Golden Gate Colleges Graduate School

LEARNING LOSS AND LEARNING GAIN AMONG PUBLIC

SCHOOL IN GRADE 9 SCIENCE IN NEW LANSCAPE OF
EDUCATION

A thesis Presented to
The Faculty of Graduate School
GOLDEN GATE COLLEGES
Batangas City

In Partial Fulfillment
Of the Requirements for the Degree Master
of Arts in Education (With-Thesis) Major in
Science

Christine M. Ramos

April 2022
 Golden Gate Colleges Graduate School

APPROVAL SHEET

This action research entitled " LEARNING LOSS AND LEARNING

GAIN AMONG PUBLIC SCHOOL IN GRADE 9 SCIENCE IN NEW

LANDSCAPE OF EDUCATION “prepared and submitted by CHRISTINE M.

RAMOS in partial fulfillment of the requirements for the degree Master of Arts

in Education (With thesis), Major in Science, has been evaluated and

approved with a grade of

. Date:

Evaluator

NAME OF GRADUATE SCHOOL DEAN

Dean, Graduate School

Comprehensive Examination taken on

Rating
 Golden Gate Colleges Graduate School

ACKNOWLEDGEMENT

With heartfelt sincerity, the researchers want to extend their deepest

gratitude, appreciation and acknowledgement to the following individuals for

their unwavering support, contribution and concern for the completion of this

study.

Dr. , Dean of the Graduate School, for her support and

encouragement;

Dr. , the researchers’ adviser, for patiently rendering her

time to review and give corrections and suggestions for the improvement of

this study;

The members of the distinguished panel,

and , for their constructive feedback, criticisms and

suggestions;

, and , for their comments and

suggestions in the revision of the instrument;

The respondents of this study, for their kindness, understanding and full

cooperation in answering the questionnaire;

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Their parents, brothers and sisters, for their outmost understanding,

inspiration, as well as moral and financial support;

Finally, our Lord and Savior, Jesus Christ, for providing the researchers

wisdom, strength, patience and determination to finish this study.

Christine M. Ramos

DEDICATION
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This humble piece of work is wholeheartedly dedicated to:

The Almighty God

My parents

My dear friends

My love ones

In this academic effort, you became part of it as you

guided, provided, assisted and supported us morally and financially.

Christine M. Ramos
 Golden Gate Colleges Graduate School

TABLE OF CONTENTS

TITLE PAGE APPROVAL

SHEET ACKNOWLEDGEMENT

DEDICATION

TABLE OF CONTENTS

ABSTRACT

I. Context and Rationale

II. Brief Review of Literature

III. Scope and Limitation

IV. Significance of the Study

V. Research Question

VI. Methodology
Research Design
Subject of the Study
Data gathering Instrument
Data gathering Procedure
Data analysis Plan

VII. Result and Discussion

References

Appendices

Curriculum vitae
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I. introduction

The declaration of a State of Calamity throughout the country by President

Rodrigo R. Duterte due to the COVID-19 pandemic, and the subsequent

imposition of an Enhanced Community Quarantine (ECQ) in Luzon, led to the

unprecedented suspension of classes at all levels. As a consequence, a total of

28,451,212 learners from the pre-primary to the tertiary level in the country

were affected, while globally, more than 1.2 billion students and youth were

affected by school and university closures due to the COVID-19 pandemic.

History will also tell us that the Philippines is prone to natural disasters such

as earthquakes and volcanic eruptions as the Philippines sits within the Pacific

Ring of Fire.2 The country has 24 active volcanoes3 and major eruptions of a

number of these volcanoes such as Mt. Mayon with latest eruption in 2018, Mt.

Pinatubo in 1991, and Taal Volcano this 2020, caused massive destruction and

loss of lives, not to mention the suspension of classes that affected thousands of

learners. On December 15, 2019, a 6.9 magnitude earthquake that struck Davao

del Sur left infrastructure damages and affected 54,743 enrolled learners.

Apart from earthquakes, typhoons are normal occurrences in the country. On

November 8, 2013, typhoon Yolanda, the deadliest typhoon in the country’s

history made a landfall in Leyte wherein over 6,000 people lost their lives,
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displacing over 600,000,5 and affected a total of 1.4 million school-aged children

were affected.

