations like a

pandemic. However, there are still teachers who are not really into these new technologies; some

are not knowledgeable enough about the use of it. Thus, according to (Limperoa et al., 2015)

Teachers must have enough knowledge about the use of technology so that they can guide their

students appropriately. In line with this, they also stated that communication challenges include

communication via various technological modes. This means that one of the communication

barriers is the use of technology when communicating with students. Also, the changing role of

faculty impacts communication with faculty and students.

 Another study has been conducted by Vladimir Abramenka which entitled “Students

Motivations and Barriers to Online Education” in 2015, concluded that collaboration and

interaction in online class remain the major barriers to online learning. Students also indicate

confusing layout of the course as a challenge when taking a hybrid/online course. If, given the

opportunity, students prefer to communicate using asynchronous communication tools (i.e.,

email, text message, discussion board) for nearly all cases of communication when taking an

online class ( e.g., collaboration between peers in a small group to complete an assignment, to

discuss course material or as collaboration between students and an instructor). The researcher

also given emphasize the interaction between teacher and student is still one of the barriers in the

online education system.

The study conducted by Mansureh Kebritchi et., al (2017) entitled "Issues and Challenges

for Teaching Successful Online Courses in Higher Education" concluded that higher education

institutions need to provide professional development for instructors, training for learners,

technical support for the content development and delivery of the online courses to address the

challenges in online education and enhance the effectiveness of online teaching and learning.

In Sicilia’s study (2018) technical problems were found to be a major barrier for teachers.

These technical barriers included waiting for websites to open, failing to connect to the

Internet, printers not printing, malfunctioning computers, and teachers having to work on old

computers. “Technical barriers impeded the smooth delivery of the lesson or the natural flow

of the classroom activity”.

Local
 This pandemic had been a sudden outbreak for all the people around the globe.

Everyone is affected even those who are not infected by the virus. The community is in chaos.

Blaming here, blaming there. The establishments were closed and a lot of people have lost their

jobs. Moreover, the education institution had been affected too. Almost four months that the

school cannot officially start the classes. Hence, the Department of Education and ChEd adopted

a new learning system which is distance learning. Distance learning is traditionally defined as,

any educational or learning procedure in which the guide and the student are separated

geographically. There’s no interaction between them.

The study conducted by Nina Mea Pacana, Charmin Ramos et al. conclude that non-

social science teachers who are handling Araling Panlipunan are indeed facing many problems

which in terms turn helped in the cultivation of the Filipino trait of adaptability. Spiced up with

the right amount of support from external factors like schools and internal motivations like

passion, initiative, flexibility, and open-mindedness, problems on out-of-field teaching will be

lessened if not totally eradicated. They also recommended that schools should be aware of the

situation of every teachers and as much as possible support them in their teaching careers.

Training and seminars which is adequate and relevant should be given to these to these affected

teachers.

Barriers to online learning in the time of COVID-19:

A national survey of medical students in the Philippines (July, 2020) concluded that

among barriers to online learning, the most frequently encountered were difficulty adjusting

learning styles, having to perform responsibilities at home, and poor communication or lack of

clear directions from educators . Approximately two-thirds of the respondents always or often

confronted these barriers. Lack of physical space conducive for studying and mental health
difficulties were also common. The data showed that the availability of fast and reliable internet

connection was a bigger concern than either device ownership or technical aptitude.

Technological, which pertain to hardware, software, and internet connectivity; (2) individual,

which involve students’ learning styles, physical, and mental health; (3) domestic, which are

concerns at home or within the family, including financial distress; (4) institutional, which

revolve around administration, medical curriculum, school resources, and educator skills; and (5)

community barriers, which include lockdown restrictions, infrastructure challenges, and

sociopolitical issues.

