International Journal of Education and Pedagogy (IJEAP) eISSN: 2682-8464 | Vol. 4 No. 3 [September 2022]
Journal website: http://myjms.mohe.gov.my/index.php/ijeap
NEW NORMAL EDUCATION IN THE MID-WAY OF CHRISTIAN AND MUSLIM COMMUNITY: ITS HIP AND
VALLEY IN THE DIGITALIZATION CHALLENGE
Gina A. Fontanilla1*
1 Department of Education, Cotabato Division, Dilangalen National HS, Midsayap, Cotabato, PHILIPPINES
*Corresponding author: [email protected]
Article Information:
Article history:
Received date : 21 July 2022 Revised date : 25 August 2022 Accepted date : 1 September 2022 Published date : 10 September 2022
To cite this document:
Fontanilla, G. A. (2022).NEW NORMAL EDUCATION IN THE MID-WAY OF CHRISTIAN AND MUSLIM
COMMUNITY: ITS HIP AND VALLEY IN THE DIGITALIZATION
CHALLENGE. International Journal of Education and Pedagogy, 4(3), 113-123.
Abstract: This study presented the lived experiences of school heads and teachers in the new normal education which highlighted the opportunities and challenges of the digitalization in education brought by ‘new normal’
education. In dealing with the challenges of digitalization in education, the author contends that literacy on ICT determines the efficiency and effectiveness of an individual in adapting to change like embracing the use of different technological platforms and the school heads’ and teachers’
perception of their learning environments. Results showed that the participants’ challenges include Lack of Manpower and other Resources, Poor Internet Connectivity, Lack of Professional Training in ICT, and Result of Educational Assessment/Learning Outcome. Despite these challenges, the participants were able to surpass all of these through the strengthened linkages and partnerships with internal and external stakeholders of the school, and personal or self- learning through online courses available. The author concludes that learning to adapt to changes in the new normal education made the school heads and teachers more resilient, innovative, and creative.
Keywords: New normal education, Challenges, Digitalization in Education, Adaptive to change, technological platforms.
1. Introduction
The advent of the COVID-19 global pandemic has affected millions of children and youth in almost every country in the world. At the height of the pandemic, nearly 90 percent of students were affected by the closure of schools, universities, and other institutions (UNESCO, April 2020). While school closures may have been necessary to reduce the transmission rate of COVID-19 in many contexts, the full impact of such closures on the well-being of children and youth has not always been considered in the decision-making process. Various risks to the education, protection and health of children and youth need to be analyzed to decide whether schools reopen or stay closed. Such data analysis, particularly at a local level, is necessary to make informed decisions on when and why to reopen schools (UNICEF).
School closure did not hinder learning continuity but paved the way for the intensive implementation of distance learning modalities such as modular distance learning (print and digital), online distance learning, blended learning, RBI, and TVBI to achieve the department’s goal that “no learner should be left behind”. Public and private schools in the Division of Cotabato implemented different distance learning modalities just to ensure that quality education is delivered to the learners even during this time of the pandemic.
The department’s effort to implement learning continuity through its Basic Education Plan (BE-LCP) under DepEd Order No. 012 s. 2020 has posted different questions and apprehensions on how quality is education in this new normal set-up. Learning in the new normal is a challenge for the teachers, students, and even parents (Davis, 2021). While the bulk of research focused on describing learning as digital learning utilizing online distance learning and blended learning in new normal education, there are limited studies that focused on the lived experiences of teachers and school heads in the new normal education, hence, this study is conducted.
2. Literature Review
The following literature and studies are the bases in the conduct of the study.
New Normal Education
The study of Dziuban, C., Graham, C.R., Moskal, P.D. et al. addressed increasingly important issues of student success, withdrawal and perception of the learning environment across multiple course modalities. Arguably these components form the crux of how we will make more effective decisions about how blended learning configures itself in the new normal. The results reported here indicate that blending maintains or increases access for most student cohorts and produces improved success rates for minority and non-minority students alike. In addition, when students express their beliefs about the effectiveness of their learning environments, blended learning enjoys the number one rank.
However, upon more thorough analysis of key elements students view as important in their learning, external and demographic variables have minimal impact on those decisions
According to Zalat MM, Hamed MS, Bolbol SA (2021), e-learning was underutilized in the past especially in developing countries. However, the current crisis of the COVID-19 pandemic forced the entire world to rely on it for education.