The country has not been spared not only from natural calamities but from

man-made calamities as well. Previous to this current public health calamity.

Proclamation No. 216 was issued on May 23, 2017 which declared a state of

Martial Law and suspended the privilege of the writ of habeas corpus in the

whole of Mindanao. This was due to the armed conflict between the

government and the radical Maute group and the Abu Sayyaf group with

support from foreign jihadist. This armed confrontation between government

forces and pro-lSIS militants in Marawi has forcibly displaced 98% of the total

population of the city, as well as residents from nearby municipalities, who were

compelled to leave due to severe food shortage and/or constriction of local

economies. Educational facilities were likewise not spared during the siege as

several educational institution infrastructures were destroyed by the rebels. Of

the 69 public schools under the Marawi City Schools Division’s authority, 22

schools with 569 classrooms were seriously damaged and remain inaccessible

within the most affected areas. The damage and displacement have disrupted

the learning of more than 86,000 children and displaced 22,174 students and

1,411 teachers from Marawi City, particularly severe for the most vulnerable

and marginalized boys and girls and their families.

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While the government is continuously taking actions and crafting policies

towards effective response to minimize and mitigate the impact of these natural

or main-made calamities and boost economic and social recovery of the

affected populace, the Philippine Education System deserves focus and equal

importance as well.

The current “COVID-19 outbreak is a major education crisis” and

accordingly, the government should learn from this pandemic and take remedial

measures to ensure that what it had invested to the education of its learners will

not be put to waste, make them stay in school, especially the most vulnerable

and marginalized learners. “Re-establishing education after an emergency can

play an important role in helping children overcome psycho-social impact. Post-

disaster education can also teach children critical skills.”

This pandemic is affecting people’s lives and disrupting a variety of

sectors. The government is taking the best preventive measures from simple

physical distancing to lock-downs to flatten the COVID-19 infection rate, and to

minimize the fatalities. The education sector has also been greatly impacted by

the pandemic not only in the Philippines but also in all of the countries causing

a shutdown of academic institutions including schools, colleges, and

universities, to prevent large student-community gatherings, which presents a

potential threat of developing a sudden outbreak (Crawford et al., 2020). Amidst

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the crisis, the majority of educational institutions have been able to replace the

physical mode of delivery of instruction including the use of modules and other

online learning management platforms

The basic education learning continuity plan is the response of the

department to the challenges posed by Covid-19 in the field of education. It was

pointed out that education must continue whatever the challenges and

difficulties faced now and in the future. Thus, the LCP is an integrated output of

the Department in consultations with advisers, legislators, executive directors,

teachers, parents, learners and the public. In this regard, many schools and

universities in different parts of the world are now finding ways and

experimenting with various platforms and modes to conduct quality teaching

and learning experiences, including laboratory activities remotely, by means of

performing home-based activities and experiments in conjunction with the

delivery of instruction online and through modules. This pandemic also

demands significant adjustment to traditional face-to-face.

There are also different ways, which have been used to facilitate the

teaching and learning process in different areas of knowledge. Practical

activities represent a form of teaching in which students not only listen to

theoretical concepts but also able to link theory and practice, and their

importance in Sciences is notable. Laboratory practices are also widely used in

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the teaching of scientific concepts in different areas of Science, and it can

increase students’ interest, motivation, scientific practical skills, experiences,

including laboratory activities remotely, by means of performing home-based

activities and experiments in conjunction with the delivery of instruction online

and through modules. This pandemic also demands significant adjustment to

traditional face-to-face.problem-solving abilities, and understanding of the

nature of science. Likewise, it is an interactive method of teaching and are

important for ensuring that students are not only listening to the concepts but

also actually understanding the topic and associating theory and application.

In response to the challenge brought by pandemic among the students,

teachers are planning and thinking of ways on how the students will acquire all

the necessary skills and competencies in Science education. One of the ways

to do that is Enhancing Learning Activity sheets in Science as an alternative

way as a action for the Learning loss of the students in New Land scape of

Education

Therefore, the researchers prompt to conduct a study focusing on the

assessment on the Learning Loss and Learning Gain in New Landscape of

Education of the junior high school students of the Angeles Luistro Integrated

Senior High School. The main purpose of conducting this study is to gather

enough data to support the use of Enhance Learning Activity Sheets as one of
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the effective and efficient ways of continuing the quality Science education

among students despite of pandemic.

Research Questions

This study aims to identify the learning loss and learning gain among

public school in grade 9 Science in New landscape of Education with the end

goal of enhancing the Learning Activity Sheets (LAS) that can help to students

in their learning loss in Science 9.

Specifically, the study sought the answer the following questions;

1. How may the performance in Science 9 be assessed in terms of the

learning gains and learning loss in the following competencies:

1.1. Explain how the respiratory and circulatory systems work together to

transport nutrients, gases, and other molecules to and from the different parts of

the body

1.2. Infer how one’s lifestyle can affect the functioning of respiratory and

circulatory systems

1.3. Explain the different patterns of non -Mendelian inheritance

1.4. Relate species extinction to the failure of populations of organisms to

adapt to abrupt changes in the environment

1.5. Differentiate basic features and importance of photosynthesis and

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respiration

1.6. Explain how the Quantum Mechanical Model of the atom describes the

energies and positions of the electrons

1.7. Recognize different types of compounds (ionic or covalent) based on

their properties such as melting point, hardness, polarity, and electrical and

thermal conductivity;

1.8. Explain how ions are formed;

1.9. Explain how the structure of the carbon atom affects the type of bonds it

forms;

1.10. Recognize the general classes and uses of organic compounds;

1.11. Use the mole concept to express mass of substances; and

1.12. Determine the percentage composition of a compound given its

chemical formula and vice versa.

1.13. Describe the different types of volcanoes and volcanic eruption

1.14. Explain what happens when volcanoes erupt

1.15. Illustrate how energy from volcanoes may be tapped for human use

1.16. Explain how different factors affect the climate of an area

1.17. Describe certain climatic phenomena that occur on a global level

1.18. Show which constellations may be observed at different times of the

year using models

1.19. Describe the horizontal and vertical motions of a projectile

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1.20. Investigate the relationship between the angle of release and the height

and range of the projectile

1.21. Relate impulse and momentum to collision of objects (e.g., vehicular

collision)

1.22. Infer that the total momentum before and after collision is equal

1.23. Perform activities to demonstrate conservation of mechanical energy

1.24. Construct a model to demonstrate that heat can do work

1.25. Explain how heat transfer and energy transformation make heat

engines work

1.26. Explain how electrical energy is generated, transmitted, and distributed

2. What is the extend of implementation of the following learning modalities in

terms of;

2.1. Modular Distance Learning

2.2. Online Distance Learning

3. How the performance relate to the extent of the implementation of various

learning modalities?

4. What are the challenges meet by science teacher in New landscape of

Education?

5. Based on the analysis, how Learning Activity sheet be enchanted to

learners meet their learning loss?

Significance of the study

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The following are the beneficiaries of the output of this Master Thesis study:

To curriculum experts. This can be useful reference for them to

improve learning area, strategies, materials and other instructional resources

that will enhance the academic performance of the students.

To school administrators. This can be used as a basis for a new

technique, strategies and interventions in other ways/means that could

contribute to the betterment the students.

To teachers. Through this study, teachers in District IV, Division of

Batangas Province will be analyzed the effect of Covid-19 in the Learning Loss

and Learning gain in Science 9 in public school and will make them address the

development of Learning Activity Sheets in Science to enhance their academic

performance.

To parents. This research will make them to increase the awareness

and support as a parent and contribution in helping their child to enhance their

academic performance.

To students. The students are the one who directly benefit from this

study. This research will go beyond the root cause of the problem regarding the

Learning loss and Learning gain in Science of grade 9 students in New

landscape of education.

To future research. This study will help them to have reference data
 Golden Gate Colleges Graduate School

that could serve as a useful guide in their research for thorough studies

related education.