As cited by Arinto (2016) The Philippines is still currently embracing technology in

the application of online education, even prominent universities propose researches to help the

public schools to adopt online education for family formulations toward inclusive education and

some top university discuss issues in the implementation of online education. Some state

university in the Philippines are adopting free platforms as a start in a distance learning but

contains limitations, unlike the full-blown platform which is Moodle. It is advised that teachers

should enroll in online learning courses such as MOOCs to familiarized themselves with online

learning.

The Department of Education's advocacy on computerization may contribute to the

attitude of teachers in online education, as one study conducted that organizational readiness

factors have the most important effect on e-learning outcomes. It was also revealed in one study

that teachers' motivation and training are the most important factors in e-learning. (Hung, 2016).

In the study about “Challenges in Teaching Lessons in Public secondary Schools,

Zone 2, Division of Zambales, Philippines” which was conducted during academic year 2016-

2017 by Marie Fe D. Guzman Ed. D., Jovi Ababan Alter S. Gallardo from College of Teacher
Education (CTE), Ramon Magsaysay Technological University Main Campus, Iba, Zambales,

Philippines. The results of this study show that the respondents strongly agreed that to address

the challenges met in teaching History lessons, they have to vary their instructional approaches

as well as combined methods and techniques. Teachers should not rely on the limited number of

strategies and learning activities that helps one student may have little value for another. Another

findings of this study shows that the use of images/media/multimedia/technology as sources for

historical interpretation is a must. The respondents strongly agreed that to overcome the

challenges and to further enhance the effectiveness of teaching History, historical interpretation

have to be supplemented by the use of visuals image and multimedia and gadgets. 21 st century

are ore exposed to new trends in technology, therefore providing and utilizing the necessary

materials allows students to give personal analysis and explanation to historical accounts, world

events, claims of a personalities in history and many others.

Review of Related Literature

Foreign

Literature reveals that an instructor should consider different methods than those used

in traditional settings in order to engage students in online learning (Bonanno, & Ulbig, 2015).

Challenges of home learning during a pandemic through the eyes of a studentRARKRYAN P.

ANGDHIRI-/Jakarta / Tue, July 21, 2020 / 12:09 pm

Stated that the true sufferers of the government order of school closings are the

students in less fortunate situations and the students who are in schools that are not well-funded.

This is because those students lack the devices and internet access to be able to participate in

online classes, and the schools do not have the capacity to teach online. Unlike in New York

where devices are distributed to students by schools and private companies, in Indonesia, there is
yet to be this kind of effort. This leaves many students in a bad spot where they are unable to

receive an education. Although internet service providers have been giving out free data

packages, they are simply not capable of supporting video calls on programs such as Zoom.

Saito (2020) discusses Japanese society's need to find a "new equilibrium" by

operating several changes such as remote work, increased online education, and changes in

academic year and recruitment system.13 Regarding online education, although little progress

had been achieved in implementation of online education in schools before the COVID-19 crisis,

the process of transitioning to online/remote education is expected to accelerate, as Japan is

making efforts to adapt to the "new normal".14 However, during the school closure period,

although private schools were quick to take steps to move their courses online, many public

schools failed to keep up with the rapid changes.15 The causes range from lack of digital training

of teaching staff, low access to computers or tablets among students, and, last but not least, poor

administration of the situations by educational institutions.

Open and distance education is the future of learning. It will also make learning faster

and efficient in the own face of a student. It provides convenience to both teachers and learners.

It is essential that the province be ready for the change in technology. Despite the reality that the

Philippines is still low in internet connectivity (Euromonitor, 2016), readiness is essential in

preparation.