Their study aimed to estimate the university medical staff perceptions, evaluate their experiences, recognize their barriers, challenges of e-learning during the COVID-19 pandemic, and investigate factors influencing the acceptance and use of e-learning as a tool teaching within higher education.
The study found that the majority (88%) of the staff members agreed that the technological skills of giving the online courses increase the educational value of the experience of the college staff. The rate of participant agreement on perceived usefulness, perceived ease of use, and acceptance of e- learning was (77.1%, 76.5%, and 80.9% respectively).
The results of the study of Toader, Safta, and Titirisca (2021) show the positive effect of digitalisation on tertiary education and also the positive impact of the latter on sustainable development, as a base for future stimulation in public policies. The study concluded that most of the participants in the university educational process have adapted to the online activity, and the latter ‘saved’ the academic years 2019–2020 and, respectively, 2020–2021.
On the other hand, the development of digital competence is a fundamental component of the initial and ongoing training of teachers. However, it is a complex process that includes various strategies, for which there is not yet an integrated approach to improve teacher learning about the pedagogical uses of digital technologies. The most effective model for developing teacher digital competence is based on offering experiences that integrate digital technologies into learning as part of their training.
It is not enough to provide teachers with access to ICT; time to experiment and technical training on certain digital tools is also required. Reflective knowledge and skills needed to integrate digital technologies into teaching practice should be developed in teacher training programs, Berrocoso et.al (2021)
Challenges in e-Learning and Digitalization in Education
The study of Toader, Safta, and Titirisca (2021) shows the positive effect of digitalization directly on tertiary education, and indirectly on sustainable development (in GDP per capita, as proxy). The results also suggest the positive long-run effect of the tertiary education (all age groups) on economic sustainable development, with GDP per capita in logarithmic values used as proxy. The results confirm the necessity of public intervention and better funding of the education on all levels, but most importantly in higher education, being in line with the economic literature that accentuates the positive role of (tertiary) education on economic growth (sustainable development). Moreover, students feel isolated due to lack of interaction, especially with teachers, because they spend more time at home, in front of the computer and the pandemic has imposed social distancing
In the study of Zalat MM, Hamed MS, Bolbol SA (2021) on the experiences, challenges, and acceptance of e-learning as a tool for teaching during the COVID-19 pandemic among university medical staff in Zagazig University, Egypt. The highest barriers to e-learning were insufficient/
unstable internet connectivity (40%), inadequate computer labs (36%), lack of computers/ laptops
(32%), and technical problems (32%). Younger age, teaching experience less than 10 years, and being a male are the most important indicators affecting e-learning acceptance.
On the other hand, the study of Mustisya and Makokha (2016) in public universities in Kenya are, today, turning to the use of e-learning in an attempt to cope with the rapidly increasing demand for university education. Lecturers ranked heavy workloads the most serious challenge affecting the adoption of e-learning, followed by: insufficient Internet connectivity, denial of copyrights for their developed e-learning modules, limited information and communication technology (ICT) skills, lack of incentives, shortage of computers/laptops, inadequate computer laboratories, and insufficient time for online interaction. Students, on the other hand, ranked insufficient Internet connectivity the number-one challenge, followed by: lack of computers/laptops, inadequate computer laboratories, limited ICT skills, and insufficient time for online interaction. The paper concludes that as a result of these challenges, the adoption of e-learning is slow and still at its infancy stage in public universities in Kenya. It recommends that universities should invest heavily in the improvement of e-learning infrastructure, e-learning content development, capacity building, attitude change, and enhancement of e-learning awareness.
Self-paced learning significantly improves memory performance compared to a control condition in which the same overall study time was used but time was not differentially allocated across items, Tullis and Benjamin (2011). The advantage of self-pacing was apparent only in subjects who utilized a discrepancy reduction strategy—that is, who allo cated more study time to normatively difficult items. Self-pacing can improve memory performance, but only when appropriate allocation strategies are used.
Pokhrel and Chhetri (2021) found that the affordability and accessibility for all the learners of varied economic background is identified as a challenge, for which the educational tools developer could focus on customization. The lesson learnt from the COVID-19 pandemic is that teachers and students/learners should be oriented on use of different online educational tools. After the COVID- 19 pandemic when the normal classes resume, teachers and learners should be encouraged to continue using such online tools to enhance teaching and learning.
2.1 Problem Statement
What are the lived experiences of teachers and school heads in the new normal education?
