Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 4 no. 9 (2022)

The Transition, Transformation, and Adaptation from Modular-Printed Instruction to Limited Face-to-Face Classes: A Phenomenology

Maila Chokie Villar | Jocelyn Filipinas | Juvy Villanueva | Cyril Cabello

Discipline: Education

 

Abstract:

The educational setting has changed when pandemic forced everyone to take a reset. The change also known as transition from one modality to another paves the way to surface different stressors and tensions among the teachers and learners. In the literature, little attention was given to the teachers who experienced transition from the change of modality as more research studies focused on the learners’ academic performance. This study used a Heideggerian Phenomenology research design in explicating the lived experiences of the teachers exposed in the transition from modular instruction to face-to-face classes. Interpretative Phenomenological Analysis (IPA) popularized by Moustakas and modified by Van Kaam was used in analyzing the authentic experiences of the participants. There were 8 participants in this study when the data saturation was reached. Semi-structured questionnaire was utilized in conducting the interview. There are four emerging themes generated – The Defect, The Struggles, Pedagogical Challenges, and the Inevitable Stressors. These themes are clear manifestations of how teachers are surviving and thriving in these trying times. It is expedient to create management plans that can alleviate the teachers’ circumstances which can make them ready in transitioning to any mode of teaching.



References:

  1. Abucejo, C. M., Amodia, J. B., Calorin, R., Deo, N. F., Fuentes, M. J., Lamila, K. N., ... & Minyamin, A. (2022). Going Back to Elementary Years: The Parents Lived Experiences in Modular Distance Learning. Psychology and Education: A Multidisciplinary Journal, 2(6), 477-489. doi: 10.5281/zenodo.6791851
  2. 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. https://dx.doi.org/10.22161/jhed.4.1.8
  3. Alase, A. (2017). The interpretative phenomenological analysis (IPA): A guide to a good qualitative research approach. International Journal of Education and Literacy Studies, 5(2), 9-19.
  4. Alea, L. A., Fabrea, M. F., Roldan, R. D. A., & Farooqi, A. Z. (2020). Teachers' Covid-19 awareness, distance learning education experiences and perceptions towards institutional readiness and challenges. International Journal of Learning, Teaching and Educational Research, 19(6), 127-144. https://doi.org/10.26803/ijlter.19.6.8
  5. Ando, K., Basilisco, J., Deniega, A., Gador, K., Geraldo, P. J., Gipulao, W. E. M., ... & Minyamin, A. (2022). Learning without Learning in the New Normal: College Education Students Lived Experiences in Blended Learning Modality. Psychology and Education: A Multidisciplinary Journal, 2(6), 455-464. doi: 10.5281/zenodo.6791799
  6. Anzaldo, G. D. (2021). Modular distance learning in the new normal education amidst Covid-19. International Journal of Scientific Advances, 2(3), 233-266. DOI: 10.51542/ijscia.v2i3.6
  7. BAHINTING, M. A., Ardiente, M., Endona, J., Herapat, M. A., Lambo, D., Librea, H. J., ... & Minyamin, A. (2022). Stronger than the Internet Connectivity: A Phenomenology. Psychology and Education: A Multidisciplinary Journal, 2(6), 465-476. doi: 10.5281/zenodo.6791820
  8. Cabello, C. A. (2022). Higher Education Professors in Blended Learning Modality of Teaching: The Silent Tears of Heroes Towards Resiliency. Journal of Positive School Psychology, 6(3), 6171-6183.
  9. Cabello, C. A. (2022). Part-Time Instructors in the Higher Education Institutions: The Less, The Limited, The Left-over, and The Survivors. Journal of Positive School Psychology, 6(3), 6202-6214.