(Simin Ghavifekr et., 2016) said that teachers complained about how difficult it was to

always have access to computers. The author gave reasons like “computers had to be booked in

advance and the teachers would forget to do so, or they could not book them for several

periods in a row when they wanted to work on several projects with the students”. In other

words, a teacher would have no access to ICT materials because most of these were shared
with other teachers. The inaccessibility of ICT resources is not always merely due to the non‐

availability of the hardware and software or other ICT materials within the school. It may be the

result of one of a number of factors such as poor resource organization, poor quality hardware,

inappropriate software, or lack of personal access for teachers.

local

Basilio pointed out that “reproduction cost is also a big problem as schools were

forced to find ways to raise funds in so short a time.” With the schools’ Maintenance and Other

Operating Expenses (MOOE) almost depleted, ACT alleged that schools resort to soliciting

private donations and maximizing teachers’ personal printers just to jumpstart the reproduction

of modules. ACT also alleged that some teachers are even being made to report to school as late

as 11:00 pm as their school or division implements a shifting schedule for teachers in order to

finish the printing on time. While others reported a “one grade level per day” scheme in printing,

collating, and organizing of learning packets where all the teachers for a particular year level will

report on their assigned day of the week.

According to Dr. Florangel Rosario Braid (Distance Education in these pandemic

times, 2020) Distance learning isn’t new. As early as the 60’s, a number of public secondary high

schools had already participated in an experimental delivery system using radio-TV

broadcastings. However, as COVID-19 came so suddenly, the Department of Education hasn’t

prepared to know that it still adjusting to the challenges of the K-12 curriculum. She also stated

that the shift to online learning would involve drastic changes in the role of teachers and learners.

The major challenge is how to close the gap between the more privileged learners in urban areas,

and the majority-those in margins who have little or no access to the internet and the tools and

gadgets required by the new delivery system. For this group, use of radio and TV printed and
audiovisuals, and for their counterparts in urban areas, online, with the “blended” mode or use of

video and print modules. She added that it is not true that the teacher’s role is diminished, as

these technologies depend upon a skilled teacher who organizes, motivates, and stimulates the

learner. The teacher is the most critical factor in bringing out the full capacities of the learner

who is the “star” in the learning process. Teacher-training is therefore a key factor in the success

of online learning.

Teachers, schools seek paper supply donations for printing modulesAUG 8, 2020 4:35 PM PHT by

LORETA ARROYO

The posts said that since each SLM can use up to 30 pages, good for one week per student,

sustaining this will “surely drain out” the small budget of schools and the personal funds of the teachers,

who are known use their own money to augment classroom supplies, and then get reimbursed later.

One public school teacher explained in a post that while bond paper supply falls under public school's

Maintenance and Other Operating Expenses (MOOE), this cun also covers schools’ utility bills and repairs

of school equipment, among others. This limits the allocation for bond paper, even though it is

prioritized. Bacurio said the bond paper her school previously bought may not be enough for SLMs and

worksheets. As soon as the school’s stocks of bond papers run out, they would need to either rely on

donations or their own pockets. Castro explained that teachers receive a P3,500 supplies allowance per

school year which is not enough, especially now that teachers have to spend on laptops, internet

connectivity, and mobile load to contact the parents of students.

Efforts to electrify schools have lagged despite progress in electrification throughout the

world to connect people to electricity networks (Sovacool and Ryan 2016). It is for this reason that the

DepEd recently issued DepEd Memorandum No. 59, s. 2019, titled “Prioritizing the Development of the

Last Mile Schools in 2020–2021: Reaching Out and Closing the Gap.” The absence of electricity was
among the indicators for identifying a school as an LMS. In line with this, the DepEd intends to

implement programs and projects aimed at addressing the needs of LMS. This includes installation of

solar panels to energize unenergized schools, provision of DepEd Computerization Program packages,

and connection of schools to the DepEd Network and the internet. Implied in this memorandum is that

gaps in access to infrastructure, such as electricity and the internet, have implications to improved

learning

‘INSTRUCTION IN CHAOS’: Teachers scramble to adjust to ‘new normal’ in education

Delos Santos ( June, 2020) cited connectivity issues as her main concern. “The

challenges I’ve identified are, difficulty in attending teleconference since internet connectivity is

not available, difficulty downloading instructional materials, working from home using a

computer is a problem because of ‘poor’ signal. Communicating with parents is also a problem

since most of them have no gadget to use,” she said.

