Title: PHENOMENOLOGICAL ANALYSIS OF THE LIVED EXPERIENCES OF SCIENCE TEACHERS AMIDST THE PANDEMIC ERA IN PUBLIC SECONDARY SCHOOLS IN CAMALIG, ALBAY
Author:
Ma. Charish N. Ordiales
Abstract:
This paper examined the lived experiences of twenty-nine (29) secondary Science Teachers amidst the pandemic era in Camalig, Albay. It aimed to identify the learning modality used in teaching Science during the pandemic; determine the teaching-learning practices utilized by Science Teachers; analyze the challenges met and their coping mechanisms; and develop a Manual of Best Practices in Science teaching amidst pandemic era. This study utilized the phenomenological approach through the conduct of focused group discussion to probe meanings from the perspective of Science Teachers. Based on the data gathered, the following conclusions were recognized: (1) majority of Science teachers utilized Modular Distance Learning (MDL), while some adopted Blended Learning (BL); (2) the teaching strategies practices practiced by Science teachers were utilization of online platforms in delivering instruction, contextualization of instructional materials and utilization of varied assessment. (3) The challenges encountered were difficulty in delivering instruction, insufficiency of learning resources, validity concerns in assessment of learning; and (4) their coping mechanism was adapting to new norms in education. This implied that interventions must be implemented not just for learners but also for teachers to address learning gaps brought by the restrictions of distance learning.
Keywords: Phenomenological research lived experiences, pandemic, distance learning, Science teaching.
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