Sample Scope, Delimitation and Limitation of the Study

This study determines the learning loss and learning gains brought about

by New landscape of Education in Public Schools, with an end goal of the

development of Learning Activity Sheets (LAS) that would help teachers in

improving science performance of the students. It covered four main topics that

will support the teachers in learning more appropriate strategies in translating

and solving word problem such as how learning competencies in science affect

the learning loss of the students, how online distance learning and modular

distance learning affect the learning gain and learning loss of the students and

what are the challenges encountered by a science teacher in new landscape of

education.

This study utilizes Grade 9 teaachers from the secondary schools of San

Juan and Rosario District, Division of Batangas Province during the school year

2021-2022. The study is limited to the responses of the selected respondents.

Grade 9 teachers from other Districts and Divisions are not included in the

study. Other content standards and learning competencies in Science are also

not included in the study.

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CHAPTER II

Review of Related Literature

This part presents the discussion of the related literature and studies

derived from different resources such as books, published materials, and the

Internet. This provides reliable sources of information for the reader to have a

clear understanding of the study

Covid-19 brought as a big problem in the Philippine but in a whole

world also. This give us new life as a new normal, we experience lock down

and worst loss of life of some people. In field of education, Department of

Education has tested by this pandemic all of the pupils/students and even

teachers are not allowed to go to school to not spread the virus.

But we all believe that learnings must not stop because, Learning is a

lifelong learning. At that time different learning modalities has introduced

Modular distance learning, online distance learning and other applicable in their

areas. But undeniable learning in time of pandemic are different compare to

face to face teaching.

Making a drastic change in teaching would only happen after determining

the impact of change might have on students. It is important to determine how

this change impacted students and use that information to determine the

Learning Loss and Learning Gain in Science 9 in New landscape of Education.

A year after the World Health Organization declared the outbreak of the
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COVID-19 pandemic, around half the world’s students were still experiencing

complete or partial school closures (UNESCO, 2021). The length of school

closures varies by development level with children from poorer countries

missing substantially more classroom instruction time than children from high

income countries (United Nations, 2020). Learning losses are not only the

“opportunity cost” of lost learning which is the learning students would have

gained over a typical year of schooling if schools were not disrupted, but

potentially also included “deterioration” of knowledge that is forgotten over time

(Angrist et al., 2021, Azevedo et al., 2020).

E-learning tools have played a crucial role during this pandemic, helping

schools and universities facilitate student learning during the closure of

universities and schools (Subedi et al., 2020). While adapting to the new

changes, staff and student readiness needs to be gauged and supported

accordingly. The learners with a fixed mindset find it difficult to adapt and

adjust, whereas the learners with a growth mindset quickly adapt to a new

learning environment. There is no one-size-fits-all pedagogy for online learning.

There are a variety of subjects with varying needs. Different subjects and age

groups require different approaches to online learning (Doucet et al., 2020).

Online learning also allows physically challenged students with more freedom

to participate in learning in the virtual environment, requiring limited movement

(Basilaia & Kvavadze, 2020).

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As schools have been closed to cope with the global pandemic, students,

parents and educators around the globe have felt the unexpected ripple effect

of the COVID-19 pandemic. While governments, frontline workers and health

officials are doing their best slowing down the outbreak, education systems are

trying to continue imparting quality education for all during these difficult times.

Many students at home/living space have undergone psychological and

emotional distress and have been unable to engage productively. The best

practices for online homeschooling are yet to be explored (Petrie, 2020).

The use of suitable and relevant pedagogy for online education may

depend on the expertise and exposure to information and communications

technology (ICT) for both educators and the learners. Some of the online

platforms used so far include unified communication and collaboration platforms

such as Microsoft Teams, Google Classroom, Canvas and Blackboard, which

allow the teachers to create educational courses, training and skill development

programmes (Petrie, 2020). They include options of workplace chat, video

meeting and file storage that keep classes organized and easy to work. They

usually support the sharing of a variety of content like Word, PDF, Excel file,

audio, videos and many more. These also allow the tracking of student learning

and assessment by using quizzes and the rubric-based assessment of

submitted assignments.