3. Method
This study made use of the Purposive sampling method specifically the maximum variation purposive sampling technique for the researcher is looking to examine a diverse range of cases that are all relevant to a particular phenomenon or event (alchemer.com) wherein as used in this study the researcher focused on the varied responses of participants with different experiences of ‘new normal’
education considering their diverse learners.
3.1 Materials
This study utilized technology-assisted platforms such as Google form survey, emails, and messenger.
The researcher used triangulation through published articles and previously conducted studies.
3.1.1 Samples
This study made use of the Purposive sampling method specifically the maximum variation purposive sampling technique for the researcher is looking to examine a diverse range of cases that are all relevant to a particular phenomenon or event (alchemer.com) wherein as used in this study the researcher focused on the varied responses of participants with different experiences of ‘new normal’
education considering their diverse learners.
3.1.2 Site
The study was conducted in the selected schools in Midsayap, Cotabato of which student population is composed of diverse learners: Christian, Muslim, and Indigenous Peoples.
3.1.3 Procedures
The researcher sought permission from the identified participants of the study and to ensure the anonymity of the participants, school heads were coded as SH1, SH2… SH5 while teacher participants were coded as T1, T2…T5. Consent from the participants after being informed about the purpose of the study and research objectives was obtained at the start of the online survey. Privacy and confidentiality were assured.
Design: This study utilized the descriptive qualitative research design which interprets phenomena in terms of the meanings people bring to them (Denzin and Lincoln, 2011, p. 3 as cited by Fukofuka (2014) and Accad & Accad (2016).
Variables: The phenomena as used in this study is the ‘new normal’ education and this will be described and given meanings according to the experiences of the participants of the study, the teaching and learning process in the new normal set-up as perceived by the participants wherein the emphasis is to describe rather than to judge or interpret (Accad and Accad, 2015).
Power and sample size: The participants were the selected 5 school heads and 5 teachers of the schools in Midsayap, Cotabato purposively chosen and selected by the researcher.
3.2 Measurement
Generally, this study dealt with the teaching and learning process in the ‘new normal’ set-up and determine its groundwork in the digitalization challenge. Specifically, this study aimed to answer the overarching research question: What are the lived experiences of teachers and school heads in the new normal education? All the responses of the participants were encoded in an excel file and analyzed. Emerging core and sub-themes were identified and specific phrases and statements were quoted for emphasis.
3.3 Data Analysis
Thematic Analysis by Fokofuka (2014) cited by Accad and Accad (2016) was employed by the researcher. All the responses of the participants were encoded in an excel file and analyzed. Emerging core and sub-themes were identified and specific phrases and statements were quoted for emphasis.
3.3.1 Validity and Reliability
The researcher used triangulation through published articles and previously conducted studies.
4. Results and Discussion A. Opportunities
A.1 Access to Global Learning Platform
A.2 Innovations on Learning Resource Materials A.3 Support of Stakeholders
B. Challenges
B.1 Lack of Material and Manpower Resources, B.2 Poor Internet Connectivity,
B.3 Lack of Professional Training on ICT,
B.4 Result of Educational Assessment/Learning Outcome C. Coping Mechanisms
C.1 Strengthening partnership
C.2 Enroll Post Graduate via Online University, C.3 Strengthening Linkages/Partnership
A. Opportunities
A.1 Access to Global Learning Platform
The participants said that the ‘new normal education gave them the opportunity to access the Global Learning Platform. The use of online platforms such as Google Classroom, Zoom, virtual learning environment, social media, and various group forums like Telegram, Messenger, WhatsApp, and WeChat were explored and tried for teaching and learning for the first time to continue education.
This can be explored further even after face-to-face teaching resumes, and these platforms can provide additional resources and coach to the learners, Pokhrel and Chhetri (2021).
SH1: “Sa panahong ito ako natutong mag explore ng iba’t ibang platforms dahil kailangan sa mga virtual communications at online submission ng reports gaya ng Zoom Meetings, Google Meet, Microsoft Teams, email, at messenger”
SH3: “Wala jud ko ka encounter aning mga Zoom App, Google meet sa una dili pa jud ko kabalo unsaon na…so sa umpisa nagpatudlo ko sa akong anak (hahaha) every time may mga virtual meetings ta sa cluster or sa division office”
SH5: “Tong wala pa pandemic mam wala gid ko iya gasapak sinang mag email2 kay ginapaobra ko lang na sa mga AdAs sa una…hahaha pero karon nagtuon gid ko kay tungod sa AWA implementation”
T3: “Digitalization was never a challenge for me, it was an opportunity to broaden my horizons and improve my digital skills. But unfortunately, I could not use it for the learning process because students in our school do not have devices and loads to take online courses”
A.2 Innovations on Learning Resource Materials
The participants have shared that the ‘new normal’ taught them how to become innovative in the adopted learning modalities like making contextualized learning activity sheets (LAS), video lesson exemplars, and tutorial videos by selected teachers. This is supported by the study of Dhawan (2020) which states that teachers have become habitual to traditional methods of teaching in the form of face- to-face lectures, and therefore, they hesitate in accepting any change. But amidst this crisis, we have no other alternative left other than adapting to the dynamic situation and accepting the change. It will be beneficial for the education sector and could bring a lot of surprising innovations.
SH2: “Also, though we almost started from scratch, our teachers are now equipped with new normal skills that made them adapt to the changes”
SH4: “These ‘new normal’ made us innovative of the learning resource materials aside from the printed modules that we have printed and distributed to our learners. We capacitate our teachers in video-making lessons, RBI script writing, and contextualization of LAS based on the module”
SH5: “Naging daan talaga ang ‘new normal’ situation upang makabuo kami ng mga contextualized LAS na supplement sa mga modules na binigay sa mga bata”
A.3 Support of Stakeholders
The participants have mentioned that the financial support from external stakeholders like BLGU, MLGU, PLGU, non-government organizations, and alumni associations was strengthened especially in terms of the module reproduction of learners. It has forged a strong connection between teachers and parents than ever before. Homeschooling requires parents to support the students’ learning academically and economically. Children with disabilities need additional and special support during this ongoing emergency, Pokhrel, and Chhetri (2021).
SH3: “We are happy in the school because our Municipal LGU gave us printing machine and bond papers through our SEF”
SH2: “Daw kanami lang pamation nga bisan sa panahon sang pandemya may ara gid mga tao kag organisasyon nga handa magbulig kag nakahibalo maglantaw sang kahimtang sang eskwelahan…mga alumni nga ara sa gawas sang Pilipinas nagaobra mga generous people gid sila sa amon skwelahan ”
SH1: “Uhmm yes mam aside sa mga parent volunteers namin na nagdedeliver ng mga module sa mga purok, masaya kami dahil ang aming BLGU ay nagbigay din ng mga school supplies gaya ng ballpen, papel at notebook ng aming mga estudyante ”
B. Challenges
B.1 Lack of Manpower and other Resources
All participants expressed that because of the implementation of the Alternative Work Arrangement the school lacks manpower resources, especially in module reproduction resulting in the delayed distribution of learning materials to learners.
SH2 : “Given the guidelines on alternative work arrangements, our teachers and staff report to school only once a week. With that, updates, issues, and concerns that need to discuss with the group are mostly done thru virtual conferences. This at times causes a delay in the implementation of PPAs needing immediate actions.”
SH4: “Kulang jud mi Working force due to skeletal schedule implemented. ”
SH5: “Mahirap talaga ang printing of learning materials mam kasi nakaskeletal tayo wala ring printer ang ibang mga teachers sa kanilang bahay ”
B.2 Poor Internet Connectivity
All participants said that their major challenge in digital education is poor /no internet connectivity.
They said it hindered/deprived them to participate in virtual activities and reports required by the department. This finding is the same as that of Zalat, Hamed, and Bolbol (2021), Dhawan (2020) that the highest challenge for accepting e-learning were insufficient /unstable internet connectivity, inadequate computer labs, lack of computers/laptops, and technical problems.
SH1: “We are struggling since the community has no electricity nor access to internet kasi alam mo naman itong lugar namin mam na kailangan pang sumakay sa bangka ng halos isang oras bago mo marating ang aming paaralan…”
SH3 : “Voluminous paper works and overlapping offline and online activities caused distress and inefficiency to work due to poor internet connection.”
SH4: “Usahay gud mawala ko sa virtual meeting kay gatuyok tuyok lang jud ang cursor sa akong laptop. ”
SH5: “Mahirap talaga ang printing of learning materials mam kasi nakaskeletal tayo wala ring printer ang ibang mga teachers sa kanilang bahay ”
P2: “It is very difficult for me to contact my students because of the unstable internet connection in our area. Most of our students also don't have access to the internet since they don't have gadgets to use.”
