Challenges and struggles of public senior high school science teachers during the new normal

  • Immar Jun Robledo Geverola Alaska Night High School, PHILIPPINES
  • Romel Cayao Mutya Mambaling National High School, PHILIPPINES
  • Louise Marie Bañados Siason Cebu Technological University-Argao Campus, PHILIPPINES
  • Amelia Bonotan Cebu Normal University-Main Campus, PHILIPPINES
Keywords: Distance learning modality, new normal, phenomenological study, qualitative research, science teacher

Abstract

The rapid increase of COVID-19 has brought challenges in the delivery of basic education and forced teachers to adapt the distance learning modality. It is interesting to find out the teachers' experiences in terms of their preparation, teaching engagement, and challenges in the new normal. The study aimed to capture the lived experiences of Senior High School (SHS) science teachers in the new normal education. Specifically, it sought to (a) determine the conception of science teachers on education in the new normal, (b) describe the challenges and struggles in the new normal, and (c) unveil the coping mechanisms of science teachers in addressing the challenges and struggles. A descriptive phenomenological study based on Colaizzi’s (1978) method was utilized to describe the lived experiences of Senior High School science teachers in the new normal education and their challenges and struggles of the Science instruction. Eleven (11) participants were selected as respondents of the study using the purposive sampling technique. The study utilized two research instruments – Part A. demographic profile and Part B. interview validated by an expert on research instrumentation utilized modified Colaizzi’s seven-step method (2018) for data analysis. Three (3) major themes emerged from the analysis of the responses to the study queries: Science as a Challenging Subject, Teaching and learning in the new normal, Teaching as a Vocation. The themes derived from the analysis of responses are essential in filling the gap in the literature that sought to explore the lived experienced of teachers in the new normal.

Downloads

Download data is not yet available.

References

Adnan, M., & Anwar, K. (2020). Online Learning amid the COVID-19 Pandemic: Students' Perspectives. Online Submission, 2(1), 45-51.

Agayon, A. J. D., Agayon, A. K. R., & Pentang, J. (2022). Teachers in the new normal: Challenges and coping mechanisms in secondary schools. Journal of Humanities and Education Development (JHED), 4.

Ali, W., & Kaur, M. (2020). Mediating educational challenges amidst Covid-19 pandemic. Asia Pac. J. Contemp. Educ. Commun. Technol, 6, 40-57.

Al-Senaidi, S., Lin, L., & Poirot, J. (2009). Barriers to adopting technology for teaching and learning in Oman. Computers & education, 53(3), 575-590.

Al-Zaidiyeen, N. J., Mei, L. L., & Fook, F. S. (2010). Teachers' Attitudes and Levels of Technology Use in Classrooms: The Case of Jordan Schools. International education studies, 3(2), 211-218.

Ancheta, R., & Ancheta, H. (2020). The new normal in education: A challenge to the private basic education institutions in the Philippines. International Journal of Educational Management and Development Studies, 1(1).

Arnett, T. (2021). Breaking the Mold: How a Global Pandemic Unlocks Innovation in K-12 Instruction. Clayton Christensen Institute for Disruptive Innovation.

Arrieta, G. S., Dancel, J. C., & Agbisit, M. J. P. (2020). Teaching Science in the New normal: Understanding the experiences of Junior High school Science teachers. Jurnal Pendidikan MIPA, 21(2), 146-162.

Bagood, J. B. (2020). Teaching-Learning modality under the new normal. Retrieved on November, 10, 2020.

Bao, W. (2020). COVID‐19 and online teaching in higher education: A case study of Peking University. Human behavior and emerging technologies, 2(2), 113-115.

Barnard-Brak, L., Paton, V. O., & Lan, W. Y. (2010). Profiles in self-regulated learning in the online learning environment. International Review of Research in Open and Distributed Learning, 11(1), 61-80.

Barrera, K. I., Jaminal, B. D., & Arcilla, F. (2020). Readiness for flexible learning amidst COVID-19 pandemic of Saint Michael College of Caraga, Philippines. SMCC Teacher Education Journal, 2, 1-15.

Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, science and technology education, 5(3), 235-245.

Bryce, N., Wilmes, S. E., & Bellino, M. (2016). Inquiry identity and science teacher professional development. Cultural Studies of Science Education, 11(2), 235-251.