The flipped classroom is a simple strategy for providing learning resources

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such as articles, pre-recorded videos and YouTube links before the class. The

online classroom time is then used to deepen understanding through discussion

with faculty and peers (Doucet et al., 2020). This is a very effective way of

encouraging skills such as problem-solving, critical thinking and self-directed

learning. The virtual classroom platforms like videoconferencing (Google

Hangouts Meet, Zoom, Slack, Cisco, WebEx) and customizable cloud-based

learning management platforms such as Elias, Moodle, BigBlueButton and

Skype are increasingly being used.

With the availability of a sea of platforms and online educational tools, the

users—both educators and learners—face frequent hiccups while using it or

referring to these tools. Some of the challenges identified and highlighted by

many researchers are summarized as follows:

Broadly identified challenges with e-learning are accessibility, affordability,

flexibility, learning pedagogy, life-long learning and educational policy

(Murgatrotd, 2020). Many countries have substantial issues with a reliable

Internet connection and access to digital devices. While, in many developing

countries, the economically backward children are unable to afford online

learning devices, the online education poses a risk of exposure to increased

screen time for the learner. Therefore, it has become essential for students to

engage in offline activities and self-exploratory learning. Lack of parental

guidance, especially for young learners, is another challenge, as both parents

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are working. There are practical issues around physical workspaces conducive

to different ways of learning.

The innately motivated learners are relatively unaffected in their learning as

they need minimum supervision and guidance, while the vulnerable group

consisting of students who are weak in learning face difficulties. Some

academically competent learners from economically disadvantaged background

are unable to access and afford online learning.

The level of academic performance of the students is likely to drop for the

classes held for both year-end examination and internal examination due to

reduced contact hour for learners and lack of consultation with teachers when

facing difficulties in learning/understanding (Sintema, 2020).

School time also raises social skills and awareness besides being fun for

the children. There are economic, social and psychological repercussions on

the life of students while they are away from the normal schedule of schools.

Many of these students have now taken online classes, spending additional

time on virtual platforms, which have left children vulnerable to online

exploitation. Increased and unstructured time spent on online learning has

exposed children to potentially harmful and violent content as well as greater

risk of cyberbullying. School closures and strict containment measures mean

more families have been relying on technology and digital solutions to keep

children engaged in learning, entertained and connected to the outside world,

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but not all children have the necessary knowledge, skills and resources to keep

themselves safe online.

Some students expressed that they had to attend to their ailing

parents/grandparents/family members and take them to hospitals. By evening,

when they are back home, it becomes difficult for them to keep abreast with the

lessons. Parents whose children are in lower grades feel that it would be better

to let the children repeat the next academic year. Majority of students do not

have access to smartphones or TV at home in addition to poor Internet

connectivity. There is no or less income for huge population due to closure of

business and offices. The data package (costs) is comparatively high against

average income earned, and continuous access to Internet is a costly business

for the farming community. Online face-to-face classes (video) is encouraged

by most; however, some students (economically disadvantaged) have

expressed that the face-to-face online class consumes more data packages.

The teachers are in dilemma as to whom to listen to and which tools to adopt.

Some think pre-recorded videos could help; however, this would restrict

interactions. It is difficult to design a proper system to fit the learning needs and

convenience of all students

Therefore, with prolonged closure, learning losses can be expected to

exceed what is suggested by actual days of school lost (Gustafsson and Nuga,

2020). For a given level of remediation efforts, the larger the extent of these
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combined losses in early grades, the larger the detrimental impacts not only for

later learning but for future life outcomes, human capital and ultimately

economic growth (Azevedo et al., 2020, Hanushek and Woessmann, 2020;

Kaffenberger, 2021; Angrist et al., 2021). School closures may also increase

the risk of dropout for vulnerable children (Smith, 2021).

Among developing countries, the average number of schooling days

lost has been high (Angrist et al., 2021; UNESCO, 2021) yet the ability of their

education systems to respond to school closures and support remote learning

has been limited. Education responses to the crisis depend crucially on home

learning environments, parental ability to support learning, digital connectivity

and skills; all attributes along which there is a great divide between richer and

poorer countries (Avanesian et al., 2021; Hossain, 2021). Moreover, developing

countries were facing a learning crisis prior to the pandemic with children

already battling to keep up with curricula demands and classes characterized by

high variability in learning levels (World Bank, 2018; Kaffenberger, 2021).