Delos Santos was also concerned with how students and parents alike would fare with these new

and sudden changes.“My concern with the current shifts as a teacher, I have to face the reality

that teaching or preparing pupils’ lives is our main concern, whether it is ‘face-to-face’, online

teaching, modular or other means of teaching, the safety of our learners is always our top

priority. Pupils in barangay schools will really have difficulty in facing the new normal learning

scheme since most of them do not have radios, television sets, and other gadgets to use. Other

parents are not capable of teaching their children,” Delos Santos said

Conceptual Framework
 Based on the literature and studies cited, the researchers conceptualized that there must

be a review of the factors that are present in teaching social studies under the education system at

junior high schools in Coron School of Fisheries - Coron, Palawan.

The independent variables of the study are the Social Studies Instructional Materials and

Social Studies Teachers and the dependent variables of the study are the factors affecting social

studies instruction under the new normal education system.

Research Paradigm

Independent variables Dependent variables

The figure 1 shows the independent variables and dependent variables of the study. The

independent variables of the study are the Social Studies Instructional Materials and Social

Studies Teachers. Independent variables can independently stand alone as the subject. On the

other side, shows the dependent variables of the study which are the factors affecting social

studies instruction under the new normal education system. Dependent variables are the answers

the researchers sought to determine.

Factors Affecting Social Studies

Social Studies Instructional Materials
Instruction under the New Normal
Social Studies
Definition Teachers
of Terms
Education System

Covid-19- Coronavirus disease 2019 (COVID-19) is defined as illness caused by a novel

coronavirus now called severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2;

formerly called 2019-nCoV), which was first identified amid an outbreak of respiratory illness

cases in Wuhan City, Hubei Province, China. [1] It was initially reported to the WHO on

December 31, 2019. On January 30, 2020, the WHO declared the COVID-19 outbreak a global

health emergency. (Medscape)

DepEd- Department of Education. The one who is responsible for the formulation,

implementation, and coordination of policies, plans, programs, and projects in the areas.

Instruction- This refers to the act or practice of instructing or teaching social studies under the

new normal education system.

Instructor- a person who instructs; teacher. These refer to the teachers who are handling social

studies at junior high school in Coron School of Fisheries - Coron, Palawan.

Learning Experience - this refers to the experiences of students while learning social studies

under the new normal education system. It also refers to any interaction, course, program, or

other experience in which learning takes place whether it occurs in traditional academic settings

or non-traditional academic settings.

Modular approach materials - these refer to the equipment available in Coron School of

Fisheries - Coron, Palawan under the new normal education system such as printers,

laptops/computers, bond paper, and internet connectivity.

New Normal Education System- this refers to the newly implemented mode of learning during

pandemic which was categorized into the online and offline modular design.

School factors- these refer to the existing factors that affects Social Studies instruction under the

new normal education system at junior high school in Coron School of Fisheries - Coron,

Palawan.
Social Studies- a part of a school or college curriculum concerned with the study of social

relationships and the functioning of society and usually made up of courses in history,

government, economics, civics, sociology, geography, and anthropology. (Merriam-Webster)

CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the research design the research methodology, research locale,

research design, research instrument, data gathering procedure, statistical treatment, and Gantt

chart.

Research Locale

The study will be conducted at Coron School of Fisheries, Coron, Palawan. It will not

include other secondary or public high schools in Coron.

Research Design

This study used the descriptive-survey method of research. According to Manuel and

Medel (1993), the descriptive method focuses on prevailing conditions on how a person, group
or thing behaves or functions in the present society. This method was utilized by the researchers

in gathering and describing information about the factors affecting social studies instruction

under the new normal education system at junior high schools in Coron School of Fisheries. A

quantitative approach will be used in the study.