  10. Cabello, C. A., & Bonotan, A. M. (2021). Designing and Validating an Instrument to Assess the Wellness of Business Process Outsources’ Customer Service Associates. Asia Pacific Journal of Multidisciplinary Research, 9(1), 1-11.
  11. Horrigan-Kelly, M., Millar, M., & Dowling, M. (2016). Understanding the key tenets of Heidegger’s philosophy for interpretive phenomenological research. International Journal of Qualitative Methods, 15(1). https://doi.org/10.1177/1609406916680634
  12. Khan, U. R., Khan, G. M., & Arbab, K. (2021). Creating ‘COVID-safe’face-to-face teaching: Critical reflections on on-campus teaching during a pandemic. Journal of University Teaching & Learning Practice, 18(5), 9. https://doi.org/10.53761/1.18.5.9
  13. Olleras, J. L., Dagwayan, M., Dejacto, A. M., Mangay, J. R., Ebarsabal, M., Diaz, D. J., ... & Minyamin, A. (2022). The Life of the Laters: Students Procrastination in Accomplishing Academic Deadlines in Online Learning. Psychology and Education: A Multidisciplinary Journal, 2(5), 444-454. doi: 10.5281/zenodo.6791776
  14. Ozamiz-Etxebarria, N., Berasategi Santxo, N., Idoiaga Mondragon, N., & Dosil Santamaría, M. (2021). The psychological state of teachers during the COVID-19 crisis: The challenge of returning to face-to-face teaching. Frontiers in psychology, 11, 620718. https://doi.org/10.3389/fpsyg.2020.620718
  15. Pillai, R. G., & Krishnakumar, S. (2019). Elucidating the emotional and relational aspects of gift giving. Journal of Business Research, 101, 194-202. https://doi.org/10.1016/j.jbusres.2019.03.037
  16. Riconalla, P. G., Quiñanola, K. K., Devila, J., Zozobrado, J., Estoque, R. M., Capito, N., ... & Minyamin, A. (2022). The Lived Experiences Aged Instructors in Online Classes: Their Struggles and Coping Mechanisms. Psychology and Education: A Multidisciplinary Journal, 3(1), 1-11. doi: 10.5281/zenodo.6810776
  17. Ruslin, R., Mashuri, S., Rasak, M. S. A., Alhabsyi, F., & Syam, H. (2022). Semi-structured Interview: A Methodological Reflection on the Development of a Qualitative Research Instrument in Educational Studies. IOSR Journal of Research & Method in Education (IOSR-JRME), 12(1), 22-29. DOI: 10.9790/7388-1201052229
  18. Saboowala, R., & Manghirmalani Mishra, P. (2021). Readiness of in-service teachers toward a blended learning approach as a learning pedagogy in the post-COVID-19 Era. Journal of Educational Technology Systems, 50(1), 9-23. https://doi.org/10.1177/00472395211015232
  19. Saga, E. S., & Agua, B. M. G. (2021). Readiness levels and challenges of secondary mathematics teachers in implementing modular distance learning in the new normal. Journal of Research, Policy & Practice of Teachers and Teacher Education, 11(2), 101-123. DOI: https://doi.org/10.37134/jrpptte.vol11.2.8.2021
  20. Secuya, C. L., & Abadiano, M. N. (2022). Embracing the New Normal Set-Up from Modular to Face-to-Face Learning: A Grounded Theory. Journal of Positive School Psychology, 8250-8264.
  21. Sewang, A., & Aswad, M. (2021). The Readiness of Learning Processes during the New Normal Era of the Covid-19 Pandemic. Indonesian Research Journal in Education| IRJE|, 5(1), 279-292. https://doi.org/10.22437/irje.v5i1.12822
  22. Simon, J., Helter, T. M., White, R. G., van der Boor, C., & Łaszewska, A. (2021). Impacts of the Covid-19 lockdown and relevant vulnerabilities on capability well-being, mental health and social support: an Austrian survey study. BMC public health, 21(1), 1-12. https://doi.org/10.1186/s12889-021-10351-5
  23. Walker, W. (2007). Ethical considerations in phenomenological research. Nurse researcher, 14(3). doi: 10.7748/nr2007.04.14.3.36.c6031

Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic