The COVID-19 pandemic has prompted educational leaders to restructure the curriculum and modify the instructional set-up to accommodate remote learning of which using technology is the most viable solution to the existing problem. This study explores how teachers adapt and utilise technology-based teaching, and what makes students learn under blended learning modalities in Taytay Senior High School. Quantitatively, using the validated survey questionnaire anchored on the technology adaptation model and the adaptive learning environment model, this study revealed that teachers' age is the factor in all aspects of the model (performance and effort expectancy, social influence and facilitating conditions). When comparing the adaptation levels of students and teachers, it showed that teachers were slightly higher than the students, and that there is a negligible correlation. The findings of this study will serve as baseline data for immediate actions for items that surfaced concerns as hindrance or factors that can hamper students’ academic performance.
Keywords: Technology adaptation, online classes, remote learning, Senior High School, Philippines.
The landscape of education is changing amidst the coronavirus pandemic, especially in public schools of which students are not used to remote learning. According to the goal theory, there is a relationship between goal difficulty, level of performance and effort. For this reason, this study surfaced the level of expectation, performance and stance of action of students amidst the pandemic. Data were gathered through a survey questionnaire via online using Google Forms. The survey questionnaire composed of the profile of the respondents, rating scale on the level of expectation and perceived performance of the students. The findings reflected the expectation, performance and action plan of the students of which these data can be used as baseline data for planning of programme and activities to help students not feel the difficulty of learning in distance learning.
Keywords: Expectation, performance, distance learning, senior high school, sentiments.
In the K-12 curriculum program applied globally, teachers are challenged to apply the Differentiated Instruction (DI) which is responsive to the needs of all students and facilitates learning. In the Philippines, the Department of Education recently mandated the implementation of DI in the K-12 curriculum. Hence, this study sought to answer research question: What differentiations are practiced by the Grade 7 Mathematics teachers in their classes? Data gathered from lesson plans, interviews, and classroom observations of 21 Grade 7 Filipino mathematics teachers were qualitative analyzed through the Framework Analysis by Ritchie and Lewis (2013).Findings show that Maker's principles of differentiation on content, process, and product were applied in instruction though not to the fullest; and Tomlinson's principles are embedded in the teaching strategies and student's activities, considering student's readiness and interests.
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