Research Population

The respondent of the study is the teachers in Coron School of Fisheries handling Social

Studies. Eight respondents which are equivalent to one hundred percent total of the population of

teachers handling social studies were included in this study.

Research Instrument

In determining the factors affecting social studies instruction under the new normal

education system at junior high school in Coron School of Fisheries, the researchers will use a

self-construct questionnaire that is going to be distributed to all the respondents to get a wider

scope of responses.

Data Gathering Procedure

The researchers will request permission from the Dean of the College of Resource

Development –North to conduct this study.

To obtain the necessary data, the researchers will prepare questionnaires that will be

distributed to the respondents.

A letter to the Principals of Coron School of Fisheries will be sent asking their approval

to administer the questionnaires to the respondents who are with their jurisdiction.

Statistical Treatment
 The data will be interpreted through the use of percentage, frequency, rank, and mean.

The percentage will be used to ascertain the level or extent of the responses.

The frequency will be used to specify numbers of the responses that will be given by the

respondents.

Mean will be utilized to indicate the average responses of the respondents.

Rank will be used to specify the position or arrangement of the responses from highest to

lowest.

Gantt Chart

QUESTIONNAIRE

Direction: I. Put a check on ( ) which corresponds to your answer.

The following are the school factors that affects social studies instruction:

1.1 Modular approach materials:

( ) Printer

( ) Gadgets ( Computer, Laptop, and android phone)

( ) Bondpaper

( ) Internet Connectivity (School Wi-Fi)

( ) Electricity

1.2 Instructors:

( ) Preparedness and readiness

( ) Time management
The following are the effects of these identified factors:

Printers can affect my instructions in such ways:

( ) Lack of printers to be used for printing modules

( ) Overused of printers lead to technical problems

( ) Lack of ink

( ) High-speed printers to hasten the printing of modules

Gadgets (Computer, Laptop, and Android Phone)

( ) Lack of availability of a computer, laptop, and android phone for organizing modules to
print and to use in communication to students

( ) overused of these gadgets tend to cause technical difficulties

BondBond paper

( ) Shortage of bondbond paper use for printing modules

Internet connectivity:

( ) Poor internet connections affect my communication with students

( ) Enough load to browse to the internet

( ) Lack of school internet resources such as Wi-Fi

Electricity:

( ) Frequent electricity loss (blockout)

( ) Electrical shortage (low power)

( ) Short circuit due to overconsumption

2. Instructors

Preparedness and readiness:

( ) Lack of online teaching training attended

( ) Lack of distance teaching experiences

( ) Ability to adapt (flexibility)

Time Management:

( ) Overtime in printing modules

( ) Delayed responses for students concerns

( ) Distribution of modules

II. Read the following statement stating the different factors that affects Social Studies instruction under
new the normal education system and encircle the category that corresponds to your answer.

4-NOT AFFECTED AT ALL 3-LESS AFFECTED 2-MODERATELY AFFECTED

1-HIGHLY AFFECTED

The following are the school factors that affects social studies instruction:

1.1 Modular approach materials:

( ) Printer 4 3 2 1

( ) Gadgets ( Computer, Laptop, and android phone) 4 3 2 1

( ) Bondpaper 4 3 2 1

( ) Internet Connectivity (School Wi-Fi) 4 3 2 1

( ) Electricity 4 3 2 1

1.2 Instructors:
 ( ) Preparedness and readiness 4 3 2 1

( ) Time management 4 3 2 1

C. The following are the suggestions in order to improve social studies instructions under the new
normal education system:

( ) There must be an adequate supply of the modular approach materials

( ) The Department of Education must prioritize the needs of the teachers

to perform better instructions

( ) The school must provide stable internet connection

( ) Teachers must be flexible enough to adapt with the changes

( ) Teachers must be resourceful

( ) Teachers must actively involve in any online training or webinar to enrich

their skills and knowledge especially to the use of technology under

the new education system.