School closures will likely amplify that variation and schools that are able to

provide effective remediation and pivot to more targeted individualized learning

will be in a better position to mitigate the impact. Disparities along all these

dimensions are expected to exacerbate learning inequality between high- and

low-income countries (Jones et al., 2021, Azevedo et al., 2020).

Governments, organizations and education policy researchers urgently

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need accurate information on the costs of school closure if they are to optimally

manage responses to the ongoing pandemic and design recovery strategies.

Evidence on actual learning losses due to COVID-19 is only starting to emerge

and comes almost exclusively from high-income countries where school

closures were fairly short and schooling systems are highly effective (see for

example Engzell et al., 2021; Maldonado and De Witte, 2020; Schult et al.,

2021).

Learning losses tend to exacerbate existing inequalities as they

disproportionately affect the most disadvantaged students. The gap between

low-income and middle- to high-income children that accumulates over the

summer vacations is well documented (Cooper et al., 1996; Allington et al.,

2010)1 . Post Ebola increases in high school dropout rates were highest among

the youth from the poorest households in Sierra Leone and Guinea (Smith,

2021).

Covid-19 has caused considerable disruption to education around the

world. Disadvantaged and marginalized learners are being particularly hard hit.

Naturally, throughout the pandemic, the focus of much attention has been on

how to open schools safely with a preoccupation with the hygiene and social

distancing considerations. A shift is noticeable and welcome. With schools in

many jurisdictions reopening partially or fully there is a growing interest in the

immensely important area of recovering the lost learning that has occurred while
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learners have been away from face-to-face education.

Teachers are already in the spotlight more than ever, and the post-Covid-

19 return to face-to-face learning will see this increase. Our teachers, globally,

will be charged with leading learning recovery. As school systems continue to

reopen, teachers will need to respond to students’ academic losses (and gains),

but also to their socio-emotional wellbeing. To assist teachers to support

learning recovery there is the need to:

• Understand the extent of learning loss (or instructional TIME loss) and

learning gains resulting from protracted school closures

• Understand how the suddenness and uncertainty around the health crisis

and school closures have impacted students’ social-emotional wellbeing – and

how this may be affecting learning

• Investigate the responses of schools and teachers to support learning

recovery. Education Development Trust and UNESCO are collaborating on a

research initiative to explore these themes with a focus on the most

marginalized students. Our work will provide information to help teachers,

schools and governments:

• Tackle a range of issues from levelling learners to the transformation that

education systems must undergo to make this possible

• Understand and respond to the impact of crises and interruptions in

educational pathways (for example from poverty and marginalization) that lead
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to learning loss

• To assist teachers to support students as they return to school. This

report documents an analysis of policy and grey literature. It is one output from

the first phase of our collaboration and links are made to two other outputs:

Science education is about teaching and learning that involves students in

inquiry-based investigations in which they interact with their teachers and

peers; establish connections between their current knowledge of science and

scientific understandings; apply science concepts to new questions; engage in

problem solving, planning, reasoning from evidence, and group discussions;

and experience an active approach to learning science (Contant et al., 2018).

Teaching Science involves exposure to the world outside the school campus.

An exploratory analysis of student attendance at science museums finds that

student achievement in science and mathematics is somewhat higher for those

students who visited science museums frequently during the school year or

summer. The strength of the association with cognitive achievement is

sufficiently noteworthy to encourage further analysis of the role of informal

activities such as museum attendance on cognitive learning (Suter, 2014).

In particular, the Covid-19 pandemic has forced Science teachers to

become more creative, resourceful, and innovative. Few studies have

suggested what can be done in teaching Science via online modality. A study

showed that in getting a biology course online, it is recommended an

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incremental approach, beginning with a basic set of teaching and learning tools

to provide content suited to the classes and the objectives of the course. The

extent to which hands-on practical activities are included will vary depending on

the nature and purpose of the course.