Cahapay, M. B. (2020). Rethinking education in the new normal post-COVID-19 era: A curriculum studies perspective. Aquademia, 4(2), ep20018.

Cai, R., Wang, Q., Xu, J., & Zhou, L. (2020). Effectiveness of students’ self-regulated learning during the COVID-19 pandemic. Sci Insigt, 34(1), 175-182.

Callo, E. C., & Yazon, A. D. (2020). Exploring the factors influencing the readiness of faculty and students on online teaching and learning as an alternative delivery mode for the new normal. Universal Journal of Educational Research, 8(8), 3509-3518.

Campbell, T., Melville, W., Verma, G., & Park, B. Y. (2021). On the Cusp of Profound Change: Science Teacher Education in and Beyond the Pandemic.

Cardona, M. C., Buan, A. T., & Inutan, E. D. (2022). Teachers' Perspective of Science Flexible Learning. Asia Research Network Journal of Education, 2(1), 1-16.

Carrillo, C., & Flores, M. A. (2020). COVID-19 and teacher education: a literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 466-487.

Chang, G. C., & Yano, S. (2020). How are countries addressing the Covid-19 challenges in education? A snapshot of policy measures. World Educ. blog.

Chinazzi, M., Davis, J. T., Ajelli, M., Gioannini, C., Litvinova, M., Merler, S., ... & Vespignani, A. (2020). The effect of travel restrictions on the spread of the 2019 novel coronavirus (COVID-19) outbreak. Science, 368(6489), 395-400.

Colaizzi (1978). Psychological research as a phenomenologist views it. In: King RVM (ed): Existential Phenomenological Alternatives for Psychology. New York: Oxford University Press,pp. 48–71.

Coll, C., Mauri, T. and Onrubia, J. (2009). Towards modeling of the teaching – learning mediated by ICT. Educational Technology, Teacher education in the Internet age, 145-161.

Cortez, C. P. (2020). Blended, distance, electronic and virtual-learning for the new normal of mathematics education: A senior high school student’s perception. European Journal of Interactive Multimedia and Education, 1(1), e02001.

Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., ... & Lam, S. (2020). COVID-19: 20 countries' higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 1-20.

Dayagbil, F. T., Palompon, D. R., Garcia, L. L., & Olvido, M. M. J. (2021). Teaching and learning continuity amid and beyond the pandemic. In Frontiers in Education (p. 269). Frontiers.

De Leon, L. V. (2021). TEACHERS DIFFICULTIES AND STRUGGLES IN MODULAR DISTANCE LEARNING DELIVERY: INPUT TO BE-LCP. learning, 6(7).

DeLuca, C., Pyle, A., Braund, H., & Faith, L. (2020). Leveraging assessment to promote kindergarten learners’ independence and self-regulation within play-based classrooms. Assessment in Education: Principles, Policy & Practice, 1-22

DepEd. (2020). Official Statement Department of Education. Retrieved from https://www.deped.gov.ph/2020/05/06/official-statement-2

Drent, M., & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively?. Computers & Education, 51(1), 187-199.

Elo, S.; Kaariainen, M.; Kanste, O.; Polkki, T.; Utriainen, K.; Kyngas, H. (2014). Qualitative Content Analysis: A Focus on Trustworthiness. SAGE Open, 4(1), 4/1/2158244014522633–.

Enitan, S. S., Ibeh, I. N., Oluremi, A. S., Olayanju, A. O., & Itodo, G. E. (2020). The 2019 novel coronavirus outbreak: current crises, controversies and global strategies to prevent a pandemic. International Journal of Pathogen Research, 1-16.

Etiubon, R. U. (2015). Teachers’ resourcefulness on e-education instructional tools and chemistry achievement among University of Uyo Students. American Association for Science and Technology, 1(3), 38-44.

Fajardo, C. V. R. (2020). Heightening the Professional Development of Teachers Amidst Pandemic in the Philippines: A Case Study.

Fernandes, N. (2020). Economic effects of coronavirus outbreak (COVID-19) on the world economy. Available at SSRN 3557504.

Finlayson, Catherine & Fu, Mei & Squires, Allison & Applebaum, Allison & Cleave, Janet & O'Cearbhaill, Roisin & DeRosa, Antonio. (2018). The Experience of Being Aware of Disease Status in Women with Recurrent Ovarian Cancer: A Phenomenological Study. Journal of Palliative Medicine. 22. 10.1089/jpm.2018.0127.

Gachago, V. W. (2018). An exploration of inclusive education for children with special educational needs in Kenya twenty years after the Salamanca Statement. Nottingham Trent University (United Kingdom).

Ge, Y., Xin, S., Luan, D., Zou, Z., Bai, X., Liu, M., & Gao, Q. (2020). Independent and combined associations between screen time and physical activity and perceived stress among college students. Addictive Behaviors, 103, 106224.

Goh, E., & Sigala, M. (2020). Integrating Information & Communication Technologies (ICT) into classroom instruction: teaching tips for hospitality educators from a diffusion of innovation approach. Journal of Teaching in Travel & Tourism, 20(2), 156-165.

Goktas, Y., Yildirim, S., & Yildirim, Z. (2009). Main barriers and possible enablers of ICTs integration into pre-service teacher education programs. Journal of Educational Technology & Society, 12(1), 193-204.

Harris, L., Dargusch, J., Ames, K., & Bloomfield, C. (2020). Catering for ‘very different kids’: Distance education teachers’ understandings of and strategies for student engagement. International Journal of Inclusive Education, 1-17.

Hernando-Malipot, Merlina (2020). Role of Parents in the ‘new normal’ in education crucial-DepEd. Manila Bulletin. Retrieved from Role of parents in the ‘new normal’ in education crucial – DepEd – Manila Bulletin (mb.com.ph)

Huang, Z. (2019). " Put yourself in their shoes": A qualitative exploration of perceptions of effective translation teaching in universities. Translation & Interpreting, The, 11(1), 114-129.

Imamah, N., & Susanti, L. Y. (2021). Development of Sigil-Based Additives and Addictive Substances Teaching Chart for Junior High School Students: Alternative Learning Resources During a Pandemic. INSECTA: Integrative Science Education and Teaching Activity Journal, 2(1), 15-30.

Joshi, A., Vinay, M., & Bhaskar, P. (2020). Impact of coronavirus pandemic on the Indian education sector: perspectives of teachers on online teaching and assessments. Interactive Technology and Smart Education.

Kebritchi, M., Lipschuetz, A., & Santiague, L. (2017). Issues and challenges for teaching successful online courses in higher education: A literature review. Journal of Educational Technology Systems, 46(1), 4-29.

Klassen, R. M., Durksen, T. L., Al Hashmi, W., Kim, L. E., Longden, K., Metsäpelto, R. L., ... & Györi, J. G. (2018). National context and teacher characteristics: Exploring the critical non-cognitive attributes of novice teachers in four countries. Teaching and Teacher Education, 72, 64-74.

Lathifah, Z. K., Helmanto, F., & Maryani, N. (2020). The practice of effective classroom management in COVID-19 time. International Journal of Advanced Science and Technology, 29(7), 3263-3271.

McFarlane, D. A. (2011). Looking to the future: Building a curriculum for social activism. Journal of Turkish Science Education, 8(4), 215-226.

McFarlane, D. A. (2013). Understanding the challenges of science education in the 21st century: New opportunities for scientific literacy. International Letters of Social and Humanistic Sciences, (04), 35-44.

Mohmmed, A. O., Khidhir, B. A., Nazeer, A., & Vijayan, V. J. (2020). Emergency remote teaching during Coronavirus pandemic: the current trend and future directive at Middle East College Oman. Innovative Infrastructure Solutions, 5(3), 1-11.

Moore, M. G. (2016). Teaching science online: Practical guidance for effective instruction and lab work. Stylus Publishing, LLC.

Muir, T., Milthorpe, N., Stone, C., Dyment, J., Freeman, E., & Hopwood, B. (2019). Chronicling engagement: Students’ experience of online learning over time. Distance Education, 40(2), 262-277.

Mukhtar, K., Javed, K., Arooj, M., & Sethi, A. (2020). Advantages, Limitations and Recommendations for online learning during COVID-19 pandemic era. Pakistan journal of medical sciences, 36(COVID19-S4), S27.

ONVU Learning. (2021, March 16). What will lesson observation look like in the new normal? ONVULearning. https://www.onvulearning.com/blogs/lesson-observation-in-the-new-normal

Pecoraro (2020). 6 benefits of quality education for students. Student Caring - Helping Parents, Professors and Their College Students Achieve Success. https://www.studentcaring.com/6-benefits-quality-education-students/

Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational psychologist, 37(2), 91-105.

Qiang, Z., Obando, A. G., Chen, Y., & Ye, C. (2020). Revisiting distance learning resources for undergraduate research and lab activities during COVID-19 pandemic. Journal of Chemical Education, 97(9), 3446-3449.

Rehn, N., Maor, D., & McConney, A. (2018). The specific skills required of teachers who deliver K–12 distance education courses by synchronous videoconference: Implications for training and professional development. Technology, Pedagogy and Education, 27(4), 417-429.

Rotas, E. E., & Cahapay, M. B. (2020). Difficulties in Remote Learning: Voices of Philippine University Students in the Wake of COVID-19 Crisis. Asian Journal of Distance Education, 15(2), 147-158.

Ryan, A., & Tilbury, D. (2013). Flexible pedagogies: New pedagogical ideas. Higher Education Academy, London.

Santos, A. P. (2020). In the Philippines, distance learning reveals the digital divide. The Heinrich-Böll-Stiftung European Union.

Sheldrake, R., Mujtaba, T., & Reiss, M. J. (2017). Science teaching and students’ attitudes and aspirations: The importance of conveying the applications and relevance of science. International Journal of Educational Research, 85, 167-183.

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational researcher, 15(2), 4-14.

Singal, A., Bansal, A., Chaudhary, P., Singh, H., & Patra, A. (2021). Anatomy education of medical and dental students during COVID-19 pandemic: a reality check. Surgical and Radiologic Anatomy, 43(4), 515-521.

Suryani, N., & Drajati, N. A. (2021). Development of Animation Video on YouTube Channels as an Alternative Learning Media during the Covid-19 Pandemic. JTP-Jurnal Teknologi Pendidikan, 23(3), 285-294.

Tan, O. S. (2021). Problem-based learning innovation: Using problems to power learning in the 21st century. Gale Cengage Learning.

Thomas, K. P., Kumar, S., & Parkash Singh, P. (2020). Psychological Well-Being And Quality Of Worklife Of The School Teachers During The Covid-19 Situation. European Journal of Molecular & Clinical Medicine, 7(07), 6309-6316.

Tokareva, E. A., Smirnova, Y. V., & Orchakova, L. G. (2019). Innovation and communication technologies: Analysis of the effectiveness of their use and implementation in higher education. Education and Information Technologies, 24(5), 3219-3234.

Tuada, R. N., Kuswanto, H., Saputra, A. T., & Aji, S. H. (2020, January). Physics mobile learning with scaffolding approach in simple harmonic motion to improve student learning independence. In Journal of Physics: Conference Series (Vol. 1440, No. 1, p. 012043). IOP Publishing.

UNESCO, U. (2020). COVID-19 educational disruption and response. UNESCO.

United Nations (2021). Advances in Science, Technology Crucial for Equitable Pandemic Recovery, Global Growth, Speakers Stress, as Economic and Social Council Opens Multi-Stakeholder Forum. Economic and Social Council

Viner, R. M., Russell, S. J., Croker, H., Packer, J., Ward, J., Stansfield, C., ... & Booy, R. (2020). School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systematic review. The Lancet Child & Adolescent Health, 4(5), 397-404.

Wang, C. H., Shannon, D. M., & Ross, M. E. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302-323.

Wilson, S. M., Shulman, L. S., & Richert, A. E. (1987). “150 different ways” of knowing: Representations of knowledge in teaching, In. Calderhead, J. (Ed.), Exploring teachers’ thinking (pp.104-124). London, England: Cassell.

Zainuddin, Z., Shujahat, M., Haruna, H., & Chu, S. K. W. (2020). The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system. Computers & Education, 145, 103729.

Zimmerman, B. J., & Schunk, D. H. (2011). Motivational sources and outcomes of self-regulated learning and performance. Handbook of self-regulation of learning and performance, 5(3), 49-64.

Zucker, A. and Noyce P. (2020). How to Make Science Class Relevant During the Pandemic? EducationWeek.

Published
2022-06-24
How to Cite
Geverola, I. J., Mutya, R. C., Siason, L. M. B., & Bonotan, A. (2022). Challenges and struggles of public senior high school science teachers during the new normal. Journal of Research, Policy & Practice of Teachers and Teacher Education, 12(1), 49-68. https://doi.org/10.37134/jrpptte.vol12.1.4.2022