B.3 Lack of Professional Training on ICT
Three participants mentioned that they find difficulty in doing their ICT-related jobs because they lack formal ICT training. These resulted in the inefficiency of performing ICT-related jobs.
T1: “I experienced problems with this platform. The system is complicated for me because I am not an expert in using different apps in my cellphone since I'm used only to text and calls”
T2 : “At first, I find it difficult to troubleshoot new models of printers, when our printers run into a problem.”
T3: “Challenges on digitalization in education in new normal is a not a difficult for me since I have already a prior knowledge on ICT and digitalization. All I have done is enhance my knowledge, skills, values, and attitudes so I can cope with it. By this, I can fit myself better to the trend of today's new normal education”
SH4: “Not all school managers are digital technologically literate(😂 isa nko)
B.4 Result of Educational Assessment/Learning Outcome
The participants shared that the results of educational assessments/learning outcomes of learners are somewhat invalid and not reliable since they answered their written works and performance tasks at home. On the other hand, most of the learners submitted their answer sheets of written works and performance tasks unanswered because nobody could assist them in their learning process. As all students’ assignments and examinations are carried out from home, it is challenging for educators to find the authenticity of the work and the actual learning taking place. Moreover, many parents guide and support their children during their learning process, and the extent and degree of support vary greatly. Grading of students is another area of study as no proper criteria are developed and effectively used. Pokhrel and Chhetri (2021)
SH1: “Unlike in the urban communities, houses are far apart from one another, so home visitations were not easy. Aside from that, most of our learners do not have family members to assist or facilitate learning at home. More than 90% of the parents are illiterate.”
SH2 : “For me, the result of educational assessments are doubtful which may not reflect student's learning.”
SH5: “Honestly, it's hard to assess students' learning in new normal. We didn't know if they were the ones answering their modules. ”
T1: “For those who are from far and remote areas, they suffer poor internet connection, the absence of human intervention, lack of assistance for learners during exams and other forms of evaluation.”
C. Coping Mechanisms
C.1 Strengthening Linkages/Partnership
The participants expressed that one of their coping mechanisms to overcome those challenges is to build strong linkages/partnerships with the school’s stakeholders especially the external stakeholders like non-government organizations.
SH1: “Through strengthening partnership po maam.”
SH2 : “Access to the learners living in far-flung and war-torn feeder barangays is limited, thus needing support from BLGUs and other support groups. Despite all these challenges, our school remained steadfast in the new normal school year for we considered these challenges as opportunities for wider and greater partnerships with our internal and external stakeholders and partners..”
SH5: “Before ginadeliver sa Learning Center / Purok pero tong kasagsagan sa COVID some teachers were reprimanded by the BLGU. So, ng change na pod na parents na lng pod ang magkuha sa skol....in a scheduled day. Dili tanan Grade level parents mo adto sa skol.. ”
C.2 Enroll Post Graduate via Online University
It has emerged in the analysis that the participants enrolled in Post Graduate via Online University and made the self-study and research using Youtube and other online resources.
SH1: “Mentoring teachers on the use of digital applications and platforms, balance the utilization of internet resources and physical teaching and learning resources..”
T3 : “Participate in webinars rendered by ETU and other organizations for personal development, enroll post graduate via online university for professional development, research or read via YouTube and other online resources.”
T4: “All I have done is enhance my knowledge, skills, values, and attitudes so I can cope with it. By this, I can fit myself better to the trend of today's new normal education.. ”
5. Conclusion
The study on the lived experiences of school heads and teachers in the new normal education concludes that learning to adapt to changes in the new normal education made them more resilient, innovative, and creative.
6. Acknowledgement
I am grateful and indebted to those who made essential contributions to the completion and publication of this Qualitative research paper as partial fulfillment of the requirements for the Degree Doctor of Education Major in Educational Management and Leadership. In particular, I would like to express a special note of appreciation to the following: The research paper adviser and professor Dr. Mildred Accad of Sultan Kudarat State University, Schools Division Office of Cotabato officials, co-administrators of Dilangalen NHS, selected school heads and teachers of Midsayap Cluster who are the participants of the study, my family and loving husband Daniel, precious sons Gian, Dane and John for the love, understanding, moral, financial and spiritual support during the completion of this paper, and above all to God Almighty, the giver of life and the source of strength and love for who I am today. Thank you for all His blessings and may He make us a blessing to all we come in contact with.
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