There are several ways in which to incorporate such activities if they are

considered appropriate. The basic online biology course can be augmented and

developed over time, as the course designer gains confidence and discovers

useful and relevant materials. There is scope to tailor the online biology course

so that it is highly student centered, with loops and links to suit students who

struggle with particular aspects of the course, and other loops and links to

extend those who move through the basic content easily. Links may take

students outside the LMS to relevant sites, apps, and social media tools, many

of which are available to course designers at no cost, but care should be taken

to ensure that such additions augment, rather than distract from, the broader

aims of the course.

The online course is never complete, and the course designer has

unlimited opportunities to refine the style, presentation, and the internet has

been accessed during an examination. Web-based video was recently reported

as being utilized as an assessment tool for student performance in organic

chemistry. Students made video responses to specific questions as part of the

assessment process and were required to utilize a molecular modeling kit. The
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method of assessment allowed the instructor to see a student’s higher order

thinking, and the authors concluded that it appeared to be a viable additional

tool for grading student performance. The internet opens up many possibilities

for online learning opportunities. Recent innovations include game-based

approach to a physical chemistry course, multiplayer games, and a gaming

program to resolve protein structures that have eluded researchers. The latter

gaming program can be utilized as a problem-based learning assignment for

the understanding of protein folding, interactions, and structure and allows

student contributions to significant research. The ability to work on real

research problems significantly increased student interest in the assignment

(Moore, 2016).

Modular learning is the current learning modality of primary education in

the Philippines where traditional teacher-student practice has now been shifted

to mother-child since mothers are the immediate assistants of their child in

modular learning. Therefore, they play essential parts in their children’s

education. More so, this learning modality is applicable in all given subjects,

including the Mother Tongue (MT). Whereas MT modules will be solely assisted

by mothers regardless of the mothers’ MT. The objective of this study is to

determine the struggles and coping mechanisms of mothers not speaking the

MT in assisting their child in the MT subject. Moreover, this study utilized a

qualitative-descriptive design which included semi-structured interview. More so,

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purposive sampling was utilized to determine the respondents of this study. The

total number of respondents is 10 and are all mothers. The respondents’ age

ranged between 24-35 years old. It was discovered from the interviews that

difficulty in understanding Chavacanowords on the module, difficulty in

comprehending instructions on the module, lack of educational pictures, difficulty

in translating to the child’s Mother Tongue, difficulty in facilitating learning,

difficulty managing child’s behavior and struggle in implementing time

management became their primary struggles in assisting their child in the MT

subject. It is also important to note that mothers were still able to assist their

child despite of these challenges through seeking assistance from

native Chavacanospeakers, from someone who has more knowledge

in Chavacano,  from the teacher, using the translation provided as reference,

searching on the internet, repetitive teaching, practice through conversation,

involvement during discussions, translating Chavacano to their mother tongue,

materials from the teacher, recording of classes, use of infographics, providing

positive reinforcement and letting family members to assist .Online teaching may

pose some serious problems. Thus, some approaches must be considered. In a

study, it revealed that educators need to understand the approach to learning in

the new normal era, so they can carry out learning while still avoiding Covid-19

exposure. The approach that educators can use is to use an online and offline

system approach. Online can be used if the conditions in the area where the
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education is carried out have internet access, and can be reached well by

educators and students.

The offline approach can also be applied especially in areas that do not

have internet access, because this learning is offline or outside the network. In

certain situations educators can also apply by combining the two approaches,

taking into account the things that are considered important in the

implementation of learning and the achievement of learning objectives

(Mertayasa & Indraningsih, 2020). In another study, it pointed out it is important

to review online learning content. Online teaching is completely different once

the teacher and students are inside the virtual classroom. Redesigning the

course of the study is necessary to

suit the online learning platform.

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CHAPTER III

METHODOLOGY

This chapter explains various methodologies that were used in

gathering data and analysis which are relevant to the studies. The

methodologies will include areas such as the location of the study, research

design, sampling and sample size, types of data, date collection method and its

management.

Research Design

The researcher will use the descriptive research design in gathering

data and information needed to fulfil this research endeavor. The said method

will be utilized since it involves collecting and interpreting data in order to gather

information needed to serve its purpose. According to Calmorin and Calmorin

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(2012), the goal of descriptive research is to summarize comprehensively the

specific events experienced by individuals or groups of individuals. For this

study, both qualitative and quantitative data were used for descriptive analysis.

Since one of the aims of this study was to determine the performance

in Science 9, it is described through qualitative data analysis. Thus, the

descriptive method is suitable since the researcher focused on the

competencies and performance related to the implementation of various

learning modalities, as well as the difficulties that the teachers encounter in the

New Landscape of Education.

Subjects of the Study

This study will utilize one hundred twenty (120) teachers from selected

secondary Schools in San Juan and Rosario during the School Year 2021-

2022. These are Angeles Luistro Integrated Senior High School, Don Leon

Mercado Memorial National High School, Laiya National High School, Laiya

Aplaya National High School, and Mayuro National High School.

Research Participants

The respondents of the study are the Secondary teachers in Rosario

and San Juan, Batangas who teaches Science 9. The distribution of the

respondent is presented in the table 1.

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Table 1. Numbers of Respondents

Name of School Sample Size

Angeles Luistro Integrated Senior 28

High School
Don Leon Mercado Memorial 31
National High School
Laiya National High School 33

Mayuro National High School 28

TOTAL 120

Data Gathering Instrument

Constructions

The data gathering instruments used to collect data and information of

the respondents is the Google forms at distributed and answered by the

respondent. The questions was formed by reading some research and books

that related to the study.

Validation

After performing the survey questioner as an instrument, the

researcher referred to her adviser Joy L. Pasia, and some experts just like her

School Head Mr. Antonino S. Palaganas, District supervisor in Science Mrs. Dr.

Wena Javier, on the research study to be tested the accuracy of the questioner

and give some recommendation for the development of survey questioner.

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Administration

After the approval of the survey questioner, the researcher wrote a

formal letter address to Division Office of Batangas Province, in science. After

that the researcher distributed the google form link survey questioner to the

respondent to gather and generate concrete data.

Retrieval

After the respondents answered the survey questionnaire, the

researcher collected and combined all the data and information, and assured

that all the data and information of all respondents are confidential

Scoring

In scoring the researcher used the Likert Scale.

Level Score Interpretation

4 3.50-4.00 Strongly agree

3 2.50-3.49 Agree

2 1.50-2.49 Partially disagree

1 1.00-1.49 Strongly Disagree

Data Gathering Procedure

The researcher collect all the data and information through a survey

questioner to collect and gather all the data and information that my help to this
 Golden Gate Colleges Graduate School

study. All the respondents will be given a survey questioner that they will be

answered. All the questions in this survey are from the research. This study will

be carried out online so as not to interrupt class time. In this research the

students will be selected randomly to ask some opinion on the said topic of the

study. The researcher will collect the data and information through internet. The

researcher will use a Google forms, a website created by Google inc. in

management of the survey.

The questionnaire that mentioned in Data gathering instrument are

based of the research question that be upload in google forms. It will be answer

by giving the google forms link to all the teachers in Junior High school. All the

information that will be collected is will be automatically placed in a spreadsheet

or on a table. All of this will be revealed in procedure in textual, tabular, and

graphically to give clarity the analysis and interpretation of all the data.

Analysis of the Data

The collection of the data and information will be reviewed to facilitate

the forecast of all the data and information. This study will use Descriptive

statistical analysis to present all the data and information and use records to

check all the data. This is the choice of the research because it easy to

understand all the data because it summarized and it also discussed the result

of the study.
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Research Data strategy

Number and Percentage. It is used to known the number in every

demographic question in this study.

Mean. it is used to find the Learning loss and Learning gain in Grade 9

science among public school in New landscape of Education.

Chi-Square. It is used to find out the connection of the demographic

condition of the respondents and the effect of the Learning loss and Learning

gain in New landscape of education.

Anova. This is the size of the effect, This is a guideline of sizing the

effect, in means it can be compare in other variable as a result that tested and

used the different units.

P-value. It is used as a metric of possibility in a observed evidence

and my happen in random instances.

Of the acute and computation of the data and information, this study

used IBPM SPPS (software platform offers advanced statistical analysis). It used to

have an accurate result of the study.

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